Curriculum and Instruction in the High School Credit Programs | Concordia Language Villages

Curriculum and Instruction in the High School Credit Programs

The High School Credit Program consists of a minimum of 180 hours of direct instruction and language and culture practice, in large groups, small classes, activity periods and individual work. Online programs offer a mix of synchronous and asynchronous work.

A typical day in a summer high school credit program includes 7.5 hours or more of direct instruction, development of comprehension skills, conversation, and a wide range of structured activities in the target language. High school credit courses during the academic year typically meet twice per week, for 2-3 hours each day; in addition, youth participant "villagers" complete asynchronous work in between class meetings.

Villagers carry what they learn in their courses into the other areas of the simulated Village, where they are immersed and surrounded by a large number of proficient speakers and opportunities to practice, apply, and extend their learning.

For information about the broader philosophy of learning in the Concordia Language Villages, visit our description of the CLVway.

The following is a list of key elements of curriculum and instruction featured specifically in the intensive, high school credit program:

  • Small credit program classes of 4–9 students and an overall ratio of one (target language proficient) staff member to four villagers
  • Project-based learning (individual and thematic)
  • Linguistic and cultural immersion in a simulated “Village” in which villagers use the target language as the primary language of communication
  • Exploration of global issues and issues affecting the target cultures
  • Opportunity for students to reflect on their own learning, set, and fulfill personal goals
  • Interaction with a variety of global perspectives and cultural beliefs
  • A supportive learning community in a positive atmosphere that fosters confidence and collaboration
  • Character development through leadership opportunities, living in a community, taking risks, and playing in the target language.
  • Hands-on experiential learning and language practice in simulated and real situations
  • Interdisciplinary, content-based instruction in the areas of natural and social sciences and arts and humanities
  • Learning in nature and about our natural world
  • Engagement with culturally-authentic products and practices