At 7:30 a.m., the halls of Streamwood High School resemble the halls of many suburban high schools. Students congregate in the commons, search for books in their lockers, talk with friends, and begin moving to their classes. However, a climb to the third floor reveals a separate learning community—the World Languages and International Studies Academy.
In the Japanese classroom, Ms. Kimmel (also known as Sensei) helps students prepare the itinerary for a summer visit to their sister high school in Japan. In the academy office across the hall, Ms. Fralick and Mr. Vassolo confer about the integration of American literature and U.S. history lessons, while Ms. Lueck carries a stack of children's books written and illustrated by her 9th grade English students. In the computer lab, Ms. Keltner helps international business students prepare the proposal that they will submit to establish an academy-run school store.
The World Languages and International Studies Academy began five years ago as one of four specialized programs in School District U-46, in the northwest suburbs of Chicago, Illinois. Students districtwide apply and interview before being accepted to the program. At the academy, they find a special academic program focusing on world languages, a global perspective, and an integrated curriculum, designed to help them grow into future leaders with a broad understanding of international affairs.
The Academy Curriculum
Interdisciplinary instruction pervades the academy curriculum. For example, four years of language arts courses are integrated with four years of social science. Movable walls between classrooms can open to create large learning areas that accommodate two teachers and double-period classes.
Technology education begins early. Ninth and 10th grade students take intense, computer-based courses, developing technology skills that they will need to apply in every other academy course. Technology skills are considered as essential for students as reading and writing skills.
The study of international business topics is another key element of the program. Students examine companies in the context of history, geography, and economics. The technology and business teacher brings her extensive business-world experience into the classroom and creates project-based assignments designed to acquaint students with the practical realities of the corporate environment.
As the academy's name suggests, language study also provides a primary focus of the program. Each student focuses on one of three languages—Japanese, Spanish, or German—and enrolls in a language class every year. Classes meet for one and one-half periods a day, allowing students to complete six years of language instruction in their four years of high school. The extra half period at times serves as a common lunch period during which students and their teacher discuss culture and customs as they share foods typical of the countries in which their language is spoken. Language classrooms also employ integrated instruction; the social studies teachers work with the language teachers to provide the historical, geographic, economic, political, and social contexts for the study of world languages.
The language component of the academy goes far beyond classroom instruction. Students may take optional trips to Japan, Germany, Mexico, and Spain in the summer before their senior year, attending high school classes in their sister schools abroad. They live with local families, becoming immersed in language and culture. Perhaps most important, these academy students form close personal relationships with peers from another nation. What better way for tomorrow's leaders to become members of a truly global community? To reinforce the relationships and to create an exchange program, students from the sister schools visit Streamwood High School during the U.S. school year.
An informal service component has been added to the academy because of the teachers' belief that, in addition to connecting to their world through international travel and study, academy students should contribute to their local community. In language arts courses, students have adopted local families and have purchased, wrapped, and delivered holiday gifts to the children of these families. Students have also begun establishing big brother and big sister relationships with children in district elementary schools. Second graders tour the high school, watch presentations by the high school students, share snacks, and read aloud books that they have written themselves. The high school students, in turn, visit the elementary school and present children's books that they have written and illustrated. Academy teachers are now thinking about adding a more formalized service-learning component to the curriculum.
Academy Structure
Within the curriculum, most academy courses (language arts, social sciences, world languages, and technology) are at the honors and advanced placement levels. Yet the academy aims for more than academic excellence; it gives students a unique education experience.
With more than 2,000 students, Streamwood High School faces the challenges common to large schools: giving students a sense of belonging in their school and ownership of their education. The academy functions as a small school-within-a-school, enrolling about 50 new students each year and occupying a separate location. Academy students are also students of Streamwood High School; they take their mathematics, science, physical education, and elective courses in the comprehensive high school. But the academy's small size and separate location create the foundation of a cohesive learning community.
Even more crucial than size and location is the development of relationships among students, staff, and parents. Various off-campus learning experiences help students bond together as a close-knit group. The academy hosts several open houses during the school year both for 8th graders making their high school choices and for the students already enrolled. These evenings keep parents informed about the academy curriculum and activities, and allow parents, students, staff, and administrators to interact in an informal setting. Students often present their projects and talk about their perceptions of the academy; parents often provide refreshments and hospitality.
Challenges Encountered
The academy's school-within-a-school structure has enabled the school district to create a small, manageable international studies program without converting the entire school to an international focus. This structure has both advantages and challenges.
Although the school-within-a-school structure can create a powerful learning community, it can also create tensions. Teachers in the rest of the high school sometimes express skepticism about the academy program, questioning whether the academy's instructional materials, budget, facilities use, and specific curriculum are fair compared to those of the comprehensive high school.
Another concern deals with the school day itself. As mentioned above, the academy integrates language arts and social sciences courses, providing for expanded instruction and interdisciplinary experiences. The world language courses meet for one and one-half periods. These schedules do not always fit well into the eight-period, 50-minute class structure of most of the high school. Teacher supervision duties, such as monitoring lunch periods and study halls, must be scheduled around both the regular day and the academy schedule. Academy students' lunch periods last 30 minutes instead of the 50-minute study and lunch period experienced by other students. These situations have led to some teacher frustration, and the school administration and teachers' union have engaged in ongoing discussions about the equitable treatment of teachers.
Students themselves face uncertainty regarding their place as members of both the academy and the comprehensive high school, taking courses from both. Fortunately, academy students strongly demonstrate the adaptability and resiliency of adolescents as they contribute to their school. Academy students participate in various regular high school clubs and sports teams, often playing leadership roles. For example, one academy student is a senior class officer. Academy students also serve on the principal's advisory committee.
Preparing International Leaders
Various aspects of the World Languages and International Studies Academy program may be found in other schools across the nation. Combining these in a program that focuses on world languages, a global perspective, and true integration of subject matter, however, has created a unique education experience for students at Streamwood High School.
Students graduate from the academy prepared for college majors in such subjects as world languages and international business. The academy has put together all the necessary education pieces to provide students with the opportunities to gain knowledge and understanding of the world in which they live and will one day lead.
