"Learning is at its best when it's deadly serious and very playful at the same time. When I say it's deadly serious, I mean that learning should be disciplined and that people should find ways of learning how to ask questions, how to think about evidence, and how to find the truths that are out there. That's a very serious pursuit. On the other hand, in every serious thought, there's a line of laughter."                                      Dr. Sara Lawrence Lightfoot 
 

Classroom instruction for these courses is based on Dr. Stephen Krashen's language acquisition theory of comprehensible input (CI), with the belief that language is acquired  rather than learned.  That is to say, I believe that in order for students to best acquire language, they must be provided with listening and reading sources that they understand.  Comprehension precedes production:  students of a second or third language  will understand before they read and write.  Because of this, instructional methods and student work may not resemble those of more traditional language classrooms or other subject matters. 

 

Mr. De Clerck is available for extra help and conferences before school on Monday, Tuesday, and Thursday,  after school Tuesday, Wednesday, and Thursday or by appointment.  You may contact me by calling 641-5116 x 2225 or emailing sebastien.declerck@venturausd.org.

 

Internet Links: English-Italian Dictionary, English-French Dictionary, VHS Foreign Language, VHS Home, Q Student Connect, Q Parent Connect, VUSD, California World Languages Standards, Cougar Press, California Ed Code, Les Amis Francais de Ventura, French YouTube videos, Italian YouTube videos, Other links for Italian, Other links for French, French and Italian Films, California Department of Education Budget, France on the Radio, VC Star, Banner Bold

 

For more links, click on "Links" at the upper left-hand corner of this page.

-  Français 2 is a fast-paced, multi-faceted development of the French language and culture. 

-  The course runs on the principle of comprehensible input (listening and reading understandable French), and with the belief that language is acquired rather than learned.  In this way, instructional methods and student work will not resemble those of more traditional language classrooms or other subject matters.  

-  The course seeks to establish a strong base for early language development through comprehensible near immersion in the classroom, varied teaching methods (including TPR- Total Physical Response- and TPRS- Teaching Proficiency through Reading and Storytelling), class discussion and conversation, projects, and approximately 20 minutes of reading a night.  

-  The curriculum encourages student interest in French culture through presentations, demonstrations, music (Jacques Brel, Edith Piaf, Joe Dassin, Francis Cabrel, Hugues Aufray and others), and films (Le Huitième Jour ; Au Revoir,  les Enfants ; Le Mur; Jean de Florette, Manon des Sources and Entre les Murs). 

-  The course instruction seeks to accommodate all types and levels of learning. 

-  While the development & acquisition of conversational communication are the focus of the course, students will also be developing French reading & writing skills in preparation for higher levels.

- Honors Français 3, Français 4 is a moderately-paced, multi-faceted, challenging development of advanced conversational French language and an exploration into post-World War 2 French culture and literature.

- The course runs on the principle of comprehensible input (listening and reading understandable French), and with the belief that language is acquired rather than learned. In this way, instructional methods and student work will not resemble those of more traditional language classrooms or other subject matters.

- The course seeks to establish a strong base for continued language development through comprehensible near immersion in the classroom, varied teaching methods , class discussion and conversation, projects, and approximately 30 minutes of reading a night.

- The class encourages student interest in French culture through guest speakers, presentations, music (Jacques Brel, Corneille, MC Solaar, Francis Cabrel, Emily Loizeau, Helmut Fritz), pre- and post-war French literature (Paroles, de Jacques Prévert ; Le Petit Prince, d’Antoine de St. Exupèry ; l’Étranger, d’Albert Camus ; and Oscar et la Dame Rose, d’Éric-Emmanuel Schmitt) and films (Les Enfants du Paradis, Les Choristes, Une Pure Formalité, and Oscar et la Dame Rose).

- The curriculum assumes mastery of basic French conversational skills, and seeks to introduce students to more advance grammar structures as well as more mature cultural topics (e.g. French literature, history, & society).

- Italian 3/4 is a moderately-paced, multi-faceted, and challenging development of advanced conversational Italian and culture through a survey of important events in Italian history, literature, music and film.

- The course runs on the principle of comprehensible input (listening and reading understandable Italian), and with the belief that language is acquired rather than learned. In this way, instructional methods and student work will not resemble those of more traditional language classrooms or other subject matters.

- The course seeks to establish a strong base for continued language development through comprehensible near immersion in the classroom, varied teaching methods , class discussion and conversation, projects, and approximately 30 minutes of reading a night.

- The class encourages student interest in Italian culture through presentations, music, Italian literature, politics, history and art.

- The class will seek to prepare students for the newly re-instated Advanced Placement Italian Language & Culture Exam (AP test) to be administered by the College Board in May.

- The curriculum assumes mastery of basic Italian conversational skills, and seeks to introduce students to more advanced grammar structures as well as more mature cultural topics (e.g. Italian literature, history, & society; Italian-American comparisons of products, practices and perspectives).

The VHS Film Club is a informal, unofficial gathering of VHS students interested in international film of all genres. We meet Wednesday mornings at 6:45 AM in room 125 for breakfast, discussion, and film viewing. The organization is open to any and all VHS students.   This year's presidents are Elias Adorno and Cody Ginsburg. 

The Federation of Players of Petanque (FPP) is an informal and unofficial gathering of VHS students interested in playing the traditional French game of petanque, or boules. The club is currently inactive.  Any student interesting in reviving interest in the club should speak to Monsieur De Clerck in room 125.

Gli Amici Italiani is currently seeking new club leadership.  Any student interested in runnig for the office of president, vice president, or co-president shoudl presnet themselves to Mr. DeClerck in room 125.  Gli Amici Italiani is a club open to all Ventura High School students interested in Italian film, music, art, cuisine and culture.

The Ventura High School Gay-Straight Alliance is a student-run organization open to all VHS students and staff  interested in defending LGBTQ issues and rights.  The GSA meets every Monday in Mr. Nelson's room.

Le Cercle Francais is a club open to all Ventura High School students interested in French art, music, film, cuisine, and culture. The club meets every Friday at lunch in Monsieur DeClerck's room (125). This year's club presidents are Cody Ginsburg and ELias Adorno.  Club historian and photographer is Dirk Larson.  Club secretary is Shea Sanchez.  Club Treasurer is Carla Munez.

Ventura High School
Sebastien DeClerck