George C Marshall High School - Columbian Yearbook (Falls Church, VA)

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Language gap bridged Second only to Chinese, English is the most widely used language in the world. It may be surprising to learn, therefore, that many people in the United States do not speak English as their native language. Even within Marshall, there exists a small number of foreignspeaking people. Realizing this problem, the Foreign Language Department added a new course to its program that was designed to teach English to the foreign students enrolled at Marshall. This course was English as a Second Language (ESL). The ESL course consisted of four levels of learning called phases. The students enrolled in the first three levels of the course received English credit and did not take a regular English course. Instead they were enrolled in ESL for two hours a day. In the fourth level, the students spent only one hour in ESL a day and spent the other hour in a regular English class. The students were allowed to go at their own speed, and it was estimated that most students finished a phase in a semester. The books used in the course, the English for today series, had government backing and were designed by the Council of English Teachers. The use of these books helped the students increase their vocabulary and knowledge of the English language. Iranian, Bolivian, Chinese, and Korean were just a few of the different nationalities that were found in the ESL classes. Since there was no common language in the class, communication was difficult but not impossible. Mrs. Rose Alley, the teacher of ESL, was concerned that this problem affected the relationship between the ESL students and the other students at Marshall. She felt that the other Marshall students should help the foreign students become more involved in school activities. Despite these problems, there were hopes that ESL would continue to be an integral part of Marshall's curriculum. Hae Yoon Lee and Margarita Contreras, two students enrolled m the ESI pcogrlm. use English grammar as a basis for better communication. m

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Alternate Learning Method enriches Shifting from the traditional AIM (Audio-Lingual Materials) books, parts of the Foreign Language Department experimented with a new program. Restricted to four selected Spanish I classes taught by Mrs. Mary Allen, the new book, Spanish For Communication was geared toward “program” learning. These programs were computer units with an emphasis on individual study. Having completed the ALM series, the French V class also used a different approach to the study of the language. Instead of “programs”, the class studied French literature and culture. Stress was put on grammar during the first quarter, but the year's objectives were concerned with studies of the French lifestyle, past and present. As Miss Laurie Williams looks on, Debbie Cesiaro pauses fof a momenl to allow the French V class to catch up as she teaches them some fine points about French architecture. is an Activity Packet Pronoun usage, subject-verb agreement, homonyms and spelling were just a sampling of the areas that were tested by the Learning Activity Packets, more commonly referred to as LAPS. Students from Freshmen to Seniors were evaluated on basic grammar skills through diagnostic tests designed by a group of Marshall English teachers. Based on the scores from these tests, the student was given work to do in areas in which he or she was weak. After completing the required work, the student was retested on the subject to see if there was any improvement. If the student failed a second time, additional work was given to be studied. If he passed, he began work on another “weak” area. In addition to the tests in basic grammar, juniors and Seniors were given tests on advanced writing skills. These exams stressed techniques used in writing term papers. The appearance of the LAPs was prompted by the low scores received by Fairfax County Schools in basic grammar on standardized tests. Because of the low scores, Divisional Superintendent John Davis recommended that each school work to improve basic skills in English. Although unpopular with the majority of the students, LAPs were the method used by Marshall to improve these skills. Several new elective courses, offered to Juniors and Seniors, were added to the English elective program. One such course was the Writer's Workshop, which was designer! to help the writing enthusiast develop his talent. A study of Russian literature, a course in Broadway musicals and a class involved in a study of self-will and fate were all part of an English curriculum designed with the students' interests in mind.

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Under Mrs. Catherine Young’s supervision, Lorna MacDonald. Rosanne Papa, and Carol Moore arrange platters of previously prepared cookies tor one of several class Christmas parties. In addition to its traditional courses, the Home Economics department ottered classes which developed specialized skills in both the preparation of food and the construction of clothing. Among the most popular courses was Advanced Foods, which gave students the chance to experiment with a variety of complicated dishes ranging from chocolate mousse to quiche lorraine and crepes. By learning to follow and improvise recipes, students gained experience in the art of choosing, preparing, and serving nutritious meals. Advanced Knits allowed students the opportunity to increase their skill in sewing with knit fabrics. One class project involved the fashioning of a complete outfit, by each student, out of knits. Although few boys signed up for other Home Economics courses, the Bachelor Living classes were never at a loss for interested junior and Senior guys. After sewing their ow n aprons, the students polished up on their cooking skills by preparing many appetizing foods, including the French bread served at the SCA spaghetti dinner. In an attempt to brighten one of the Home Economics classrooms. Susan Shaw and Terri Holt decorate a bulletin board.