Being or becoming bilingual paves the way towards plurilingualism. The course offered integrates the opportunity to progressively acquire up to four foreign languages.
- Spanish and Chinese quarrel over the third place of the podium of the most spoken international languages. Associated to the French-English bilingualism from the 5è class (G7/Y8), the study of the Spanish language is supported by periods of schooling in Spain taking place in both 3è (G9/Y10) and 2nde classes (G10/Y11). In upper secondary school, students prepare the Cervantès Institute DELE15.
- German, as the most spoken language in Europe, represents a solid linguistic and cultural asset to evolve within the European economic community, especially for an individual speaking French, English and Spanish. Students can start learning German in 6è class (G6/Y7). Immersive exchanges are offered in both 5è and 4è classes (G8/Y9). The school also maintains a partnership with the Goethe Institute allowing our students to certify their level.
- Chinese can also be studied from the 5è class onwards. This class is reserved for motivated students, ready to get committed into a long-term learning and who wish to develop a particularly complete linguistic profile. Students can certify their level through the HSK exams. Spanish will then be offered to students as an option when they join the 2nde class. At the end of the Première class (G11/Y12), students can take part in a cultural stay in China.
- Japanese, opening doors to students towards the culture and influence of one of the most developed countries in the world, constitutes an unmatched experience within an educational career. Students can start studying Japanese from the 6è class or the 2nde class. This course leads to an exchange in Japan with an immersion both at school and in families, and to the preparation of the “Japanese Language Proficiency Test”.
- Furthermore, 80 languages can be student and validated through the literature exam of the International Baccalaureate. Thus, international students can validate their command of their mother tongue through a supervised personal work of literature, supported by a coordinator.
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