Select a Department

Department

World Languages

All students at Eaglebrook are encouraged to develop and maintain proficiency in at least one language other than English, either modern or classical. The goal of our language program is to help students develop abilities to communicate successfully in the target language. The curriculum is designed to:

Help students develop various strategies and study habits to strengthen communication skills, including interpersonal, interpretive and presentational modes in the target language.

Assist students in gaining linguistic, social, and cultural knowledge of the communities in the world where the target language is used.

Create opportunities for students to use the target language outside the language classroom.

Third Form students study Latin. Fourth, Fifth, and Sixth Form students choose to study one of the following languages:

Latin

Mandarin Chinese

French

Spanish

Students will be placed in the appropriate course based on language ability.

Beginning -- for students with no or little experience with the language.

Novice -- for students who have basic skills of the language, usually after one to two years of formal study.

Intermediate -- for students who have mastered basic skills of the language with two or more years of formal study.

Seminar -- for students who have demonstrated skills and knowledge necessary to study advanced grammar, composition and literature. This course is conducted exclusively in the target language.

Spanish - Third Form

This course, required for all Third Form students, provides a structured introduction to the Spanish language and culture. Through engaging and interactive activities, students will acquire a foundation in basic vocabulary, grammar, and conversational skills to allow them to communicate in everyday situations. This course is designed to provide a solid foundation for further language learning, develop skills in listening, speaking, reading, and writing Spanish, and gain cross-cultural awareness and appreciation.
French

Beginning French
Topics introduced in this course are greetings, introductions, leave-taking, and getting acquainted. Students learn to describe possessions, express likes and dislikes, describe oneself and family members, ask and give directions, tell time, dates and seasons, explain sports, locations and to understand as well as use basic sentence structures. The concept of conjugating a verb is introduced with the presentation in French of the verbs to be and to have in the present tense. Then we move on to the regular “-er” verbs and eventually a few irregular verbs. The different francophone cultures are explored through food, habitations, and of course the language.

Novice French

In this course, students are asked to describe orally their daily routine, recount events in the past, make comparisons, give commands, ask questions, discuss travel options and leisure activities. Goals for students are to be able to write paragraphs and to develop the ability to read simple authentic texts. Various francophone cultures are introduced so students are exposed to the breadth of French influence in the world. There is also frequent practice in listening comprehension through various audio and video devices.

Intermediate French

Students are expected to increase detailed narrative proficiency in the past tenses and the future tense. They will expand their use of personal pronouns and sentence clauses, discuss longer reading selections and literature from the francophone world, and report on research. Subjects of discussion, composition, and research include the arts, medical concerns, food preparation, travel arrangements and driving on the roads of both France and North America.

Seminar French

This course is designed for the accomplished level language learner. Students study advanced grammar, composition, history, and literature, including Camus, Saint-Exupéry, Jules Verne, and La Fontaine. Current issues in science, climate, and politics are also explored. Students discuss these and prepare more detailed research reports. French is used exclusively in the classroom and at times outside its environment.
Latin

Third Form Latin

This course, required for all Third Form students, provides a structured introduction to the Latin language and the Ancient World. Using the first textbook of Hans Orberg's Lingua Latina per se illustrata series, students will learn the fundamental elements of Latin grammar, starting with concepts like parts of speech, singular/plural nouns and verbs, the 6 noun cases and the passive voice. They will also learn over 250 Latin vocabulary words and related English derivatives. Through our "Active Latin" approach, students will engage directly with the language each day by reading, writing and speaking it. This approach is blended with some traditional grammar instruction and translation, which helps students to build their critical thinking and analytical skills. Language learning will be interwoven with lessons on Greco-Roman mythology, daily life in Ancient Rome, and other classical topics that coordinate with Third Form History.

Beginning Latin

Intended for students in the Fourth through Sixth Forms, Latin Beginning provides a strong foundation to the Latin language. Recognizing that learning styles vary and students seek different outcomes from classical language study, teaching methods are varied, from the traditional translating and grammar method, to active spoken input. By the end of the year, students are expected to comprehend simple sentences and conversational phrases, as well as read and translate stories of up to two pages in length (using the first book of Lingua Latina as a basis). In addition, students also complete periodic research projects on Roman culture and classical mythology.

Novice Latin

Students in Latin Novice continue to build upon the foundation developed in either Third Form Latin or Latin Beginning. More advanced grammatical topics are covered and longer stories, with more complex syntax, are read. The primary text is the second book of Lingua Latina, with occasional supplementation from other texts, such as Fabulae Faciles. Students are expected to respond in Latin to spoken prompts, do basic creative composition in the language, and comprehend more complex spoken input for longer durations of time (i.e. classes may be conducted primarily in the language, or students may take walks across campus, guided by the teacher entirely in Latin). Research projects require a deeper dive into cultural understanding of the Roman world, and may include topics related to architecture and lesser-known classical myths.

Intermediate Latin

Advanced grammar topics are introduced at this level. Students are expected to be versed in passive verbs and dependent clauses and their uses, with the third book of Lingua Latina as a foundation. Other grammatical topics include the passive periphrastic construction, participles, and the subjunctive mood. Students develop their translating skills to an intermediate level, and classes are conducted more and more completely in the target language.

Seminar Latin

A Latin seminar is offered when there are students who are ready for advanced levels of study. Topics covered are based on student interest and ability, and may include Roman poetry, rhetoric, literature, history (including foundational myths such as Aeneas and Romulus), and anthropology. Latin readings are pulled from a wide variety of sources, including primary authors such as Martial, Vergil, and Caesar. By the end of the year, students will have largely completed their study of Latin grammar and will be ready for higher levels of secondary school study.
Mandarin Chinese

Beginning Chinese

In Beginning Chinese, students begin the process of studying Mandarin. Students first build a foundation in Chinese Pinyin, pronunciation and tones, as well as the basic structure of Chinese radicals and Simplified Characters. The topics at this level include self-introduction, family, likes and dislikes, numbers, animals, countries, and sports. We expect students to be able to respond to simple questions and list information about their lives when prompted. By the end of the year students can write a paragraph in Chinese characters, and give a short presentation on their lives.

Novice Chinese

In Novice Chinese students grow from an introductory level of proficiency to a solid beginner level. Students focus on the themes of interests and abilities, daily schedule and routines, and school life. Class time is spent utilizing and playing with the language and vocabulary introduced in stories presented to or created by students. By the end of the year, a goal of students in Novice Chinese is to be able to type an essay in Chinese, write roughly 300 characters by hand, deliver a short presentation, and read a long passage and answer questions about it in written Chinese.

Intermediate Chinese

In Intermediate Chinese, students move to the advanced beginner or lower intermediate level while continuing to focus on communication. Themes in Intermediate Chinese include planning events and activities with friends, constructing the past, dining and shopping, as well as world travel. Students are able to read longer stories and readers, and converse at length and write in detail about their interests, daily life, and topics they research on their own.

Chinese Seminar

The course is designed for individual students who have gained basic communication skills in Chinese and are ready to study advanced grammar, literature, and composition. The class is conducted in Chinese and students are expected to work toward their individual goals through studying textbook materials, participating in class discussions, and presenting research projects on various topics.
Spanish

Beginning Spanish

The topics we introduce at this level include: greetings, introductions, and leave-taking, getting acquainted, sports, the family, housing, clothes, the body, school, foods. Students engage in basic conversation using the present tense and immediate future. They are expected to describe needs and wants, describe possessions, express likes and dislikes, describe family members, ask and give directions, tell time, day, month, and season, make purchases, and order food in restaurants.

Novice Spanish

The topics we introduce at this level include cultural, seasonal, and daily activities: health, food, shopping, free time, and hobbies. Students are expected to learn direct and indirect object pronouns, affirmative and negative expressions, how to ask questions, and how to use comparisons and prepositions of place. With verbs, students learn the past tense (preterite), reflexive verbs, gustar-like verbs, the progressive tense, and commands. Students read simple stories to improve their reading comprehension and cultural understanding. They create videos and dialogues to improve their pronunciation and conversation skills. Writing paragraphs to improve their communication and writing skills is also required. They watch Spanish videos to increase their listening and understanding skills.

Intermediate Spanish

We introduce vocabulary of train travel, restaurant, telecommunications, shopping for clothing and food, pastimes, hotel, and air travel. New constructs include the imperfect, the preterit vs. imperfect use, formal commands, impersonal ‘se’, future, present perfect, conditional, future perfect, pluperfect, and present subjunctive. Cultural readings in Spanish provide exposure to Hispanic culture as well as progressive practice.

Spanish Seminar

This course offers students opportunities to study Spanish formally in an academic setting. Communication is entirely in the target language. Geography, history and culture, politics, art (music and literature) of Spanish-speaking countries are studied to provide context to the formal study of Spanish. Students are expected to make presentations, write expository essays, critiques, short stories and legends. Authentic materials, such as documentaries, novels, historical texts and newspaper editorials are used to further language and cultural understanding.

Jeffrey Lamb

World Languages Department Chair; Dormitory Advisor; Coach

jeff.lamb@eaglebrook.org
Bio
Jeff joined the Eaglebrook faculty in 2019 as a teacher, advisor, and coach. He teaches Beginning and Intermediate Mandarin and in 2021 became the Chair of the World Languages Department. In addition, he coaches recreational tennis and skiing, and leads the Eaglebrook Outdoor Program in the spring. Jeff lives in Kravis with his wife, Daphne, son, Will '23, dog, Cooper, and cat, Mini. Away from Eaglebrook, Jeff enjoys collecting and fixing antiques, being outside, and listening to music.
Rachel Blain

Teacher

Amherst College - B.A.
School for International Training, Brattleboro - M.A.T.

rblain@eaglebrook.org
Bio
After graduating from Amherst College, Rachel began a career in sales and marketing for All
American Sports, working at the company’s various sites as well as the corporate office in New York.
Returning to western MA to take courses toward a business degree at the University of Massachusetts,
Rachel took an interim position at Eaglebrook teaching French, a position that transitioned to full
time teaching, advising, and coaching. She pursued an MAT from the School for International
Training in the summers of 1990 and 1991. Current responsibilities include teaching English, French,
and various electives.

Rachel’s three children were born here at Eaglebrook and all three graduated from Eaglebrook. Andy
and Rachel live on campus in Little Hundridge, with their dogs Raleigh and Rosie.
Ana Dias Leyden

Teacher; Dormitory Advisor; Coach

Universidade Presbiteriana Mackenzie - M.I.B.
Fundacao de Ensino Euripedes Soares de Rocha - B.M.

aleyden@eaglebrook.org
Bio
Ana has been living in the United States for over 10 years, and resides in a house on campus with her husband Nick, their two daughters, and pug dog, El Guapo. For the eight years previous to becoming a language teacher, she applied her degree in management and international trade to working in export offices in Portugal and Brazil, her native country. Ana spent exciting summers immersed in the French culture and learning the language; in Paris and Marseille, France, and in Quebec City and Montreal, Canada. In addition to French, which she teaches at the beginner and novice levels, and Portuguese, which is her native language, Ana speaks English and Spanish. Ana and her family spend their summers working at a boys’ camp in Maine and traveling when they can. She relishes trips to the beach with her family, going to restaurants, walking her dog, reading mystery novels, and watching movies. Ana declares that she loves living in the United States, but being from a tropical country she doesn’t think she will ever get used to the snow.
Elizabeth Lauderdale

Hollins University - B.A.

elizabeth.lauderdale@eaglebrook.org
Bio
Elizabeth began teaching Latin at Eaglebrook in 2022. She received her Bachelor of Arts in Classical Philology from Hollins University, where she was inducted into Phi Beta Kappa. She advises in Flager House and lives on-campus in Doubleday with her cat and an ever-expanding collection of science fiction novels.
Yuan-Hsiu Lien

Teacher; Dormitory Advisor; Inclusion Coordinator

413-774-9151

Tamkang University - B.A.
Boston University - M.Ed

ylien@eaglebrook.org
Bio
Yuan-Hsiu began teaching Chinese at Eaglebrook in 2006 and continues to live on campus with her husband, daughter, and dog. She loves to travel and aside from her annual trip to China as an Eaglebrook ambassador, Yuan-Hsiu tries to squeeze in trips here and there during school breaks.
Carmen Ramirez

Teacher; Dormitory Advisor, Coach.

Central Connecticut State University - Masters of Arts in Teaching
Universidad Politécnica de Madrid - B.A.
Universidad Anahuac del Norte - B.A.

carmen.ramirez@eaglebrook.org
Bio
Carmen Ramirez came to Eaglebrook in the Fall of 2023 after teaching World Languages and dorm heading at Northfield Mount Hermon School. During her three years there, she led the Spanish and Latino Affinity Group and started a Figure Skating Physical Education class.

Carmen earned her Architecture degree at Universidad Anáhuac in Mexico City as well as Universidad Politécnica of Madrid. After working for twelve years in Architecture in Madrid and China, she obtained her Masters of Arts in Teaching from Central Connecticut State University.

At Eaglebrook she will be teaching Spanish and coaching junior soccer. She is excited to invite you to her home at Mayer House with her seven-year-old son Nico, where she will share her paella secrets and recipes.
Carlos Rios

Teacher; Dormitory Advisor; Coach

Mathematics Occidental College - B.A.
University of Alabama - M.A.

crios@eaglebrook.org
Bio
Carlos has taught at Eaglebrook since September of 2000. Aside from his primary teaching position as a Spanish instructor, he teaches a number of computer based classes that introduce students to programming, applications, literacy and web design. He also coaches soccer, basketball and tennis. Additionally, Carlos is the person in charge of the bi-weekly dining hall seating plan. His computer skills come in handy when organizing that aspect of Eaglebrook daily life. He lives in an on-campus house with his two cats, Brooke and Shiloh. Carlos enjoys traveling when school is out of session.
Colby Runk

Teacher; Dormitory Advisor; Coach; Dorm Head

B.A., B.S. - Elmira College

colby.runk@eaglebrook.org
Bio
Colby joined the Eaglebrook faculty in the summer of 2018 as teacher, coach, and advisor. He lives in Flagler house with his fiancé, Ms. Brittany Inch, where he serves as the Dorm Head and as an advisor. He teaches Spanish at the beginning and novice levels. Colby also coaches soccer, basketball, and lacrosse. Away from work, Colby enjoys spending time with his fiancé and their 5 pets. He also likes playing sports, exercising outdoors, playing games with friends, and traveling the world.
Angela Trimbach-Rios

Teacher; Dormitory Advisor, Dorm Head

Occidental College - B.A.
West Virginia University - M.A.

atrimbachrios@eaglebrook.org
Bio
Angela is a member of the World Languages department where she teaches Spanish. She also offers some fun electives, two of which are knitting and Ghosts. Angela lives in Taylor House with her husband Rob and their two daughters, Sophie and Isabella. There is also quite a menagerie taking up residence in their dorm apartment consisting of four cats, three fish, and a frog.

Angela loves to read and particularly enjoys Latin American literature. She also has a passion for repurposing items for use in their house. Angela shared that her repurposing hobby keeps Mr. T-R busy lending a hand, and he may not quite enjoy having lots of projects lined up. Angela claims that while not very talented, she is always teaching herself new crafts. It seems to be contagious in the household because both of her daughters make her proud when they bring one of their own ideas from the design stage right through to completion.