About Kerryn Frazier

Kerryn Frazier is the K-12 World Language Department Head for the Foxborough Public Schools, where she has taught Spanish since 2005. Ms. Frazier's classes focus on the four communication skills: speaking, listening, reading, and writing, as well as culture. She works to guide students toward proficiency in the target language through a centered focus on students' ability to perform the functions of the language. Ms. Frazier's classes are structured around conversational activities and rely on the use of authentic resources, such as popular music, literature, the media, and realia.

After in-depth research and a thorough curriculum review, Kerryn Frazier and her colleagues are striving for 90%+ target language use in the classroom. They worked together to set proficiency targets for each level of language in ASL, French, and Spanish district-wide. These targets, together with ACTFL's Can Do Statements are now driving curriculum, instruction, and assessment. It is our hope that we will increase the level of proficiency of all of our students in the target language through real-life, authentic uses of the language, as well as increased student-student interaction in the language.

Ms. Frazier holds a Bachelor of Science degree in mathematics and Spanish from the University of Scranton, a Master of Arts degree in Spanish Language and Culture from the University of Salamanca in Spain, and a Master of Education degree from Endicott College. At the University of Salamanca, Ms. Frazier wrote her Masters Thesis on teaching Spanish through popular music. She continues to add to this research as popular music evolves and students' interests change.

Kerryn Frazier believes that all students can learn a second language. Learning a second language strengthens a student's understanding of his/her first language, leads to higher standardized test scores in math and ELA, helps students to develop higher level thinking skills, and gives students a better understanding of global society. Students must be given as many opportunities as possible to engage in authentic use of the language, and to receive frequent formative feedback. As we prepare our students to become global citizens, we need to continue to open their minds to the linguistic, political, economic, cultural, historical, and spiritual elements of the world around us. In this way, we may guide our students to respect others, appreciate differences, and value diversity.