Preface:
This policy is developed by a steering committee that includes members from the senior leadership team and the PYP faculty. It has been shared with the students and parents and their feedback has been taken into account to modify it. This policy is a subject to review and we plan to include students and parents representatives in the review committee. The policy will be reviewed in May, 2018.
Language Policy steering committee members:
Samina Chowdhury PYP Library Teacher
Taznin Tanaka Khan PYP Bangla Language Teacher
Farha Mahmud PYP Bangla Language Teacher
Jennifer Hawkins EAL Teacher
Rizwana Rakib PYP Homeroom teacher, Pre-primary
Farhana Rahman PYP Homeroom teacher, Year 3
Seema Tuli PYP Homeroom teacher, Year 5
Jahanara Begum Asst. PYP Coordinator
Taslima Khatoon PYP Coordinator
Mr. Noel Lavin Head of Primary
Table of contents:
Introduction
Language of instruction and communication
Language in the Learner Profile
Section: Primary Years Programme
Language learning in PYP at AusIS
English as an Additional Language (EAL)
Host country language (Bangla) learning
Mother tongue support
Role of Library
Communication of the policy
Review process
References
Introduction
This language policy describes the beliefs and practices around the learning of languages at Australian International School, Dhaka (AusIS). The policy was developed by the senior leadership team in collaboration and consultation with teaching staff representatives across the grade levels at the school with a commitment to whole school implementation.
The International Baccalaureate® (IB) is committed to supporting multilingualism as a fundamental part of increasing intercultural understanding and international-mindedness, and is equally committed to extending access to an IB education for students from a variety of cultural and linguistic backgrounds.
With these aims in mind, AusIS has instituted its language policy well aligned to the IB language policy. It is a framework that will ensure that the IB's values and aims in relation to multilingualism are reflected in the organization's activities.
The ability to communicate in a variety of modes in more than one language is essential to the concept of an international education that promotes intercultural understanding. It also enables the learners to become balanced bilinguals who are highly proficient, literate and knowledgeable in two or more languages.
The AusIS language policy defines the ways to provide support to students for the implementation of its programs in English (language of instruction) and Bangla (host country language). The organization also aims to provide materials and services to promote all mother languages as per the school language profile
Language of instruction and communication
Language plays a vital role in the construction of meaning and understanding new concepts. At the Australian International School, the language of instruction and communication is English. We value and respect other languages. Languages other than English are used when necessary to clarify information. We are aware of the fact that our school community is diverse and multi-lingual, and as such we make efforts to ensure all communication from the school is transmitted in clear, jargon-free English.
All teachers at AusIS are language teachers and are adequately qualified in the best practices for teaching those who are learning in a language other than their mother tongue. Language is integrated into all subjects; however, stand-alone lessons also occur. The classrooms are language rich environments, with print and a wide variety of literature available. The curriculum provided builds on students’ prior knowledge and understanding as we use developmental continuums to plan for teaching and learning in language. We aim to provide differentiated learning engagements in the four strands of language –listening, speaking, reading and writing. Teachers plan collaboratively for language learning with other teachers, including single subject teachers.
All of our administrative and teaching staff speak English and the majority are fluent speakers. Our support staff communicates in the host country language.
Language in the Learner Profile
AUSIS utilizes a language-specific PYP Learner Profile as it pertains to students and teachers.
Inquirer: use language to acquire new information or knowledge in order to make sense of the world
Thinker: able to express thoughts and ideas clearly and succinctly
Communicator: competent users of oral and written language in variety of situations and in more than one language; listen attentively to details and speak confidently; read and write with fluency and comprehend what is conveyed
Risk-taker: willing to attempt to read, write, and speak in all situations
Knowledgeable: have acquired vocabulary and understanding to discuss concepts across a broad range of disciplines
Caring: show empathy, compassion and caring in use of language
Principled: aware that language is powerful and has a profound affect and that it must be used responsibly
Balanced: express themselves orally, visually, and in written form with a balance between listening and speaking when communicating with others
Reflective: reflect on their language usage and development and consciously work toward proficiency
Open-minded: respect the differences and similarities in languages, dialects and personal
communication skills
Language Learning in the Primary Year programme
AusIS follows the Western Australian English Curriculum (WA) Outline which comprises of three strands: Language, Literature and Literacy. These strands correlate to the PYP strands. Language learning takes place in authentic contexts, both within and outside the Programme of Inquiry. Language is the major connecting element across the curriculum and it is transdisciplinary; however, it also appears as stand-alone lessons.
AusIS ensures that all students are provided with the environment and the necessary language support to enable them to participate fully in the academic programme and as well as in their social life to develop as individuals.
Reading: Students are introduced to reading and the love of books from the age of 3 and formally begin to decode and read words from the age of 5. AusIS follows the Jolly Phonics Programme as a thorough foundation to reading. Letter sounds are taught in a fun and multi-sensory way and students learn how to use the letter sounds to read. We follow the A- Z level reader series books for students as a benchmark to assess students’ reading ability. At the beginning of each year level, students are divided into small reading groups according to their reading levels and each level is facilitated by a teacher. In PYP, all teachers including single subject specialist teachers are considered as language teachers, hence provide support as a reading facilitator. This reading programme is addressed as Reading Rotation and it is conducted 4 days of the week, at the same time for 30 to 40 minutes across the PYP section. This set up also provides for a differentiated reading programme.
Writing: PYP students gain and develop their writing skills through a variety of structures (genres), strategies and literary techniques. Teachers are committed to enabling students to express themselves with enjoyment and authenticity through meaningful and an effective written communication.
While planning language lessons, teachers ensure that the lessons are planned in response to the students’ prior knowledge, needs and interests rather than that of a predetermined and prescriptive model.
English as an Additional Language (EAL)
EAL caters for students who have English as an Additional Language. The aim is to ensure that all students achieve their potential regardless of individual ability, language or cultural background.
IDENTIFICATION, PLACEMENT AND PROVISION OF EAL SUPPORT
EAL students are identified by testing on enrolment or by the homeroom teacher. They are then referred to the EAL coordinator in order to determine the type and level of support required. Students are placed on the Western Australia EAL/D continuum which identifies students’ language proficiency across the areas of Reading and Viewing, Writing, Speaking and Listening.
Students can be withdrawn, receive in-class support or receive a combination of the two.
EAL lessons place emphasis on communicative task-based activities designed to encourage oral communication. As students’ language skills progress the emphasis becomes more on classroom content in order to support learning in all subject areas through an inquiry-based approach.
ASSESSMENT AND REPORTING OF STUDENT PROGRESS
Evidence files are maintained for each EAL student.
Samples of work are collected termly to update individual progress maps.
Each student’s progress is reported to parents twice yearly and parents are invited to discuss individual student progress with the EAL teacher.
STUDENT EXIT FROM THE EAL PROGRAM
When students have reached Level 5 (Functional English) on the continuum, they are exited from the EAL program. EAL teacher makes this decision in consultation with the homeroom teacher and the PYP Coordinator/ Head of Primary.
The Host country language (Bangla)
We believe that all students should have the opportunity to experience learning a second language, which provides significant experience in international education, enabling students to understand the thinking and culture of other people.
Bangla is the official language of Bangladesh and is therefore taught to all students. In PYP, we commence teaching Bangla in Pre Primary (age 5-6) all the way through to Grade 5. For those students coming from abroad, this offers the opportunity to make the most of their time in Bangladesh and get an opportunity to be familiarized and acquainted with the language of the host country. For the local students, this is an acknowledgement of the importance of their mother tongue.
The students, for whom Bangla is not their mother tongue, receive language learning support from the Bangla language teachers and the assistant teachers.
The Bangla Language scope and sequence has been developed with the support of the Bangladesh National Curriculum document which develops students’ reading, writing, listening and speaking, viewing and presenting skills.
From Pre Primary to Year 3, each section attends 3 classes per week. Year 4 and Year 5 attend 5 Bangla classes per week.
A range of books, flash cards, content relevant charts, dictionaries, puzzles, online resources, and reference books are used to make learning effective.
Both formative and summative assessment takes place to assess students learning. For reporting, Report cards and portfolios are utilized.
Promoting Mother tongue
The host country language (Bangla) is the mother tongue for 92% of AusIS PYP students and for the other 8% there is a mixture of English, Hindi, Sinhalese, Korean and Urdu. Students are allowed to communicate in their mother tongue outside their classrooms (for all) and inside the classrooms (for those whose mother tongue is not the HCL) to enhance their learning, social and communication skills. Students can read, speak and discuss in their mother tongue to understand concepts better; however, production should be in the language of instruction which is English. It is also closely monitored that this does not affect the students’ proficiency in the language of instruction. Students also get to enjoy and celebrate their mother tongue during different school events; such as, International Mother Language Day, school concert etc.
Liaising with parents is done to establish an understanding of how best to collaborate in order to achieve shared goals. Parents are encouraged to support mother tongue development at home through reading, writing, listening and speaking. They may be asked to read with students on a regular basis, discuss concepts to check for understanding/comprehension, assist with inquiry-guided research and encourage oral communication. Parents are also asked to contribute in building the school ‘mother tongue resource center’ by donating books, literatures, DVDs, CDs etc.
The role of library
At AusIS, the library plays an important role in language development. It is enriched with literature from a range of genres, newspapers (both in English and Bangla) and reference books for both students and teachers.
Each year level in PYP has assigned time for library class in their daily class schedule and the PYP librarian also works as a library teacher. During library class, students can choose books of their choice and practice both reading and speaking skills. For the Early Years learners, we provide big picture books with repeated text and videos to improve listening and speaking skills. For elementary school, we provide books of different genres which help to improve reading, writing, speaking and listening skills. Besides during this assigned period of time, PYP students are allowed to access the school library as a research centre.
The school library maintains resources in both the English and Bangla language. Plans are in place to create a mother tongue resource center in our library involving the parent community.
Communication of language policy to the AusIS community
The language policy is shared to the school community through multiple channels including staff meetings, esky (school intranet) and the school website.
Review process
The language policy will be reviewed regularly as a part of whole school improvement plan.
The leadership team will ensure the implementation of the policy in classrooms and throughout the school on a regular basis.
This policy will be reviewed by the committee in May’ 2018.
References:
Guidelines for developing a school language policy (IB publication)
Learning in a language other than mother tongue in IB programmes (IB publication)
Language and learning in IB programmes(IB publication)
Guidelines for school self-reflection on language policy (IB publication)
