West Bay Elementary School IBO World School District 45 (West Vancouver) Language Philosophy and Policy

Transcription

1 West Bay Elementary School IBO World School District 45 (West Vancouver) Language Philosophy and Policy Formulated in 2009 Revised in November 2014 Revised in February

2 Members of Language Policy Committee Morikke Espenhain: Janet Hicks: Farah Babul: Carolyn Huggett: Lucie Lhotak: Naseem Jetha: Julie Hunt: Gr. 5 teacher, co-author PYP Coordinator, co-author Learning Support Teacher English Language Learning Teacher Primary French Specialist Intermediate French Specialist Teacher Librarian 2

3 Table of Contents Language Profile of the school Page 4 Mission and Philosophy Page 5 Ministry and District Language Page 6 Requirements Language in the Classroom and Page 7 Language Support English Language Learner (ELL) Page 8 French as an Addition Language (FSL) Page 9 3

4 Language Profile of the School West Bay Community Language Profile West Bay Elementary is located in West Vancouver British Columbia Canada, a predominately English speaking community. At the time of writing approximately 68% of our community speaks English and 32% of the population speaks English as an additional language. However, there is still a rich diversity of culture and language represented. The school community has a diversity of Mother tongues showing 15% Mandarin, 7% Farsi/Persian and less than 4% Korean, German, Arabic, Russian and Cantonese. All of the administrative and teaching staff speak English fluently with a few teachers having a mother tongue other than English. A large portion of the student community communicates in a language other than English presenting a need to support language development in the classroom. The ELL teacher teaches two and a half days to develop English language skills. As well, students receive French as an additional language from Kindergarten to Grade 7 taught by a language specialist. The parent community is very supportive of the development of an additional language. The community overwhelmingly feels learning French is of important value. They feel students need a second language to be global citizens and to be competitive in a global market in the future. Families believe that knowing an additional language leads to greater respect of cultures and aids in brain development. West Bay s Mission Statement In an atmosphere of mutual respect West Bay inspires, encourages and challenges students to become active, compassionate lifelong learners within their local and global communities. In an atmosphere of mutual respect West Bay validates the equal status of all languages. It endorses an awareness of Canada s culture and languages by teaching English and French at all acquisition levels throughout the school. The school reinforces literacy and cultural identity and reflects the multilingual society in which we live. The French language curriculum develops understanding and respect for other cultures. West Bay supports the shared responsibility of all teachers, students and parents for all students language development. All stakeholders are encouraged to assume the responsibility to be language learners....west Bay inspires, encourages, and challenges students... While English is the language of instruction, the school supports students to inquire in their mother tongue and aspire to multilingualism. The school is committed to providing as much diversity of language instruction as possible. 4

5 The school recognizes the transfer of cognitive skills from the mother tongue to English and vice-versa and the acquisition of additional languages. This process encourages the acquisition of higher order thinking skills and development of multiple perspectives. We also recognize the importance of all teachers differentiating instruction for students at different levels of language acquisition....to become compassionate life-long learners... The school promotes life-long learning. Developing language skills gives students the capacity to solve problems, think critically and act creatively. Language empowers students to understand, interpret and respond to ideas, attitudes and feelings. Information technology and literacy also provide a gateway to life-long learning and a rich range of language learning opportunities....within their local and global communities. West Bay recognizes the need for students to be proficient in their understanding of local and global communities to further themselves as life long learners. We aim to nurture an appreciation of the richness and diversity of language. The acquisition of more than one language and maintenance of the mother tongue enrich personal growth and help facilitate international understanding and the development of international-mindedness. West Bay Philosophy Statement West Bay helps students make meaning of our world through language and all members of the West Bay community play an active role in language development. Language permeates all areas of the curriculum, social interactions and meta-cognitive awareness of students as they actively participate in the International Baccalaureate Primary Years Programme. Language is fundamental to learning, thinking, and communicating and allows for a greater understanding of the world. Our current school goals are, To provide a measure of writing and communication skills across the school for purposes of school planning, resource allocation, and student progress. At West Bay we strive to develop confident language learners in an authentic context that is a reflection of, and relevant to, the community of learners and to the educational theories underpinning the programme. 1 Language is a vital instrument for learning, communication and expression. Teaching and learning are driven by the idea that through language instruction we are encouraging intercultural awareness, new perspectives, curiosity and an appreciation of our world s diversity. Through the exploration of language students become communicators in our multilingual world. As an IB World School, language provides a vehicle for inquiry [where it is appreciated] both functionally and aesthetically. 2 Students at West Bay learn to use language as a peaceful mode of problem solving and conflict resolution. Our school Code of Conduct (Respect, Open- 1 IBO PYP Language Scope and Sequence, 2009, page 2. 2 IBO PYP Language Scope and Sequence, 2009, page 2. 5

6 minded, Cooperative, Kind, Safe) reflects this focus. Using the transdisciplinary lens we support the students to be caring community citizens. Children at West Bay assume responsibility for their own learning and overcome language barriers. Our learning community enhances language acquisition, as it is one of inclusiveness, collaboration and risk-taking. This progressive conceptual development, together with an enjoyment of the [language] process, provides the foundation for lifelong learning. 3 In their final year as IB PYP students, learners communicate their cumulative knowledge through the formal experience of planning and presenting Exhibition. This process requires our oldest learners to draw upon, formulate, and represent their language learning in a formal presentation using written, creative, technological, and oral components. The action they choose to take as a result of their learning becomes the catalyst for understanding their role as global citizens. This progressive conceptual development, together with an enjoyment of the [language] process, provides the foundation for lifelong learning. British Columbia Ministry of Education and District Language Requirements West Bay Elementary School follows the mandated British Columbia Provincial Curriculum. Students in Grades 4 and 7 are assessed through a province-wide Foundation Skills Assessment in reading and writing. West Vancouver School District requires literacy testing at various grade levels to be completed in the fall and again in the spring. These include: K-Screener these are assessments of readiness skills and provide identification of students requiring early literacy intervention; Developmental Test of Spelling (10 word list) RAD (Reading Assessment) for students in grade three, five and six. This assessment provides teachers with information about students reading and comprehension abilities. West Bay teachers also use: DART (District Assessment of Reading) for students from Grade Two to Grade Seven. This data provides staff with progress made according to the Reading Performance Standards for their grade level, demonstrating students ability to read for understanding and respond to informational text. The data from these assessments are used by our educators to plan for learning. DIBELS (Dynamic Indicators of Basic Early Literacy Skills) PM Benchmarks- Primary reading resources Cold Write writing samples assess using the BC Performance Standards (beginning and end of the year) Teacher generated assessment tools (rubrics, checklists etc) 3 IBO PYP Language Scope and Sequence, 2009, page 2. 6

7 West Bay also works closely with district professionals. There is a Speech- Language Pathologist who consults and works with students and staff. In addition to this support, we also have access to support from a deaf and hard of hearing teacher. The British Columbia Ministry of Education has developed a set of core competencies central to the development of educated citizens. The core competency of communication encompasses the set of abilities that students use to impart and exchange information, experiences, and ideas, to explore the world around them, and to understand and effectively engage in the use of digital media. The communication competency provides a bridge between students' learning, their personal and social identity and relationships, and the world in which they interact. This ties in with the IB philosophy and the work done at West Bay. Language in the Classroom and Language Support The primary language of instruction at West Bay Elementary is English. All classroom and all support teachers are language teachers, as language provides a vehicle for inquiry. All learners are diverse in the knowledge they bring to school and in the ways they manage information. Through scaffolding teachers provide various opportunities for students to connect this knowledge to their new learning. Metalanguage is demonstrated in the classrooms through a variety of instructional activities. These activities include but are not limited to the use of novel studies to explore how language is used in a variety of cultures, formal and informal oral presentations, poetry and the language of technology to explore how messages can be expressed in different forms and by experts (historians, artists, scientists, mathematicians, authors). Transdisciplinary language is demonstrated across the curriculum in all classrooms through the use of related vocabulary, specific text features, graphic organizers that require task-specific language, the use of Approaches to Learning skills within lessons and during reflections and the I.B. Learner Profile Traits. In addition, the use of essential agreements and our R.O.C.K.S schoolwide code of conduct further support transdisciplinary language throughout the school. Literature encompasses oral, written and visual elements which are demonstrated in the classrooms through a variety of instructional activities. These activities include but are not limited to role-play, reader s theatre, talent shows, school musicals, storytelling, collaborative group work, poetry, and an Artist in Residence. In addition, specific and varied resources that assist the planning and creation of the above activities are, but not limited to Writing 44, Step Up to Writing (primary and intermediate), and Student Diversity. Our Teacher-Librarian supports language through direct lessons that encompass metalanguage, transdisciplinary language, and literature. 7

8 The Learning Centre has specialists who are responsible for supporting the primary language of instruction (English) for all students who are needing additional support in their academics. To meet the global mandate for digital literacy, students receive regular opportunities to explore, use and apply their fluency with media. At West Bay we strive to support the various needs of students through technology. This allows for differentiated learning and increases the confidence our students feel when working with technology. Students demonstrate learning and access knowledge through many applications including, but not limited to Power Point, Internet, Prezi, Weebly, Book Creator and Story Bird. Digital literacy is used to support student inquiry, deepen understanding of questions as well as a modality for writing and recording. English Language Learners (ELL) Students learn in social settings where they feel successful and have the opportunity to connect with teachers and other students. ELL students of all levels, are immersed in English speaking classrooms; Students are provided with a safe, caring environment where they feel supported as they learn their new language and become connected to the school community; ELL students view the use of peer buddies in the classroom as a valuable connection; buddies may speak mother-tongue or English only; Classroom teachers use scaffolding to include ELL students in the Units of Inquiry; The culture and language of ELL students are recognized and valued throughout the year, particularly when it is connected with Units of Inquiry. Content based instruction is an effective approach to teaching English. ELL students have ongoing English instruction in the ELL Centre as needed; In the ELL Centre, English skills of Listening, Speaking, Reading and Writing are taught through the content of Units of Inquiry; Teaching academic language is a key component of instruction in the classroom and ELL Centre; ELL teacher and classroom teachers collaborate closely; materials are provided for students reading at a lower level. The culture and mother tongue language of ELL students is highly valued and supported. Language is a major connection between home and school; each year the ELL teacher meets with new ELL parents to explain IB; when needed, a translator attends. The district has SWIS workers available to help landed immigrants overcome language barriers; B.C. Ministry of Education, School District #45, and IBO school resources are available in various languages 8

9 Mother-tongue language development is strongly encouraged and supported: o Parent meeting to share importance of continuing to develop cultural diversity; o Collection of bilingual books has been developed in the school library; o New ELL students are encouraged to read books in mother-tongue during classroom DEAR time; o Students may do research for projects in their own language; ELL teacher is a facilitator for developing and maintaining a strand of multiculturalism throughout the school. French as an Additional Language The purpose of learning an additional language in grades K-7 in the IB Programme at West Bay is to explore language in a multidimensional way. French is taught in our elementary school as it is one of Canada s official languages and is a global language. Learners communicate purposefully in French and are provided opportunities to develop openness to cultural diversity. They are regularly encouraged to appreciate the value of learning additional languages. Students learn to communicate in a variety of ways, in the additional language, to promote intercultural understanding. West Bay students explore communicative and experiential language. Our focus is not to master the code of the new language but rather to explore real language situations while immersed in a French language experience, during their twice weekly classes. Our additional language program makes links to students classroom experiences and to the Units of Inquiry, where natural. Through the study of the French language students gain a deeper understanding of its culture and its place in the global context. Our additional language teaching challenges our learners to join the worldwide community and to participate peacefully through intercultural understanding and respect. Students communicate their language learning and carry it forward to the home, sharing it with family and friends. (Examples include assemblies, morning announcements and songs). Parents value the language experiences our students have from early primary years through the intermediate grades, as they are able to engage in simple conversations based on everyday life situations. Parents and children feel pride in learning a second language and value language as a component of a principled inquirer. Students have access to multi-lingual reading material across the grade levels in our learning commons. The specialist teachers teach and read from their personal collection of French stories. They also have supplemented their personal collection with school funded French resources to support their units. Conclusion 9

10 The West Bay Elementary School Language Philosophy and Policy was created collaboratively by all stakeholders in our school including parents, students and all teachers. It is intended to be a flexible, fluid document. It is expected that this document be reviewed and modified as our learning community evolves. The committee made extensive use of the following documents and resources: IBO World School Documents: Making the PYP Happen Learning in a Language Other Than Mother Tongue in IB Programmes Guidelines for Developing a School Language Policy The International IB School at Dundee: Language Policy, December 2005 Every Teacher is a Language Teacher [ Forward Thinking [ Plain Speaking [ The Language is the Learning [ A Whole World of Words [ West Bay Elementary District 45 West Vancouver IBO World School