Language Policy

Transcription

1 Mandela International Magnet School International Baccalaureate Middle Years Programme Candidate School Language Policy Educating the whole person for the whole world.

2 Contents Topic Purpose pg. 2 Review Process pg. 2 School Language Philosophy pg. 2-3 Language Profile pg. 4 Language Needs and Offerings pg. 5 Practices of Language Teaching and Learning pg. 5 EL (English Learners) pg. 6 Support for EL Students pg. 7 Mother Tongue Language Enrichment pg. 8 Library and Media Resources pg. 8 Professional Development for Staff pg. 9 Resources pg. 9 References pg. 10 Appendix 1: Home Language Survey Appendix 2: Teacher Language Observation Form Appendix 3: Student Language Survey *Note: Throughout our policy we refer to non-native English speakers as EL (English Learner) students. 1

3 Purpose The Language Policy is meant to inform the Mandela International Magnet School (MIMS) community about our language learning philosophies and language programs. Additionally, our policy informs stakeholders of the language learning opportunities available through the New Mexico Public Education Department of Bilingual and Multicultural Education Bureau (BMEB). BMEB aims to ensure the implementation of the provisions of the state Bilingual Multicultural Education Act (2004) and Title III, English Language Acquisition (ESEA 2009). MIMS partners with BMEB as we are a Santa Fe Public School. Review Process We formally review the Language Policy annually in a MYP pedagogical leadership team meeting. The Language and Literature and Language Acquisition teachers attend the meeting in order to guide the staff towards providing high-quality language instruction across the curriculum. Additionally, the staff can enter comments onto our shared Google document policy at any point in the year, ensuring that school stakeholders have the opportunity to give feedback about ways that our school can continue to grow in this area. We send out an annual Language Survey to both parents and students to get feedback. We use the IB document, Guidelines for self-reflection on a school language policy (2012) during our annual review meetings. The charts regarding evidence and planned actions will further assist us in developing the best strategies for creating a living language experience for students. As Santa Fe Public School s Department for Bilingual and Multicultural Education continually updates and adopts new policies, we will as well in order to be as closely aligned with district policies. School Language Philosophy At MIMS we believe that language learning plays a key role in developing a sense of cultural identity and international mindedness. Our philosophical beliefs surrounding language learning include: Language learning is a synergistic learning experience Language learning is transdisciplinary in nature Language learning happens by practicing listening, speaking and writing skills Language is key to promoting peace, cultural identity and international mindedness 21st century language learners are both risk-takers and communicators 2

4 We use scientifically-based research regarding the second language acquisition. We follow the key principles from the Title I Elementary Secondary Education Act (NCLB, 2001). The following principles guide our practices when helping students gain a new language: Key Point Knowing more than one language is important. Mother tongue language successes. Language acquisition is a development process. Linguistic ability is not the same as cognitive ability. Includes: Most of the world s population speaks more than one language. The benefit of knowing a second language is a deeper understanding of one s mother tongue. Bilingualism is a treasured asset in the global economic market. The most important indicator for language success is a student s level of proficiency in his/her mother tongue language. A student s dominant language should be the language of instruction - content instruction in primary language as they are introduced to English as a second language. Language acquisition is a natural process. Conversational language comes first, then academic. It takes 1-2 years for an EL student to master the conversational aspects of their second language Basic Interpersonal Communication Skills (BICS). It takes 5-7 years for an EL student to master the literacy-related skills in a second language, Cognitive/Academic Language proficiency (CALP). Teachers must gear instruction to match their students linguistic proficiency levels which includes using the following instructional strategies: clear articulation, repetition, paraphrasing, summarizing and drawing upon a student s prior knowledge. Language acquisition is influenced by a student s educational background, learning style, personality, family involvement and support outside of the classroom. Linguistic and cognitive abilities should be separate entities. Teachers should keep in mind that students may have a conceptual framework in place and should be challenged at an age-appropriate level when acquiring their second language. 3

5 It is essential to know the individual student and his/her culture. New Mexico classrooms serve the highest percentage of Hispanic students in the nation. Additionally, eight indigenous languages are spoken in New Mexico, including oral languages that are not written. This student language diversity is a valuable resource to be valued and built upon. School Language Profile Data collected on MIMS students during the Student Language Survey taken in April 2015 reveals that the following languages are spoken at home: 4

6 Language Needs and Offerings All students have the choice between selecting Spanish or Mandarin for their Language Acquisition courses. The majority of native Spanish speakers were enrolled in Mandarin in the school year in order to develop a third language. Based on the fact that over 20% of the students at MIMS speak Spanish as their first language, it is our goal to provide as many opportunities as possible for them to develop their mother tongue. As a result, we aim to provide a Spanish Language and Literature course and a Spanish Individuals and Societies course for native Spanish speakers in the school year. If English speaking students are passionate about learning a second language fluently, they may also enroll in these courses. We feel taking an academic course in a second language further develops the Learner Profile Trait of Risk-Taker. Currently, Spanish speakers enter a Phase 3 or Phase 4 Spanish Language Acquisition course. If a non-native EL student scores below a 3 on the English Proficiency W-APT or ACCESS test, he or she will need 45 minutes of sheltered language instruction in their native language each day. This will be provided by a certified TESOL or Bilingual Certified teacher on staff. Practices of Language Teaching and Learning Teachers at MIMS collaborated to decide on the following to promote language learning in all of their classes: Development of content-specific vocabulary by using online vocabulary building tools such as Quizlet Explicit teaching of metacognition skills by regularly using the Harvard Project Zero Thinking Routines Incorporation of meaning-based content and MYP global contexts to use something in their everyday lives to jump into a larger world current event or issue Use of graphic organizers and mind-maps to encourage students to help students easily recognize essential information All MYP Years 2-3 middle school teachers will explicitly teach MLA format for references and citations. High school teachers will teach additional referencing forms such as APA, CBE and Chicago as students show readiness 5

7 EL (English Learners) Our goal is to support the academic and social development of all students. In order to better assist students whose first language is not English, we use the following formal steps to assist EL students: Step Process Result 1. Take Home Language Survey 2. Initial assessment of English language proficiency (W-APT) 3. Annual English Language Proficiency Assessment for EL students The Home Language Survey and/or Student Language Survey must be completed within the first 20 days of enrollment. The survey should be kept in the cumulative file. The Teacher Language Observation Form can also be used after the 20 day enrollment period if a teacher believes that a student s lack of English proficiency is influencing academic performance. If the student is new to the school district, MIMS administers the W-APT test within the first 20 days of a student s enrollment. W-APT placement criteria will determine if a student is EL or non-el. Parents must be notified after 30 days of enrollment if student is eligible for EL services. Parents must be notified before placement of student into a state Bilingual Multicultural Education program, or a stand-alone English program. If student does not want child to participate in a program, he or she must send a letter to the school. During an approved test window, MIMS must annually administer the ACCESS to EL students if they are already in the district. A composite score of 5.0 on the Identifies if student should be assessed for English language proficiency. Students are classified as either proficient or non-proficient based on the W-APT. Students classified as EL are served in a specialized English language program, either a state Bilingual Multicultural Education program, or a stand-alone English program. 6

8 ACCESS is needed for EL to be reclassified as FEP. 4. Program Evaluation MIMS must annually review, analyze and evaluate the following data: English language proficiency results Annual Measurable Achievement Objectives (AMAO s) Student academic achievement, attendance record, dropout rate, parent involvement and disciplinary record. Continuing refinement of EL service program. Monitor annual progress of the EL students. Below is a diagram of the official process for EL students at MIMS: 7

9 Support for EL students Our support for EL students at MIMS includes: MYP Language and Literature provides texts in English and Spanish Basic grammar instruction available in online program NoRedInk DeVargas Library has 605 texts in Spanish On certain assessments, writing is submitted in Spanish Parent announcements sent in Spanish by Head Learner School decorations of Mandela quotes hung on walls in Spanish The Learner Profile Trait Tree includes information in both Spanish and English Meetings for parents of Spanish speaking students Math support in Spanish (use of internet sites and other instructional materials available as well as encouragement for peer tutoring in native tongue) Student led parent conferences in Spanish with Spanish speaking advisor Mother Tongue Enrichment In the school year MIMS aims to provide a Spanish Language and Literature class and a Spanish Individuals and Societies class for EL native Spanish speakers. It is our hope that students have the opportunity to earn a Bilingual Diploma when they enter the Diploma Programme in Grades 11 and 12. In the school year MIMS will work to develop a Native Language Enrichment Coordinator (NLEC) who will receive a stipend to organize language and cultural opportunities for all EL students and staff. Library and Media Resources As we are in a shared space with DeVargas Middle School from , we share library and media resources with this middle school. As we grow into our own facility we will design our own Library and Media Center that includes an information specialist with whom the staff will collaborate with in the planning of units. Ideally the information specialist will provide up-to-date and cutting edge knowledge on the types of databases that most appropriately fit our school. We have included information in our school action plan about how we will gradually grow our library. At the DeVargas Library there are currently 605 books in Spanish that our EL Spanish speakers have access to. Additionally our Language and Literature teacher houses 80 books written in Spanish to use in differentiated units with her Spanish-speaking students. 8

10 Additionally, we plan to purchase a subscription to Learning Ally, a non-profit that provides the world s largest collection of audio books for visually-impaired and dyslexic students. The teacher account provides over 80,000 textbooks and literature titles across all subjects. We are currently in the initial research phase with this media resource. Over the 2016 summer, MIMS will purchase 25 Kindles that will get loaded with a variety of audio books. Each EL student will check one out at the beginning of the school year and use to supplement their study in Language and Literature. Professional Development for Staff Staff at MIMS are encouraged to pursue language learning professional development opportunities. Professional development offerings through Santa Fe Public Schools and MIMS include: Writing workshops Trait Writing by Education Northwest Writing Workshop by Lucy Calkins IB Language face-to-face and online workshops TESOL teacher competencies IB Language-inspired webinars Resources Bilingual Multicultural Education Bureau: Bilingual Multicultural Education Act: BEMB Technical Assistance Manual : Learning Ally: Mind Mapping : New Mexico Common Core Standards for Englich Learners EL s: NoRedInk: Quizlet: Visible Thinking Project: 9

11 References Works Cited IBO. Guidelines for developing a school language policy. Cardiff: IBO IBO. Guidelines for school self-reflection on its language policy. Cardiff: IBO IBO. Language and learning in IB programmes. Cardiff: IBO Ritchhart, Ron, Mark Church, and Karin Morrison. Making Thinking Visible: How to Promote Engagement, Understanding, and Independence for All Learners. San Francisco, CA: Jossey-Bass, Print. 10

12 Appendix 1: Home Language Survey given to parents Home Language Survey Under Title VI of the Civil Rights Act of 1964 and subsequent federal and state mandates, all public schools districts/schools to screen, identify, and provide services to English Language Learners. The school district has the responsibility to serve students who are limited English proficient and need English instructional services. School: Teacher: Our school needs to know the language(s) spoken and heard at home by each child. This information is needed in order for us to provide the best instruction possible for all students. Please answer the following questions and have your child return this form to his/her teacher. Thank you for your help. Name of Child: Last First Middle Garde: Age: 1. What was the first language or languages your child learned to speak? 2. What language or languages does your child understand? 3. Does your child speak a language other than English? 4. In what language does your child communicate with a. Adults in the home? b. With friends, peers and siblings? Signature: Date: 11

13 Appendix 2: Teacher Language Observation Form Teacher Observation Form A teacher observation approach is most reliable when used after the middle of the year when the teacher has had ample time to observe the students. These should be used as a complimentary source of data with information obtained from the parent or student surveys. This form should be submitted to the school principal for any student you feel may be having difficulty due to a home language background other than English. Student s Name: Teacher s Name: Grade: School: Date: Check all that apply: 1. I have observed this student speaking a language other than English in the classroom, cafeteria, halls, or playground or in other school situations. 2. The student has indicated that the language spoken in his or her home is non-english. 3. Conversation with a parent in a teacher/parent conference or other occasion indicates that a language other than English is probably spoken in the home. 4. The student has experienced difficulty in understanding oral communication in the classroom or has difficulty expressing herself or himself using English. Comments: Observations: 12

14 Appendix 3: Student Language Survey given in April

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