IB Diploma Program Language Policy San Jose High School Mission Statement San Jose High School (SJHS) is a diverse academic community of learners where we take pride and ownership of the international education offered to all. Language Profile San Jose High School is an International Baccalaureate school, with students from around the globe speaking more than 25 languages embodying both a multicultural and multilingual school. We have a student body of approximately 1200 students representing 46 nationalities. In addition to our diverse student population, there are 45 teachers at San Jose High School that represent over 21 ethnicities. San Jose High School s community of learners understand and appreciate their own cultures and personal histories, and are open to the perspectives, values, and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of points of view and are willing to grow from the experience. 1 On-going language development is a shared responsibility of all administrators, teachers, parents and students alike. Philosophy San Jose High School s language policy aspires to provide students access to instruction in formal academic language in all classes. The faculty and staff at SJHS recognize that language is a vital instrument for learning, communication and expression, and that all teachers are language teachers. We believe that formal language instruction is the responsibility of all subject-area teachers. San Jose High School s primary goal is to enrich the Primary Language (mother tongue) and develop a Second Language through the four domains: speaking, listening, reading and writing. Students will be able to communicate with academic language with subject-specific purposes. San Jose High School students understand that language promotes active engagement with language and culture by extension of the world in which we live 2 (IB Language and Literature guide) Learner Profile Communicators. They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. They work effectively and willingly in collaboration with others. Preferred Bibliographic Style MLA is the common style of citation of sources in student work for all departments while the Social Science department has adopted the Chicago Style citation. Language Policy Review 1 International Baccalaureate Learner Profile 2 International Baccalaureate Language and Literature Guide
IB Staff, the English Language Program Coordinator, the SJHS administrative team, and all school stakeholders review the SJHS IB Diploma Language Policy. Language of Instruction The Language of instruction at SJHS is English. San Jose High School IB Language Current Practice/Course Offerings MYP Grades 9 and 10 Language A Our courses are designed around the MYP Aims and Objectives for Language A as well as the English Language Arts California State Standards. (In the fall of 2014 SJUSD, will adopt the Common Core Standards). Per SJUSD, students in the 9 th and 10 th are placed in Language courses based on their CST scores. If a student scores Far Below Basic or Below Basic two years in a row, they are placed in an Intervention Language class to provide them with extra support. All other students are placed in their grade level appropriate language class. Diploma Grades 11 and 12: Language A In the fall of 2009 San Jose High School adopted the IB English A1 curriculum for all students. All 11th and 12th grade students are enrolled in at least one IB Diploma Class. SJHS offers both English A1 Standard Level (SL) and English A1 Higher Level (HL). For the 2012-2013 school year Literature HL and Literature SL were offered. The class of 2013 will be the last class that will study the Literature HL curriculum. In the fall of 2012 the Language A1/ Literature was changed to the Language and Literature program. Currently the Language and Literature course is offered in both the SL and HL levels. Language A2 Students were able to enroll in the A2 Spanish Course up until 2012. Starting in the fall, of 2013 students will be able to enroll in Language and Literature A1 Spanish. This class is designed for native Spanish speakers. Language B All students at San Jose High school are required to complete at least 2 years of a language B course 3 are highly recommended and 4 are highly suggested. SJHS students can choose to take Spanish B, Portuguese B and English B. All three of these courses students can select as either a Standard Level course or a Higher Level course. Students who attend our feeder middle school, Burnett Middle School, can begin to take Spanish as early as the 7 th grade through the Middle Years Program. Students who enroll in the Portuguese courses can begin to take these classes in the 9 th grade at SJHS. In some cases many of our IB Diploma Students have not taken the 3 or 4 years required to take the IB SL course. In these cases students can test as AB Initio students in Spanish. These AB Initio students may be enrolled in the same class as the SL students but the teachers have to modify instruction and assessments so that students may reach the highest level possible in their second language acquisition.
English Language Learner (ELL) Program Language Assessment Non-native English Speakers take the California English Language Development Test (CELDT) initially upon arrival to the state and then each school year, until they demonstrate proficiency. This test measures fluency and proficiency in listening, speaking, reading and writing in English. The levels for this test are 1(beginning), through 5(proficient). Also per state law, for students whose mother tongue is a language other than English, a primary language test is administered upon arrival. This determines fluency and literacy in their first language. The test also helps place students in the appropriate language level classes. All students (native and non-native English speakers) take the California Standards Test in English each spring. This test measures students proficiency in the California State English Language Arts standards for each grade level. Seventh graders as well as 10th graders take the California State writing test to measure their literacy in written language. In order to prepare for the C.A. requirements as well as the IB requirements, Burnett and San Jose High have established a minimum word count for essay writing. These requirements are: Year 1: 250 words Year 2: 250-500 words Year 3: 500 words Year 4: 500-850 words Year 5: 850-1000 words Year 6: 3000 word research paper (Diploma Years) Data regarding performance on these tests is available on the school-wide information system (Infinite Campus). This information is available throughout the district s intranet. The English Language Program Coordinator, Alfonso Duenas, also provides the multi-funded student lists to all teachers each semester. Rules and Expectations about language around the school Students are expected to speak and write in complete sentences using academic language. During class, they are expected to use the language that the instruction is given in. Texts and devices to support translating are allowed in language development. Outside of class, they are free to speak the language of their choice. Teaching and Learning Beliefs It is understood that language instruction takes place all day and in all subjects. The Diploma Program staff agrees that language learning at the school will: Be consistent and age appropriate; Support the development of skills and understanding in the language of instruction (English) as well as the additional languages offered at the school (Spanish and Portuguese); Consist of differentiated instruction to meet the needs of all learning styles including but not limited to those needing special services; Utilize a variety of materials to enhance the development of language skills;
Be reflected in the program of inquiry, interdisciplinary (MYP) planners and individual lesson plans; Address the needs of all students so they may achieve mastery of the essential language skills reading, writing, listening, and speaking; Develop students awareness of the role of language in relation to other areas of knowledge; Develop students awareness of the relationship between the languages and cultures with which they are familiar; Provide students with a basis for further study, work and leisure through the use of an additional language; Provide the opportunity for enjoyment, creativity and intellectual stimulation through knowledge of an additional language. 3 Hence, SJHS believes that all students should have the opportunity to learn an additional language. This experience is essential to the international experience and enables students to understand the thinking, norms and traditions of another culture. Regardless of language ability, our school provides a stimulating environment for all students to be able to participate fully in class and other school activities. As the students gain an appreciation for different languages and cultures, they are then part of a more diverse community which will assist them in interacting and communicating with the culturally diverse local community and world they live in today. Support of Learning in another language than the Mother Tongue San Jose High School recognizes that a strong level of knowledge and understanding in the students mother tongue is vital to the students development of an additional language. The majority of non-native English speakers at SJHS speak Spanish as their mother tongue. SJHS believes that all students who are not studying in their mother tongue should not be excluded from the IB Diploma program. SJHS recognizes that a strong level of knowledge and understanding in the students mother tongue is vital to the students development of an additional language. Therefore, teachers will provide students the support and instruction to access the diploma program successfully. Scaffolding Instruction to support students of different learning needs: Visual aids Graphic organizers Demonstrations Dramatizations Small, structured collaborative groups Teacher Guided Power points highlighting key language. 3 IBO Language, B Guide 2013
Communication and Support All home-school communication is provided in English and Spanish. Translation for parents in Vietnamese is also available through district personnel. We seek native speakers of other languages in our community as needed. The School English Learner s Advisory Council SELAC The School English Learner s Advisory Council (SELAC) and the District English Learner s Advisory Council (DELAC) are composed of teachers and parents whose main concerns are the welfare and education of students who are English learners (EL). The purpose of these organizations is to provide advice to the principal and staff regarding programs and services for English learners, and to provide information (both from the school and from the District office) to parents. Attending SELAC and DELAC meetings are a great opportunity to for parents to become involved with their student s education, they are a great way to meet parents of other EL students at San Jose High School and in San Jose Unified. SELAC meetings are held once a month at 6:00pm at SJHS Media Center. District English Learners Advisory Committee (DELAC) The District English Learners Advisory Committee meets regularly to advise the District governing board regarding District goals and objectives, and to assist in developing a district- wide plan for English Learners Education. Each school SELAC elects one of its members to serve on the DELAC. Parent Liaison Both SJUSD and SJHS have made a commitment to communicate will all families. The Parent Liaison works with the parents, school personal and the community. Their primary goal is to understand and work effectively with culturally and linguistically diverse families. The parent Liaison should also be able to support families by providing resources and agency services that are available to family. All Parent Liaisons are literate and bilingual Support Services: Media Center & Language All students have access to the school s media center. The media center is opened daily from 7:00 A.M. during the school day, as well as afterschool until 4:30 P.M., under the guidance and supervision of at least one staff member. Students visit the media center weekly through their English Language Arts class and the open lab. The majority of the books in the media center are in English, with a section dedicated to Spanish-language books as well as books that compliment that Language B courses offered at SJHS. For example there is a collection of Mexican, Spanish, Brazilian, Vietnamese and Portuguese history books. Additionally, a class-set of desktop computers are available in the media center where students can access the Internet. The media center is opened all day, as well as after school, to the whole school when needed. Students have access to print materials as well as the ability to use computers, Internet access and print
documents. We believe access to these resources is a basic and essential need for language accessibility. English Language Development Classes Students are placed in the appropriate English Language Development class based state, district, and curriculum assessments. The purpose of the ELD class is to support and accelerate English language acquisition. A trained ELD teacher teaches classes in English, and the curriculum is designed specifically for English development. Classes are leveled by language proficiency; beginning, intermediate, advanced. Students are moved out of ELD into Language B English once they have shown a high level of proficiency. Students are given extra support if they continue to need ELD after the advanced level. SJHS and International Academy In the fall of 2013, SJUSD and SJHS started a district wide program that serves English Language Learners who have been in the United States for two years or less or who have very limited or no English Language skills. The decision to enroll students in the International Academy is based on the individual student. Factors that are considered are the length of time a student may have been enrolled in schools in the US, English Proficiency level that is determined by an English placement test, sociocultural and educational background in the native country, sociocultural and educational background while enrolled at SJUSD schools. The International Academy enables the teacher to focus on cohesive language development goals throughout the school day. The International Academy setting also offers a nurturing, yet challenging environment that fosters risk-taking to accelerate language learning. The instructional themes center on the American culture, acclimation to the American education system, academic study skills, and social language skills needed to communicate with Englishspeaking peers and teachers. Students receive individual attention from English Language Development teachers in a smaller group rather than in a traditional large class. This academy includes all subject areas math, science, history and instruction is modified to meet their language needs. The International Academy applies an English Language Development approach that includes hands-on, interactive instructional methods to learning English. This program is not meant to be a permanent placement for the student, but rather a transitional program meant to facilitate the rapid acquisition of basic English language skills. The program prepares students for their grade level content classes and mainstream electives by developing students essential basic English language listening, speaking, reading, and writing skills, assisting students with acculturation to U.S. schools, community, and culture and developing students study and social skills. Our International Academy students once they reach the appropriate level they are able to enroll in either in the IB English Language B or the IB Language and Literature SL course. Special Education Students with special education needs receive services from a special education teacher. The special education teacher uses strategies that promote the mastery of essential language skills in an effort to maximize the potential of each student. The special education teacher works with
students using both push in and pullout models, as appropriate, and works with the classroom teachers to support the activities in the homeroom. Please see Special Educational Needs Policy for more information on the Special Education. Gifted and Talented and Intervention Teachers use strategies that further encourage vocabulary development, reading and writing across the curriculum, and the exposure to various forms of literature and informational text. Please see Special Educational Needs Policy for more information about the Gifted and Talented. International Baccalaureate Publications Guidelines for developing a school language policy Guidelines for school self-reflection on its language policy