Primary Years Language Policy IS Ruhr Primary School (Early Years 1 to Primary Years 5 Teachers and Specialist Teachers) Published: December 2011; Last Review: April 5, 2017 Our Philosophy of Language: International School Ruhr Primary section believes that the acquisition of languages is a dynamic, lifelong process that permeates all learning and is a key factor in intellectual growth and promotes the development of personal and international understanding. We acknowledge that language is a social act, dependent on relationships with others, within context, with the environment and with the self. We believe that learning language, learning about language, and learning through language are at the center of students school experiences. Because language is central to learning, all teachers are language teachers. As communication in the world changes, we are committed to adapting language instruction to reflect the evolution of language in a modern world. Purpose of this Language Policy: This document provides a framework for our whole school community to understand our school s beliefs and practices about languages. Specifically, it provides a shared understanding between teachers as they plan, present and evaluate their classroom instruction; it is seen as a tool for teachers to reflect on their language practice and guide professional development; and it informs the school community about our beliefs and practices about language. This policy describes what we value and implement at International School Ruhr. Language Profile of our School: Our student population is constantly changing. Currently, the majority of students at IS Ruhr are native or near-native German speakers. The remaining students are native speakers of other languages (see Appendix for an overview of languages spoken at IS-Ruhr). The language of instruction at IS-Ruhr is English. English is also the primary language of communication between staff, students and the school community in general. Principles and Practices: In keeping with the PYP Language practices, IS-Ruhr has developed its own Language Scope and Sequences which approaches language learning through three strands: Oral language listening and speaking Visual language viewing and presenting Written language reading and writing 1) Students will engage in a variety of developmentally appropriate activities. 1
2) The language curriculum is embedded in the whole school curriculum. This means language is an essential tool used in all subjects. 3) The learning environment: a. supports and encourages verbal expression in a variety of ways. Students are offered ample opportunities for oral reading and presentations; discussion in a variety of groupings (pairs, small groups, whole class), etc. b. is text and print rich using a variety of visual media. 4) Students are involved in assessing themselves and receive continuous feedback. Please refer also to the IS-Ruhr assessment policy for further information regarding assessment. 5) Different mother tongues are valued and supported. In practice this means that we work towards: making connections between the variety of mother tongues spoken throughout the student body and English (the language of instruction); encouraging students to share their experiences in their native languages; showing respect and interest towards mother tongue; allowing students to scaffold meaning in the language they feel most comfortable with; encouraging parents to keep using their mother tongue at home; working with parents by providing access to spaces in the school for mother tongue language lessons after regular school lessons; increasing the number of mother tongue resources in our library; allowing release time from the school day to attend private mother tongue language lessons; and providing students with a public library (books in many languages available) card. 6) German, as the host country language, is valued and supported. In practice this means that: all students from PY1 onwards, receive daily German lessons; books are available in German; German language instruction follows the PYP Language Curriculum. 7) The different language strands (oral, visual and written) are taught in an integrated fashion. In practice this means that they are: integrated into the different language strands in the unit of inquiry; and taught as an on-going process throughout the year. 8) Differences in developmental stages and learning styles are acknowledged and suitably catered to. In practice this means that: we differentiate between students in our teaching by including specific goals for individual students, providing targeted feedback and using different grouping strategies to suit different abilities and learning styles; and teachers plan collaboratively in order to better meet the needs of all students. 9) Students learning English as an additional language (EAL) are supported in the classroom by the teacher as well as the EAL teacher. In practice this means that: 2
class sizes remain small allowing more personal attention teachers check for understanding when giving instructions teachers use visuals in the classroom to help convey meaning teachers label objects in the classroom teachers help students make connections between English and mother tongue when possible English as an Additional Language (EAL) Starting in PY1, students that are identified as speaking another language other than English as their home language will be assessed by the class teacher through observation. Students that are identified as needing EAL support will be referred to the EAL teacher for further assessment. Students who receive EAL support will be placed in an appropriate level group. As the school grows access to further support will expand. Extra support will be offered to these students, appropriate to their individual needs. German Language Instruction German is taught to students from PY1 onwards. German Language Instruction at IS-Ruhr uses the PYP curriculum in a way that is compatible with the NRW German Language Curriculum. It also follows the general Principles and Practices outlined in this document. Because IS-Ruhr is an official Ergänzungsschule, the German programme is required to fulfill the requirements set out in the NRW Curriculum for German Language. Consequently, teaching resources will be made available so that this criterion is fulfilled. German conversation lessons are given to Early Years students. German is taught in specific daily lessons, beginning at PY1. The main language of instruction in these lessons is German. In addition to the study of the German language, students will also be involved in learning associated with their current Units of Inquiry. This will enable particularly native German speaking students to work at higher level thinking. Non-native German speakers are integrated into the regular German classroom. As our school develops and grows, it is anticipated that the structure and organization of German lessons (for both native and non-native speakers) will change to allow for more active and individual support. German as an Additional Language (GAL) Starting in PY1, students that are identified as speaking another language other than German as their home language will be assessed by the German teacher through observation. Students that are identified as needing GAL support will receive extra support through a GAL lesson. As the school grows access to further support will expand. Extra support will be offered to these students, appropriate to their individual needs. Resources Guidelines for developing a school language policy, IBO, Apr. 2008. Language scope and sequence, IBO, Feb. 2009. Learning in a language other than mother tongue in IB programmes, IBO, Apr. 2008. 3
Making the PYP happen: A curriculum framework for international primary education, IBO, Dec. 2009. Program standards and practices, IBO, Jan. 2011. Thought, word and deed: The roles of cognition, language and culture in teaching and learning in IB World Schools, Michael Allan, IBO, 2011. The IS-Ruhr Language Policy will be reviewed as part of the overall policy review cycle. The next review will happen in 2020. The policy will be made available to all staff members as soon as possible. Furthermore, this document will also to be made available to parents. 4
Appendix Language Profile as of April 4, 2017 Mother Tongue Number of Students Percentage of Student Body German 35 48% Arabic / English 3 4% English 3 4% German / Turkish 3 4% Urdu / English 3 4% Crujagati / Hindi / English 2 3% English / German 2 3% Alexandreia / English 1 1% Arabic / English / French 1 1% Azeri 1 1% Bengali / English 1 1% English / Mandarin 1 1% German / English / French 1 1% German / Thai 1 1% German / Turkish / Moldavian 1 1% German / French 1 1% German / Persian 1 1% Greek 1 1% Hebrew 1 1% Hindi / English 1 1% Hungarian 1 1% Mayalam / English 1 1% Russian 1 1% 5
Russian / Norwegian 1 1% Slovak 1 1% Spanish / Estonian 1 1% Telugu 1 1% Telugu / English 1 1% Turkish 1 1% The information was provided by parents in their application form. Figures are to the closest whole number (that's why they only add up to 92 %, not 100 %). 6