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Guidelines for school self-reflection on language policy

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Guidelines for school self-reflection on language policy

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Guidelines for school self-reflection on language policy

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How to make the language policy come alive

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How to make the language policy come alive

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Involve staff in the development of the language policy to see a focus on a coherent approach to language teaching and a shift in practice to authentic learning experiences. Concentrate on curriculum coherence, clarity and connections to your wider community.
Is your language policy tucked away in a folder system somewhere on your school or google drive? Then it is time to get it out, dust it off and make it come alive. Ensuring clarity, curriculum coherence and connections are vital to making your language policy come to life. At Trinity Lutheran College, we recently reviewed and updated our language policy and worked hard on bringing it to life in our school.
Clarity
Staff need clarity on what the language policy is and what it means for them in practice. Corson (2001) believes that a Language Policy in a school is an action statement and it is concerned less with where the students in a school are going, and more with how they are going to get there. A well written language policy is about the process of language learning and not the product. The learner profile prevails all that we do in our Junior School so it made sense to be part of the language policy. As a staff we developed statements to reflect how the learner profile assists us to enact the language policy. The IBO document entitled Guidelines for developing a school language policy (2008) assisted us to develop a committee and review our processes and procedures for language learning.

Curriculum coherence (diagram - curriculum coherence - triangle)

Once we had clarity around our goals and vision through the development of our policy, we then we looked at curriculum coherence. We asked ourselves these questions:

Did all our documents align?

Are we talking the same language across year levels and is our practice consistent?

Are our curriculum documents clear in the skills and concepts to be covered at each year level?

Starting with the standards and practices, we outlined them clearly in the action plan and aligned them to our strategic plan. We next developed English guidelines to provide consistency in teaching English. Staff then collaborated on the year level scope and sequence documents utilizing the Australian curriculum and it was all connected to the programme of inquiry so that it was transdisciplinary.

Examining pedagogy was important to ensure our approach focused on the child and how they learn English. We investigated and began our journey to implement the Daily 5 approach. The last piece of this puzzle in curriculum coherence worked right to the student level through goal setting and developing independence. We wanted to ensure that students were setting their own goals in reading and developing independence in their learning.

Connections (diagram - connections - star)

In our school community we made connections between the student, the family, the teachers, the culture, the community and the language.

The Japanese language teacher made connections in the following ways:

through authentic connections to our programme of inquiry, students could see the direct links between their language learning of Japanese and their classroom learning,

Japanese language and visuals to support Japanese in all the classrooms,

a greetings program in term 4 where each week we choose a language from our community to greet each other and say thank you in that language all week,

made links to our school community through food stalls at our fete and extra lessons after school for new language learners.

We made connections to our community through parent involvement in supporting mother tongue languages. After a meeting of parents and brainstorming ways to support mother tongue languages, we initiated lunchtime clubs. Lunchtime clubs ran each playtime in our school to support students with different cultural activities in the playground.

The librarian is another vital key in making important language connections within the school community. This video ( https://vimeo.com/170429984) explains how the teacher librarian can make connections to the language programme.

In summary:

Clarity - how is your message clear to teachers, parents and the wider community about language learning?
Curriculum coherence - are all your documents aligned? How can you ensure that language teaching and learning is consistent across your whole school?
Connections - what opportunities do you have to increase connections in your community to open up more opportunities to learn about and through language?

You may have some other ways to enhance language learning at your school. Please share how the language policy at your school can be lived. I would love to hear from you via twitter @carolyn_tlc or you can write a blog post.
Reference list
Boushey, G and Moser, J. (2014) Daily 5. Stenhouse Publications.

Corson, D. (2001). Language Policy in Schools, A resource for teachers and administrators. Lawrence Erlbaum Associates Inc.

Dufour,R. Fullen,M. (2013) Cultures Built to Last: Systemic PLCs at Work. Solution Tree

Fullen, M. Kirtman, L. (2015 ) Leadership: Key Competencies for Whole-system Change. Solution Tree

IBO (2008) Guidelines for developing a school language policy

Robinson, V. (2011) Student-Centered Leadership. John Wiley and Sons Ltd.

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Carolyn Thistlethwaite holds a Masters of Education in Learning Innovation. As an IBEN educator, consultant, workshop leader and visiting team leader, she is passionate about professional development as well as sharing experiences and knowledge with her peers, and colleagues. She has been involved in the PYP for 11 years and recently held the position of Chair of the PYP South East QLD Network in Australia for 2 years. Her strength is building and developing key relationships with staff in the pursuit of educational excellence in teaching and learning.

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How to make the language policy come alive

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Involve staff in the development of the language policy to see a focus on a coherent approach to language teaching and a shift in practice to authentic learning experiences. Concentrate on curriculum coherence, clarity and connections to your wider community. Is your language policy tucked away in a folder system somewhere on your school or google drive?

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Programme Standards and Practices English

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McKemy Academy of International Studies Language Policy

Our IB Language Policy is a working document developed by our Site Council. The policy is consistent with the stipulated principles and practices of the IB. This document outlines our school's linguistic and academic goals and defines the programs designed and available to help our students attain these goals.

This policy is intended to provide an overview of our guiding principles for language learning at McKemy Academy which permeates the entire school curriculum with local opportunities that provide authentic contexts in a culturally rich and diverse environment.

I. School Language Philosophy

McKemy Academy of International Studies recognizes that communicating effectively in all subjects for a variety of purposes is key to academic success. Thus, all teachers become language teachers and are central to effective communication in the classroom. We encourage students to develop their mother tongue to nurture their personal and cultural identities. A child's cultural identity is important to acknowledge and take pride in.

At McKemy, we provide opportunities to maintain the mother tongue. In addition, we encourage students to learn additional languages, including Spanish, an integral language in our American Southwest community, as a way of promoting intercultural awareness and global citizenship. Students are encouraged to develop a maximum level of proficiency in all their languages of study.

Culture and Language Profile Mckemy has approximately 200 students. Of these, 45% identify as Hispanic, the largest cultural group in the school. 24% of all students are Spanish mother tongue speakers.

Home language percentage of students:

English 75%

Spanish 23%

Bulgarian, Urdu, and French combined 2%

Many of these students with two languages are not fully proficient in one or both languages. Upon entry into our district, students who are identified bilingual by the state required Home Language Survey, are assessed for their English proficiency using the Arizona English Language Learner Assessment (AZELLA). If needed, students are placed into the appropriate level for language support. They are re-assessed yearly using AZELLA until they are deemed proficient. They are then monitored for two years.

All teachers in the state of Arizona are required to be fully endorsed in Structured English Immersion by their third year of teaching. This model is used to rapidly help English Language Learners learn the language of instruction. English is the language of instruction required by Arizona Law.

Spanish is being currently taught as our only additional language. As our population increases, we will further be prepared to accommodate the needs of our native Spanish speakers in classes especially designed for them.

In the future, other languages may be included to cover the needs of our population. At that time, we will give recommendations for tutors in the language of choice by utilizing our alliance with the International Student Association at Arizona State University and Saturday schools and community classes available in those specific languages.

Overview of Language Programs

Language and Literature

English is our first language of instruction at McKemy. In Arizona, we are expected to maintain the Arizona College and Career Readiness standards. Translated literature from different countries as well as Native American and American Southwest stories are used to provide and promote cultural experiences.

English Language Learning (ELL) support is offered to students through our district. All teachers maintain a Structured English Immersion endorsement on their teaching certificates.

Language Acquisition

Spanish is offered year round for all students. Daily classes ensures that students are exposed to the target language 230 minutes a week.

Mother Tongue and Cultural support within the school, district and local community

The 1:1 initiative at McKemy allows students to seek resources and translations of materials into their mother tongue. The school practices an open-minded, flexible approach to students using their mother tongue in collaboration, research, internationally minded experiences and multicultural celebrations.

Tempe Elementary School district attempts to provide interpreters in all languages needed for parent teacher meetings, and IEP meetings. Mentors for students and families are also provided for students new to the United States. Teachers, administrators, and families meet with the mentors to provide support for both sides.

The District and school websites are translated into more than 50 languages using Google Translate. District information, including parent and student handbooks, bus schedules, and permission slips are sent home in English and Spanish. Translations for other languages are also available through the District.

Our media center houses informational and fictional books provided by the Indian Education Program to support our Native American population. Yearly field trips to the Heard Museum and Musical Instrument Museum provide multicultural experiences that support our diverse student backgrounds. A local alliance with Tempe Sister Cities provides international events and opportunities for our students to attend.

Bilingual teachers, interns, and volunteers, as well as teachers with international living experiences, are sought out to encourage international mindedness and provide students with role models.

Provisions for Inclusion

English Language Learners (ELL)

Students who are not proficient in English but are in the process of developing proficiency are considered English Language Learners. These students receive targeted instruction and support within the classroom. Teachers utilize visuals, videos, and other techniques that are supportive of the English Language Learner. All teachers are endorsed in Structured English Immersion.

Special Needs

Students with Individual Education Plans or 504 plans have support from the counselor and District personnel, such as psychologists, speech therapists and occupational therapists to help them be successful in the inclusive classroom, including the Language Acquisition classroom.

Our Language Policy will be reviewed annually, or as needed, with input from the school community and the Site Council.

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IB Language Policy | Tempe Elementary School District No3

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Our IB Language Policy is a working document developed by our Site Council. The policy is consistent with the stipulated principles and practices of the IB. This document outlines our school's linguistic and academic goals and defines the programs designed and available to help our students attain these goals.

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8.b Learning Stories - school's language policy support multilingualism

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Guidelines for Developing a Language Policy 

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Guidelines for Developing a Language Policy 

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The requirements are in this document.

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Guidelines for Developing Language Policy