Whole School Language Policy Documents

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You will find the following in this document:

Why are we doing this?
Accreditation report
Annual goals for 2014-15
Relevant LS philosophy statements
World Languages
English-Language Arts
ESOL (Student Support Services)
Our Draft
Sample statements and processes
ECML
Franconian
Stavanger
WIDA

1.
a.

WHY ARE WE DOING THIS?

Section 2Bvii of the 5 year Accreditation Report:
Moving forward, and with the various Section B Standards and Indicators in mind, the school is encouraged to
consider formalizing a whole-school Language Policy
b. From our Annual GoaLs as published in the May 2014 EOY Report for 2013-14
Develop and publish a whole language vision encompassing English, Language Arts, ESOL and World Languages
2.
a.

RELEVANT LS PHILOSOPHY STATEMENTS

Lincoln School World Language Philosophy (final version) October 2, 2013.docx

b.
ELA Philosophy draft
c. Student Support Service Philosophy Statement: https://sites.google.com/a/lsnepal.com/academic-support-services/
3.

DRAFT LINCOLN SCHOOL STATEMENT ON WHOLE SCHOOL LANGUAGE

I. Introduction: a whole-school approach to language is essential because:

All teachers are language teachers since all teach the linguistic framework and the language of their disciplines
[All students are language learners, both within the disciplines and within their deepening personal and intellectual contexts]
To promote coherence and comprehensiveness in our approach to language and language learning, school-wide
To provide clarity to students, parents and others about a key area of the curriculum
To assist teachers in designing learning environments, planning learning experiences and evaluating student learning
To foster best practices in teaching and assist the school in guiding professional development

II. What we know about language learning and language learners

From WIDA
Students languages and cultures are valuable resources to be tapped and incorporated into schooling. Escamilla & Hopewell (2010); Goldenberg & Coleman
(2010); Garcia (2005); Freeman, Freeman, & Mercuri (2002); Gonzlez, Moll, & Amanti (2005); Scarcella (1990)

Students home, school, and community experiences influence their language development. Nieto (2008); Payne (2003); Collier (1995); California State Department of
Education (1986)

Students draw on their metacognitive, metalinguistic, and metacultural awareness to develop proficiency in additional languages. Cloud,
Genesee, & Hamayan (2009); Bialystok (2007); Chamot & OMalley (1994); Bialystok (1991); Cummins (1978)

Students' academic language development in their native language facilitates their academic language development in English.
Conversely, students' academic language development in English informs their academic language development in their native language.
Escamilla & Hopewell (2010); Gottlieb, Katz, & Ernst-Slavit (2009); Tabors (2008); Espinosa (2009); August & Shanahan (2006); Genesee, Lindholm-Leary, Saunders, & Christian (2006); Snow (2005); Genesee, Paradis, & Crago
(2004); August & Shanahan (2006); Riches & Genesee (2006); Gottlieb (2003); Schleppegrell & Colombi (2002); Lindholm & Molina (2000); Pardo & Tinajero (1993)

Students learn language and culture through meaningful use and interaction. Brown (2007); Garcia & Hamayan, (2006); Garcia (2005); Kramsch (2003); Daz-Rico & Weed
(1995); Halliday & Hasan (1989); Damen (1987)

Students use language in functional and communicative ways that vary according to context. Schleppegrell (2004); Halliday (1976); Finocchiaro & Brumfit (1983)
Students develop language proficiency in listening, speaking, reading, and writing interdependently, but at different rates and in different
ways. Gottlieb & Hamayan (2007); Spolsky (1989); Vygotsky (1962)

Students development of academic language and academic content knowledge are inter-related processes. Gibbons (2009); Collier & Thomas (2009); Gottlieb,
Katz, & Ernst-Slavit (2009); Echevarria, Vogt, & Short (2008); Zwiers (2008); Gee (2007); Bailey (2007); Mohan (1986)

Students' development of social, instructional, and academic language, a complex and long-term process, is the foundation for their
success in school. Anstrom, et.al. (2010); Francis, Lesaux, Kieffer, & Rivera (2006); Bailey & Butler (2002); Cummins (1979)
Students access to instructional tasks requiring complex thinking is enhanced when linguistic complexity and instructional support match
their levels of language proficiency. Gottlieb, Katz, & Ernst-Slavit (2009); Gibbons (2009, 2002); Vygotsky (1962)
III. Implications of the Lincoln School Mission statement on language and language learning:
Language and thinking go hand in hand. Our approach to language, language teaching and language learning must therefore work to
support
our approach to thinking and
the Mission of the school.
The ability to communicate in more than one language is essential in a global society. The possession of additional languages adds depth
to our understanding of the world and one another, fosters international-mindedness and intercultural understanding, and helps students
build deeper understandings of their own language, culture and thinking processes.
As international students and participants in an ever-changing global society, students need to understand principles of language-learning.
Although English is the language of instruction the school has a commitment to honoring students mother tongues, which are an
important part of students self-identity
Students should be encouraged to express their ideas in all their languages, recognizing that understanding deepens when an idea is
considered through more than one linguistic and cultural framework.
The learning environment and instructional strategies must foster and must not discourage creative and imaginative use of language,
which is a reflection of students individuality and creative impulses
The purpose of language is to share and build meaning and knowledge. Language is learned, and should be taught, in authentic and
meaningful contexts [cultural, literary, social, historical, personal, emotional] and in authentic ways [through reading and writing
authentic text, for authentic purposes.] --- [here we are fostering students passionate learning, by encouraging the use of language to do
real things.]
IV. Therefore, our program will: [ principles and practicalities of the learning environment, instructional strategies, assessment,
resources]
Value language for its beauty and for its facility as an essentially human means of sharing and communication.
Foster students interest in language for its own sake
Provide an integrated and content-based approach to language learning for all students, that fosters students language skills in concert
with their skills in creative and critical thinking. In this same spirit, the program will provide content-based language-learning support for
students whose first language is not English.
Provide instruction and assessment that is differentiated to foster effective language learning and rewarding self-expression for all
students
Provide language-rich learning environments for all students at every level
Provide authentic, relevant and meaningful contexts for language learning and language expression
Provide students with a wide range of text-types, and unstinted access to challenging, engaging and authentic text
Provide students with opportunities to create text of many kinds, including creative text
Build students metacognitive awareness of language learning -- that is, not merely learning languages, but learning how and why we
learn languages
Actively foster students development in and appreciation for their Mother Tongue, to promote students sense of the beauty and value of
their mother tongue, which is central to their own sense of self-worth
****************END OF LS DRAFT STATEMENT******************************************
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4. SOME SAMPLE POLICIES AND PROCESSES FOR INSPIRATION, GUIDANCE AND COMPARISON

a. A how to guide on developing a policy, from The European Center for Modern Languages can be found here:
http://archive.ecml.at/mtp2/ensemble/results/School-policy.htm
It is overly complex for our purposes and should be whittled down but is a source of good ideas.
b. Franconian schools language policy is on page 12, here: http://www.docstoc.com/docs/150592868/here-theFranconian-International-School
c. LANGUAGE POLICY From IS Stavanger, Norway

The ISS Language Policy fulfills the Vision and Mission Statements by:
Engaging and challenging English-language education
By tailoring the curriculum to individual students needs, ISS is able to provide a challenging and engaging curriculum for all
learners.
Supportive, multicultural environment
ISS strives to provide students with an environment that celebrates cultural diversity and the Language Policy maintains this
through the support of languages other than English. The continued growth of the Norwegian language program, Modern
Foreign Languages department and the home language program gives students the opportunity to further their study in their
own language or in an additional language. Furthermore the schools EAL program and Learning Support department assists
students in accordance with their individual needs.
Students have the opportunity to fulfill their potential
The language curriculum across the school aims to accommodate a variety of learning styles and encourage students to
become critical thinkers.
Purpose
The purpose of this language policy is to cement the importance of language learning in our school and ensure there is
consistency and fairness for all students. This policy is also used as a guide for students, staff and parents, as to how our
school is meeting its aims and beliefs in regards to language learning.
Beliefs and Aims
The International School of Stavanger (ISS) values language learning and aims to provide students with a supportive
environment that allows for successful first and second language learning. While acknowledging English as a global language
of communication and the medium of learning at the school, ISS will continue to promote other languages within our
community and demonstrate an appreciation for the diverse language backgrounds of our students. In addition, we aim to
foster the development of multi-lingualism and other levels of language proficiency, while encouraging a love of life-long
learning.
1. LANGUAGE PROFILE AND ADMISSIONS POLICIES
A. ISS Language Profile
Approximately 55% of our student body speaks English as an additional language, with over 35 different mother tongues
represented. Our administrative and teaching staff also has a diverse language profile and all speak English fluently.
B. Admissions Policy
A high level of English proficiency is not required for admittance to ISS. Students whose first language is not English or
students who have been enrolled in an EAL program in their previous school will be evaluated by EAL teachers to assess
their ability in English during the admissions process.
2. LANGUAGE A AND FIRST LANGUAGE1 PROGRAMS
A. English
Students at ISS study English language and literature across every level of the school. In grades 9 and 10 students follow a
curriculum that allows them the opportunity to attain the IGCSE English Language and/or Literature certificates. At IB
Diploma level, students have the option of studying English A: Literature or English A: Language and Literature.
B. Norwegian

For Norwegian speakers there is a Language A program, with students studying language and literature across every level of
the school. This Norwegian language program meets the requirements of the Norwegian governments education directives.
At IB Diploma level, Norwegian A: Language and Literature is offered.
C. Other First Languages (Mother Tongue)
ISS recognises the research that has shown that the development of a students mother tongue is crucial for cognitive
development and that a well-developed mother tongue aids in learning additional languages and in maintaining cultural
identity. As an international community we also value the language and culture of our host country.
A first language program is in place with Italian, German, Russian, Chinese, Dutch and French taught outside of school time,
funded by parents/companies. At IB Diploma level, the School-Supported Self-Taught Program is in place. 2 In addition,
other IB Diploma Group 1 Language A classes may be provided if there are sufficient numbers of students.
3. ENGLISH AS AN ADDITIONAL LANGUAGE (EAL) PROGRAM
Upon arrival at ISS, new students may have their level of English proficiency assessed by a member of the EAL department.
The results of this testing is available to all teaching staff and used to make recommendations to the schools principals as to
the level of EAL support that each individual student needs.
A. EAL Classes
Across the school, English language learners who are unable to fully access the curriculum may attend EAL classes for extra
English instruction.
B. In-class Support
Support may be offered in selected classes for students who need extra assistance in accessing the curriculum.
C. IB Diploma English B
For targeted students, the IB Diploma English B subject may be available at ISS. 3
4. LANGUAGE B AND OTHER LANGUAGES
A. Norwegian
Students at ISS learn Norwegian as the language of their host country and this is mandatory for all students from kindergarten
to grade 9 level, meeting the requirements for the Norwegian governments education directives. Norwegian courses are
available in at grade 10 level.
B. Spanish and French
Spanish and French are offered across all grade levels in Middle School (grades 6 8) and High School. In Middle School,
students are placed in classes according to their level of proficiency with mixed-grade classes.
In the High School students are also divided by their level of language proficiency, but within their grade level.
At IB Diploma level, Spanish ab initio, Spanish B and French B are offered.
5. SUPPORT SERVICES
A. Learning support
Learning support is provided to all students who require it, to enable them to access language development at all levels.
Several different methods of support are provided to students who have learning needs, ranging from selective withdrawal to
in-class support and the provision of appropriate courses. EAL and Learning Support staff collaborate to plan for students
who have both EAL and learning support needs.
B. Language learning and the library

The resources in the ISS libraries provide a wide array of texts to support student learning across all language areas in the
school and meet the needs of the various language departments. In addition, the catalogue of materials is regularly reviewed
and updated.
6. LANGUAGE PROGRAMS OVERVIEW
A. Pedagogy
All ISS teachers are recognized as English language teachers, no matter their subject area, providing guidance and support for
students in their language learning, both in their academic and social environments.
B. Assessment
Grading and assessment accommodations are given in the middle and high schools, based on individual student needs and
with administrative approval.
C. Professional Development
ISS recognizes the importance of professional development for teachers to aid in students language development.
Professional development may be provided through in-school and external workshops.
7. PARENTS AND COMMUNITY
ISS believes in the importance of parental support in their childs language learning. Members of the school community are
informally invited to share their thoughts on the schools language provisions, through meetings, surveys and parental
feedback.
8. COMMUNICATION OF LANGUAGE POLICY TO THE ISS COMMUNITY
The Language Policy will be made available to the community through publication on the ISS website, school handbooks and
the schools electronic information system.
9. REVIEW PROCESS
The Language Policy will be reviewed yearly and then revised every two to three years.
10. REFERENCE LIST
The following sources were used in the creation of this Language Policy:
a. Bavarian International School, 2011, Language Policy, Unpublished: Germany.
b. Franconian International School, 2011, Whole School Language Policy, Unpublished: Germany.
c. International Baccalaureate Organization (IBO), 2008, Guidelines for developing a school language policy,
IBO: United Kingdom.
d.
International Baccalaureate Organization (IBO), 2012, Guidelines for school self-reflection on its language
policy, IBO: United Kingdom.
1
References to First Language refers to the language/s spoken at home or the language/s which a student feels most
comfortable and confident communicating in.
2
The School-Supported Self-Taught Program provides students with the opportunity to study Language A: Literature in their
first language.
3
IB Diploma English B is an English language-learning course designed for students with some prior English learning. See
the IB Diploma English B study guide for further clarification of potential English B students prior learning. Decisions about
placement of students in English B are made considering individual students needs.

d. From WIDA:

Principles_of_Language_Development.pdf