Berlin International School Language Policy A. Introduction School language policies play a central role in the administrative and curricular practices of schools, especially those operating in settings of linguistic and cultural diversity. A school language policy is compiled by the staff of a school, with input from other members of the school community. It is derived from the school’s language philosophy and is a statement of purpose that outlines goals for language teaching and learning. It must take into consideration the particular language factors of the local context. It identifies areas where language problems exist that need a commonly agreed approach. A language policy sets out what the school intends to do about these areas of concern and is a dynamic action statement that changes along with the dynamic context of the school. B. Purpose The B.I.S. language policy sets out to:
Communicate our shared beliefs about language and language learning, ensuring that they are informed by and reflect the values and objectives outlined in: o The school’s mission statement, goals and objectives (Appendix 2) o The IB mission statement (Appendix 3) Meet the programme requirements of the International Baccalaureate (IB) Provide for the development of the IB standards and practices Outline the requirements of the local education authorities Inform the development of the written, taught and assessed curricula Identify the overall needs of the students at Berlin International School in accessing the curriculum and concerns regarding the teaching of the language of instruction and additional languages and the support of mother-tongue Establish agreements on how to meet these needs and propose action to address the concerns Make provision for the follow-up, monitoring and revision of the policy itself Inform and align with the other policies of the school.
C. The School Context Berlin International School (B.I.S.) was established in 1998 with the support of the Berlin Senat in order to provide an education in English for students of the international community and for students of globally mobile families. The school also serves local Berlin families who are seeking an internationally recognized education in English for their children. 2011/2012
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The school is governed by Private Kant-Schule e.V., a not for profit association that operates three other schools in Berlin. The school shares the campus with the Kita International, an independent early childhood centre governed by Private Kant-Schule e.V. Many parents of B.I.S. students also have children enrolled in the Kita International. The school is located in a residential area in south-west Berlin in the vicinity of a large number of university institutes and embassies. The site, Campus Dahlem, houses a primary school for grades 1 to 5 (6 – 11 year olds) and a secondary school for grades 6 – 12 (11 – 18 year olds). A new Kita building for the 3 – 6 year olds and two multipurpose halls were opened in 2009. The campus can accommodate approximately 1000 students. B.I.S. is authorized by the International Baccalaureate (IB) to offer the Primary Years Programme (PYP) in grades 1 – 5 and the Diploma Programme (DP) in grades 11 - 12. The IB standards and practices are used to evaluate programme implementation. Grades 6 – 8 follow a curriculum developed by the school. In grades 9 – 10 students follow a syllabus in preparation for an external examination, International General Certificate of Education (IGCSE), at the end of grade 10. Students sit the IB Diploma examinations at the end of grade 12. The school is also accredited by the Council of International Schools and by the New England Association of Schools and Colleges and applies the standards of these agencies. The school has the status of Ersatzschule (accredited alternative to state schooling) and receives state financial support. As such it underlies the inspectorate of the education authorities in Berlin which impose a grading system and some curriculum mandates such as the teaching of Ethics in secondary school and the requirement that, as a rule, all students participate in German instruction. These requirements are incorporated in the IB programmes (PYP and DP) and the middle school curriculum. German is the language of governance of the school. Contracts and policy documents are developed in English and German. The German version is legally binding. Both English and German are the administrative languages of the school. School administrative staff can communicate in both languages and make every effort to support families who cannot communicate in English or German. The teaching staff is predominately Anglophone coming from diverse national backgrounds. As a rule German mother tongue teachers deliver German language classes and some teach specialist subjects in English. English is the working language of the professional staff. Collaborative planning, curriculum development and general staff meetings are run in English. The school encourages all staff to learn the host country language. The student body is international with over 50 different nationalities represented. German constitutes the largest linguistic group. Some students with German nationality have parents of different nationalities and language backgrounds or are internationally mobile. 2011/2012
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As in most international schools, students leave throughout the year and are admitted at any time if there are places. Applications are processed case by case. Students with prior experience of learning in English and children of international families are given priority. Children of international families who have no or limited knowledge of English are admitted. The school strives to achieve a balance of enrolment between the national and the internationally mobile community. The final decision on admission and placement is made by the principals and the director. Communication with the parent community is mostly in English. The majority of parents can speak some English. Some parents speak German but not English, some speak neither German nor English. Furthermore: Many families have two home languages or a common non-mother tongue language. Many monolingual families have not lived in a country where their language is spoken. Grandparents or care-providers speak other languages. As a result of various school experiences siblings may prefer to speak differing languages. Students live in a greater environment that is German speaking, yet with the availability of electronic media and the internet also have easy contact with home languages. Within this complex linguistic context B.I.S. strives to create a learning environment that acknowledges and respects diversity and integrates all students. The English as an Additional Language and the Learning Support departments provide support to enable students to access the curriculum. D. Language philosophy The school’s curriculum and the organization of language teaching and learning (Appendix 1) reflect the school’s context and are founded on the following set of beliefs and principles: 1. The instinctive need to communicate underpins the development of language. Language is socially constructed and dependent on the number and nature of our social interactions and relationships. An environment where risk-taking is encouraged and error-making is considered inevitable and necessary supports language learning. 2. Language teaching and learning plays a major role in an international school where the language of instruction is often not the student’s first language. 3. Language provides an intellectual framework to support conceptual development. 4. Proficiency in more than one language can enhance cognitive development.
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5. The development of language is fundamental to learning across the curriculum. Specific vocabulary and patterns of dialogue and discourse support particular kinds of learning and cognitive processes. 6. Proficiency in the use of language for academic purposes can take several years to achieve. 7. The continued use and learning of the student’s first language provides the basis for and supports the learning of an additional language and can play an important role in developing personal and cultural identity. 8. The learning of additional languages is vested with particular significance in fulfilling the school’s mission and the IB mission. We believe multilingualism is an important vehicle in developing critical literacy and promoting the open-mindedness, adaptability, tolerance and respect for others that form an essential aspect of the educational principles of the school. 9. In order to play an active role in the wider school community, students need to develop competence in German. As the host country language, the learning of German also contributes to developing the student’s sense of place and facilitates integration and participation in the local community. 10. The responsible, thoughtful and respectful use of language is central to becoming an educated person. D. Conclusion These beliefs and principles underpin all aspects of school. Consequently, all teachers and school personnel have a role to play in supporting the development of language. It is, however, widely recognized that the most significant influence on the development of attitudes and values are parents. This language policy aims to contribute to the development of an informed, cohesive and supportive school community where English is the shared language, the objectives of the school (Appendix 2) are a shared responsibility, and the attributes of the IB learner profile (Appendix 4) provide the common learning goals. N.B. This policy was developed during 2010. The process involved faculty and parents, advisory board members, administrative and non-teaching staff. The first draft was presented to the board in December 2010. Appendix 1, The Organization of Teaching and Learning, describes the organization of the current school year. This may change from one year to the next according to needs and to modifications in the IB Diploma programme. The Action Plans constitute a vital component of the policy but are presented as a separate document. At the end of each school year it is intended that the Action Plans will be 2011/2012
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reviewed and updated in consultation with the whole staff. Feedback will be requested from the parent body and students. The revised policy will be presented to the faculty at the beginning of each school year for agreement. Implementation of elements of the policy can be selected for individual goals in the appraisal process or can become a whole school focus.
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Appendix 1 The Organization of Language Teaching and Learning 20011/ 2012 The teaching and learning of language is articulated across the school. English is the main language of instruction and the common language of the school. German, the host country language, is also mandatory and is the first additional language taught. It is offered in different levels at every grade level. Primary School German is presently offered five periods (5 x 45 minutes) a week from grade 1 to grade 3. In grades 4 to 5 students have six periods of German. Students are streamed into four levels at each grade, from mother tongue to beginner level. All other classes are held in English. English language is taught as a subject area and through transdisciplinary units of inquiry. The English as an Additional Language (EAL) department provides support for students whose first language is not English. This support is provided by the EAL teachers in small group classes or within the mainstream class. How long students receive support depends on their prior experience and knowledge and on rate of progress. Students who need more support in EAL have a reduced timetable in German. Multilinguism is valued and encouraged by the school. Where possible, mother tongue instruction is offered as an after school activity in the primary school. Some students attend mother tongue classes outside school. The PTA organizes English and German language classes for parents. The school supports staff in learning the host country language. Secondary School As in the Primary School, English is the main language of instruction. English is learned through all subject areas and is taught as a discrete curricular area. Other languages are also offered. German is taught at all grade levels both at mother tongue level and as an additional language. Spanish and French are also offered as electives. Language teaching is organized as follows: Middle School (Grades 6, 7 and 8) English is presently scheduled five times a week. In each grade level there are three classes at an advanced/ mother tongue level and one class for EAL (intermediate) students. In Addition, there is a mixed Grade 6 - 9 EAL beginners group.
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Students are streamed for German into three ability groups: Beginner, Intermediate and Advanced. All have 4 lessons per week. EAL beginners (German natives excluded) do not take German and have extra EAL. A third language, French or Spanish, is taught in mixed ability groups four periods a week in grades 6, 7 and 8. Students entering Grades 7 or 8 with no previous French or Spanish are not admitted and have a study hall alternative. Similarly, students who are EAL beginners or who need extra support in English or German do not take a third language. IGCSE – Grades 9 and 10 English and German are compulsory languages in the IGCSE classes. English is presently scheduled five lessons a week. The students are selected by ability to take IGCSE English First Language (either at core or extended level), IGCSE English Second Language or an ESL non-examination group. English Literature is taken by both First and Second Language groups. German is presently scheduled for three lessons for Grade 9 and four lessons a week for Grade 10. The subject is studied at either IGCSE – German as a foreign language (split into Beginners, Intermediate and Advanced) or German First Language level. Students may select an additional IGCSE Foreign Language – French or Spanish. These subjects are taught in mixed ability groups and are scheduled in parallel for three lessons a week. International Baccalaureate (IB1 and IB2 Grades 11 and 12) The arrangement of IB language “options” are outlined below. Students must study at least two languages, normally one from Group I and one from Group 2 (or two languages from Group 1). Lessons are scheduled five times per week (four for German Abinitio) and Standard and Higher students are taught together in these groups. Changes to the A2 language courses and the introduction of new A1 courses will result in alterations to our IB programme for IB1 students starting the programme from 2011.
IB 1 Group 1
English A1 Literature German A1 Literature English A1 Literature and Language German A1 Literature and Language Korean A1 Literature
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All offered at both Standard and Higher Level
Group 2
IB2 Group 1
Group 2
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A1 self-taught
Standard Level only
English B French B German B Spanish B German Abinitio
Higher Level only
English A1 Korean A1 German A1 English A2 A1 self-taught English B French B German B Spanish B German Abinitio
All offered at Standard and Higher Level Standard Level only
All offered at Standard and Higher Level Standard Level only Higher Level only All offered at Standard and Higher Level Standard Level only
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Appendix 2 MISSION STATEMENT Berlin International School is a private, non-profit, non-denominational day school offering student-centered learning to international and local students from pre-school through university entrance preparation. We encourage individual and group achievement as well as academic excellence in a supportive climate of mutual respect and enthusiasm for learning. We are committed to promoting the values of international and multicultural awareness and fostering a sense of ethical and social responsibility. GOALS To attain our goals of learning, internationalism, multicultural mindedness and responsibility, we have established objectives toward which our programmes and policies are directed. OBJECTIVES We, the B.I.S. community (students, staff, parents, board) take on the responsibility: 1. To strive for academic excellence; 2. To foster skills needed to succeed in future transitions and in the adult world, such as awareness of social cooperation and responsibility; 3. To support activities and programmes that broaden students’ knowledge of the intellectual, spiritual, physical and creative aspects of life; 4. To continue developing challenging curricula relevant to the needs of students in order to build a successful future; 5. To build and model reflective habits of mind and critical thinking skills; 6. To develop teamwork as well as individual skills; 7. To foster awareness of the development of the whole student. 8. To promote respect for the variety of cultures and for the culture of the host nation; 9. To share information regularly and effectively; 10. To recognise our diversity in a supportive and ethical learning climate, fostering self-respect without prejudice; 11. To encourage further language acquisition; 12. To nurture the development of well-rounded students and to respect the physical and emotional integrity of each member of our community; January 2006
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Appendix 3 IB MISSION STATEMENT The International Baccalaureate Organization (IBO) aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end the IBO works with schools and governments and international organizations to develop international education and rigorous assessment. These programs encourage students across the world to become compassionate and lifelong learners who understand that other people, with their differences, can also be right. IB Programme standards and practices, January 2011 The following practices directly refer to language and have been taken into account in developing the policy: Standard A 7. The school places importance on language learning, including mother tongue, host country language and other languages. Standard B1 5. The school develops and implements policies and procedures that support the programme(s). Standard B2 8. The school provides support for its students with learning and/or special educational needs and support for their teachers. Standard C1 8. Collaborative planning and reflection recognizes that all teachers are responsible for language development of students. Standard C2 10. The written curriculum integrates the policies developed by the school to support the programme(s). Standard C3 7. Teaching and learning addresses the diversity of student language needs, including those for students learning in a language(s) other than mother tongue. 8. Teaching and learning demonstrates that all teachers are responsible for language development of students.
The IB learner profile The IB learner profile 2011/2012
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Appendix 4 IB learner profile The aim of all IB programmes is to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world. IB learners strive to be: Inquirers They develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning. They actively enjoy learning and this love of learning will be sustained throughout their lives. Knowledgeable They explore concepts, ideas and issues that have local and global significance. In so doing, they acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines. Thinkers They exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions. 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. Principled They act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities. They take responsibility for their own actions and the consequences that accompany them. Open-minded They 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. Caring They show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service, and act to make a positive difference to the lives of others and to the environment. Risk-takers They approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their beliefs. Balanced Reflective
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They understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others. They give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development.
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