NATIVE LANGUAGE

Program Area Philosophy Summary

We believe that...

• language is at the heart of human communication, thinking, and feeling

• language is a marker of identity and culture, helping us to make sense of ourselves, our perspectives and our world

• it is our right to maintain our own language and be empowered to acquire other languages whenever possible (academic language of the school, and additional languages)

• multilingualism and multiculturalism are assets in our increasingly interconnected world, leading to higher levels of empathy and risktaking

• native language learning benefits an individual’s emotional well-being, enhances academic

• success, and promotes the acquisition of additional languages

We believe that Native Language Learning happen best when students:

• understand the nature of learning and how it connects across and between languages

• engage in various aspects of language, literature, and culture

• explore a wide range of literary and non-literary text types, writing styles and techniques

• actively dialogue with others through effective listening, questioning, and responding

• use metacognitive skills in authentic contexts

• engage with accessible, meaningful, language-rich learning experiences

• have exposure to engaging, challenging and culturally inclusive practice

• actively use language to promote global-mindedness

• experience a strong home-school partnership

Ms Native Language Program Description

A native/near native language is generally described as a language that is used on a daily basis with at least one parent. A child with native/near native language is typically orally conversant, and is comfortable expressing emotions in this language. This language also links the child to his or her cultural identity. Literacy skills may or may not be present. On occasion, students who have had extensive prior experience with a non-native language in an immersion setting might exhibit the level of proficiency that we would expect from a near native language learner, and would therefore qualify to take part in the program.

In the MS we offer native language classes as part of our regular academic program in the following languages (minimum of 6 students): French, Japanese, Korean, Mandarin, Spanish in addition to Thai, if there is sufficient enrollment. We offer these particular languages in the MS, as there is a continuous support for study of these native languages in the HS through grades 9 and 10 and the IB Language A program.

Our Thai native language program is a requirement for all Thai nationals. This program is formally offered during school hours. This requirement does not necessarily exclude a student from studying another World Language. Students interested in this option should speak with their counselor to see the impact that this might have on other aspects of our MS program.

All students who wish to take a native language class will need to take an oral proficiency assessment. Literacy skills will also be assessed as determined by the teacher.

Our MS native language classes may have a mix of students from grade 6, 7, and 8, and we expect a wider range of levels of proficiency in the skills of reading, writing, speaking and listening. Teachers of our native language program will identify the proficiency level of each student in the four main skills and support each child to demonstrate continued growth and progress through differentiated instruction, and individualized support.

Our MS native language classes provide for a combination of independent study, with teacher support, and full group instruction around cultural aspects of the language being studied. There will often be individualized approaches to learning due to the diverse ages and skills of the children in the class. The curriculum and emphasis of the class will also vary based on the needs of the learners in the class.

The overarching goal of our program is to support students to make progress with and develop their native language. While the program seeks to guide students toward proficiency at IB language A level by graduation, depending on the level of proficiency of the child when s/he enters the program, we cannot guarantee that the child will achieve the level of proficiency needed to be successful with the IB language A program in the high school.

The course content and curriculum for our Native Mandarin, Spanish, French, Korean and Japanese courses have been influenced by the learning goals outlined in the MYP (Middle Years Program)

Framework for Language A.

Native Language Standards

As the Native Language Program offers mixed-grade class, the program was designed as a three-year sequence of units. Below you can find the units that make up the three years of instruction.

Year 2022-2023

Unit Titles

Immigration and Refugees

Essential Question:

• What causes people to become refugees?

• What is the difference between an immigrant and a refugee?

• How might immigrants and/or refugees integrate and contribute

• to their new societies?

• How might immigrants and/or refugees put a strain on their new societies?

• To what extent does the media portray the points of view of

• immigrants and refugees?

Artificial Intelligence

• What is intelligence?

• hould we be excited or worried about AI?

• What is the past, present and future impact of the AI on your life?

Culture, Heritage, and Religious Influences on Identity

• Can one person change culture?

• Is there a standard by which cultural norms should be evaluated?

• Is it ever appropriate for outside cultures to intervene?

• What is culture?

• What similarities and differences exist between cultures? (ISB, family, home country...)

• How do different cultures approach similar situations and

• challenges?

• How do cultures change over time?

Wealth and Poverty

• What forms of poverty are there, other than material poverty?

• What moral issues arise from poverty?

• What should our response be to poverty?

• What is my responsibility towards poverty?

Year 2023-2024

Unit Titles

Friendship

Essential Question:

• Why are friends so important to us?

• What is love? What is friendship?

• How can we differentiate real friendship from superficial friendship?

Advertisement

• How are we manipulated by what we see, hear and read?

• What techniques do advertisers employ to influence our

• behaviour and decisions?

• Are advertisements necessarily cultural? Why or why not?

• How does culture influence advertisement?

Travel and Tourism

Year 2024-2025

• What kind of tourist are you?

• How can travel and tourism promote global citizenship?

• How are the perspectives of those who travel different from those who don’t?

Unit Titles Essential Question:

Media and Technology

• What are some precautions one must always take when using the internet? What are some dangers of using the internet?

• What does it mean to adapt a message to its audience?

• How do we decide what measures should be taken to protect young Internet users?

• Should schools take actions to protect young people online?

Environmental concerns

• How is the environment connected to my actions?

• What are the consequences of our common humanity on the environment?

Health and Wellbeing

• Is a balanced lifestyle cultural?

• How do my cultural values influence lifestyle and how it impacts my health?

• How do my views on health and wellness compare to the views of my classmates, or those of my host culture?

• To what extent can communication with others help to develop my wellbeing?

• To what extent are my beliefs about health and wellness shaped by my cultural influences as opposed to science?

• To what extent is one lifestyle healthier than another?

Thai Native Language

Thai Native Continuum

Thai Native Level 1

This course includes a wide range of differentiated levels. Some students may still be developing their literacy in Thai and may be at foundations level. In these cases, it is expected that a student may take more than one year to progress to Level 2. When this happens the student may be placed in Thai Level 1 again.

Unit Titles

Thai as a Global Citizen

Essential Question:

• How does basic knowledge about our nation help us understand our country and people?

• How Thai customs, culture, ethics and values shape us to live happily, peacefully in Thailand and global society?

Sukhothai Kingdom

• How does knowing our history help us build a collective sense of pride?

• What do good readers do to figure out words they don’t know?

Amazing Thailand

Thai folktales and Festivals

Thai Native Level 2

Unit Titles

The Citizens of Communities

Ayutthaya and Thonburi Kingdoms

• How does the natural environment of Thailand connect to the Thai way of living?

• Why is it important to know about Thai folktales?

• How do good writers decide what to write about in narrative? writing?

Essential Question:

• How do our rights and responsibilities shape our communities?

• How do I effectively support claims in writing an argument?

• How can we present information, using oral and written communication, effectively and creatively?

• Why do Thai people respect and honor historical figures? What do we learn about them and how can we develop ourselves?

Khun Chang Khun Phan and Thai Wisdoms

• As a Thai citizen, how can we contribute to promote Thai culture?

• How does the writer develop ideas for narrative writing?

Thailand Eco-Friendly Living Heritage

• How environmental issues in Thailand have impacted on our living?

• How is Thailand’s living heritage friendly to the environment?

• How can we give a speech or an oral presentation professionally and creatively?

Thai Native Level 3

Unit Titles

Thailand and The Sustainable Development Goals

Rattanakosin Kingdom

The Future of Global Environment

Essential Question:

• How can one communicate effectively for an oral presentation?

• How can one learn about the Rattanakosin Kingdom from reading historical fiction?

• How can one use language effectively for an argument?

• How can one identify and use relevant text to support an argument?

Ramayana and Thai Art

• How does Thai classical literature shape our lives and influence society?