ISF Magazine - Issue 1 Winter 2016/2017

LANGUAGE ACQUISITION

ISFMagazine

THE INTERNATIONAL SCHOOL OF FLORENCE MAGAZINE VOLUME 1 ISSUE 1

WINTER 2016/2017

CONTENTS

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TRIBUTE TO HORACE WOOD GIBSON

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NOMINA CONSEQUENTIA RERUM

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HOW TO SUPPORT ENGLISH LANGUAGE LEARNERS (ELLS) AT HOME

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LANGUAGE ACQUISITION IN THE PRIMARY YEARS PROGRAMME

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LANGUAGE ACQUISITION FROM THE PERSPECTIVE OF A CAS COORDINATOR

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LEARNING A NEW LANGUAGE VS. LEARNING IN A NEW LANGUAGE

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THE WIDA SYMPOSIUM AT ISF

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SPOTLIGHT ON ALUMNI

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MESSAGE FROM THE HEAD OF SCHOOL

W

Welcome to the first edition of the newly launched ISF magazine! Our hope is that this bi-annual publication provides a forum for reflection and discussion of topics that pertain to the world of education today.

Teachers, researchers, observers and students are invited to share their thoughts on a theme with each edition. This winter, we are focusing on the theme of language acquisition, with articles that illustrate school initiatives, reflection on growing up bilingual, suggestions on how to support your child’s language growth, as well as a comment from our guest professional development leader.

Another goal for the ISF magazine is to focus on our alumni, where they are today, and how ISF shaped their lives. With the recent passing away of our founder, Dr. Gibson, we have been reminded of just how many people,

scattered throughout the world, have felt a special connection to our school and look back fondly on their memories of their time within these walls.

Enjoy!

Debra Williams Head of School

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TRIBUTE TO HORACE WOOD GIBSON

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Horace Wood Gibson was the father of what today is the International School of Florence.

Born in 1918 in the Smokey Mountains of North Carolina, Horace lived in Florida and New York City before moving to Rome in 1950. There, two years later, he co-founded, together with Paul Burke-Mahony, the Rome Tutoring Service: six students in its pioneering inauguration year, but already so international in representing three Countries from three continents! In 1953, after only one year of operation, the Service thrived with 23 enrollments – a four-fold increase - and became The Parioli Day School. In 1963, the School moved to Florence and became known as the St. Michael’s Country Day School on a beautiful farm villa on Via del Guarlone. In 1968, the School moved to Villa Torre di Bellosguardo where it became known as the American School of Florence. Around that time, Horace was “traveling” is different than “moving around with earning his first salary after 15 years of dedicated, suitcases”. “Are you really seeing the new places, passionate work. In 1980, Horace led the big move the new faces? Do you listen to and to Villa Le Tavernule, our Junior try to speak the new languages? If School campus to date. Horace held “A home away it’s just grammar rules, you’re not the position of Headmaster until 1984. In 1998, he was presented from home, to all travelling.”

Horace Gibson was indeed a with the Tuscan-American Award those who seek polite, competent, brave pioneer; in Palazzo Vecchio, while in 2013 he received an Honorary Doctorate true knowledge a leader by example who was not in Education from Binghamton and a true sense afraid to truly travel, to dare, to invest, to innovate with the purpose University. In the meantime, his of understanding of keeping his beloved School alive, School had become the American International School of Florence of the world as it alert, aware. A proudly self-taught educator who could rely on decades and, subsequently, the International changes.” of experience while experimenting School of Florence, as we know it passionately with social media. A today. true symbol and face for the School; a permanent, Horace once cited Mark Twain in saying that comfortable, intimate memory for many a child “travel is fatal to prejudice, bigotry, and narrowwho would meet his smile, his handshake and his mindedness - all foes to real understanding,” where

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“A permanent, comfortable, intimate memory for many a child who would meet his smile, his handshake and his greeting, every morning and every afternoon of every school day.”

greeting, every morning and every afternoon of every school day.

In the night of November 28, Horace passed away peacefully in his sleep, leaving a lifetime of achievements, a crowd of affectionate friends and the immense heritage of ISF. The Board of Directors is honored to carry on Horace Gibson’s mission of nurturing this fair maiden of international education. “A happy place,” as he liked to describe it. A home away from home, to all those who seek true knowledge and a true sense of understanding of the world as it changes. The Board is proud to have the opportunity to work to concretize further and further Horace Gibson’s dream come true of a School which is committed to grow while continuously improving its academic quality and preserving its unique flavor.

Farewell, dear Horace, and thank you.

Marco Uzielli Chairman, Board of Directors ISF student 1975-1989; alumnus, class of ’89.

I wish to thank Tanya Bruckner for providing biographical information and archive material.

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NOMINA CONSEQUENTIA RERUM

by CAROLINE BACHO, LINDA LANIS

“Can Latin help students communicate in a second language?”

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he rapid and continuous progress of technology has facilitated our existence: knowledge is easily accessible and websites have replaced entire libraries. Everything is prompt, we know more and faster. A certain kind of hunger has taken hold of us: we want more, we are impatient for the next chapter and we do not wish to waste time on deeper knowledge. If a subject is not useful, we prefer letting it go.

As far as languages are concerned, we believe that we shouldn’t restrict the purpose of their learning to mere communication, but to include them as part of a comprehensive system whose understanding allows you to learn a method.

But can the Latin language have any appeal? And

can it have any connection with an IB student, who is a young, forward-looking world citizen?

An IB Language B student is a communicator, often in several languages, but can Latin help these students in communicating in a second language? Latin is often associated with grammar, but a language is something more than grammar and a list of words: it is the capacity to put this knowledge into practice and, more importantly, to create hypotheses.

In order to have a better understanding of the romance languages network, it is our belief that our students need a basic knowledge of Latin. Most of the languages taught in Western societies are derived from Latin or have been deeply influenced by it. Knowing its basic grammar helps one understand not only the seemingly complicated grammatical system of languages like Italian, Spanish and even French, but also to understand how each one of these languages is connected to one another.

Although the tendency is to abandon the study of ancient languages rather than to promote it, we strongly believe that our duty as language teachers is to offer our students the opportunity to comprehend the tight relationship between French, Spanish, Italian and even English.

Being able to reflect on our mother-tongue as well as on the idioms in our backgrounds means to know better how we communicate, the words we choose, the weight of a phrase or an expression; it means avoiding literal translations, becoming open-minded in all our interactions, caring about our

roots, understanding how our different cultures are so deeply connected.

We have developed a project to encourage 8th grade students to make the connections existing between idioms by posting various drawings of trees with a Latin word written at their root.

Through a scavenger hunt, the children had to find the words that had come from this root and place them on its branches.

The trees were then placed all around school so that the link between our languages and our cultures would appear as clear as possible to everyone passing by, students and teachers alike.

The knowledge of words that come from the Latin language allow a student to form words even if he or she has not yet studied the word. An example?

Words ending in –tio, from the third declination, feminine, have usually produced similar words, with the same gender, in

Romance Languages: educatio became ĂŠducation (French), educazione (Italian) , educaciĂłn (Spanish). The majority passed to English through French (education). When you know that, you can easily figure out a word in a language you study.

Our hope is that, after this project, our students might become inquirers and more knowledgeable about the language(s) they study.

The word nomen could be originated from omen, containing thus the destiny and the characteristics of a person or a specific object. Nomina consequentia rerum.

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HOW TO SUPPORT ENGLISH LANGUAGE LEARNERS (ELLs) AT HOME 1

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Low Affective Filter

Oral Language

Read! Read!

Read!

Games and Activities

Differences

Resources

by KELLY KERR

L

ow A ffective Filter

Stephen Krashen’s Monitor Model states five hypotheses for students acquiring a new language. One of those hypotheses is the affective filter. The affective filter is a theoretical concept in second language acquisition that tries to explain the emotional variables related to the success or failure of acquiring a language. Affective filters can be raised or lowered due to the environment that individuals are in, interactions with classmates and/or teachers, or personal factors.

Most of the variables fall into three categories: 1. Motivation. Performers with high motivation generally do better in second language acquisition (usually, but not always, “integrative”) 2. Self-confidence. Performers with self-confidence and a good self-image tend to do better in second language acquisition.

3. Anxiety. Low anxiety appears to be conducive to second language acquisition, whether measured as personal or classroom anxiety. (Krashen, 7

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1982) A low affective filter will intrinsically motivate ELLs to take responsibility for their own learning, build self-confidence and lower anxiety.

As Krashen points out, these variables affect the acquisition process and prevent a mental block.

ELLs benefit from positive reinforcement and support. Language acquisition takes time and students learn in different ways and at different

“Free voluntary reading may be the most powerful educational tool in language education. It serves to increase literacy and to develop vocabulary” speeds. Teachers and parents should provide a comfortable environment and help ELLs discover how they learn best.

Oral L anguage There are numerous ways ELLs can develop their oral language. The following are a few activities to help develop their oral language skills, strengthen their vocabulary and support their literacy efforts: • Storytelling • “Read” wordless picture books • Say rhymes and sing songs • Make frequent trips to the public library • Engage in meaningful conversation R ead! R ead! R ead!

“Free voluntary reading may be the most powerful educational tool in language education.

It serves to increase literacy and to develop vocabulary” (Krashen, 2003).

Let ELLs choose their own book, newspaper, magazine, comic, etc. The important thing is that the content is relative and that they enjoy what they are reading.

If parents do not speak English, they should read books to their children in their mother tongue.

If parents do speak English, and the student has developed literacy in their mother tongue, read to them in English. Students should read to their parents in English. If the student is embarrassed to read, have them read to a family pet, a stuffed animal or a toy.

Lastly, start a home library. Pick a special place in the house to fill with quality, multicultural and bilingual books. This is a wonderful way for ELL students and their families to enjoy books together.

Games/Activities Acquiring a new language should be fun! Play games and engage in activities in English at home and outside of school. The possibilities are endless, but here are a few suggestions: • Board games • Puzzles • Cooking

• • • • •

Watching movies or television shows Arts and crafts Outdoor activities Sports After school clubs

Also, a simple task to provide exposure to the language is to change the settings to English on iPhones, iPads, video games, etc.

Differences A very valuable way to support ELLs is knowing and explaining the important differences between English and the ELL’s mother tongue. Awareness of the differences will help ELLs self-correct their mistakes, find commonalities, and understand the structure of the language. In addition, this information is extremely helpful for the EAL/ ESL instructor, as well as classroom teachers.

R esources Lastly, ask the ELL’s teachers for more information about private tutors and other resources, such as online programs, summer camps, community groups, etc. Acquiring an additional language is a process that is unique to each ELL. Access to resources and practices, as well as support from the schools, families, and communities provide ELLs with the rich language exposure and opportunities needed to enhance their language skills.

R eferences

Krashen, S. (2003). Explorations in Language Acquisition and Use. Portsmouth, NH: Heinemann.

Krashen, S. (1982) Principles and Practice in Second Language Acquisition. Oxford: Pergamon Press.

Excerpt from (2009) First Internet edition, pp. 37- 39.

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LANGUAGE ACQUISITION IN THE PRIMARY YEARS PROGRAMME

by NICKY SHAMASH

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he development of language is fundamental to students’ ability and need to communicate. It is through language that all subject areas are connected and language holds the key to students’ construction of meaning, so it’s of the upmost importance that language teaching is placed as a priority in the classroom and that all teachers in school consider themselves to be teachers of language, regardless of their subject area. Every PYP school is required to give students the opportunity to learn an additional language from the age of 7. At ISF the students have Italian everyday from the Kindergarten level.

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With many students in school operating in a language other than their mother-tongue, it is important that a strong support network of teachers is in place to help provide access to the curriculum as well as enabling students to thrive socially in school. The ability to communicate in more than one language opens the door to understanding different cultures and perspectives and helps develop the aim of the IBO, which is to develop internationally-minded people.

The PYP holds particular beliefs about language acquisition, with inquiry at the heart of these beliefs. Students must be searching for the

answers to questions significant to them and language should be taught in response to the students’ prior knowledge and needs rather than being taught following a predetermined sequence of isolated skills from a set textbook.

Segmenting learning with no meaningful context- for example, learning whole class spelling lists for a test- may teach students how to spell those words in isolation, but does not necessarily enable students to spell those words in other contexts. The research of Micheal Halliday (1985) shows that in any meaningful language event, children have the opportunity to learn language, learn about language and learn through language. This means

“The ability to communicate in more than one language opens the door to understanding different cultures and perspectives and helps develop internationallyminded people”

that classroom engagements should include the opportunity for all three of these language elements if students are to construct meaning. We learn language by doing activities such as reading at a level appropriate to our need, listening to others read aloud, having language modeled and demonstrated by teachers and peers. We learn about language by examining it in detail, developing strategies for reading, identifying common spelling patterns, analyzing how

punctuation is used in a text and we learn through language by furthering our knowledge and understanding of the world; engaging in debates, discussing literature, reading books for information and writing biographies.

These elements combined enable a balanced language curriculum where students are able to apply their understanding, think critically and grow as learners and communicators.

R eferences Primary Years Programme (2009) Making the PYP Happen: A curriculum framework for international primary education, International Baccalaureate Organisation, 67-71.

Kathy G Short (1999) The search for “balance” in a literature rich curriculum, Theory into practice, 38:3, 130-137.

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LANGUAGE ACQUISITION FROM THE PERSPECTIVE OF A CAS COORDINATOR

by SUE YIANNAKIS

“G

et out of your comfort zone!” An integral part of the IB CAS (Creativity Activity Service) Program is encouraging students to ‘get out of their comfort zones’ in order to carry out authentic CAS Experiences.

One might well ask how this could possibly be connected to Language Acquisition.

Students come to ISF from over thirty different countries, speaking a wide variety of languages. Upon arrival at ISF, non-mother tongue English and/ English and Italian is learned or Italian students are assessed and used in school. But what to ascertain their social and happens when students are called academic level of upon to leave both languages. the “comfort Based on the “Get out of your zone” of ISF and results of these out into comfort zone!” venture assessments, the Florentine students are placed c o m mu n it y, in the appropriate English and or even further afield, in order Italian language classes. For to start working on their CAS many students, being able to get Experiences? through the school day using It is one thing sitting in a English and Italian is in itself a ‘safe’ classroom, reading a major accomplishment. Students text, listening to a teacher, or are taught how to communicate, answering an academic question, follow directions, and ask for when you are given ample information during the first time to hear, process, translate, weeks of school. Academic retranslate and answer in the

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required language, but a totally different situation when you are in a noisy community center, with boisterous children running riot around you, and questions being fired at you by weary members of staff or volunteers, or instructions being thrown at you by the group leaders in what sounds like a huge cacophony. “Help!” is the first word that comes to mind!

As the CAS Coordinator it is rewarding to see our students gaining confidence, and being able to transfer the skills learned in a language classroom to their experiences outside the confines of the ISF community.

LEARNING A NEW LANGUAGE VS. LEARNING IN A NEW LANGUAGE

by JON NORDMEYER

I

Double. Multilingual learners at English-medium international schools are developing academic language skills while simultaneously learning academic content IN that language. Short and Fitzsimmons (2007) refer to this as “double the work” since students are learning the language and medium of instruction at the same time. However, multilingual learners are the new norm in today’s international schools, and these students bring with them a variety of assets, including home language skills, to support their learning. One international student proudly proclaimed: “I’m not half-Israeli and half-Japanese, I am double.” am

Fortunately, our understanding of multilingual students has evolved, and many international schools have moved beyond the obsolete choice of sink or swim for new English learners.

By understanding how language and content learning are interconnected processes, educators can support multilingual learners in achieving both goals. To use an analogy, developing a new language is like drinking water; it is a natural and necessary aspect of our lives. On the other hand, learning in a new language is like swimming the butterfly; it is using the medium for an entirely different and specialized purpose.

Jon Nordmeyer is the International Programs Director at WIDA. He has been an international educator and consultant for 25 years, teaching at international schools in Quito, The Hague, Taipei, Istanbul, Shanghai and Bangkok. Jon has presented at international conferences in Africa, Asia, Europe and South America and has taught graduate seminars at Harvard Graduate School of Education and Tibet University. He has written articles for International Schools Journal and Journal of Staff Development, co-edited the book Integrating Language and Content (TESOL 2010) and serves on the editorial review board of Globally Informed, a peer-reviewed journal for international educators.

L anguage

can be a bridge to

learning content. All teachers

need to understand the impact of language in their classes and how they can provide access to grade level content by using language in intentional ways. Gibbons (2002) encourages teachers to “amplify, not simplify” when approaching challenging content. This idea is not new; Bruner (1960) wrote that “we begin with the hypothesis that any subject can be taught effectively in some intellectually honest form to any child at any stage of development.”

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considering grade level content for multilingual learners as a possibility, to the premise that all students should have access to grade level content as a right.

In addition, teachers need to recognize that English is only one possible bridge to understanding.

Representing concepts in several different formats and encouraging students to access their home languages provides opportunities for students to interact with content and with each other in a variety of ways.

Naming key concepts in English and modeling how to use these terms in academic conversation does reinforce key ideas and key terminology; however, this should not be the only way students encounter important ideas. Additive multimodal and multilingual instruction can help teachers to scaffold learning for all students.

Content can provide a means for language acquisition.

Teachers can promote the development of academic language proficiency for all students. Language teachers value authentic contexts in which to develop language skills, and the content classroom is a wonderfully authentic context.

It is important to recognize that academic language is more than just vocabulary. All teachers should be aware of the disciplinary language practices necessary for learning a particular content area. Students need to use language in specialized ways in each classroom, so teachers need to model and scaffold these linguistic moves to help students appropriate them into their language repertoires.

Swimming the butterfly is different from swimming the backstroke, and students need

to learn how writing in science class is different than writing in history class. By identifying not only key vocabulary but common grammatical patterns and discourse moves, teachers can help students to “write like a scientist” or “talk like a mathematician.”

Multilingual students are the mainstream in today’s international schools. Teachers who are aware of how language and content interact can build on learners’ assets to ensure that all students can participate meaningfully in a diverse and thriving learning community.

R eferences

Bruner, J (1960) The Process of Education, Cambridge, Mass.: Harvard University Press.

Gibbons, P. (2002). Scaffolding language, scaffolding learning: Teaching second language learners in the mainstream classroom. Portsmouth, NH: Heinemann.

Nordmeyer, J. (2008). Delicate Balance: ELL Students Struggle to Balance Language and Content, while Educators Need Partnerships and Specific Professional Learning Journal of Staff Development, v29 n1 p34-40 Win 2008 Short, D., & Fitzsimmons, S. (2007). Double the work: Challenges and solutions to acquiring language and academic literacy for adolescent English language learners – A report to Carnegie Corporation of New York. Washington, DC:Alliance for Excellent Education.

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THE WIDA SYMPOSIUM AT ISF

by INKA SZABLINSKI

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SF hosted its first ever Symposium for 32 international educators on November 19 & 20 at Villa di Gattaia. From Addis Abeba, Ethiopia to Wisconsin, USA, participants from around the globe contributed to The WIDA Symposium, a unique two-day forum for innovation, dialogue and reciprocal professional learning.

ISF has been a member of the WIDA International Schools Consortium for the past three years and uses WIDA resources for admissions, English program placement and serves as an interim assessment during the school year, providing information that informs instructional planning and other decisions related to students’ education. The

WIDA International Schools Consortium is for international schools who want to meet the needs of their English language learners (ELLs) with the leading standards and assessments for K-12 ELLs. The Symposium held at ISF blended learning with dialogue, presenting an opportunity for WIDA practitioners to deepen their knowledge and share their experience with other international school teachers, providing guidance to international schools in using WIDA resources to advance academic achievement and academic language development of English language learners.

“It was really great hearing how other programs work and how they use data.

Being at the start of our program, this information was very important to us.”

“This is my second WIDA professional development experience and I come away with so much useful information and feeling a little overwhelmed but there’re always actionable items provided, so it makes it much easier to manage the information. Thank you for providing such great resources!”

R eferences

“WIDA International School Consortium.” WISC | WISC. Wisconsin Center for Education Research, 2016. Web. 22 Nov. 2016.

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Spotlight on Alumni What years did you attend ISF?

From 9th grade to 12th grade. I arrived at ISF in 2012 and I graduated in 2016.

What university did you attend? And your major?

I’m attending the University of Pisa. My major is in French and English language and literature.

How did ISF impact your life?

Bianca Berni CLASS OF 2016

ISF changed my life completely.

Here, I got to know some friends that I believe I will never forget...

Here, I learnt that studying can be fun and exciting, that challenges are stimulating and that failure is just the starting point to improve. I realized how essential collaboration is, both among students and with teachers.

Here, I learnt that social work enriches a student in a way one cannot imagine if not by actually doing it oneself.

I also learnt about humility, because there were times in which I had the chance to help others, but there were also times in which I was the one in need. ISF gifted me with teachers who were always there for me, who loved their job and who taught me how to believe in myself and not only how to perform well in their classes. It gave me the chance to improve every day and to appreciate in depth what I was learning.

What years did you attend ISF? I attended ISF from 1989 to 2001.

What university did you attend? And your major?

I majored in Political Science and Spanish at Mount Holyoke College, a women’s liberal arts college in Massachusetts. I later received a master’s from the School of Journalism at Columbia University.

What do you do for a living now?

Elettra Fiumi CLASS OF 2001

I run Granny Cart Productions, a video production company I co-founded.

How did ISF impact your life?

Besides the powerful exposure to other nationalities, languages and cultures, ISF also offered a nurturing environment that gave me a lot of the quiet confidence I still keep with me today.

No matter how many years difference there is, I tend to connect quickly with fellow ISF alums. We often share a deep understanding of others, ourselves and the world, often coupled with a sharp sense of humor and a great sense of play.

Who was your favorite teacher? Why?

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Madame Farson was one of the teachers who influenced me the most because she introduced me to literature and writing, as well as the power of interpretation and critical thinking.

Language acquisition