Daily Foreign Language
Developing global citizens
Daily Foreign Language Stamford recognizes that learning foreign languages in today’s globalized world is exceedingly important to help foster a wider geographic and cultural perspective and broaden communication across different cultures. The role of language is valued as central to developing critical thinking, which is essential for the cultivation of intercultural awareness, international-mindedness and global citizenship. Language is integral to exploring and sustaining personal development and cultural identity, and provides an intellectual framework to support conceptual development. Daily language lessons begin at the Nursery level (age 2) by learning songs and playing games to help familiarize these young students with a new language and its sounds. As students move up in grade level, the daily language exposure continues but lessons increase in length and degree of difficulty. Starting from Kindergarten 1, Stamford students have one 40-minute period of Mandarin or Spanish every day. With such regular reinforcement and a strong emphasis on real communication, Stamford students soon become proficient in their chosen language. As students grow, the program becomes more intensive and students are divided into seven levels (phase 1 to phase 7), allowing each student to work at a suitable level and ensuring that they are being appropriately challenged. All aspects of a language are taught, including reading, writing, speaking and culture. Teachers make the study of an additional language interesting and engaging for students, helping them learn through games, songs, role play and stories. The latest technology is integrated into these lessons; students often play interactive games using the Promethean board.
As students advance to higher grade levels, they work both collaboratively and individually on various projects, including designing and giving presentations using their MacBooks Pros.
Cultural Exposure Students are exposed to diverse cultures and learn how to analyze them as part of their foreign language education. Throughout the year, key holidays and festivals are celebrated as an integral part of the program with language students learning the cultural background and sharing their learning by presenting at school assemblies and other school events. Additionally, as teachers are native speakers, they can speak personally about relevant cultural events and aid the development of student understanding.
Integrated Language Learning Stamford’s language learning program uses the American Education Reaches Out (AERO) standards integrated with International Baccalaureate (IB) programs to provide the highest quality foreign language acquisition in Mandarin and Spanish. Stamford seeks to enable children to become international citizens with the ability to capably and comfortably function within and between cultures. The IB Primary Years Program (PYP) requires that children study an additional language during their years in Elementary School, which is further enhanced by the daily nature of Stamford’s language program. AERO standards emphasize communication, communities, connections and cultures to give students a well-rounded foreign language education. Not only will students enjoy cognitive, personal and social gains by acquiring another language, but it provides
a competitive advantage for successful participation in a highly globalized society. When students transition into Grade 6 they move from the PYP to the IB Middle Years Program (MYP), along with the AERO standards, which encourages students to: - Gain competence in a language other than their mother tongue. - Develop a respect for, and understanding of, diverse linguistic and cultural heritage. - Become equipped with a skills base to facilitate further language learning. The MYP Language B (Language Learning) course is organized into phases which constitute a developmental continuum of additional language learning. Students may begin and end their Language B course in any phase on the continuum. AERO standards continue to be upheld, and students expand their skills particularly in writing and presenting. Students continuing on to the Diploma Program (DP) will have developed not only an inquiring and reflective approach to language learning but also critical-thinking and literacy skills that they will be able to apply and extend further. Language is a key factor in the development of international understanding and, as such, has a major role in Stamford’s curriculum. Furthermore, language development reinforces cultural identity, enhances personal growth and promotes effective communication.
English as an Additional Language Stamford’s English as an Additional Language (EAL) program assists students for whom English is not their primary language. EAL teachers support the development of students’ speaking, listening, reading and writing skills. Students in Kindergarten 2 to Grade 5 whose first language is not English, and who are deemed to
need help with their English language skills, are given appropriate EAL support. Grade 6 to 8 students are expected to be at an intermediate level of proficiency. By Grade 9 and 10, students will need an advanced level of English, as they take mainstream subjects. Students in Grade 11 and 12 will be required to have native-level English skills in order to enroll at Stamford, as no EAL is offered at this level.
Bilingual Immersion Program Consistent with Stamford’s vision to develop students who are fully bilingual speakers with a global perspective and cultural understanding, Stamford introduced a Bilingual Immersion Pilot Program. Studies show that the most formative years for language development are in the 5 to 7 year old range. Based on this, Stamford’s Bilingual Immersion Program was introduced as an optional program in Kindergarten 2. The program paralleled the IB PYP framework currently offered in all sections of the Elementary School in terms of academic content with approximately 50 percent of class-time taught in English and the other half in Mandarin. Cognitive outcomes remain the same with the exception of competency in bilingualism and biliteracy, which are enhanced. Based on the success to date, Stamford has committed to continuing to implement the Bilingual Immersion Program and depending upon demand, expanding the program to additional grades across the school. This program offers the unique opportunity for students to develop their language and knowledge simultaneously. Constant exposure and native level teachers means that students develop their language skills at a fast pace and make quick progress towards the goal of achieving bilingualism, biliteracy and biculturalism.
279 Upper Serangoon Road (1 Woodleigh Lane) Singapore, 347691 Next to Woodleigh MRT
Phone: +65 6602 7247 Email: admissions@sais.edu.sg www.sais.edu.sg
Stamford American International School CPE Registration Number: 200823594D Period of Registration: August 10, 2010 to August 9, 2014