Language policy 2016 17

LANGUAGE POLICY 2016/17

CONTENTS Mission and Philosophy

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The Language Profile of Regent’s International School

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Practice in Programmes

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Placement in Programmes

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Language in KS3 • English Literature and Language • English as an Additional Language • English Language Development

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Language in KS4 • IGCSE English Language and Literature • IGCSE English as a Second Language • English Language Development • Mother Tongue IGCSE Subjects IB Diploma Programme Courses • English A • English B • Ab Initio Languages • Thai Language and Literature • School Supported Self-Taught

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Assisting with Language Development at Home

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Contributors and References

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“

THE ROLE OF LANGUAGE IS CENTRAL TO DEVELOPING CRITICAL THINKING, WHICH IS ESSENTIAL FOR THE CULTIVATION OF INTERCULTURAL AWARENESS, INTERNATIONALMINDEDNESS AND GLOBAL CITIZENSHIP

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LANGUAGE POLICY

MISSION AND PHILOSOPHY At Regent’s International School, we create a challenging and motivating multilingual environment where the language of instruction is English. We view language as a tool for making meaning in the world. We believe that every student has an individual and a cultural set of experiences, skills and interests, which must be considered in the teaching and learning process. Language is central to inquiry, communication and self-expression in every area of the curriculum and all aspects of life.

At Regent’s, multilingualism and the development of critical literacy are considered important factors in fostering international-mindedness through the promotion of cultural identity, intercultural awareness and global citizenship.

INTERNATIONAL MINDEDNESS Seeing yourself as part of the world, a global citizen who can make significant contributions and change, is what we believe is international mindedness. Our international student body is the perfect environment for giving rise to respect for, understanding of and appreciation for other cultures and languages. Having such diverse conditions for our objectives, however, is not taken for granted; we actively provide multiple platforms for students to become part of local, national and global communities through our curriculum, extra-curricular and service programmes.

Through international celebrations, a language-inclusive environment and supportive peer teams, we aim to nurture students who have the will and drive to create a better world through intercultural understanding.

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LANGUAGE POLICY

MOTHER TONGUE DEVELOPMENT Although English is the language of instruction for most subjects at Regent’s, we recognise the importance of developing mother tongue proficiency in our students.

Over the last three years, we have worked hard to increase our focus on predominant mother tongue languages that reflect our student body: Korean, Mandarin, Japanese - our students can now sit internationally recognised examinations in their home language, widening their options for university choices and ensuring they retain strong ties with their culture of birth.

USE OF LANGUAGE IN SCHOOL In classrooms where English is the medium of instruction, English is expected to be used by students at all times. In the corridors, in school grounds and surrounding areas, students need to be mindful that language should be used in ways that is inclusive of others.

LANGUAGE PROFILE: THE REGENT’S INTERNATIONAL SCHOOL, BANGKOK

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LANGUAGE POLICY

LANGUAGE DIVERSITY We have a vast range of nationalities at Regent’s International School; over 33 different languages are represented in the chart above. We are very proud in celebrating language and cultural diversity in our school. Throughout the year, we ask our students to reconnect with their heritage by celebrating events such as International Day, Mother Tongue Day and various festivals that are important to some of the main cultures that attend our school. Not only do we focus on the importance of maintaining a connection with home culture through knowledge, we also encourage students to socialise with students from their own countries, so they can practice and develop their mother tongue language skills.

PRACTICE IN PROGRAMMES All teachers are language teachers who highlight the role of language across domains as transdisciplinary and interdisciplinary. Language acquisition is supported by a transactionally communication-rich environment which embraces the diversity of all languages, cultures and perspectives in all learning spaces. Our community is very respectful in the ways that we use and appreciate the wide variety of languages that exist within our student body. The practice of eliciting confident, conscientious communication is at the forefront of our teaching and is the centre of our dedication as language teachers.

Recount

The concepts that our students learn on a daily basis will be built upon and revised in following lessons.

Affirm

As a policy, we use assessment for learning in order to ensure our students are conscious of their level of achievement.

Encourage

Wherever possible, our students are encouraged to exercise their communication skills in lessons.

Extend

It is our prerogative as educators to ensure the language learning of our students ensures is challenging enough to ensure they are on an upward trajectory of progression.

Congratulate

For their hard work and progression, Regent’s International celebrates the language achievements of our students.

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LANGUAGE POLICY

PLACEMENT PROCEDURE AT REGENT’S Key Stage 3 Admissions

Years 7 – 9

Mainstream

Admissions Test (Oxford Online Placement Test)

Intermediate ELD (withdrawal from English & language heavy subjects)

English CEFR Level C2 Mastery C1 Advanced B2 Upper intermediate B1 Lower intermediate A2 Elementary

Elementary ELD (withdrawal from English & language heavy subjects)

A1 False beginner

Years 10 – 11

English CEFR Level C2 Mastery C1 Advanced B2 Upper intermediate B1 Lower intermediate

A0 Beginner

Key Stage 4 Admissions

Mainstream

Admissions Test (Oxford Online Placement Test)

Year 11 ELD (Year long course available in 2 IGCSE option blocks) Year 10 ELD (Year long course available in 2 IGCSE option blocks)

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A2 Elementary A1 False beginner A0 Beginner

LANGUAGE POLICY

Key Stage 3

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Key Stage 3

LANGUAGE POLICY

ENGLISH LANGUAGE AND LITERATURE Aims: • • •

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read easily, fluently and with good understanding develop the habit of reading widely and often, for both pleasure and information acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language appreciate our rich and varied literary heritage write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences use discussion in order to learn; they should be able to elaborate and explain clearly their understanding and ideas are competent in the arts of speaking and listening, making formal presentations, demonstrating to others and participating in debate.

Practice: • Students will study a variety of genre over the period of three years from non fiction, drama.

• Candidates are deemed suitable for this course if they have scored a B3 or above on Oxford Placement Tests.

• Grades awarded termly are based on a variety of tasks that are assessed in response to three different disciplines: reading, writing, speaking and listening.

• Six pieces of coursework are assessed every academic year, alongside two end of year examinations. Two grades will comprise the overall attainment; one for English Literature, the other for English Language.

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LANGUAGE POLICY

Key Stage 3

THAI MOTHER TONGUE Aims: The importance of mother tongue languages is important not only for subsequent language development, but also for a young person to develop a personal connection to their educational development. The Regent’s International School, Bangkok ensures that learning is deeply rooted within local and national contexts, to help students develop an awareness of culture through language and annual festivities.

All students in Key Stage 3 are Thai language learners. Set by ability, every student is placed in a setting which is appropriate for their skill level and provides and organic environment for becoming proficient in speaking, reading and writing skills.

Practice: In order to gain a sensitive understanding of the culture within which our school is embedded, Thai language classes take a leading role in the organisation of Thai cultural events which are celebrated throughout the academic year. Wai Kru, Songkran and Loy Kratong are Thai festivals which are rich in learning opportunities and serve as a pillar of indigenous understanding.

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Key Stage 3

LANGUAGE POLICY

ENGLISH AS AN ADDITIONAL LANGUAGE Elementary ELD (Cambridge Key for Schools) CEFr A1/A2 Level Aims: The aims of the Elementary EAL course are to: • develop a CEFr A2 level of English • form a base for the skills required for further study using English as the medium • promote students’ personal well being within the school Practice: The aims of the Elementary EAL course are to: • develop a CEFr A2 level of English • form a base for the skills required for further study using English as the medium • promote students’ personal well being within the school Intermediate ELD (Cambridge Preliminary for Schools) - CEFr B1 Level Aims: The aims of the Intermediate ELD course are to: • develop a CEFr B1 level of English • form a base for the skills required for further study using English as the medium • prepare students to exit the ELD programme • promote students’ personal well being within the school Practice: • Students will develop the ability to: • read simple textbooks and articles in English • write letters and emails on everyday subjects • understand factual information • show awareness of opinions and mood in spoken and written English • enter unprepared conversations on familiar topics • read short simple texts such as personal letters and timetables

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LANGUAGE POLICY

Key Stage 3

MANDARIN Aims: • •

•

•

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Teach vocabulary, grammar and language learning skills via the topics.

Develop students’ listening, speaking, reading and writing skills using simplified characters.

Learn to express themselves with increasing confidence, independence and creativity both orally and in writing.

Explore the similarities and differences between Chinese, students’ native languages and English.

Form a base for the skills required for further Chinese IGCSE course in Key Stage 4.

Practice: Students will be able to: • Understand a range of familiar spoken phrases and respond to a clear model of standard language.

• Talk about everyday objects and activities, interests and hobbies at school and at home.

• Read short narratives and dialogue texts written in Chinese characters.

• Write short essays using learnt characters and phrases.

• Understand the history and traditions related to major Chinese festivals through class and activities.

• Demonstrate an understanding of Chinese tradition and etiquette.

• Understand and Appreciate some of the differences between Chinese and foreign culture.

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LANGUAGE POLICY

Key Stage 4

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LANGUAGE POLICY

Key Stage 4

IGCSE ENGLISH LANGUAGE A Aims: •

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develop their understanding of the spoken word and the capacity to participate effectively in a variety of speaking and listening activities. develop the ability to read, understand and respond to material from a variety of sources, and to recognise and appreciate themes and attitudes and the ways in which writers achieve their effects. develop the ability to construct and convey meaning in written language, matching style to audience and purpose.

Practice: • IGCSE English Language is normally studied by mainstream students in their second year of study.

• This course is excellent for those who want to go on and study IB Language and Literature, as an array of fiction and nonfiction texts are studied in detail.

• Only those who have proven themselves able in their Y10 study of Literature shall be granted the opportunity to undertake the course.

• The examinations and coursework option is the best fit for our students at Regent’s, so the students will do a piece of coursework as well as the final examination.

• Students who have gained a ‘pass’ grade C at First Language English will sometimes be exempt from sitting IELTS as proof of language ability during university applications.

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Key Stage 4

LANGUAGE POLICY

IGCSE ENGLISH LITERATURE Aims: •

•

• •

engage with and develop the ability to read, understand and respond to a wide range of literary texts from around the world develop an appreciation of the ways in which authors achieve their literary effects and to develop the skills needed for literary study; explore, through literature, the cultures of their own and other societies; find enjoyment in reading literature and understand its influence on individuals and societies.

Practice: • This course is suitable for students who have a background in studying literature in KS3, although exceptions can be made for students who really want to study the course.

• For students in our school, the examination and coursework option is most suitable, so students who undertake the study of this course can expect to complete two pieces of coursework that will count towards the final grade.

• Students are expected to do a degree of personal reading outside of the course material so that they are sampling various writing styles to inform their own ideas.

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LANGUAGE POLICY

Key Stage 4

IGCSE ESL (SECOND LANGUAGE) Aims: The aims of the Second Language course (CIE 0510 or 0511) are to: • develop the ability to use English effectively for the purpose of practical communication • form a sound base for the skills required for further study or employment using English as the medium • develop an awareness of the nature of language and language learning skills, along with skills of a more general application • promote students’ personal development Practice: Students will develop the ability to: • write fluently, clearly, accurately and appropriately • convey information and express opinions effectively • summarise accurately • understand and respond to information presented in a variety of forms • recognise, understand and distinguish between facts, ideas and opinions • take part effectively in oral work, including discussions, role plays and presentations • consolidate knowledge and understanding of grammar, spelling and punctuation in order to make writing more effective

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Key Stage 4

LANGUAGE POLICY

Y10 ELD (CAMBRIDGE PRELIMINARY FOR SCHOOLS) - CEFR B1 LEVEL Aims: The aims of the Intermediate EAL course are to: • develop a CEFr B1 level of English • provide a meaningful alternative to IGCSE for students who do not yet have the required level of English • form a base for the skills required for further study using English as the medium • promote students’ personal well being within the school Practice: Students will develop the ability to: • read simple textbooks and articles in English • write letters and emails on everyday subjects • understand factual information • show awareness of opinions and mood in spoken and written English • enter unprepared conversations on familiar topics • read short simple texts such as personal letters and timetables

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LANGUAGE POLICY

Key Stage 4

Y11 ELD (CAMBRIDGE FIRST FOR SCHOOLS) - CEFR B2 LEVEL Aims: • • • •

• •

The aims of the Intermediate ELD course are to: develop a CEFr B2 level of English give students the level of English required to succeed at IBDP level provide a meaningful alternative to IGCSE for students who do not yet have the required level of English form a base for the skills required for further study using English as the medium promote students’ personal well being within the school

•

Practice: • Students will develop the ability to: • communicate effectively face to face, expressing opinions and presenting arguments • write clear, detailed English, expressing opinions and explaining the advantages and disadvantages of different points of view • follow the news • Write several types of texts including letters, reports, articles and stories

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Key Stage 4

LANGUAGE POLICY

IGCSE THAI Aims: The Cambridge IGCSE First Language Thai syllabus is for learners whose first language is Thai.

Successful candidates gain lifelong skills including: • the ability to communicate clearly, accurately and effectively in writing; • the ability to use a wide range of vocabulary, and correct grammar, spelling and punctuation; and a personal style and an awareness of the audience being addressed.

Practice: Students who have developed proficient Thai language skills in Key Stage 3 will be offered the opportunity to study IGCSE Thai, the Cambridge International Examination. The course aims to enable candidates to communicate accurately, appropriately, confidently and effectively in Thai, while promoting candidates’ personal development, their understanding of themselves and others.

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LANGUAGE POLICY

Key Stage 4

IGCSE MANDARIN Aims: •

• • •

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Enable students to communicate accurately, appropriately and effectively in writing Enable students to understand and respond appropriately to what they read Encourage students to enjoy and appreciate the variety of language Complement the students’ other areas of study by developing skills of a more general application (e.g. analysis, synthesis, drawing of inferences) Promote the students’ personal development and an understanding of themselves and others.

Practice: Students will develop the ability to: • Understand, explain and collate explicit and implicit meanings and attitudes in reading.

• Select, analyse and evaluate what is relevant to specific purposes in reading.

• Articulate experience and express what is thought, felt and imagined in writing.

• Order and present facts, ideas and opinions in writing.

• Make accurate and effective use of paragraphs, grammatical structures, sentences, punctuation and spelling.

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Key Stage 4

LANGUAGE POLICY

IGCSE MANDARIN CHINESE Aims: • • • •

• •

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Develop the ability to communicate effectively using the target language.

Offer insights into the culture and society of countries where the language is spoken.

Develop awareness of the nature of language and language learning.

Encourage positive attitudes towards speakers of other languages and a sympathetic approach to other cultures and civilisations.

Provide enjoyment and intellectual stimulation.

Develop transferable skills (e.g. analysis, memorising, drawing of inferences) to complement other areas of the curriculum.

Form a sound base of the skills, language and attitudes required for progression to work or further study, either in the target language or another subject area.

Practice: • Link language skills of listening, reading, speaking and writing for purposes of practical communication.

• Engage in conversations, provide and obtain information, express feelings, and emotions, and exchange opinions.

• Present information, concepts, and ideas on variety of topics.

• Understand and interpret written language on a variety of topics and write short essays with accuracy.

• Demonstrate knowledge and understanding of significant components of Chinese culture and cultural aspects of the Chinese language.

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LANGUAGE POLICY

Key Stage 4

IGCSE MOTHER TONGUE LANGUAGE COURSES KOREAN AND JAPANESE While our school embraces the idea that being proficient in the English language is necessary for unity and personal economic growth, we have a strong understanding of the idea that culture is transmitted through language. It is therefore our prerogative that students in our school are given every opportunity to study for and sit examinations in their mother tongue language.

We currently offer IGCSE courses in Korean and Japanese, to cater for the many students we have that classify these languages as ‘mother tongue’.

Studying for one of these Cambridge First Language qualifications usually takes one year and is conducted throughout Year 11, with the supervision of a tutor appointed and approved by Regent’s International.

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LANGUAGE POLICY

IB Diploma Programme Courses Programme Courses

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LANGUAGE POLICY

IB Diploma Programme Courses

LANGUAGES A: ENGLISH, THAI AND CHINESE These courses are designed for native speakers or students who have experience of using the language of the course in an academic context.

The languages offered at the Regent’s International School at this level are English and Thai. The skills developed play a major part in supporting study across the IBDP curriculum. We also offer students to study self taught (SL) in their mother tongue and if sufficient demand will aim to cater for other languages through the curriculum.

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•

Language A: Literature in which the focus is directed towards the study of a wide range of literature, developing an understanding of the techniques involved in literary criticism and promoting the ability to form independent literary judgments.

Language A: Language and Literature in which the focus is directed towards the study of a range of literary and non-literary texts, developing and understanding the constructed nature of meanings generated by language and the function of context in this process.

Both courses involve a range of learning techniques, such as: individual or group investigation and analysis; note taking; the leading of discussion; the sharing and explaining of research undertaken. In addition to the development of higher order critical thinking skills, there is an increased emphasis on written and oral communication skills. The oral work will include critical analysis and various forms of presentation to an audience. Students produce regular essays and written tasks to improve and prepare for examinations, to develop understanding and improve powers of written expression

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IB Diploma Programme Courses

LANGUAGE POLICY

LANGUAGE A: LANGUAGE AND LITERATURE ENGLISH AND THAI Language A: language and literature is a new course, introduced into Group 1 to provide greater choice and with a particular focus on developing an understanding of the constructed nature of meanings generated by language. Two parts of the course relate to the study of language and two to the study of literature.

The Language A: Language and Literature course develops skills of textual analysis. A study of the formal structures of a text is combined with an exploration of the way the use of formal elements and our understanding of their meaning is affected by reading practices that are culturally defined.

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LANGUAGE POLICY

IB Diploma Programme Courses

ENGLISH B Aims: English B is a language course designed for students with several years experience of learning the language. The main focus of the course is on language acquisition and the development of language skills. These language skills should be developed through the study and use of a range of written and spoken material. Such material will extend from everyday oral exchanges to literary texts. The course gives students the possibility of reaching a high degree of competence while exploring the cultures where English is spoken.

Syllabus Outline

SL

Syllabus Communication and Media Global issues Social Relationships

2 Options Customs and Traditions Health Leisure Science and Technology

HL

Literature 2 works

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IB Diploma Programme Courses

LANGUAGE POLICY

LANGUAGES AB INITIO Language ab Initio is an additional languagelearning course designed for students with no experience of the language. It is studied only at SL. The main focus of the course is on language acquisition and development of language skills.

THEMES • Individual and Society • Leisure and Work • Urban and Rural environment The 3 themes (Individual and Society, Leisure and Work, Urban and Rural Environment) are made up of a series of 20 topics. These serve as the foundation for the acquisition of the language and the study of different text types Through the study of the three interrelated themes, students will develop the skills necessary to fulfil the assessment objectives of the Language Ab Initio course. Intercultural understanding provides the link between the three areas.

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LANGUAGE POLICY

IB Diploma Programme Courses

SCHOOL SUPPORTED SELF-TAUGHT LITERATURE A Language A: literature is a literature course that may be studied in as many as eighty languages.

The IB has a policy of mother-tongue entitlement that promotes respect for the literary heritage of a student’s home language and provides an opportunity for students to continue to develop oral and written skills in their mother tongue while studying in a different language of instruction.

The course may be studied in as many as 80 different languages, each of which has its own prescribed syllabus. It is a diverse course that requires competency in reading, written and spoken communication skills, assessing both the artistry of language and analytical skills of candidates.

The course is self-taught in the sense that there is no mother-tongue teacher disseminating the information to the students on a daily basis, rather the students are provided with an SSST tutor who devises the structure of the course and guides the students in how to undertake the assessments.

Outside of school, each candidate will meet with a school-approved mother tongue tutor for more in-depth instruction, however this will be arranged at the cost and discretion of the student.

If SSST is combined with English A, then the student will be awarded a Bilingual IB Diploma, which is very well-respected by universities worldwide and can broaden the employment opportunities for students both in their home country and abroad.

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LANGUAGE POLICY

ASSISTING LANGUAGE DEVELOPMENT AT HOME: FOR PARENTS AND STUDENTS 1. Students should be reading for around 20 minutes at least three times a week.

They should vary their material and aim for unbroken, short bursts of reading to help with concentration and overall literacy levels.

2. All students in KS3 should have log in for Read Theory, where they can conduct short reading exercises that enhance the ability to read implicitly and improve critical thinking skills. Students should conduct at least a 30 minute session every week.

3. For students learning a new language, whether that be English or a modern foreign language, students should dedicate at least an hour every weekday involved in an activity that uses this language; whether it be listening to the radio, television, news programmes or simple vocabulary and grammar exercises. The more students immerse themselves in a language they are learning, the more confident they will become.

4. If your child struggles to motivate themselves to read, they should be encouraged to attend our school’s The Book Club, where every month a bestselling novel will be read. The group meets and discusses the text in a relaxed, inclusive manner.

5. Every year, students are provided with a green grammar book to be used in every lesson; difficult or unfamiliar words should be written down so the students can revise and learn them.

HOW OUR TEACHERS SUPPORT ADDITIONAL LANGUAGE STUDENTS 1. We make sure that we have done some basic research into the cultural and personal background of language learners in our classes, so we can provide an optimal environment for their progression.

2. Our teachers start each lesson by explaining the key vocabulary being used, making sure we provide our additional language students with a visual version of the glossary of terms.¡ 3. As far as possible, we are sure to allow each AL pupil to sit next to another student from a similar cultural background, to allow for additional support.

4. With patience, our teachers make sure that we repeat and summarise instructions and requests, moderating the speed and pitch of our instructions to support the needs of our students.

5. All of our teachers have high expectations of our students, however, they are very careful not to overmark student work. Instead, two common mistakes will be targeted and corrected by the teacher.

6. We encourage risk-taking within a safe and secure environment by creating a cando culture within the classroom.

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LANGUAGE POLICY

7. In an environment where so many different languages are spoken, we make sure to appreciate cultural diversity and celebrate the multilingual nature of our students.

8. In a collective effort to raise literacy levels among our students, teachers in Regent’s have devised targeted literacy strategies to give students extra support in an autonomous manner: peer assessment, self-assessment, guide to further reading, effective questioning, marking policy, guides to writing for purpose. The student ‘cheat sheets’ can be found here here.

REFERENCES: Save the Children; Language and Education: The Missing Link http://www.unesco.org/education/EFAWG2009/LanguageEducation.pdf UNESCO Multilingual Education http://www.unesco.org/new/en/education/themes/strengthening-education-systems/ languages-in-education/multilingual-education/ IB Guidelines for Developing a School Language Policy https://evaluateyourmyp.wikispaces.com/file/view/ Guidelines+for+developing+a+school+language+policy.pdf Ofsted Report - Improving Literacy in Secondary Schools: https://www.gov.uk/government/uploads/system/uploads/attachment_data/ file/413182/Improving_literacy_in_secondary_schools.pdf The Regent’s International School Literacy Toolkit: Dr T Sweeting https://docs.google.com/document/d/1uce7LGC5RWzSqfcZ4kJAZjgbNf2HCsWPXc1 w9HSeStE/edit

This language policy was completed in March 2017 by the following contributors: Miss Heather Neill - Head of English and School Supported Self-Taught Coordinator Mr Forrest Waudby - Head of English as an Additional Language Kru Em Kroomsraporn - Head of Thai Mr Sai Ma - Head of Whole School Mandarin

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