Strategies for Planning and Implementing a

Whole-school Language Policy

Language Learning Support Section16 November 2011

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Contents

Decoding Whole School Language Policy

Language Policy Observations in language learning and

using language to learn Considerations in developing WSLP Reminders on implementation

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Decoding Whole School Language Policy

Language – learning languages and using languages to learn

Policy – setting direction which mandates action

School – contextual Whole – everyone’s business and

concerted effort of all

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What is the direction of your WSLP?

Promote biliteracy and trilingualism? Uphold mother tongue? Strengthen the use of Putonghua? Strengthen the use of English?

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What is the requirement of your WSLP?

Content, instructional strategies and assessment of different subject syllabi

Language use for whole school dimensions: - whole school events - ECA - communication with parents - school website and intranet - conversations in common areas - written language displayed around the school

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Some observations - Learning

Unable to use formal English and Chinese to read, write and make oral presentations

Lack subject-specific vocabulary and unfamiliar with the ways subject texts are organised

Inhibited to read longer and unfamiliar text Seldom read or write beyond teachers’

requirement and rely mostly on classroom learning

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Some observations - Curriculum

Language subjects Big gap in KS 2 in particular Limited text-types Lack of extensive reading and writing Language across the curriculum?

Non-language subjects Teaching materials employ simplified language Tasks/assessments require limited response from

students

Inadequate emphasis on the development of attitudes and skills for independent learning

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Some observations - Teaching

Lack of systematic scaffolding and instruction to help students deal with

longer texts more complex sentences more subject-specific new vocabulary less visual material more creative/critical higher-order thinking

skillsLack of exposure to different text-types

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Developing a whole school language policy

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Student-centred

Characteristic (e.g. aspiration, interests, strengths and weaknesses)

Prior knowledge & performance (e.g. in internal and external assessment and learning activities)

Parental expectation and support Needs in subsequent stages of learning

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Needs & Implications for language learning

Integrated use of the language skills Higher order thinking skills Processing vast amount of information

quickly A wide variety of text-types A strong knowledge base needed Greater linguistic and cognitive demands

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School-based

School goal/mission Teachers’ capacity and readiness Culture & atmosphere – consensus,

collaboration Availability of resources and support

measures

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Holistic planning

Curriculum (formal and informal) Resource deployment (funding, space,

manpower) Staff development Time-tabling

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Whole school approach

Role of different parties (hierarchical and professional roles)

Mechanism which facilitates communication and collaboration

Mechanism which enables different parties to review the process and outcome of implementation

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Considerations in planning a whole-school language policy

Outside the school

Outside the classroom

Inside the classroom

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Inside the classroomLanguage subjects Non-language subjects

Curriculum Incorporate the skills, knowledge, values & attitudes required in other subjects

Apply and re-teach the skills, knowledge, values & attitudes taught in the language subjects

Learning and teaching

Create a language rich classroom

Conduct cross-curricular learning activities

Provide self-access learning materials & equipment

Facilitate reading across the curriculum

Be a good language model

Task/

AssessmentUse topics and materials covered in other KLAs, design questions that assess integrated and higher order thinking skills

Provide students with more opportunities to demonstrate their language skills

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Outside the classroom

Set up self-access learning corner/room Provide programmes for different target groups Create a language-rich campus Designate reading time Organise co-curricular activities Tap expertise of service providers to organise

special activities Invite guest speakers to provide interesting

talks/activities

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Outside the school

Organise visits to Putonghua and English speaking organisations

Partner with community to motivate students to participate in public/inter-school events

Emphasize the importance of gaining exposure through the mass media

Collaborate with local/non-local institutions in organising stimulating activities

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Reminders on implementation

Goal: motivate/reward students for using their multilingual skills

Decision making: involve different stakeholders, adopt an informed PIE process

Resource deployment: be mindful of teachers’ workload

Teacher development: have an overview of the relationship between thought, language acquisition and learning

Leadership development: be familiar with broader policy on language & learning

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A word of caution

Examples taken from the sample HKDSE papers are only used to illustrate the cognitive and linguistic demands on students in learning the language and non-language subjects

They provide insights into the areas which need to be addressed when planning the language and non-language curricula

A “teach-to-the-test” approach is not advocated

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References

Good practices of primary and secondary schools in holistic curriculum planning and classroom practices:

English Language Chinese Language Use of Putonghua to teach Chinese Language across the curriculum

http://www.edb.gov.hk/languagesupport

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