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SYMBIOSIS INTERNATIONAL SCHOOL
PUNE, INDIA
LANGUAGE POLICY
Language Policy
TABLE OF CONTENTS
Language Philosophy 1
Language Profile 2
Language Curriculum of 3
Primary Year Program 3
Middle School Program 4
International General Certificate of Secondary Education 5
Diploma Program 6
Professional Development 7
Roles and Responsibilities 7
Resources 7
Action Plan 8
References 9
Language Policy
1
LANGUAGE PHILOSOPHY
The SIS creed, ‘Vasudhaiva Kutumbakam’ reflects the philosophical antiquity
of its guiding principle of harmonious coexistence; we endeavor to imbue the
students with the ability to embrace diverse ethics, aesthetics and
perspectives.
At SIS all teachers are language teachers and language learning refers not
only to the learning of a specific language but it includes all activities that
enhance academic rigor. Language thus permeates the curriculum to explore
different perspectives and appreciate diversity. Language is the robust engine
that propels the students on a rich journey of inquiry, learning and
communication. It enables them to unravel a unique portal of learning into a
world sans borders. Language acquisition and competence opens the
gateway to lifelong learning.
We realize and cherish the need to encourage proficiency in more than one
language apart from mother tongue as the acquisition of second language not
only augments the cognitive skills but also fosters a class room climate that
encourages risk taking. Studying foreign languages whets their analytical
skills and bulwarks their creativity.
‘Multilingualism’ is the tether that can bridle language barriers; SIS believes
that learning in languages other than the Mother tongue and English affords a
cultural cauldron in which diverse skills meld and mould to create global
citizens.
Thus, we lay emphasis on including academically significant (Hindi) and
popular languages (Spanish and French) as well as regional language like
Marathi as per the state mandate its learning being mandatory during the
primary and secondary years. Moreover, we are open to exploring possibility
of regional language or for that matter any native language at Standard level
(self-taught option). Inquiry based, differentiated learning dovetails
collaboration, communication and interaction; we thus ensure that students
learn languages as a means toward an end and not as end in itself.
Language Policy
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2 Language Profile
2.1 Introduction
Symbiosis International School caters to a varied student body, who are a mixed
group of Indian students, expats from France, Japan, Korea, UK, USA etc.. along
with students of Indian origin who have lived and studied abroad. Due to this
linguistic diversity the student body includes students with different mother tongues.
SIS believes in the IB concept of a mother tongue as the student’s “best known
language” or” first language”.
However the main language of instruction in school is English. In case of the second
language, the respective language along with English forms the language of
instruction.
Hindi being the national language as per the constitution of India, it is offered as a
subject at all levels. However Marathi being the regional language is taught at the
PYP and MSP level as made mandatory by the state legislation. The foreign
languages (non-native) offered at SIS are French and Spanish.
Hence all the languages offered in school are encouraged as the medium of
communication in and outside the classroom.
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2.2 Language Curriculum at SIS
2.2.1 PYP – Primary Years Program
Planning Pedagogy Assessment
First language
English is offered as the first language Second Language
English is offered as the second language(ESL)
Hindi- Taught from Grades 1 to 5 ( all skills*)
French- Taught from Grades 1 to 5( all skills* along with a focus on vocabulary building) Additional Language
Marathi- Taught from Grades 1 to 5 ( speaking and listening)- State Mandate
Extensive use of audio visual aids
Activity based and skill based teaching and learning
Emphasis on communicative approach
Incorporation of group work
Exposure to the target culture(field trips, school events etc)
Differentiated Instruction
Criterion referenced assessment
Skill based assessment
Formative and summative assessments
Accommodation and Exemptions
*Skills: Listening, speaking, reading, writing, viewing and presenting.
Spelling and pronunciation- School accepts both British and American styles.
Students have a choice of learning a new second language when they move
from PYP to MSP
Pastoral Care Department of the school caters to the children with special
Education Needs and tries to main stream them. A student identified with
Language Learning Needs is supported through its remedial program using a
wide range of strategies and tools. (Please refer to the Pastoral care
Department’s Special Education Needs Policy).
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2.2.2 MSP – Middle School Program
Planning Pedagogy Assessment
First language
English is offered as the first language Second Language
English is offered as the Second Language(ESL) - (all skills*)
Hindi- As second language- Taught from Grades 6 to 8 ( all skills*)
French- As second language - Taught from Grades 6 to 8 ( all skills*)
Spanish As second language - Taught from Grades 6 to 8 ( all skills*)
Marathi – State mandate to be implemented from the next year
Extensive use of audio visual aids
Activity based and skill based teaching and learning
Emphasis on communicative approach
Incorporation of group work
Extensive exposure to ESL students through language Laboratory sessions
Differentiated Instruction
Criterion referenced assessment
Skill based assessment
Formative and summative assessments
Cambridge Checkpoint Exam
Accommodations and Exemptions
*Skills: Listening, speaking, reading, writing, viewing and presenting.
Curriculum at the Middle school level is drafted in school and aimed to cope
up with the IGCSE curriculum.
MSP intends to lay a foundation for IGCSE and DP
In grade 6, the students have an option of changing the second language they
had opted for at PYP.
Spelling and pronunciation- the school accepts both British and American;
however encourages the British style.
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2.2.3 IGCSE - International General Certificate of Secondary Education
Planning Pedagogy Assessment
Compulsory
English is offered as the first language-(Oral Endorsement-Code 0500) [Core and extended levels offered]
English is offered as the second language(ESL) –(Speaking Endorsement-Code 0511) [Core and extended levels offered] Optional
Hindi- As second language- (Reading, Writing and listening skills)* Speaking component is going to be introduced as an assessed component from 2018 examination series.
French(Reading, Writing, listening and Speaking skills)
Spanish (Reading, writing, listening and Speaking skills)
Use of audio visual aids
Activity based and skill based teaching and learning
Emphasis on communicative approach
Incorporation of group work
Extensive exposure to ESL students through language Laboratory sessions
Differentiated Instruction
Criterion referenced assessment
Skill based assessment
Formative and summative assessments
Mark scheme based
Entrance test administered for New Admissions(English, second language, Math and Science)
Accommodations and Exemptions
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[*Spelling and pronunciation- School accepts British English]
Cambridge Secondary 1 Checkpoint is a diagnostic test conducted in English,
Mathematics and Science. From May 2016, Cambridge is also conducting
checkpoint test for ESL. SIS will opt for it from May 2017 batch.
Checkpoint scores and detailed analysis of results help in the subject
selection for IGCSE especially for choosing FLE or ESL.
3 years of exposure or formal education at the Secondary Level (Grades 6, 7
& 8) is mandatory to opt for a second language (Hindi, French and Spanish)
at IGCSE.
2.2.4 IBDP – International Baccalaureate Diploma Program
Planning Pedagogy Assessment
English A-Group 1-English Literature [Compulsory] ( Standard and Higher level)
Group 2:Language Acquisition course Hindi – Language B (Standard and Higher level) French- Ab initio Spanish – Ab initio
[Since French and Spanish are offered at the ab initio level, students with some prior language of French have to opt for Spanish at the DP level and Vice Versa. School supported self-taught option for any language to be considered if need arises]
Interactive learning techniques
Research based learning
Cooperative learning
Communicative approach
Use of audio visual aids
Criterion referenced assessment
Formative and summative assessments
Mark scheme based assessment
*Skills: speaking, reading, writing, viewing and presenting.
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Spelling and pronunciation- school accepts both British and American
Academic referencing: Chicago Manual Style
Assessment records are maintained and shared periodically with the students
as well as parents.
3. Professional Development
In keeping with our philosophy of all teachers playing the role of language teachers
the school gives them an opportunity to attend various IB workshops and other
language training sessions. To enhance their language skills the school also
conducts various in-house training sessions.
4. Roles and responsibilities of language teachers:
Although all teachers are language teachers, primarily the English and all foreign
language teachers are responsible for the language acquisition and development of
a language curriculum in the school that is in accordance with the IB requirements.
The language teachers play the role as a mediator of language and culture. Their
responsibility is much wider than developing the necessary language skills,
knowledge and attitudes. In addition to the full attainment of communicative
competence, the language teachers should also focus on the aspect of international
dimension and develop students’ intercultural understanding.
5. Resources:
The school has a varied range of resources that can be used for language learning
and teaching. Eg. Books, CDs, Magazines etc. Online resources or podcasts etc. will
be ordered or subscribed for as and when required. The language department keeps
itself up to date with the currently available resources in the school and puts in the
requirements for the next academic year before the academic year ends.
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6. Action Plan:
The process of drafting the language policy and the data gathering techniques
required for the same to be made more comprehensive by including more
surveys, discussions and feedbacks from students, parents and other
teachers.
The self-taught options for, French and Spanish as Language B and EAL
support will be explored.
Walkthroughs by colleagues and HODs will be introduced to enhance
professional development
Planning Language Pathways to be systematized
Maintaining of language profile for each student- The available data needs to
be compiled in a methodical way and systems of sharing the data to be put in
place.
Diagnostic tests for languages to be introduced during the orientation to
identify the language needs
Differentiation will be paid more attention by formalizing it as part of the unit
planners and implementing in actual teaching learning scenario.
In MSP & IGCSE, we need to formalize the integration of language in other
subjects
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REFERENCES
International Baccalaureate. Guidelines for developing a school language policy.
Wales: International Baccalaureate Organisation (UK) Ltd, 2008.
International Baccalaureate. Guidelines for school self-reflection on its language
policy. Wales: International Baccalaureate Organization Ltd, 2012.