MODERN AMERICAN SCHOOL
International Baccalaureate Diploma Programme (IBDP)
American High School Diploma Program COGNIA for Schools (AdvancED)
Language Policy
MAS Vision Statement
The Vision of the Modern American School in Amman is to nurture lifelong learners and global thinkers to become responsible citizens with leadership qualities and universal values while instilling pride in one’s cultural identity.
MAS Mission Statement
The Mission of the Modern American School is to provide learners with an engaging and challenging blended learning environment within a diverse community while focusing on international programs, catering forlearners’well-being, fosteringinternational mindedness, and offering various opportunities and experiences that contribute to learners’ growth.
IB Mission Statement
The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people, who help to create a better and more peaceful world through intercultural understanding and respect. Tothis end, theorganizationworks with schools, governments and international organizations to develop challenging programmes ofinternational education and rigorous assessment. These programmes encourage learners across the world to become active, compassionate and lifelong learners, who understand that other people, with their differences, can also be right.
MAS Philosophy
The Modern American School aims to foster a high standard of comprehensive dual education, from its pre-k through grade 12 programs that meets and integrates national and international standards.
The philosophy of MAS rests on the conviction that students should be prepared to become contributing and responsible world citizens and participants in an evolving multicultural society. MAS, in partnership with parents and the wider community, instils in its students the spirit of culture, flexibility, international understanding, pride, creativity, respect, and appreciation for their heritage and environment. Learners are encouraged to see all human beings as equal, irrespective of religion, culture, ethnic origin or gender, and to deal with each other with mutual respect and compassion. Through its rigorous yet diverse programs, the school aims to guide students in discovering fulfilment and enjoyment in ethical, intellectual, and artistic achievements of human endeavor.
MASviewseachlearnerasauniqueindividualtobechallenged,therebyachievingtheirpotential and experiencing the opportunity to succeed. In light of a rapidly evolving world, it is necessary to prepare MAS students to be leaders, ready to meet the challenges of technology, global changes and peacebuilding. Thus, it is the school’s mission to direct the energy of our youth into a creative force, shaping their characters into mature, healthy, independent, well- rounded, and conscientious members of the community capable of using their critical thinking and problemsolving skills.
Language at MAS & IB Learner Profile
The profile of the learner is the core of MAS and IB establishments. It reflects the qualities of a student body with an international mind and a positive attitude towards learning which opens doors to diverse cultures and perspectives. Our learning community aspires to demonstrate the attributes of the profile and urges the learner to commit to exhibiting it in all aspects of learning
Inquirers: Learners will develop their natural curiosity for language learning. They will employ linguistic skills to gather information and seek conceptual understanding.
Knowledgeable: Learners will become aware of the different language registers they should use in different situations.
Thinkers: Learners will use their language skills to express their thoughts vividly and make decisions in different languages.
Communicators: Learners will be competent in using oral and written language in their different registers and will demonstrate their listening and presentation skills with confidence.
Principled: Learners will consciously respect other cultures and value learning other languages.
Open-minded: Learners will acknowledge the equality of all languages and respect their varieties.
Caring: Learners will maintain empathy and caution when using languages as they will understand that the choice of words used can affect others.
Risk-takers: Learners will be challenged to read, speak and write in the languages they are learning.
Balanced: Learners will appropriately use their language skills to express themselves orally and in writing and produce a variety of texts.
Reflective: Learners will reflect on the language acquisition process and strive to improve their skill set.
Philosophy & Purpose of Language
Language wraps itself around, in, through and between everything that we teachers and learners do in the classroom. (Ritchhart 2002: 141)
“The development of language is fundamental to the instinctive human need to communicate.” (Learning and Teaching, IBO)
We believe that language is fundamental to learners' intellectual, social, cultural, and emotional development and it transcends curriculum areas. All teachers at MAS are considered language teachers as they share the responsibility for language learning in partnership with learners and their parents. Through both the American and IB language programmes, we aim to develop confident, curious, highly proficient and enthusiastic readers, writers, viewers, presenters, speakers and listeners.
The foundation of learning at MAS is literacy: the ability to read, write, listen, speak, and think critically across subject areas and grade levels. Literacy is taught authentically and in context through Units of Inquiry supporting acquisition of knowledge and skills, conceptual development, and growth as a learner. These contexts vary, but often involve the use of reallife scenarios, native speakers, the local area and a wide variety of text types. We aim to promote the learning of language through inquiry while allowing learners to make connections, explore and investigate.
Our school creates a challenging and motivating multilingual environment where the language of instruction is English. We perceive language as a tool for making meaning of the world, every learner has an individual and a cultural set of experiences, skills and interests, which must be considered in the teaching and learning process.
We consider multilingualism and the development of critical literacy crucial factors in fosteringinternational-mindedness through the promotion of cultural identity, intercultural awareness and global citizenship. It is vital for all teachers to educate learners beyond academics and to provide experiences through literature, language and other activities to promote a broader understanding and appreciation of language with the aim of guiding learners to become productive members of society.
A Conceptual Framework of Language and Learning
Halliday (2004) argues that there are three language strands:
A. Learning a language
B. Learning through language
C. Learning about a language
The three strands of the continuum serve as a working tool for teachers and aim to: -offer a framework for understanding the diversity and intricacy of multilingual profiles
- provide a common language amongst the school community about how the role of language connect to both the American and IB programmes
- improve understanding of the innate continuum of language courses in both the American and IB programmes
- show the depth and breadth of language learning across all programmes -highlight connections across curriculum whether between and or across programmes
- inform pedagogy
Language Strands
A. Learning a Language:
At a very early age, children start to use the language to intermingle, form meaning of the world around them, develop and construct a resource for meaning. During that time, they develop their social skills through interacting with others.
Learning language skills:
-Discrete skills; The development of both receptive (listening and reading) and productive( speaking and writing) skills that can be transferred from one language to another.
-Basic interpersonal communicative skill; social interaction at an early age forms the basis for developing interpersonal communicative skills (BICS) personal development and cultural identity along with intercultural awareness but it does not necessarily correlate directly with the development of academic skills. There is a degree of complexity when it comes to understanding language and using it in an abstract and decontextualized setting progressively, which requires a critical level of literacy administered to learners during their journey.
. -Literacy skills; The development in literacy in elementary depends on exposure of learners to a wide range of texts for different purposes for both reading and writing which reflect on an immense growth in the use of vocabulary and stylistic devices. Early opportunities for literacy development across thecurriculum areimportant forthedevelopment oftheacademic language of abstract conceptualization and associated cognitive development in later schooling.
Spoken language:
Instructional programmes emphasise the opportunities to comprehend a variety of genres, from directions and opportunities to experiment with modes of expression.
Written language:
Learners are provided with opportunities to learn alphabetic symbols, grapho-phonemic relationships (letter-sound relationships), basic sight vocabulary and comprehension strategies.. Learners learn how to express themselves through written language by forming letters, words, sentences and text structures, and putting together a written story. Curriculum planning includes time for read-aloud and silent reading, readers’ theatre, poetry reading/writing. Allocated time is dedicated for a free choice of books to read, topics to write about and explorations into multiple communication methods.
B. Learning through Language
Upon joining a school, learners start to develop their academic language skills proficiency that are needed for dialogue, discussion, and communication in abstract and contextualized settings. They must be able to use a range of those skills throughout the course of their learning. This learning is supported, facilitated by all teachers, who areconsidered language teachers as they are responsible for the development of their learners CALP*( Cognitive Academic Language proficiency) abilities in the subjects they teach
Learners’ Role:
As communicators, learners engage with language at school in multiple contexts and modes. They listen, read, speak, perform, write and view text in order to construct meaning, explore and share new understandings and knowledge.
Teachers’ Role:
• Scaffold language within learning in order to facilitate successful access to the resources needed in the pursuit of learners’ inquiries.
• Use language to provoke learners’ thinking and interest to promote independent, motivated learners.
• Create personalize support for learners when necessary.
• Ensure that learners obtain the appropriate linguistic tools to learn.
• Engage learners in discussions, dialogue, debates, genre studies, reflective journals and presentations.
Parents’ Role:
At MAS, Parents are an integral part of our community and play an important role as one of our stakeholders being partners in the learning process provide tremendous support for language learning. Our school communicates regularly with parents through various ways including Parents Handbook, emails, newsletters, SMS messages, orientations, printed letters and phone calls to keep continuous interaction and maintain proficiency in delivering and
developing their children’s academic language. Parents are involved and contacted in case of any concerns regarding their children’s language proficiency or any assessment needed. Parents have the right to add or remove their children from the language support. All of the communication with parents is documented in their son’s/daughter’s files.
We encourage parents to help develop their children’s language development by promoting and practicing reading.
As a school we believe that open communication channels between MAS community and parents is essential and crucial.
If we see that there are any concerns regarding language acquisition and or progression related to language for any learner, the school directly contacts parents and discusses options for support and or any further assessment that might be needed, after taking the approval of parents.
Learners are subjected to observation, assessment and accordingly meet with the parents to discuss the type of support to give to the learner which can be in the form of differentiation and or devising an IEP. Support is given with the classroom.
C. Learning about language:
Extensive engagement with literatureis valuable for language learning; analysing literature reveals how language delivers ideas and expression of various dimensions and explores other cultures. Learners exploration of the literature of other cultures develops their intercultural awareness and international mindedness. Critical literacy involves a metalinguistic critique of all texts, whether oral or written, and includes literary analysis using critical thinking skills. Teachers model reading and writing skills and strategies and teach learners to apply them when needed.
Language Curricula at MAS
As an international school situated in Amman, we are strongly committed to providing learners with access to English language learning and utilizing the country and community for language and cultural experiences throughout the curriculum. Equally important to the school is the belief that each learner has the opportunity to maintain and develop their mother tongue(s). The acquisition of additional languages enables learners to develop lifelong language learning skills and explore different cultural perspectives
The school’s curriculum is guided by Common Core Standards in English, the Jordanian National Standards and IB requirements. The Arabic Second Language curriculum is modified from Jordanian National Standard levels.
The French language standards are founded in the CPalms Florida State Standards which is based on Common Core. All standards are in written and soft copy form and are shared with administrators and teachers and are the base of curriculum and lesson planning.
In order to better prepare our learners for future standardized testing, we align all of our content and examinations with the Common Core Standards and IB Standards. This essentially means that learners must be explicitly aware of the standards they are expected to meet. These standards are presented in three key ways: introducing the standards inside the classroom for easy reference; including the standards in every lesson plan; and including the standards on every test administered.
TheModernAmericanSchooloffersaninternationalcurriculumtoitsdiverseschoolpopulation. The main language of instruction is English; however, all communication with parents is done in both Arabic and English.
Language Assessment
Assessments are tools and strategies used across the school to assess language learning and provide evidence of development. These assessments are carried out according to the American and IB guidelines and MAS assessment policy. At MAS we aspire to provide quality language experience for our learners; and to achieve this we conduct ongoing assessments which can take different forms; pre-assessment/diagnostic, formative and summative assessment
Teachers continuously utilize assessment tools for both learners and teachers to assess all language skills (reading, writing, listening and speaking) differentiating though scaffolding which provide information on language growth. Self and peer assessments are utilized as well to assist in the teaching and learning process. Rubrics are used effectively and shared to students ahead to assess students’ work fairly, Formative and Summative tasks give feedback about the learners’ progress, while the summative assessment tasks are conducted at the end of the unit. Standardization is an essential part for the learners’ work to ensure a fair implementation of assessment criteria as standardized tests provide evidence of language acquisition levels as well.
The school employs different assessment practices to ensure that the assessment policy is effectively applied such as, Learning Management System (PowerSchool), Progress Reports, Report Cards, Open House and Parent-Teacher conferences. (Kindly refer to the MAS assessment Policy for further details)
At MAS, diagnostic assessments are conducted twice a year for both languages (Arabic& English) to monitor the advancement and growth, the tests are administered during the month of September and January of each year for grades 1-5. Furthermore, learners are subjected to ongoing pre-assessment at the start of each unit, and or when introducing a new concept, this helps to check the prior knowledge of learners and aids teachers on how to go about preparing their learning engagements that caters for the learners different needs and capabilities. Both formative and Summative assessments are performed during and at end of unit, which is measured against set criteria.
Language of Instruction
English language and literature is the primary language of instruction. The MAS curriculum provides both English Language and Literature acquisition which involves speaking, listening, viewing, writing and production of media promoting inquiry-based learning for better opportunities. A full-time support teacher works with learners from grades 1 to 5 to support English Language skills; vocabulary, fluency and comprehension. Online Data Base, websites and physical resources are provided to learners in the Media Center to further intensify English Language skills.
Kindergarten offers an English immersive programme for all learners with Arabic offered as a course of study. In Elementary School (Grades 1-5), the focus is on the acquisition of English language skills while still teaching Arabic, National Individuals and Society Studies, and Religious Studies are taught in Arabic as required by the Ministry of Education.
Math, Units of Inquiry, Christian and Islamic Religion for non-speaking Arabic learners are taught in English.
In Middle School (Grades 6-8), the emphasis on the acquisition of English Language skills continues. All subject are taught in English except for the Arabic, Religion, Arabic SS which are instructed in Arabic as per the ministry of education requirements.
In High School (Grades 9-12), all subjects are delivered in English with exception of Arabic and Religious Studies except for those who do not speak Arabic. In addition, Jordanian History, Arabic Language Skills, and Islamic Studies are taught in Arabic, as mandated by the Jordanian Ministry of Education.
Mother Tongue
Mother tongue language is essential as is significantly developed for all learners to maintain their identity. Then school creates opportunities for learners to actively use and apply their mother tongue. Inclusion and special needs support is an integral part at MAS; we strive to involve every child in language acquisition. MAS provides a dual learning environment which enhances language development of oral and academic language needs of learners.
Arabic is the language of instruction in Arabic and religious studies. Furthermore, we offer religious studies in English to our learners whose mother tongue is not Arabic.
OtherLanguages Taught
French Language:
French is taught starting from grade 5 up to grade 10. DP will be offering French, Spanish and German in the High school, the objective of it is to expose learners to multi- dimensional experiences.
MAS embraces the view that every teacher is a language teacher; language is embedded in the concepts, contexts and big ideas across all subject areas and all teachers are considered responsible for the language learning of their learners.
As a school that promotes intercultural understanding, internationalism, and multilingualism, MAS fosters and promotes learning more than one language. Therefore, French is offered as a compulsory part of the curriculum for grades 5-8 and is offered as an elective in High School in grades 9-12.
At the end of Grade 8, learners sit for DELF A1 Examination. When learners reach Grade 9, if they choose to continue studying French, they will have the opportunity to sit fo r the DELF A2 Examination at the end of Grade 9, and sit for the DELF B1 Examination at the end of Grade 10 as they need to study the language for two years if elected. Students in grades 5 -8 who take LA in English or Arabic do not take French classes as long as they are enrolled in LA. This is to ensure they are able to focus on mastering the second language they are learning
Mother Tongue other than Arabic or English
In cases where the mother tongue is not English, Arabic or French, we assign support teachers to help with understanding and translation through the utilization of multiple resources to ensure the student achieves the best academic outcome. Learners are also not expected to take French lessons.
Inclusion Process and Practices:
All learners are eligible for admission with the intention of acceptance as a school we strongly believe that we can meet their particular needs. All learners must sit for a placement test in English and Arabic.
If a learner experiences difficulty in coping with age-appropriate literacy skills, the HR/class teachersmayreferhim/hertotheAcademicSupport Department (ASD) so theirindividual needs are appropriately catered for. (For further details, kindly refer to MAS Inclusion Policy)
On the basis of these assessments, it may be recommended that the learner receivse academic support in English or Arabic. Pretests are also conducted at the beginning of the academic year
to determine the level in the languages. The results of the pretests are also used to assess the level of learners and to determine which language classes should they be placed in.
Support is provided within the learner’s regular class schedule. Co-ed teachers support learners during class in direct coordination and collaboration with the HR/subject teacher. Teachers respond to the diverse learning needs and styles of the learners in their care through using a variety of differentiation strategies to deliver the programme. These strategies may include the use of learning technologies, simplifying texts, supplementing information, providing checklists, using alternative forms of assessment and making assessment arrangements. If a learner experiences difficulty in coping with age-appropriate literacy skills, the HR/class teachers may refer him/her to the Academic Support Department(ASD) so their individual needs are appropriately catered for. (For further details, kindly refer to MAS Inclusion Policy
Once referred to the ASD , learners may be supported through parallel teaching, co-teaching, small group conferencing, differentiated materials, resources and assessments, and in some cases, extra time based on formal reports from an accredited institution. If circumstances require, there maybe some more intensively individual support provided. It is expected that the school and parents work collaboratively to accelerate the learners’ literacy skills. In addition, support teachers also provide regular support in other courses such as I&S, and science in MYP. In PYP, each grade level has a co- teacher to support learners in various aspects of the language. Teachers collect representative samples of learners’ work to document linguistic and academic growth in language.
A- The Support of Language Development /Provision of Inclusion
In accordance with MAS mission statement, the school has adopted an inclusive model of learning support to caters to the needs of all learners and learners with individual needs within mainstream classes and are given full access to the curriculum.
Teachers respond to the diverse learning needs and styles of the learners in their care through using a variety of differentiation strategies to deliver the programme. These strategies may include the use of learning technologies, simplifying texts, supplementing information, providing checklists, using alternative forms of assessment and making assessment arrangements.
The support program at the Modern American School has two primary directives and guiding principles; integration and enrichment. The focus is in aligning our learners needs with the school’s syllabus and curriculum with the help of a support. The end-goal is to place learners in an environment where they can meet curriculum expectations through cultural-linguistic knowledge and appreciation of language and to be productive learners within a classroom setting to then be able to apply their learning to real-life context now and in the future. Integration and enrichment are the philosophical premises upon which the programme is built.