Language Policy

MODERN AMERICAN SCHOOL ‫المدرسة المريكية الحديثة‬ International Baccalaureate Diploma Programme (IBDP) American High School Diploma Program COGNIA for Schools (AdvancED)

Language Policy

Table of Contents Vision and Mission of the Modern American School

3

IB Mission Statement

3

MAS Philosophy

4

Language at MAS and IB Learner Profile

4

Philosophy & Purpose of Language

5

A Conceptual Framework of Language and Learning

6

Language Curricula

8

Language Assessment

9

Language of Instruction

10

Mother Tongue

10

Other Languages Taught

11

Inclusion Process and Practices

11

Language Principles and Practices

16

Language Methodology

17

Activities that Support Language Development

19

Professional Development

20

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 for learners’ well-being, fostering international 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. To this end, the organization works with schools, governments and international organizations to develop challenging programmes of international 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.

MAS views each learner as a unique individual to be challenged, thereby achieving their potential 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 fostering international-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 the curriculum are important for the development of the academic 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 literature is 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.

The Modern American School offers an international curriculum to its diverse school population.

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.

Other Languages 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 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)

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 may be 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.

B- Support for Gifted Learners Learners who have been identified as gifted receive educational intervention and differentiated instruction in class. Teachers use strategies that further encourage vocabulary development, reading and writing across the curriculum, and the exposure to various forms of literature and informational texts. HR teachers work with other co-ed teachers to ensure continuity of the delivery and foster the abilities they fully posses

C- Arabic/ English as a Second Language at MAS In Primary Years, learners are welcomed from different cultures and nationalities whom their Arabic language is not their mother tongue. We also embrace Jordanians who have been living abroad for a long time and hence the level of their Arabic proficiency is relatively weak.

In such cases we adhere to the following admission procedure. Upon joining the school learners will be assessed by the language teacher to check their level of proficiency • •

• • •

• • •

Learners will be enrolled into levelled Arabic classes based on the diagnostic assessment results.

The Arabic language teacher shares the information and results gathered with the Arabic coordinator who then communicates to the stage principal to share her recommendations about each learner.

Learners are either join the mainstream Arabic language classes and receive differentiated instructions or are place in Arabic leveled classes.

Concerned educators devise an IEP plan addressing the learners needs.

As for learners who move from Grade 5, a meeting is held with the Arabic teacher and coordinator and according to their level of proficiency and progress in the language, a decision is taken either to join language and literature classes or language acquisition programme.

Learners are assessed on regular basis; recommendation is given by the end of the year on the level of proficiency and progress throughout the year.

Specific statements and comments are written in the student’s academic report to describe the support that she/he is given.

Parents are informed and a signed consent is documented in the file of the learner.

Arabic as a second language is taught from grade 2 onward. Learners are grouped according to their ability level. The school applies the Ministry of Education Curriculum and/or the adopted curriculum where learners are supported with an enriching curriculum alongside the MOE curriculum based on learners’ levels and abilities. The Arabic Second Language programme is applied to all learners and is taught up to grade 10 according to the IB requirements.

In grade 11, learners may elect their Arabic Language course according to the DP requirements or the American Programme requirements.

In Middle Years, learners are placed in LL/LA in both Arabic and English subjects. Actually, Section Principals, in coordination with the Heads of English and Arabic make decisions on the placement of learners in LL or LA. The placement of new students is based on the entry placement assessment. As for the existing learners, it is based on class observation, their previous records, and the teachers’ feedback and referral. After the decision is made, it is shared by the head of division and academic members to concerned teachers, parents and students.

Progression Learners in the language acquisition programmes enter the next higher level of language acquisition once they are seen to meet the criteria necessary for progression. For the MYP, this is set out in the MYP language acquisition global proficiency table (Language Acquisition Guide, Sept. 2020, pp 24-25). Within the Elementary School, school-based criteria for progression are in place. Parents are informed about the learner’s progression before being moved to a higher level.

All language acquisition programmes incorporate six levels of language acquisition, each with descriptors for reading, writing, listening and speaking. The following principles apply for progression through these levels: • • • •

Learners always move up through the language continuum.

It is likely that more than one phase is taught in any particular language acquisition class.

Learners who reach the assessment criteria for MYP phase 6 must move to the language and literature programme.

The decision to promote a student to the next higher level of language acquisition must be based on at least two distinct pieces of assessment, and must be confirmed by the HoD and teacher’s recommendation.

Possible IB continuum pathways

•

The progression from MYP into DP language levels is summarised in the table below:

Start of MYP 1

MYP

Schools may offer introductory MYP Emergent language acquisition courses (languages carousel courses) and consider the student’s previous Capable learning in the language during

DP Phase 1

Ab initio

Phase 2

Ab initio (in rare cases)

Phase 3

Language B SL Language B SL

Phase 4

Language B SL/HL

primary school education in order to Proficient determine placement.

Phase 5

Language B SL /HL Language A: literature SL

Refer to the written and taught curriculum requirements section in this guide.

Language A: language literature SL Phase 6

and

Literature and performance SL Language A: literature SL/HL Language A: language literature SL/HL

and

Literature and performance SL

Source: Language Acquisition across the IB continuum’, IB (2020).

•

The progression from MYP into AHSDP is summarized in the table below: Start of MYP 1

MYP

Schools may offer introductory MYP Emergent language acquisition courses (languages carousel courses) and consider the student’s previous Capable learning in the language during primary school education in order to Proficient determine placement.

AHSD (G11 & 12) Phase 1 Phase 2 Phase 3 Phase 4

According to student's level or choice student may register for either: GCE Arabic OR

Phase 5 MOE Arabic

Refer to the written and taught curriculum requirements section in this guide.

Phase 6

At the end of each academic year, horizontal and vertical meetings are conducted with coordinators and division principals to discuss level of language attainment for each learner in grade 5 moving to the MYP. The purpose of these meetings is to decide on the distribution of grade 5 learners into the different English and Arabic language courses and the same applies to learners moving from MYP to DP.

Language Principles & Practices We employ a variety of teaching styles and learning techniques to enable students to access to the whole curriculum, to cater for the variety of learning styles within each class and to ensure the progression and reinforcement of skills and concepts.

Teachers are expected to; • Present language through meaningful and authentic contexts • Use a wide variety of teaching and assessment strategies • Provide a balanced language programme as laid out in both the American and PYP scope and sequence document • Structure teaching and learning situations so that students have opportunities for success • Plan in collaboration with HR teachers and specialist teachers to maintain consistency • Provide challenges to students by giving them opportunities to reach their full potential • Acknowledge differences in developmental stages, learning styles and previous language experiences • Use a wide variety of materials to enable every student to access the planned learning experience and to achieve the planned teaching and learning objectives • Give students the opportunity to work in a variety of ways – whole class, groups (of differing sizes and composition), as pairs and individually, according to their needs, the nature of the activity and the learning objectives • Build learners’ confidence and self-esteem and enable them to become effective language users by: -sharing teaching and learning objectives and clarifying expected outcomes in a way that learners can understand -teaching learners to self-monitor -encouraging learners to learn from and support one another, and to realise that they do not all have to be at the same level or arrive at the same point at the same time -giving positive and constructive oral and/or written feedback -creating an environment where all learners can make progress at their own pace Learning engagements are planned for learners to : • integrate prior and new knowledge • acquire and use a range of learning skills • reflect on their successes and challenges • evaluate conflicting evidence and think critically Recognizing that language usage contributes to cognitive knowledge, learners will: •

Develop their knowledge and understanding of both the English and Arabic through purposeful use in listening, speaking, reading and writing; • Learn to speak, read and write developmentally, progressing across a continuum of skills in each area;

• • • • • • •

Endeavour to express themselves confidently in a variety of situations; Be given the opportunity to take part in other language instruction as is deemed necessary for globally mobile learners; Be encouraged to seek and use resources in their first language, as necessary, to help in the understanding of academic content.

Respect each other as valued members of the school community regardless of their first language; Develop an appreciation of literature and a variety of texts; Establish links between subjects, cultures, and other areas of experience; Use Language as a vehicle for thought, creativity, reflection, learning and selfexpression

Language Methodology In order to promote inquiry-based language learning, our school recognizes the importance of incorporating the teaching and learning of language through the transdisciplinary programme of inquiry. The mastery of the essential language skills - reading, writing, listening, speaking and viewing - is a vital part of a learner’s overall development.

Languages practices and aspects: • Reading • Oral language and expression • Writing • Viewing and presentation abilities • Listening Reading Practices: • Reading takes place in all subject areas, and learners read across the curriculum whenever appropriate.

• A variety of practices are used when planning for instruction, including, but not limited to, guided reading groups, differentiated reading instruction, word lists, graphic organizers and the use of levelled reading material.

• Learners are encouraged to read for information, read for pleasure, read aloud expressively, discuss, analyze, compare and contrast the texts they read.

• Learners are exposed to a variety of genres, including multicultural literature, poetry, plays, short stories, newspapers, magazines and informational texts.

• Learners learn how to understand, interpret and respond to the ideas, attitudes and feelings expressed in various texts, to think critically about what they read as they make predictions and inferences based on information that is both explicit and implicit in a text.

•

Teachers promote and incorporate supplementary reading incentives and support programmes.

• Vocabulary building techniques are used across the curriculum whenever appropriate, e.g. word walls, word of the day, spelling programmes, use of idioms, metaphors, similes and school events.

Oral Language and Expression Practices: •

Teachers model correct language use in conversation, while remaining sensitive to the learners’ cultural backgrounds and mother tongues.

• Learners are provided with opportunities to develop and utilize oral language beyond everyday classroom conversations. This is achieved through oral presentations, assemblies, debates, speeches, role-play, poetry recitations, songs, listening and performing arts.

• Teachers plan activities that expose learners to conventions of oral language and aid them in responding appropriately to a range of contexts and audiences.

Writing Practices: •

• • • • • • •

Learners’ innate desire to communicate through writing will be fostered by giving real purpose to their writing, and by exposing them to varied, challenging and meaningful writing opportunities.

Teachers promote the writing process (planning, drafting, editing, proofreading, revising and publishing) throughout the grade levels.

Learners are encouraged to focus on meaning first rather than accuracy and to enjoy the writing process.

Learners are involved in learning engagements to express themselves in writing through different genres.

Learners are presented with opportunities to acquire, develop and use language specific to relevant subject areas.

Constructive feedback from teachers, peers is continuously given to support the development of writing.

Teachers model and offer instruction in the correct use of language conventions, including spelling, grammar, rules of punctuation and handwriting.

Teachers incorporate a variety of spelling strategies including spelling conventions and patterns, high frequency words and unit-related vocabulary.

Viewing and presenting practices: • Learners create visual presentations and use multimedia in a variety of situations and for a range of purpose and audience.

• Learners are provided with opportunities to view high quality performances in a variety of media.

Listening • •

Students produce responses that demonstrate an understanding of audio texts.

Students interact with the teacher using a range of language structures and registers appropriate to the audience

Activities that support Language Development

Learning Environment We aim to offer a supportive environment, classrooms and school routines that help develop leaners’ language skills and interest.

Sustained Reading A wide range of literature is provided within the school libraries to support and supplement classroom resources. The aim is to help learners become independent and committed readers through free interaction with a variety of texts in order to develop literacy skills and the ability to engage critically with literature.

Learners engage in reading activities during language lesson. They can choose their own preferred reading material; however, the teacher ensures it targets their level of language.

Digital resources As a blended learning school, MAS embraces technology as an integral part of language teaching, which aims to enhance the learning experience. MAS learners utilize technology, such as laptops and iPads, in accordance with the school’s Acceptable Use Policy, to investigate, elaborate, communicate, collaborate, and more importantly, take ownership for their learning.

Interactive boards in classrooms can help further reinforce an understanding of languages and texts. MAS believes that the use of technology can be used as a means to motivate and empower language learners as it provides them with rich, authentic and relevant contexts for language development at all levels of instruction eBooks, Beyond Classroom (MAS Online Platform) and the resources available therein.

In addition, English, Arabic and French learners (Grades 1 through 6) have access to reading material through the RAZKids software, and I Read Arabic for Arabic learners (Grades 1 through 6).

In addition, KG, Elementary and Middle School learners have access to recommended applications and database on their iPads/laptops, which are fully utilized by instructors.

Language related events and contests, clubs and activities MAS offers several clubs and activities both in school and after school for language learners, such as Spelling Bees, Vocabulary Bees, Poetry Cafe in English, French Club , MUN ( forn advanced learners), reading andwriting competitions.

Learners are encouraged and mentored to take part in various language events offered by the school and different local organisations.

Drama programme and performances: Drama is closely connected to Language and Literature as the performances rely on different genres of language and literature, thus enhancing language skills through learning scripts and adapting words to the learners’ abilities.

Library programme / Media Centre: During library lessons, learners engage in lessons connected to their units of inquiry and the needs of the curriculum. Teachers and librarians plan these lessons collaboratively to ensure they address research skills, informational literacy as well as subject specific objectives. The library supports the reading programme in all languages taught in our school, which is why learners visit the library each week at an allocated time to borrow books pertaining to the languages taught in our school. Learners have the choice to visit the Library during the school day to borrow any books they choose. The Library Media Specialists work closely with teachers, learners, parents and the school administration to ensure the availability of curricular and support materials that are necessary for the development of languages. The Library Media Specialists organize workshops for teachers and learners so that they can effectively access all resources. Resources are selected in collaboration with teachers, coordinators and principals and are continuously evaluated to ensure they meet the school programmes’ requirements The school library includes English and Arabic fiction, non-fiction and periodicals. It is also developing a more inclusive selection of French resources. Several online databases are also available for easier access to different resources and to aid in the development of language.

Professional Development MAS implements a rigorous and ongoing professional development program to help teachers improve their skill sets and learn innovative teaching strategies in languages. MAS believes that teachers need to be able to prepare their learners for success in a changing world. They also need to be able to teach learners how to use emerging technologies, how to navigate through evolving profession, how to communicate effectively to different audiences, and how to think critically and solve problems. The MAS Professional Development Program encompasses both in-house training and official IB training on how to use language teaching and learning effectively inside classrooms.

Policy Committee Members The Language policy is reviewed annually. The following committee members reviewed and updated this year’s policy: Ms. Raida Daoud ES Principal

Ms. Dareen Hattar Deputy Director/MYP Coordinator

Mr. Mamoun Qawasmi

Dr. Mai Banat

Head of Humanities

Head of Arabic Language

Ms. Aya Abdelhadi

Ms. Natasha Reyrson

PYP Coordinator

MS Assistant Principal

References International Baccalaureate Organization. MYP: From Principles into Practice. Cardiff: International Baccalaureate Organization, 2014/2015.

International Baccalaureate Organization. Programme Standards and Practices. Cardiff: International Baccalaureate Organization, January 2014.

Developing academic literacy in the IB Programmes.

International Baccalaureate Organization (UK) Ltd., August 2014.

Guidelines for developing a school language policy, 2008.

Programme standards and practices. International Baccalaureate Organization (UK) Ltd., March 2016.