MAS Language Policy
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Mission The Mission of the Modern American School is to provide students with a challenging educational environment within an international community located at the heart of Amman, focusing on a global curriculum, integrated with technology, and a plethora of extracurricular activities to meet students’ individual needs.
Vision The Vision of the Modern American School 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 and our Jordanian heritage.
Philosophy The Modern American School aims at fostering a high standard of bilingual, comprehensive education from its pre-Kg through grade 12 programs that meets, and integrates, both national and international standards. The philosophy of MAS rests on the conviction that students should be prepared to become contributing and responsible world citizens, as well as 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. Students 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 the ethical, intellectual, and artistic achievements of the human endeavour. MAS views each student as a unique individual to be challenged, thereby achieving his or her personal 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 peace building. Thus, it is the school’s mission to direct the energy of our youth into a creative force; therefore, shaping their characters into mature, healthy, independent, well rounded, and conscientious members of the community capable of critical thinking and problem solving.
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Language Policy The Modern American School –Amman Contents 1. Philosophy 2 Languages at MAS 2.1 English and Arabic 2.2 Third Language 3. Mother Tongue 4. Additional Language Support 5. Placement 5.1. Admission 5.2 Class Placement 5..2.1 English 5.2.2 Arabic 6. Curriculum 7. Methodology 8. Assessment 9. Resources 10. Technology 11. Clubs and Activities 12. Professional Development
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1. Philosophy The Modern American School (MAS) aims to prepare its students to meet the challenges of a globalized, English-speaking world. Our primary role is to build a level of linguistic proficiency in English and world knowledge to help our students succeed in academia and later, the international workforce. In addition to the English language skills we cultivate, and seek to impart a well-informed and critical view of the complex world our students and graduates inhabit. Our curriculum reflects internationally-accredited standard of English, and MAS provides an array of support structures to guarantee students meet these standards. It is important for all teachers in the department to educate students beyond the academic and to provide experiences through literature, language and other activities to promote a broader understanding of what it takes to function as a human being in the world today. In this way, we are investing in the future by encouraging more responsible world citizenship in our students today.
2. Languages at MAS 2.1 English & Arabic The Modern American School offers an international curriculum to a diverse school population. The language of instruction is English with Arabic taught at all levels and French is offered as a third language. Arabic is the language of instruction in Arabic and religious studies classes, though we offer religious studies in English to students who do not speak Arabic. As a school that promotes intercultural understanding, internationalism, and multilingualism, MAS fosters learning more than one language. Therefore, French is offered as part of the curriculum in the Middle School. French is offered an elective in High School. Kindergarten offers an English immersion program for all students, with Arabic offered as a course of study. In Elementary School (Grades 1-4), the focus is on the acquisition of English language skills while still teaching Arabic, Social Studies, Math, and Religious Studies in Arabic. Core subjects (Math, Science, ITSocial Studies) are taught in English and foundation subjects (Math, IT, Social Studies, Religious Studies) are taught in Arabic as required by the Ministry of Education.
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In Middle School (Grades 5-8), the emphasis on the acquisition of English Language skills continues. Core subjects (Math, Science, IT, and Social Studies) are taught in English and foundation subjects (Social Studies, Religious Studies, one period per week each) are taught in Arabic as required by the Ministry of Education. 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.
2.2 Third Language French as a third language is introduced in Grade 5. Students start learning French in Middle School from Grade 5 until Grade 8 using the school-based curriculum that is designed according to the Diplome d’etudes en langue francaise (DELF) standards. At the end of Grade 8, students sit for DELF A1 Examination. French is offered to all students in Grade 5 through 12. It is a compulsory course up to Grade 8, but offered as an elective from Grades 9 through 12. When students reach Grade 9 and choose to continue studying French, they will have the opportunity to sit for the DELF A2 examination at the end of Grade 9, and sit for the DELF B1 examination at the end of Grade 10, since they need to study the language for two years if elected. When students reach Grade 12 they will have the option to choose the French SAT Subject Test. 3. Mother Tongue At present, MAS does not provide formal instruction to students whose mother tongue is not English, Arabic or French. However, the school does utilize parents or staff who offer to provide activities or instruction in their native language. In addition, the administrative team will facilitate a student’s self-study on an online course, and provide support for SAT subject Tests in their mother tongue (e.g. Spanish, Chinese, German etc.).
4. Additional Language Support 4.1 English as a Second Language (ESL) The Modern American School caters to the needs of students who have mild learning challenges and/or who have trouble accessing the curriculum due to English language deficiencies or the need for specific teaching styles. The support program at the Modern
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American School has two primary directives and guiding principles; integration and enrichment. By integration, we refer to the aligning of students with the school’s syllabus and curriculum. The end-goal of the program is to place students in a position in which they can meet curriculum expectations without need for additional assistance. Enrichment refers to the provision of cultural-linguistic knowledge and appreciation of the English language environment in which MAS students are placed. Integration and enrichment are the philosophical premises upon which the program functions and a true measure of success. The program operates an inclusion policy as far as possible and applicable. Support is provided within the student's regular class schedule. Level 1 and 2 English as a Second Language (ESL) students are pulled out of their regular English classes and receive one to one English instruction aligned with the subject teachers’ curriculum. ESL teachers sit and support the level 3 and 4 ESL students during class in direct coordination with the subject teacher. Subject and ESL teachers are instructed to remain in regular contact with parents of ESL students to inform them of their child’s progress on the program. In addition, ESL teachers also provide regular support in other courses such as humanities, and science. ESL students are provided differentiated assessments, when appropriate. In the area of language acquisition, the goal of the ESL Program is to provide students with the opportunity to develop communication skills in the core areas of speaking, listening, reading and writing, thereby enabling the students to be successful within the academic mainstream classroom at MAS. The program will assist the students for no longer than two years with few exceptions.
4.2 Arabic as a Second Language Arabic as a Second Language is taught from grade 1. Students are grouped according to ability level. The Ministry of Education Curriculum is applied for all students, but is taught at below grade level. In grade 11, students may elect to take the GCE Arabic Language examination.
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5. Placement 5.1. Admission Policy In line with MAS’ non-discriminatory policy, admission is contingent upon the school program being suitable to the applicant. An admission criterion does not include factors such as race, nationality, religion, or gender. Prior to admission, students and parents are provided with explanatory documents, verbal orientation on the available programs, and a tour of the school’s facilities. All students are eligible for admission if it is believed that the school can meet their particular needs. All children must take placement assessments in English and math. On the basis of this assessment, it may be recommended for a student to receive additional support in English or Arabic. 5..2 Class Placement In support of the Modern American School’s Vision, Mission and Philosophy in providing a challenging educational environment, the English department introduces English honors classes for its gifted and outstanding students starting in Grade 8. Such classes encourage learners to radiate ideas, think independently, evaluate class materials and challenge themselves, their classmates, and instructors. They treat learning as a collaborative effort. The English honors curriculum aligns itself to Common Core Standards. As for students who struggle in English, The Modern American School offers support programs and departmental assistance to students through the ESL (English as a Second Language) program. This Program serves as a support structure for students with challenges in the English language. Support hours are provided to ESL students in English, Humanities, Math and Science Classes. Placement in these programs will be made on the basis of the child’s previous record and the assessment of the School. This initial placement is tentative. Section Principals, in coordination with the Heads of English and Arabic make decisions on the placement of students in sections, based on the entry placement assessment, class observation and his/her previous records. 5.2.1 English For Elementary School, placement in English language classes is based on the placement assessment; while in Middle and High School, placement is based on the placement assessment in addition to a diagnostic test conducted at the beginning of the year to determine the level of students. Normally, movements between levels will occur at start of the academic year, or at the end of a reporting period. Exit from a program level will be
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determined jointly by teacher recommendation, and student successful performance. Students receiving extra support are expected to be retained within the program for no more than two years. 5.2.2 Arabic Students will be assessed at the beginning of the academic year, or when they are accepted at MAS. They will be placed according to the criteria set for the levels of students’ language proficiency. Arabic is taught as first and second languages. In second language Arabic, students are divided into levels, and receive instruction accordingly. 6. Curriculum The School’s curriculum is guided by Common Core Standards in English, and the Jordanian National Standards in Arabic. The ESL program is tailored to students’ needs and is based on Common Core modifications. The Arabic Second Language curriculum is modified from Jordanian National Standard levels.
The French language standards is founded in the CPalms Florida State Standards which is based on Common Core. All standards are in written and soft copy form, are shared with administrators and teachers, and gear curriculum and lesson planning. The School recognizes the individual needs of each child. Teachers attempt to meet these needs within the classroom. This does not imply a separate program for each student, but rather looking at the student as an individual within the designed framework. In order to better prepare our students for future standardized testing, we align all of our content and examinations to the Common Core Standards. This essentially means that students 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.
7. Methodology MAS operates a policy of inclusion as far as possible. Subject teachers use differentiated instruction and assessment methods in the classroom, but are also offered in class support and guidance when applicable. Levels 1 and 2 students in English have pull-out instruction
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during English classes until they are deemed proficient enough to join mainstream. Second language Arabic learners receive scheduled classes.
8. Assessment Teachers continuously utilize diagnostics, formative and summative, self and peer assessments to assist in the teaching and learning. Assessment takes place in accordance with the MAS policy and policies and practices by College Board in High School. Rubrics are employed to assess students’ work or pre-established criteria per grade levels. Students and parents are regularly kept informed of student progress through multiple methods: Learning Management System (PowerSchool), report card frequencies and schedule for conferences at the beginning of each school year. Report cards are sent home at least twice per semester. In all levels of the School, a minimum of three Parent/Teacher conferences are scheduled. In the interim, individual Parent/Teacher conferences may be organized through Student Affairs.
9. Resources All students have access to eBooks, and the resources available therein. In addition, English 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). A wide range of literature is found in the school libraries to support and supplement classroom resources. The aim is to help students 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. 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. In addition, KG, Elementary and Middle School students have access to recommended applications on their iPads, which are fully utilized by instructors. 10. Technology As a blended learning school, MAS embraces technology as an integral part of language teaching, which enhances the learning experience. Every student throughout the school has access to their personal iPads or laptops. Technological devices in classrooms enable students to investigate, elaborate, communicate, collaborate, and more importantly become responsible for their own learning. The interactive boards in classrooms can help further reinforce an understanding of languages and texts. MAS believes that the use of
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technology motivates and empowers language learners as it provides them with rich, authentic and relevant contexts for language development at all levels of instruction. MAS students utilize technology in accordance with the school’s Acceptable Use Policy. 11. Clubs and Activities MAS offers several clubs and activities both in school and after school for language learners, such as spelling bees, reading and writing competitions. After school activities include a Poetry Cafe in English, French Club and MUN for advanced learners. 12. 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 students for success in a changing world. They also need to be able to teach students 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 where teachers are expected to attend at least PD days twice a year as well as the Induction Program. Additional, select teachers partake in international training workshops where teachers have the opportunity to meet highly trained educational professionals from around the world.
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References Developing academic literacy in the IB Programmes. International Baccalaureate Organization (UK) Ltd., August 2014. Guidelines for developing a school language policy. International Baccalaureate Organization (UK) Ltd., April 2008. Language and Learning in the IB Programmes. International Baccalaureate Organization (UK) Ltd., 2014. Programme standards and practices. International Baccalaureate Organization (UK) Ltd., March 2016.
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