[lg policy] Indonesia: Mount Zaagkam International School (MZIS) Language Policy

[Harold Schiffman]

MZIS Language Policy
Introduction
What is a language policy?

A language policy is a statement of purpose which outlines a school’s
linguistic goals and defines how its students will
attain them. A language policy explains a school’s commitment to help
all students acquire an additional language, learn
through language and learn about language in an academic environment.


What does MZIS’ language policy do?
In line with the vision and mission of Mount Zaagkam International
School (MZIS), this Language Policy document is
designed to give a clear and concise description to all sections of
the school community as to the role of language in
ensure that: “High quality learning thrives in an environment of
tolerance, respect and cultural and linguistic diversity.”
Statement of Philosophy

English Language Arts

We believe that every teacher at MZIS is a teacher of language.
Therefore, every teacher and parent plays a
significant role in the language development and learning of each
student. Through language development, students are
given the tools they need to interpret the world around them. Language
is also a major component in encouraging
understanding and tolerance of other culture groups and perspectives.
Language is taught in context and addresses the
following modalities: listening, speaking, reading, writing,
presenting, and viewing. Instruction is differentiated to meet
the needs of individuals. Language teaching occurs with the
understanding that students bring their own unique cultural
backgrounds to any new situation.

English as an Additional Language

Mother tongue languages and students that are in need of additional
services provided by our Learning Support teacher
will be identified at the beginning of the school year or when the
student enters MZIS. All students that are listed as
speaking another language other than English as their mother tongue
will be screened for our EAL support programme.
By identifying our mother tongue language populations we are able to
inform our teachers and staff so that we can
strengthen our learning community and integrate languages into instruction.

Who do we do it for?

“MZIS is fortunate to have students from all over the world including
many students from countries where English is not
the primary language. New students from non-English speaking countries
are given an English Proficiency Placement
examination. The results of this exam, along with several weeks of
classroom observation, determine whether said
student is in need of additional support to be successful in his/her
studies at MZIS.

Additional support may include differentiated instruction in class, in
class support with the Learning Support teacher,
identified student may be pulled out for one-on-one instruction with
the Learning Support teacher, or all of or any
combination of the aforementioned. Students identified as in need of
additional support will be monitored weekly by
the Learning Support teacher and the classroom teacher followed by a
quarterly evaluation meeting to assess level of
student progress and to determination if less, additional, or the same
amount of support is needed for the coming
quarter.

Diversity is something that is highly valued at MZIS and having
support systems in place to meet the needs of our
learners from non-English speaking countries is a school priority.”
(First Steps)

What is the role of the English language?

Classroom Instruction:

All instruction at MZIS is done in English; language is the foundation
of our curriculum. If other languages come about
during instruction they will be addressed and students will be
encouraged to inquire. Students are instructed in all areas
of language arts. Teachers are expected to create a print rich
environment, teach with best practice strategies, and to
set a model for all students. Students learn from not only their
teachers but their peers and their experiences with
language.

EAL Instruction:

Students that qualify for EAL classes are pulled out during the school
day by a EAL teacher. The time spent with the
student is predetermined by their needs and abilities and are adjusted
during the school year. EAL students are
assessed using the guidelines in our assessment policy.

Host Country Language Philosophy

(Bahasa Indonesia)

What is our host country language policy?

Learning languages at an early age opens one’s mind, sharpens one’s
perception and promotes creative and critical
thinking. Collaborative work is actively encouraged among students. In
the bahasa Indonesia class, students express
ideas and explore concepts using bahasa Indonesia; learning the
language is not an end in itself.

• Students should be actively involved, feel successful and enjoy the
learning experience.

• Students are encouraged to take risks in bahasa Indonesia, overcome
obstacles, and accept mistakes as part of
the learning process.

• The ability to communicate in bahasa Indonesia is of central importance.

• Learning a new language is a window to different world cultures and
a path towards international-mindedness.

• We acknowledge that acquiring fluency in bahasa Indonesia requires
5-8 years of consistent exposure.
• We support students wishing to deepen the knowledge of their mother tongue.

What is the role of Bahasa Indonesia?

The primary focus of bahasa Indonesia teaching at MZIS is the learning
of bahasa Indonesia as an additional language.
Learning bahasa Indonesia takes on special significance as it is the
language of our host country. Students study bahasa
Indonesia to gain the communication skills, both in oral and written
language, to deal with familiar and practical needs
for future study, work and leisure. In addition, through the teaching
of bahasa Indonesia, and through links to
Indonesian culture across the curriculum, students develop an
appreciation of our host country’s culture as well as an
awareness of different perspectives. The learning of bahasa Indonesia
at MZIS seeks to instill an enduring interest in
Indonesian culture alongside a lifelong enthusiasm for language
learning. Mother tongue language speakers will receive
differentiated instruction within the bahasa Indonesia programme.

How do we teach Bahasa Indonesia?

To implement the overall purpose of learning Bahasa Indonesia at MZIS,
a variety of teaching methods and strategies
are used. These strategies are in keeping with the pedagogy of the IB
PYP. The bahasa Indonesia programme gives
students practical real life language skills which they can use
outside of the classroom. Students are provided with
meaningful and authentic listening, speaking, reading, writing,
presenting and viewing tasks. Through these tasks,
students develop confidence to use the language in their daily lives.

Roles within our Learning Community

What are the roles of the MZIS pedagogical leadership team and the
language specialists?

A responsibility of MZIS’ pedagogical leadership team is to support
teachers in their delivery of instruction. The PYP
coordinator manages issues regarding curriculum, instructional
techniques, assessment and student progress. The
superintendent and primary principal(s) observe teachers and provide
constructive feedback, materials, planning time
and professional learning opportunities.

MZIS language specialists (bahasa Indonesia, EAL, etc) have knowledge
of language development, culture, grade-level
subject matter, instructional resources, and assessment tools. The
following goals set out the range of activities that the
specialists undertake:

• Promote effective language teaching and assessment practices

• Nurture the articulation of language expectations in all curricula
and programmes

• Work with the pedagogical leadership team to enhance the language programmes

What are the roles of MZIS staff?

Since learning and language are inextricably bound, the responsibility
for the implementation of this language policy
belongs to every teacher.
Specific facilitating behaviours include:
• Acquiring a professional knowledge base in additional language
acquisition processes, students’ developmental
language behaviours and familiarity with students’ language learning
cognitive styles
• Integrating language instruction with content instruction
• Providing responsive learning conditions as recommended by the IB
(activating background knowledge,
scaffolding meaning, extending language, and affirming identity)
• Giving strategic feedback to students and parents on their
linguistic and cognitive development
• Holding high linguistic and academic expectations for all students
• Involving parents in the linguistic and academic development of their children
MZIS teachers collaboratively plan instruction in developmentally
appropriate ways, are reflective about curriculum and
instruction, scaffold teaching in response to formal and informal
assessment of students’ progress and model for
students how to learn.
What is the role of the MZIS community?
A number of parental actions will facilitate linguistic and academic
success for MZIS students. They include:
• Having a positive attitude towards English, bahasa Indonesia and
their mother tongues
• Modeling how much is to be gained by learning languages (other than
mother tongue)
• Maintaining mother tongue literacy skills in the home
• Encouraging and emotionally supporting their children’s additional
language acquisition and schooling efforts
• Supplying mother tongue materials in the home
• Having realistic expectations of their children and their school
Parent involvement is integral to MZIS success. The importance of
home-school communication cannot be overemphasized,
and volunteering or providing assistance at school is always welcome.

http://mzis.org/wp-content/uploads/2012/02/MZIS-Language-Policy-Draft.pdf

-- 
**************************************
N.b.: Listing on the lgpolicy-list is merely intended as a service to
its members
and implies neither approval, confirmation nor agreement by the owner
or sponsor of the list as to the veracity of a message's contents.
Members who disagree with a message are encouraged to post a rebuttal,
and to write directly to the original sender of any offensive message.
 A copy of this may be forwarded to this list as well.  (H. Schiffman,
Moderator)

For more information about the lgpolicy-list, go to
https://groups.sas.upenn.edu/mailman/
listinfo/lgpolicy-list
*******************************************

_______________________________________________
This message came to you by way of the lgpolicy-list mailing list
lgpolicy-list at groups.sas.upenn.edu
To manage your subscription unsubscribe, or arrange digest format: https://groups.sas.upenn.edu/mailman/listinfo/lgpolicy-list