[lg policy] language policy: Stockholm International School

Harold Schiffman hfsclpp at GMAIL.COM
Tue May 11 14:11:52 UTC 2010

Stockholm International School IBO MYP Language Policy
Policy Statement

English is the language of instruction at Stockholm International
School (SIS). If English is not the
students’ mother tongue then they will be assessed to determine if the
student can access and
understand the curriculum delivered in English. We understand that all
students analyze,
comprehend and progress in language at a different pace but developing
a fluency in the Language
of Instruction is the end goal for all students at SIS. Please see
‘Language Profile at SIS Diagram’ in
appendix 1.

Language Profile

At SIS our vision is to enable students to learn, develop, grow, and
fulfil their potential in an
international environment, which is student‐centred, safe, nurturing
and rich with opportunities to
learn. We are a multi‐cultural, international school with a student
body of about 490 representing 53
nationalities. We also have a teaching faculty of 70 representing 17
nationalities. This diverse
makeup means the on‐going language development is a shared
responsibility of all teachers,
parents, administrators, and students. All teachers at SIS are
considered language teachers. The
school’s linguistic and cultural diversity is a strength and resource
which SIS uses to promote
language learning among all students.

Language A and Language B Instruction

Stockholm International School follows the IBO MYP program
requirements. According to the IBO
MYP philosophy, students take at least one Language A and at least one
Language B or two
Languages A and optional Language B.
For Language A, SIS offers both English and Swedish.
For Language B, SIS offers Swedish, French and Spanish

Hence, each student at Stockholm International School should have the
opportunity to learn an
additional, second language. This experience is essential to the
international experience and enables
students to understand the thinking, norms and traditions of another
culture. As the student gains
an appreciation for a new language and culture they are then part of a
more diverse community
which will assist them in interacting and communicating with the
culturally diverse world they live in

Please see Language Curriculum SIS for more information, this will be
provided by the HoD in the
Language Department.
English as Additional Language

The students who require specialist instruction in English as an
Additional Language (EAL) will
receive such instruction in lieu of Language A classes. The EAL
classes are smaller than the English A
classes and the lessons are individually tailored to the needs of the
group whilst endeavouring where
possible to follow similar themes to the mainstream English classes.
They give students a chance to
build on and improve their English skills and at the same time
increase their confidence in the
language before entering the mainstream classes. The EAL teachers also
assist the students with the
English in other subject areas. Students can bring work from other
classes to the EAL class and when
time allows the EAL teachers attend some lessons in other subjects and
assist EAL students. These
strategies allow for the students to develop their English language
skills in a way that can help them
to cope in other subject areas. EAL students academic and language
skills are monitored continually
by the EAL teachers who also consult with the subject teachers in
order to determine their ongoing
needs. When the EAL teacher feels a student is ready TO move to
mainstream English they discuss
the move with the student, parents and other subject teachers.
Communication with the parents
and teachers about the students’ needs, goals and accomplishments
ensures a smooth transition
from EAL to the mainstream classroom when appropriate.

Mother Tongue

At SIS we also recognize that a strong level of knowledge and
understanding in the students’ mother
tongue is vital to the students’ development of an additional
language. Parents of EAL student’s are
encouraged to locate suitable tutors or teachers for the ongoing
learning of their mother tongue. SIS
provides contact numbers and information regarding mother tongue
classes where available. A
welcome packet for parents of non‐English speaking children is
currently being developed. The
school is also looking at alternatives for assisting parents and
students in this with mother tongue
classes. Parents are also encouraged to purchase a bilingual
dictionary for the student to take to all
classes. Students are encouraged to look up information in their own
language in order to have a
better understanding of it in English. EAL teachers recommend that
students keep a journal in their
own language at home in order to maintain their skills in their mother
tongue. All subject teachers
are expected to promote students to use their mother tongue language
as an aid. Teachers are
encouraged to ask students to keep a glossary of subject specific
words in both English and their
mother tongue.

Language Guidelines

Stockholm International School will:
• Reinforce the importance of language in all subjects
• Monitor the teaching and learning of language
• Have teachers that commit to the importance and responsibly of
language development in
all subjects
• Provide opportunities for all students to learn an additional
language to their mother tongue
or language of instruction (English)
• Offer referrals of teachers, tutors and after school activities that
ensure the students
maintain a continuous learning and understanding of their own mother tongue
• Maintain a global awareness and understanding of students’ culture
and other cultures
• Provide guidance and continuing education to subject staff about the
expectations and
milestones of all language learners
• Provide staff with exercises, ideas, techniques and scaffolding
which will allow the students
to improved their language learning
• Recognize that students need to be permitted to comprehend language
though listening,
reading, viewing and writing
• Give students the opportunity to increase their confidence to
express themselves using all
language skills
• Use EAL support to; provide additional support within the classroom
for individual or small
groups of students, combine pull‐out and additional EAL support within
the classroom,
pull‐out from classes for learners that need intensive English
language assistance, adapt
classroom environment and materials to suit EAL students’ needs, and
maintain a constant
line of communication with mainstream/subject teachers, parents and

more at: http://www.intsch.se/images/PDF_Docs/SIS_MYP_Language_Profile.pdf
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