Language Policy

i) Philosophy

All teachers are defined as language instructors, and as such we are committed to provide a learning community that promotes and supports the development of Cognitive Academic Language Proficiency (CALP) in an environment diverse with language and culture. We will continuously attempt to create an environment that fosters confident, creative and responsible language learners through inquiry based instruction. We recognise that each student is at some stage of development in one or more languages. Language is a part of a cultural identity and embraces the student's individual heritage. Our responsibility is to endeavour to safeguard these aspects of our diverse community.

ii) Purpose of language policy

• To achieve a common understanding of our aims and objectives for language teaching.

• To meet the standards of the International Baccalaureate programmes.

• To identify the diverse language needs of the students at AIS and to put in place practices and procedures to address them.

• To establish agreements on how to implement practices that reflect the school’s values and vision.

• To provide the foundation of a whole-school language scope and sequence.

iii) Languages of Instruction

English in the IB programmes

Our objective is for students to develop skills in the main subject areas - Mathematics, Social Studies, the Arts, Sciences and Physical Education - through English.

Starting in Grade One, the classroom is an English immersion environment and differentiation is facilitated based on student’s assessed language needs. Our Language Scope and Sequence implements strands from various national curricula, the IB Scope and Sequence documents and the Norwegian national curriculum. This learning environment is scaffolded to support students who have English as an additional language. Should individual students’ command of the English language still be insufficient, additional student support will be considered while parents and other school service organisations may be involved. British English is acknowledged as the most valid form of the language but American English will be acknowledged and taught should the class contain students with this particular language background (AIS Essential Agreement Spelling).

English as an additional language (EAL)

EAL students constitute the largest proportion of our language environment at AIS. AIS provides English language immersion for EAL students, with teachers being aware of the needs of both EAL and mother-tongue English speaking students. EAL students are assisted through a range of different approaches, which may include individual guidance, differentiated teaching and learning outcomes within the mainstream class and separate language development lessons, depending on the level of support required. 

Norwegian in the IB programmes

We understand the importance of the development of our host language, Norwegian. At AIS we facilitate regular weekly instruction in Norwegian Bokmål at every grade level. We continuously look for opportunities to enrich the language learning environment through the purchase of resources, inviting guest speakers to the school and visiting local heritage centres off-site. We endeavour to create a strong Norwegian language culture through language immersion in the classroom. Additional support for Norwegian is provided for those students in need . We benchmark ourselves against national curriculum standards for Norwegian as specified by the Norwegian Directorate of Education.

Mother-tongue

“The language profiles of students in IB schools may be complex and diverse; however, the influence of mother-tongue development is significant for all learners. It is acknowledged that development of mother-tongue language is crucial for cognitive development, and in maintaining cultural identity. Success in mother-tongue development is a strong predictor of long-term academic achievement, including acquisition of other languages.“ (PYP Language Scope and Sequence)

The school explicitly values each student’s mother-tongue language capabilities, and encourages students to continue developing their native languages at home. Parents will be asked about mother-tongue proficiency during enrollment. As part of valuing mother-tongue languages, AIS strives to create a library which represents the varied language backgrounds of our diverse community.

iv) Language beliefs

AIS believes:

• language plays a vital role in the construction of meaning

• language learning takes place where risk-taking is encouraged, and error-making is considered inevitable and necessary

• all adults are language teachers and, should model appropriate language usage

• talk in the classroom is fundamental to learning. Discussions, rehearsed talk and social talk all play a  role in language acquisition

• the influence of mother-tongue development is significant for all learners

• language skills are acquired most effectively from using language in a variety of relevant contexts

• language is best learned through meaningful transdisciplinary study

Practices that reflect our beliefs

Practices that reflect our beliefs about language include:

• Facilitated the move of the Russian school to our site (October 2017)

• Facilities used for cultural days for Urdu, Punjabi, Hindi and Farsi

• Latin offered as an extra-curricular club 

• working towards creating a library that is representative of the cultures and languages in the school, which motivates students to read in a variety of genres and multiple languages.

• giving students access to the internet and other media

• providing students with access to structured reading and phonics schemes to enable progression in language abilities

• making each classroom an environment rich in meaningful language, which engages students in transdisciplinary learning

• regularly assessing and documenting students’ language abilities to inform teaching

• explicit teaching of grammar, vocabulary and language features in meaningful contexts

• structuring and differentiating language learning through a variety of approaches based on students’ needs

• Home language library section

• having high expectations of student’s progression in language

• encouraging students to find, analyse, evaluate create and communicate information in a variety of media

• encouraging and celebrating mother-tongue language proficiency within the school community

• Four compulsory languages taught in the MYP: English, Norwegian, Chinese and Spanish

• Two compulsory languages taught in the PYP: English Y Norwegian

The role of language in admissions at Asker International School

Asker International School is an all-inclusive school. Our enrollment criteria are stipulated below, and are not based on language ability. Student's ability level in language will be assessed at the beginning of each school year, or at entry level (when the student joins the school). As AIS is an English language learning environment, it is recommended that students trial at least one day in school before enrollment due to the potential challenges posed by a change in language learning environment.

Enrollment is based on:

• The children of staff

• Siblings of current enrolled students

• Students who have attended school abroad

v) Language assessment

As per the IB Language Scope and Sequence, language is broken into the following categories: 

• Oral language (listening and speaking)

• Visual language (viewing and presenting)

• Written language (reading)

• Written language (writing)

Language will be assessed formatively and summatively, based on the strands above and in accordance with the school’s Assessment Policy, the School’s PYP Language Scope and Sequences, and the MYP Language Acquisition, and Language and Literature assessment criterion.

All teachers will consider language development in their planning and assessment, and will support the acquisition of Cognitive Academic Language Proficiency (CALP) and BICS Basic Interpersonal Communication Skills in their teaching. All PYP unit rubrics will have an English language assessment component and an extended writing outcome. A similar assessment will be carried out in Norwegian by Norwegian teachers. This information will be used to inform differentiated teaching, and language needs will be taken into consideration when deciding on learning interventions or extra support. Progress in language development will be communicated to parents as part of the bi-annual reports.

vi) Roles and responsibilities:

• The Principal, DP, PYP Coordinator and teachers are involved in the process of reviewing and developing the Language Policy. The Language Policy is a living, working document, referred to in the planning process, and for which the staff take ownership and responsibility, 

• The Language Policy will be reviewed at the beginning and end of each academic year.

• The principal is responsible for communicating the Language Policy to all members of the school community.

• Teachers are to continuously look for new resources for their class environment and the school environment to facilitate language development. Purchases are authorised by school administration.

• The Principal, DP & the PYP Coordinator are responsible for ensuring the Language Policy is implemented.

• Regular collaborative evaluation of teaching practice, as well as class visits and observations will ensure that teachers are using good practices that support our Language Policy.

• Teachers are responsible for the implementation of the Language Policy.

References

• IB PYP language Scope and Sequence, International Baccalaureate Organisation, February 2009.

• IB MYP Language Acquisition Subject Guide

• IB MYP Language and Literature Subject Guide

• AIS Assessment Policy

• AIS Essential Agreement: Spelling