ACS Cobham Language Policy 2015/16

Transcription

www.acs-schools.com/acs-cobham
ACS Cobham Language Policy 2015/16
ACS Cobham International School
Language Policy
Contents
Language Program Philosophy
Language Profile
English Language Admissions Requirements
Language Use in the Classroom
World Languages
Language Levels and Pathways
World Language Requirements
Approaches to Teaching
Languages Requirements for the IB Diploma
Languages and Admission to the ACS Cobham IB Diploma
AP Languages
English as an Additional Language (EAL)
Approaches to Teaching EAL
Transitioning out of EAL
Native Languages and Native Language Enrichment
Resources and Support for Language Learning
Bibliography
Appendices
1
Language Policy
Page 2
Page 3
Page 3
Page 4
Page 5
Page 6-9
Page 10
Page 11-12
Page 13-14
Page 13
Page 13
Page 15-16
Page 16-17
Page 17
Page 18-19
Page 20-21
Page 22
Page 23-26
Language Policy
Language Programme
Philosophy
The ACS Core Values state that as an organisation we want
to “engage in community” and to “enrich the international
experience”. According to the ACS Cobham Philosophy
Statement, our students are encouraged to “develop the
skills and understanding that will enable them to become
responsible, contributing citizens of the global community”.
We also aim to help them “develop an understanding of,
and appreciation for, the philosophies of people from many
different cultures”. These ideas underlie our ACS Cobham
Language Policy, the philosophy of which is laid out below.
•
In our ACS Cobham community and increasingly in
the wider world, diversity is a feature of everyday life.
We seek to embrace this diversity and to encourage
respect and understanding between people. The
study of languages allows students to see the world
from other peoples’ perspectives and facilitates
communication across cultural boundaries thus
helping our students become global citizens.
•
Language is key to our sense of belonging and identity.
It is a central feature of all cultures and shapes the
ways in which we engage with the world.
•
Languages are central to developing critical thinking
and cognitive skills.
•
As an International school committed to global
citizenship, we believe that the study of languages
should be a key aspect of our curriculum.
•
At ACS Cobham, we recognise the importance of
multilingualism and respect the equal value of all
languages.
•
As globalisation spreads, the need for common
languages that unite people increases. At ACS
Cobham, English is the lingua franca that unites our
community, the language of our host country and our
language of instruction. We believe that offering global
lingua francas enhances our students’ prospects in a
globalised world.
•
We believe that all educators need to understand
the central role that language plays in learning and
therefore that all teachers are language teachers who
should actively promote language acquisition and the
development of language skills in their classrooms.
•
We believe our approach to language learning should:
- be open and inclusive
- affirm every learner’s identity
- promote critical thinking
Language Policy
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Language Policy
Language Profile
There is a diversity of languages spoken at ACS Cobham.
37 languages are represented in the school community
and a core group of students identify themselves as being
multilingual. However, the predominant language spoken
by 62% of students is English. English is the language of
instruction throughout the school and students are required
to be proficient in English to access the curriculum.
Top Represented Nationalities by Language
Students Needing EAL Support
Approximately 13.2% of our students are enrolled in our
EAL programme as they have been identified as needing
additional support in developing their English skills.
Proportion of EAL Students
English Language
Admissions Requirements
Students entering at a younger age have more time to
develop their English skills in the immersive environment
of ACS Cobham so there is an open admissions policy
for students of all levels of English competence from
Early Childhood up to grade 7. They are placed at a level
that allows them to be successful and be appropriately
3
challenged academically. However, for admission to
grades 8 to 12, where they will have to engage in an
increasingly challenging academic programme, students
will be required to demonstrate levels of English language
competence as per the Oxford Placement Test (OPT)
corresponding to those outlined in the table - see next
page.
Placement Testing
As part of their admission process, in order to establish
their levels of English, students wishing to enter grades
8-12 whose native language is not English, will be required
to take the Oxford Placement Test. Testing is done on
a case by case basis guided by the following criteria:
background and nationality, length of time spent in an
English speaking school, academic grades, teacher’s
references and language test scores (e.g. TOEFL) where
available. Oxford placement testing is usually conducted
on campus by our admissions department or by our Middle
School or High School EAL department.
Off Campus Testing
When conducted off campus, outside ACS facilities, the
Oxford Placement Test should be taken under exam
conditions at the student’s current school. The student
must be supervised by a responsible adult. No help
should be given to the student in completing the test
and no translation devices (such as Google translate) or
dictionaries are allowed. Mobile telephones are to be
left outside the room. Students should not receive help
from anyone else with the exception of setting up the test
on their computer. Students will be re-tested within the
first few days of starting school and it is important they
know that if the result of the test differs significantly to the
negative from the result of their off campus test, ACS can
ask them to withdraw from the school.
Any student who takes the Oxford Placement Test off
campus, outside of ACS facilities (e.g. with their English
teacher at their school) must also have a Skype interview
to further assess his/her level of English. This will be
conducted by a trained, designated member of the High
School, Middle School, EAL Department, High School
Administration or in the absence of these departments,
by a trained Admissions staff. The interview will be based
on a standard ACS format and assessed using a standard
rubric supplied by the High School EAL Department.
Please refer to the ACS Cobham English Oral Assessment
Rubric for Admissions in Appendix 1.
Placement Testing After Joining ACS
In High School, all Transitional English classes and Grade
11 IB students take a paper version of the Oxford Placement
test in the first week of school so that placement can be as
accurate as possible from the start of the school term. In
addition to this test, there is a comprehension test based
on a very short literary text to give more concrete data.
Language Policy
Language Policy
ACS Cobham English Language Proficiency Admission Guide
* For admission at the start of Grade 8, students should attain top band A2 scores in the Language Usage section of the
OPT and an overall score of 30/40.
Language Use in the Classroom
The language of instruction at ACS Cobham is English
and except for World Languages classes and Native
Language Classes in the IB, all classes are taught in
English throughout the school.
When whole class discussions or mixed-language group
discussions/activities are taking place, it is important to
use English in order to ensure the understanding of all
students.
Decisions regarding language use in the classroom are
at the discretion of individual teachers. On occasion,
languages other than English may be used for varying
purposes during instructional activities.
There will be times in the classroom where the teacher
needs to stipulate that a particular activity be undertaken
solely in English in order to achieve the aims stated.
At times it may be helpful for student understanding to
talk through unfamiliar or complex concepts in their first
language before learning the vocabulary to talk about
these concepts in English.
Language Policy
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Language Policy
World Languages
We use the term “world languages” to refer not to a
student’s “first” or “native” language but to “additional” or
“second” languages that a student may develop or acquire.
The World Language programme at ACS is designed to
promote the acquisition of these additional languages.
We offer four World Languages as part of our curriculum.
1.
2.
3.
4.
French (Early Childhood to High School)
Spanish (Lower School to High School)
German (Middle School to High School)
Mandarin (High School only)
We believe that offering these four widely spoken languages
enhances our students’ prospects in a globalised world.
French, Spanish, German and Mandarin are the global
lingua francas that we feel best fit our diverse students’
needs. Although we value and respect all languages
equally, time, space and resources limit the number of
World languages we can offer to our students as part of
our formal curriculum.
Figure 1 below shows the World Languages that can be
studied at ACS Cobham and at which grade levels different
language choices become available.
From Scramblers to Grade 3, only French is studied as
the basis of a language exposure programme. In Grade 4,
when the focus shifts to developing proficiency, students
have the option of French or Spanish as a student’s main
world language.
The programme is designed in such a way that a student
can begin to study the language from a beginner’s level
at this point. In Grade 5, the student has a choice of three
languages French, Spanish or German as the main world
language. In Grade 7 an additional world language chosen
from French, Spanish or German is an option for some
students.
For example, if a student is already taking Spanish as his/
her main world language, he/she might then opt also to
take either German or French. For Grade 11 IB students,
Japanese is also offered as a World Language at Ab Initio
level.
From 2014-15, Mandarin will be offered in High School
with the option of taking IB Ab Initio. Due to the complexity
of studying a tonal language, students must complete
Mandarin 1 or have a sufficient level of Mandarin assessed
by the teacher, to take IB Ab Initio. Mandarin provision and
demand are being reviewed and will be considered before
the program is developed further.
What%World%Languages%Can%Students%Study%and%When?%
Scramblers"""""""Grade"3"
1"Main"WL"
(French)"
Grade"4""
1"Main"
WL"
(French"or"
Spanish)"
Grade"5"
"
1"Main"WL"
(French,"Spanish,"
German)"
Possible"to"take"1"WL"
5
"Grade"6"
"
Grade"7"""""""""""""""""""Grade""8"
1"Main"WL"
(French"or"
Spanish,"German)"
1"Addi9onal"WL"
(French,"Spanish,"
German)"
Grade"9
"
"Grade"12"
1"Main"WL"
(French"or"Spanish)"
1"Addi9onal"WL"
(French,"Spanish,"
German,"
Mandarin)"
(Japanese"IB"Ab"Ini9o"
from"Gr11)"
Possible"to"take"2"WLs"
Language Policy
Language Policy
Language Levels
At ACS Cobham, the following levels of language class
are offered.
Foundation
The Grade 4 Foundation level is designed to help students
transition to an academic approach to languages,
introducing the students to basic concepts of grammar
and moving the main focus from speaking and listening
to all four language skills. The course allows students to
acquire a developmentally appropriate grounding, which
will provide them with the knowledge and the confidence
to progress in their language learning.
Level 1
This is a course designed for younger students having
completed a Foundation course or older students with
basic or no previous knowledge of the language. At the end
of the course the students will be expected to understand
and use familiar everyday expressions in all four language
skills in the present tense.
Level 2
This course is designed for students who have some
knowledge of the language. By the end of the course
the student will be capable of understanding and
communicating exchanges of information on familiar
subjects such as family, shopping and interests in both the
present and past tenses.
Level 3
This is a course for students who can understand and
communicate in the basic language when discussing
familiar matters. The course will help the student reach
an intermediate level. They will learn to speak in simple
connected sentences and have the ability to describe
hopes and ambitions and give explanations in the present,
past and future tenses.
Level 4
Level 4 is for students who can understand, communicate,
read and write at a high intermediate level in the language.
By the end of the course the student will be expected to
interact coherently and produce clear, detailed text on
chosen topics in all tenses.
IB Standard
IB Standard level is designed for students who can already
express themselves well in the language. The course will
teach the student to engage in conversations and describe
events with some detail and accuracy. They will understand
authentic, straightforward written texts relating to topics of
study and be able to produce detailed, written texts.
IB Higher
IB Higher level allows the student to reach a level where
they can speak with fluency and spontaneity. They can
produce clear and convincing arguments in support of
a point of view as well as describing abstract ideas and
concepts. They will understand complex information on
topics studied and appreciate literary works in the target
language.
Advanced Placement
AP level is designed for students who have already
completed a number of years of study in the chosen
language. The course emphasises communication by
applying interpersonal, interpretative and presentational
skills in real-life situations. This includes vocabulary and
language study aswell as raising cultural awareness. The
course is taught predominantly in the target language.
Other Language levels
In the Middle School language courses are taught over a
two-year period so that the students are comfortably able
to cover the material. When this happens, the classes are
named A for the first year of study and B for the second
year of study (ie 1A and 1B or 2A or 2B). When A and B
level language courses are taught in one year in Middle
School, the course is labelled “AB”.
In High School A and B level courses are always taught in
one year so the course is simply labelled Level 1, 2, 3 or
4. In Middle School, there is also an option in Grade 5 to
do a Foundation/Level1A course for new students with no
previous knowledge of the language. This allows them to
continue with Level 1B in 6th grade.
Language Pathways
The diagrams on the following pages depict the most
common pathways through our World Languages program
at ACS Cobham and the qualifications obtained.
Flexibility
It is important to note, that whilst these are the most
common pathways, to meet the needs of individual
students ACS can offer a certain degree of flexibility in
language progression. This flexibility can be applied at the
discretion of the World Language teachers and divisional
administration. All decisions will be guided by whether
the course provides appropriate academic challenge and
whether schedules and resources permit.
Fig. 2 (next page) shows the most common pathways for
the main world language that students can take at ACS
Cobham. This can be either French or Spanish, starting
in Grade 4 or German, starting in Grade 5. Our Mandarin
course and IB Ab initio courses are not included in this
diagram.
Language Policy
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Language Policy
Language Pathways
7
Language Policy
Language Policy
Language Pathways
Most#Common#Language#Pathway#–#AddiHonal#WL#
#
#
#
#
#Middle#School######################################################High#School#
Gr#7#
Level#
1AB#
Gr#8#
Level#
2AB#
OpHons#for#Highly#Able#Language#Learners#
A"minority"of"ACS"Cobham"students"who"
wish"to"take"IB"HL"may"either"accelerate"to"
Level"3"as"Grade"8"students"or"accelerate"to"
Level"4"when"they"move"into"Grade"9."These"
opEons"can"only"be"taken"if"the"World"
Languages"Departments"in"MS"and"HS"
consider"them"developmentally"and"
academically"appropriate"for"the"student."
Gr#9#
Level#3#
Gr#10#
Level#4#
Gr#11#
AP/IBS1#
#
Gr12#
AP/
IBS2#
Gr#9#
Level#4#
Gr10#
AP/IBS1#
Gr11#
AP/IBS2#
Gr12#
IBH#
"
Most'Common'Language'Pathway'–'Mandarin'
Mandarin'
1'
'
Mandarin'
2/IB'Ab'
Ini.o'
'
Mandarin'
3/'IB'Ab'
Ini.o'
•  Mandarin'is'taught'in'High'School'from'Grade'9'712'
•  Students'must'have'taken'Mandarin'1'or'have'a'sufficient'level'assessed'
by'the'teacher,'to'take'Mandarin2/IB'Ab'IniDo'
•  IB'Ab'IniDo'can'be'taken'from'Grade'10'onwards'and'is'a'2'year'course'
'
Language Policy
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Language Policy
Language Pathways
Most Common Language Pathways (Main WL) by Qualifica:on IB Pathways •  Main pathways: French, German, Spanish •  Ab Ini:o Japanese, German, Mandarin* *Having completed Mandarin 1 (see Gr 9 Level 3 Gr 10 Level 4 Gr 11 IBS1 Gr12 IBS2 Gr 9 Level 4 Gr10 IBS1 Gr11 IBS2 Gr12 IBH Gr 11 Gr12 Mandarin diagram, next page) IB Ab Ini9o 1 AP Pathways •  Main pathways: French, German, Spanish HS Diploma Pathway •  Main pathways: French, German, Spanish Gr 9 Level 4
3 Gr 9 Level 3 IB Ab Ini9o 1 Gr10 Level 4 AP Gr 10 Level 4 Gr11 AP Gr 9 Level 2 Gr 10 Level 3 Gr 11 Level 4 Gr 12 AP Gr 9 Level 1 Gr 10 Level 2 Gr 11 Level 3 Gr 12 HS Dip 9
Language Policy
Language Policy
World Language Requirements
Early Childhood and Lower School
From Scramblers until Grade 3, World Language is not
currently a core subject in the curriculum. In Grade 4
students are required to take either French or Spanish as
a core subject.
Middle School
In Middle School, students are required to study at least
one World Language as a core subject unless they
have Special Educational Needs (SEN) or English as an
Additional Languages (EAL) needs.
High School
In High School, students must gain at least 4 credits in
English and two credits in one World Language in order to
graduate. World Languages courses in the Middle School
lead on to more advanced levels in the High School. After
one further year of the same language in high school,
students will earn high school credit equal to the highest
level completed. For example, students who complete a
Level 3 course in grade 9 will earn three credits; students
completing a level 2 course in grade 9 will earn two credits.
These credits will be noted on their high school transcript.
In the IB Diploma, specific language requirements apply
(see Page 13, IB Diploma Section). Please note the Lower
School Foundation course does not count towards a High
School credit.
Course Choice and Placement
At ACS Cobham, we make every effort to ensure that all
students are placed the language courses that are most
appropriate to their levels of language competence and to
their academic needs.
The guiding principle we use to do this is laid out by the
IB Organisation who state that students should follow
“the course that is most suited to their needs and that will
provide them with an appropriate academic challenge.”
(IBO Language B Subject Guide)
We agree with the IBO that it is not in students’ best
interests to be placed in language courses well above
or below their current levels. The most effective learning
happens only when students are engaged by appropriately
challenging material. Students placed in courses that are
much too difficult may feel overwhelmed, demotivated
and excluded from accessing the curriculum. On the other
hand, “native” or bilingual students may well be bored and
will gain little from taking low level or beginners’ courses
in languages they already speak fluently. Placement of
students is based on the professional judgement of ACS
teachers and administration, not on parental choice.
Each student’s case is dealt with individually but when
placing students in language courses we take into account
the following factors:
•
•
•
Does the class provide appropriate academic
challenge? This is based on placement testing,
previous class performance, teacher’s professional
judgement.
Is the class socially/emotionally appropriate for the
student?
Do the schedules, staffing and resources allow the
student to join this class?
In some cases it is considered in the students’ best interest
to accelerate into a language class above his/her grade
level. Decisions about acceleration will be taken by World
Language departments and divisional administration
based on the criteria above.
Acceleration is not possible in Early Childhood or
Lower School. Owing to the constraints of our language
progression, students in Middle School cannot accelerate
beyond Level 3. The highest level at which students may
start High School, is Level 4.
Placement of New Students
Early Childhood
All students take French class in Early Childhood.
Lower School
In Lower School students all take French until Grade 3
unless they are students with Special Educational Needs
(SEN) or English as an Additional Language (EAL) needs.
In Grade 4, students can choose between French and
Spanish.
Middle School
All new students in Middle School take placement tests
to determine their levels of language proficiency and are
placed in World Language classes accordingly unless they
are students with SEN or EAL needs.
High School
All new students are interviewed and assessed by the
High School World Languages department and are placed
in language classes accordingly.
Transition Criteria
Middle School
Students in Middle School must attain at least a C grade in
semester 2, to progress to the next language level.
High School
Students in High School must attain at least a C grade in
semester 2, to progress to the next language level.
Language Policy
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Language Policy
Scramblers
Grade 3 Grade 4 Exposure Grade 12 Proficiency •  Not a core subject •  Core academic subject in curriculum •  Limited teaching 4me (EC, 20-‐30 minutes/week, Grades 1-‐3, 1 hour/week) •  Developing a ‘love of language’ •  Cul4va4ng correct pronuncia4on and an authen4c accent •  Cultural exposure through songs and games •  Cultural awareness of geography, ci4es, key landmarks •  Emphasis on 2 key skills – listening and speaking •  Greater teaching 4me (Grade 4, 2 hours/week, Grade 5-‐Grade 12, 3 hours+/week) •  Formally assessed •  Developing proficiency in all four skills – listening, speaking, reading and wri4ng •  Understanding core grammar rules and structure of the language •  Emphasis on communica4on •  Increase knowledge and apprecia4on of the culture of the country Early Childhood and Lower School (ScramblersGrade 3)
The focus in Early Childhood is on developing listening
and speaking, in a relaxed, fun and non-threatening
atmosphere. The teaching is based on enjoyable, age
appropriate activities such as repetition, singing and
games. Resources used include flashcards, books,
puppets and interactive whiteboards.
In the Lower School, children are first exposed to two
main skills, listening and speaking, which are the first
two skills necessary for further language acquisition. The
children are encouraged to listen, speak and interact with
the teacher and one another, with an emphasis on good
pronunciation and correct intonation. Focus is not only on
communication, but also on understanding other cultures.
Two additional skills, reading (word recognition) and writing
(copying simple words, word searches), are introduced
from second grade onwards. The children are first exposed
to simple words and sentences and are encouraged to use
them in relation to various themes. They are exposed to
numerous topics and activities, with relevant links being
made to what is studied in the classroom.
The main aim of language teaching in Early Childhood
and Lower School is to help the children feel confident and
11
enjoy the experience of learning about another language
and culture. Another key aim is to encourage risk-taking in
speaking, building self-confidence in an enjoyable, relaxed
environment where each student can progress at his/her
own pace. In 4th grade, World Languages becomes a
core subject to prepare students for a more academic and
rigorous programme in Middle School. The four basic skills
(listening, speaking, reading and writing) are reinforced
and assessed formally.
Middle School
The aim of the programme is to help the students develop
proficiency in the four basic skills: listening, speaking,
reading and writing. At the same time, the programme
aims to increase the students’ knowledge and appreciation
of the culture of the countries where the languages
are spoken. The emphasis is on communication and
focuses on communicative functions such as exchanging
information, expressing emotions and opinions and
giving commands. These functions are presented in
culturally authentic situations. The students also learn the
elementary grammar rules and structures of the language.
Our programme is based on the ACTFL Standards:
Community, Connections, Communication, Comparisons
and Culture.
Language Policy
Language Policy
The methodologies are varied and we use authentic and
traditional methods. We use a variety of resources such
as textbooks, workbooks, dictionaries, the library, the
Internet, magazines, and mixed media. All the courses
offered are mainly taught in the target language. We vary
our classroom activities, which include projects, group and
individual work, games, field trips and role-plays.
High School
The aim of the world languages programme is to help the
students develop proficiency in the four skills: listening,
speaking, reading and writing. At the same time, the
programme aims to increase the students’ knowledge,
understanding and appreciation of the culture and the
people of the countries where the languages are spoken.
The emphasis is on communication and focuses on
communicative functions such as exchanging basic
information and expressing emotions and opinions to
maintaining full conversations about different topics. These
functions are presented in culturally authentic situations.
The students also learn from elementary grammar rules to
the grammar in depth.
Our programme (levels 1-4) is based on the ACTFL
Standards: Community, Connections, Communication,
Comparisons and Culture.
The methodologies are varied, and we use authentic
materials. We use a variety of resources such as
textbooks, workbooks, dictionaries, the Library, IPads,
on-line resources, interactive board, books, magazines,
and DVDs. All the courses offered are mainly taught in
the Target Language. We vary our classroom activities
to include group and individual work, interactive and
individual orals.
Contact
The Heads of World Languages in each division are:
EC/ Lower School
Catherine Delorme - cdelorme@acs-schools.com
Middle School
Claudia Westphal - claudiawestphal@acs-schools.com
High School
Anabel Rodriguez-Lopez - alopez@acs-schools.com
Language Policy
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Language Policy
Language Requirements for
the IB Diploma
In order to obtain an IB Diploma, students are required to
take both a Group 1 course in their best or “first” language
(known in the IB as “Language A”) and a Group 2 course
in an additional or “second” language (known in the IB
as “Language B”). It is also possible to take a Group 1
Language instead of the above. It is important to note
that “Language A” refers to the student’s best academic
language, in other words, the language in which they
are best equipped for the analytical study or literary and
media texts required in Group 1 IB courses. For the huge
majority of ACS Cobham IB students, their best academic
language is English, regardless of their native or “mother
tongue” language, since much of their schooling has
been conducted in English. An IB course takes 2 years
to complete.
Group 1 IB Courses (Language A)
ACS Cobham offers two Group 1 courses. Students can
choose between:
•
•
IB Language A: Literature
IB Language A: Language and Literature
Both of these are demanding courses focused on textual
analysis and critical thinking. They require a high level of
language competence. The majority of ACS Cobham IB
Diploma students take English for their Group 1 language
course.
Native Language Options in The IB Diploma
Most ACS students will choose to take English as their
native (Group 1) language. However, a minority of students
at ACS Cobham take English Language B (Group 2) and a
different Language A (Group 1) because they:
•
•
•
Have insufficient English to take a Group 1 English
course
Have sufficient academic competence in another
language for them to take a Group 1 course in that
language (e.g. they have spent much of their recent
school career studying in that language).
Join ACS Cobham too late to build their English skills
to a level sufficient to take a Group 1 English course.
ACS offers a range of Languages in Group 1 and Group
2 IB classes according to demand. In recent years
these anguages have included Danish, Dutch, German,
Japanese, Norweigian, Russian and Swedish. Students
wishing to study other languages for their Group 1 IB
option are expected to arrange tuition or to pursue the IB
Self Taught option (only available at SL). If five or more IB
students are in need of a tutor in a given Group 1 language,
ACS will help to find a suitable tutor.
Languages and Admission to
the ACS Cobham IB Diploma
Programme
Group 2 IB Courses (Language B)
Students can choose 1 of 3 courses:
New students wishing to be accepted into the ACS
Cobham IB Diploma programme in grade 11 must satisfy
the following requirements: Either
•
•
•
•
Language B Standard Level (offered in French,
Spanish and German at ACS Cobham)
Language B Higher Level
Ab-initio (offered in Japanese, Mandarin or German)
The majority of ACS Cobham IB students take Language
B Standard Level for their Group 2 language course. The
difference between these courses is outlined below.
•
•
•
Language B Standard Level
(French, Spanish,
German) is for an upper intermediate language learner
who may not intend continuing study of the language.
Language B Higher Level (French, Spanish or
German) is for an advanced language learner.
IB Ab Initio (Japanese, German or Mandarin - SL only)
is for a basic language learner.
Additional Language Option
While the most common option for most IB Diploma
students is to take only one additional language as their
Group 2 option, highly able language students can also
take another language in place of their Group 6 Arts
subject. The students who take this option are usually very
strong in languages and often wish to study languages at
university level.
Have sufficient academic competence in English
to take a Group 1 English course and sufficient
competence in another language to take either a
Language B course offered by ACS (French, Spanish
or German) or an Ab Initio course offered by ACS
(Japanese, Mandarin or German).
Or
• Have at least B2 level of competence in the Oxford
Placement test for English for admission to our English
Language B course and have sufficient academic
competence in another language for them to take a
Group 1 course in that language (e.g. they have spent
much of their recent school career studying in that
Group 1 language).
AP Languages
This is a one year course that can be taken after Level
4, usually from 10th to 12th grade. Students planning to
take AP language should join the first year of the IB SL
course or a separate AP course (subject to demand and
resources). AP candidates will require extra work and
preparation for the AP examination. This course is offered
in French, Spanish and German, subject to demand.
13 Language PolicyACS Cobham International School
Language Policy
Languages in the IB Diploma
IB Diploma students must take: •  IB Core: EE, TOK, CAS Plus 6 subjects •  1 from each group •  3 at Higher Level •  3 at Standard Level IB Diploma students must take one Group 1 course (their first or best academic language). Group 1 IB Diploma students usually take one Group 2 course, a second or addi9onal Language. They may also take two Group 1 courses. Group2 Languages(in(the(IB(Diploma(
Grade(11(
Grade(12(
Group(1(–(Language(A((Students(choose(one(course,(usually(English)(
IB#Language#and#Literature#(Higher##or#
Standard#Level)#
IB#Language#and#Literature#(Higher#or#
Standard#Level)#
IB#Literature#(Higher#or#Standard#
Level)#
IB#Literature#(Higher##or#Standard#
Level)#
Group(2(–(Language(B((Students(choose(one(course,(most(commonly(Language(B(Standard(Level)(
IB#Language#B#Standard#Level#(French/
German/Spanish)#
IB#Language#B#Standard#Level#(French/
German/Spanish)#
IB#Language#B#Higher#Level#(French/
German/Spanish)#
IB#Language#B#Higher#Level#(French/
German/Spanish)#
#
IB#Ab#Ini?o#Standard#Level#
IB#Ab#Ini?o#Standard#Level#
Language Policy
14
Language Policy
English as an Additional
Language (EAL) - Course
Choice and Placement
Lower School
EAL students join the grade level appropriate to their age
and previous school experience. Occasionally testing
is done to determine the most appropriate grade level
placement when there are concerns. After grade level
placement is determined, initial testing is done with
students to determine how much EAL support is needed.
Newcomers to English will have almost daily EAL lessons
while intermediate to advanced students might have
one to three lessons weekly. EAL students will usually
attend EAL lessons instead of attending Modern Foreign
Language lessons unless there is a special request from
parents. This is to minimise the amount of time the student
is missing instruction in their primary classroom for EAL
lessons. During the early years of literacy development,
especially in a non-native language, it is more important
for the student to concentrate on learning English well
rather than learn another new world language.
Middle School
EAL students are generally removed from core courses
to attend EAL classes in the following order: World
Languages, Language Arts, Social Studies and in fifth
grade only, Reading. All EAL students take Science, Math,
Visual and Performing Arts, PE/Health and elective classes
regardless of their abilities with the English language.
This is to offer students the broadest possible selection
of courses whilst providing English language classes that
will equip students with the language level successfully to
access core curriculum.
This procedure changes only in exceptional circumstances
and according to individual student’s needs. The number
of EAL classes taken is reduced as students reach certain
specified program benchmarks, based on the TESOL
reading, writing, listening and speaking standards. These
skills are outlined on the EAL skills based report which
shows the students’ language levels as either developing,
capable, or accomplished in the four key areas.
High School
EAL students in Grades 9 and 10 take Transitional English
which is a course for second language students whose
language skills are still developing towards near-native
level. This course is taken instead of mainstream English
9 and 10 and is a mandatory course for those students
whose level of English is deemed by the school to require
an EAL approach. The course is designed to help students
reach the language level that allows them to competently
access the rigorous curriculum of the IB or AP programme
15
in grades 11 and 12. In this class, a wide range of strategies
is employed to help students develop their key speaking,
listening, reading and writing skills. For existing ACS
students an EAL Support elective is also available which
provides them with an opportunity to develop their English
language skills. Beyond this, however, there is no other EAL
support in the High School apart from individual subject
teacher accommodations.Therefore the High School EAL
department and the High School administration need to
be satisfied that prospective High School students have
sufficient English language competence to access the
curriculum in all of their subjects.
In Grades 11 and 12, the only EAL provision for nonnative speakers is the English Language B course. It is
a two-year IB English course designed for students who
have English as a second language but who have had
significant previous experience of the language. In this
course, students are working within the upper levels of B2
(Upper intermediate –competent user) and C1 (Proficient
– advanced user) as defined by the Common European
Framework of Reference for Languages (CEFR). The
main focus of the course is on language acquisition and
the development of language skills. When it comes to
admission in to the IB Diploma however, we need to be
satisfied that prospective students have sufficient English
language competence to access the curriculum in all of
their IB subjects.
When an English student with an EAL background is
unable to meet the minimum requirements of his regular
English courses, his/her eligibility for the course will be
reviewed.
The review may include a combination of the following :
• results of the Oxford Placement Tests or similar set by
ACS Cobham
• Personal response essay (timed essay in test
condition)
• Sample work taken from current class
The following are some of the indicators used by English
teachers when recommending students for EAL needs
assessment:
Component: Speaking & Listening
Indicators:
• Unable to do oral presentations (e.g. Grade 9 Summer
Reading Assignment at the start of the academic year)
• Pronunciation is unclear
• Clarity of message hindered by intonation
• Basic grammatical errors are made
• Lack of fluency and coherence
• Word choice limited
• Unable to express complex ideas.
• Unable to understand classroom instructions
Language Policy
Language Policy
Component: Writing
Indicators:
• Ideas are not clear or do not make sense.
• Low-level vocabulary or limited vocabulary.
• Inappropriate or inaccurate use of words.
• Sentence structures are basic and attempt at complex
sentences are often unsuccessful.
• Writing contains far too many errors.
• Unable to write at length.
• Plagiarism cases
each other. This interview leads to a shared writing lesson
where using the students’ spoken English, the teacher
writes on a large flipchart what has been said.
Component: Reading
Indicators:
• Unable to understand the class texts without
substantial support from teacher
• Responses to the reading texts highlight limited
understanding and knowledge
Beyond this, for newcomers and intermediate students,
EAL lessons will help to develop the students’ English
vocabulary through reading books that they can
understand with some teacher support. Students learn
how to infer new words by using the picture clues or clues
in the context of the sentence. Instruction also focuses on
the vocabulary and concepts the students will need in the
core academic subjects.
Component: Assessments
Indicators:
• Failure to gain a passing grade
Approaches to Teaching EAL
At different levels of the school, different ways of teaching
EAL students are offered that reflect the changing needs
of students according to their age. Our programme
aims to develop both the student’s basic interpersonal
communication skills (BICS) as well their cognitive
academic language proficiency (CALP) which refers to the
English skills needed for formal academic learning. This
includes listening, speaking, reading, and writing about
subject area material
Early Childhood
In Early Childhood there is no formal EAL provision. This
is due to having small play-based classes in EC where
children are immersed in an English speaking environment
and where teachers and teaching assistants can provide
individualised support.
Lower School
Assessment data is used to identify what level of support
incoming students will need. Individual schedules are then
drawn up taking into account each student’s classroom
schedule and coordinating with teachers. This could be
pull-out support where the student studies in the EAL
classroom or push-in support where EAL instruction takes
place in their normal class.
Newcomers to English will learn the basics of the English
alphabet names and sounds in addition to rhyming words
in order to form the backbone of reading and writing in
English. Basic “getting to know you” conversation is
modelled and practiced through students interviewing
Research shows that watching the teacher write their
words and re-reading this text, is the quickest way for
students to learn to read another language. Teaching the
writing process of pre-writing, drafting, revising, editing
and publishing is another point of study for the third and
fourth graders.
The EAL teaching approach in Lower School is highly
student centred. Wherever needs are identified for
learning and developing English, instruction can re-focus
to address these.
In order to support this individualised approach, a number
of resources are used. For instance, the computer
software Lexia and Raz-Kids are used to improve spelling,
vocabulary and reading in English. Lexia is a website with
levelled books that students listen to, read and record
themselves and then complete quizzes on comprehension,
vocabulary and the meaning of the texts.
Middle School
There are two types of classes offered to all EAL students
in the Middle School: instruction and support classes..
In the instruction classes students are helped to progress in
the four skill areas - reading, writing, listening and speaking.
All these areas are underpinned by instruction in English
grammar at the relevant level. A variety of materials are
used, including EAL textbooks (some curriculum based),
real life objects and mobile technology. Some work is
project-based and pair and group work are encouraged.
This method targets students’ specific language learning
needs in order to develop their language proficiency to the
point where they can participate in core classes.
In addition, and where relevant, EAL teachers will
give in-class support to EAL students; this role could
involve co-planning and co-teaching with the classroom
teacher, or acting as a close support to the students,
offering explanations and support. This assists students
in accessing the core curriculum when their language
proficiency is lacking.
Language Policy
16
Language Policy
High School
All the students on the same course are assessed
using the same criteria for standardization and reporting
purposes. However teaching approaches and resources
vary in order to cater to the specific language needs of
the students. EAL students in the High School do not
receive any in-class support but relevant information
about their language needs and suggested strategies are
communicated to subject teachers.
Resources in the form of bilingual dictionaries in more
than 16 languages as well as a selection of audio CDs
and magazines are available to the students. High School
students are expected to take the initiative to seek help
and make full use of the resources available to them..
Transitioning out of EAL
Lower School
As the EAL and classroom teachers judge that students are
developing their speaking, listening, reading and writing
skills, they slowly transition to having more lessons in the
primary classroom. When students approach grade level
expectations on report cards in most if not all areas (for
example, they achieve ratings of “Meets Independently”
for reading comprehension, oral reading, writing-content,
writing-mechanics, spelling and verbal expression) they
move into their primary classrooms full time and join World
Language classes.
Middle School
Report cards based on the TESOL standards are written
for each student by the EAL teacher at the end of each
quarter. These diagnostic reports indicate to the students,
parents and teachers the students’ reading, writing,
listening and speaking proficiency levels. The information
in this report is used to determine the language skills that
need to be developed further in order to participate in
core classes. When students are considered to be at an
‘accomplished’ level in most categories on the standards
based report card, they will be considered ready to leave
EAL.
This is so students can begin the next topic of study at the
same time as his/her peers. Students transitioning out of
EAL classes are only allowed to join WL classes during the
first quarter with the requirement that parents hire a tutor
to help the student catch up with the WL class content. No
EAL students will join WL classes after the first quarter..
Grade 8 EAL students going into Grade 9
Prior to choosing their HS options, EAL students in Grade
8 will take the Oxford Placement Tests and the HS EAL
Admission Reading Test to gauge their levels of English
language proficiency. The results of these tests as well as
their MAP scores and MS standards based report cards
are taken into consideration when the High School subject
choices are offered to them.
High School
When students in Transitional English classes consistently
produce work which exceeds the top band of the Transitional
English grading rubrics (see appendix) a recommendation
will be made for them to move into a regular English grade
9 or grade 10 class. Students are then monitored to ensure
they are succeeding within the mainstream English class.
Referral of Students with EAL Needs
If a student appears to struggle due to his/her language
ability, he is referred to the EAL department. A confidential
progress report is sent out by the Student Support Team to
the student’s subject teachers for a more comprehensive
report as well as a request for writing samples and/or
tests. The student will also, at the same time, be given an
Oxford Placement Test. The subject teachers’ reports and
data from the test form the evidence for the administration
to take further action. A student may be asked to change
the course(s) or programme in which he/she is enrolled.
EAL students who attend mainstream classes for the first
time, “audit” these classes. Auditing a class means that the
student is in that class on a trial basis. Students auditing
classes are expected to do all assigned work but they are
not formally assessed with the A to F grading system. EAL
support is reduced one section at a time. Students then
attend the next core subject on their schedule, which they
“audit” or receive a modified grade based on exemption
from particular assignments that are above a student’s
language level.
The EAL Department will only move a student at the end
of a quarter, unless a core teacher requests otherwise.
17
Language Policy
Language Policy
Native Languages
At ACS Cobham, outside the IB Diploma and related
classes, no formal native level instruction is offered.
The only language formally taught for native speakers is
English.
However, ACS Cobham does facilitate and coordinate
the parent-run Native Language Enrichment programme.
This is designed to help students in Grades Pre-K to 10
whose first language is not English, to maintain their native
language and culture. Native level classes are only offered
as part of this parent-run programme.
The distinctions between the ACS World Languages
programme and the Native Language Enrichment
programme are summarised below:
ACS World Languages Programme (WL)
• Academic
• Run by the School
• Part of AC formal curriculum
• Managed by ACS
Native Language Enrichment (NLE)
• Enrichment
• Run by Parents
• Not part of ACS formal curriculum
• Co-ordinated by ACS
Native Language Enrichment
(NLE)
Admission
Students must have some communicative competence in
the language to join an NLE class. However, this is left to
the native language teacher’s discretion. The student does
not need to be a citizen of the country where the native
language is spoken or to have parents from that country.
In some instances, it may be considered appropriate for
students adopted from a certain country to participate in
NLE classes in order to maintain links of language and
culture with the country of their birth.
Groups and Resources Pre-K –Grade 10
The school will, as appropriate, offer instruction for the
purpose of maintaining the student’s native language as
set out below:
•
•
The choice of languages offered is subject to the decision
and approval of the Head of School and Native Language
Coordinator. Their decision is based on the major
nationality groups enrolled in the school. The school will
provide instruction in languages as part of the fee structure
with a minimum class size of two students but ideally three.
Learner groups are constituted by age and not ability level.
Ideally, there should be no more than four groups per
language (i.e. one for each division: Early Childhood,
Lower school, Middle school and High school). For some
exceptionally large language communities, this may be
expanded to a maximum of six groups. Instructors for
these classes will be non-contracted and the rate of pay
will be the same as that provided for IB non-contracted
teachers. Some groups may meet for more than an hour
per week as parents or some governments subsidize
these programmes.
Early Childhood
Native Language Enrichment lessons in Early Childhood
will only be open and available to pre-Kindergarten and
Kindergarten students when the student is deemed by
the Early Childhood teacher and Administration to be
sufficiently mature to benefit from the NLE class.
•
•
•
•
•
•
All EC students will be grouped together for a maximum
of one lesson per week. The time allotted for this
lesson can be no more than 30-40 minutes maximum.
Lessons will ideally be play-based, focusing on songs,
games and stories in the native language.
Lessons should take place preferably during lunch
or recess times; however, when this is not possible,
groups can meet after school.
Students must be mature enough to handle missing
lunch or recess or having an extended lesson after
school. They also must have permission for this
schedule change from both their classroom teacher
and the Early Childhood Principal.
Students joining an NLE class in Early Childhood
must speak the relevant native language at home as
their mother tongue. It cannot be their third or fourth
language.
All students wishing to join NLE classes will be judged
on a case-by-case basis by the classroom teacher and
the Early Childhood Principal. ACS reserves the right
to deny or remove students from the NLE class should
we believe it is inappropriate for their maturity levels.
Native language classes for grades Pre-K- 10 are held
before and after school for a maximum of 1 hour per
week.
Classes can take place during recess or lunch times at
the discretion of the principals of that division.
Language Policy
18
Language Policy
Additional Native Language Instruction
Parents of students whose native language is not covered
by the NLE programme are welcome to contact the Native
Language Coordinator at the school if they would like to
arrange private native language instruction. The school will
try to help parents by identifying suitable tutors and where
possible, by providing a room for instruction. Payment for
private additional language instruction is not arranged by
the school and is a matter between the instructor and the
parents.
Additional Funding
Currently, ACS provides a maximum of approximately
£100 per school year for each native language. However,
this amount will depend on the needs of each group, the
number of students involved and other financial demands
on ACS at the time. NLE instructors who anticipate
that the current rate offered will be insufficient for their
needs, are advised to consult with the NLE Coordinator.
Any additional funding will need approval by the NLE
Coordinator and the Head of School.
NLE Teachers
Native Language Enrichment teachers are not required to
hold certified teacher status, however they should have
specific experience that prepares them for the role. Any
teaching certification (even if not in the target language)
and university qualification is highly preferred, especially
for instruction of students in grades 6 to 10.
Native Language Parent Representatives
For each native language enrichment group, there is a
designated NLE Parent Representative. This person
volunteers or is chosen to coordinate and facilitate any
requirements for the lessons in the relevant language.
Some large language groups may choose to have different
NLE Parent Representatives for each division.
ACS Cobham sources Native Language Enrichment
teachers through recommendations from the ACS
Community and from a language employment agency.
The contact for the langge employment agency is ACS
Egham French tutor Marie-Helene Brown at info@reallanguages.com
The responsibilities of the NLE Parent Representatives
include:
NLE Instructor Interview and Hiring Process
All NLE teachers will be interviewed and hired with a
flexible hours contract. Appropriate security checks will be
made and references will be required.
•
Venues for NLE Instruction
Unless otherwise instructed, NLE teachers and/or the
families requesting instruction may contact the Native
Language Coordinator for help in securing a venue for
NLE instruction.
•
•
•
•
•
•
contacting the families to identify students interested
in attending NLE classes
helping NLE teacher to create suitable groups and
schedules
welcoming new families and helping the NLE teacher
assess students in order to place them appropriately
communicating feedback from families to the NLE
teacher and vice versa
helping to recruit, interview and select a NLE teacher
appropriate for the students
helping to choose suitable resources for use in NLE
lessons
helping the NLE teacher with a variety of other tasks
involved in providing optimum NLE classes.
NLE Teacher Absences
When an NLE teacher is going to be absent from class,
he/she should report to the NLE coordinator with as much
notice as possible. The NLE teacher is also required to
contact the respective divisional office and the parents
of any students affected by a cancelled or rescheduled
lesson.
Funding Materials
In addition to funding the lessons and providing classroom
space, ACS provides a small amount of funding for teaching
resources (e.g. textbooks, books, posters, CDs) for each
native language. ACS will reimburse the native language
teacher or parent representative for any teaching materials
purchased up to a maximum of £100 per school year for
each native language provided receipts are submitted
to the Head of School’s office. These materials may be
purchased in the UK or abroad. If purchased abroad, the
current exchange rate should be included with receipts.
19
Language Policy
Language Policy
Resources and Support for
Language Learning
Lower School Library
Books
The Lower School Library has worked with language tutors
and parents over the past several years to expand and
develop its international language book (ILB) collection.
Currently there are devoted sections for the following
languages:
Arabic
Chinese (Mandarin)
Danish
Dutch
Finnish
French
German
Greek
Italian
Japanese
Korean Norwegian
Portugese
Russian
Spanish
Swedish
Turkish
The library has benefitted in the past from book donations
from ACS families and publishers, but a recent emphasis
has been placed on developing the ILB collection in a
more deliberate way.
French
German
Hebrew
Greek
Spanish
Swedish
Turkish
Portugese
The library also participates in a World Languages reading
programme that covers Spanish, French and German.
Students go to the library during their World Language
classes to check out readers, from which they are required
to do an assignment.
Subscriptions
The Middle School library subscribes to monthly language
magazines from Mary Glasgow in German, French and
Spanish. A copy is purchased both for the library and for
the relevant language classroom. In addition, the library
subscribes to various electronic resources:
•
•
•
•
•
Espanol Extra: games used in class and at home for
reinforcement of grammatical concepts
Game Guroo: presents language content in a video
game format
Quia: vocabulary revision games
StudySpanish.com: reinforcement of grammatical
concepts
Linguascope: games for use in class on an interactive
whiteboard or on an app either in class or at home.
The aim is to provide both native speakers and learners
of each represented language with quality children’s
literature written by native (rather than translated) authors.
In this way it is hoped that the collection will support not
only language learning but also cultural education.
Subscriptions
The library receives copies of monthly magazines like
J’aime lire! for French
Middle School Library
Books
The Middle School Library has built a native language
collection of books in 18 different languages to support the
languages programme at ACS Cobham:
Arabic
Danish
Dutch
English
Finnish
Italian
Japanese
Mandarin
Norwegian
Russian
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20
Language Policy
High School Library
Books
The High School library has a range of teenage/adult fiction in the following 22 languages. These also include many
‘readers’ (levelled language books designed from beginner to advanced level reading skills).
World Language Fiction
Arabic
Chinese
Danish
Dutch
Finnish
French
German
Greek
Italian
Hebrew
Hungarian
Japanese
Korean
Latvian
Lithuanian
Norwegian
Polish
Portuguese
Russian
Slovakian
Spanish
Swedish
World Language Poetry & Plays
German
French
Italian
Spanish
Russian
World Language DVDs
African
Arabic
Chinese (Mandarin and
Cantonese)
Czech
Danish
Dutch
French
German
Hindi
Italian
Japanese
Korean
Norwegian
Polish
Russian
Spanish
Swedish
Magazines
Spanish Hola, and French Okapi.
Native Language /English Language Parallel Texts
Students with English language difficulties are supported by having parallel texts e.g. Paul Coelho books in Spanish and
English or The Odyssey in Japanese and English.
Online Subscriptions
The following online subscriptions are used to support our language programme at ACS Cobham.
•
•
•
•
21
In Thinking Spanish B: IB Spanish resources
In Thinking French
Newspaper Direct : UK and International newspapers
This Is Language: French, Spanish and German video
Language Policy
Language Policy
Bibliography
Council of Europe. Common European Framework of Reference for Languages: Learning, Teaching, Assessment
(CEFR). http://www.coe.int/t/dg4/linguistic/cadre1_en.asp
International Baccalaureate Organisation. Diploma Programme
Language B guide. Cardiff: IBO. 2011.
International Baccalaureate Organisation. Diploma Programme Language A: language and literature guide. Cardiff:
IBO. 2011.
International Baccalaureate Organisation. Guidelines for developing a school language policy. Cardiff: IBO. 2008.
International Baccalaureate Organisation. Language and learning in IB programmes. Cardiff: IBO. 2012.
International Baccalaureate Organisation. Learning in a language other than mother tongue in IB programmes. Cardiff:
IBO. 2008.
International Baccalaureate Organisation. Second Language Acquisition and Mother-tongue Development: A Guide for
Schools. Geneva: IBO. 2004.
International Baccalaureate Organisation. Towards a continuum of international education. Cardiff: IBO. 2008.
ACS Schools. ACS Egham International School Language Policy Draft, September 2013.
Language Policy
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Language Policy
Appendices 1 - ACS Cobham English Oral Assessment Rubric
Scale C2 RANGE: Shows great flexibility formulating ideas in a range of structures to convey finer shades of meaning precisely. Also has a good command of idiomatic expressions and colloquialisms.☐ ACCURACY: Maintains consistent grammatical control of complex language, even while attention is otherwise engaged.☐ FLUENCY: Can express him/herself spontaneously at length with a natural colloquial flow, ☐ INTERACTION: Can interact with ease and skill, picking up and using non-‐‑verbal and intonational cues apparently effortlessly. Employ turn-‐‑taking naturally.☐ COHERENCE: Can create coherent and cohesive discourse. Use a wide range of connectors and other cohesive devices. ☐ RANGE: Has a good command of a broad range of language allowing the applicant to express him/ herself clearly in an appropriate style on a wide range of general, academic, professional or leisure topics without having to restrict what he/she wants to say. ☐ ACCURACY: Consistently maintains a high degree of grammatical accuracy; errors are rare. ☐ FLUENCY: Can express him/herself fluently and spontaneously, almost effortlessly. Only a con-‐‑
ceptually difficult subject can hinder a natural, smooth flow of language. ☐ INTERACTION: Able to relate his/her own contributions skilfully to those of other speakers. ☐ COHERENCE: Can produce clear, smoothly flowing, well-‐‑structured speech, showing controlled use of connectors and cohesive devices. ☐ Expresses points of view without noticeable strain. B2 Conveys finer shades of meaning precisely and naturally. Shows fluent, spontaneous expression in clear, well-‐‑structured speech. C1 Criteria RANGE: Has a sufficient range of language to be able to give clear descriptions, express viewpoints on most general topics, without much conspicuous searching for words, using some complex sentence forms to do so. ☐ ACCURACY: Shows a relatively high degree of grammatical control. Does not make errors which cause misunderstanding. ☐ FLUENCY: Can produce stretches of language with a fairly even tempo; there are few noticeably long pauses. ☐ INTERACTION: Can initiate discourse, take his/her turn when appropriate and end conversation when he/she needs to, though he/she may not always do this elegantly. ☐ COHERENCE: Can use a limited number of cohesive devices to link his/her utterances into clear, coherent discourse, though there may be some “jumpiness” in a long contribution. ☐ Relates comprehensibly the main points he/she wants to make. RANGE: Has enough language to get by, with sufficient vocabulary to express him/herself with some hesitation on topics such as family, hobbies and interests, work, travel, and current events. ☐ B1 ACCURACY: Uses reasonably accurately a repertoire of frequently used “routines” and patterns asso-‐‑
ciated with more predictable situations. ☐ FLUENCY: Can keep going comprehensibly, even though pausing for language planning and repair is very evident, especially in longer stretches of free production. ☐ INTERACTION: Can initiate, maintain and close simple face-‐‑to-‐‑face conversation on topics that are familiar or of personal interest. ☐ COHERENCE: Can link a series of shorter, discrete ideas into a simple sequence. ☐ 23
Language Policy
Language Policy
Appendices 1 - ACS Cobham English Oral Assessment Rubric
A2 A1 Relates basic information on, e.g. work, family, free time etc. RANGE: Uses basic sentence patterns with memorised phrases, groups of a few words and formulae in order to communicate limited information in simple everyday situations. ☐ ACCURACY: Use simple structures only and systematically make basic mistakes. ☐ FLUENCY: Can make him/herself understood in very short utterances, even though pauses, false starts and reformulation are very evident. ☐ INTERACTION: Can ask and answer questions and respond to simple statements. Can indicate when he/she is following but is rarely able to understand enough to keep conversation going of his/her own accord. ☐ COHERENCE: Can link groups of words with simple connectors like "ʺand, "ʺbut"ʺ and "ʺbecause"ʺ. ☐ Makes simple statements on personal details and very familiar topics. RANGE: Has a very basic repertoire of words and simple phrases related to personal details and particular concrete situations. ☐ ACCURACY: Shows only limited control of a few simple grammatical structures and sentence patterns in a memorised repertoire. ☐ FLUENCY: Can manage very short, isolated, mainly pre-‐‑packaged utterances, with much pausing to search for words. INTERACTION: Can interact in a simple way but communication is totally dependent on repetition and rephrasing. ☐ COHERENCE: Can link words or groups of words with very basic linear connectors like “and” or “then”. ☐ ACS Cobham International School
Language Policy
24
Language Policy
Appendices 2 - Questions/Stimuli for Interview
Note: Sections in bold are compulsory. (Please choose
from the suggested list).
Family
• How are you? How is your day?
• Tell me about your family.
• What do you like to do together as a family?
• Are people in your country generally close to their
families? (B2+)
English (Please note the applicant’s answers)
• How many years have you learnt English?
• Tell me about your English classes. How often, how
long, how many students in the class, what kind of
things do you do in the lessons… etc.
• Do you enjoy learning English? (Prompt for explanation)
• What kind of English books do you read?
• Tell me about the last English book you read. (Prompt
for summary, review, theme, appreciation etc.) (B2+)
• What languages do you speak?
Studies and Schedule (Please note the applicant’s
answers)
• Tell me about the subjects that you are currently
studying.
• What is your favourite subject?
• Do you write essays in English?
• What is your strength: reading, writing or speaking?
(B2+)
• What have you studied in maths? Algebra? Geometry?
• Do you speak another language? Which one(s)? How
many years have you studied it?
• What have you studied in science? Biology?
Chemistry? Physics?
• Have you studied History? Other Social Studies?
• Do you enjoy working with computers/ipads/
technology? (B2+)
• Which sports do you enjoy playing?
• What co-curricular/arts subjects are you interested in?
o Computing/technology
o Music (playing an instrument)
o Performing arts (drama)
o Visual arts (painting, drawing, ceramics, etc)
Favourite memory
• Tell me about your favourite memory from the past.
Ambition
• What are your dreams for the future?
• Do you have any ambitions? What are they?
To end the Evalution
• Do you have any questions about the school?
• Do you have any questions about living in the UK?
25
•
How do you feel about living and studying abroad?
Additional Questions
Hometown/ Country
• Describe your hometown/country
• What’s special about it?
• Where is your hometown located?
• Is it easy to travel around your hometown/country?
• What is it known for?
• What do people in your town/country do?
• What problems face your hometown/country? (B2+)
• What languages are spoken in your hometown/
country?
• What are the advantages of living in your hometown?
(B2+)
• What are some environmental problems faced by your
hometown? (B2+)
Friend
• Describe a friend.
• How long have you known each other?
• What do usually do together?
• What do you like the most about him / her?
• How often do you see each other?
Hobbies
• Do you have any hobbies?
• What are some of your hobbies?
• When did you first develop this hobby?
• What are the advantages of having a hobby? (B2+)
• How much time do you spend on your hobby?
Weather
• What’s the weather like in your country?
• Does the weather affect your mood? (B2+)
• How do rainy days make you feel?
• What’s your favourite season of the year?
• What do you like to do when it’s hot?
• What do you usually do in the winter?
• How many seasons does your country
Travel
• Do you like to travel?
• What kind of places have you visited in your life?
• Which place would you really like to visit? Why? (B2+)
• What’s the best place you’ve ever visited?
Films
•
•
•
•
Do you enjoy watching movies?
What’s your favourite film?
Who are your favourite actors?
How often do you watch films?
Language Policy
Language Policy
Appendices 3 - ACS Cobham EAL Student Report
Name:
Teachers:
Dev
Cap
Acc
= Developing
= Capable
= Accomplished
Grade:
School Year:
Semester:
Q1 Dev
Q1 Cap
Q1 Acc
Q2 Dev
2011-2012
Q2 Cap
Q2 Acc
COMMUNICATION SKILLS
Follows classroom instructions
Speaks with clear pronunciation
Uses vocabulary taught in EAL classes and
subject areas
Asks and answers questions
Expresses ideas in simple language
Uses complex language to express ideas
Uses academic language in different
subjects
READING SKILLS
Understands texts with limited vocabulary
Locates information in texts
Understands simplified academic materials
Reads grade level literature independently
with understanding
Reads orally with expression and
comprehension
WRITING SKILLS
Writes simple sentences
Writes compound and complex sentences
Organizes writing in paragraphs
Writes in appropriate formats for different
purposes
Is developing voice in writing
Uses correct grammar and structure
Uses correct punctuation and capitalization
Uses correct spelling
DEVELOPMENTAL CONTINUUM
STAGE OF ENGLISH ACQUISITION
Understands survival language
Uses survival language to communicate
Understands social language
Uses social language to communicate
Understands academic language
Uses academic language to communicate
WORK HABITS AND ATTITUDE
N
S
G
E
Qtr. 1 Qtr. 2
= Needs Improvement
= Satisfactory
= Good
= Excellent
Maintains a positive attitude towards learning English
Uses time effectively in the classroom, both in oral and written work
Organises personal materials
Completes assignments and homework carefully and on time
Co-operates with teachers and students
QUARTER 1 Comments QUARTER 2 Comments ACS Cobham International School
Language Policy
26
Language Policy 2014/15
Portsmouth Road,
Cobham,
Surrey KT11 1BL
United Kingdom
Switchboard
Tel: +44 (0) 1932 867251

ACS Cobham Language Policy 2015/16

Transcription

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