Build A Multi-Cultural Ecosystem of International Education
Nurture Leading Talents and Pioneers for the Future
Values: Positive, caring, responsible, communicative, team-orientated, self-reflective, adaptive, creative, innovative, and resilient.
The mission statement is the foundation for our language policy. As language forms the basis for all learning, this policy is critical for helping the school to achieve its mission.
ISAWHIS believes that language is the vehicle for inquiry and that all teachers are teachers of language. Our students learn language, learn through language and learn about language. We believe that language should be taught in context as much as possible to foster interest and purpose.
Language is at the center of the cognitive processes that shape learning. It is inextricably linked to an individual's personal, social and cognitive identity.
We actively acknowledge the importance of Mother Tongue as integral to the ability to acquire additional languages and develop a deep sense of personal identity. All learners come with an individual experience of language from their home environment, and this must be the starting point for future language learning.
All students learn an additional language. This enables our learning community to develop their international mindedness as they grow their interest in and knowledge of other cultures and languages. This multilingualism enriches our students' lives as they strive to live the learner profile and fulfill the mission of the International Baccalaureate programmes.
This language policy is a working document developed by staff and administration from each school programme (PYP, MYP, and IBDP). The policy is consistent with the stipulated principles and practices of the IB. This document outlines our school’s linguistic and academic goals and defines the programme designed to help our students attain these goals. This policy is intended to provide an overview and guiding principles for language learning at ISAWIS Wuhan which permeates the entire school curriculum through authentic contexts in a culturally rich and diverse environment.
The goal of the language policy is to promote an understanding of the variety and richness of language. In addition to fostering cognitive development, language is essential for preserving cultural identity and emotional stability.
ISAWIS recognises that language acquisition and proficiency are instrumental to the success of our students. In accordance with our Mission Statement, language development addresses each student’s social, emotional and intellectual needs to prepare him or her for life in a multilingual and multicultural world. English being the medium of instruction, teaching and learning language is inherent in all subject areas and all teachers are language teachers, regardless of discipline or year level. ISAWIS supports the development of mother tongue and additional languages.
ISAWHIS recognizes the importance of language learning throughout the IB continuum of programmes as contributing to:
Therefore, all students have access to a Language Acquisition class in English or Chinese.
As language is integrated into all areas of the curriculum every teacher within the school is considered a language teacher ISAWISWHIS aims to foster in students the ability to think and express themselves with precision, clarity, confidence, and imagination in at least two languages (English and Chinese currently, and Japanese, Korean, Spanish, etc. in the near future.)
ISAWHIS strives to address the challenges of those students who are learning in a language other than their mother tongue by providing English as an Additional Language (EAL) programme.
Approximately 70% of our student body speaks English as an additional language. They have over 8 different mother tongues and come from approximately 11 different countries. All of our administrative and teaching staff speaks English, and the majority are fluent in at least one other language.
The schools provide EAL teaching sufficient to meet the needs of those students admitted with identified deficiencies in their knowledge of the English language. Levels of English and acquisition are monitored, evaluated and reported to the leaders and teachers to ensure the optimal provision of instruction to students.
Please check Admission policy Handbook for more information.
ISAWHIS is an open-entry school. Each application is reviewed on its merit. This includes a review of all submitted documentation, as well as notes taken during the family screener meeting.
Early Years : Language Acquisition is provided in English, Japanese, and Chinese Language, they are 30 minutes long for EY1 and EY2, 45 minutes long for EY3 and EY4. English lessons are 30 minutes long for EY1 and EY2, 45 minutes long for EY3 and EY4.
Primary Years : From Grades 1 to 5 these take place 72 minutes daily (8*45 minutes) for English and 45 minutes daily (5*45 minutes) for Chinese. Language Acquisition is provided in English and Chinese.
Senior Years : Language Acquisition is provided in English and Chinese Language Acquisition lessons are 45 mins long and held seven periods a week (7*45 minutes) for English and six (6) periods a week (6*45 minutes) for Chinese.
The language development goals of students at ISAWHIS can be described as:
As the language of instruction across the curriculum, English is studied by all school divisions as a subject in its own right and in support of students’ access to and success in the wider curriculum.
Early Years : English language skills are learned in English Language (EL) through the Language Scope and Sequences from the Early Years Foundation Stage (EYFS) and English National Curriculum for EY4. English Language is taken on average for 1 hour daily. All other subject areas syllabi include the input and practice of subject specific lexis.
Primary Years : English language skills are learned in English Language and Literature (ELL) through the Language Scope and Sequence from England’s National Curriculum (KS1 and KS2). English Language is taken, on average, for 72 minutes daily. All other subject areas syllabi include the input and practice of subject specific lexis.
Senior Years : Students utilize English language for seven of the eight MYP subject groups. For Language and Literature, they will either take English or Chinese, based upon their individual language profile. For Language Acquisition, they will take English or Chinese, based upon their language profile. If a student is assessed to be proficient enough to be in both ELL and CLL the student will take these both accordingly.
During the Early Years each homeroom has one foreign and one Chinese homeroom teacher:
Our K-12 library offers a range of professional supports and materials for our students' needs. The librarian works with both teachers and students on research skills, use of data bases, as well as approach to the selection of reading material by both ability and interests. Books, magazines and periodicals are available in all our language offered and are coded by Lexile. Additionally, librarians acquire books in languages of students that are not offered in our program, to ensure we are inclusive and internationally-minded.
| Mother Tongue / Language A | Language Acquisition / Language B |
|---|---|
|
PYP (K1-G5)
|
PYP (K1-G5)
|
Throughout the Early Years, students develop the basic language skills necessary to access the curriculum. At ISAWIS, the Early Years classes follow the PYP Language Scope and Sequence + the Early Years Foundation Stage (EYFS) to develop the necessary skills. For EY1-EY3 there are four units of inquiry each year to foster competencies in listening, speaking, pre-reading, pre-writing and presenting skills. The main focus in EY1-EY3 is constructive play-based language. K4 classes have five units of inquiry and follow the PYP scope and sequence in combination with KS1.
The PYP Language Scope and Sequence documents England’s National Curriculum (Key Stage One [KS1] and Key Stage Two [KS2]) and are used to guide teachers at every stage of the language teaching and learning process. All classes have language focus blocks of time where teaching and learning is comprised of reading, writing, speaking, listening, viewing and presenting. The Primary follows the PYP Language Scope and Sequence document and England’s National Curriculum (KS1 and KS2) to develop the necessary skills. Each language strand is acknowledged separately, although in practice they are interactive and interrelated elements which are ideally taught as part of a well-planned transdisciplinary Programme of Inquiry. G1-G5 have six units of inquiry each year.
The components of a scheduled language focus block are explicitly planned and assessed. When a language unit is not fully integrated within the Programme of Inquiry, stand-alone planning and preparation occurs. Teachers balance the amount of narrative, poetic and non-fiction texts read and written in order to provide a rich language environment with opportunities for the widest range of learning and expression.
EY2-G5: EAL support in the Early Years and Primary Years is for students who come from a background where English is not their Mother Tongue. This programme is designed to nurture early development in foundational English language skills and takes into account the diverse needs of each student. It recognises that language is learned through stages and encompasses the four strands of language learning in the PYP Scope and Sequence as a guide.
The EAL programme is structured under three main categories:
The process of language learning for EAL students is consistent with the PYP beliefs about language learning.
All language teaching in EY-EY2 is undertaken in the homeroom but it is understood that all teachers in the school are language teachers. From EY3 to G5, there is a combination of withdrawal and in class support sessions for beginner EAL learners.
Every year level from EY1-Y6 has an EAL teacher who works collaboratively with the homeroom teacher to support the needs of beginners. Flexible grouping withdrawal of EAL students occur with:
The EAL teacher works with beginner students in the homeroom and the amount of time spent is based on individual needs. This support is usually part of the homeroom Language programme and follows the current focus strands of the homeroom. In-class support can also occur in other learning areas, for example, language in mathematics, within the unit of inquiry, as part of contextual learning, or by providing assistance when reading for meaning. It can appear as:
In the final stage of support, the EAL teacher and Student Support Services Coordinator will provide regular check ins to monitor the student’s progress. Analysis of data collected from formative and summative assessments as well as teacher observation informs any further support required.
Entry requirements in the Primary Mother Tongue Programme: English Language/English Language and Literature and Chinese Language/Chinese Language and Literature (EL/ELL and CL/CLL):
ISAWHIS will enroll students who:
Students with basic proficiency and no support at home will not be considered for the Mother Tongue language programme in the primary school. These students will attend either English as an Additional Language (EAL/ELA) or the Chinese as an Additional Language (CAL/CLA) classes.
CLL entry requirements in primary: Students need to at least pass the assessment for the previous year level to get admitted to the next year level’s CLL. In the situation that one student has passed the Listening and Speaking session of the assessment, but fail to pass the Reading and Writing session of the assessment, parents will be contacted to be provided 2 options: 1) Students will join CLA to get more practice in Reading and Writing; 2) Students can join CLL but requires extra homework and help from home.
EY1-EY4 students attend regular Chinese classes which follow the Central Idea of every unit of inquiry through a series of learning activities such as story-telling, games, singing, dancing and craft-making. The play-based Chinese learning in EY enables the children to know and inquire through the host country language and culture.
Students from EY1 to Grade 5 attend regular language classes. The language programme within the ISAWIS primary school supports the IB philosophy that students should continue the development of their first language, which will enhance their overall language development and progress.
If a student’s first language is not offered as a Mother Tongue language, ISAWHIS provides a beginner and an intermediate Chinese language class which is called Chinese as an Additional Language (CAL) in the primary school. The learning of an additional language can help to build intercultural awareness and tolerance as well as play a key role in the holistic development of the student.
The homeroom teachers and the Mother Tongue languages teachers collaborate and build language rich transdisciplinary learning engagements throughout some units of inquiry.
The teaching of Chinese has a special place in the school’s curriculum. ISAWHIS believes in providing a high-quality host country language programme and places an emphasis on integrating Chinese culture into the curriculum.
The Primary school EY2 to Grade 5 Chinese programme at ISAWHIS is grouped into Mother Tongue and Chinese as an Additional Language (CAL). Placement within the Mother Tongue classes is not streamed and there is continuous flexible grouping depending on each student's progress, using both formative and summative assessments. Students attending CAL classes may be placed in a beginner or intermediate group and this is largely dependent on the number of students and the needs of each year level. Students in the primary school from Grade 1 to Grade 5 can opt to participate in a 'Chinese for All' programme of regular language and culture lessons twice a week (participation dependent on EAL needs).
Upon joining ISA Wuhan, students will undergo a placement test to determine their level of English (and Chinese for Early Years). These results coupled with teacher observation will inform the decision about placement in ELA or ELL classes.
If a student in the ELL class begins to demonstrate a level of attainment significantly above the other students, they may be considered for movement to the ELL class.
The process for movement in this case is as follows:
Additionally, consideration should be given to the following:
If it is determined that a move is the best fit for the student, the Head of School is informed and will make the final decision.
As students enter the school at different grade levels, programme requirements necessitate additional consideration. This is clarified further below, specifically for entry into our Secondary School:
All subjects at the school other than language subjects, are delivered in English. Support is provided to students through our Teaching Assistants, especially those students who are developing their English language skills. Additional support and guidance on the revision of course materials which support language learning, is provided through the Languages team during the unit planning and preparation phase.
Students are tested at entry into the school. If they received a CEFR Common European Framework Reference) level of A1 or A1 to A2. They will be given language support for their subjects (e.g. science, and individuals and societies).
A language support teacher with a background in the subject will join the subject class and will assist the subject teacher with supporting the students with their learning. The language support teacher and subject teacher will work together to design a program to best meet the needs of the students needing extra support in the subject.
In addition, students are be offered additional language supports based on individual learning needs. Initial observations, entrance screening using a test learning support software such as LASS 11-16 is used to identify and support those specials needs within the student body.
| IB MYP Phase | IB Description | Common European Framework of Reference CEFR | English Lessons |
|---|---|---|---|
|
Language and Literature |
Language and Literature |
C1/C2 |
English Language andLiterature |
|
Phase 6 |
Proficient User |
B2 |
English Language and Literature |
|
Phase 5 |
Proficient User |
B1-B2 |
Evaluation period (half ELL,half ELA) |
|
Phase 4 |
Capable User |
B1 |
English Acquisition |
|
Phase 3 |
Capable User |
A2 |
English Acguisition |
|
Phase 2 |
Basic user |
A1-A2 |
Learning Support Course |
|
Phase 1 |
Basic User |
A1 |
Learning Support Course |
Students entering school either as native Language speakers or non- native speakers. Based on their Chinese proficiency and level of expectations, we offer two different courses for students who have requirement of learning Languages in IB MYP curriculum.
All native Language speakers will study MYP Language and Literature, and non-native Language speakers can also take the Language and Literature course if they reach the language phase base on the initial placement test.
In the MYP Language and Literature course, teachers and students are required to speak the Target Language during lessons. The main focus of teaching are teachers will use various texts to help students to develop analyzing and assessing skills, and to improve their creativity in writing. We also highly recommend students to read different Language texts, magazines, and newspapers in order to improve their reading comprehension and literacy level.
After the initial placement of non-native language speakers into their language phase (six phase in total, student will start Language Acquisition course. Students who take this course can simply communicate with others who are at the same language phase but often lack ability in reading and writing. Teachers will use target language most of the time for teaching and communicating during lessons. They will focus on developing students reading and writing skills so that students are able to interpret and analyze multiliteracies and multimodality texts and assess the connections in various linguistical forms or genres.
The goal of dividing students into different phases is to provide academic challenge and possibility in success. Also, it can support students with future learning in the higher education.
The placement test is based on the standards of global language ability, assessing through written assessments and oral tests. The standards are listed below:
| IB MYP Phase | IB Description | MYP language acquisition word– character equivalency suggested for length of reading comprehension texts | MYP language acquisition word– character equivalency suggested for length of writing tasks | HSK | Chinese Proficiency Grading Standards for International Chinese Language Education | Common European Framework of Reference CEFR |
|---|---|---|---|---|---|---|
|
Phase 1 |
Emergent level |
150-250 |
50-100 |
150 |
HSK 1 |
A1 |
|
Phase 2 |
250-400 |
100-150 |
300 |
HSK 2 |
A2 |
|
|
Phase 3 |
Capable level |
400-600 |
200-250 |
600 |
HSK 3 |
B1 |
|
Phase 4 |
600-700 |
250-350 |
1200 |
HSK 4 |
B2 |
|
|
Phase 5 |
Proficient level |
700-850 |
350-400 |
2500 |
HSK 5 |
B2 |
|
Phase 6 |
850-1000 |
400-500 |
|
|
C1 |
|
|
Language and Literatur |
SL |
/ |
/ |
5000 |
HSK6 |
C2 |
To avoid having students being held back in a phase for an extended period of time, students may be considered for phasing up at the end of each semester. Teacher observation and recommendation, based on moderated work, plus written assessment, oral test, and learner portfolio are required for a student to be considered in a move to the next phase level.
In the normal circumstance, students with no criteria level below 5 are considered for phasing up.
The Chinese Language Acquisition course will assess the language proficiency of CLA learners at the end of each semester using an authoritative external platform (the HSK Mock), which covers listening, reading, and writing. Phase moving recommendations are made based on the HSK Mock result, observations, learner profiles and other evidence of language proficiency.
Students who join the course in the middle of the semester are required to take placement test first.
Mother-Tongue development and maintenance is offered through:
Mother-Tongue classes organized at the request of parents. These classes are coordinated by the coordinators, held on the school site, and provided by external vendors.
Translanguaging as a concept is allowed in the classroom where necessary, although English (except during mother tongue classes) should be used wherever possible.
Some strategies that teachers may use to support students with language development of students:
Council of Europe. Common European Framework of Reference for Languages (CEFR): Learning, Teaching, Assessment. http://www.coe.int/t/dg4/linguistic/cadre_EN.asp
Language and Learning in IB programmes. International Baccalaureate Organization, Sept. 2011.
Towards a continuum of international education, International Baccalaureate Organization, 2011.
Middle Years Programme: Second Language Acquisition and Mother-tongue Development. International Baccalaureate Organization, January 2004.
Guidelines for developing a school language policy. International Baccalaureate, April 2008
MYP Language Acquisition Subject Guide (Pre-Publication Version). International Baccalaureate, March 2014
Guidelines for school self-reflection on its language policy (International Baccalaureate 2012)