Workshop for Parents22 January 2013LANGUAGE IN THE PYP
INTRODUCTION: JOBS With a partner, make a list of jobs for which language is important (2 minutes). In a group decide on the three jobs for which language is most important (4 minutes).
VIEWS ABOUT LANGUAGE Quote from Caroline Kennedy: ‗Wanting to express yourself is really the heart of education.‘ The development of language is fundamental to our instinctive need to communicate; it supports and enhances our thinking and understanding. (PYP Language Scope and Sequence. 2009)
THINK PUZZLE EXPLORE:VISIBLE THINKING ROUTINELanguage in the PYP: What do you think you know about this topic? What questions or puzzles do you have? How can you explore this topic? (8 minutes altogether)
AIMS OF THIS WORKSHOP W.I.L.F: To be actively involved in this workshop through you trying out activities and asking and answering questions. T.I.B: The more you know about how language is learnt and taught at our school, the more able you are to help your children.
WORKSHOP AGENDA What do we believe about language and about how language is learnt? What does the BIS Language Policy say? What type of strategies and learning engagements do our teachers use when developing students‘ language skills and understandings? How is language broken down in the curriculum? Why is mother tongue development so important? Where can we get more information?
GET THE PICTURE Look at the picture and decide how it makes you feel. In groups, take it in turns to pick out a card and then analyse the picture using that particular question.
WHY ASK STUDENTS TO WORK WITH IMAGES? encourages students to think about real-life issues helps students critically analyse visual texts encourages important dialogue that can lead to further inquiry, e.g. through reading helps teacher gain insight into students‘ level of understanding about the events/issues illustrated develops oral skills and other aspects of language leads realistically to other language work, e.g. writing
LANGUAGE STRANDS What are the language strands in the PYP curriculum?
LANGUAGE STRANDS Oral language (listening & speaking) Visual language (viewing & presenting) Written language (reading & writing) Each strand is considered from both the receptive aspect – receiving & constructing meaning, and expressive aspect – creating & sharing meaning. The strands of written, oral and visual language are represented by four continuums: listening & speaking; viewing & presenting; reading; writing.
LANGUAGE STRANDSListen to some descriptions of each strand. Eachcorner of the library represents one of the following: listening and speaking viewing and presenting reading writingRun to a corner depending on what you hear.Making the PYP happen. p. 72-74
PYP LANGUAGE SCOPE AND SEQUENCE Each strand is summarised in a list of overall expectations (see subject overview) Y:Teaching Staff00 CurriculumApproved Curriculum DocumentsEnglish Language and Literature2012-13 language overview EC1-G5.docx The four language continuums are organised into five developmental phases. Conceptual understandings are developed at each phase. Evidence of these understandings is described in the learning outcomes for each phase.PYP Language scope and sequence. p. 3-4
LANGUAGE GRADE LEVEL MAPS Look at the examples of language grade level maps. The grade level is missing! Can you work out the grades? The example visual text (‗Get the picture‘) could be used, for example, with the grade 2 ‗Sharing the planet‘ unit.
CONCEPTUAL UNDERSTANDINGS Read the following text from the BIS language policy (extract only) and suggest a suitable title. Find the relevant conceptual understanding in the G2 language grade level map
WHAT’S THE TITLE?At BIS we believe that language is integral to identity and the development of languageis fundamental to the need to communicate; it supports and enhances our thinking andunderstanding. This learning process involves learning language, learning aboutlanguage and learning through language. Language supports conceptual developmentand both critical and creative thinking, with children learning to plan, evaluate andreason through social interaction. Language is the primary instrument for acquiringessential knowledge and skills. A student‘s first language is important as a basis andtool to learn other languages. Mother tongue development is therefore emphasised.Language development supports the process of concept-driven inquiry that moves thestudent from his/her current level of understanding to a new and deeper level ofunderstanding. Inquiry can take many forms, including: Exploring, wondering and questioning Making connections between prior learning and current learning Making predictions and deciding what to do in order to confirm or reject them Collecting, organising and evaluating data and reporting findings Solving problems.From Bandung International School Language Policy (extract only)
EXAMPLE CONCEPTUAL UNDERSTANDING‗Identifying the main ideas in thetext helps us to understand what isimportant.‘(Grade 2 ‗Sharing the planet‘ unit of inquiry:Reading conceptual understanding)
L1 ACQUISITION‗When children are acquiring their first languagethey hear phrases and understand the generalmeaning before they understand the individualwords because the context - the information,ideas and situations - is clear. The child‘s abilityto interpret situations makes it possible for himor her, through testing hypotheses, and inferring,to learn language.‘BIS Language Policy
HERE’S THE ANSWER, WHAT’S THE QUESTION? Look at some different but related statements. Can you work out the question?
HERE’S THE ANSWER…Interaction is meaningful with the emphasis on communication rather than avoiding errors.Students‘ personal contributions, cultures and mother tongues are valued and respected.Mother tongue language development is actively encouraged and supported. Discussions in a languageother than English enable ideas to be discussed and learning to be consolidated.Students‘ prior knowledge, experiences and beliefs are used as the starting point for languagedevelopment.Students‘ preferred learning styles are acknowledged and accommodated.Language learning takes place in clear, meaningful and whenever possible authentic, contexts.Students are provided with contextual support and other forms of scaffolding (e.g. questioning, use ofgraphic organizers and concept mapping) to allow learners of different levels of cognitive and linguisticability to complete tasks.Students are exposed to a range of activity types which develop thinking skills and help learners workfrom the most basic use of language to more complex uses.Attention is paid to functional language, for example the language used to make requests or to ask forpermission.Language is recycled and students are given regular opportunities to work with others (e.g. group and pairwork) when they can discuss new ideas, solve problems and learn through doing.Students are given opportunities to develop their background knowledge of different cultural and socialnorms through extensive experience of spoken and written texts.The strands of oral, written and visual communication are integrated across all areas of the curriculumthroughout the school.The culture of the classroom is collaborative and inclusive, creating an environment where students aremotivated and self-confident and feel able to take risks in their language learning.Students are helped to see patterns and regularities in language.Purposeful, structured inquiry is seen as the ideal vehicle for language development.
WHAT’S THE QUESTION?‗When do we believe that studentslearn additional languages best?‘
STRATEGIES THAT ARE INCLUSIVE AND SUPPORTIVE OF ESL STUDENTS.(ADAPTED FROM DECS (2007). TEACHING ESL STUDENTS IN MAINSTREAM CLASSROOMS: LANGUAGE IN LEARNING ACROSS THE CURRICULUM. 2. ED.HINDMARSH SOUTH AUSTRALIA: DEPARTMENT OF EDUCATION AND CHILDRENS SERVICES. P. 22.)Look at the following list of strategies. Inclusive curriculumChoose 3 you think are very important, 2 Having a variety of materials e.g.you think are important, and 1 you think texts, illustrations and examples thatis not important. reflect students‘ backgrounds and culturesClassroom environment Valuing students‘ background Allowing the use of the students‘ experience and prior knowledge and Mother Tongue when appropriate encouraging them to build connections Creating an environment of mutual with existing knowledge respect and openness to other Moving students around the classroom languages and cultures and having a variety of groupings Creating a friendly atmosphere which Monitoring ESL student progress and encourages risk-taking providing support Seeing each student as an individual, Modifying assessment by giving each with varied experiences, student alternative ways to show their learning styles, interests and skills learning (e.g. oral explanations rather than written work) Allowing some of the learning to be carried out in the mother tongue
MOTHER TONGUE DEVELOPMENTThe language profiles of students in PYP schools are often complex anddiverse and the influence of mother-tongue development is significantfor all learners. Development of mother tongue language is crucial forcognitive development, and cultural identity. Success in mother-tonguedevelopment is a strong predictor of long-term academic achievement,including acquisition of other languages. – MTPYPH p. 1Educators need to understand the important potential role of languagein cultivating intercultural awareness and international-mindedness. Thepedagogical approach to language learning should: be open and inclusive affirm each learner‘s identity and autonomy promote critical thinking.Language wraps itself around, in, through and between everything thatwe teachers and learners do in the classroom. (Ritchhart 2002: 141)
THE IMPORTANCE OF MOTHER TONGUE Why is mother tongue important? What happens if mother tongue is not maintained?
WHY IS MOTHER TONGUE IMPORTANT?―BIS encourages the development of the mother tongue and firstlanguages of students through an ethos of acceptance and celebrationof linguistic diversity within the community. There is also recognition thata strong level of competency in the mother tongue or first language ofstudents can be an important ingredient in their success as learners ofadditional languages. Certainly, learners with basic literacy skills in theirmother tongue are able to transfer some of these understandings andconcepts when learning another language.‖ From BIS Language PolicyThe diverse multilingual, multicultural and multimodal attributes oflearners are resources for further learning and for the development ofcritical literacy. Language learning, multilingualism and the developmentof critical literacy are considered important factors in promotingintercultural awareness and international-mindedness. – Languagesand learning in IB programmes page 9
HOW DO WE PROMOTE MOTHER TONGUEDEVELOPMENT? Signage in different languages Acceptance of mother tongue use on campus, provided that it does not exclude anyone Allowing the use of mother tongue in class and in displays when appropriate Variety of materials from different cultures Home Languages Fabulous Friday
IB STANDARDS AND PRACTICES• The school places importance on language learning,including mother tongue, host country language and otherlanguages. (―Section A: Philosophy‖—standard A, 7).• Collaborative planning and reflection recognizes that allteachers are responsible for language development ofstudents. (―Section C: Curriculum‖—standard C1, 8).• Teaching and learning addresses the diversity of studentlanguage needs, including those for students learning in alanguage(s) other than mother tongue. (―Section C:Curriculum‖—standard C3, 7).• Teaching and learning demonstrates that all teachers areresponsible for language development of students. (―Section C:Curriculum‖—standard C3, 8).
HOW ARE LANGUAGE PRACTICES CHANGING?Classify the statements into two groups Increased emphasis on versus Decreased emphasis on.
How are language practices changing?Increased emphasis on: Decreased emphasis on:promoting integrated language development teaching language as isolated strandslanguage as a transdisciplinary element language as a separate disciplinethroughout the curriculumadditional-language teachers viewed (and viewing additional-language teachers seen as solely single-themselves) as PYP teachers subject teachersa literature-based approach to learning language using skill-drill texts and workbooks to learn languagea teaching approach that sees making mistakes in a teaching approach that focuses on encouraginglanguage as inevitable and necessary for learning students not to make mistakes in languagereading for meaning decoding only for accuracyreading selected according to interest level reading selected according to decoding levelstudent-selected reading materials teacher-directed reading materialsmaking world classics available for reading having only school classics available for readingmaking culturally diverse reading material having only monocultural reading materialsavailable availablefocusing on meaning when reading and writing focusing primarily on accuracy when reading and writingencouraging appropriate cooperative discussion in enforcing silent, individual work in the classroomthe classroomstudents engaged in spontaneous writing students carrying out teacher-imposed writinga variety of scaffolded learning experiences—with activities where teachers simply model languagethe teacher providing strategies for the student to for studentsbuild on his or her own learning
REFLECTIONThink about today‘s workshop and togethercomplete the sentences on the dice. One personthrows a dice and ask the others in the group thequestions, e.g. ‗What was the most interestingpart for you?‘; ‗What is the most puzzling?‘; ‗Themost challenging?
BELIEFS AND VALUES IN LANGUAGE Language stands at the center of the many interdependent cognitive, affective, and social factors that shape learning.David Corson, Language Policy in Schools: A Resource for Teachers andAdministrators (1999)Language is the major connecting element acrossthe curriculum. The focus is not only on language forits own sake, but also on its application across thesubject areas and throughout the transdisciplinaryprogramme of inquiry. (See MTPYPH p. 69)
HOW TO FIND OUT MOREThe Primary Years Programmehttp://www.ibo.org/communications/publications/index.cfmTowards a continuum of international educationhttp://occ.ibo.org/ibis/documents/general/g_0_iboxx_amo_0809_1_e.pdf Class newsletters, blogs and iBIS BIS website http://www.bisedu.or.id for language policy - http://www.bisedu.or.id/site/download/category/6- policy.html for language curriculum documents - http://www.bisedu.or.id/site/download/category/1-language-arts-and-els.html PYP notice board and wall of fame Fabulous Friday class presentations, e.g. Viewing and Presenting Parent workshops Ask your child / your child‘s teacher/me; or Look at your child‘s portfolio
DID WE ACHIEVE OUR GOALS? What do we believe about language and about how language is learnt? What does the BIS Language Policy say? What type of strategies and learning engagements do our teachers use when developing students‘ language skills and understandings? How is language broken down in the curriculum? Why is mother tongue development so important? Where can we get more information?