Language Policy
Philosophy
Language is fundamental to learning and is the primary mean by which learners construct meaning and gain knowledge and skills that enable them to succeed in life. Language permeates all aspects of life and learning and thus has an integral role in the curriculum. Therefore, at ISO we take the approach that all teachers are language teachers and have a pivotal part to play in developing students’ language.
As learners develop language through interaction with it and in it, we believe that by learning language and learning through language students become confident communicators and critical thinkers, as well as develop clear values and ethical principles in an increasingly challenging multilingual world. We offer a strong languages programme and ensure that language is taught using multiple modalities to ensure all students learn effectively.
We also believe that through bilingualism, students gain access to different cultures and learn to appreciate and respect difference considering that learning more than one language promotes intercultural perspectives and international mindedness, both pivotal concepts in the International Baccalaureate Programme.
At ISO, we focus on both English and Arabic languages to ensure that our students establish and develop a strong skill base in both languages which is determinant to their success in the programme. Also, through learning English as a second language, students gain exploration of other cultures and become more aware of their role as global citizens.
Academic honesty in language learning and use is reinforced through the Academic Integrity Policy.
Language in the Primary Years Programme (PYP)
Language of Instruction
Arabic is the language of instruction within the school (the mother tongue); therefore, learners' success in the programme depends on their level of competency in this language that they use to express their identity, culture and values.
Humanities subjects, including Arabic language, social studies, and Islamic education, are instructed in Modern Standard Arabic by qualified Arabic language educators. From KG to Grade 5, our focus is to provide learners with the necessary rudiments of language learning, setting a strong skill base on which to build future learning. This entails that all teachers are encouraged to become active language teachers, as language transcends curriculum areas, and all teachers are language teachers within their subjects. Language is always taught meaningfully and in context, taking into consideration the developmental phases specified in the IB PYP Language Scope and Sequence, in which students build on what they already know to help them move forward.
By the time learners complete fifth grade, they will be able to communicate their feelings and needs clearly to others, using the appropriate tone when speaking to different people in different contexts. Also, by the time learners move to Middle School, they will be able to read and understand different types of texts with increasing sophistication and write for different purposes.
Learning experiences are designed to ensure that all aspects of language learning are operating and to engage students in an authentic and meaningful process that involves:
- Learning language: Language is a communicative tool, and learners build their communicative skills and use language to construct meaning and to interact. When learning language, learners develop their oral skills through listening and speaking, and their literacy skills through reading and writing. Language is a tool for learning and is fostered through reading.
- Learning through language: Learning through language promotes further learning and cognitive growth through exploring dense academic texts that help learners to build their academic language proficiency.
- Learning about language: Learning about language empowers learners who, as critical language users, understand the relationship of language, meaning, and how language works, and are able to make choices about language use according to purpose and audience.
Second Language (English)
English is the Second Language taught at ISO. English is taught to all students in grades KG–5 as a second language, where they have 10 hours of English each week for enhancing inquiry-based learning and exploration within an internationally mindedness. Science, mathematics, and English are taught in English by the homeroom teacher.
ISO school is licensed by the Ministry of Education, and therefore must abide by all the MOE regulations. To fulfill this national requirement and to create balance between the IB requirements and those of the MOE, teachers along with the English Language Coordinator, integrate the Ministry’s national curriculum within the school’s English Language scope and sequence.
Physical Education, Visual Arts, and Computer Studies are taught in both language, English and Arabic.
English language curriculum is organized into standalone sessions where the three language strands (oral, visual, and written) are integrated within the teaching practices. Students are given the opportunity to use and develop the three main strands in an inquiry-based approach:
- Listening and speaking
- Viewing and presenting
- Reading and writing
At ISO, English Language teachers are committed to develop and hone learners’ receptive and expressive skills, building a strong language base that equips them with the essential tools to communicate and express themselves, share thoughts, ideas and emotions in different contexts and for different purposes and audiences.
Assessment of language proficiency and progress is guided by the Assessment Policy.
Support Programme
At ISO, teaching and learning supports students’ proficiency in both languages and thus addresses the varying language abilities of all students. Homeroom teachers differentiate (refer back to the inclusion policy) their methods of instruction through:
- Different teaching strategies
- Modified tasks
- Working in small or mixed-ability groups
- Meeting individual needs through resources with different levels of language complexity
This includes using a variety of more complex resources at different language levels such as:
- School library resources
- Interactive books on the school platform
- The digital library
- Customised booklets designed by teachers
However, in some cases, and depending on the student’s language needs, Language Support teachers (ESL/ASL) might resort to supporting students using withdrawal methods. In such cases, homeroom, support teachers, and Language coordinators collaboratively design remedial plans for individual cases, which aim to support the student to meet the standards of their year level but at a lower phase.
To ensure the students’ full engagement in the programme and to help them explore their full potential, teachers continue to implement differentiation strategies to meet the language needs of all students.
Language Policy Reviewing Cycle
Frequency
Reviewed every two years, with an annual reflection at the start of the academic year.
Process
- Language Coordinators and teachers gather evidence of language implementation in classrooms.
- Feedback is taken from parents, students, and teachers on bilingual provision and support programmes.
- Cross-reference with MOE requirements and IB standards.
Approval
Final draft validated by the Academic Committee.
Communication
Revised versions presented to staff in workshops and shared with parents through newsletters and school platform.
Bibliography
- International Baccalaureate. From Principles into Practice. Cardiff, 2015.
- International Baccalaureate. Guidelines for Developing a School Language Policy. Cardiff, 2008.
- International Baccalaureate. Language and Learning in IB Programmes. Cardiff, 2011.
- International Baccalaureate. Learning in a language other than mother tongue in IB programmes. Cardiff, 2011.
- International Baccalaureate. Making the PYP happen: A curriculum framework for international primary education. Cardiff, 2007.