A.L. Burruss Elementary
Language Policy
2016-2017
A.L. Burruss Elementary
A Candidate School* for the International Baccalaureate (IB) Primary Years Programme and pursuing authorization as an IB World School.
The purpose of this document is to provide our language philosophy as well as a statement of purpose that outlines goals for language teaching and learning. It also serves as a statement of action that describes practices for achieving and evaluating our goals. Our language policy applies to the whole school and is to be communicated to and understood by all continuing and new teachers, students, parents, and administrators. It is directly linked to our mission statement which is to develop globally-minded, life-long learners who take action to make our world better.
Language Philosophy
At A.L. Burruss Elementary School we believe that all teachers are teachers of language. We believe language builds the framework for transdisciplinary learning, thinking, and communicating across the classroom and the community. It is imperative for students at A.L. Burruss Elementary to not only learn language, but also learn through language and about language.
We believe language learning happens in the form of differentiating instruction to meet the needs of all students. Authentic learning arises when students construct meaning through oral language (listening and speaking), visual language (viewing and presenting), and written language (reading and writing).
We believe language is vital to the development of higher order thinking skills. We believe language leads to a greater cultural understanding. This understanding develops internationally – minded students who practice global citizenship.
Purposes - What are our purposes for language instruction?
●Learning a language enhances your ability to learn and gives students an advantage over monolingual learners.
●Language learning provides students greater cognitive flexibility and memory.
●Language instruction promotes a climate that is culturally sensitive.
●Language instruction fosters a global community where a second language is an asset and provides students with a sense of global citizenship.
●Language instruction develops cross-cultural communication and social interaction skills.
Policies - What are our essential agreements on language instruction?
●Language instruction is assessment based and involves the use of data to help guide instruction.
●Communication is provided in Spanish by a bilingual liaison.
●Curriculum is aligned with:
a)Georgia Standards of Excellence
b)PYP Language Scope and Sequence Overview (Scope and Sequence ELA outlined in curriculum maps and Spanish curriculum map)
c)The Georgia Gifted Standards
d)The ESOL WIDA Standards
●ESOL is an instructional program that assists students in learning English based on the WIDA standards. It addresses listening, speaking, reading, writing, content vocabulary, cultural awareness and study skills through clearly articulated objectives regarding what is to be accomplished. The ESOL teacher work closely with the classroom teachers to support units of inquiry.
●In order to support language development we offer a balanced literacy program to include:
a)A 10-20 minute whole group reading mini lesson
b)Independent reading
c)Guided reading groups
d)Pair reading
e)Responding to text
f)Phonics instruction/word study
g)Sharing and reflection time for reading and writing experiences
h)Read aloud
i)10-20 minute whole group writing mini-lesson
j)Student work time with teacher conferencing on writing
k)Language instruction integrated into unit of inquiry
l)Inquiry-based learning
m)Use of formative and summative assessments to guide instruction
Principles - What are our guiding principles?
●All teachers promote inquiry-based authentic language learning. This can include inquiry based writing, reflection on reading material and writing pieces, and furthering student voice through writing topic choices.
●All teachers focus on transdisciplinary learning within language instruction through our PYP planners. Some of these practices include transdisciplinary learning in reader’s and writer’s workshop, assessments and student reflection.
●All teachers support differentiation strategies for all students.
●All teachers support differentiation strategies for students with specific language learning needs including the use of reader’s and writer’s workshop, help boxes/visual supports, digital learning pathways, and research based interventions.
Practices - What are our language practices?
●Teachers use our school scope and sequence document for long range planning. This document is a blend of our state standards, and the IBO PYP Language Scope and Sequence.
●Every effort is made to differentiate to meet the needs of all students.
●Many communication items are available in Spanish.
●Best practices are integrated into the instructional strategies at every grade level.
●Resources are selected to match the units, languages, and needs of students when possible.
●Focus is given to the transdisciplinary nature of language learning.
●The language program is provided through a balance of large, small group and individual instruction.
●Translators are provided when necessary at student-led conferences and parent information sessions.
●All staff members foster and encourage reading and writing for meaning.
●All staff members nurture an appreciation for the richness of language.
●Print materials are provided to support mother tongue cultures and housed in the media center.
●All students in second, third, fourth and fifth grades receive a Spanish language program.
●Proficiency standards and goals in second language instruction are developmentally aligned
●Students are assessed in Spanish instruction through observation and student projects. The teacher uses checklists and rubrics to monitor progress. They are scored S or U on the progress report and report card.
●Resources in the media center and in classrooms are updated at least once a year to provide links to the learner profile, and the attitudes. Resources are also provided to support mother tongue languages that are represented as well as our additional language – Spanish.
●Student identification for language needs is reviewed on a yearly basis using a mandatory survey and EL testing. The ESOL teacher reviews the scores yearly to identify additional language needs.
Professional Development - What is our responsibility to professional development?
●All staff will continue to be involved in state/district/school initiatives such as monthly EL education, literacy coach education involving ELA best practices in inquiry based instruction through the workshop model, ELA data review cycle, and phonics/vocabulary training. All certified staff will also have the opportunity to deepen their language understanding by participating in reading endorsement and ESOL endorsement opportunities.
●All staff will continue to be provided professional resources to deepen knowledge about language development, acquisition, instruction, and for teaching such as Fountas and Pinnell leveling kits, Jan Richardson Next Steps in Guided Reading, The Reading Strategies Book (Jennifer Servallo) Lucy Caulkins writing units of study, and Junior Great Books.
●All certified staff will continue to discuss and reflect upon ‘best practices’ at team planning sessions.
●All staff will continue to connect, communicate, visit, and share strategies with other PYP schools with respect to teaching a second language and valuing mother tongue speakers and users.
Glossary of Terms
ESOL – English Speakers of Other Languages
IBO – International Baccalaureate Organization
Language of instruction – At A.L. Burruss Elementary we use American English
Modern Language – any human language that is currently in use
Mother tongue and native language–The language a person has learned from birth.
It is the language a person speaks the best. In some countries, the term is used to
refer to the language of one’s ethnic group rather than one’s first language.
Sometimes there can be more than one mother tongue. These people are usually’
called bilingual or multilingual.
Additional Language – Spanish is our additional language at A.L. Burruss Elementary
OCC – Online Curriculum Center for the International Baccalaureate
PYP – Primary Years program of the International Baccalaureate
WIDA - A consortium of states dedicated to the design and implementation of high standards and equitable educational opportunities for English language learners.
Language Policy Committee:
The language policy is reviewed twice yearly-once in the fall and once in the spring. It is presented in the fall for staff, community, parent, and School Governance Team review in multiple ways. It is presented in the spring for feedback and input from staff, community, and the School Governance Team in multiple ways. The language policy is located in the Burruss Handbook, the Media Center, and on our school website.
Resources
Additional Language Teaching and Learning in International Baccalaureate Primary Years Program Schools (IBO)
Guidelines for developing a school language policy (IBO)
Guidelines for school self-reflection on its language policy (IBO)
Language and Learning in IB programmes (IBO)
Language Scope and Sequence (IBO)
Learning in a language other than mother tongue in the IB programs (IBO)
*Only schools authorized by the International Baccalaureate can offer any of its four academic programmes: the Primary Years Programme (PYP), the Middle Years Programme (MYP), the Diploma Programme or the IB Career-related Certificate (IBCC). Candidate status gives no guarantee that authorization will be granted. For further information about the IB and its programmes, visit