Language Philosophy
The Barbara Bush-Ranchview MYP Partnership recognizes that language is central to learning as it develops critical thinking, intercultural awareness and global citizenship. (From Language and Learning in IB programmes, 2014) Language study, including English, modern languages and mother tongue languages, reinforces cultural identity, enhances personal growth and promotes effective communication. The partnership views all teachers as teachers of language, all parents as essential contributors to the language learning process and all students as language learners. Language instruction in the Middle Years Programme values students’ multiple learning styles and individual growth.
Learning to communicate in more than one language is fundamental to the development of intercultural understanding in the IB. (MYP From Principles into practice, 2014) The school community fosters language learning by encouraging mother tongue fluency, thereby maintaining cultural identity. Using technology and information resources are essential to communication and language learning in a global society. Therefore, to these ends, the partnership will:
- Model language through everyday use, intentionally teaching vocabulary and procedural terms.
- Plan effective, relevant, and significant engagements to improve proficiency in all forms of language.
- Create opportunities for listening, speaking, reading, and writing in all subjects, using key concepts.
- Empower students to use language as they discuss, act, and reflect on their learning.
Language Profile
Diversity of Language
The partnership community encompasses a diversity of languages ranging from Spanish and Urdu to Korean and Arabic. However, the majority of students speak English. The native language serves as the foundation for English language acquisition as cognitive skills transfer from one language to another and students competent in their first language will apply these skills, and other academic proficiencies, in the second language. The school is committed to empowering English Language Learners (ELL) to become competent in understanding, listening, speaking, reading, and writing the English language through the development of literacy and academic skills in all disciplines. CFB teachers attend training in the Guided Language Acquisition Design model (GLAD). STELLAR training (Strategies for Teachers of English Language Learners Achieving Results) is also utilized at the campuses to support acquisition of the mother tongue.
Legal Requirements
The BBMS-RHS partnership complies with the national and state requirements for ELL students. Upon entrance into the Carrollton-Farmers Branch Independent School District, all students complete a Home Language Survey (HLS) to determine the mother tongue. In response to the results of the HLS, students complete a language assessment to determine the level of proficiency in the mother tongue. A Language Proficiency Assessment Committee (LPAC) classifies each student according to the language in which the student possesses primary proficiency. If test results indicate the student needs assistance in development of the host school language, the student has the opportunity to participate in the English as a Second Language (ESL) program. The Language Proficiency Assessment Committee (LPAC) regularly reviews the decision to change a student’s educational language placement. Annually, all ELL students are assessed with the TELPAS (Texas English Language Proficiency Assessment Scales) to ensure growth in listening, speaking, reading and writing skills. Finally, since most ELL students are taking regular courses, most teachers have their state certification in English as a Second Language.
MYP Language Policy
Mother tongue fluency, central to the development of cognitive skills and identity in children, facilitates maintenance of the mother tongue. The recognition of mother tongue and the culture associated with it increases students’ self-esteem and sense of well-being. The partnership offers a variety of opportunities for students to experience various languages and cultures through parental and community involvement in music or art events, and curricular units. Teachers are encouraged to recognize students’ mother tongues and home cultures inside and outside the classroom. Teachers encourage students to value and maintain their mother tongue, as well as the mother tongue of other students. Library resources attempt to include materials in every
mother tongue as is feasible.
The Middle Years Programme subject guides provide the curricular framework for Language and Literature and for Language Acquisition. The state of Texas specifies the curriculum standards known as the Texas Essential Knowledge and Skills (TEKS) for each subject and grade level, 6-10. The partnership desires to fulfill the aims and objectives of both the state system and the Middle Years Programme. Outlines for each Language and Literature course and Language Acquisition course include suggested content and resources, use of global contexts and formative and summative assessment tasks. These outlines ensure continuity and development of language courses offered by the partnership.
Language & Literature
English is the language of instruction throughout the partnership, thus competency in this language is key to student success in other subject areas. English classes have an obvious role to play in teaching and reinforcing language skills needed in other subjects; however, all teachers have a responsibility to develop students’ language skills. All teachers facilitate standard usage protocols in spoken English as well as in the content of written work. Key Concepts and Global Contexts support the development of listening, speaking, reading, and writing skills.
Language Acquisition
At this time the partnership offers Spanish in years 1-5. Students are required to participate in a minimum of fifty hours of Language Acquisition every year in the programme. The long-term goal of Language Acquisition is to develop balanced bilingualism and an appreciation for the culture. (French is offered to grades 9-12 at Ranchview High School.)
Beliefs about Language Teaching & Learning
The ESL program is an intensive immersion program consisting of instruction in English from teachers trained in recognizing and dealing with language differences. The ESL program considers the students’ learning experiences and shall incorporate the cultural aspects of the students’ background.
The teachers and administrators involved in the ESL program place students in classes with other students of approximately the same age and level of educational attainment. Limited English Proficient (LEP) students participate fully with English-speaking students in regular classes provided in all subjects including the arts and physical education. Part of the ESL teacher’s role is to be an advocate for the student in the classroom and in the community. ESL teachers invite active inquiry in their classroom while supporting language acquisition. In addition they monitor students’ progress in regular classrooms, collaborate with classroom teachers to create meaningful learning engagements, assist in test modifications, and stay in contact with parents. Teachers assigned to ESL programs must obtain appropriate certification by the state as well as maintain yearly requirements for district mandated staff development. In years 1-3, a cultural ambassador program supports newcomers and helps ease the transition into the school’s culture. The ESL teacher is responsible for collaborating with the classroom teachers to develop appropriate modifications in order to assure the success of the ELL student. The ESL teacher and support staff monitor students’ progress in English acquisition as well as academic instruction.
Guiding Principles:
- The native language serves as the foundation for English language acquisition.
- Cognitive skills will transfer from one language to another and student’s literate in their first language will apply these skills and other academic proficiencies in the second language.
- ELLs draw upon the resources of their language and culture as they acquire a new language and culture.
- ELLs are at different stages of language acquisition and may exhibit different proficiency levels within the four language components of listening, speaking, reading, and writing.
- ELLs undergo silent periods of varying durations when they first begin to learn a new language.
- Limited knowledge of English structure and vocabulary does not necessarily relate to the students’ intellectual capabilities or their ability to use higher-order thinking skills.
- Literacy development across the content areas is essential in building academic skills in a second language and can accelerate the learning of both English language skills and higher-order thinking skills
Review of the Policy
The Language Policy Steering committee (ESL Teachers, IB Coordinator, and District ESL/Bilingual Director) shall meet yearly to review the policy and see what revisions are necessary to meet the Standards
and Practices of the IB in addition to the requirements of the district and state.
Additional Policies
Admissions
At this time, partnership offers the MYP to any student in the Carrollton-Farmers Branch Independent School district who desires to be part of the programme. Any student living outside the partnership feeder school area must fill out a request for transfer in order to participate in the programme. In the future, this policy may need yearly review as the population and demands for more space increase.