HomeMy WebLinkAbout09-09-13 BOT Agenda packet � ��I I I ' iI. I / /'I �/ . I I I / I /
iI. / I I // / I / I / ' // '/
flF wEST�
���i���9�,
0
��,���y�
. �, ��:4
s� ���w�
l�KE A�p'
� � � �
Vision Statement
Westlake Academy inspires students to achieve their highest individualpotential in a nurturing
environment that fosters the traits found in the IB Learner Profile.
Inquirers, Knowledgeable, Thinkers, Communicators, Principled,
Open-Minded, Caring, Risk-takers, Balanced and Reflective
: • � ' � • '
� � �
� � ' 1
� � �
, � ' � � •
� . .
• � : • ' � • ' ' • •
• • � • 1 1 �
' - . • . 1 1 �
Mission Statement
Westlake Academy is an IB World School whose mission is to provide students with an
internationally fninded education of the highest quality so they are well-balanced and
respectful life-long learners.
•..- .
Workshop Session
1. CALL TO ORDER
2. PLEDGE OF ALLEGIANCE
3. REVIEW OF CONSENT AGENDA ITEMS FOR THE SEPTEMBER 9, 2013,
TRUSTEES REGULAR MEETING AGENDA. (l0 min)
4. DISCUSSION ITEMS
a. Discussion regarding 12th grade travel opportunities. (30 min)
b. Discussion of the Language"B" Program. (60 min)
c. Update and discussion regarding Westlake Academy Phase I expansion project and
enrollment projections. Standing Item
5. BOARD RECAP / STAFF DIRECTION
6. AD70URNMENT
Regular Session
1. CALL TO ORDER
2. CITIZENS' PRESENTATIONS AND RECOGNITIONS: This is an opportunity for
citizens to address the Board on any matter whether or not it is posted on the agenda.
The Board cannot by law take action nor have any discussion or deliberations on any
presentation made to the Board at this time concerning an item not listed on the agenda.
Any item presented may be noticed on a future agenda for deliberation or action.
3. CONSENT AGENDA: All items listed below are considered routine by the Board of
Trustees and will be enacted with one motion. There will be no separate discussion of
items unless a Board member or citizen so requests, in which event the item will be
removed from the general order of business and considered in its normal sequence.
a. Consider approval of the minutes from the August 12, 2013, meeting.
b. Consider approval of the minutes from the August 26, 2013, meeting.
4. BOARD CALENDAR
5. FUTURE AGENDA ITEMS: Any Board member may request at a workshop and / or
Board meeting, under '�Future Agenda Item Requests", an agenda item for a future
Board meeting. The Board member making the request will contact the Superintendent
with the requested item and the Superintendent will list it on the agenda. At the
meeting, the requesting Board member will explain the item, the need for Board
discussion of the item, the item's relationship to the Board's strategic priorities, and the
amount of estimated staff time necessary to prepare for Board discussion. If the
Page 2 of 3
requesting Board member receives a second, the Superintendent will place the item on
the Board agenda calendar allowing for adequate time for staff preparation on the
agenda item.
6. AD)OURNMENT
ANY ITEM ON THIS POSTED AGENDA COULD BE DISCUSSED IN EXECUTIVE
SESSION AS LONG AS IT IS WITHIN ONE OF THE PERMITI'ED CATEGORIES UNDER
SECTIONS 551.071 THROUGH 551.076 AND SECTION 551.087 OF THE TEXAS
GOVERNMENT CODE.
CERTIFICATION
I certify that the above notice was posted at the Town Hall of the Town of Westlake, 3 Village Circle, on
September 5, 2013, by 5:00 p.m. under the Open Meetings Act, Chapter 551 of the Texas Government
Code.
Kelly Edwards, Town Secretary
If you plan to attend this public meeting and have a disability that requires special needs, please advise
the Town Secretary 48 hours in advance at 817-490-5710 and reasonable accommodations will be made
to assist you.
Page 3 of 3
Westlake
Academ
Y
Item # 2 — Pledge of
Allegiance
Texas Pledge:
"Hono� the Texas
flag; I pledge
allegiance to thee,
Texas, one state unde�
God, one and
indivisible. "
Westlake
Academ
Y
Item # 3 —
Review of Consent
Agenda Items
REVIEW OF CONSENT AGENDA ITEMS
a. Consider approval of the minutes from the August 12, 2013, meeting.
b. Consider approval of the minutes from the August 26, 2013, meeting.
Westlake
Academ
Y
Item # 4—
Discussion Items
DISCUSSION ITEMS
a. Discussion regarding 12th grade travel opportunities. (30 min)
b. Discussion of the Language��B" Program. (60 min)
c. Update and discussion regarding Westlake Academy Phase I expansion project
and enrollment projections. Standing Item
WESTLAKE ACADEMY AGENDA ITEM
Curriculum: PYP / MYP / DP Meeting Date: September 9, 2013
Staff Contact: Amanda DeGan Discussion
Assistant Town Manager
Subject: Discussion regarding 12th grade travel opportunities
EXECUTIVE SUMMARY
During the past year, the Staff has discussed the plan to update our trips policy as it relates to
Westlake Academy. We are in the process of developing a comprehensive policy document for
focus groups to review and bring the recommendations to the Board for consideration.
In the interim, Staff has met with parent representatives for the senior class who wish to discuss
proposed locations and venues that would contain a significant service related component for this
year's graduating class to participate in a travel opportunity.
PLAN DESIRED OUTCOMES ACADEMY VALUES
� High Student Achievement � Maximizing Personal Developn2ent
� Strong Parent& Community ❑ Academic Excellence
Connections � Respect for Self and Others
❑ Financial Stewardship & � Personal Responsibility
Sustainability � Compassion and Understanding
❑ Effective Educators & Staff
GOVERNANCE FRAMEWORK
Why do we need governance guidance? School policy and trip review is a responsibility of the
Board of Trustees.
Which policy governs this? Previous policy and authority of the Board of Trustees.
What additional direction is necessary? Input and questions from the Board of Trustees.
FISCAL IMPACT
❑ Funded ❑ Not Funded � N/A
RECOMMENDATION / ACTION REQUESTED/ OPTIONS
Discussion and feedback regarding the proposed locations and service components.
ATTACHMENTS
None
Page ] of l
WESTLAKE ACADEMY AGENDA ITEM
Curriculum: PYP / MYP/ DP Meeting Date: 09/09/13
Staff Contact: Rod Harding Discussion
Campus Director
Subject: Discussion of the Language `B" Program at Westlake Academy
EXECUTIVE SUMMARY
At their May 6, 2013 meeting under "agenda item requests", the Board of Trustees agreed to take
up discussion as a future item an additional language B (i.e. not the country's native language).
Our IB curriculum requires offering at least one Language B offering in all grades. This agenda
item was proposed by Board member Langdon regarding the merits of discussing offering
Mandarin Chinese and Latin language instruction as Language B alternatives. As per the
Board's meeting procedures, this item was scheduled by the Superintendent for a future Board
agenda, allowing adequate time for background material preparation by Staff.
The Superintendent directed Staff, as they prepared for this discussion, to compile
background information so all were aware as to a.) the basis by which past decisions have
been made on WA's current Language B course offerings, as well as b.) what our Language
B level of service actually is, and c.) the resources (i.e. costs) presently being devoted to it.
Since the school's inception Spanish has been offered as a Language B course for all grades. In
2009/10, as a part of Board discussion of moving to a block schedule in order to offer more
secondary grade class offerings, conversation occurred that included offering a second Language
B course for our students in the Secondary School.
It was determined that the expansion of course offerings allowed for a more "tailored" education
experience for each individual student. The expansion occurred in the 2011/12 school year and
French was chosen as the second option for Language B. The selection was based upon a
substantial amount of Staff research, including current student selection of foreign languages at
the university level, a review of current literature, and the IBO's chosen languages (English,
Spanish, and French). The IBO's focus is on communication and language acquisition of a
modern foreign language. Staff's focus in recommending French as a second Language B was to
deliver a modern language that is the most versatile, as well as what is most commonly available,
to students when matriculating to college. We began offering French in 2011-12 to G7. We
have added French to one grade each year since then so that in SY13-14 we are offering to G7, 8,
and 9.
For this workshop, Staff has assembled a report and information to facilitate discussion. Staff
suggests the Board focus on these:
1. What are we doing now in Spanish and French at the upper PYP levels and in the MYP
programme?
2. What should we continue doing as it relates to Language B and what resources would it
require if new offerings were added?
Page ] of 2
This report provides the Board of Trustees with a general introduction of current practice related
to Language B at Westlake Academy. The administration felt that this was a solid starting point
upon which further discussion could take place on the development of Language B across the
school. A follow-up workshop meeting will be needed to discuss the second part of this
discussion, where the administration will present structures and programs needed to
implement and resource improved student performance in Language B. Also, please note
that included with this agenda item is a report prepared by Staff and presented to the Board at the
time when the Board was discussing whether to offer French as another Language B option in
2011.
PLAN DESIRED OUTCOMES ACADEMY VALUES
� High Student Achievement � Ma�imizing Personal Development
❑ Strong Parent& Community �Academic Excellence
Connections � Respect for Self and Others
� Financial Stewardship & � PeNsonal Responsibility
Sustainability � Compassion and Understanding
� Effective Educators & Staff
GOVERNANCE FRAMEWORK
This report relates directly to Westlake Academy's Vision of inspiring "students to achieve their
highest individual potential... " and the Mission of"an internationally minded education in the
highest quality..."
FISCAL IMPACT
� Funded ❑ Not Funded ❑ N/A
(i.e. current Language B level of service as described above and in the attached report is funded)
RECOMMENDATION / ACTION REQUESTED/ OPTIONS
No action required at this time as this is a discussion item.
ATTACHMENTS
1. Report on Current Language Learning B Service Level and Resource Allocation at
Westlake Academy, Sept. 2013.
2. 2011 Staff Report furnished to BOT when Board was deliberating on offering a second
Language B.
Page 2 of 2
Language Overview and Programs for Westlake Academy
The educational aim of the International Baccalaureate programme is to provide
students with education for life,which teaches them to relate content, taught in the
classroom setting,to the realities of our outside world. While objectives in every
program ensure an academic challenge,the IB programme believes that all students
can benefit in different ways by a holistic, integrative approach to teaching,learning
and thinking. Westlake Academy students are encouraged to look beyond their local
and national traditions and become familiar with new ways of thinking and learning.
An important step towards the value of international-mindedness is multilingualism
for students. This concept is achieved by means of sustained language teaching and
learning in at least two languages.
Financial Stewardshin
At Westlake Academy, English instruction is considered Language A and the primary
form of communication. Our identified language B is Spanish while French is
offered to 7th, gtn and 9th grade students. Acknowledging that language learning is a
complex and developmental process,Westlake Academy has been committed to
continual sustained learning. Thus, the financial resources that have been
dedicated in the Language B program this past year are found in Attachment 1.
Westlake students currently receive, 135 minutes or 2.25 hours per week of direct
language instruction in the PYP program and 200 minutes or 3.33 hours per week in
the MYP and DP program. In the MYP and DP program Vistas I-III, Conexiones IV
and the IB Initio resource entitled IB Spanish AB Initio is used as the textbook series.
Last year, Rosetta Stone was purchased for all K-12 students and the cost was
$10,995.00 for the program at a cost per student of$17.00 per student. An
administrative decision, based on input from Spanish teachers,was made to not
1
purchase the Rosetta Stone series this upcoming school year due to limited usage of
the program. The Administration has worked this year to create balanced classes,
in the MYP and DP programme,which has appropriately placed students within the
current schedule.
Student Reflections of the Language Program
International Baccalaureate schools are expected to encourage student development
in light of the IB learner profile in as many ways as possible. One method is by
engaging students in reflection. Attachment2 represents reflective comments
gathered from several students regarding the Language B program at Westlake
Academy. Reflections were gathered from PYP and MYP students in relation to
their Spanish learning.
Administrative Plans for the 2013-14 School Year
The campus administration with the support of the Director of Curriculum will
begin meeting with the entire language department at Westlake Academy. The
objectives of these meetings will be to:
o Discuss and implement a coherent aligned scope and sequence for
Language B (Spanish) instruction within the K-12 setting. The focus
will be to document the learning outcomes and approaches to
teaching in language learning within the Academy setting.
o Recommend a standardized assessment for Language B to ensure
student mastery within the K-12 grade levels.
o Define our current on-going communication tool that is used for
parents. This will provide clarity to a parent of their child's
performance in regards to Language B progress.
o Within the French program, updated curriculum frameworks will be
created in an effort to provide clarity of the written curriculum in
accordance with the IB philosophy.
2
o Staff development opportunities will be identified so that language
teachers can continue to grow and develop within their field of study.
o Update, if needed, the current Language Policy and operating
procedures that align the updated requirements. See Attachment 3,
Page 14 & Page 32.
o Progress of this committee work will be shared with key stakeholders
including the Board of Trustees,Administration and Staff.
Considerations from the International Baccalaureate Program
*The International Baccalaureate Programme requires students to have the
opportunity to learn a Language B.
*Any additional language offered by a school requires a 4-year financial
commitment by the organization.
* Currently all correspondence within the IB office is limited to the three working
languages those being, English, Spanish and French. In the PYP, the host countries
language chooses language B. The PYP curriculum is then developed at the school
based level. Guidance materials and syllabus instructions for these three languages
are provided for staff in the MYP and DP programs on the OCC website that is
maintained by the IB organization. Chinese and Arabic offer subject guides,
however, it is clear the International Baccalaureate program focuses on English,
Spanish and French as their primary forms of communication and study.
*The International Baccalaureate program offers a guide to language learning. This
guide entitled, Language and learnin�in IB programs, was updated in August of
2012 and is found in Attachment 3 of this report. It combines early language and
learning publications with recent research developments in the field of
development. This guide proposes that multilingualism is a priority for an
International Baccalaureate program.
3
Attachment 1
Financial Stewardship
Westlake Academy
4
Resource Allocation
. . . . � • ; ' � , . � � � •
� •
Salary&Wages (K- G6) $135,792 $407
Supplies &Materials 3,000 9
Total Cost $138,792 $416
' 1 ' � C ' � � � . � � � •
� -
Spanish Salary&Wages (G7- G12) $234,141 $758
Spanish Supplies &Materials 1,600 5
Spanish Sub-total (309 students) $235,741 763
French Salary&Wages (G7 -G9) 27,467 742
French Supplies &Materials 500 14
French Sub-total (37 students) 27,967 756
Total Cost $263,708 $762
• ' . � • C ' � � . : 1 � � � -
� •
Spanish Salary&Wages $369,933 $575
Spanish Supplies &Materials 4,600 7
Spanish Sub-total (643 Students) 374,533 582
French Salary&Wages 27,467 742
French Supplies &Materials 500 14
French Sub-total (37 students) 27,967 756
Total Cost $402,500 $592
Contact Hours
. � , � , �
� � �
� ' � � �
PYP 2.25 Hours 81 Hours 7 Years 567 Hours
MYP 3.33 Hours 120 Hours 4 Years 480 Hours
DP 3.33 Hours 120 Hours 2 Years 240 Hours
5
Attachment 2
Reflective Practice
Westlake Academy
6
Spanish Reflections from the PYP and MYP Spanish
August 2013
Primary Years Program
- Last year in Spanish it changed a whole lot. The reason it changed a lot last year
was because the teacher spoke to us primarily in Spanish. The Spanish teacher
taught us how to do things that where tricky, but I tried and I actually got it.
-Now in upper grades I'm actively learning something. I'm learning how to write in
Spanish.
-Two years ago I did not even take Spanish because I went to a different school.
Then I came to Westlake Academy and started to take Spanish.What helps me learn
more in Spanish is when we do fun activities.
- I found learning much more effective.
-Spanish last year made me learn way more. I learned all of the animals.We learned
how to write in Spanish. At my house I have a Spanish housekeeper. I understand
her now, which is conversation Spanish.
- Last year was amazing I loved the way it was about learning. I love how I can go
around and talk and say things in Spanish. This summer my house was under
constructions and I could talk to the workers in the language.
-Last year I learned so much in Spanish. We mostly learned all about animals and
numbers and this year we are getting to apply that learning.
-My teacher talks directly to us in Spanish. The first few times it was confusing, but
as soon as I got the hang of it, I felt like I knew a lot of Spanish.
- The years in Spanish have been very educational. I think my teacher has taught me
more than I need to know at this point. I think that one of my favorite subjects is
Spanish and I always look forward to these classes and learning this unique
language.
- I learned how to write sentences in Spanish.
-Last year Spanish class made me knowledgeable.
7
-I think Spanish is a hard subject because I don't understand what some things are. I
have still learned a lot of Spanish still but I still think it's hard to remember so I
struggle on it.
Middle Years Program
- I feel I will do very well this year because we will study the stuff we learned at the
beginning of the year even at the end of the year.
- I liked that I learned something in Spanish.
- I have learned a lot of words in Spanish.
- My teacher was excellent and I learned lots of Spanish.
- The summer before, I had gone to a mission trip to Honduras and it was hard to
communicate, but after MYP Spanish I could have gone back without needing a
translator!
- I have really started learning the language and working hard.
- I like that now I can talk in Spanish.
- Learning an additional language has made a huge difference and it's helped my
studying habits.
- I have learned so much Spanish. Now I can use basic communication enter into a
Spanish speaking country.
- I love how I actually know how to speak some Spanish.
8
Attachment 3
Research/Publication
Language and Learning In IB Programmes
Westlake Academy
9
10
1
Position Paper: Secondary Leadership Team Recommendations for Expanding
Language B
Westlake Academy and language B
Currently, Westlake Academy (WA) administers a Spanish program as its second
language. IB refers to this as Language B, because Language A is the primary language
of instruction. Since 2003, the Spanish program has been taught in Kindergarten
through Grade 6. As the grades advanced, the secondary school has progressed the
Spanish curriculum through both the Middle Years Program (MYP) and Diploma Program
(DP). WA now represents a complete continuum of Spanish language learning. The
direction given as to the beliefs and values about all language learning for Westlake
Academy has been documented in the school's language policy.
WA language Policy: Statement of Philosophy
All teaching and learning is driven by the idea that through language instruction, we are
encouraging intercultural awareness and new perspectives, a culture of curiosity, as well
as an appreciation of the richness of our world's diversity.
We strongly believe that through this exploration of language, students develop as
deeper, independent thinkers; as responsible, understanding citizens of the world; and
as better communicators in our multilingual world. All students experience an enriched,
language program in which English is the primary language of instruction and Spanish is
taught as an additional language.
At Westlake Academy, we consider Math, Visual Arts, and Music as other valuable
languages to which all students are consistently exposed and encouraged to use to
understand the world (WA, 2007).
Language Acquisition and the IB Learner Profile
The overriding goal of any language is to develop students who are ".....independent
thinkers...responsible, understanding citizens of the world; and as better communicators
in our multilingual world" (WA, 2007). Additional languages, other than the language of
instruction provided in any IB World School, must endeavor to provide students with
opportunities to ".....understand and express ideas and information confidently and
creatively in more than one language and in a variety of modes of communication and
work effectively and willingly in collaboration with others" (IBO, 2008).
The design of a language program is shaped by the purposes it is intended to serve. If
we value and believe in the IB philosophy then the purpose of language learning is for
students to be competent communicators in real-life situations. Instruction therefore
Page 1 of 5
2
must adequately prepare them to function in authentic cultural contexts. The goal of
performing with language requires sufficient time for speaking. Standardized tests must
be developed to assess proficiency—rather than direct it to achievement only—and to
reflect the holistic orientation of proficiency.
Language B and the WA Strategic Plan
The WA strategic plan states under Desired Outcomes—Student Achievement:
8.0 Students will possess a working proficiency in a second language.
8.3 Graduates will demonstrate the following:
■ Know how to communicate effectively in a number of situations
and within the culture where the language is spoken
■ Communicate clearly and effectively in a range of situations;
understand and accurately use oral and written forms of language
■ Express ideas with clarity and fluency while understanding the
vocabulary and common usage
■ Possess the ability to understand and respond appropriately to
the written and spoken material of average difficulty (WA, 2010).
In order to achieve these strategic outcomes, WA must always focus on communication.
Second language acquisition must include oral and written forms at a moderate level of
fluency. It must be an active and communicative process for learning about other
cultures. A modern foreign language is the only choice open to WA, because we expect
our students to communicate effectively in a wide range of situations and within the
culture of the spoken language.
A study by the American Council on the Teaching of Foreign Languages (ACTFL) and the
national associations of teachers of French, German, Spanish and Portuguese
emphasized that communication should be the organizing principle for foreign language
study. "While grammar and vocabulary are essential tools for communication, it is the
acquisition of the ability to communicate in meaningful and appropriate ways with users
of other languages that is the ultimate goal of today's foreign language classroom"
(ACTFL, 1996).
In promoting communication, the standards reflect the "proficiency movement" that
has been making inroads in foreign language classrooms for more than a decade. The
proficiency movement focuses on what students can do with what they know. This
application is very much the teaching philosophy of the International Baccalaureate
Page 2 of 5
3
Program.
Researchers have found that the study of grammar alone, through rote dialogues and
drills, is not the best way to develop proficiency. When students are given opportunities
to use the language in meaningful contexts, they develop proficiency faster—and are
more eager learners. If we are to use language in real-life situations students need to
communicate in authentic ways. Authentic communications have a purpose. As in real
life, language is used to get something done—to make a purchase or to express an
opinion, for example. Authentic communications involve a true exchange of
information. And in authentic communications, the communicators have a shared sense
of the context of their interaction. Although all agree that communication should be the
overriding goal of foreign language instruction, experts are quick to point out that
grammar, accuracy, and pronunciation should not be slighted. The traditional elements
are there and are used as a means to an end.
Languages, such as ancient Latin or ancient Greek, are excellent for building vocabulary,
improving grammar, and learning about past civilizations. However, these languages
focus less on communication and more on understanding of ancient texts. In fact, the
oral component of ancient language is minimized, because there really is no
communicative application in the modern world. Since communication is central to
developing a working proficiency in a second language, an ancient language would not
serve as the best alternative for achieving the desired outcomes of the WA strategic
Plan.
A prime advantage of the communication emphasis is that students find it engaging and
students enjoy interacting with real people. Which is more motivating: picking apart
sentences or communicating with a peer in another country?" Promoting
communication in language acquisition requires learning about other cultures, making
connections to other disciplines, developing insights into the nature of language and
culture, and participating in multilingual communities. Communication is the essential
goal of the WA Strategic Plan as outlined by the WA Language Policy and supported by
the IB Learner Profile.
Expanding Language B
The intrinsic purpose of this paper is to determine what is the best way to proceed in
expanding Language B at WA. Since communication is the strategic goal of language
acquisition, WA needs to focus on a modern foreign language that offers the most
versatility for our students when they matriculate to college or university.
Similarly, the mission of the IB language policy is to provide a framework for schools to
embrace the values and aims of multilingualism. Specifically,this policy states:
Page 3 of 5
4
"The International Baccalaureate" (IB) is committed through its access agenda to reach
students from a variety of cultural, linguistic and social backgrounds" (IBO, 2011).
In order to achieve this mission,the IB has established three working languages:
"The languages in which the organization [IBO} communicates with its stakeholders and
in which it is committed to providing a range of services for the implementation of the
programs are currently English, French and Spanish" (IBO, 2011).
These working languages represent a starting point for discussing how to expand
Language B at WA.
In US institutions of higher learning, enrollments in languages other than English mirror
the working languages of the IB. The Modern Language Association recently reported
that Spanish makes up 51.4% of the total enrollment in higher education, followed by
French with 12.9% of the total enrollment. German is listed third with 5.7%, and all
other languages are individually below 5.5% of the total enrollment. Most notably,
Chinese is 3.6%, Arabic is 2.1%, and Latin is 1.9%. Clearly, Spanish and French are the
second language choices of students at American institutions of higher learning
(Furman, et al, p. 26). If we are to prepare our students for the transition into higher
education, it is prudent to select an alternative Language B that is offered and
supported by the overwhelming majority of college and university campuses.
Since WA already offers Spanish as its Language B, the logical choice for an alternative
language is French. Therefore, it is the secondary leadership team's recommendation
that French be adopted and supported as the alternate choice to Spanish for the
Language B component within both the MYP and DP. This recommendation embraces
the IBO model and conforms to the desired outcomes outlined in the WA Strategic Plan.
Page 4 of 5
5
References
ACTFL. (1996). Standards for foreign language learning: Preparing for the 21st century.
National Standards in Foreign Language Education Project.
Furman, N., et al. (2010). Enrollments in languages other than English in United States
institutions of higher education, Fall 2009. Retrieved 2/28/20111,
http://www.mla.org/enroll_survey09.
IBO. (2008). MYP: From principles to practice. International Baccalaureate
Organization.
IBO. (2011). International baccalaureate language policy. International Baccalaureate
Organization. Retrieved 2/28/2011,
http://www.ibo.org/mission/languagepolicy
WA. (2007). Westlake Academy language policy. Westlake Academy.
WA. (2010). Westlake Academy strategic plan. Westlake Academy.
Page 5 of 5
International Baccalaureate
Baccalaureat International
� Bachillerato Internacional
Primary Years Programme,Middle Years Programme and Diploma Programme
Language and learning in IB programmes
International Baccalaureate
Baccalaureat International
� Bachillerato Internacional
Primary Years Programme,Middle Years Programme and Diploma Programme
Language and learning in IB programmes
�`.
.�
�
a�
��
Primary Years Programme,Middle Years Programme
and Diploma Programme
Language and learning in IB programmes
Published September 2011
Updated August 2012
Published on behalf of the International Baccalaureate Organization,a not-for-profit
educational foundation of 15 Route des Morillons,1218 Le Grand-Saconnex,Geneva,
Switzerland by the
International Baccalaureate Organization(UK)Ltd
Peterson House,Malthouse Avenue,Cardiff Gate
Cardiff,Wales CF23 8GL
United Kingdom
Phone:+44 29 2054 7777
Fax:+44 29 2054 7778
Website:www.ibo.org
O International Baccalaureate Organization 2011
The International Baccalaureate Organization (known as the IB)offers three high-quality
and challenging educational programmes for a worldwide community of schools,aiming
to create a better, more peaceful world.This publication is one of a range of materials
produced to support these programmes.
The IB may use a variety of sources in its work and checks information to verify accuracy
and authenticity,particularly when using community-based knowledge sources such as
Wikipedia.The IB respects the principles of intellectual property and makes strenuous
efforts to identify and obtain permission before publication from rights holders of all
copyright material used.The IB is grateful for permissions received for material used
in this publication and will be pleased to correct any errors or omissions at the earliest
opportunity.
All rights reserved. No part of this publication may be reproduced,stored in a retrieval
system,or transmitted,in any form or by any means,without the prior written permission
of the IB, or as expressly permitted by law or by the IB's own rules and policy. See
http://www.i bo.org/copyrig ht.
IB merchandise and publications can be purchased through the IB store at
http://store.ibo.org. General ordering queries should be directed to the Sales and
Marketing Department in Cardiff.
Phone:+44 29 2054 7746
Fax:+44 29 2054 7779
Email:sales@ibo.org
International Baccalaureate,Baccalaureat International and Bachillerato Internacional
are registered trademarks of the International Baccalaureate Organization.
G D247
— p ,. .._�,n�. ��
_ ._ � �6 I i �4�v 1 C '�
The International Baccalaureate aims to dlevelop inquiring,knowledgeable and caring young people who help to
create a better and more peaceful world through intercultural understanding and respect.
To this end the organization works with schools,governments and international organizations to develop
challenging programmes of international education and rigorous assessment.
These programmes encourage students across the world to become active,compassionate and lifelong learners
who understand that other people,with their differences,can also be right.
�
�, �" ��"F �fi� r..
I�"�� G V�Y �� '�'1 ��i �k.�
The aim of all IB programmes is to develop internationally minded people who, recognizing their common
humanity and shared guardianship of the planet,help to create a better and more peaceful world.
IB learners strive to be:
Inquirers They develop their natural curiosity.They acquire the skills necessary to conduct inquiry
and research and show independence in learning.They actively enjoy learning and this
love of learning will be sustained throughout their lives.
Knowledgeable They explore concepts, ideas and issues that have local and global significance.In so
doing,they acquire in-depth knowledge and develop understanding across a broad and
balanced range of disciplines.
Thinkers They exercise initiative in applying thinking skills critically and creatively to recognize
and approach complex problems,and make reasoned,ethical decisions.
Communicators They understand and express ideas and information confidently and creatively in more
than one language and in a variety of modes of communication.They work effectively
and willingly in collaboration with others.
Principled They act with integrity and honesty,with a strong sense of fairness,justice and respect
for the dignity of the individual,groups and communities.They take responsibility for
their own actions and the consequences that accompany them.
Open-minded They understand and appreciate their own cultures and personal histories,and are open
to the perspectives,values and traditions of other individuals and communities.They are
accustomed to seeking and evaluating a range of points of view,and are willing to grow
from the experience.
Caring They show empathy,compassion and respect towards the needs and feelings of others.
They have a personal commitment to service,and act to make a positive difference to the
lives of others and to the environment.
Risk-takers They approach unfamiliar situations and uncertainty with courage and forethought,
and have the independence of spirit to explore new roles,ideas and strategies.They are
brave and articulate in defending their beliefs.
Balanced They understand the importance of intellectual, physical and emotional balance to
achieve personal well-being for themselves and others.
Reflective They give thoughtful consideration to their own learning and experience.They are able
to assess and understand their strengths and limitations in order to support their learning
and personal development.
o International Baccalaureate Organization 2007
• '
��a*r���mv��ih��� '�
Preface 1
The roles of language 3
E�,
Multilingualism as a paradigm for language and learning 5
�� _ _ . ,_,
Language and learning in the IB 14
_ ��`
A framework for understanding multilingual profiles 21
A common pedagogy for language and learning 28
Guidelines for developing a school language policy 32
������s a������� ,'�;`
References 37
Bibliography and further resources 39
Language and learning in IB programmes
� - -
The ability to communicate in a variety of modes in more than one language is essential to the International
Baccalaureate(IB)concept of an international education that promotes intercultural perspectives.
This document describes and provides a framework for understanding the roles of language in learning and
for the development of multilingualism in IB students. Drawing on academic theory as well as research,it
presents a stance on language and learning that aligns the IB position with current thinking.It is intended
for reference in programme curriculum planning and professional development.The audience for the
document also includes all IB teachers,coordinators,workshop leaders and administrators.
The objectives are:
• to consolidate ideas expressed about language across the IB programmes
• to describe changes in language conceptualization,particularly in the field of sociolinguistics,and
explain how they relate to language and learning in the IB programmes
• to make explicit the common underpinnings and understandings about language and learning in the
IB programmes
• to provide guidance on pedagogy relating to language and learning in the IB programmes.
Language stands at the center of the many interdependent cognitive,affective,
and social factors that shape learning.
(Corson 1999:88)
The IB offers three high-quality and challenging educational programmes for a worldwide community
of schools, aiming to create a better, more peaceful world through the development of intercultural
understanding and international-mindedness. Crucial for the success of the programmes is a rich
development of language and multiliteracies for all learners.The ability to communicate in a variety of
modes in more than one language is essential to the concept of an international education that promotes
intercultural perspectives. Consequently, this requirement is built into the Programme standards and
practices document(October 2010)and is an attribute of the IB learner profile.IB programmes offer a variety
of opportunities for the development of multilingualism,recognizing that:
• multilingual classrooms are increasingly the norm
• the language profiles of IB students are diverse
• sometimes one language may be more dominant than another in the same individual.
The IB embraces this valuable potential and the need for guidelines for schools on the best practices for
its nurture.Therefore,this document describes and provides a framework for understanding the roles of
language in learning and for the development of multilingualism.
R_
�`� , � � � u �v�l � � �=. ��I� I����ra.
• "Section 1"—outlines the various roles of language in learning in general,including IB programmes.
• "Section 2"—gives a brief history of how the conceptualization of languages is changing as more
is learned about their relationship to shifting power structures, economics and social values. It
Language and learning in IB programmes 1
Preface
describes how,as a result of current rapid globalization and communication along with technological
developments,multilingualism is the norm and should be viewed not only as a fact and a right but
also as a valued resource for the IB mission.
• "Section 3"—describes how IB courses reflect the emergent paradigm of multilingualism.
• "Section 4"—presents a framework for identifying various domains of language in a multilingual
profile on a continuum.
• "Section 5"—outlines a common pedagogy for the development of multilingualism.
• "Section 6"—gives guidelines on how to implement a school language policy so that the optimum
conditions for the development of multilingualism are in place, as required by the programme
standards and practices.
• "Appendices"—provide a full list of references,plus a bibliography and further resources.
2 Language and learning in IB programmes
' • ' • . • . • '
Every language is a vast pattern system,different from others, in which are
culturally ordained the forms and categories by which the personality not
only communicates but also analyzes nature, notices or neglects types of
relationship and phenomena,channels his reasoning and builds the house of
his consciousness.
(Benjamin Lee Whorf,quoted in Ritchhart 2002: 121)
The languages we use permeate the world in which we live in a myriad of ways.The development of
language is fundamental to the instinctive need to communicate.It is integral to exploring and sustaining
personal development and identity.It is socially constructed and dependent on the number and nature of
our social interactions and relationships.Our individual ways of talking,expressing and thinking are further
developed through the process of socialization. By communicating society's expectations, language is a
strong enculturating force shaping particular interactions.Thus,we develop a cultural identity.Language
shapes our thinking;specific patterns of dialogue and discourse help develop particular kinds of learning
and cognitive processes. Language plays a vital role in the construction of ineaning and provides an
intellectual framework to support conceptual development.It is imperative for the development of literacy
and multiliteracies,and is linked to empowerment through success in school and subsequently society.
In the case of IB programmes,the role of language is valued as central to developing critical thinking,
which is essential for the cultivation of intercultural awareness,international-mindedness and global
citizenship.
Language wraps itself around, in,through and between everything that we
teachers and learners do in the classroom.
(Ritchhart 2002:141)
The various roles of language are culturally dynamic. As Patrick Dodson pointed out in his keynote
speech at the Global Language Convention in Melbourne in April 2010,each culture and its language are
entwined as a unique way of knowing and relating to the world.Wade Davis said in his keynote speech
at the ECIS conference in Hamburg in November 2009 that language"archives the wisdom"of a people
(Davis 2009). Because of this entwining of language and culture,there is often an assumption of a link
between learning more than one language and the automatic development of intercultural awareness and
international-mindedness.Some research (Allen 2003) indicates,in fact,that the opposite may also be the
case in some circumstances.A poor experience in learning a new language may result in a disdain for it and
the accompanying culture;a fear of losing one's own culture can result in a resistance to learning a new
language.Geoff Hall points out that:
understanding another culture can easily lapse into a new ethnocentrism,a new
exercise of power,rather than as intended in transcending the old dichotomies
(us and them).The challenge is to teach in such a way as to prompt revisions in
understandings of such relationships as well as in self understanding.
(Hall 2005:58)
Language and learning in IB programmes 3
The roles of language
Educators need to understand the important potential role of language in cultivating intercultural awareness
and international-mindedness.The pedagogical approach to language learning should:
• be open and inclusive
• affirm each learner's identity and autonomy
• promote critical thinking.
The last point is particularly important for understanding how language and power are always inextricably
linked (as Ato Quayson noted in his talk at the Global Language Convention in Melbourne in April 2010).
Access to power is easily controlled through selective access to particular languages with high status.As a
result of recent globalization,the relationship between language and power as well as critical approaches
to language use and language learning have become increasingly significant.It is the development of this
critical language awareness and its role in critical thinking in all learning that is important for the growth
of intercultural awareness and international-mindedness.Investigating the possible interpretations of any
communication and consequent available choices is part of being interculturally aware.With this awareness,
learners are able to become decentred from any unilateral cultural-based assumptions and continually
question their borders of identity.Michael Worton,Vice-Provost of University College London, has been
quoted as saying:
To learn another language is quite simply and profoundly one of the best
ways of learning to recognise the world and to see how others and otherness
inhabit it.It is an education in difference as a pathway to understanding how to
contribute to[...]global citizenship.
(Worton,quoted in Reisz 2010:39)
4 Language and learning in IB programmes
��., � �� _ --
� � . ,,_ ,:,r . . : . . • • • � • � � '
• • ' • •
��,�r����Pr�� ���������-�°��s
According to Elana Shohamy,language is best viewed as being:
...open,dynamic,energetic and constantly evolving.
(Shohamy 2006:5)
The following historical review provides a background understanding with the aim of highlighting some
dynamic and currently evolving views of language.These are relevant for future curriculum planning and
professional development within the IB to ensure that they reflect the latest research and thinking. A
postmodern paradigm shift has resulted in the concept of multilingualism as a way of viewing language.
This has implications for language planning,profiling,pedagogy and assessment.
Multilingualism does not replace the idea of bilingualism,which has been an IB focus in the past,but rather
incorporates it into a more complex conceptualization of how individual language profiles are constructed.
This means the narrow polarity of monolingualism versus bilingualism disappears in a continuum that
identifies language domains. The continuum underpins and reflects all language learning in the IB
programmes,including possible variations in the development of various domains in different languages.
The domains and continuum are explained in more detail in"Section 4"of this document.
� I� , �' , �>;°t � ��
Accordin to David Gr�addol �(2006: 18) there have been, from a Western oint of view, three ma'or
9 p J
approaches to language.
1. Pre-modern:People learn new languages through contact and use different languages for different
purposes.
2. Modern: Nations strive to become monolingual and regional languages are marginalized or
suppressed.
3. Postmodern:Multilingualism becomes the norm(along with fluidity in identity).
It was in the 19th century,with the birth of the nation state,that languages became"modern"—associated
with nationality and often accompanying ideology.Codified and standardized,they were symbols as well as
expressions of national identity.Other languages within the country were often ignored or repressed.The
concept of a modern language included the new ideas of a"native speaker"and seeing other languages as
being"foreign".(Before the 18th century,in pre-modern times,there was no comparable notion of a foreign
language.)As is well illustrated in George Orwell's novel Animal Farm,grand generalizations of truth have a
way of concurring with current ideologies.The following sub-headings"Bilingualism bad"and"Bilingualism
good"are meant to suggest that this can happen also in the field of language and learning.
"Bilingualism bad"
One outcome for language in the early 20th century as a result of forces such as nationalism and
colonialism was a desire for assimilation, with the consequence that bilingualism was not generally
Language and learning in IB programmes 5
Multilingualism as a paradigm for language and learning
valued(see figure 1).For example,as immigrants into the USA struggled to learn the language and ways
of the"new"country and denied their"heritage",they inevitably"under-performed"on tests designed
to measure "standard American".The standard was, of course,that of the "native speaker".The way
to address the perceived problem of bilingualism was seen to be to eradicate any"foreign" or non-
standard language traits.This invariably, in a vicious cycle, had the opposite effect on the successful
integration of certain generations.This subtractive bilingualism (Cummins 1994),as we now know
it,which represses mother tongues,came to be negatively associated with special educational needs
(SEN)and immigrants.
Nationalism
Colonialism Assimilation
Values Economics Politics
> 1945 bilingualism bad
Low IQ Under achievement =Special educational
needs
Immigrant status
-;��,�� �
Bilingualism bad
"Bilingualism good"
By the 1960s,the influences of post colonialism,the human rights movement and increased interest in
the idea of internationalism changed perceptions of language learning. Certain kinds of bilingualism
came to be valued and promoted.Whereas subtractive bilingualism usually results in the replacement
of students' home languages with the language of the most powerful group,additive bilingualism
(Cummins 1994) aims to extend students' linguistic repertoires. Since the 1990s, a growing evidence
base has pointed to the enhanced achievement of bilinguals compared to monolinguals (see figure 2).
The IB position in promoting bilingualism in its programmes from the very beginning,in the 1960s,was
in many ways"cutting edge". However,the flaw was the assumption that at least one of the languages
(the one in which the majority of learning was constructed) would be a strong "mother tongue" or
valued first language (English, Spanish and French were on offer for the Diploma Programme) and the
second would be one chosen from a limited group.This rather prescriptive language A+ B model was
built into the Diploma Programme (DP). Many of those who were not learning in a mother tongue and
whose first language was not valued or valorized were still disadvantaged,in much the same way as the
6 Language and learning in IB programmes
Multilingualism as a paradigm for language and learning
immigrant students described before.They became the new"ESL problem"and the ideal of successful
balanced bilingualism, where students have two fully developed languages, became an elitist
attribute as well as a goal.This situation has not entirely disappeared in some school situations that have
yet to embrace multilingualism.There remains work to be done through professional development for
whole-school change in order to address the needs of those who are still disadvantaged by learning in
a language other than their mother tongue. Nonetheless,such professional developments also present
an opportunity to increase student access to the IB programmes through innovations designed to be
inclusive.
Internationalism
Post colonialism Human rights
movement
Values Economics Politics
1960 > bilingualism good
High IQ High achievement A+B model
ESL problem
:,is�ure 2
Bilingualism good
Multilingualism
Influences today, such as the quest for democratization, rapid globalization and the move towards
inclusion as a means of affirming cultural identities (pluralistic integration as opposed to assimilation)
have led to a change yet again in the way of thinking about languages.Modernity has been,and continues
to be, undermined by globalization with its resultant changes in world demographics,and also by new
technologies related to communication.
The changing relationships between languages now taking place may reflect
the decline of modernity in the world.
(G ra dd o I 2006:1)
In a keynote presentation at the Global Language Convention in Melbourne in April 2010,Alastair Pennycook
described how the shift continues away from a modernist view of languages as being separate tools in
bilinguals—which is the IB model that labels languages A and B—towards them being much more dynamic
interrelated complex practices best represented in a multilingual profile. Multilingualism is notjust an
Language and learning in IB programmes 7
Multilingualism as a paradigm for language and learning
extension of the A+B model to A+B+C and so on;it is a reconfiguration of how we think about languages
that takes into account the complex linguistic realities of millions of people in diverse sociocultural contexts.
Muiris O'Laoire and Larissa Aronin have introduced the idea of multilinguality to mean:
an individual store of languages at any level of proficiency, including partial
competence and incomplete fluency, as well as metalinguistic awareness,
learning strategies and opinions,preferences and passive or active knowledge
on languages,language use and language learning/acquisition.
(O'Laoire and Aronin 2006:17-18)
They go on to say that"multilinguality is expressed through actions,perceptions,attitudes and abilities"and
that it is"not only linguistic facility"but that it"displays itself through physical,cognitive,cultural and social
qualities".
Such a view of multilingualism opens up new ways to consider the complexity of domains of language in a
learning profile and how they may interact to promote sociocultural competencies,intercultural awareness
and international-mindedness.
Ofelia Garcia (in her keynote address at the NALDIC conference in London in November 2009) suggested
we think of using languages rather than having them,since the language practices in which multilinguals
are engaged are interconnected (Garcia 2009:4).This moves us on from a modernist monoglossic view of
"acquiring a separate additional language".The new terms"languaging"and "translanguaging"capture
the idea that learners develop and integrate new language practices into a very complex dynamic
multilingual repertoire.
Rapid globalization
Postmodernism and Technological
pluralistic integration revolution
Values Economics Politics
21st-century multilingualism
Diversity of languages EIL and LFs Increasing terminology
in complex profiles
�=����i���
Multilingualism
`f'u u_'��I _'_ U'.
There are, of course, unavoidable tensions and contradictions in any paradigm shift.As the modernist
paradigm shifts to one of postmodernism,seeming contradictions are apparent in the IB community,as well
as in the wider world.Changing ideas of language in learning have been reflected in IB curriculum reviews
that have taken place at different times.
8 Language and learning in IB programmes
Multilingualism as a paradigm for language and learning
Elsewhere around the globe,China seems to be juggling modernity and postmodernity at the same time,
with Putonghua as a"national"language and English for"global"communication.In India,there are tensions
between Hindi and English,with both languages struggling for dominance in different areas.
The IB community is encouraged to recognize that postmodernism is comfortable with tensions, I
complexity,contradiction and overlappings.Pluralism is a characteristic of the new paradigm and
multilingualism is part of this.
���f'�6 �If'1� If'�,��'�f M�f'4�f"II m!
As concepts of language learning have changed,so have ideas about the appropriate pedagogy. Early
approaches were based on grammar-translation principles.Language was viewed in isolation as the concern
of the language teacher,and linguistic accuracy was important.Prescriptive grammar books were available
for guidance. Bernard Mohan (1986:2)describes the Latin lesson in James Joyce's semi-autobiographical
novel A Portraitof theArtistas a Young Man where"form and correctness"is seen to be"an index of scholastic
virtue".This account suggests that content and communication were of lesser importance.
Later,however,ideas on language learning emphasized interpersonal and social transactional aspects and
this led to more communicative approaches.Grammar and direct translation were de-emphasized and
"immersion"classes,where only the language being learned was allowed,became popular.An unfortunate
outcome was that some schools banned languages other than the target language.
On the other hand,language was also recognized as the medium for learning across the whole curriculum in
the various subject areas and also within the transdisciplinary and interdisciplinary components.In this view,
language learning can no longer be seen as the sole responsibility of the language teacher but is instead
integrated into all learning—every teacher becomes a language teacher.Since language has a central role
in the construction of ineaning and knowledge,the potential of functional and other modern approaches
to grammar as a way to better understand how academic language can be learned is particularly relevant.
More recently,the deep relationships between language,identity,culture and power have had an impact
on pedagogical views.There is a realization that the diverse multilingual, multicultural and multimodal
attributes of learners are resources for further learning and for the development of critical literacy. In IB
programmes language learning,multilingualism and the development of critical literacy are considered
important factors in promoting intercultural awareness and international-mindedness,which are integral to
the organization's mission.
I ' �r� . �'�,� ;� � L,u� 1�� �i � -9,�,es- a�',� w��
Multilingualism is now recognized as:
• a fact that best describes (as opposed to prescribes)the reality of"a new linguistic dispensation"
(Aronin and Singleton 2008:1)
• a right(supported by,for example,declarations from UNESCO on mother-tongue entitlement and
government legislations for global language/lingua franca education)
• for the IB,a resource and an opportunity for engendering the ideals of international-mindedness and
intercultural awareness.
Language and learning in IB programmes 9
Multilingualism as a paradigm for language and learning
Multilingualism as a fact
Demographic change is one of the most important factors affecting language
spread,language shift and language change.
(Graddol 2006:30)
Schools and learning communities throughout the world are increasingly multilingual as more people than
ever are mobile. Between 1960 and 2000 the total number of international migrants had doubled to 175
million, representing nearly 3%of the world's population (Graddol 2006:28).A study in 2000 found that
children in London schools spoke over 300 languages.The ratio of non-native users of English as a second
language to native English users around the world is estimated to be 3:1.In the USA in 2005 there were 5.1
million English language learners(ELLs)in the age range 5-17 years old.This represents a 60%growth in the
numbers over 10 years compared to an increase in the population of that age range of only 2.5%(Snowball
2010:9).
What in the"modern"era were often considered dialects and non-standard forms of other languages are
increasingly recognized as being languages in their own right,thus conferring another linguistic dimension
on to the language profiles of many earlier disenfranchised people.Afrikaans,for example,once considered
to be a variant of Dutch,is now a separate language.Creole languages,which used to be stigmatized,are no
longer seen as corrupt versions of source languages but have in many cases been given official status.Tok
Pisin,the Creole spoken in the north of Papua New Guinea,is now an official language there.Languages that
have been in decline are being reinvigorated,for example,Hebrew,Welsh,Maori,Catalan and Ngarrindjeri.
Governments around the globe are not only recognizing the plurality of languages of their citizens but are
seeking to promote this in ways that meet the demands of the 21 st century.
• The Council of Europe aims to create plurilingual citizens(see www.coe.int/lang).
• The Common European Framework for Languages(CEFR)is a project to improve citizens'awareness of
the multilingual nature of Europe and to encourage a positive attitude towards linguistic diversity and
the learning of several languages.
• A Colombian mission aspires to make the country bilingual within a decade(Graddol 2006:89).
• In 2004 Mongolia declared it should become bilingual in English(Graddol 2006:89).
• Chile wants the population to be bilingual within a generation(Graddol 2006:89).
• South Korea intends to make English an official language in new enterprise zones(Graddol 2006:89).
• In Taiwan a survey carried out in 2006 found that 80%hope English will be designated as a second
language(Graddol 2006:89).
• Singapore,Finland and The Netherlands are often cited as successful models of multilingual societies
(Graddol 2006:89).
• English is promoted as a lingua franca in Asia—in India, Pakistan, Bangladesh,Sri Lanka, Malaysia,
Singapore,Brunei,Philippines(Graddol 2006:94).
• Following the example of China,similar new initiatives to promote English language learning have
been announced in Thailand,The Philippines,Japan and Taiwan(Graddol 2006:95).
• In January 2006,President Bush announced a multimillion-dollar investment initiative to strengthen
America's foreign language education in critical languages such as Arabic, Russian, Korean and
Chinese(Graddol 2006:119).
• The Australian government is committed to language education(Scarino and Liddicoat 2009).
• The language policies of India,South Africa and Singapore promote multilingualism (Hornberger and
Vaish 2009).
10 Language and learning in IB programmes
Multilingualism as a paradigm for language and learning
Multilingualism as a right
Education policy makers have difficult decisions to make with regard to
languages, schooling and the curriculum in which the technical and the
political often overlap.
(UNESCO 2003:Part III)
A global language such as English is increasingly seen to be an essential part of a multilingual profile for
success in the 21st century. From a democratic stance, it is everyone's right to participate in the global
markets with equal access;therefore,everyone should be able to learn at least one of the global languages.
English is widely regarded as a gateway to wealth for national economies,
organizations and individuals. If that is correct,the distribution of poverty in
future will be closely linked to the distributions of English.
(Graddol 2006:38)
Equally important is that each person has the opportunity to maintain and develop their mother tongue(s).
The United Nations Convention on the Rights of the Child states that:
The education of the child shall be directed to[...]the development of respect
for the child's parents, his or her own cultural identity, language and values,
for the national values of the country in which the child is living,the country
from which he or she may originate and for civilizations different from his or
her own.
(UNICEF 1989:Article 29)
Consequently, education has a vital role not only in strengthening cultural identity and language
competencies, but also in contributing to intercultural understanding in multicultural contexts.These
rights are the focus for discourses about mother-tongue and multilingual education in different cultural and
political contexts,including those that defend the rights of minorities and indigenous peoples.
Language rights have featured in many of the world summits held in recent years.For example,the Beijing
Declaration and Platform for Action of 1995 affirms the principle of equal access to education through the
elimination of:
discrimination in education at all levels on the basis of[...] language.
(UNESCO 2003:25)
The International Conference on Education(UNESCO 2003:26)emphasized the importance of:
• mother-tongue instruction at the beginning of formal education for pedagogical,social and cultural
considerations
• multilingual education with a view to the preservation of cultural identities and the promotion of
mobility and dialogue
• foreign language learning as part of an intercultural education aiming at the promotion of
understanding between communities and nations.
But a warning was given that:
while there are strong educational arguments in favour of mother tongue or
first language instruction,a careful balance also needs to be made between
enabling people to use local languages in learning and providing access to
global languages of communication through education.
(UNESCO 2003:Part III)
Language and learning in IB programmes 11
Multilingualism as a paradigm for language and learning
Multilingualism as a resource
The diversity of life is biological,cultural,and linguistic diversity.
(Terralingua 1996)
Researchers such as Jim Cummins(2000)emphasize that multilingual education positively strengthens the
personal identity,and consequently the self-esteem,of minority children.When the language one uses in
daily communication is denigrated—for instance,not deemed fit to be used as a language of instruction—a
child may feel that a part of him or herself is also being denigrated.When a language is valued, by being
recognized in school and society,the child or person who speaks it is also valued.An increase in self-esteem
has a positive impact on motivation and learning.
In Australia,the Northern Territory Curriculum Framework(NTCF) recognizes that multilingual education
positively strengthens cultural and social identity.For example,heritage language maintenance correlates
with positive communication between young people and their parents and grandparents,and reduces
generational conflict.Speakers remain connected socially to their native land or culture.
Multilingual education also improves academic achievement. Increasing learners' literacy in their first
language strengthens their academic language development in other languages through the transfer of
skills(Cummins 2000).
Multilingual education moreover promotes intercultural awareness and international-mindedness.The
IB programmes'emphasis on intercultural awareness prepares students for a world where diversity has
become a feature of everyday life.As George Walker,the former Director General of the IB,has pointed out,
we are increasingly living next to,working alongside,sharing our leisure with,choosing our partner from,
people with different cultural backgrounds(2010:69).
However,diversity alone,in the absence of real encounters and relationships,may only lead to unresolved
tensions,as Diana Eck(2006)of Harvard explains when discussing plurality.Eck says we must actively seek
understanding.Intercultural awareness is only generated when there is recognition of,and reflection on,
a conflict of different viewpoints.This can often occur when learning new languages.While expanding
our language repertoires and multilingual identities in a positive environment,we are exposed to new
ideas,alternative perspectives,and opportunities to participate in dialogue. Ron Ritchhart(2002: 119-20)
describes how we can "try on" new ways of thinking that we have discovered through the language of
others.In this way, by actively listening, incorporating,projecting and responding to other perspectives,
learners can engage in what Mikhail Bakhtin,the philosopher of language and culture,called the concept
of"dialogical"or critical thinking. Reflection on the different perspectives of another culture enables us to
reflect on our own,and the assumptions within it.The Council of Europe has published Autobiographyof
Intercultural Encounters(Council of Europe 2009:5)which"encourages students to critically reflect on their
own responses and attitudes to the experiences of others".
Reflection and critical thinking in all learning is necessary for the development of international-mindedness
and intercultural awareness.Investigating possible interpretations of any situation and consequent available
choices is part of being interculturally aware.With this awareness learners are able to become decentred
from any unilateral,culturally based assumptions and continually question the borders of their identity.
In taking a different perspective, language learners of any age or disposition
can be brought to a greater critical awareness of themselves and others and
thereby become more adequately educated for an international world.
(Byram 2008:18)
The shift in the way languages are viewed in the postmodern paradigm presents new opportunities for the
IB to increase access to its programmes for a diversity of students.("Section 4"of this document describes
some of these,as well as the range of resources and language-learning opportunities already in place.)
12 Language and learning in IB programmes
Multilingualism as a paradigm for language and learning
����1.�� ��, ; - ; ' .F�� .� -- _T° � -
The spread of global Englishes and the growth of multilingualism [...]
represents the unravelling of a key component of modern identity.
(Graddol 2006:19-20)
Multilingualism values the diverse languages of the world,of a community,of an individual.It also,however,
raises issues related to the need for a common shared language or lingua franca.Whereas technically
speaking a person with five Indian languages is multilingual,unless they also have a lingua franca they may
remain disempowered in a globalized world.As more and more languages are valorized,the need for lingua
francas is increased.Languages such as English are now important for multilingual communities to be able
to communicate in a globalized world.Various forms of English—sometimes called International English
Languages (IEL)—have become the current dominant global languages. Spanish is an important lingua
franca in Latin America,as is Putonghua in China.
A lingua franca,which currently is very often English,should be part of the developing multilingual profile of
every IB student.It is most important to address the fact that a majority of the students,however,will have
another mother tongue and/or first language as a resource to be maintained and developed.Often,the
main language of instruction in a school will be a second language for many of the students and this must
be taken into account in pedagogy and teacher professional development across all three IB programmes.
Students learning in a language other than their mother tongue should no longer be framed as a"problem";
a multilingual view recognizes diversity in language profiles as the norm.Whole-school practices that
honour this,however,need to be put in place if all students,including those who are learning in a language
other than their mother tongue, are to have equal access to the IB programmes. Isolating English as a
Second Language (ESL) students from the mainstream, in an attempt to teach them the language they
need separately from the subject areas,is not a practice that honours multilingualism.Good practice should
adhere to the principles of good pedagogy for language teaching across the whole curriculum.These are
discussed in more detail in"Section 5"of this document.
Language and learning in IB programmes 13
• • • • ' • • ' • • ' i
This section outlines how,in orderto accommodate and nurture the diversity of multilingual students within
its programmes,the IB offers a comprehensive range of resources and learning options in many languages
across the continuum.These provisions,which mean that IB students are potentially able to become highly
proficient, literate and knowledgeable multilinguals,are underpinned implicitly and explicitly in the IB
document Programme standards and practices(October 2010).The explicit standards are as follows.
• The school places importance on language learning,including mother tongue,host country language
and other languages.("Section A:Philosophy"—standard A,7).
• Collaborative planning and reflection recognizes that all teachers are responsible for language
development of students.("Section C:Curriculum"—standard C1,8).
• Teaching and learning addresses the diversity of student language needs,including those for students
learning in a language(s)other than mother tongue.("Section C:Curriculum"—standard C3,7).
• Teaching and learning demonstrates that all teachers are responsible for language development of
students.("Section C:Curriculum"—standard C3,8).
The following standard is a requirement for all programmes.
• The school develops and implements policies and procedures that support the programme(s).
("Section B:Organization"—standard B1,5).
This is further defined by the following practice(included in the programme-specific requirements for the
Primary Years Programme,Middle Years Programme and Diploma Programme).
• The school has developed and implements a language policy that is consistent with IB expectations.
The short-and long-term planning of courses and language options that a school offers will depend on
each unique context and should be clearly articulated in the school's language policy.(Guidelines on how to
compile the policy are given in"Section 6"of this document.)
The IB's own language policy supports and mirrors the programme standards and practices relating to
language and learning through the provision of a range of services and documentation for teachers and
administrators,as well as the wider IB community.
-` .�� ' '
...
The IB language policy defines how the IB supports its linguistically diverse community of schools in ways
that facilitate access to its programmes and enhance the quality of teaching and learning,while ensuring
the appropriate resources are in place.
The language policy committee meets regularly to:
• review language policy issues and proposals
• introduce new languages
• change the range of services supported.
14 Language and learning in the IB
Language and learning in the IB
Decisions and recommendations are based on criteria relating to impact,access and quality,as well as
considerations on viability and sustainability,and are endorsed by the IB Board's education committee.
Working languages
English,French and Spanish are the IB's working languages,in which the organization communicates with
schools and other stakeholders,and in which full support is given to school administrators and teachers.
This support includes a full complement of curriculum and administrative materials and access to all major
IB websites,such as the online curriculum centre(OCC),IBIS and the public website.
The IB also supports DP students to take examinations in their chosen working language by preparing
examination papers in the three working languages and providing all related assessment services in the
three languages,as described in the Handbook ofprocedures for the Diploma Programme(updated annually).
In the Middle Years Programme(MYP), moderation services in English, French and Spanish are provided
for those schools that choose to have their grades validated.The monitoring of assessment service is also
provided in the three working languages.
Access languages
In addition to the working languages,the IB provides a more limited support to teachers in a number of
other languages.Currently,these languages are:
• Primary Years Programme(PYP)—Arabic,Chinese,Indonesian,Turkish
• Middle Years Programme(MYP)—Arabic,Chinese,Indonesian,Japanese
• Diploma Programme(DP)—Chinese,German.
The support given in these languages varies from the provision of bilingual glossaries of programme
terminology in Indonesian to the full set of curriculum guides in Chinese for the MYP and Arabic for the PYP.
There are two pilot bilingual projects in the DP in which students can choose to be assessed in a language
other than an IB working language.The available languages are:
- Chinese—for theory of knowledge(TOK)
• German—for TOK,history and biology.
The schools participating in these pilots receive translated curriculum guides and assessment services,
including examination papers in the relevant language.
Languages of instruction
Primary Years Programme and Middle Years Programme
The IB recognizes that students in IB World Schools offering the PYP and MYP have a variety of language
backgrounds, and therefore both programmes may be taught in any language(s).The language(s) of
instruction may be the mother tongue of students,teachers and/or the host country, but need be none of
these.
Some conditions apply for schools to be authorized to offer the PYP or MYP in a language other than an IB
working language,and they are set out in the IB's language policy.
Diploma Programme
The DP can be taught in the working languages (English, French and Spanish) and the level 3 access
languages(currently assessment is available for selected subjects in German and for TOK in Chinese,as a
pilot scheme in participating schools).
Language and learning in IB programmes 15
Language and learning in the IB
DP students can also be awarded a bilingual diploma provided certain conditions are met,as specified in
the Handbook of procedures for the Diploma Programme.
Further detailed information about the language policy is available on the public website:http://www.ibo.
org/mission/languagepolicy/.
A continuum of language and learning in
I� �rogrammes
Language and learning opportunities that support the roles of language described in "Section 1"
of this document are built into the IB programmes.These are apparent,for example, in the choices for
mother-tongue maintenance and development as well as second-language acquisition at various levels
(including the level at which it is the language of instruction). In order to accommodate the diverse needs
of multilingual students and to fulfill the aim for all students to learn at least two languages,the IB offers a
wide range of language options in all programmes.
The term mother tongue is used in the research literature in various ways. It may denote the
language learned first;the language identified with as a"native speaker";the language known best;
the language used most.When used in this document,it includes all those meanings.
Primary Years Programme (PYP)
The PYP may be taught in any language,provided certain important conditions are met,allowing teachers
and students to understand fully all aspects of the programme. In IB World Schools offering the PYP,all
students have the opportunity to learn more than one language from at least the age of 7.Schools are also
required to show support for mother-tongue and host country language learning,as appropriate.
Language is involved in all learning that goes on in a PYP classroom and it is considered an essential vehicle
for inquiry and the construction of ineaning.It empowers the learner and provides an intellectual framework
to support conceptual development and critical thinking.Students'needs are best served when they have
opportunities to engage in learning within meaningful contexts, rather than being presented with the
learning of language as an incremental series of skills to be acquired.In an inquiry-based classroom,teachers
and students enjoy using language, appreciating its functionality and aesthetics.Wherever possible,
language should be taught through the relevant,authentic context of the units of inquiry. Regardless of
whether language is being taught within or outside the programme of inquiry,it is believed that purposeful
inquiry is the way in which students learn best.
In the"knowledge"area of the PYP,language is the most significant connecting element across the school's
curriculum,both within and outside its transdisciplinary programme of inquiry.When teachers plan learning
experiences that enable students to develop language within meaningful and enjoyable contexts,students
are able to make connections,apply their learning,and transfer their conceptual understanding to new
situations.This progressive conceptual development,together with an enjoyment of the process,provides
the foundation for lifelong learning.
16 Language and learning in IB programmes
Language and learning in the IB
Language learning is recognized as a developmental process where there are opportunities for students
to build on prior knowledge and skills in order to help them progress to the next phase of language
development.The PYP Language scope and sequence(February 2009)acknowledges that learning language
is a complex,developmental process. It is intended to inform and support all teachers,as all teachers are
teachers of language.It presents a set of developmental continuums that are designed as diagnostic tools
to assist teachers in planning language-learning experiences for students,and in monitoring students'
development throughout the PYP.The continuums can be used to support learning in the language(s) of
instruction and any other language learning that is going on in the school.Consideration of the range of
language-learning situations that exist in schools is reflected in this document.
Effective language teaching and learning are social acts,dependent on relationships with others,with
context,with the environment,with the world, and with the self. Such learning is relevant, engaging,
challenging and significant.Exposure to and experience with languages,with all their richness and diversity,
creates an inquisitiveness about life and learning,and a confidence about creating new social interactions.
Language provides a vehicle for learners to engage with the world and,in an IB World School,for students
to relate to,and accept,responsibility for the mission of the IB to"help to create a better and more peaceful
world".
PYP students may have varied and often complex language histories and consequent multilingual profiles.
Many schools will have a population of students who are learning in a language other than their mother
tongue.As schools have a responsibility to ensure that all students reach their full potential,they should
provide for the language needs of such students so that they can participate fully in the programme.All PYP
teachers have a responsibility to address the language needs of their students in the language of instruction.
More information about the role of language in the PYP can be found in:
• Making the PYP happen:A curriculum framework for international primary education(November 2009)—
see the language subject annex
• the PYP Language scope and sequence(February 2009).
Middle Years Programme (MYP)
The MYP may be taught in any language,provided certain important conditions are met,allowing teachers
and students to understand fully all aspects of the programme.
The MYP is guided by the three fundamental concepts of:
• holistic learning
• intercultural awareness
• communication.
Students are encouraged to consider issues from multiple perspectives so as to learn about their own and
others'social, national and ethnic cultures and to develop international-mindedness. In all MYP subject
groups,communication is both an objective and an assessment criterion.Students are required to learn at
least two languages,and are encouraged to learn more.
It is a requirement for schools to provide sustained language teaching in at least two languages for each
year of the MYP.Students may study a minimum of:
• one language A and one language B,or
• two languages A,or
• two languages A and one language B.
Language and learning in IB programmes 17
Language and learning in the IB
The IB strongly recommends that,wherever possible,truly multilingual students should work towards the
language A objectives in both languages and that the mother-tongue language should be studied as one of
the language options wherever possible.
MYP students have varied and often complex language histories and consequent multilingual profiles.
Many schools will have a population of students who are learning the language of instruction as a second
language(the term "second language"refers to any language other than a mother tongue).As schools
have a responsibility to ensure that all students reach their full potential,they should provide for the
language needs of such students so that they can participate fully in the programme.All MYP teachers have
a responsibility to address the language needs of their students in the language of instruction.
Language A
The power of language experienced through the study of quality literature enables students to become
highly proficient in their understanding, use and appreciation of their language(s) A.The course is
academically rigorous;it equips students with linguistic,analytical and communicative skills that can also
be used in an interdisciplinary manner across all other subject groups.It builds on experiences in language
learning that students have gained during their time in the PYP.Knowledge,conceptual understanding and
skills will have been developed through transdisciplinary units of inquiry or independent language inquiry.
Students continuing on to the DP will have a grounding in at least one language A that will enable them
to undertake the DP course options with an inquiring, reflective approach to the study of language and
literature.If students have become proficient in two(or more)languages A in the MYP,they may be aiming
for a bilingual diploma at the end of their studies.
Language B
The MYP requires schools to provide sustained language learning in at least one language B over the whole
course of the programme.The two overarching aims of language B in the MYP are to encourage students
to gain competence as critical,competent communicators over the five years of study.For these aims to be
realized,the language B objectives enable students to become multiliterate and thus able to understand
and use print-based and digital,spoken,written and visual texts.An understanding of the interplay of the
spoken,written and visual modes is important.
From 2012,the language B subject area will be organized in six phases(rather than the current three levels—
foundation,standard and advanced).For the purpose of planning,teaching and assessment,the language
B objectives are separated into the four communicative processes and are mapped on four corresponding
continuums to show clearly the expectations for each phase.
MYP language B builds on experiences in language learning that students have gained during their time in
the IB Primary Years Programme.Knowledge,conceptual understanding and skills will have been developed
through transdisciplinary units of inquiry or independent language inquiry.Students continuing on to the
DP will have grounding in at least one language B that will enable them to undertake the DP courses with an
inquiring,reflective approach to language learning.The list of languages students are able to study as their
language B is extensive and from 2012 includes sign languages,heritage or revival languages and classical
languages.
The MYP subject guides for languages A and B provide the framework for teaching and learning in these
subjects.To assist in achieving these broader goals,teachers and students are provided with clear aims and
objectives for MYP languages A and B,as well as details of final assessment requirements.Teachers must use
these subject guides and the document MYP:From principles into practice(August 2008)when implementing
their language courses in school.Further information on the requirements for the study of languages in the
MYP can be found in the MYP Coordinator's handbook(updated annually).
18 Language and learning in IB programmes
Language and learning in the IB
Diploma Programme (DP)
The DP can be taught in the working languages (English, French and Spanish) and the level 3 access
languages.Language courses are offered in two of the subject groups:
• group 1—studies in language and literature
• group 2—language acquisition.
The comprehensive range of courses has been designed to address and acknowledge the complexity and
range of language profiles that students may bring to the DP.
Group 1
In Group 1 the suite of three courses is designed for students who have previous experience of using the
language of the course in academic contexts.
• The literature course allows the close study of literary texts and their varying contexts.
• The language and literature course focuses on critical literacy and the way meaning in texts is
constructed by,among other things,the contexts of production and reception.
• The literature and performance course allows students to combine the close study of literary texts
with an investigation of the role of performance in our understanding of literature as,among other
things,poetic expression.
All DP students are expected to study at least one group 1 course.
Group 1 is also the site where the IB recognizes the right of all students to study their mother tongue at the
same level as other DP subjects.Apart from the 50 languages that are automatically available,students can
also make a special request for an examination in their best language. Upon receipt of such a request,the
IB undertakes to appoint an examiner and set a paper for assessment.This applies even if only one student
requires the service,and it is offered at the same cost to schools as any other DP subject.In order to further
support mother-tongue entitlement,the IB also offers a school-supported self-taught course.This ensures
that,even if the school is unable to provide a teacher for a language A subject,a carefully planned self-
taught course can be followed,with the student's work being accurately assessed to the same standard as
students who have followed the course with a teacher.
Group 2
Group 2 offers two modern language courses:
• language B—for students with some experience of the language
• language ab initio—for students with little or no experience of the target language.
The courses share an emphasis on the importance of understanding language acquisition as a process that
also involves the recognition and understanding of another culture.The consequent reflection on the way
one's immersion in one's own culture leads one to assumptions about the world that are not necessarily
shared by others is important in the development of intercultural awareness and international-mindedness.
Students are required to study:
• one group 1 and one group 2 subject,or
• two group 1 subjects.
In some diploma combinations a further language—from either group 1 or 2—could be studied instead of
a group 6 subject.
Subject guides for groups 1 and 2 should be consulted for more detailed information.
Language and learning in IB programmes 19
Language and learning in the IB
DP students have varied and often complex language histories and consequent multilingual profiles.
Many schools will have a population of students who are learning the language of instruction as a second
language.As schools have a responsibility to ensure that all students reach their full potential,they should
provide for the language needs of such students so that they can participate fully in the programme.All DP
teachers have a responsibility to address the language needs of their students in the language of instruction.
� � ,�I� ��� ���� ��,_;����� �
The IBCC is an academic qualification offered by the IB,taken over two years and designed to support and
complement career-related courses offered by schools. It is a framework of international education for
students aged 16 to 19.The certificate incorporates the vision and educational principles of the IB into local
programmes that address the needs of students engaged in career-related education.
The crucial role of language in an IB education is recognized through the commitment to the provision of
language courses for all IBCC students.
All schools authorized to offer the IBCC must offer at least one DP group 2 language-acquisition subject to
IBCC students.Students are encouraged to study a group 2 language-acquisition subject wherever possible.
The IB does,however,acknowledge that DP language courses may not be suitable for some IBCC students,
and so a DP group 2 language acquisition subject is optional.
Where one of the DP courses is not a group 2 language-acquisition subject,students must complete a course
of study in language acquisition that is relevant to their background,needs and context.IBCC coordinators
must consider the demands on IBCC students when determining the nature,timing and scheduling of the
language course.
Many relevant language courses exist,and schools are expected to explore a range of options.Some schools
may even decide to develop their own language courses for IBCC students.
All IBCC students must complete a language profile over the course of their IBCC studies to document their
progress towards multilingual competence.
The IBCC can be taught in the working languages of the IB(English,French and Spanish).IBCC students have
varied and often complex language histories and consequent multilingual profiles.Many schools will have a
population of students who are learning the language of instruction as a second language.As schools have
a responsibility to ensure that all students reach their full potential,they should provide for the language
needs of such students so that they can participate fully in learning.All IBCC teachers have a responsibility to
address the language needs of their students in the language of instruction.
Further information about IBCC requirements can be found in the IBCC Handbook(anticipated publication
2012)on the online curriculum centre(OCC).
20 Language and learning in IB programmes
� • ' • ! • ' • • • • • • • '
The language and learning courses and options offered bythe IB are comprehensive and complex.However,
this can sometimes result in unintended practical complications.Some examples are when:
• schools might be deciding which courses are best for their particular context and there are limited
resources
• schools might be planning for long-term language growth for a linguistically diverse cohort of
students
• schools might be placing new students who have complex language profiles.
There are also considerations around pedagogy,content and assessment.For instance,different issues arise
in relation to the teaching of ab initio Japanese to Spanish-speaking DP students than in the teaching of
biology in English to Korean-speaking students.
There can be unnecessary misunderstandings of the role of language in learning unless its range,depth
and complexity are recognized.Very often,complex situations are addressed and decisions are made on
the basis of teachers'experience and intuition. In many cases,the outcome is most successful. However,
occasionally students might have been better served with alternative combinations of courses.
In the interests of rovidin a comprehensive framework that mi ht enhance teachers'understandin and
P 9 9 J
offer support for language and learning decisions concerning IB programmes,this section presents a model
of a continuum of identified domains of language learning.This model may be used,among other things,to
plan pathways for student language development.The framework has been informed by various theoretical
models as well as research and practice(Inugai-Dixon 2009).
The continuum is structured around Michael Halliday's(1985)description of the three strands of language
and learning.They are:
• learning language
• learning through language
• learning about language.
Although grouping some particular language use under the heading of just one of these strands loses
the sense of dynamic interplay among all three,nonetheless,identifying the focus in a particular learning
situation can help clarify the complex roles of language in learning.The use of the construct in this way does
not suggest that this is how Halliday intended it to be used. It is applied here to provide a framework for
considering important factors about language that vary in dominance along the learning continuum.
The identified domains in the continuum are:
• discrete skills
• basic interpersonal communicative skills—BICS(Cummins 1979)
• literacy and the art of language
Language and learning in IB programmes 21
A framework for understanding multilingual profiles
• cognitive academic language proficiency—CALP(Cummins 1979)
• literary analysis
• criticalliteracy.
The distribution of these domains across the three strands of the continuum,which indicate a particular
focus for each one,are shown in the table below.It must be emphasized that all three strands are present in
all language learning and that the association of one domain with one strand refers to a particular focus that
may be useful in the planning of teaching and learning language only.
� :�� � ���,W.;�ge"focus � � �;�hrough language�� I -.� � ��guage„
Discrete skills CALP Literary analysis
BICS Critical literacy
I Literacy and the art of language
The continuum of language domains described in this way is intended as a working tool for practitioners,
with the following aims:
• to be a framework for understanding the diversity and complexity of multilingual profiles
• to provide a common language for conceptual understandings that will enable meaningful discussion
about how the roles of language relate to IB programmes
• to enhance understanding of the coherence and inherent continuum of language courses in IB
programmes
• to demonstrate the depth and breadth of language learning in all IB courses
• to inform pedagogy
• to demonstrate connections across curriculums both within and between programmes
• to clarify and demonstrate the relationship of language to all learning(and teaching).
Learning language
The domains where"learning language"may be a useful focus for consideration are:
• discrete skills
• basic interpersonal communicative skills(BICS)
• literacy and the art of language.
Learning Discrete skills
language
Basic interpersonal Literacy and the art of
communicative skills(BICS) language
��g�r���
Learning language
22 Language and learning in IB programmes
A framework for understanding multilingual profiles
Discrete skills
Any language learning requires the development of both receptive(for example,listening and reading)and
productive(for example,speaking and writing)skills.The organizing principles,and thus the approaches
to teaching,will vary,depending on whether languages are alphabetic,such as the Romance languages,or
non-alphabetic,such as Japanese and Chinese.Dependent on the circumstances,skills can be transferred
from one language to another.
Basic interpersonal communicative skills(BICS)
In richly contextualized situations,young children very quickly acquire vocabulary,syntax,accompanying
gestures and an understanding of semantics in the construction of ineaningful social interactions.
In first-language learning and many introductory second-language learning courses, such early social
interactions form the basis for developing what Jim Cummins calls the"basic interpersonal communicative
skills"(BICS).
It is sometimes assumed that the development of academic language skills will automatically follow
on from fluency in BICS. However,Cummins (2000) has pointed out that this is not necessarily the case.
Fluency in BICS—which,as the name suggests,is concerned with social interactions—does not necessarily
correlate directly with the development of academic skills.These require a critical level of literacy,as well as
sophisticated understandings of language use in increasingly abstract and decontextualized settings.BICS
is,however,important for personal development and cultural identity as well as for intercultural awareness.
The acquisition of linguistic,pragmatic and other cultural knowledge through
social experience [is] how individuals become socialised into particular
identities, worldviews or values, and ideologies, as they learn language,
whether it is their first language or an additional language.
(Hornberger and McKay 2010:xix)
Literacy and the art of language
The successful development of students'literacy in first languages in elementary schooling is characterized
by a prolific increase in the reading and writing of a wide range of texts for different purposes and audiences.
This is accompanied by an enormous growth in the fluent use of vocabulary and stylistic devices.What is
sometimes referred to as the"language arts"provides creative opportunities for learners to gain a broad
and deep command of the language and culture;students play with and explore language and discover its
expressive,dramatic,poetic and artistic aspects.Michael Worton says that when learning any new language
the pleasure in learning to creatively manipulate it:
reveals to us a different culture in its fullest creative complexity as well as often
in its most playful and joyful form.
(Worton,quoted in Reisz 2010:39)
In many instances when learners are literate to this degree in more than one language it might be more
appropriate"to talk in terms of multiliteracies ratherthan'literacy"'(Edwards 2009:54).
A threshold level of multiliteracy or literacy development with the ability to engage with a variety of texts
is,however,essential background knowledge necessary for the further development of academic language
skills.
Learners need to have extended periods of time to read for pleasure,interest
and information,experiencing an extensive range of[...]texts[...to...]acquire
the skills,strategies and conceptual understanding to become competent,
motivated,independent readers[and writers].
(Hornberger and McKay 2010:74)
Language and learning in IB programmes 23
A framework for understanding multilingual profiles
Early opportunities for literacy development across the curriculum are important for the development
of the academic language of abstract conceptualization and associated cognitive development in later
schooling.This has implications for those students who transfer from early learning in a first language to a
second language of instruction later on.Maintaining and enabling the transfer of knowledge and skills from
one or more languages to another is crucial for optimal learning.If the development of literacy in the first
language is limited,decisions must be made about how to build up the background knowledge necessary
forfuture successfullearning.
Learning through language
Although in any language-learning situation there is inevitably always some"learning through language",
much of it may be implicit and incidental when the emphasis is on "learning language". In reality,the
development of literacy is recursive and continual, but there are some stages of schooling where it is
assumed that sufficient language has been learned for it to be a medium of instruction and "learning
through language" becomes the dominant focus. As Bernard Mohan (1986: 18) describes it, there is a
contrast between "learning to read and reading to learn"or"learning to write and writing to learn".The
academic disciplines of school curriculums make heavy language demands on learners.They must be
proficient in the academic language of instruction if they are to have access to the curriculum(O'Neal and
Ringler 2010:50).
Learning
language
Discrete skills
Basic interpersonal Literacy and the art of
communicative skills(BICS) language
Learning
through language Cognitive academic
language proficiency
(CALP)
Learning through language
Cognitive academic language proficiency(CALP)
The development of academic language skills required for discourse in abstract and decontextualized
settings in later schooling is referred to by Jim Cummins as CALP(cognitive academic language proficiency)
and is in contrast to the more socially contextualized language necessary in BICS.Ultimately,to be successful
in school,students must have a threshold understanding and ability to use a variety of discourses and texts
across the many subjects they study. For second-language learners this can be particularly onerous as
teaching often assumes a cultural and academic linguistic background common to all students rather than
a diversity of complex multilingual profiles,which is increasingly the norm.However,it cannot be assumed
that even those whose first language is the language of instruction are familiar with academic language.
Some may be fluent in a dialect or non-standard variety,may have had little exposure to reading and writing
in the language of the school and may also need to be made aware of the types of discourse necessary for
school.Bernard Mohan has pointed out that:
any deficiency in the language of instruction is a fundamental obstacle to
education in all subjects.
(Mohan 1986:10)
24 Language and learning in IB programmes
A framework for understanding multilingual profiles
The view that every teacher is a language teacher regardless of the aspects of the curriculum for which they
have responsibility is important if all students are to have equal access to the curriculum.For example,when
teaching science,Jay Lemke asserts that teachers must be aware of the fact that,as well as acquiring new
vocabulary,students need to:
learn to use language as scientists themselves do-to name,describe,record,
compare,explain,analyse,design,evaluate and theorize.
(Lemke,in Wellington and Osborne 2001:iv)
Academic language is inextricably entwined with academic thinking.Robin Lakoff(in Hornberger and McKay
2010:57) uses the idea of frames as mental structures to explain how we shape and construct meaning and
describe conceptions of the world.As our conceptual frameworks change with cognitive development so
do our descriptions.Thinking differently requires using language differently. For example,developments
in information technology require us to learn new forms of language.Attending to teacher professional
development that raises awareness of how language and thinking are interconnected is important if all
students are to be able to have access to the curriculum.
Learning about language
Through an increase in understanding gained from "learning about language"students can have more
control over the use of their linguistic resources and can hone their academic skills for"learning through
language"across the curriculum.There are,however,some specific areas of the curriculum where an explicit
metalinguistic focus is an integral part of the discourse.This is the case for:
• literary analysis
• criticalliteracy.
Learning
language Discrete skills
Basic interpersonal Literacy and the art of
communicative skills(BICS) language
Learning through
language Cognitive academic
language proficiency
(CALP)
Learning about
language
Literary analysis Critical literacy
'i i�ure b
Learning about language
Language and learning in IB programmes 25
A framework for understanding multilingual profiles
Literary analysis
Literature—traditionally held a central and privileged place in language teaching.
(Hall 2005:2)
As well as the claim that extensive engagement with literature is effective for language learning,analysing literature
also draws attention to how language is used to convey ideas and express the poetic dimension.Interpretation,
multiple readings and a consideration of cultural contexts require a study of word choice,symbolism,metaphoric
imagery and their associated values."Learning about language"is a major focus.For this reason,the study of literature
is widely recognized as a means to explore other cultures,as expressed by the poet TS Eliot.
For the transmission of a culture—a peculiar way of thinking,feeling and
behaving—[...]there is no safeguard more reliable than a language—a literary
language,not necessarily a scientific language—but a poetic one.
(Eliot 1948:57)
It is through exploration of the literature of other cultures that we can further develop intercultural
awareness.While reading literature:
we can leave our own consciousness and pass over into the consciousness
of another person, another age, another culture [...] reading enables us to
try on,identify with and ultimately enter for a brief time the wholly different
perspective of another person's consciousness.
(Wolf 2008:7)
Wai Chee Dimock describes how literature carries traces from the past through"layers of relations"(2006:6)
and questions sometimes mistaken assumptions about cultural divisions.She suggests that a critical study
of literature across time can reveal that we are more connected in the world than we imagine.
Critical literacy
Paulo Freire considered that reading the word cannot be separated from reading the world and challenged
the assumption that literacy is simply teaching students the skills necessary for reading and writing.He was
interested in the communicative and dialogic aspect of literacy and,ultimately,its power for social action.
True dialogue cannot exist unless the dialoguers engage in critical thinking.
(Freire 1970:73)
Critical literacy has become a generic term that includes the idea of critical thinking.It is associated with a
sociocultural approach to language education and is also referred to as"critical linguistics","critical language
awareness"and"critical applied linguistics"(Hornberger and McKay 2010:45).
Critical literacy involves a metalinguistic critique of all texts,whether oral or written,and includes literary
analyses.It pays attention to the way in which reality is mediated by language and also to the way in which
texts are constructed to represent versions of reality.Consideration is given to aspects such as:
• textual purpose • gaps and silences
• power and interest in relation to purpose • multiple meanings.
Critical literacy is extremely important in the development of intercultural awareness and
international-mindedness and should be a part of learning in all subject areas.The IB Diploma Programme
course theory of knowledge (TOK) encourages critical thinking about knowledge itself, asking such
questions as the following:
What counts as knowledge?How does it grow?What are its limits?Who owns
knowledge?What is the value of knowledge?What are the implications of
having,or not having,knowledge?
(IB 2006:3)
26 Language and learning in IB programmes
A framework for understanding multilingual profiles
�___1 � ' ' I .-� � : '��� ' ��';� �
The lan ua e domainsr described here should be viewed as interconnected as ects of a continuum in the
9 9 P
holistic process of learning.Any situation that involves language will involve several domains,even if only
one appears to be emphasized.The roles of language described in "Section 1"of this document may be
better developed in some domains than others.Some suggestions are shown in figure 7.Again,however,it
must be emphasized that the roles are interwoven and pliable.Considering where the intended emphases
are in specific teaching situations can help inform planning for short-and long-term learning.
Learning language
Discrete skills
Communication Expression
1 1
Basic interpersonal Literac and the art of
communicative skills Knowledge building Y
(BICS) language
Cognitive development
Learning through
language Cognitive academic
language proficiency
(CALP)
Learning about Analysis Evaluation
language � �
Literary analysis Critical literacy
The roles of language across the domains
� , � ':J4�,���':���� ���r�°�o ���V��� 'l I i<<,�� I ' � ,a,� . ��`I��p}��� I ;
The notion of a continuum suggests and supports the idea of a developmental progression in language
and learning.This progression,however,may not necessarily develop in the same way in the learning of all
languages.Mapping a multilingual language profile may demonstrate capabilities in all the domains in one
or more language, but also one language may be more dominant in some domains and less so in others.
For example,someone may be fluent in BICS in English and Japanese but capable of only limited CALP in
Japanese.Many academics have high levels of CALP in English but have very limited BICS in that language.
Furthermore,language profiles are in a constant state of flux as language learning continues throughout
life.Mapping the dynamics of individual language profiles can be useful when planning for future learning.
The multilingual profiles of entire communities may reflect the use of different languages for different
purposes.These may or may not relate to legislation or language policies.For example, Putonghua is the
official language of China;English is the working language in the IB.
The diverse and complex multilingual language profiles of communities and individuals are a potential
resource in curriculum planning for developing intercultural awareness and international-mindedness.
"Section 5"of this document looks at the necessary pedagogy and principles of good practice that should
be in place so that the potential is realized.
Language and learning in IB programmes 27
� • • • ' • • • • • • • • • • ' • • ' • •
A pedagogy that reflects the values, beliefs and understandings of language and learning in the IB
programmes is essential if all multilingual IB students, including those learning in a language other than
their mother tongue,are able to have access to the curriculum.A pedagogy for an IB international education
is described elsewhere in detail by Judith Fabian (2011).The focus here is on aspects that relate specifically
to developing a threshold level of cognitive academic language proficiency or CALP (as described in
"Section 4"),which is essential for the participation and engagement that is necessary for subsequent
success in learning and knowledge construction.
�i i�� F � � �-�i� -;
__ ��..
Jim Cummins (Inu ai-Dixon 2007) ro oses a eda o that em hasizes four dimensions of teachin
9 p p p 9 9Y p 9
that are particularly important in ensuring learner participation,promoting engagement and successfully
constructing understandings.As illustrated in figure 8,they are:
• activating prior understanding and building background knowledge
• scaffolding learning
• extending language
• affirming identity.
Background
knowledge Scaffolding
Affirm
identity
Extending
language
The language and learning cycle of good practice(based on ihe work ofJim Cummins,2007)
28 Language and learning in the IB
A common pedagogy for language and learning
Activating prior understanding and building background
knowledge
New learning and understanding is constructed on previous experiences and conceptual understandings
in a developmental continuum.Stephen Krashen(2002)stresses the importance of comprehensible input
for learning to take place.If new information cannot be understood,it cannot be linked to prior knowledge
and become part of deep learning.The psychologist Lev Vygotsky(1978) describes a zone of proximal
development(ZPD)within which new learning can take place if there is support.The ZPD lies beyond
the zone of prior knowledge,which is where a learner can work independently without support.Anything
outside the ZPD is not yet able to be learned.
Prior knowledge Zone of proximal development
Zone of proximal development
When planning new learning, previous learning experiences or prior knowledge must be taken into
consideration. It cannot be assumed that those students who are learning in a language other than
their mother tongue will necessarily all share the same previous learning, background knowledge
and understandings. It may be, however,that these students have a wealth of relevant background
knowledge encoded in their mother tongue or other languages that can be activated as a base for further
learning. However,the teacher may also have to build up background knowledge in preparation for
further learning.
Therefore,teachers should:
• explicitly activate students'prior understanding,using the mother tongue and other languages when
appropriate
• use their knowledge of students' prior understanding in all languages to differentiate tasks and
activities that will build up the further background knowledge necessary for new learning to occur
• record information in student language profiles and maps that will support planning for future
differentiation
• consider the time and strategies necessary for activating and building up background knowledge
when planning a unit of work or lesson.
Scaffolding learning
Teaching methodology has identified a variety of specific ways in which teachers can scaffold new learning
in the ZPD to help learners understand text.Scaffolding is a temporary strategy that enables learners to
accomplish a task that would otherwise be impossible or much more difficult to accomplish.The use of
a mother tongue or other language to carry out research that would be impossible for the learner in the
language of instruction is an example of scaffolding.Other scaffolding strategies may provide a more
concrete and less abstract context for understanding.Examples of these are:
• visual and practical aids
• graphic organizers
• demonstrations
Language and learning in IB programmes 29
A common pedagogy for language and learning
• dramatization
• small,structured collaborative groups
• language of instruction.
Learning about the use of language and how linguistic genres work as frameworks in constructing meaning
in particular contexts also provide valuable scaffolding that gives learners access to a rich diversity of
sophisticated texts.Writing frames developed from a branch of linguistics concerned with functional
grammars provide one way of understanding how the language and text features that characterize various
genres encountered in a school curriculum (such as"a report","an explanation"or"a persuasive essay")
achieve their communicative purposes.
All scaffolding should foster learners' increasing independence in taking responsibility for developing
strategies for their own learning,thus always extending the ZPD.
Extending language
As students progress through school,they are required to read and write increasingly sophisticated texts
both in the subject areas and across the curriculum.The academic language of such texts reflects:
• the complexity and abstraction of the concepts that students are required to understand
• the increased density of low-frequency and technical vocabulary—much of which, in the case of
English,comes from Latin and Greek sources(for example,"photosynthesis","revolution")
• increasingly sophisticated grammatical constructions(for example,the passive voice).
Teachers can help students extend their language and reading by combining high expectations with
numerous opportunities for learner-centred practice and interaction with cognitively rich materials and
experiences.Students who read extensively both inside and outside an IB programme will have far greater
opportunities to extend their academic language and concepts than those whose reading is limited.
Opportunities for enjoying reading and writing in a wide range of genres(as described in "Section 4"of
this document under the heading"Literacy and the art of language")are important in developing cognitive
academic language proficiency.
Affirming identity
A growing body of research shows that sustained efforts to create environments
that include activities,artefacts,and practices that constantly and explicitly
valorise the first languages of learners in multicultural settings outside as well
as inside schools are key to learner and programme success.
(Suarez-Orozoco et al,in Hornberger and McKay 2010:28)
Language is integral to identity,which in turn determines how a person will act.A mother tongue and any
other languages used in constructing meaning are intimately connected to a person's relationship with
the world and how they come to feel about that world.Social and emotional conditions for learning that
value all languages and cultures,and affirm the identity of each learner,promote self-esteem and develop
intercultural awareness.Such conditions also encourage the attributes identified in the IB learner profile,as
well as promoting responsible action and international-mindedness.
Conditions that do not affirm identity result in learners with poor self-esteem and consequent social
and emotional issues that adversely affect learning.Such learners will be unable to develop many of the
attributes of the IB learner profile,intercultural awareness and international-mindedness.
30 Language and learning in IB programmes
A common pedagogy for language and learning
The identity of each learner must therefore be affirmed.This can be done by:
• promoting a class and school environment that welcomes and embraces the diversity of languages,
cultures and perspectives
• valuing and using the diversity of languages,cultures and perspectives to enhance learning
• establishing a mother-tongue programme for all students
• liaising with parents to establish understanding of how best to collaborate to achieve shared goals.
Language and learning in IB programmes 31
• ' ' • • ' ' • • � 'i • • • • • � ' • •
Major approaches to language planning include language policy [...] as
problem solving,and[...]as an interactive democratic practice.
(Hornberger and McKay 2010:xv)
�� 1� � � -�a '� r�,�'��� r � i F.n r r,� �;� r�i T ��_ �"';��f � .s
Implementing effective pedagogy(as described in"Section 5"of this document)depends on whole-school
collaborative practices.For this reason,every IB World School authorized to offer one or more of the three
IB programmes is required to have a written language policy,as stated in the Programme standards and
practices document(October 2010).The language policy must be consistent with the stipulated principles
and practices of the IB.The language policy must therefore:
• recognize that,since language is central to learning,all teachers are,in practice, language teachers
with responsibilities in facilitating communication
• outline how students are to learn at least one other language in addition to their mother tongue
• describe how the development and maintenance of the mother tongue for all students is to be
supported
• describe how the language of the host country is to be promoted
• ensure that there are practices in place to provide inclusion and equity of access to the IB programme(s)
offered by the school for all students,including those who are learning in a language other than their
mother tongue
• recognize that administrators,teachers, librarians and other school staff will require professional
development in the fields of language learning and teaching,and in how to make sure the language
policy becomes a working document
• consider what resources and practices are to be used to involve parents in planning their children's
language profile and development.
What is a school language policy?
Language policy [...] is shaped by three main factors: language practices,
the actual-related behaviour of individuals and institutions; language
management,the official and unofficial rules regarding the choice and nature
of language codes;and language ideologies[...]the understandings,beliefs
and expectations that influence all choices made by language users.
(Hornberger and McKay 2010:28)
Apart from the IB requirements, a school language policy is also derived from the school's language
philosophy and is a statement of purpose that outlines goals for language teaching and learning. It is
constructed around pedagogical and learning beliefs and is therefore also a statement of action,describing
practices for achieving and evaluating goals.It must take into consideration the particular language factors
of the local context.
32 Language and learning in the IB
Guidelines for developing a school language policy
A language policy is a statement of action[...] It is concerned not so much with
where the children in a school[...]are going but more with how they are going
to get there.
(Corson 1990:3-4)
Each school exists in a unique social context with complex language and learning-related needs.A language
policy must therefore also take into consideration the particular sociocultural circumstances of each school
community.Since these circumstances are not static,a language policy needs to be dynamic and flexible
so that it can evolve with the changing needs of the school population.Thus it is essential that,when
developing a language policy, initial and ongoing collaborative reflective practices are in place that will
monitor change and consider the views and wishes of the whole community.
,�'� � _. � ._
Step 1: Establish a language policy steering committee
In order to democratically compile a language policy that is accepted by the school community as
meaningful and workable,the process must be collaborative and involve all stakeholders of the school.
A language policy steering committee should be established, comprising representatives from the
community who have a range of expertise.This might include:
• teachers
• librarians
• administrators
• IB programme coordinators
• parents
• students
• other members of the school community.
The steering committee will be responsible for overseeing the procedures needed to develop the language
philosophy and policy of the school,and for communicating with those they represent.
A school language philosophy,which states beliefs about languages and how they are learned, is the
starting point for developing a language policy.The language philosophy should be written clearly
and unequivocally so that the whole school community has a common understanding. If a school does
not already have a clear language philosophy,one should be written before a school language policy is
developed.
Step 2:Write a school language philosophy
A school language philosophy must reflect the interests of the whole school community.The steering
committee is responsible for gathering,presenting and collating the views of this community.This data may
be gathered in a variety of ways,including:
• informal discussions
• questionnaires
• observations
• interviews with students and other members of the school community.
Language and learning in IB programmes 33
Guidelines for developing a school language policy
Collecting data can be included as part of the curriculum,thereby actively involving students.
The language philosophy should be informed through reading,among other publications,the relevant
documents published by the IB.
Step 3: Review the current language situations and practices and
compile a school language profile
In order to develop a language policy that concurs with the language philosophy of the school and the IB,
and that will lead to effective practice,a thorough understanding of the particular circumstances of the
school community is needed.It is therefore recommended that schools compile a comprehensive language
profile of the school community that identifies the following points:
• the diversity of language needs for students following the IB programme(s).This should include:
- information on the languages of teaching and learning
- the languages of communication used in the school and outside the classroom
- the range and types of mother tongue and other languages in the community
• the other language needs of the community (including any legal requirements as a result of
government legislation)
• current practices relating to language teaching and learning,for example:
- practices relating to the choice and planning of language courses for learners
- spelling and referencing protocols
- preferred bibliographic styles
- rules and expectations about language use around the school
• beliefs held about language teaching and learning
• other policies that relate directlyto languageteaching and learning such as admissions and assessment
policies.
This data-gathering exercise could involve activities such as informal discussions, questionnaires,
observations and student interviews.It requires all members of the school community to reflect on their
thoughts and practices regarding language in the school.
The resulting language profile of the school should be scrutinized for any areas of mismatch,contradictions,
omissions in practice,ambiguities and other issues to be addressed with regard to the language philosophy.
Any matters identified in this way should be investigated and resolved.
The language profile may also identify the need for a school-based inquiry that will evaluate ideas for future
inclusion in the language policy.For example,schools may need to:
• look at the way in which library and media resources are linked to teaching programmes
• consider alternative models for developing and maintaining mother-tongue languages
• consider alternative models for addressing the needs of those learning in a language other than their
mother tongue
• initiate or further develop a system for keeping a language profile of each student
34 Language and learning in IB programmes
Guidelines for developing a school language policy
• review the processes used to identify the language needs of each student
• monitor the effectiveness of differentiation strategies for students with specific language-learning
needs
• develop a language continuum scope and sequence based on language domains.
Step 4: Address further considerations
Once the school language philosophy and language profile have been compiled,the school language
policy can be written. Further considerations, however,should be taken into account for each of the IB
programmes.
Primary Years Programme
In IB World Schools offering the PYP,a language policy should further consider how to:
• promote inquiry-based authentic language learning
• focus on the transdisciplinary nature of language learning
• incorporate the teaching and learning of language into the programme of inquiry
• develop and interrelate the skills of listening,speaking,reading and writing
- provide for the teaching of additional languages
• promote consistency of practice in the teaching and learning of all languages where more than one
language of instruction is used.
Making the PYP happen:A curriculum framework for internaiional primary education(November 2009)conta i ns
a subject annex that explains what language teaching and learning in the PYP should look like.Together
with the Language scope and sequence(February 2009),this document should inform the construction of a
language policy in the school.
Middle Years Programme
In IB World Schools offering the MYP,a language policy should further consider how to:
• formulate practices for the provision of languages A and B
• integrate the learning of languages with learning in the subject groups
• integrate language learning with interdisciplinary planning.
The MYP subject guides for language A and language B and the document MYP:From principles into practice
(August 2008)provide further guidance for schools.
Diploma Programme
In IB World Schools offering the DP,a language policy should enable a studenYs language profile to be
developed by providing:
• well-resourced special request and school-supported self-taught options in group 1 to maintain the
mother-tongue development
• opportunities for learning languages ab initio and languages B.
Further guidance and support can be found in the DP subject guides for language Al, language B and
language ab initio,and in the document The Diploma Programme:From principles into practice(April 2009).
Language and learning in IB programmes 35
Guidelines for developing a school language policy
;� i f �
i��' � . _���� �, ���� t �� I � �.�i �� „ ,���i� I � . �,`;�'�.._�� ���
_� ., � r
Once a language policy has been constructed,further steps need to be taken in order to ensure that it
becomes a working document.
Step 1: Establish a review process
The timing and responsibilities associated with a review process should be stipulated in the policy.As
new ideas are developed,the results of research are gathered and the school language profile changes,
the school language policy should be reviewed.The review procedure should also include roles and
responsibilities for the evaluation of the effectiveness of the language policy as a working document.
Step 2: Link the language policy to other documents
The language policy should be explicitly linked to other working documents such as assessment,admissions
and special educational needs(SEN)policies.This may lead to:
• a consideration of the role of a student language profile in admissions as well as in formative and
summative assessment
• a review of criteria used for language assessment
• a system of reporting and feedback on language development,early intervention and differentiation
strategies for SEN students.
Step 3: Communicate the policy
There should be consideration of how to keep the whole school community informed of the policy process
and how they might make contributions.
The IB Category 3 Topical Workshop"Implementing a school language policy"provides the opportunity to
compile and review in depth a school language policy.Many schools already give access to their language
policy on their website.The IB appreciates schools submitting their policy to be uploaded as a resource on
the online curriculum centre(OCC)"Language and learning"page.
36 Language and learning in IB programmes
� ..- .
� - - - -
Allen, M. 2003. "Frontier Crossings: Cultural Dissonance, Intercultural Learning and the Multicultural
Personality".JRIE.Vol 2,number 1.Pp 83-110.
Aronin,L and Singleton,D.2008."Multilingualism as a New Linguistic Dispensation".International Journal of
Multilingualism.Vol 5,number 1.Pp 1-16.
Byram,M.2008.From Foreign Language Education to Educarion for Intercultural Citizenship.Clevedon, UK.
Multilingual Matters.
Corson,D.1990.LanguagePolicyAcross theCurriculum.Clevedon,UK,Multilingual Matters Ltd.
Corson D. 1999.Language Policy in Schools:A Resource for Teachers and Administraiors.Mahwah,New Jersey,
USA.Lawrence Erlbaum Associates Inc.
Council of Europe.2009.Autobiography oflntercultural Encounters.More information is available from http://
www.coe.int/t/dg4/linguistic/autobiogrweb_EN.asp.
Council of Europe.Common European Framework of Reference for Languages(CEFR):Learning,Teaching,
Assessment.http://www.coe.int/t/dg4/linguistic/cadre_EN.asp.
Cummins,J. 1979."Cognitive/academic language proficiency,linguistic interdependence,the optimum age
question and some other matters".Working Papers on Bilingualism.Number 19.Pp 121-9.
Cummins, J. 1994. "The Acquisition of English as a Second Language". In Spangenberg-Urbschat, K
and Pritchard,R,(eds).Reading Instrucfion forESL Students.Delaware,USA.International Reading Association.
Pp 36-64.
Cummins,J.2000.Language,Powerand Pedagogy.Clevedon,UK.Multilingual Matters.
Davis,W.2009.The Wayfinders.Toronto,Canada.Anansi Press.
Dimock,WC.2006.Through OtherContinents.Princeton,New Jersey,USA.Princeton University Press.
Eck,D.2006.The Pluralism Project at Harvard University.http://www.pluralism.org/.
Edwards,V.2009.Learning to be Literate:Multilingual Perspectives.Clevedon,UK.Multilingual Matters.
Eliot,TS.1962.Notes Towards the Definifion ofCulture.London,UK.Faber and Faber.
Freire,P.1970.PedagogyoftheOppressed.London,UK.Penguin.
Garcia, O. 2009. "Reimagining Bilingualism in Education for the 21st century". Keynote presentation at
NALDIC conference.Reading,UK.Transcript Pp 4-10.
Graddol,D.2006.English Next.London,UK.British Council.
Hall,G.2005.Literature in Language Education.Basingstoke,UK.Palgrave Macmillan.
Halliday, M. 1985. "Three Aspects of Children's Language Development: Learning Language, Learning
through Language, Learning about Language". Unpublished manuscript.Sydney,Australia. University of
Sydney,Department of Linguistics.
Language and learning in IB programmes 37
References
Hornberger,N and McKay,S,(eds).2010.Sociolinguistics and Language Education.Clevedon,UK.Multilingual
Matters.
Hornberger,N and Vaish,V.2009."Multilingual language policy and school linguistic practice:globalization
and English-language teaching in India,Singapore and South Africa".Compare:AJournal ofComparative and
Iniernational Education.Vol 39,issue 3.Pp 305-320.
Inugai-Dixon,C.2007.Unpublished interview with Jim Cummins on conditions for learning.
Inugai-Dixon,C.2009.OneViewofLanguageand Learning.Reading,UK.NALDIC.
Krashen,S.Second Language Acquisition and Second Language Learning. 1 May 2002.http://www.sdkrashen.
com/SL_Acquisition_and_Learning.
Mohan,B.1986.Language and Content.Reading,Massachusetts,USA.Addison-Wesley.
NTCF. Department of Education and Training. Northern Territory Curriculum Framework, Australia:
Indigenous Languages and Cultures.More information is available from http://www.det.nt.gov.au/__data/
assets/pdf_file/0014/2372/indigenous_lang_cult.pdf.
O'Laoire,M and Aronin,L.2006."Thinking of Multilinguality-'my self'or'my various selves'?An exploration
of the identity of multilinguals". In Brohy,C and Le Pape,C, (eds).Proceedings of the Fourth International
Conference on Third Language Acquisition and Multilingualism. Fribourg/Freiburg and Biel/Bienne,
Switzerland.8-10 September 2005.Pp 1-10.
O'Neal, D and Ringler, M. 2010."Broadening our View of Linguistic Diversity".Phi Delta Kappan.Vol 91,
number 7.Pp 48-52.
Pennycook,A.2010."Beyond Multilingualism". Presentation to the Global Language Convention.Wesley
College,Melbourne,Australia.8-11 April 2010.
Reisz,M.21 October 2010."Sorry, non comprendo, I'm British". Times Higher Education Supplement. Issue
1970.Pp 34.
Ritchhart,R.2002.Intellectual Character.San Francisco,California,USA.Jossey-Bass.
Scarino,A and Liddicoat,A.2009.Teaching and Learning Languages:AGuide.Carlton,South Victoria,Australia.
Australian Government and Curriculum Corporation.
Shohamy,E.2006.Language Policy:Hidden Agendas and NewApproaches.Abingdon,UK.Routledge.
Snowball,L.2070."Teaching in Multilingual Classrooms".ISJ.Vol xxix,number 2.Pp 8-14.
Terralingua.1996.http://www.terralingua.org.
UNESCO.2003."Education in a multilingual world".Education position paper.Paris,France.UNESCO.
UNICEF. 1989. United Nations Convention on the Rights of the Child.More information is available from
http://www2.ohchr.org/english/law/crc.htm.
Vygotsky, L. 1978. Mind in Society: The Development of Higher Psychological Processes. Cambridge,
Massachusetts,USA.Harvard University Press.
Walker,G.2010.Challenges from a New World.Woodbridge,UK.John Catt Educational.
Walker, G, (ed). 2011. The Changing Face of International Education:Challenges for the I8. Cardiff, UK.
International Baccalaureate.
Wellington,J and Osborne,J. 2001. Language and Literacy in Science Education. Buckingham, UK. Open
University Press.
Wolf,M.2008.Proustand the5quid.Cambridge,UK.Icon Books.
38 Language and learning in IB programmes
� ..- .
i • � • . • . • ' ' • '
�,��,���
,
� .
,.-,. �d�'k_!1 I ��i
Anstey,M and Bull,G.2006."Teaching and Learning Multiliteracies".International Reading Association,USA.
Baker,C.2000.A Parents'and Teachers'Guide to Bilingualism.Clevedon,UK.Multilingual Matters.
Byram, M and Grundy, P. 2003. Context and Culture in Language Teaching and Learning. Clevedon, UK.
Multilingual Matters.
Chamot,AU and O'Malley,JM. 1994.The CALLA Handbook:lmplementing the Cognitive Academic Language
LearningApproach.White Plains,New York,USA.Addison Wesley Publishing Company.
Christie,F and Derewianka,B.2008.School Discourse.London,UK.Continuum International Publishing.
Crystal,D.2006.How Language Works:How Babies Babble,Words Change Meaning and Languages Live or Die.
Woodstock,New York.Overlook Press.
Davies,A.2003.The Native Speaker:Myth and Reality.Clevedon,UK.Multilingual Matters.
Doll,WE. 1993.A Post-Modern Perspective on Curriculum.New York,USA.Teachers College Press.
Dornyei,Z and Ushioda, E.2009.Motivation,Language Identity and the L2 Self.Clevedon, UK.Multilingual
Matters.
Eagleton,T. 1983.LiteraryTheory.Oxford,UK.Blackwell Publishing.
Eggins,S and Slade,D.1997.Analysing Casual Conversation.London,UK.Equinox Publishing Ltd.
Fairclough,N,(ed). 1992.Critical LanguageAwareness.Harlow,UK.Longman.
Gallagher,E.2008.Equal Rights to theCurriculum.Clevedon,UK.Multilingual Matters.
Gibbons,P. 1991.Learning to Learn in a Second Language.Portsmouth,New Hampshire,USA.Heinemann.
Gibbons,P.2002.Scaffolding Language Scaffolding Learning.Portsmouth,New Hampshire,USA.Heinemann.
Gibson,F.2006.Language Planning and Education.Edinburgh,UK.Edinburgh University Press.
Hawkins,E. 1984.Awareness ofLanguage:An Introduction.Cambridge,UK.Cambridge University Press.
Hedgcock,JS and Ferris,DR.2009.Teaching Readers of English.New York,USA.Routledge.
IB.2010.Programmestandards and practices.Cardiff,UK.International Baccalaureate.
IB. 2011. The Changing Face of International Education:Challenges for the I8. Cardiff, UK. International
Baccalaureate.
Johns,AM,(ed).2002.Genre in the Classroom.Mahwah,New Jersey,USA.Lawrence Erlbaum Associates Inc.
Johnson,KE.2009.SecondLanguageTeacherEducaiion.New York,USA.Routledge.
Krashen,5.2004.The PowerofReading.(Second edition).Englewood,Colorado,USA.Libraries Unlimited Inc.
Language and learning in IB programmes 39
Bibliography and further resources
Kucer,SB.2001.Dimensions ofLiteracy.Mahwah,New Jersey,USA.Lawrence Erlbaum Associates Inc.
Leung,C and Cable,C,(eds).1997.English as an Additional Language.Reading,UK.NALDIC.
Lier,L van. 1996.Interaction in the Language Curriculum:Awareness,Autonomy and Authenticity.Harlow,UK.
Pearson Education Ltd.
Maalouf,A.2000.On Identity.London,UK.The Harvill Press.
McNamara,T.2010."Reading Derrida:Language,identity and violence".In Li Wei (ed).Linguisiics Review.De
Gruyter Mouton.Pp 23-43.
Moraes,M. 1996.Bilingual Education:A Dialogue with the Bakhtin Circle. New York, USA.State University of
New York Press.
Pinnock, H.2009.Language and Education:The Missing Link.How the language used in schools threatens the
achievementofEducation ForAll.London,UK.CfBT and Save the Children Alliance.
Short,M.1988.Reading,Analyzing and Teaching Literaiure.London,UK.Longman.
Singhal, M. 2006. Teaching Reading To Adult Second Language Learners.The Reading Matrix Inc. http://
thereading matrix.com/.
Skutnabb-Kangas,T.Linguistic Genocide in Education or Worldwide Diversity and Human Rights.Mahwah,New
Jersey,USA.Lawrence Erlbaum Associates Inc.
Unsworth,L.2001.Teaching MultiliteraciesAcross rhe Curriculum.Buckingham,UK.Open University Press.
Whittaker,R,et al.2006.Language and Liferacy.London,UK.Continuum International Publishing.
Williams,G.2010.The Knowledge Economy,Language and Culture.Clevedon,UK.Multilingual Matters.
Wright,S.2004.Language Policy and Language Planning:From Nationalism to Globalisation.Basingstoke,UK.
Palgrave Macmillan.
,._.�I 4�<<^��ily I���� .
Gallagher, E.2003."The key role of the administrator in the success of the ESL programme". International
Schools Journal.Vol XXII,number 2.Pp 9-11.
Hill,I.2007."Multicultural and international education: Never the twain shall meet".International Review of
Education.Vol 53,number 3.Pp 245-64.
Inugai-Dixon,C.2006."An ESL model that works".International5chool.Number 2.P 37.
Luke,A.2000."Critical Literacy in Australia".Journal ofAdolescenT and Adu1t Literacy.Vol 43.Pp 448-461.
O'Regan,J and MacDonald,M.2007."Cultural relativism and the discourse of intercultural communication:
aporias of praxis in the intercultural public sphere". Language and Intercultural Communication.Vol 7,
number 4.Pp.267-77.
40 Language and learning in IB programmes
Bibliography and further resources
�,�' �� � --
• Jim Cummins'web page with resources: http://www.iteachilearn.com/cummins/.
• Tasmania English Learning: http://www.education.tas.gov.au/curriculum/standards/english/english/
teachers/critlit
• National Association for Language Development in the Curriculum:http://www.naldic.org.uk/.
- I I �._ ��
Collier,VP and Thomas,W.2002.A Naiional Siudy of School Effectiveness for Language Minority Studenrs'
Longterm AcademicAchievement.Santa Cruz,California,USA.Center for Research on Education,Diversity&
Excellence(CREDE).The full study can be found on the CREDE website:http://www.crede.ucsc.edu/research/
Ilaa/Ilaa.html.
Language and learning in IB programmes 41
Westlake
Academ
Y
Item # 4 — No
Supporting
documentation
Standing agenda item during the construction project
e. Update and discussion regarding Westlake Academy Phase I expansion project
and enrollment projections.
Westlake
Academ
Y
Item #5
Boa rd Reca p /
Staff Direction
BOARD RECAP / STAFF DIRECTION
Westlake
Academ
Y
Item # 6 —
Workshop
Adjournment
Back up material has not
been provided for this item.
Westlake
Academ
Y
Item # 2 — Citizens'
Presentations and
recognitions
CITIZENS' PRESENTATIONS AND RECOGNITIONS: This is an opportunity for citizens to
address the Board on any matter whether or not it is posted on the agenda. The Board cannot
by law take action nor have any discussion or deliberations on any presentation made to the
Board at this time concerning an item not listed on the agenda. Any item presented may be
noticed on a future agenda for deliberation or action.
Westlake
Academ
Y
Item # 3 - Consent
Agenda Items
CONSENT AGENDA: All items listed below are considered routine by the Board of
Trustees and will be enacted with one motion. There will be no separate discussion of
items unless a Board member or citizen so requests, in which event the item will be
removed from the general order of business and considered in its normal sequence.
a. Consider approval of the minutes from the August 12, 2013, meeting.
b. Consider approval of the minutes from the August 26, 2013, meeting.
��������
� • �
� �
'} '��
4•"k,�,,,��,�,,•w'
WESTLAKE ACADEMY
BOARD OF TRUSTEES MEETING
August 12, 2013
PRESENT: President Laura Wheat, Trustees: Clif Cox, Rick Rennhack and Wayne
Stoltenberg. Michael Barrett arrived at 5:13 p.m.
ABSENT: Trustee Carol Langdon
OTHERS PRESENT: Superintendent Tom Brymer, Assistant to the Superintendent
Amanda DeGan, Board Secretary Kelly Edwards, School Attorney
)anet Bubert, Primary Principal Rod Harding, Secondary Principal
Dr. Clint Calzini, and Administrative Coordinator Ben Nibarger,
Finance Director Debbie Piper, Facilities and Recreation Director
Troy Meyer, Communications & Community Affairs Director
Ginger Awtry, Director of Human Resources and Administrative
Services Todd Wood, Planning and Development Director Eddie
Edwards, Director of Information Technology Jason Power and
Special Projects Coordinator )ohn Zagurski.
Workshop Session
1. CALL TO ORDER
President Wheat called the workshop to order at 5:07 p.m.
2. PLEDGE OF ALLEGIANCE
President Wheat led the pledge of allegiance to the United States and Texas flags.
3. REVIEW OF CONSENT AGENDA ITEMS FOR THE AUGUST 12, 2013, TRUSTEES
REGULAR MEETING AGENDA.
No additional discussion.
BOT Minutes 08/12/13
Page 1 of 4
4. REPORTS
a. Enrollment update.
Discussion ensued regarding the sibling list on-boarding notification, the number of
children on the waiting list, Westlake student enrollment, how to proceed with the
proposed students and possibilities of establishing a cut-off date for building permit
submissions.
5. DISCUSSION ITEMS
a. Discussion of proposed amendments to the Discipline, Complaint and Technology Use
and Computer System Responsibilities policies.
Assistant to the Superintendent DeGan and Assistant Secondary Principal Alan Burt
provided an overview of the proposed amendments.
Discussion ensued regarding complaint tracking, possible complaint trends, discipline
restitution activities, levels of discipline, zero tolerance, administrative discretion,
building relationships with students, in-school or off-campus suspensions, parent
notifications, and the gun free schools act.
b. Discuss the 2012-2013 Academic performance including but not limited to IB diploma
results, AP results, and ISA and STAAR testing comparisons.
PYP Principal Harding provided a presentation and overview of the primary year
program testing results.
Secondary Principal Calzini provided a presentation and overview of the diploma year
testing results.
Discussion ensued regarding the number of students taking exams, mathematics
tracts, speech curriculum, and aligning the order of curriculum with the standardized
testing periods.
c. Discussion of the proposed Academic Budget for Fiscal Year 2013-2014.
President Wheat recommended that this item be discussed during the regular
meeting.
d. Discussion of follow-up items from the May 17, 2013, planning retreat.
President Wheat recommended this item be moved to the September meeting
agenda.
BOT Minutes 08/12/13
Page 2 of 4
e. Update and discussion regarding Westlake Academy Phase I expansion project and
enrollment projections. Standing Item
Facilities and Recreation Director Meyer provided a presentation and update of the
expansion project.
Discussion ensued regarding staging areas, parking, background checks of
construction employees, and using the EIFS finishing material system.
6. BOARD RECAP / STAFF DIRECTION
7. AD70URNMENT
President Wheat adjourned the work session at 7:37 p.m.
Regular Session
1. CALL TO ORDER
President Wheat called the meeting to order at 7:56 p.m., with Trustee Rennhack absent.
2. CITIZENS' PRESENTATIONS AND RECOGNITIONS
No one addressed the Board.
3. CONSENT AGENDA
a. Consider approval of the minutes from the June 3, 2013, meeting.
b. Consider approval of Resolution 13-09, Amending Discipline, Complaint and
Technology Use and Computer System Responsibilities policies.
c. Consider approval of Resolution 13-10, Amending the Westlake Academy
Personnel Manual.
MOTION: Trustee Cox made a motion to approve the consent agenda with
the revisions as discussed to the Discipline policy and June
minutes. Trustee Stoltenberg seconded the motion. The motion
carried by a vote of 3-0.
4. CONDUCT A PUBLIC HEARING AND CONSIDER RESOLUTION 13-11, ADOPTING
THE REVISED OPERATING BUDGET FOR FISCAL YEAR ENDING AUGUST 31,
2013 AND THE PROPOSED BUDGET FOR FISCAL YEAR ENDING AUGUST 31,
BOT Minutes 08/12/13
Page 3 of 4
2014 INCLUDING INVESTMENT POLICY, FISCAL AND BUDGETARY POLICIES,
COMMITTED AND ASSIGNED FUND BALANCES.
Administrative Coordinator Nibarger provided a presentation and overview of the
proposed budget.
Discussion ensued regarding electronic textbooks, Shoulder to Shoulder and HELP
programs, outstanding debt, changing the language in the budget from principal and
interest to reflect the principal amount only, and Blacksmith funding.
President Wheat opened the public hearing.
No one addressed the Board.
President Wheat closed the public hearing.
MOTION: Trustee Stoltenberg made a motion to approve Resolution 13-
il. Trustee Barrett seconded the motion. The motion carried by
a vote of 3-0.
5. BOARD CALENDAR
6. FUTURE AGENDA ITEMS
There were no future agenda items.
7. AD)OURNMENT
MOTION: Trustee Cox made a motion to adjourn the meeting. Trustee Barrett
seconded the motion. The motion carried by a vote of 3-0.
President Wheat adjourned the meeting at 8:00 p.m.
APPROVED BY THE BOARD OF TRUSTEES ON SEPTEMBER 9, 2013.
ATTEST:
Laura Wheat, President
Kelly Edwards, Board Secretary
BOT Minutes 08/12/13
Page 4 of 4
��������
� • �
� �
'} '��
4•"k,�,,,��,�,,•w'
WESTLAKE ACADEMY
BOARD OF TRUSTEES MEETING
August 26, 2013
PRESENT: President Laura Wheat, Trustees: Michael Barrett, Carol Langdon, Rick Rennhack
and Wayne Stoltenberg.
ABSENT: Trustee Clif Cox
OTHERS PRESENT: Superintendent Tom Brymer, Assistant to the Superintendent
Amanda DeGan, Board Secretary Kelly Edwards, School Attorney
Stan Lowry, Primary Principal Rod Harding, Secondary Principal
Dr. Clint Calzini, and Administrative Coordinator Ben Nibarger,
Finance Director Debbie Piper, Facilities and Recreation Director
Troy Meyer, Communications & Community Affairs Director
Ginger Awtry, Director of Human Resources and Administrative
Services Todd Wood, Planning and Development Director
Eddie Edwards, Public Works Director )arrod Greenwood, Fire
Chief Richard Whitten, Director of Information Technology Jason
Power and Special Projects Coordinator John Zagurski.
Workshop Session
1. CALL TO ORDER
President Wheat called the workshop to order at 5:03 p.m.
2. PLEDGE OF ALLEGIANCE
President Wheat led the pledge of allegiance to the United States and Texas flags.
BOT Minutes 08/26/13
Page 1 of 2
3. PRESENTATION AND DISCUSSION OF THE 2013 WESTLAKE ACADEMY
PARENTS' SURVEY RESULTS.
Mr. Chris Tatham, ETC Insitiute, provided an overview of the survey results.
Discussion ensued regarding significant changes, dissatisfaction regarding the strategic
plan, the number of survey participants, additional demographic information of questions
regarding college preparation and the subject of tutoring.
4. AD70URNMENT
President Wheat adjourned the work session at 5:24 p.m.
APPROVED BY THE BOARD OF TRUSTEES ON SEPTEMBER 9, 2013.
ATTEST:
Laura Wheat, Board President
Kelly Edwards, Board Secretary
BOT Minutes 08/26/13
Page 2 of 2
Westlake
Academ
Y
Item #4
Board Calendar
BOARD CALENDAR
✓ Town Council Meeting
September 16, 2013
✓ Zoning Board of Adjustments
September 16, 2013
✓ New WA Parents' Reception
September 18, 2013; Home of Doug & Laura Wheat; 6:30 pm
✓ Coffee & Conversation
October 7, 2013; DFW Marriott Solana — Living Room; 8-9:30 am
✓ Board of Trustee Meeting
October 7, 2013
✓ Town Council Meeting
October 28, 2013
Westlake
Academ
Y
Item # 5 —
Future Agenda
Items
FUTURE AGENDA ITEMS: Any Board member may request at a workshop and / or
Board meeting, under ��Future Agenda Item Requests", an agenda item for a future
Board meeting. The Board member making the request will contact the CEO with the
requested item and the CEO will list it on the agenda. At the meeting, the requesting
Board member will explain the item, the need for Board discussion of the item, the
item's relationship to the Board's strategic priorities, and the amount of estimated staff
time necessary to prepare for Board discussion. If the requesting Board member
receives a second, the CEO will place the item on the Board agenda calendar allowing
for adequate time for staff preparation on the agenda item.
- None
Westlake
Academ
Y
Item # 6 —
Adjournment
Back up material has not
been provided for this item.