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Strategies for Planning and Implementing a Whole-school Language Policy. Language Learning Support Section 16 November 2011. Contents. Decoding Whole School Language Policy Language Policy Observations in language learning and using language to learn Considerations in developing WSLP
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Strategies for Planning and Implementing a Whole-school Language Policy Language Learning Support Section 16 November 2011
Contents • Decoding Whole School Language Policy • Language Policy • Observations in language learning and using language to learn • Considerations in developing WSLP • Reminders on implementation
Decoding Whole School Language Policy • Language – learning languages and using languages to learn • Policy – setting direction which mandates action • School – contextual • Whole – everyone’s business and concerted effort of all
What is the direction of your WSLP? • Promote biliteracy and trilingualism? • Uphold mother tongue? • Strengthen the use of Putonghua? • Strengthen the use of English?
What is the requirement of your WSLP? • Content, instructional strategies and assessment of different subject syllabi • Language use for whole school dimensions: - whole school events - ECA - communication with parents - school website and intranet - conversations in common areas - written language displayed around the school
Some observations - Learning • Unable to use formal English and Chinese to read, write and make oral presentations • Lack subject-specific vocabulary and unfamiliar with the ways subject texts are organised • Inhibited to read longer and unfamiliar text • Seldom read or write beyond teachers’ requirement and rely mostly on classroom learning
Some observations - Curriculum Language subjects • Big gap in KS 2 in particular • Limited text-types • Lack of extensive reading and writing • Language across the curriculum? Non-language subjects • Teaching materials employ simplified language • Tasks/assessments require limited response from students Inadequate emphasis on the development of attitudes and skills for independent learning
Some observations - Teaching Lack of systematic scaffolding and instruction to help students deal with • longer texts • more complex sentences • more subject-specific new vocabulary • less visual material • more creative/critical higher-order thinking skills Lack of exposure to different text-types
Student-centred • Characteristic (e.g. aspiration, interests, strengths and weaknesses) • Prior knowledge & performance (e.g. in internal and external assessment and learning activities) • Parental expectation and support • Needs in subsequent stages of learning
Needs & Implications for language learning • Integrated use of the language skills • Higher order thinking skills • Processing vast amount of information quickly • A wide variety of text-types • A strong knowledge base needed • Greater linguistic and cognitive demands
School-based • School goal/mission • Teachers’ capacity and readiness • Culture & atmosphere – consensus, collaboration • Availability of resources and support measures
Holistic planning • Curriculum (formal and informal) • Resource deployment (funding, space, manpower) • Staff development • Time-tabling
Whole school approach • Role of different parties (hierarchical and professional roles) • Mechanism which facilitates communication and collaboration • Mechanism which enables different parties to review the process and outcome of implementation
Considerations in planning a whole-school language policy Outside the school Outside the classroom Inside the classroom
Outside the classroom • Set up self-access learning corner/room • Provide programmes for different target groups • Create a language-rich campus • Designate reading time • Organise co-curricular activities • Tap expertise of service providers to organise special activities • Invite guest speakers to provide interesting talks/activities
Outside the school • Organise visits to Putonghua and English speaking organisations • Partner with community to motivate students to participate in public/inter-school events • Emphasize the importance of gaining exposure through the mass media • Collaborate with local/non-local institutions in organising stimulating activities
Reminders on implementation • Goal: motivate/reward students for using their multilingual skills • Decision making: involve different stakeholders, adopt an informed PIE process • Resource deployment: be mindful of teachers’ workload • Teacher development: have an overview of the relationship between thought, language acquisition and learning • Leadership development:be familiar with broader policy on language & learning
A word of caution • Examples taken from the sample HKDSE papers are only used to illustrate the cognitive and linguistic demands on students in learning the language and non-language subjects • They provide insights into the areas which need to be addressed when planning the language and non-language curricula • A “teach-to-the-test” approach is not advocated
References Good practices of primary and secondary schools in holistic curriculum planning and classroom practices: • English Language • Chinese Language • Use of Putonghua to teach Chinese • Language across the curriculum http://www.edb.gov.hk/languagesupport