PYP Language Workshop for Parents (January 2013)
- 1. LANGUAGE IN THE PYP Workshop for Parents 22 January 2013
- 2. INTRODUCTION: JOBS With a partner, make a list of jobs for which language is important (2 minutes). In a group decide on the three jobs for which language is most important (4 minutes).
- 3. VIEWS ABOUT LANGUAGE Quote from Caroline Kennedy: ‘Wanting to express yourself is really the heart of education.’ The development of language is fundamental to our instinctive need to communicate; it supports and enhances our thinking and understanding. (PYP Language Scope and Sequence. 2009)
- 4. THINK PUZZLE EXPLORE: VISIBLE THINKING ROUTINE Language in the PYP: What do you think you know about this topic? What questions or puzzles do you have? How can you explore this topic? (8 minutes altogether)
- 5. AIMS OF THIS WORKSHOP W.I.L.F: To be actively involved in this workshop through you trying out activities and asking and answering questions. T.I.B: The more you know about how language is learnt and taught at our school, the more able you are to help your children.
- 6. WORKSHOP AGENDA What do we believe about language and about how language is learnt? What does the BIS Language Policy say? What type of strategies and learning engagements do our teachers use when developing students’ language skills and understandings? How is language broken down in the curriculum? Why is mother tongue development so important? Where can we get more information?
- 7. GET THE PICTURE Look at the picture and decide how it makes you feel. In groups, take it in turns to pick out a card and then analyse the picture using that particular question.
- 9. WHY ASK STUDENTS TO WORK WITH IMAGES? encourages students to think about real-life issues helps students critically analyse visual texts encourages important dialogue that can lead to further inquiry, e.g. through reading helps teacher gain insight into students’ level of understanding about the events/issues illustrated develops oral skills and other aspects of language leads realistically to other language work, e.g.
- 10. LANGUAGE STRANDS What are the language strands in the PYP curriculum?
- 11. LANGUAGE STRANDS Oral language (listening & speaking) Visual language (viewing & presenting) Written language (reading & writing) Each strand is considered from both the receptive aspect – receiving & constructing meaning, and expressive aspect – creating & sharing meaning. The strands of written, oral and visual language are represented by four continuums: listening & speaking; viewing & presenting; reading; writing.
- 12. LANGUAGE STRANDS Listen to some descriptions of each strand. Each corner of the library represents one of the following: listening and speaking viewing and presenting reading writing Run to a corner depending on what you hear. Making the PYP happen. p. 72-74
- 13. PYP LANGUAGE SCOPE AND SEQUENCE Each strand is summarised in a list of overall expectations (see subject overview) Y:Teaching Staff00 CurriculumApproved Curriculum DocumentsEnglish Language and Literature2012-13 language overview EC1-G5.docx The four language continuums are organised into five developmental phases. Conceptual understandings are developed at each phase. Evidence of these understandings is described in the learning outcomes for each phase. PYP Language scope and sequence. p. 3-4
- 14. LANGUAGE GRADE LEVEL MAPS Look at the examples of language grade level maps. The grade level is missing! Can you work out the grades? The example visual text (‘Get the picture’) could be used, for example, with the grade 2 ‘Sharing the planet’ unit.
- 15. CONCEPTUAL UNDERSTANDINGS Read the following text from the BIS language policy (extract only) and suggest a suitable title. Find the relevant conceptual understanding in the G2 language grade level map
- 16. WHAT’S THE TITLE? At BIS we believe that language is integral to identity and the development of language is fundamental to the need to communicate; it supports and enhances our thinking and understanding. This learning process involves learning language, learning about language and learning through language. Language supports conceptual development and both critical and creative thinking, with children learning to plan, evaluate and reason through social interaction. Language is the primary instrument for acquiring essential knowledge and skills. A student’s first language is important as a basis and tool to learn other languages. Mother tongue development is therefore emphasised. Language development supports the process of concept-driven inquiry that moves the student from his/her current level of understanding to a new and deeper level of understanding. Inquiry can take many forms, including: Exploring, wondering and questioning Making connections between prior learning and current learning Making predictions and deciding what to do in order to confirm or reject them Collecting, organising and evaluating data and reporting findings Solving problems. From Bandung International School Language Policy (extract only)
- 17. EXAMPLE CONCEPTUAL UNDERSTANDING ‘Identifying the main ideas in the text helps us to understand what is important.’ (Grade 2 ‘Sharing the planet’ unit of inquiry: Reading conceptual understanding)
- 18. L1 ACQUISITION ‘When children are acquiring their first language they hear phrases and understand the general meaning before they understand the individual words because the context - the information, ideas and situations - is clear. The child’s ability to interpret situations makes it possible for him or her, through testing hypotheses, and inferring, to learn language.’ BIS Language Policy
- 19. HERE’S THE ANSWER, WHAT’S THE QUESTION? Look at some different but related statements. Can you work out the question?
- 20. HERE’S THE ANSWER… Interaction is meaningful with the emphasis on communication rather than avoiding errors. Students’ personal contributions, cultures and mother tongues are valued and respected. Mother tongue language development is actively encouraged and supported. Discussions in a language other than English enable ideas to be discussed and learning to be consolidated. Students’ prior knowledge, experiences and beliefs are used as the starting point for language development. Students’ preferred learning styles are acknowledged and accommodated. Language learning takes place in clear, meaningful and whenever possible authentic, contexts. Students are provided with contextual support and other forms of scaffolding (e.g. questioning, use of graphic organizers and concept mapping) to allow learners of different levels of cognitive and linguistic ability to complete tasks. Students are exposed to a range of activity types which develop thinking skills and help learners work from the most basic use of language to more complex uses. Attention is paid to functional language, for example the language used to make requests or to ask for permission. Language is recycled and students are given regular opportunities to work with others (e.g. group and pair work) when they can discuss new ideas, solve problems and learn through doing. Students are given opportunities to develop their background knowledge of different cultural and social norms through extensive experience of spoken and written texts. The strands of oral, written and visual communication are integrated across all areas of the curriculum throughout the school. The culture of the classroom is collaborative and inclusive, creating an environment where students are motivated and self-confident and feel able to take risks in their language learning. Students are helped to see patterns and regularities in language. Purposeful, structured inquiry is seen as the ideal vehicle for language development.
- 21. WHAT’S THE QUESTION? ‘When do we believe that students learn additional languages best?’
- 22. STRATEGIES THAT ARE INCLUSIVE AND SUPPORTIVE OF ESL STUDENTS. (ADAPTED FROM DECS (2007). TEACHING ESL STUDENTS IN MAINSTREAM CLASSROOMS: LANGUAGE IN LEARNING ACROSS THE CURRICULUM. 2. ED. HINDMARSH SOUTH AUSTRALIA: DEPARTMENT OF EDUCATION AND CHILDREN'S SERVICES. P. 22.) Look at the following list of strategies. Choose 3 you think are very important, 2 you think are important, and 1 you think is not important. Classroom environment Allowing the use of the students’ Mother Tongue when appropriate Creating an environment of mutual respect and openness to other languages and cultures Creating a friendly atmosphere which encourages risk-taking Seeing each student as an individual, each with varied experiences, learning styles, interests and skills Inclusive curriculum Having a variety of materials e.g. texts, illustrations and examples that reflect students’ backgrounds and cultures Valuing students’ background experience and prior knowledge and encouraging them to build connections with existing knowledge Moving students around the classroom and having a variety of groupings Monitoring ESL student progress and providing support Modifying assessment by giving student alternative ways to show their learning (e.g. oral explanations rather than written work) Allowing some of the learning to be carried out in the mother tongue
- 23. MOTHER TONGUE DEVELOPMENT The language profiles of students in PYP schools are often complex and diverse and the influence of mother-tongue development is significant for all learners. Development of mother tongue language is crucial for cognitive development, and cultural identity. Success in mother-tongue development is a strong predictor of long-term academic achievement, including acquisition of other languages. – MTPYPH p. 1 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. Language wraps itself around, in, through and between everything that we teachers and learners do in the classroom. (Ritchhart 2002: 141)
- 24. THE IMPORTANCE OF MOTHER TONGUE Why is mother tongue important? What happens if mother tongue is not maintained?
- 26. WHY IS MOTHER TONGUE IMPORTANT? “BIS encourages the development of the mother tongue and first languages of students through an ethos of acceptance and celebration of linguistic diversity within the community. There is also recognition that a strong level of competency in the mother tongue or first language of students can be an important ingredient in their success as learners of additional languages. Certainly, learners with basic literacy skills in their mother tongue are able to transfer some of these understandings and concepts when learning another language.” From BIS Language Policy The diverse multilingual, multicultural and multimodal attributes of learners are resources for further learning and for the development of critical literacy. Language learning, multilingualism and the development of critical literacy are considered important factors in promoting intercultural awareness and international-mindedness. – Languages and learning in IB programmes page 9
- 27. HOW DO WE PROMOTE MOTHER TONGUE DEVELOPMENT? Signage in different languages Acceptance of mother tongue use on campus, provided that it does not exclude anyone Allowing the use of mother tongue in class and in displays when appropriate Variety of materials from different cultures Home Languages Fabulous Friday
- 32. IB STANDARDS AND PRACTICES • 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).
- 33. HOW ARE LANGUAGE PRACTICES CHANGING? Classify the statements into two groups Increased emphasis on versus Decreased emphasis on.
- 34. How are language practices changing? Increased emphasis on: Decreased emphasis on: promoting integrated language development teaching language as isolated strands language as a transdisciplinary element throughout the curriculum language as a separate discipline additional-language teachers viewed (and viewing themselves) as PYP teachers additional-language teachers seen as solely single- subject teachers a literature-based approach to learning language using skill-drill texts and workbooks to learn language a teaching approach that sees making mistakes in language as inevitable and necessary for learning a teaching approach that focuses on encouraging students not to make mistakes in language reading for meaning decoding only for accuracy reading selected according to interest level reading selected according to decoding level student-selected reading materials teacher-directed reading materials making world classics available for reading having only school classics available for reading making culturally diverse reading material available having only monocultural reading materials available focusing on meaning when reading and writing focusing primarily on accuracy when reading and writing encouraging appropriate cooperative discussion in the classroom enforcing silent, individual work in the classroom students engaged in spontaneous writing students carrying out teacher-imposed writing a variety of scaffolded learning experiences—with the teacher providing strategies for the student to build on his or her own learning activities where teachers simply model language for students
- 35. REFLECTION Think about today’s workshop and together complete the sentences on the dice. One person throws a dice and ask the others in the group the questions, e.g. ‘What was the most interesting part for you?’; ‘What is the most puzzling?’; ‘The most challenging?
- 36. BELIEFS AND VALUES IN LANGUAGE Language stands at the center of the many interdependent cognitive, affective, and social factors that shape learning. David Corson, Language Policy in Schools: A Resource for Teachers and Administrators (1999) Language is the major connecting element across the curriculum. The focus is not only on language for its own sake, but also on its application across the subject areas and throughout the transdisciplinary programme of inquiry. (See MTPYPH p. 69)
- 37. HOW TO FIND OUT MORE The Primary Years Programme http://www.ibo.org/communications/publications/index.cfm Towards a continuum of international education http://occ.ibo.org/ibis/documents/general/g_0_iboxx_amo_0 809_1_e.pdf Class newsletters, blogs and iBIS BIS website http://www.bisedu.or.id for language policy - http://www.bisedu.or.id/site/download/category/6- policy.html for language curriculum documents - http://www.bisedu.or.id/site/download/category/1-language-arts-and-els.html PYP notice board and wall of fame Fabulous Friday class presentations, e.g. Viewing and Presenting Parent workshops Ask your child / your child’s teacher/me; or Look at your child’s portfolio
- 38. DID WE ACHIEVE OUR GOALS? What do we believe about language and about how language is learnt? What does the BIS Language Policy say? What type of strategies and learning engagements do our teachers use when developing students’ language skills and understandings? How is language broken down in the curriculum? Why is mother tongue development so important? Where can we get more information?
- 39. THANK YOU FOR COMING!