MYP Language Policy

KING ABDULAZIZ SCHOOL
MAKING A DIFFERENCE
IN EDUCATION FOR A BETTER FUTURE

MYP Language Policy
Standard A7:
• The school places importance on language learning, including mother tongue, host country language, and other languages.
Standard A9:
● The school supports access for students to the IB programme(s) and philosophy.
Standard A9a:
● The school strongly encourages participation for all students.
Standard B1.5a:
● The school has developed and implements a language policy that is consistent with IB expectations.
Standard C3:7
● Teaching and learning addresses the diversity of student language needs, including those for students learning in a language(s) other than their mother tongue.
Standard C3:8
● Teaching and learning demonstrates that all teachers are responsible for language development of students.
Philosophy:
The King Abdulaziz School Language Programme is designed to assist students in acquiring and refining the linguistic skills necessary to succeed in the 21st century. This goal is achieved by employing the MYP Language Aims and Objectives. Students are encouraged to use written language in a myriad of contexts as a means for expressing themselves powerfully, purposefully and creatively while reflecting on their learning and their lives, as well as connecting with the world. All International Baccalaureate students are encouraged to embody the Learner Profile to become lifelong learners who realize that they have a role in creating a better and more peaceful world. In all classes, students read, speak, write, listen, and view in a variety of ways and for a number of purposes. Utilizing the inquiry-based approach of the MYP curriculum framework, students explore language and become communicators in a multilingual world.
Instruction and Assessment in Language and Literature Beliefs and Practices:
By participating in language instruction, students explore the fundamental concepts of analysing text, organising text, producing text, and using language with the purpose of communicating, learning holistically and promoting intercultural awareness.
Within the Middle Years Programme, students will read a variety of texts including narrative, informational, and argumentative. Through reading instruction, students will locate, evaluate, and synthesize information in order to create new knowledge. Another critical aspect of King Abdulaziz
School language instruction is the acquisition and application of listening and speaking skills in order to enhance comprehension and communication.
In order to provide students with an authentic and diverse language and literature learning experience, teachers will:
● Use the MYP aims and objectives as best practice
● Instruct with Reading/Writing methodologies where appropriate
● Facilitate reading in all subject areas
● Provide cross-curricular connections between texts when available
● Utilize a variety of texts and media including global works and perspectives
● Group students based on interest, ability, and data
● Use formative assessments to drive instruction
● Design reading/writing instruction with authentic summative assessments
● Provide opportunities for students to take action within the larger community
● Focus on multiple learning experiences
● Provide opportunities to increase intercultural awareness through language instruction
Language of Instruction
King Abdulaziz School is a bilingual school where English and Arabic Languages are the languages of instruction. Since King Abdulaziz School implements the IB PYP and MYP, all students will be provided with practices that ensure inclusion and equity.
The primary language of instruction for King Abdulaziz School is English. Through school-wide direct instruction, students develop the fluency and literacy skills necessary to ensure their ability to communicate effectively.
Mother Tongue at KAS:
Students of both Arab parents; with Arabic Language as their mother tongue and English as a second language form the majority of our population. Language plays a vital role in the construction of meaning. It empowers the learner and provides an intellectual framework to support conceptual development and critical thinking.
The following strands are the aspects of language learning that may help teachers’ better understanding and enhance students’ learning:
Strands of Language and Learning:
• Language Learning:
Language teachers focus on developing and interrelating oral communication through enhancing listening and speaking skills, written communication through reading and writing skills and visual communication through visual and presentation skills.
• Learning through Language:
All teachers are considered language teachers with responsibilities in facilitating communication. Language is being used as a communicative tool all through the curriculum. All staff including administrators, teachers, information centers staff and other school staff are being trained to make sure that the language policy becomes a working document.
• Learning about Language:
At KAS, students are supported to be proficient in both languages of instruction (Arabic and English). The students are encouraged to continue to practice their mother tongue, by following extra programmes beyond school hours.
Assessment:
Language development is a continuous and ongoing learning process. It is evaluated across a broad range of assessment strategies and various tools and it is done both formatively and summatively. This allows for revision and refinement of each student’s language development.
Language Guidelines:
● New students coming to KAS will need to go through an admission assessment for both the Arabic and English Languages to evaluate their language proficiency. As a school, we need to be aware of their language needs for placement purposes to enable students to reach their highest potential. (For further information refer to the Admission Policy).
● KAS intends to have a Special Education Needs Department for the PYP and MYP to support students’ learning process and to support teachers whenever it is required within the classrooms to offer assistance to students with learning difficulties. SEN department will be in charge of modifying unit plans and tasks to meet students’ needs and parents are made aware of the plan and procedures.
● The Information Center contains a vast variety of resources including: books, documents, magazines, CDs, DVDs, e-encyclopedias and internet access. All PYP and MYP communities work closely with the Information Center to fulfill the requirements of all transdisciplinary, interdisciplinary and disciplinary themes/units.
● Communicating with Parents: All information, circulars and homework are provided to
parents in both Arabic and English Languages in order to facilitate the students’ learning tasks.
● Outside the classrooms, KAS students are free to use any language of their preference.
● Students are directed to use proper language in their oral and written communication.
KAS implements the components of the MYP model and is guided by the fundamental concepts of holistic learning, intercultural awareness and communication. Links are made within and across subject groups through areas of interaction.
The School offers a bilingual programme for students joining directly from the bilingual Primary School who have acquired sufficient language proficiency that enables them to use both languages as an instrument for their learning in all subject groups.
Review of the language policy:
The language policy at King Abdulaziz School will be reviewed on an annual basis.
Resources Used:
-Guidelines for Developing a School Language Policy. International Baccalaureate Organization, 2008
-Learning in a Language Other than Mother Tongue in IB Programmes. International Baccalaureate Organization, 2008
-Towards a continuum of international education.
-Programme Standards and Practices, for use from 1 January 2014. International Baccalaureate Organization,
-IB learner profile booklet.
-MYP: From Principles into Practice, for use from September 2014/January 2015. International Baccalaureate Organization