Language Policy - mm-druga.si · mother tongue in IB programmes April 2008, Second language acquisition and development of ... celebrating cultural diversity within the school

II. GIMNAZIJA MARIBOR INTERNATIONAL BACCALAUREATE

Language Policy

A Policy for the Teaching, Use and Support of Languages in the IBO Diploma Programme

Polona Vehovar

September 2014

Adopted from Guidelines for developing a school language policy April 2008, Towards a continuum of international education September 2008, Learning in a language other than mother tongue in IB programmes April 2008, Second language acquisition and development of mother tongue development Jan 04, Programme standards and practices September 05, Making the PYP happen: A curriculum framework for international primary education January 07, MYP: From principles into practice August 08

II. gimnazija Maribor: School Language Policy

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Table of Contents

1.Mission Statement

2. Philosophy..........................................................................................

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3. School Language Profile....................................................................... 5

4. Intercultural Awareness and Cultural Identity....................................

5. Mother Tongue Support, Maintenance and Development

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6. Students Learning in a Second Language............................................

7. IB Language Learning Requirements

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8. The Teacher’s Role in Language Learning in the Classroom................ 8

9. The School’s Role in Language Learning.............................................. 9

10. Language Teaching Resources........................................................... 10

11. Review Process and the Areas of Development ………………………....... 12. Resources ………………………………………………………………………………….....

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IB Mission Statement

The International Baccalaureate aims to develop 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.

IB Learner Profile

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, knowledgeable, thinkers, communicators, principled, open-minded, caring, risk-takers, balanced, reflective.


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1. Mission Statement II. gimnazija Maribor language policy outlines the process of language learning throughout the Diploma programme. It informs teachers of best teaching and learning practices throughout the curriculum, communicates our intentions and methods to members of the school community, and reinforces the authentic nature of international-awareness within our community and the wider world.

2. Philosophy At II gimnazija Maribor all students experience a rich language programme in which English is the primary language of instruction (language B), and German and French or Spanish are taught as additional optional languages (language B). Slovene (Language A literature) is obligatory for all Slovene students, as well as Serbian (Croatian, Bosnian) is obligatory for all Serbian (Croatian, Bosnian) students, and Macedonian is offered for all Macedonian students. Our school also offers additional mother tongue languages for those individual students coming from different countries, such as Albania, Ukraine, Russian with individual teachers, once per week for two school lessons. We understand that the most conducive environment to language learning is a positive and encouraging one, where all students feel culturally valued and able to take risks. Language is the key learning vessel and medium of inquiry in all aspects of intellectual, social and emotional development. It plays an essential role in all learning areas and is strongly linked with self-esteem and cultural identity. Language is the means of expressing and exploring, and enables self-discovery, formation of ideas, building perspectives, cultural awareness and an understanding of others’ cultures. At II gimnazija Maribor we recognise that all teachers are language teachers, regardless of subject specialism, and all parents are essential contributors to the language learning process. We consider Mathematics and Music as other valuable languages to which all students are consistently exposed and encouraged to use to understand the world. Through different subject language use and language instruction, we encourage students to develop as deeper, more perceptive thinkers; as responsible, empathetic citizens of the world; and as more effective communicators within our multilingual society. Our language programme considers students’ multiple learning styles and individual development. Thus, we plan differentiated and varied instruction, which integrates the skill areas of listening, speaking, viewing, reading and writing. Students learn language, learn through language, and learn about language. For the purpose of this document, we use “mother tongue” to describe a student’s dominant language. A student whose mother tongue is not English (the language of instruction at II. gimnazija Maribor) is described as a “student who is learning in a different language other than the mother tongue”. At II. gimnazija Maribor, English is the second language of instruction for all students.


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3. School Language Profile The language of instruction in IB at II. gimnazija Maribor is English (Language B). Students are offered German, Spanish and/or French as an additional language (Language B). Interestingly, the options of languages offered was discussed and decided to be a very suitable choice for this school for the following reasons:

Slovenia is within closer proximities to English speaking countries than any other language, despite the geographical location of Slovenia (namely, being closer to Austrian border) , students study English as the first foreign language, and as such there is constant talk of merging politically, socially and economically

Exchanges would be possible between English, German, Spanish and French speaking Countries

Most of the student choose to study in the English or German speaking countries Slovenian, Serbian, Croatian, Bosnian and Macedonian Languages (A literature – HL and SL) are offered in the DP (year 11 and 12). English A language and literature and English B are offered being obligatory for all students on 2 levels (SL, HL). German, Spanish and French are offered as additional languages on SL and HL. Students who are not native speakers of the Slovene language are offered Slovene as a part of their timetable, in years 11 and 12, two hours per week (Ab initio, which is not considered a part of the IB Programme). Students are encouraged to take the national exam at the end of the two year course. All those students who are native speakers of the Slovene language are obliged to take up Slovene HL in order to preserve the mother tongue and national identity. The Head of school has the responsibility for finding a mother-tongue teacher for any student who is accepted at II. gimnazija Maribor in the IB DP, whose mother tongue is other than Slovene, Serbian, Croatian, Bosnian or Macedonian. English is the language of communication used throughout the school and generally outside the classroom but those students who are learning in a language other than the mother tongue, are also encouraged to use their mother tongue language freely during the breaks. It is not uncommon to hear teachers and students reverting to mother tongue in subjects, or chatting informally together in a language other than English. The current school is 60 years old, having been offering 23 years of the IB DP, and was refurnished in 2009. Since its inception the school has historically maintained a diverse and multicultural society. Currently, we have a small proportion (9 each year) of foreign students from the former Yugoslav countries such as Croatia, Serbia, Macedonia, Bosnia and Herzegovina, and Montenegro. As part of the admission process, the family background and experiences of the child’s exposure to the language of instruction is discussed. Students are informally assessed on the levels of their knowledge and ability to use the language of instruction, English. We advise families of procedures for best supporting their children; encourage them to maintain mother tongue


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usages, support them in learning another language (German, Spanish or French) through another language (English), and help them connect where needed with a private English teacher for extra language support outside of the classroom.

4. Intercultural Awareness and Cultural Identity The school uses language to promote the fundamental concepts of the DP: holistic learning, intercultural awareness and communication. The school recognises that language is the key to exploring and sustaining cultural identity, and that 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. The school aims to promote self-esteem through additive bilingualism (where another language and culture does not replace that of the mother tongue) and will do this by incorporating and celebrating cultural diversity within the school. The school uses its language programmes to encourage the qualities, attitudes and characteristics identified in the IB learner profile, which promotes responsible citizenship. The school aims to enable students to understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication.

5. Mother Tongue Support, Maintenance and Development The school recognises that mother-tongue development is important in students’ cognitive developments, and general performances. The school aims to enable students to retain a positive attitude towards their mother tongue by showing acceptance of cultural identity, and encourages students to continue developing their own knowledge and fluency in their mother tongue. Every year those students whose mother tongue is not Slovene or English present their countries and languages they speak in class, at their class lesson or at an annual event at the parents meeting in November. A short performance follows where for example Shakespeare Sonnet 18 was recited in 10 different languages. Furthermore, the students perform Branislav Nušič’s ‘’Gospođa ministarka ‘’every year in 4 languages: Macedonian, Serbian (Croatian, Bosnian), Slovene and English as their CAS project. The school recognises the need to offer school meetings and important documentation in mother – tongues. The school recognises various mother-tongue languages by displaying the languages spoken by the student population, and in turn ensuring languages and cultural backgrounds are known and used as beneficial resources throughout school life and curriculum teaching.


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The school works closely with families to support and advise assistance for language needs faced by students learning in a different language from the mother tongue. Students are encouraged to demonstrate their mother tongue at school events such as concerts and assemblies, and to establish enrichment groups where they can teach their peers mother-tongue languages. Older students are involved in parent/teacher meetings or admissions activities translating for new families.

6. Students Learning in a Second Language The school recognises that all students taking up the IB DP are learning in a second language, and will be empathetic to the difficulties this can on occasion cause in expressing and accessing relevant information. Teachers will appreciate that learners, who are learning in a language other than the mother tongue, need to develop an awareness of language choices, appropriate use of language and of linguistic devices. Assessments are therefore be modified accordingly to take this into account. Teachers continue to liaise with parents to understand a student’s specific language needs.

7. IB Language Learning Requirements

Diploma Requirements at II. gimnazija Maribor Students study at least two languages. Language A Literature (Group 1) is the study of literature in the student’s first language, including the study of selections of world literature. Or Language A, Language and literature is for students who have a high level of competence in the language they have chosen. They include the study of both language and literature, and are available at higher and standard levels. A second language course Language B (Group 2) can be studied to various depths: Language B is for students who have had some previous experience of learning the language, and is available at either higher or standard levels. Slovene Ab Initio is offered at II. gimnazija Maribor for those students whose mother tongues are not Slovene. There are several activities that take place at II gimnazija Maribor which foster the students towards retaining a positive attitude towards their mother tongue by showing acceptance of cultural identity, and encouraging students to continue developing their own knowledge and fluency in their mother tongue, such as the play in more languages, IB DAY, in class presentations, travel lectures, etc.


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8. The Teacher’s Role in Language Learning in the Classroom

The heads of school will update and maintain the language profiles of second-language students. Classroom populations are multi-cultural; therefore, teachers need to find creative responses for creating equality for those learners who are learning in a language other than their mother tongue. Teachers recognise that students may not necessarily all share the same previous learning and background knowledge. Teachers recognise that some students may bring previous knowledge in their mother-tongue to the curriculum, and will endeavour to support this knowledge appropriately. Teachers will demonstrate scaffolding (such as using mother tongue to carry out research , visual aids, graphic organisers, demonstrations, dramatisation, small, structured collaborative groups and teacher language) in order to develop learners’ increasing independence in taking responsibility for developing strategies for their own learning. Teachers uphold high expectations, and offer numerous opportunities for learner-centred practice and interaction with cognitively rich materials and experiences.

Teachers will provide linguistic genre support for specific communicative situations within the curriculum and in assessment to assist in reading, writing, speaking and listening.

Teachers will offer meaningful tasks with authentic context. Teachers will offer mother-tongue students the option to work with their same mother tongue student peers, and also encourage multilingual groupings to encourage student translations. The school ensures effective communication between DP teachers and mother tongue teachers (Macedonian, Serbian) in terms of the fundamental concepts, curriculum content and school events. The school recognises the need for all teachers to have a conceptual understanding of how language and learning are connected in the continuum.

The school aims to enable students to access, take part, and achieve success in the academic, social, and cultural life of the school.

The school recognises that language is the main tool for building our knowledge of the universe and our place in it and the need for a well-planned and well-delivered curriculum that takes into account the needs of second language learners.


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The school recognises the need for unit planning in order to consider the time and strategies needed to support second-language learners, and the need to activate learners’ prior understandings regarding the usages of their mother tongues. The school recognises the need for creating a safe environment where students feel able to take risks during language learning, and use them within real life situations. The school develops and maintains language profiles on all second-language learners

The school recognises that it takes time and experience for second-language students to perform at the same academic level as native speakers.

Awareness of language-acquisition issues, the typical development of language learning, and the challenges experienced by second-language students are addressed through in-service training. The marking and assessment policy takes into account that all teachers are language teachers. Assessments and activities are differentiated and offer opportunities for practising writing over a wide range of genres.

9. The School’s Role in Language Learning The school can expect students to come from a language background that differs from that of the school, the school community, or both, and provides support for these students whenever possible. The school has an admissions process that includes an interview and language screening. In addition, we have several linguists on the staff - this allows us to make an evaluation of the student’s language needs and establish whether the school can cater for them. The school endeavours to provide experts qualified in the field of linguistics to work not only with learners but also with teachers, librarians, coordinators and administrators to ensure all are appropriately trained in the best practices for teaching those learning in a language other than their mother tongue. The school will, on admission, draw up a language background profile for individual students to determine where the student falls regarding the continuum of language learning, and to ensure students are placed within appropriate support programme where their language needs are catered for effectively. This profile is reviewed every 5 years depending on the recommendation of the admissions team involved. The school will work with the parents of students who are learning in a language other than the mother tongue to ensure additional support from his or her teacher or other support if necessary.


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In general, our small classes allow for extensive supervision and support maximized student progress. Student profiles are reassessed at the beginning of the IB DP course to ensure the student is placed correctly. A placement test has to be written and the students are then placed accordingly into two groups English A language and literature, English B HL or English B SL. The development of a student’s repertoire of languages is recorded. This could include indications of progress in both mother tongue(s) and second language(s), languages students have been exposed to, and how they continue to use and develop them. The school will, wherever possible, ensure an ensemble of varied mother-tongue speakers (of German, English and Spanish) to maintain cultural diversity within the community.

10. Language Teaching Resources The school Library/media centre will continue to build up resources of texts in all the mother tongues of the student population. Where possible, the school tries to provide mainstream content-area materials, including grammar course books, literary texts, reference books, supplementary publishers’ materials, and resources related to the areas of interaction, with parallel mother-tongue texts. The school makes every effort to provide information technology resources that enable all mother-tongue students and teachers to access material in their own languages. These resources will include the building of recourses such as the Internet, DVD, and video. The school encourages teacher-created practice materials relating to students’ language needs and interests, and hands-on teaching aids. The school recognises that administrators, teachers, librarians and other school staff have to acquire professional development in the fields of language learning and teaching, and on how to make sure the language policy becomes a working document. Initial In-service training will be provided constantly/ every year at different locations. The school recognises the need for furthering their understanding of language teaching by encouraging teachers and teaching assistants to attend official IB training.

11. Review Process and the Areas of Development The Programme Coordinator will take responsibility for reflecting on and observing academic processes (differentiation, assessment and mother-tongue research) within his/her school arena throughout the academic year, and provide feed-back for the Head Teacher.


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The IBO DP Coordinator will take responsibility for reflecting on and observing admissions processes (history profile, written assessment and school provisions) throughout the academic year, and feed-back to the head teacher and parents. The IBO DP Coordinator will take responsibility for reflecting on and observing pastoral issues within the school (communication, socialisation, homework, academic issues, support) throughout the academic year, and feed-back to the head teacher and parents with suggested support procedures. The Language policy will be reviewed formally every year as new programmes are added, thereafter every five years, in order to ascertain the effectiveness of the programme. As new ideas are developed, the results of research will impact the school language policy. Suggested ideas and procedures will be reviewed with the collaboration of the coordinator, teachers, Head of School and parents. In order to keep the whole school community informed of the policy developments the policy will be available on the school website.

12. Resources:

IBO. 2014. Guidelines for developing a school language policy. Geneva. IBO.

IBO. 2013. Meeting student learning diversity in the classroom. Geneva. IBO.

IBO. 2014. Guidance for the support of mother tongue in the Diploma Programme.

Accessed at

[https://ibpublishing.ibo.org/server2/rest/app/tsm.xql?doc=d_1_ssstx_tsm_1410_1_e&part=1

&chapter=2 ] on Monday, 13. 8. 2014.

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Language Policy - mm-druga.si · mother tongue in IB programmes April 2008, Second language acquisition and development of ... celebrating cultural diversity within the school