Planning the Whole-school Language Policy – From where we are to where we want to be Language Learning Support Section 17 January 2011 Contents □ Language learning at pre-primary level □ Language learning needs at secondary level □ Challenges at the primary level □ Developing your own Whole School Language Policy Objectives □ Nurture children to attain all-round development in ethics, intellect, physique, social skills and asethetic; and to develop good habits to prepare them for life □ Stimulate children’s interest in learning and cultivate in them positive learning attitudes to lay the foundation for future learning Six learning areas Arts Self & society Mathematics Language Science & technology Physical fitness & health Language Curriculum □ Create a language-rich environment □ Provide integrated language learning experience, beginning with listening and speaking □ Mother tongue (Cantonese and Putonghua) and second language Listening and speaking □ Listen to and understand conversations and stories □ Use vocabulary and short phrases to express ideas and needs □ Speak politely, clearly and fluently in dialogues □ Ask and answer questions, make simple inferences, solve problems and predict the outcomes of events □ Share with others their experiences in everyday life Reading □ Master preliminary reading techniques □ Develop interest in reading and form reading habits □ Understand stories □ Recognise common words □ Learn through reading Writing □ Communicate in the form of pictures or words □ Master fine motor skills and knowledge of space and direction □ Enjoy reading aloud or sharing their scribbles or writing with others □ Explore the use of different writing equipment Principles of teaching □ Use everyday experiences and authentic materials □ Use casual conversation □ Use comprehensible language □ Listen with patience □ Use stories to develop concentration & imagination □ Use open-ended questions to develop thinking skills □ Rote-learning, dictation, strenuous writing exercise Second Language □ Develop interest in learning English □ Listen to and understand simple conversations in everyday life □ Sing or recite nursery rhymes and employ simple words used in everyday life Assessment Extracted from an assessment record form of a kindergarten 聽說能力 閱讀能力 □能專注聆聽 □明白說話內容、要點及寓意 □能說意思清楚而完整的句子 □說話時表現有信心 □能與他人分享生活經驗及感 受 □聆聽砭故事後能覆述內容 □唸兒歌時配合聲調 □唸兒歌時配合表情 □能配合圖片認讀句 子 □能運用單字卡配詞 Assessment 英語 □能暢順地唱出英文歌曲 □能暢順地朗讀英文兒歌 □能透過圖片認讀英文句子 □明白老師的英文用語 □能用簡單英語與老師對話 書寫能力 □正確地運用書寫工 具 □能依筆劃次序書寫 □能適當地運用書寫 空間 Needs arising from… □ Learning the English subject □ Learning other subjects with heavy language load □ Learning the Chinese subject □ School-based MOI arrangement School-based MOI arrangement □ increasing opportunities to use English in different subjects at the junior secondary levels □ use of Putonghua to learn the Chinese subject 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 Bridging the gap □ How to help the KG students adapt to learning at primary? □ How to prepare students for the challenges in learning at secondary? Time to consider a whole school language policy! Developing a whole school language policy □ Consider students’ abilities, interests and needs □ Consider school-based circumstances: school goal, teachers’ readiness, support measures □ Consider students’ gradual and systematic exposure to both languages at primary levels from pre-primary □ Consider students’ needs in bridging over to secondary education Schoolbased Studentcentred Holistic planning Whole school approach Considerations in planning a whole-school language policy Outside the school Outside the classroom Inside the classroom Inside the classroom Curriculum □ Language subjects: incorporate the skills, knowledge, values & attitudes required in other subjects □ Other subjects: apply and re-teach the skills, knowledge and VA taught in the language subjects Learning and teaching □ Create a language rich classroom □ Conduct cross-curricular learning activities □ Provide self-access learning materials & equipment □ Facilitate reading across the curriculum □ Be a good language model Task/Assessment □ Language subjects: use topics and materials covered in other KLAs, design questions that assess integrated and higher order thinking skills □ Other subjects: provide students with more opportunities to demonstrate their language skills 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 Key messages □ The objective is to motivate/reward students for using their multilingual skills □ Development of an LP is a whole school issue, involving different stakeholders □ Whole school dimension to LP include the subject curriculum and language use for school events, communication with parents... □ It is developed through an informed PIE process □ Leadership team should be familiar with broader policy on language & learning □ Teachers should have an overview of the relationship between thought, language acquisition and 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 nonlanguage 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 A word of caution □ While schools may strive to adopt different strategies to implement their whole school language policy, it is important to address teachers’ workload □ To create the greatest possible impact on students, put emphasis on teacher development and curriculum leadership development 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