Primary Years Programme, Middle Years Programme and Diploma Programme Guidelines for school self-reflection on its language policy © International Baccalaureate Organization 2012 Guidelines for school self-reflection on language policy 1 Introduction It is a requirement for IB schools to have a language policy that reflects specific standards related to language and learning. These are explained in the stance document Language and learning in IB programmes (2011. A school language policy is dynamic and therefore needs regular review. These guidelines for selfreflection are designed to assist schools with this process and help identify points for development. The IB stance document provides detailed guidelines on developing a school language policy. This self-assessment is aligned with those guidelines and it is suggested that they be used together. Guidelines for school self-reflection on language policy 1 Establishing and maintaining a language policy steering committee Guiding questions Answer: Yes Answer: No What is the evidence? What actions are planned? Do you have a language policy steering committee? Does it include representatives for all the stakeholders (teachers, librarians, administrators, IB programme coordinators, parents, students, other members of the school community)? Is the steering committee responsible for overseeing the procedures needed to develop the language philosophy and policy of the school? Is the steering committee responsible for gathering, presenting and collating the views of this community? Does the steering committee communicate effectively and regularly with those it represents? Guidelines for school self-reflection on language policy 2 Writing a school language philosophy Guiding questions Answer: Yes Answer: No What is the evidence? What actions are planned? Is the school language philosophy clearly expressed in the language policy? Is the school language philosophy incorporated into the language policy? Is the language philosophy informed through wide reading including the relevant documents published by the IB? Does the school language philosophy reflect the interests of the whole school community? Is this data gathered (informal discussions, questionnaires, observations, interviews with students and other members of the school community)? Guidelines for school self-reflection on language policy 3 Reviewing the current language situations and practices and compiling a school language profile Guiding questions Answer: Yes Answer: No What is the evidence? What actions are planned? Is the diversity of language needs for students following the IB programmes met? Are the languages of teaching and learning clearly identified? Are the languages of communication used in the school and outside of the classroom identified? Are mother tongues and other languages in the community identified and promoted? Are there any legal requirements resulting from government legislation? Are effective practices relating to language teaching and learning in place? Is there continuing professional development (CPD) for all staff on effective practices relating to language teaching and learning? Guidelines for school self-reflection on language policy 4 Are time and opportunities for planning language pathways in place? Are referencing, bibliography and spelling protocols identified? Are there rules and expectations about language use around the school? Are beliefs about language teaching and learning explained clearly? Are other policies that relate directly to language teaching and learning identified? Do data-gathering exercises involve activities such as informal discussions, questionnaires, observations and student interviews? Are all members of the school community invited to reflect on and give input about their thoughts and practices regarding language in the school? Is the resulting language profile scrutinized for any areas of mismatch, contradictions, and omissions in practice, ambiguities and other issues to be addressed with regards to the language policy? Have the previously identified investigated and resolved? matters Guidelines for school self-reflection on language policy been 5 Has school-based inquiry related to language policy been identified as a need or been initiated? Are the library and media resources linked to teaching and learning with language as a focus? Have alternative models for developing maintaining mother tongues been considered? and Have alternative models for addressing the needs of those learning in a language other than their mother tongue been considered? Is there a process for keeping a developmental language profile for each student? Does the school review the processes used to identify the language needs of each student? Does the school monitor the effectiveness of differentiation strategies for students with specific language-learning needs? Is there a language continuum scope and sequence based on IB documents? Guidelines for school self-reflection on language policy 6 Further considerations: PYP Guiding questions Answer: Yes Answer: No What is the evidence? What actions are planned? Does the language policy promote inquiry-based authentic language learning? Does the language policy focus on transdisciplinary nature of language learning? the Does the language policy incorporate the teaching and learning of language into the programme of inquiry? Does the language policy interrelate the skills of listening, speaking, reading, writing and media literacy? Does the language policy provide for the teaching of additional languages? Does the language policy promote consistency of practice in the teaching and learning of all languages where more than one language of instruction is used? Guidelines for school self-reflection on language policy 7 Further considerations: MYP Guiding questions Answer: Yes Answer: No What is the evidence? What actions are planned? Does the language policy promote practices for the effective provision of languages A and B? Does the language policy promote the integration of the learning of languages with learning in the subject groups? Does the language policy promote the integration of language learning with interdisciplinary planning? Further considerations: DP Guiding questions Answer: Yes Answer: No What is the evidence? What actions are planned? Does the school offer well-resourced special request and school-supported self-taught options in group 1 to maintain mother-tongue development? Does the school offer a range of languages at various levels? Guidelines for school self-reflection on language policy 8 Review process Guiding questions Answer: Yes Answer: No What is the evidence? What actions are planned? Are details such as those relating to timing and responsibilities associated with a review process stipulated in the policy? Are new practices being implemented as a result of the research findings of the language policy? Does the review procedure include roles and responsibilities for the evaluation of the effectiveness of the language policy as a working document? Guidelines for school self-reflection on language policy 9 Linking the language policy to other documents Guiding questions Answer: Yes Answer: No What is the evidence? What actions are planned? Is the language policy explicitly linked to other working documents such as those related to assessment, admissions and special educational needs (SEN) policies? Is the role of student language profiles considered in admissions? Is the role of student language profiles considered in formative and summative assessment? Is the role of student language profiles considered in reporting on language development, early intervention and differentiation strategies for SEN students? Communicating the policy Guiding questions Answer: Yes Answer: No What is the evidence? What actions are planned? Is the whole school community regularly informed of the policy process and how they might make contributions? Guidelines for school self-reflection on language policy 10