Language Policy December 2011

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1 Language Policy December 2011

2 Table of Contents I. MISSION; PURPOSE AND AIMS... 3 II. LANGUAGE PROFILE AND ADMISSIONS POLICIES... 5 III. LANGUAGE PROGRAMMES OVERVIEW... 6 IV. LANGUAGE A AND MOTHER TONGUE PROGRAMMES... 7 V. ENGLISH LANGUAGE ACQUISITION PROGRAMME... 8 VI. LANGUAGE B AND OTHER LANGUAGES... 9 VII. SUPPORT SERVICES VIII. PARENTS AND COMMUNITY IX. COMMUNICATION OF LANGUAGE POLICY TO THE BIS COMMUNITY X. REVIEW PROCESS XI. REFERENCES XII. APPENDICES Appendix A: Admissions Process Regarding English Language Learners Appendix B: Language Learning Pedagogy Appendix C: EAL Programme Exit and Monitoring Procedures Appendix D: Mother Tongue Programmes Appendix E: EAL Programme Appendix F: German Language Programme Language Policy Handbook Page 2

3 I. MISSION; PURPOSE AND AIMS A. MISSION Inspiring and challenging young minds as a caring and committed international community to achieve excellence, assume responsibility and pursue life-long learning. The BIS mission statement is the foundation for our language policy. As language forms the basis for all learning, this policy is critical for helping the school to achieve its mission. The language policy aspires to fulfil each aspect of the mission statement as follows: Inspiring and challenging young minds While English is the language of instruction, the language policy allows for students to inquire in the mother tongue and aspires to multilingualism. The school is committed to providing as much diversity of language instruction as possible. As a caring and committed international community The language policy validates the equal status of all languages. It endorses an awareness of the host country s culture and language by teaching German at all acquisition levels throughout the school. The mother tongue programme in each section of the school reinforces literacy and cultural identity and reflects the multilingual society we live in. The modern foreign languages programme develops understanding and respect for other cultures. Achieve excellence The language policy recognises the transfer of cognitive skills from the mother tongue to English and vice versa and the acquisition of additional languages. This process encourages the acquisition of higher order thinking skills and development of multiple perspectives. The policy also recognises the importance of all teachers differentiating instruction for students at different levels of language acquisition. Language Policy Handbook Page 3

4 Assume responsibility The language policy supports the shared responsibility of all teachers, students and parents for all students language development. All teachers and students are encouraged to assume the responsibility to be language learners. And pursue life-long learning The language policy promotes life-long learning. Developing language learning skills gives students the capacity to solve problems, think critically and act creatively. Language empowers students to understand, interpret and respond to ideas, attitudes and feelings. Information literacy and technology also provide a gateway to life-long learning and a rich range of language learning opportunities. B. PURPOSE OF THE LANGUAGE POLICY This language policy is a working document developed by staff and administration from each school programme (IBPYP, IBMYP, IGCSE and IBDP). The policy is consistent with the stipulated principles and practices of the IB. This document outlines our school s linguistic and academic goals and defines the programme designed to help our students attain these goals. This policy is intended to provide an overview and guiding principles for language learning at BIS which permeates the entire school curriculum through authentic contexts in a culturally rich and diverse environment. Our policy is a statement of agreement one to which the staff and the BIS community are asked to commit to so our school can achieve its mission. C. BELIEFS AND AIMS We aim to nurture an appreciation of the richness and diversity of language. Language does much more than promote cognitive growth; it is crucial for maintaining cultural identity and emotional stability. The acquisition of more than one language and maintenance of the mother tongue enrich personal growth and help facilitate international understanding. As language, by its very nature, is integrated into all areas of the curriculum every teacher within the school is considered a language teacher. At BIS, we aim to foster in students the ability to think and express themselves with precision, clarity, confidence and imagination in at least two languages. Language development in more than one language enriches personal growth, provides cognitive advantages and is essential to the development of international mindedness. We strive to address the particular challenges of those students who Language Policy Handbook Page 4

5 are learning in a language other than their mother tongue by providing an integrated, well-implemented English as an Additional Language (EAL) programme at all school sections. We endeavour to integrate students cultural and linguistic heritage throughout the curriculum. II. LANGUAGE PROFILE AND ADMISSIONS POLICIES A. BIS LANGUAGE PROFILE Approximately 60% of our student body speaks English as an additional language. They have over 30 different mother tongues and come from approximately 45 different countries. All of our administrative and teaching staff speaks English and the majority is fluent in at least one other language. B. ADMISSIONS POLICIES Applicants are required to complete a Student Background Survey that indicates their proficiency in their mother tongue, English and other languages. In the Middle and Upper Schools, any application for a student who indicates that English is not their mother tongue will be reviewed by the US/MS EAL department as part of the admissions policy. Admissions will notify the EAL department of all EAL student applicants. An EAL Department Review form will be placed in the initial application of each candidate in Grades 6-12 for review by the EAL Coordinator. EAL staff will have the opportunity to review the submitted portfolio evidence of English language acquisition, the ISA online assessments for literacy and/or interview new students individually before placement in the programme. The admission of English language learners will adhere to the specific admissions policies outlined in Appendix A. Language Policy Handbook Page 5

6 III. LANGUAGE PROGRAMMES OVERVIEW A. PEDAGOGY At BIS, we recognise that all teachers are also language teachers who have the responsibility to facilitate language acquisition and promote communication skills through their grade level and content area classes. The pedagogical attributes of the IBPYP, IBMYP, IGCSE and IBDP as well as guiding documents are outlined in the table in Appendix B. B. ASSESSMENT While language acquisition follows distinct stages, students rate of acquisition varies greatly from individual to individual. Therefore, language teachers assess all language skills (reading, writing, listening and speaking), regularly differentiating through scaffolding or extension as required. Formative and summative assessments in the classroom provide information on language growth. Language teachers regularly standardise students work to ensure a fair application of assessment criteria. Standardised tests and external examinations in the Upper School also provide evidence of language acquisition levels. Students who are identified as requiring additional support in English to access the curriculum will be placed in the appropriate English language acquisition class and assessed regularly to monitor progress. A student may be exited from the pullout or scheduled EAL classes when the student can participate fully in the regular educational programme. When evaluating a student s possible exit, a team consisting of the EAL teacher, a classroom teacher and a Leadership team member will use information from several sources to make the determination to exit the student from the programme. Parents will be informed about the decision before the transfer takes place. After the student exits from the EAL programme, the EAL teacher at that level will closely monitor the student s academic progress. Specific procedures for exiting students from the EAL programme and monitoring their progress are outlined in Appendix C. C. PROFESSIONAL DEVELOPMENT As it is an expectation for all teachers to be language teachers, on-going training focused on integrated language instruction will be offered throughout the year. The school is committed to providing embedded professional development for language learning across the curriculum. The EAL Coordinator ensures that staff receives on-going professional development opportunities and monitors that strategies are successfully implemented. In all sections of the school (IBPYP, IBMYP, IGCSE and IBDP), the EAL staff coteach (or push-in) in grade level and subject area classes. The emphasis of coteaching and push-in is supporting the classroom or subject area teacher in the use of differentiation and language acquisition strategies. Through the co-teaching Language Policy Handbook Page 6

7 model, EAL teachers plan with the classroom or subject teachers and ensure that they receive the necessary support and professional development for integrating these strategies on a regular basis. EAL teachers provide ideas for developing listening, speaking, reading and writing skills of all students through the subject area. EAL teachers also offer workshops throughout the school year for all staff. The complete ESL in the Mainstream course as well as workshop modules from the Sheltered Instruction Observation Protocol (SIOP) and/or Enriching Content Instruction for Secondary ESOL Students are also offered. Professional development is embedded into the regular school day as often as possible to facilitate transfer to the classroom. Follow-up coaching by EAL teachers is an integral part of every workshop offered. Other professional development opportunities that focus on differentiated instruction include, but are not limited to: First Steps Resource Training (there are a number of trainers in the Lower School), curriculum review and assessment moderation, staff meetings, and off-site workshops and conferences. IV. LANGUAGE A AND MOTHER TONGUE PROGRAMMES All students are required to study a language A in the IBMYP, IGCSE and IBDP, which in some cases is the continued study of the students mother tongue. BIS offers English, German, Japanese and other mother tongues as language A. BIS believes that developing a child s mother tongue can accelerate the rate of English language acquisition, support achievement in all subject areas, increase self-esteem, and enhance intercultural understanding and international-mindedness. A. ENGLISH In each level of the school, students study English language and literature. When students begin the IBMYP or IBDP programmes, they may study English as their language A if their skills in all four language areas (reading, writing, listening, speaking) enable them to access this curriculum. B. GERMAN Native German speakers receive language instruction in their mother tongue beginning in first grade. Native German speakers in the IBMYP and IBDP programmes study German at the language A level. Other students who have reached native language proficiency in German may also study German at the language A level in the IBMYP and IBDP. C. JAPANESE Native Japanese speakers receive language instruction in their mother tongue at the Upper School level scheduled against Modern Foreign Languages. Native Language Policy Handbook Page 7

8 Japanese speakers study Japanese at the language A level in the IGCSE programme and in the IBDP. D. OTHER MOTHER TONGUES Mother tongue development opportunities are offered for students on a regular basis from Pre-Reception through to Grade 12. The school will review the language needs of the students on an annual basis. When numbers are sufficient, the school will seek to employ a mother tongue teacher in partnership with the community. The mother tongue programmes are outlined in the table in Appendix D. V. ENGLISH LANGUAGE ACQUISITION PROGRAMME A. EAL PULL-OUT AND SUPPORT CLASSES English language learners who are unable to fully access the academic curriculum delivered in English receive specialised instruction in English language acquisition from qualified staff on a regular basis. English as an Additional Language classes in the IBPYP are scheduled against German. In the IBMYP and IBDP, students receive additional individualised or small group English and academic support scheduled as appropriate. B. IN-CLASS OR CO-TEACHING SUPPORT EAL students may also receive support in their grade level and subject areas classes from qualified staff. In the IBPYP, EAL staff provide in-class support from Pre-Reception to Grade 5. In the IBMYP and IBDP, EAL staff provide in-class support and co-teaching for humanities, science and mathematics classes whenever possible. C. ENGLISH LANGUAGE B CLASSES In the IBMYP and IBDP, EAL students study English as their language B course. This course follows the IBMYP and IBDP curricula and develops students language and literacy competence in English as well as intercultural competence. The English language B classes are scheduled against the English language A classes. Depending on students ability, age and rate of language acquisition, the EAL department strives to transition students to English language A whenever appropriate. Students may transition from English language B to English language A classes as determined by a review of their coursework portfolio and as outlined in the EAL Department Handbook. The English Language Acquisition Programme service model at BIS is consistent across the programmes and described in detail in Appendix E. Language Policy Handbook Page 8

9 VI. LANGUAGE B AND OTHER LANGUAGES Studying a third language is a requirement for all students in Grades 6 to 8. French, Spanish, German and English are offered as languages B in Grades 6 to 10, and as IB Diploma language B Higher Level and Standard Level in Grades 11 and 12. For EAL students, their mother tongue counts as a third language. A. GERMAN Students at BIS learn German as the language of our host country. In order to meet the needs of the various acquisition levels of our students, German classes are offered at five ability levels from Grade 1 to Grade 12. From Grades 1 to 5, native German speakers, intermediate level learners and beginning German language learners receive instruction appropriate to their level in small groups for the equivalent of one 45-minute class period per day. In Grades 6 to 12, students receive German instruction at the same provision level as other languages. Students who progress faster or slower than the rest of their group may be moved to another more appropriate group. Native or close to native speakers are placed in German language A classes. The school offers German as a language A and language B examination subject at IB Diploma level. Details about our German provision in each IB programme are outlined in the table in Appendix F. B. FRENCH AND SPANISH While a student's previous knowledge or exposure to the target language is ascertained on the admissions forms, Spanish and French classes consist of mixed ability levels and teachers differentiate instruction to meet the needs of the various language acquisition levels in each class and are expected to cater to the needs of beginners. Students entering Spanish or French classes as beginners will be assessed with appropriate criteria for reporting purposes. Mother tongue French and Spanish speaking students may study their mother tongue or study the other language. C. ENGLISH As described under the English Language Acquisition section, English language learners may study English as their Language B at the IBMYP and IBDP level. This course develops students language and literacy competence in English as well as intercultural competence. In the IBDP, students may study English language B at the higher or standard level. D. AB INITIO In the IBDP, students may study French, Spanish or German at the beginning level if they have had minimal exposure to the language previously. BIS also admits English language learners at the ab initio level from Pre-Reception to the beginning of Grade 8. Language Policy Handbook Page 9

10 VII. SUPPORT SERVICES A. LANGUAGE LEARNING AND THE LIBRARY AND MEDIA CENTRES Information literacy forms the basis for lifelong learning. It is common to all disciplines, to all learning environments, and to all levels of education. It enables learners to master content and extend their investigations, become more selfdirected, and assume greater control over their own learning. An information literate individual is able to: Determine the extent of information needed; Access the needed information effectively and efficiently; Evaluate information and sources critically. The role of the BIS libraries is to promote and facilitate information literacy across all curricula and to all members of the BIS Community. The libraries have databases that contain professional material, scholarly articles, newspapers and magazines in many languages. Sessions are offered to the BIS community on information literacy, MLA (Modern Language Association) formatting for source citations, and research skills. Sessions may be requested with the school librarians and future plans include designated periods scheduled on a weekly basis or as a drop in session. B. LEARNING SUPPORT When a student has been identified with additional learning needs including language difficulties or gifted and talented abilities, intervention and support are provided through the Learning Support programme in line with the referral process. The Learning Support department works with teachers to help them meet the needs of students identified with special language learning needs. This support may be formalised through an In-class Support Plan or an Individual Education Plan and may involve short and long term interventions. If the identified student speaks English as an additional language, the EAL department works closely with the Learning Support department and other teachers to provide the best service for this individual child. (See the Learning Support Policy for more information on identification procedures and service model.) Language Policy Handbook Page 10

11 VIII. PARENTS AND COMMUNITY A. PARENTAL INVOLVEMENT Parents are an integral part of our community of learners and provide tremendous support for language learning at BIS. The school uses multiple methods to communicate to parents the critical importance of maintaining academic proficiency in the mother tongue. Parents are involved as mother tongue teachers, buying resources for the library and providing resources for the mother tongue programmes. The Parent Teacher Organisation has also organised mother tongue language support groups with a contact person for many of the mother tongues represented at BIS. Parents often volunteer in the classroom, provide support for EAL students or serve in the Learning Assistance Programme. In the Upper School, parents help invigilate external exams and serve as readers for students who require this support. Other parents translate documents and interpret during meetings. BIS offers workshops for parents each year. Such workshops include, but are not limited to: The Importance of Maintaining the Mother Tongue, Third Culture Kids, Personal Cultural Identity, Raising Bilingual Children. B. LANGUAGE PROVISION FOR THE BIS COMMUNITY German classes for staff are offered once a week. Staff may also use professional development funds to take a German course. English lessons are also offered for employees working within the school including food and cleaning services personnel. Rosetta Stone is a language learning software programme that is available to BIS staff and students in 23 different languages and is in the process to be offered to the entire BIS community. Information literacy courses are also offered regularly to the BIS community. C. PUBLISHED MATERIALS Students, parents and staff members at BIS originate from different countries and educational systems. To maintain consistency in published materials, British English spelling will be used for our formal written documentation. However, teachers and students may use their native country s spelling and punctuation for all other work provided it is employed consistently throughout the document. Language Policy Handbook Page 11

12 IX. COMMUNICATION OF LANGUAGE POLICY TO THE BIS COMMUNITY The language policy will be introduced to the BIS community through multiple pathways including staff meetings, PTO meetings, grade level meetings and Director s News and Notes. The policy will also be featured on the BIS intranet. New staff will be familiarised with the document during orientation. X. REVIEW PROCESS The language policy will be reviewed regularly as part of the curriculum review cycle and as part of the whole school improvement plan. The Leadership team will review the implementation of the policy in classrooms and throughout the school on a regular basis as part of the appraisal process. XI. REFERENCES Allen, Allen M. Thought, Word and Deed: The Roles of Cognition, Language and Culture in Teaching and Learning in IB World Schools. International Baccalaureate Organization, 1 May Carder, Maurice. Bilingualism in International Schools: a Model for Enriching Language Education. Clevedon: Multilingual Matters, Council of Europe. Common European Framework of Reference for Languages (CEFR): Learning, Teaching, Assessment. Language and Learning in IB programmes. International Baccalaureate Organization, Sept Learning in a language other than mother tongue in IB programmes. Baccalaureate Organization, April International Primary Years Programme: Guidelines for developing a school language policy. International Baccalaureate Organization, January Towards a continuum of international education, International Baccalaureate Organization, Middle Years Programme: Second Language Acquisition and Mother-tongue Development. International Baccalaureate Organization, January Language Policy Handbook Page 12

13 GLOSSARY CL = Curriculum Leader EAL= English as an Additional Language ESOL=English to Speakers of Other Languages GAL= German as an Additional Language IB= International Baccalaureate IBDP= International Baccalaureate Diploma Programme IBMYP= International Baccalaureate Middle Years Programme IBPYP= International Baccalaureate Primary Years Programme IGCSE= International General Certificate of Secondary Education PD= Professional Development Language Policy Handbook Page 13

14 XII. APPENDICES Appendix A: Admissions Process Regarding English Language Learners BIS accepts students at all levels of English language acquisition up to start of the school year of Grade 8 with the requirement that proficiency in the mother tongue is maintained at grade level. Students grade level placement will be determined by the school through the admission process. Students applying to Grades 8 to 10, who do not have English as their mother tongue, will be required to submit an extended piece of academic writing and evidence of achievement in English. Furthermore, the student may be asked to complete the iachieve on-line English placement test. Students should have achieved the required language proficiency level based on the indicators for each grade level (8 to 11) of the Common European Language Framework. Students entering Grades 11 or 12 must give evidence of near native English proficiency. A table describing IB and Common European Framework language levels is available for download from the school website. Acceptable evidence of English language ability might include a portfolio of school work, video recordings of an oral presentation in an academic classroom, an extended piece of academic writing, and results from a standardised English language acquisition test. In order to access the IB Diploma curriculum in Grades 11 and 12, all students are expected to have reached the C1 level of the Common European Framework by the beginning of Grade 11. If a student s English language proficiency level does not meet the indicators on the Common European Framework, the school cannot guarantee success for the student and therefore reserves the right to refuse admission. For further information, please see the BIS Admissions Policy. Language Policy Handbook Page 14

15 Appendix B: Language Learning Pedagogy Language Learning in the IBPYP Promotes inquiry based authentic language learning Focuses on the transdisciplinary nature of language learning Incorporates the teaching and learning of language into the programme of inquiry Develops the skills of listening, speaking, reading, writing and media literacy Interrelates the skills of listening, speaking, reading, writing and media literacy Provides for the teaching of additional languages Promotes consistency of practice in the teaching and learning of all languages where more than one language of instruction is used Provides appropriate feedback to support learning Language Learning in the IBMYP/ IGCSE Formulates practices for the provision of languages A and B Integrates the learning of languages with learning in the subject groups Integrates language learning with interdisciplinary planning. Formulates multifaceted unit questions that stem from the areas of interaction Promotes purposeful, disciplined and integrative understanding of the topics Promotes collaborative learning Provides targeted assessment that integrates MYP objectives and criteria Provides appropriate feedback to support learning Language Learning in the IBDP Considers prior knowledge Develops language in context in each content area Promotes collaborative learning Provides appropriate feedback to support learning Accommodates diverse learning styles Values and respects students ideas Makes expectations explicit Embraces a multitude of perspectives Enables students to understand how judgments about learning are made, and how to provide evidence of their learning Develops meta-cognition, structured inquiry and critical thinking Promotes engaging, challenging, rigorous, relevant and significant learning Pedagogical attributes of programmes Further guidance and support Language scope and sequence document is maintained and reviewed in accordance with the curriculum review cycle. The PYP language guide can be found in Making the PYP Happen, subject guides and IB sample scope and sequence document. Language scope and sequence document is maintained and reviewed in accordance with the curriculum review cycle. The MYP language A and language B subject guides and MYP: From Principles into Practice provide further guidance Diploma Programme language A Literature, and language A Language and Literature, language B, and language ab initio subject guides, and in the Diploma Programme assessment Principles and Practice document. Language Policy Handbook Page 15

16 Appendix C: EAL Programme Exit and Monitoring Procedures Exit criteria and evidence examined Monitoring procedures IBPYP IBMYP and IGCSE IBDP Christopher Gordon reading and writing criteria at the Becoming Competent phase Classroom observations Running records EAL and homeroom class work Informal assessments Consistently score a 7/8 on the Standard Level language B rubric on EAL class assignments in all criteria MYP grade level subject reports demonstrating achievement at the 50 percentile in each criterion across the content areas Successfully produce grade level appropriate written work as reviewed by language A English teacher Score a 5 or above (A -B) on the IGCSE EAL mock and/or external exam Achieve a 4 or above in all content areas across the curriculum Provide an extended writing sample for English language A teachers Weekly monitoring for first 6 weeks after exit followed by monthly monitoring for the next 8 months. Monitoring procedures may include the following: - to classroom teachers - Observation during in-class support - Conversations with student and parents - Review of reports Any student who demonstrates difficulty in the mainstream programme may be readmitted to the EAL programme Language Policy Handbook Page 16

17 Appendix D: Mother Tongue Programmes Mother Tongue Programme description IBPYP IBMYP and IGCSE IBDP Parent volunteers offer mother tongue classes once a week during the school day. The focus of these classes is the maintenance of oral/aural language skills. For more information on the mother tongue programme in the PYP, see the BIS intranet. Students have the opportunity to study their mother tongue during the Modern Foreign Language (Spanish/French) class time. The mother tongue class works in partnership with the parents to provide instruction that is grade appropriate and develops all language skill areas (reading, writing, listening and speaking). Direct instruction in the mother tongue may happen during or outside of the normal school day. If mother tongue teachers are able to come to the school, BIS will provide classroom space and instructional materials as necessary. The mother tongue class during the school day will provide facilitated time for students to work on projects in their mother tongue. This class may consist of students with several different mother tongues working on similar projects in their respective mother tongues. The facilitator of the mixed mother tongue class works in cooperation with the English language A teacher and the mother tongue teachers to ensure that students are assigned appropriate projects. Japanese mother tongue classes are offered at the IGCSE level. Students with other mother tongues are also encouraged to take the IGCSE exam in their mother tongue. Parents work in cooperation with the school to find a mother tongue teacher for the self taught mother tongue language A class. Students have time during the school day to work on projects and/or receive instruction in their mother tongue. Language Policy Handbook Page 17

18 Appendix E: EAL Programme Support for differentiated instruction EAL specialised instruction In-class support Mother Tongue Instruction IBPYP IBMYP and IGCSE IBDP ESL in the mainstream by Differentiated resources, expectations, tasks EAL teacher as resource from Pre-Reception to Grade 5 Beginner EAL students Grades 1 to 5 attend a pull-out class scheduled against German Pre-Reception and Reception structured immersion In class support Team teaching Modified task Small group with EAL teacher Enriching Content Instruction for Secondary ESOL students by In-class coaching support Assessment rubrics designed to enable all students to succeed EAL assessment option available Beginner EAL students receive English language B instruction during English language A and German classes. Intermediate EAL students receive English language B instruction during English language A classes. EAL students receive individual tutoring as needed following an Individual Learning Plan Grades 9 and 10 EAL students take the IGCSE ESL course. They may complete this course in 1 or 2 years depending on their language proficiency. Students who successfully complete the IGCSE ESL course in 1 year may enrol in the IGCSE Language A course in Grade 10 EAL teachers support humanities and science classes through team teaching or parallel classes EAL teachers offer task specific language support EAL teachers develop background knowledge prior to content area instruction Enriching Content Instruction for Secondary ESOL students by In-class coaching support EAL students take the IB English language B course. EAL students receive individual tutoring as needed following an Individual Learning Plan See Appendix D See Appendix D See Appendix D Language Policy Handbook Page 18

19 Appendix F: German Language Programme Organisation of Classes IBPYP IBMYP and IGCSE IBDP German is taught for 5 periods a week 5 teachers provide instruction Students are assessed at the beginning of the school year and placed in three level groups maximum: German (mother tongue students and other students with very good oral German skills) GAL2 (students who have some communication skills in German) GAL1 (students learning German for the first time) As soon as the students exceed the grade level expectations, they can move up to the next level during the school year. This usually happens when a new unit begins New students in Middle School language B German (Grades 7 and 8) start at MYP Foundation Level. They may be integrated into the existing classes after consultation with the Curriculum Leader In Grades 9 and 10 almost fluent German B students may sit in German mother tongue classes with modified assessments. In Grade 10 they may take the IGCSE German Foreign Language exam or the First Language German exam Students may move sections after each school break. Students arriving in Grade 10 with no prior German experience may wait and take the IB German ab initio course during the IBDP Teachers recommend the course and level according to previous performance Mother tongue German students or students with sufficient linguistic competence take either language A course Students may change from German language B to A (or vice versa) after consultation with the CL, in agreement with the principal and after parents have been informed Support classes or individual tutoring for mother tongue German students with no prior exposure to German class and German writing may be offered, if necessary Curriculum Aims and Overview German teachers integrate with all Units of Inquiry, except for the GAL1 class, which integrates only when meaningful The integrations with the Units of Inquiry focus on the German perspective The German group also follows a curriculum that was created according to the existing BIS Lower School language curriculum and the German curriculum German spelling is The language A and language B syllabi are followed The German language B programme supports students integration into the host country by both the choice of topics and texts and through excursions. The German language A programme supports the teaching of language and literature through activities like visits to theatres, local tours and cultural excursions Languages A and B syllabi followed in the IBDP for the following courses: - language A Literature - language A Language and Literature - language B - language ab initio Language Policy Handbook Page 19

20 explicitly taught from Grade 2 onwards At the end of Grade 5, samples of written work and results of a reading test are provided to the Middle School German teachers, in order to support transition The local culture and the physical environment are embedded in the German lessons in all levels. Local resources are regularly used. They enhance student learning and provide students with authentic learning experiences Language Policy Handbook Page 20

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