Stage+2


 * __LANGUAGE POLICY COMMITTEE FOCUS FOR STAGE 2__**


 * __CURRICULUM__**
 * Stage 2: Complete by end April 2007**
 * How do we ensure vertical articulation relating to language across the curriculum? Who monitors this? How is it assessed?
 * How is assessment/reporting of student progress modified according to students’ language proficiency and age/grade level?
 * (Why) is our assessment model performance-based?
 * How do we use assessment of student progress in language acquisition to modify curriculum and teaching practices?
 * Is our curriculum standards-based? If not, should it be? How is this achieved? What are the implications for language policy?
 * Is our curriculum model assessment-driven? What are the implications for language policy?
 * (To what extent) is our curriculum enquiry/research/constructivist based? What are the implications for language policy?
 * How do we ensure differentiated learning and assessment in relation to language?


 * __TEACHING PRACTICES__**
 * Stage 2: Complete by end April 2007**
 * What are the links between language and learning, and how do we accommodate these in our teaching practices?
 * Is English the only language of instruction?
 * What are the roles and responsibilities of teachers, TA’s and support staff?
 * What are the expectations of teachers, assistants and students?
 * Are all teachers expected to be language teachers?
 * Do we provide ESL training for teachers?
 * What are the implications of language policy for recruitment, orientation, motivation and retention of teachers?
 * How do we ensure common practices of linguistic instruction across the curriculum?
 * Do we provide language acquisition training for teachers?
 * What other forms of professional development should we provide for teachers and TA’s?
 * (How) do we appraise teacher competence in relation to implementation of language policy?
 * Do we publish “correct/incorrect” student work? How important is presentation?
 * To what degree should there be differentiation of instruction by policy, and how does differentiation of instruction relate to language learning and “conceptual” learning?
 * How is subject specific vocabulary/language structure addressed?
 * What assessment practices, including standardized tests, should we use?
 * What accommodations are made in assessment/examinations for students of different language proficiencies (ESL/reading/writing/listening/speaking)?
 * How do we differentiate instruction/assessment within the different language groups of non-English speaking students?
 * How do we create/maintain high academic expectations of all students regardless of (English) language proficiency?
 * How do we ensure the language development of all students (teaching, assessment and reporting practices)?
 * How can teachers help/support each other? What help/support should the administration provide?
 * Should we stream students according to language proficiency in non-language subjects?


 * __LANGUAGE OFFERINGS__**
 * Stage 2: Complete by end April 2007**
 * Once started, must the school offer a student the same foreign language until graduation?
 * What are the criteria for choosing the language offerings in the IB Diploma program?
 * Who pays for language classes (school versus ‘untaught’ languages in the IB diploma program)?
 * How do we evaluate/revise the curriculum/teaching practices of the different language offerings?
 * For each language how many levels do we offer?
 * Do we provide language classes for employees and parents?
 * How will teachers be employed/trained to teach the different language offerings?
 * Is there a minimum number of students for a language class? What happens when students leave and the class gets smaller?
 * What linguistic instruction do we provide in each language – e.g. aspects of speech, word forms, language structure, handwriting etc. To what extent are these common to all languages and how do we ensure consistency?
 * How is linguistic instruction articulated vertically and horizontally within and between different languages and across the curriculum?
 * How do we establish/maintain/monitor/evaluate/revise a common writing policy? Does the same policy apply for all languages?
 * There are enough questions.
 * Answers/feelings to these would encourage progress.
 * Provide Mother tongue A?