II.+STANDARDIZATION


 * LANGUAGE POLICY SUB-COMMITTEE**

**STANDARDIZATION OF LANGUAGE AND SOCIAL LANGUAGE**

 * Nick, Gill, Steve Hickey, Naomi**

We use English as the primary language both within and beyond the classroom. We recognize the importance of maintaining high standards of English usage while embracing the diversity of forms acceptable across the English speaking world. We encourage the use of rich and expressive language, including colloquialisms and idioms as appropriate to the audience and purpose of the communication. Individuals, whether students or staff, may use any consistent national English style in their writings.
 * __STANDARDIZATION OF LANGUAGE__**

Official school-wide publications, including handbooks and newsletters, are published using American English. For language groups exceeding 10% of our student body, routine school communications are also available in translation.

All school signs are printed in English. Where signs are needed to communicate with the wider community, they are printed in English, Chinese, and those languages that are spoken by 10% or more of our school community.

When speaking in Chinese, we use Mandarin, and when writing we use simplified Chinese characters standard in our host country, the People’s Republic of China.

Our elementary students learn to use the Queensland manuscript and cursive styles of handwriting. Students with previous training in other styles are free to continue their use, as long as their work is written clearly and correctly with appropriate linkages. Secondary students are also expected to use cursive writing in a consistent style. Students at all levels also develop keyboarding and word processing skills. On formal school documents, student names are written family name first, all capitals, followed by personal name. (Example: LEVENSKY Rose; YANG Chang Ho)

We define social language as that used for Basic Interpersonal Communication (BICS) at school or school-related functions. This includes language used in the cafeteria and on the playground, on field trips and after-school activities, sporting events, and more. By setting unified standards of social language, we provide a socioculturally supportive environment which has a positive impact on the students’ response to new language. [|[1]]
 * __SOCIAL LANGUAGE__**

Our school is a friendly place, where community members cooperate and socialize using English as the common language of communication, both within the school buildings and beyond. This provides an environment of language immersion, which contributes to the English language development of our students. More significantly, the use of a common language is inclusive, and allows members of linguistic minority groups the same access to relationships and community as members of linguistic majority groups. Those students who are early in their English language development may require additional support from their classmates.

Our interpersonal interactions reflect high standards of courtesy and respect as expressed in the English language. Students are addressed by their personal names, and teachers by their family names with title (Mr/Ms/Dr). Teachers may be called by other names (Ms B, Ms Kay) at their own request. Local support staff are addressed by standard Chinese terms of respect (ayi, shifu, etc.)

We recognize that a social atmosphere grounded in language of respect and courtesy, coupled with our awareness of culturally diverse forms of expression, is essential to building a positive environment for student learning.[|[2]]

Our written communications, whether electronic or print, reflect the same high standards of courtesy, respect, clarity of expression and use of conventions. Written communications form a permanent record, and are written with that expectation.

[|[1]] “At school the instructional environment in a classroom or administrative program structure may create social and psychological distance between groups. Community or regional social patterns such as prejudice and discrimination expressed towards groups or individuals in personal and professional contexts can influence students' achievement in school, as well as societal patterns such as subordinate status of a minority group or acculturation vs. assimilation forces at work. These factors can strongly influence the student's response to the new language, affecting the process positively only when the student is in a socioculturally supportive environment.” http://www.ncela.gwu.edu/pubs/directions/04.htm
 * Virginia P. Collier, George Mason University**

[|[2]] The socio-culture of the school needs to be supportive for a healthy environment. The ability to understand and be understood are obviously important in achieving this. The school has a policy regarding the employment of translators and various methods of easing communication are employed where it is considered important e.g. use of parent and student translators, messages spoken and written, often given more than once. The school takes on the major communication role – some parents provide their own translator in specific circumstances. Cultural ways of addressing communication, recognition of each individual’s culture through the observance of each cultural norms in //relation language used will help in building a positive environment that flows through to student learning eventually.// http://www.ncela.gwu.edu/pubs/directions/04.htm
 * Virginia P. Collier, George Mason University**

Original Questions:

**__STANDARDIZATION OF LANGUAGE__**
· Do we use US or UK English? · Do we use simplified or complicated Chinese characters? Do we use Pinyin? PRC Simplified · Do we teach a uniform handwriting style? Elementary has just addressed this. · What use of colloquial language is permitted/encouraged? · What languages are used for school signage? · What languages are used for school communication modes (newsletter, website, reports, handbooks etc) Can we email this out? · What translation/interpreting services do we provide? For which language groups in the community are these made available? Who pays for these services?
 * Stage 1: Complete by end of November 2006**

**__SOCIAL LANGUAGE__**
· What is our definition of social language? · Which languages may be spoken? When? Where? (In classrooms, buildings, grounds, field trips, sports etc) · How do we address/speak with each other, eg. teachers/students/peers/parents/support staff? · What restrictions, if any, should be placed on social language? · Do we have conventions for written language when communicating with each other? · What inducements should be used to encourage agreed standards of spoken/written social language? · How are parents of varying languages/cultures to be included? · How do we ensure social inclusion of all students on campus and off campus?
 * Stage 1: Complete by end of November 2006**