Brainstorm-Timeline

toc __**DEVELOPING A COMPREHENSIVE LANGUAGE POLICY**__
 * International School of Tianjin**
 * FACULTY BRAINSTORM ON AREAS FOR INCLUSION IN A COMPREHENSIVE LANGUAGE POLICY**
 * SUGGESTED STAGES FOR TIMELINE**

**__LANGUAGE POLICY:__**
· What is the purpose of a language policy? · When/where/for whom is the language policy applicable? · How will the language policy conform to IBO/WASC/CIS/NCCT expectations/requirements? · Who monitors/assesses the implementation/evaluation/revision of the language policy? · What are the consequences for non-compliance with different aspects of the policy? · Will we have essential agreements regarding implementation of the policy? · (How) do we define bilingualism? (How) do we promote bilingualism? (How) do we cater for different kinds/needs of bilingualism/bilinguals in the school? · What are the roles of English and other languages in our school?** · How do we communicate the language policy to the community? · How do we define a language for learning policy? · How/when will the language policy be revised? · How do we show we value all languages/cultures? · What are the parents’ expectations of language in our school?** · What can we learn from other schools?
 * __PHILOSOPHY, PURPOSE, IMPLEMENATION AND EVALUATION__**
 * Stage 1: Complete by early/mid September 2006**
 * BOLDED text indicates questions for philosophy brainstorm**
 * · What is our language philosophy?**
 * · What are the roles, responsibilities, and expectations of teachers, other employees, parents and students?**
 * · What is the role of the host country language?
 * · Are there different/common expectations for different languages?
 * · What language do we choose to teach at our school and to what level?**

**__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**

**__CURRICULUM__**
· 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?
 * Stage 2: Complete by end April 2007**

**__TEACHING PRACTICES__**
· 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?
 * Stage 2: Complete by end April 2007**

**__MOTHER TONGUE__**
· Do we have a mother tongue philosophy/program? · What is the statement of purpose of the MT program? · What MT programs are offered at different age/grade levels? · Are all language groups included in the MT program? · Is there a potential conflict between the MT and Chinese programs? · Who pays for MT instruction? · How do we align the MT program with IST/IBO philosophies, policies and practices? · What resources should be provided? For which languages? Who pays? · How is the MT program monitored/assessed/revised? · How is students’ progress in the MT program assessed and reported? · What are the parents’ expectations of the MT program? · How much time should be given to the MT program? · How much parental involvement should there be in the MT program? Do we train parents? · How do we ensure that parents/outside teachers use teaching methodologies consistent with school and IB philosophies? · What use should/can be made of outside agencies (eg. Korean academy) on site? · Should we have more teacher assistants with other languages? · How do we encourage ‘minority’ MT languages (eg. Italian, German)? · Should we encourage MT academies or not? Is it helpful to spend 2-3 hrs at such academies to build MT? · Why not get the Korean Academies on site? To teach MT language! · Should MT instruction be given within the school day? If so what other subject is dropped/lessened? Do we drop host country language?
 * Stage 2: Complete by end of April 2007**

**__LANGUAGE OFFERINGS__**
· 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?
 * Stage 3: Complete by end November 2007**

**__ADMISSION AND PLACEMENT__**
· What are the language criteria for admission and class placement? · Are there different language criteria for admission/placement for different grade levels? · Are there subject-specific language criteria for admission/placement? · Who makes admissions/placement decisions? What is the decision-making process? · Should there be enrollment quotas for different language groups? · Do language criteria/standards affect students’ promotion/retention? · Is there a level of language fluency required for graduation? · Should there be a personal language plan for each student? · When/how should students be assessed in their mother tongue for admission/placement/promotion/retention? Should this be uniform for all languages? · What proportion of ESL students are there in classes at different grade levels? · Are the placements to test appropriate? -- Background, age · Maximum time in EAP? · Exit criteria for EAP? · Share rights and responsibilities as language learners to families.
 * Stage 1: Complete by end of November 2006**

**__ESL PROGRAM__**
· What are the philosophy and purpose of the ESL program? · What ESL definitions do we use? · What model(s) of ESL support do we have? Are they the same at all grade levels? · Which students do we support and for how long? · Are all teachers ESL teachers? · What ESL training do we provide for ESL teachers and all other teachers? · What are the ESL class quotas? Who monitors this? · What are student/staffing ratios for ESL? Is this different for different grade levels? · What are the entry/exit criteria for the ESL program by grade level? · Are there differences in ESL support offered according to the different IBO programs (PYP, MYP, DP) · How are ESL students assessed/reported compared with their peers? · Are there different homework expectations for ESL students? · What after/out of school provision do we provide for ESL students? Who provides this provision, and who pays? · How do we promote ESL status to parents as a positive thing? · Should there be an additional fee charged to parents for ESL support? · We should change our terminology from “ESL” to “EAL” or “ELL” · Do we exit ESL students from ESL too quickly? · Do we have adequate ESL support (staffing)? · Do we have ways for collaboration between ESL/non-ESL faculty? · Should ESL kids have to take Chinese? · Is there adequate parent education about ESL? · Are we using the best entry/exit test?
 * Stage 1: Complete by the 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**

**__TECHNOLOGY AND RESOURCES__**
· How do we use technology to promote language development? · How do we use technology to support language policy across the curriculum? · How do we use technology to promote different languages/cultures? · What access to technology do we provide for students, staff and parents? · In what languages, including mother tongue, do we provide technology/resources including computer software, books and periodicals? · What are the implications of the language policy for the library? · What are the implications of the language policy for the budget? · Should we get a language lab? · Should we have listening counters?
 * Stage 1: Complete by end of November 2006**