Strategies for Planning and Implementing a
Whole-school Language Policy
Language Learning Support Section16 November 2011
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Contents
Decoding Whole School Language Policy
Language Policy Observations in language learning and
using language to learn Considerations in developing WSLP Reminders on implementation
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Decoding Whole School Language Policy
Language – learning languages and using languages to learn
Policy – setting direction which mandates action
School – contextual Whole – everyone’s business and
concerted effort of all
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What is the direction of your WSLP?
Promote biliteracy and trilingualism? Uphold mother tongue? Strengthen the use of Putonghua? Strengthen the use of English?
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What is the requirement of your WSLP?
Content, instructional strategies and assessment of different subject syllabi
Language use for whole school dimensions: - whole school events - ECA - communication with parents - school website and intranet - conversations in common areas - written language displayed around the school
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Some observations - Learning
Unable to use formal English and Chinese to read, write and make oral presentations
Lack subject-specific vocabulary and unfamiliar with the ways subject texts are organised
Inhibited to read longer and unfamiliar text Seldom read or write beyond teachers’
requirement and rely mostly on classroom learning
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Some observations - Curriculum
Language subjects Big gap in KS 2 in particular Limited text-types Lack of extensive reading and writing Language across the curriculum?
Non-language subjects Teaching materials employ simplified language Tasks/assessments require limited response from
students
Inadequate emphasis on the development of attitudes and skills for independent learning
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Some observations - Teaching
Lack of systematic scaffolding and instruction to help students deal with
longer texts more complex sentences more subject-specific new vocabulary less visual material more creative/critical higher-order thinking
skillsLack of exposure to different text-types
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Developing a whole school language policy
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Student-centred
Characteristic (e.g. aspiration, interests, strengths and weaknesses)
Prior knowledge & performance (e.g. in internal and external assessment and learning activities)
Parental expectation and support Needs in subsequent stages of learning
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Needs & Implications for language learning
Integrated use of the language skills Higher order thinking skills Processing vast amount of information
quickly A wide variety of text-types A strong knowledge base needed Greater linguistic and cognitive demands
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School-based
School goal/mission Teachers’ capacity and readiness Culture & atmosphere – consensus,
collaboration Availability of resources and support
measures
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Holistic planning
Curriculum (formal and informal) Resource deployment (funding, space,
manpower) Staff development Time-tabling
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Whole school approach
Role of different parties (hierarchical and professional roles)
Mechanism which facilitates communication and collaboration
Mechanism which enables different parties to review the process and outcome of implementation
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Considerations in planning a whole-school language policy
Outside the school
Outside the classroom
Inside the classroom
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Inside the classroomLanguage subjects Non-language subjects
Curriculum Incorporate the skills, knowledge, values & attitudes required in other subjects
Apply and re-teach the skills, knowledge, values & attitudes taught in the language subjects
Learning and teaching
Create a language rich classroom
Conduct cross-curricular learning activities
Provide self-access learning materials & equipment
Facilitate reading across the curriculum
Be a good language model
Task/
AssessmentUse topics and materials covered in other KLAs, design questions that assess integrated and higher order thinking skills
Provide students with more opportunities to demonstrate their language skills
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Outside the classroom
Set up self-access learning corner/room Provide programmes for different target groups Create a language-rich campus Designate reading time Organise co-curricular activities Tap expertise of service providers to organise
special activities Invite guest speakers to provide interesting
talks/activities
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Outside the school
Organise visits to Putonghua and English speaking organisations
Partner with community to motivate students to participate in public/inter-school events
Emphasize the importance of gaining exposure through the mass media
Collaborate with local/non-local institutions in organising stimulating activities
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Reminders on implementation
Goal: motivate/reward students for using their multilingual skills
Decision making: involve different stakeholders, adopt an informed PIE process
Resource deployment: be mindful of teachers’ workload
Teacher development: have an overview of the relationship between thought, language acquisition and learning
Leadership development: be familiar with broader policy on language & learning
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A word of caution
Examples taken from the sample HKDSE papers are only used to illustrate the cognitive and linguistic demands on students in learning the language and non-language subjects
They provide insights into the areas which need to be addressed when planning the language and non-language curricula
A “teach-to-the-test” approach is not advocated
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References
Good practices of primary and secondary schools in holistic curriculum planning and classroom practices:
English Language Chinese Language Use of Putonghua to teach Chinese Language across the curriculum
http://www.edb.gov.hk/languagesupport
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