1. INTRODUCTION

A policy is typically described as a principle or rule to guide decisions and

achieve rational outcome(s) (Spolsky, 2005). The term is not normally used to

denote what is actually done, this is normally referred to as either procedure or

protocol. Whereas a policy will contain the ‘what’ and the’why’, procedures or

protocols contain the ‘what’, the ‘how’, the ‘where’, and the ‘when’. A Policy can

be considered as a “Statement of Intent” or a “Commitment”. For that reason at

least, we can be held accountable for our “Policy”. The term may apply to

government, private sector organizations and groups, and individuals. Policy

differs from rules or law. While law can compel or prohibit behaviors (e.g. a law

requiring the payment of taxes on income), policy merely guides actions toward

those that are most likely to achieve a desired outcome.

There are many kinds of policy in society. One of them is language policy.

Language Policy is highly relevant to scholars, students, specialists and policy-

makers working in the fields of applied linguistics, language policy,

sociolinguistics, and language teaching and learning (E. Shohamy; K. King:

2009). Moreover, Spolsky (2005, available on internet) stated that:

“Language policy includes not just the regular patterns of choice, but also beliefs about choices and the values of varieties and of variants, and also, most saliently, the efforts made by some to change the choices and beliefs of others.”

In this paper, the writers would like to present about the importance and

the influencing language policies at classroom level and school level includes

influencing family, community, legislation, and national spirit to benefit English

learners.

2. POLICY AT THE CLASSROOM LEVEL

In the classroom, the teacher of the classroom should make some classroom

rules to create an educational and social climate that makes school a place where

all students can succeed. The language policies are included in the implementation

of classroom rules. Its existence is very important, because when students fail to

learn, schools and teachers have failed. Teachers are best able to foster dual-

language proficiency by carrying out equitable, empowering instruction.Page| 1

Fair education practices require discipline and vigilant self observation on the

part of the classroom teacher. Practicing gender, socioeconomic, racial, and

cultural equity requires all students to have an equal opportunity to participate.

Teachers must extend mentoring to all students. Referrals to special education or

to programs for the gifted should be equitable.

Teachers can incorporate multicultural inclusion into instructional plans,

obtaining unbiased materials that promote positive role models from variety of

ethnic groups (Diaz-Rico in Lynne, 2008). Multicultural educational materials are

readily available (Harris, 1997; Nieto, 2004 in Lynne, 2008). Teachers can be use

multicultural examples to illustrate points of instruction, elicit the stories and

voices of the students from various cultures, and knit together home and school

for the benefit of the students. The following classroom policies promote equity

and inclusion for English learners.

- Feature minority languages and cultures in school shows, written

communications, and displays.

For example:

Some students in minority cultures and languages must feel that they are

different with the other students who are the majority. It could affect

negatively for their psychological development in learning process at the

classroom. They might feel not confident to express what they think about

things. They might also think that what they do, which is different with the

others, is something that unimportant for the others. They could not

communicate well to the others. So, the teacher, in this case, should take a

role as a person who features these minority students to disappear their

anxiety, unconfident, and uncomfortable feelings in learning at the

classroom. Thus, the students, both the majority and minority, could

experience a comfortable atmosphere at the classroom learning.

- Take students’ interest, languages, and backgrounds into consideration

when planning instruction.

For example:

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Every child has his/her own interest as well as individual background.

They are different each other. To face this difference, the teacher should

be able to take students’ interest, languages, and backgrounds into

consideration when planning the instruction. The teachers should think

first about the learning material that could be meaningful for all students

from various backgrounds and languages. The use of general information

text, or public phenomenon analysis could be as neutral materials that

maybe appropriate as the medium of learning language (in this case,

English learning).

- Use materials that depict successful individuals of both genders and

various races and cultures.

For example:

Same as what have been explained previously that the students in a

classroom are students with various backgrounds, races, and genders. The

teachers should think first about the learning material that could be

meaningful for all students from various backgrounds and languages. The

use of general information text, or public phenomenon analysis could be

as neutral materials that maybe appropriate as the medium of learning

language (in this case, English learning). The materials should not touch

sensitively to the particular races so that there would be no any problem

for the students.

- The teachers ask an outside observer to help them guarantee that the

teachers giving boys and girls equal access to their attention.

For example:

The teacher needs another observer who could observe her way in

teaching the students. The observation is about observing whether the

teacher have given chance for the all of the students in delivering their

ideas during the learning process. Besides, the observer also observes

about the way of the teacher gives attention to all of the students.

Beside the inclusion of diversity students, the social environment of the

classroom can support student’s achievement. Equitable cooperative grouping can

address status differences among students in the classroom (Cohen, Lotan, &

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Catanzarite, 1990). School practices in non-curricular areas such as school clubs

should be nondiscriminatory. If not, a resistance culture may develop among

excluded students, leading those students to reject schooling and either drop out or

carry out acts of school vandalism. The social climate of the school can be one

acceptance for all students in a variety of ways.

3. POLICY AT THE SCHOOL LEVEL

A school is one of the formal institutions that also need the implemented

policy. The existence of policy is needed in order to create comfortable, regular,

and safety school environment. Besides, it also needed to make the learning and

teaching processes run efficiently and effectively.

The example of the language policy in school that has been implemented

is the language policy in Harare International School (HIS) in Zimbabwe. This

school strives to enhance each student’s self-worth, confidence, and pride by

providing curricular programs and activities that encourage participation in

multicultural experiences to make the most of the advantages offered by a our

multicultural school community. The linguistic and cultural diversity of the

school’s population is considered to be both a strength and a rich resource in the

promotion of language learning amongst students.

The language of instruction used to deliver the curriculum at Harare

International School is English, the official language of Zimbabwe. Students

admitted to the school are taught the skills needed to become proficient readers,

writers and communicators in the English language both for social interaction and

academic success.

Moreover, HIS seeks to develop the elements that will encourage students

to be positively engaged in learning an additional language to the mother tongue

or first language. Building on the encouragement of a strong foundation in a

student’s first language, these include the following competencies:

• grammatical competence (referring to knowledge of vocabulary, sound and

grammar)

• sociolinguistic competence (knowledge of how to use language appropriately in

different contexts)

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• discourse competence (linking elements of language together to take part in

certain kinds of discourse, for example, conversation or debate)

• strategic competence (knowledge of appropriate strategies to use if

communication breaks down and knowledge of how to learn language)

• cultural competence (includes sensitivity toward attitudes, norms, behaviors and

cultures in which the other language is spoken). The example of a detail language

policy in school can be seen on the appendix 1.

Furthermore, an exemplary teachers in schools that implement the

language policies should provide leadership, goodwill, and academic models for

students, advocating funding increases for ELD (English Language Development)

and bilingual instruction, working to configure classes and class sizes to the

benefit of the English learners, acting as lead or mentor teachers to help new

teachers meet the needs of the English learners, and developing a climate of

acceptance for linguistic and cultural diversity. Teachers can collaborate and share

resources to teach cooperatively, thus mutually increasing their expertise despite

cultural, linguistic, or philosophical differences.

What the teachers in a school have to do related with the language policy

at the school level to benefit English learners are:

- Ask for teacher assistants to help student who are making a transition to

English from primary-language instruction.

- Experts in ELD or primary language instruction should be given time to

assist other teachers.

- Negotiate so that ELD and primary language teacher are given an equal

share of mentoring and supervisory assistance.

- Vote that an equitable share of budgeted resources be available for

bilingual and multicultural instructional materials.

Because of the variety of the students in a school, sometimes a problem

caused by the difference of race, language, or culture happen. So, as intercultural

educators, the teachers have to show to the students that they do not let this to

happen by giving comment. One of the examples of comment that can be given is

“it surprises me to hear you express that kind of opinion”. It can show to the

students that derogatory sentiment is rejected.

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Besides solving the problems which happen because of the diversity of

culture, language, and race, the intercultural educators have also to do some

prevention. There are several ways proposed by Lynne (2008) to oppose racism at

school.

1. Expect leaders in the school to set an example of respect for the diversity.

The students usually imitate what is usually done by the school leaders or

teachers. So, if the teacher or the leaders at school who become the model

for the students do something that show their tendency to treat one culture

better than another, this behavior will also be imitated by the students.

2. Ask school staff (e.g. office personnel) to be equally courteous to all the

students and visitors. Besides students, the equality which is received by

the visitors who come to the school will also affect the students’ behavior

to appreciate the differences among them. if the students see that the

visitors who come from the same culture with them are treated differently

by the school staff, the students will feel that they are humiliated.

3. Do not use dress codes to discriminate against some subcultures while

allowing others to dress as they wish.

The rules including the dressing rule implemented for students at school

should be followed by all students without any exception. If the school

principle, teacher and other school staffs treat the students equally, it

minimizes the tendency of the problem caused by the difference of

students’ race, language, or culture.

Another policy that should be made by the school in order to benefit English

learners is the policy that can improve students’ academic achievement especially

in English. Students’ academic achievement becomes an essential thing to

promote the school. Schools attract community attention because of academic

achievement of the students. So, schools have to ask their students to join the

academic competitions especially outside school. In order to prepare the students

joining the academic competition, some schools establish an academic group in

which they can learn more intensively and can be taught by dedicated teacher.

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Schools can foster English Learners participation in academic extracurricular

activities through some ways.

1. Insists that the teachers who sponsor academically oriented extracurricular

activities receive extra pay.

By giving extra pay for the teacher, the teacher will feel responsible to the

academic extracurricular. It means, the teachers have to give their best to

the activity and to leads the students to get their success.

2. Arrange for the school to support students with funds to travel to

intellectual competition.

The success of the academic extracurricular is also determined by the

success of the students in winning the competition that they attend. The

success of the students in learning in the academic extracurricular will be

nothing if it is not compared with other students from the other schools.

So, the students need a great support from school to put them in the

competition. If the representatives of the school are able to win the

competition, it will promote the school in the society. In contrary, if the

school is not able to win it, the school will do such kind of reflection and

make a lot of improvement.

3. Ensure that teams competing for academic awards actively solicit

individuals from diverse cultural and linguistic background.

In choosing the representatives of the school to compete in the

competition, it is also necessary to choose the students from different

culture, so that the students will not think that certain culture is more

preferable than the others. In line with that consideration, if there are

awards in the school level that are dedicated to the students, it is important

to choose the students from different culture and linguistic background. So

that the students understand that all students from all races have a chance

in getting the awards.

4. Hold some intellectual activities such as contest at school level.

Intellectual activity such as seminar and contest held at the school level is

very important in improving the quality of the students especially their

ability in English. By conducting the contest the students have a chance to

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practice their English. Besides, they can also feel the atmosphere of the

competition which make them accustomed to show their ability in the

contest.

For example:

In Indonesia, many schools especially the schools that are well-known

have a group special for certain subject which is usually competed, such as

Science, Accountancy, Mathematics and English. In this group, the students that

have high achievement in those subjects are given additional lesson to deepen

their understanding and ability and broaden their knowledge about the subject. For

this reason, in order to be able to join the group, they are usually selected or they

have to pass certain score for the test prepared by the school. It is hoped that

through selection, the group can get the best students who are ready to be the

representative of the school in competition. Some schools has policy that the

students are only allowed to attend one subject group, so that they can concentrate

their mind for one subject which leads to the best achievement they got from the

subject group learning process.

SMA Negeri 1 Singaraja is one of the schools which have additional

subject group as what is explained previously. This group is usually called KSP

(Kelompok Siswa Penggemar). The learning process in the group is usually held

once until twice a week outside the school time. During the learning process the

students are assessed by the teacher and the score is put as their extracurricular

score in their report. For English group, the teacher emphasized the learning

material to the contest usually held, such as debate, storytelling, speech, etc.

Before joining the competition, the teacher usually hold a competition among the

member of the subject group to choose the best student to be the representative of

the school.

4. INVOLVING FAMILY IN POLICEMAKING

Encouraging family members to participate in school activities is vital.

Strong parent and family involvement is one factor that research has shown time

and time again to have positive effects on the academic achievement and school

attitudes (Ovando & Collier, 1998). Every society has its view of what kind of

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family involvement in schools is effective and appropriate. In addition, each

school has its own version. Some schools want families to be involved only in

specific ways and at times determined by the staff. Other schools are run

completely by parents, who control curriculum selection and hiring and firing of

staff. In brief in can be said that either the schools are run by school staffs or

completely by parents, the involvement of parents in controlling or making policy

that benefit the learners is definitely necessary.

A Model of Home-School Relationship

Faltis (2001) provides a four-level sequence for home-school relationship based

on an earlier model proposed by Rasinski and Fredericks (1989). Although

teachers may not able to reach the highest level of parental involvement at a

particular school site, the model presents an overall view of the possibilities. This

reciprocal process is as follows.

No Level of Involvement Description of Activity

1 Teacher-parent

contact

The teacher learns about parents’ daily

experiences and initiates positive

home-school contact and dialogue by

chatting, making home visits, talking

with community workers, and

arranging for afterschool homework

help or tutoring to promote students’

success.

2 Sharing Information

in the home about

schooling

The teacher keeps the parents

informed about important of school

and community events and meetings,

changes in school schedules, help

available from community based

organizations and sources of academic

support, using such means as student-

produced newsletter, personal notes,

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telephone calls, and other notices.

3 Participation at home

and school

Parents, caregivers, and other

corcerned adults are welcomed and

encouraged to come to class and to

attend school meetings and social

events. Parents may linger in the

morning to watch reading and writing

take place or to see a little poetry

reading especially is it takes place in

the home language. Students may have

assigned to find out about their

families’ knowledge of planting,

banking, etc., that the teachers can find

a way to use and elaborate on in class.

4 Parental

empowerment in

curricular decisions

After the success of the previous three

levels, teachers support parents who

become involved as colleagues in

professional activities and decisions.

Some parents form advisory

committees, start community tutoring

centers and find multiple means to

influence school policy and support

academic learning outside the

classroom. The role of the teacher is

encouraging the work with parents to

make these possible.

Furthermore, Diaz and Rico provide several ways for educators to involve

Families in Schooling.

1. Providing Information

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- Informally chat with family members as they pick up their child after

school.

- Use the telephone as an instrument.

- Videotape program for family.

- Provide handouts that describe programs available through the schools

- Send home notes for the family

2. Showcase English Learners

- Enters students in poetry, essay, or art contests or exhibits sponsored

by community or professional organizations.

- Offer to train students how to read aloud at libraries or children’s

centers.

3. Brings parents to school

- Encourage family members to come to class to make crafts with

students or to discuss culture, calligraphy or family history.

- Suggest specific ways family members can help to promote

achievement.

- Make meetings into social events, providing food and dramatic or

musical performances if time permits.

4. Workshop and Family Support Groups

- Hold workshops to construct home learning materials.

- Open a family learning center.

Teacher-Family Conference

Preparation for meetings with families enhances their chances of success.

The concerned teacher makes sure that scheduled times are convenient for

family members and prepares a portfolio of the students successes. The

conference might begin with a limited amount of small talk, especially if

there has been a recent notable family event. Then the teacher reviews the

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student’s performance, using the portfolio or other evidence of student

work. Listening to family members helps the teacher to get a more

complete view of the child.

When parents and teachers meet in conference, they both bring with them

their own school experiences – what went right and what went wrong; they

are determinated for schooling to be different for the child they both care

about.

Example:

In Indonesia most of school has an association of students’ parents which

is usually known as Komite Sekolah or School Committee. It usually has

principles such the chief, its vice, secretary and also treasurer. The school’s

committee is usually involved by the school in making decision or policy, for

example, in solving the problems happened at school, deciding a additional lesson

for the students, etc. Besides, the conference between the parents and the teachers

at school is usually held periodically, especially in the beginning and in the end of

each semester.

Influencing Community Public Opinion

A supportive community offers a home for linguistic and cultural

diversity. Proactive publicity and public relations can represent English

learners as positive contributors in the community. Letters to the editor of a

local paper can serve as means to persuade the public to support the

instruction of English learners and also the teachers and other staff members

can influence community public opinion in several ways. Example: Congress

first considered declaring English the nation's official language in 1981, when

a constitutional English language amendment was introduced by Senator

Samuel Hayakawa. Its primary mission of making English the official

language of the United States, the lobbying arm also actively opposes

bilingual education and Puerto Rican statehood.

In the period between World War I and World War II was characterized by

generally negative attitudes toward languages, hostile treatment of language

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minority groups, lack of interest in foreign language study, and explicit

assimilations school language policies. The summative effect of U.S. school

language policies in this period was rapid language erosion. With schools as

English-only environments, language minority children grew up feeling

ashamed of their native language, quickly replaced it with English, and found

themselves unable to speak to their grandparents, relatives, and sometimes

even their parents.

Civil rights legislation heightened public attention to many policies and

practices that were discriminatory to minorities in the U.S. In 1965, the

English literacy requirement for voting was abolished, thereby recognizing a

citizen's right to vote regardless of their level of English proficiency.

Exclusionary immigration quotas that limited immigration from certain parts

of the world, such as the Mediterranean and African countries, were relaxed

(1965). The performance of public schools in ensuring equal access to social

and economic life in the U.S. was questioned on the grounds that a

disproportionate number of language minority students were failing and/or

dropping out of school (Navarro, 1985; Paulston, 1978).

Influencing Legislation and Public Opinion

Why has the United States never designated an official language? A

common assumption is that we have been an essentially monolingual nation.

Because the vast majority of citizens spoke English as their native language,

or learned to speak English soon after immigrating here, there was no serious

competition from other tongues. Ethnic languages survived in private schools,

homes, churches, and clubs, but before the 1960s no one expected the

taxpayers to subsidize their maintenance. Without demands for bilingual

services, the language of government was not at issue. Therefore, there was no

need to consider language legislation.

State and national legislators are responsive to popular opinion as

expressed by letters of support and phone calls on controversial issue. It is

important for legislators to hear from professionals in the field. Bilingual

education and language issue often arouse strong emotions, perhaps because Page| 13

language policies affect the criteria set for success in the employment vital to

economic survival and success in the United States (Heath, 1983a). Example:

The United States Information and Cultural Exchange Act (Smith-Mundt Act)

established the programming mandate that still serves as the charter for U.S.

overseas information and established the framework for cultural and

educational exchange programs. It also supported Voice of America, a U.S.

organization that has broadcast news and information in numerous languages

around the world since 1942, under the auspices of the Office of International

Information at the Department of State (Fulbright-Hays Act, n.d.).

Influencing Federal Policies

Language policies – established via legislation, court decisions, executive

action, or other means – may 1) determine how languages are used in public,

2) abet the cultivation of language skills needed to meet national priorities, or

3) affirm and protect the rights of individuals or groups to learn, use, and

maintain languages. They may also deal with a government’s own language

use, e.g., by facilitating clear communication, guaranteeing due process,

fostering political participation, and/or providing access to public services.

The United States has never had a federal language policy. There is no federal

agency charged with coordinating decisions about language use or resources.

Yet it is impossible for the U.S. or any government to be neutral towards

language because governments necessarily make choices about which

language or languages to communicate in. These choices influence the value

of the linguistic capital of various groups in the population, especially

immigrants whose native language is not a primary language of the host

country. The same is true of the institutional contexts for work and school. In

the U.S., the dominance of English in government, industry, education, and

popular culture has made it the most important element in the construction of

national identity, both as a communicative instrument shared by members of

the nation and as a boundary marker affirming their distinction from others

(Zolberg and Long 1999).

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In the history of the United States, decisions about subordinate languages

have sometimes been supportive and sometimes repressive. Federal funding

for innovative programs can greatly benefit English Learners. Federal funds

are available to design innovative programs that provide success for all

students. Public opinion and lobbying efforts play a large role in determining

the continuation of programs that benefit English Learners. Participating in

lobbying that supports these programs is a chance for teachers to use the

literacy they advocate. Example: Appropriations for FLAP (a policy in its own

right) have varied over the years from $10 million originally to $5 million

through the nineties with increases since 1998 to over $25 million at present,

thanks to the efforts of Senators Thad Cochran (R-MS) and Arlen Specter (R-

PA), working with JNCL/NCLIS to enlarge the program. The George W.

Bush Administration requested the program’s elimination each year until

2007, when it was incorporated into the President’s National Security

Initiative (NSLI). The program has been further shaped and refined, partially

by the language professionals who have been awarded FLAP grants, through

two subsequent reauthorizations of ESEA (the last being No Child Left

Behind in 2001).

The National Spirit

A national spirit is created in part by individuals who voice their opinions

freely. Controversial media figures also shape the national spirit. The

community must take steps to defuse the voices of demagogues by writing a

letter to national networks voicing opposition and distaste for racist

viewpoints. Educators who share the culture and language of the minority

communities have a natural function as community leaders. Example:

Deborah Schildkraut from his book entitled ‘Press "ONE" for English:

Language Policy, Public Opinion, and American Identity’ shows that people's

conceptions of American national identity play an integral role in shaping

their views. Using insights from American political thought and intellectual

history, she highlights several components of that identity and shows how they

are brought to bear on debates about language. Her analysis expands the range

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of factors typically thought to explain attitudes in such policy areas,

emphasizing in particular the role that civic republicanism's call for active and

responsible citizenship plays in shaping opinion on language issues.

So, it can be said the community and the entire component on the government

have a big role and policies in support the English learner in united state. The

example, like: Appropriations for FLAP (a policy in its own right) have varied

over the years from $10 million originally to $5 million through the nineties with

increases since 1998 to over $25 million at present, thanks to the efforts of

Senators Thad Cochran (R-MS) and Arlen Specter (R-PA), working with

JNCL/NCLIS to enlarge the program. The George W. Bush Administration

requested the program’s elimination each year until 2007, when it was

incorporated into the President’s National Security Initiative (NSLI). The program

has been further shaped and refined, partially by the language professionals who

have been awarded FLAP grants, through two subsequent reauthorizations of

ESEA (the last being No Child Left Behind in 2001).

CONCLUSION

A policy is typically described as a principle or rule to guide decisions and

achieve rational outcome. Language Policy is highly relevant to scholars,

students, specialists and policy-makers working in the fields of applied linguistics,

language policy, sociolinguistics, and language teaching and learning. Language

policy is applied both in classroom and school environment. Beside that, The role

of the family in their children education at school is very important. Family

especially parents can also make a school policy that can benefit their children in

learning, although not all family realize it. In this case, the role of the school staffs

such as school principals and teachers to invite the family to care about their

children education. They have to be given information continuously about the

program or activities which have been or will be carried out by the school through

e-mail, web-site, conference, school magazine, etc. by having information about

the program carried out by the school, the family or parents are able to control,

monitor and evaluate its implementation. And the family is also able to make

policy which is needed based on the condition, needs and problem needed by the

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students. Moreover, it also can be said that the community and the entire

component on the government have a big role and policies in support the English

learners.

REFERENCES:

Lvnne, T. Dias-Rico.2008. Strategies for Teaching English Learners.United

States of America. Pearson Education, Inc.

Shohamy, E.; K. King. 2009. Language Policy. Retrieved on January, 1, 2011.

http://www.springer.com/education+%26+language/linguistics/journal/

10993.

Spolsky, Bernard.2005.Language Policy. ISB4: Proceedings of the 4th

International Symposium on Bilingualism, ed. James Cohen, Kara T.

McAlister, Kellie Rolstad, and Jeff MacSwan, 2152-2164. Somerville,

MA: Cascadilla Press. Retrieved on January, 1, 2011.

www.lingref.com.

________.2010. Language policy of Harare International School.

http://www.hiszim.com/elementary_school/publications/Language_pol

icy.pdf. . Retrieved on January, 1, 2011.

_________2011. Sample Language Policy For a Primary School. http://www.bgfl.org. Retrieved on January, 13, 2011.

Appendix 1 : Sample Language Policy for a Primary School

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Language Policy for a Primary School

1. The intentions of the policy

This policy is intended to be read by teachers, staff, parents and governors of the

school, and also by advisers, inspectors, support staff and any staff from other

schools with whom we have links

2. How the policy was developed

In developing and writing this policy, the English Co-ordinator was allocated

regular non-contact time between September and November 2011.

The whole staffs were involved in meetings, phase and individual consultations,

prior to, during and after completion of the document.

The following people were also consulted:

A.N. Other, Adviser

A.N. Other, Literacy Consultant

The policy was written with reference to the following documentations and

guidances:

English in the National Curriculum

National Literacy Strategy

A language in Common: Assessing English as an Additional Language

Curriculum Guidance for the Foundation Stage

The National Framework for Baseline Assessment

Assessment for Learning

Time For Learning in the Primary Curriculum

Curriculum Guidance for Pupils Achieving Significantly Below Age-Related

Expectations

Target Setting and Assessment in the National Literacy Strategy

Teaching Speaking and Listening in Key Stages 1 and 2

Using Pupil Performance Information to Set Targets for School Improvement

Guidance on Teaching Able Children

Supporting Pupils with Special Educational Needs in the Literacy Hour

Guidance on the organisation of the National Literacy Strategy in Reception

Classes

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Primary Schemes of Work

The general teaching requirements for inclusion, use of language and use of

information communication technology that apply across the programmes of

study.

3. How our school views language

Our school’s philosophy of language is that the teaching of English has a

crucial role to play in equipping learners with the language skills they need to

become effective members of their own communities, the world of work, and of

society in general.

4. Entitlement

We believe that our English curriculum reflects the benefits of our cultural and

linguistic diversity and provides learners with positive images through their

reading of literature.

Every learner in our school is entitled to an experience of English that

supports his/her development in areas of educational experience (particularly in

aesthetic and creative, human and social, and spiritual and technological areas).

All our pupils, irrespective of age, ability, gender and ethnic origin are entitled

to participate fully in, and benefit from a broad range of appropriate English

teaching and learning activities at every stage of their education. They are entitled

to experience success rather than failure from their English learning activities.

5. Attitudes and competencies to be developed

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The importance of English

English is a vital way of communicating in school, in public life and

internationally. Literature in English is rich and influential, reflecting the

experience of people from many countries and times.

In studying English pupils develop skills in speaking, listening, reading and

writing. It enables them to express themselves creatively and imaginatively and to

communicate with others effectively. Pupils learn to become enthusiastic and

critical readers of stories, poetry and drama as well as non-fiction and media

texts. The study of English helps pupils understand how language works by

looking at its patterns, structures and origins. Using this knowledge pupils can

choose and adapt what they say and write in different situations.

English in the National Curriculum 1999 p.14

By our own attitudes towards out pupils as language users, we endeavour to foster

within them respect for each other’s language. We do this by:

building on the successful language learning which pupils have already

accomplished in their own homes and communities

providing pupils with the best possible learning opportunities matched to their

individual needs

providing an apprenticeship approach to acquiring oral, reading and written

language in which “the adult represents the success the child seeks and yet

offers endless help”

maintaining a constant respect for the pupil’s language

enabling pupils to reflect on themselves as language users

6 Key experiences

We guarantee to provide the pupils of our school with the following key

experiences:

For all pupils:

access to a Book-Fair each term

the opportunity to purchase books from the school’s book club

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access to a range of fiction, non-fiction and multi-media based materials from

the school’s library and classroom stocks

access to texts from the School’s Library Service, through the Teacher Book

Loans

free access to choose, browse and read from a range of texts housed in an

attractive and welcoming class book and ICT area

access to a wide range of writing materials and implements, including ICT in

the class writing area, for self-motivated and teacher directed writing

access to a variety of radio, television, and ICT program(me)s including tapes

and CDs, to extend their language experiences

the opportunity to make a book (as a class, group or individual) for a know

audience every year and for the books to be displayed and read by the school

community and visitors

the opportunity to present writing in a variety of formats each year e.g. plays,

posters, information leaflets, menus, comic strips etc.

the opportunity to engage in whole class, guided, paired and individual

reading activities

the opportunity to visit the theatre at least once during Key Stage 1 and Key

Stage 2

the opportunity to engage in various forms of drama and role play as a tool for

learning and for presentation to a wider audience

For Key Stage 1

the opportunity to take part in a performance for parents and the wider

community

Special Educational Needs

Once identified, pupils with special educational needs in speaking and

listening, reading or writing will have their needs assessed and appropriate

action taken in line with the “Code of Practice” (see school’s Special Needs

Policy).

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7. Planning including Cross-Curricular Opportunities

Every learning experience is a literacy experience. We think through

language. We speak and listen through language. We read through language and

we write through language. Every aspect of our lives is governed by language.

Each curriculum area has its own specialised language, e.g. investigations

of a scientific or mathematical kind give opportunities for speaking and listening

in discussion, for planning, for making suggestions, asking questions and

reporting results. There are specific formats of reading and writing e.g. non-

chronological reports, explanations and instructions. History gives the

opportunity for developing research skills, chronological and story writing. Every

subject within the curriculum contains opportunities for speaking and listening,

reading and writing.

These opportunities are clearly identified within the NLS Medium Term

Planning and the school’s Curriculum Map. Clear links are made with the

schemes of work provided on the DfEE Standards Web Site. Guidance for

planning speaking and listening is taken from ‘Teaching speaking and listening in

Key stages 1 and 2’ (QCA 1999).

The teaching objectives in the Medium Term Planning are given detail in

the Short Term planning, showing how and what pupils will learn and also how

they will take ownership of that learning. It is in the Short Term Planning that

differentiation is evident.

Evaluation and assessment criteria are stated on the medium term

planning.

Year group and phase group planning ensures that pupils within each year

band experience similar activities. Whole school planning is monitored by the

Language Co-ordinator and the Head Teacher to ensure range, continuity,

progression, differentiation and entitlement.

8. Teaching styles

To enable access to the whole curriculum for every pupil, to cater for the variety

of learning styles within each class, and to ensure progression and reinforcement

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of skills and concepts throughout the year groups, we employ a variety of teaching

styles.

Literacy is a basic skill and is key to creativity, imagination and critical

thinking. We want our pupils to find learning exciting, compelling and

intrinsically worthwhile. Therefore, we use a variety of interactive teaching

and learning techniques so that pupils can respond successfully to their

learning.

We plan activities where pupils:

integrate prior and new knowledge

acquire and use a range of learning skills

solve problems individually and in groups

think carefully about their successes and failures

evaluate conflicting evidence and think critically

accept that learning involves uncertainty and difficulty

We use questions as a tool for learning. Effective questioning models how

learning evolves. Appropriately designed questions leads pupils from unsorted

knowledge to understanding, teaching pupils how to use them for effective

learning.

We use a wide variety of materials to enable every pupil to access the planned

learning experience and to achieve the planned teaching and learning

objectives.

We give pupils the opportunity to work in a variety of ways – whole class,

groups (of differing sizes and composition), as pairs and individuals,

according to their needs, the nature of the activity and the learning objectives.

We build pupils’ confidence and self-esteem, and enable them to become

effective language users by:

sharing teaching and learning objectives and clarifying expected outcomes

in a language that pupils can understand

teaching children to self-monitor

effective use of the plenary enabling children to demonstrate their

knowledge, understanding and process of learning orally as well as by

writing

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encouraging children to learn from and support one another, and to realise

that they do not all have to be at the same level or arrive at the same point

at the same time. There are many routes to the same destination.

positive and constructive oral and/or written feed-back

We create an environment where all children can make progress. We teach all

children and ensure that all children know this.

We enable pupils to develop written and spoken Standard English through the

model we set as teachers, and through sharing and providing good quality

reading and writing materials and texts.

9. Planning for progression and continuity

Teachers and Teaching Assistants work co-operatively to plan in phase groups

and year groups:

Foundation Stage – Nursery and YR

Key Stage 1 – Y1 and Y2

Key Stage 2 – Y3 and Y4

- Y5 and Y6

Formative and summative assessment is used to inform all planning. Individual

Education Plans (IEPs), planned and agreed with the SENCO are included in

Short Term planning.

The Literacy Co-ordinator is released for half-a-day each week in order to support

other class teachers. This support also includes evaluation and monitoring

through team teaching and observation.

10. Rules and routines

The school library is timetabled for class use.

The central English and literacy resources are labelled and housed in the

Resources Room. Staff are expected to remove the marker from the resource

and place it in the envelope marked with their name, which is situated on the

back of the door.

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Should there be a shortage of any materials, staff are expected to inform the

Literacy Co-ordinator

10a. Assessment

Assessment provides information about what a pupil knows, understands,

is able to do and where they go next. It is part of the teaching and learning

process, and as such is a part of everyday classroom practice. The majority of

assessments are part of a continuous process rather than a separate activity

requiring the use of extra tasks and tests.

On-going assessment is used to inform medium and short term plans and

thus highlight pupils’ strengths and areas for development.

We consider the following, when assessing a pupil’s progress:

the assessment technique must match the learning objectives and the activities

designed to meet them

key assessment opportunities must be included in the medium and short term

planning

we must be selective when deciding who and what to assess

we must be clear about what we are going to assess, i.e. we must identify the

key learning objectives (what we want the pupils to know, understand and be

able to do); outcomes of the lessons ( what the pupils will ‘produce’); and

assessment criteria ( how we will know whether the pupils have been

successful in achieving the learning objectives).

All records are updated at least once per term. Individual and group targets

are set and reviewed at least one each half term. Information from these sources

is then used to provide feed-back to children, to assist in refining target setting, to

feed into teaching plans and to inform parents.

At the end of the year these records are passed on to the next teacher.

10b Monitoring pupils’ progress

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Our school has a policy for marking and responding to pupils’ work (see

Assessment and Marking policy). The following forms the basis for the school’s

routines for marking pupils’ written English work:

response is made to content linked to the learning objective, first

marking is matched to individual pupil’s targets, age and ability

the pupils should clearly understand what the teacher is looking for

(assessment criteria). This helps them to focus on the kinds of things they

need to look for when they check/evaluate their own work

pupils and parents are informed that not all errors will necessarily be

corrected

at Key Stage 1, teachers mark selected spelling mistakes linked to spelling

targets. At Key Stage 2 errors are signalled rather than corrected

teachers read, or get pupils to read their work aloud with appropriate

expression, to help them to punctuate correctly

teachers aim to mark some work each week with the pupil

a written comment is frequently used and teachers should remember that the

audience for these comments will be wider than the pupil to whom it is

directed

teachers try to develop the pupil’s own response to a piece of work

teachers try to make constructive intervention e.g. by posing a question

10c. Assessing speaking and listening, reading and writing

Speaking and Listening

The levels of attainment for speaking and listening, together with the

exemplification videos produced by the School Curriculum and Assessment

Authority (SCAA) in 1995, provide the basis for ongoing assessments in the

classroom and summative judgements of levels achieved. The materials from the

Qualifications and Curriculum Authority (QCA) for supporting teacher

assessment in year 4 contain useful models for planning the assessment of

speaking and listening.

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We need to be clear about what is being assessed. It is not the accent, dialect,

length of contribution, opinion, confidence or leadership qualities. We assess:

the effectiveness of pupils’ talk and its adaptation to purpose, context and

audience

contributions to and within groups

clarity in communicating, including giving reasons, clear sequences of

ideas and appropriate use of Standard English

We make the assessment criteria clear to all pupils.

We collect evidence in all subjects. For example, during the shared part of the

Literacy Hour a Teaching Assistant could be assigned to focus on two or three

children making notes of their specific contributions and detailing how well

they listen. Or, pupils could be asked to give instructions during a geography,

design and technology or science lesson, and the criteria would relate to the

brevity and clarity of the wording, the sequence in which the instructions are

given, and the choice of appropriate vocabulary to convey the technical

information.

Evidence takes the form of:

notes made by the teacher and/or Teaching Assistant(s)

notes made by the children in talk logs, group observations, notes for

argument, discussion and presentation, and reflection on them

some taped work e.g. on video or cassette tape

We collect evidence in specific drama and role play activities, class, group,

paired and individual work.

We collect evidence when it is recognized as excellent or significant for a

pupil.

We focus on two or three children each week.

We use objectives for whole class monitoring.

We integrate speaking and listening assessment into other records.

Reading

Assessment can take place whenever pupils are engaged in reading activities and

whatever type of text is being read. A note is made of anything the pupil does

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which is new or significant to their learning, and/or anything which requires

teaching.

Role play and early readers have individual reading conferences weekly. As

children begin to read they have a running reading record once a week. As

children become established readers individual reading conferences will take

place once every half term. These assessments can take place during guided

reading time.

Individual and guided reading sessions provide the main opportunities for

monitoring pupils’ progress and achievements in reading and for setting targets

for future teaching. Monitoring involves both pupil reading and discussion. Note

is made of:

evidence that the pupil has early concepts of print – e.g. orientation of book,

that print is read

reading strategies that the pupil uses – the pupil should use a range of

strategies to decode unknown words e.g. graphic, phonic, contextual

level and sophistication of understanding – literal, inference and deduction

confidence and independence

response to book

fluency

intonation and expression

awareness of audience

attitude to reading

A written record is made of every individual reading conference and for pupils

with whom the teacher works during guided reading sessions. These on-going

records are summarised onto the Positive Statement Banks at the end of each half

term. Each highlighted statement is dated, showing what the pupil can do without

support. The statements that are not highlighted indicate the areas for

development. The Statement Banks form the basis of reports to parents and are

also passed onto the next teacher, along with the list of books read.

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As soon as pupils are able they should keep their own reading logs. All pupils in

Y5 and Y6 should keep their own reading logs. These supplement individual

reading records and may form the basis of teacher/pupil discussions.

A National Currriculum level is awarded to each pupil in the Summer

Term of Y2 and Y6 and is reported to parents with the End of Key Stage

Task/Test Levels.

In each of the other years, statements should read that pupils are working

within a level with these focussed targets having been achieved, and the following

targets for development. REMEMBER IT TAKES TWO YEARS TO ACHIEVE

A LEVEL.

Writing

Each teacher keeps (or makes a photocopy of) one sample of writing

towards the end of each half term, linked to one of the key writing focuses for

assessment. The key writing focuses for assessment are taken from the teaching

objectives in the National Literacy Strategy. Across the year there must be a

balance between fiction and non-fiction, and between the various genres and text

types. The non-fiction samples of writing should have links to the cross-

curricular schemes of work being studied within that half term.

Each sample is annotated to provide a cumulative record and may include

comments on the pupil’s:

effective communication

confidence as a writer

independence

persistence

writing preferences

approach to editing and re-drafting

Comments should also be made on:

accuracy of spelling – common sight words, visual patterns, self corrections

vocabulary choices

punctuation

appropriate grammatical construction

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paragraphing

audience and purpose

handwriting skills

Spelling is assessed in the course of children’s writing linked to individual and

group targets.

A National Currriculum level is awarded to each pupil in the Summer Term of Y2

and Y6 and is reported to parents with the End of Key Stage Task/Test Levels.

In each of the other years, statements should read that pupils are working within a

level with these focussed targets having been achieved, and the following targets

for development. REMEMBER IT TAKES TWO YEARS TO ACHIEVE A

LEVEL.

In order to standardise assessments across the school, one staff meeting in each

term is assigned for moderation of samples, with a mixture of teachers from

across the school moderating one sample of work from various year groups.

For reference and support staff have access to ‘Assessment and Achievement –

English, Mathematics and Science Exemplification Materials to Support

Consistency in Teacher Assessment at Key Stages 1 & 2’ Birmingham Advisory

& Support Service.

11. Links with parents

Parents are asked to share home reading books with children at least twice a week

and to write appropriate comments in the home reading diary. Teachers monitor

these diaries and respond in writing once a week.

There is regular support for parents in parental workshops. Parents are given a

booklet on how they can support their child’s development of language and

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literacy, including strategies for supporting the learning of spelling and how to

help their children with handwriting.

12. Resources

The criteria for selecting and buying resources is matched to the demands of the

National Curriculum, the National Literacy Strategy and the needs of the pupils

and staff at the time of purchase. In addition we try to ensure value for money,

that materials are free from bias - racial, cultural and gender, and that they reflect

our policy on inclusion.

A list of resources is included in the appendices.

13. List of Contacts

A list of important contact is included in the appendices

14. Targets for Development

Targets for development are included in the Audit and School Development Plan

15. Evaluation of Policy

This policy will be reviewed by teaching and classroom support staff six months

from its date of implementation. The following criteria will be used to measure

its success:

How has the quality of children’s learning been enhanced/improved?

How has the quality of teaching been improved?

Can we identify a range of teaching and learning styles in each classroom?

Are staff and pupils following routines and rules?

Is there clear evidence of assessment informing planning?

Do pupils know what they are learning and why?

Has any part of the policy been difficult to implement, or been ignored?

Signed by:Literacy Co-ordinator___________________________________________

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Head Teacher ________________________________________________

Literacy Governor______________________________________________

Date of implementation _________________________________________

Date for review________________________________________________

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