1. Strategies for Planning and Implementing a Whole-school Language Policy Language Learning Support Section 16 November 2011 1

2. Contents Decoding Whole School Language Policy Language Policy Observations in language learning and using language to learn Considerations in developing WSLP Reminders on implementation 2

3. 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 3

4. What is the direction of your WSLP? Promote biliteracy and trilingualism? Uphold mother tongue? Strengthen the use of Putonghua? Strengthen the use of English? 4

5. 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 5

6. 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 6

7. 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 7

8. 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 skills Lack of exposure to different text-types 8

9. Developing a whole school language policy 9

10. 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 10

11. 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 11

12. School-based School goal/mission Teachers’ capacity and readiness Culture & atmosphere – consensus, collaboration Availability of resources and support measures 12

13. Holistic planning Curriculum (formal and informal) Resource deployment (funding, space, manpower) Staff development Time-tabling 13

14. 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 14

15. Considerations in planning a whole- school language policy Outside the school Outside the classroom Inside the classroom 15

16. Inside the classroom Language subjectsNon-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/ Assessment Use 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 16

17. 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 17

18. 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 18

19. 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 19

20. 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 20

21. 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 21