Planning the Whole-school Language Policy – From where we are to where we want to be Language Learning Support Section 17 January 2011

Contents □Language learning at pre-primary level □Language learning needs at secondary level □Challenges at the primary level □Developing your own Whole School Language Policy

Objectives □Nurture children to attain all-round development in ethics, intellect, physique, social skills and asethetic; and to develop good habits to prepare them for life □Stimulate children’s interest in learning and cultivate in them positive learning attitudes to lay the foundation for future learning

Six learning areas Language ArtsMathematics Physical fitness & health Science & technology Self & society

Language Curriculum □Create a language-rich environment □Provide integrated language learning experience, beginning with listening and speaking □Mother tongue (Cantonese and Putonghua) and second language

Listening and speaking □Listen to and understand conversations and stories □Use vocabulary and short phrases to express ideas and needs □Speak politely, clearly and fluently in dialogues □Ask and answer questions, make simple inferences, solve problems and predict the outcomes of events □Share with others their experiences in everyday life

Reading □Master preliminary reading techniques □Develop interest in reading and form reading habits □Understand stories □Recognise common words □Learn through reading

Writing □Communicate in the form of pictures or words □Master fine motor skills and knowledge of space and direction □Enjoy reading aloud or sharing their scribbles or writing with others □Explore the use of different writing equipment

Principles of teaching □Use everyday experiences and authentic materials □Use casual conversation □Use comprehensible language □Listen with patience □Use stories to develop concentration & imagination □Use open-ended questions to develop thinking skills □Rote-learning, dictation, strenuous writing exercise   

Second Language □Develop interest in learning English □Listen to and understand simple conversations in everyday life □Sing or recite nursery rhymes and employ simple words used in everyday life

Assessment Extracted from an assessment record form of a kindergarten 聽說能力閱讀能力 □ 能專注聆聽 □ 明白說話內容、要點及寓意 □ 能說意思清楚而完整的句子 □ 說話時表現有信心 □ 能與他人分享生活經驗及感 受 □ 聆聽砭故事後能覆述內容 □ 唸兒歌時配合聲調 □ 唸兒歌時配合表情 □ 能配合圖片認讀句 子 □ 能運用單字卡配詞

Assessment 英語書寫能力 □ 能暢順地唱出英文歌曲 □ 能暢順地朗讀英文兒歌 □ 能透過圖片認讀英文句子 □ 明白老師的英文用語 □ 能用簡單英語與老師對話 □ 正確地運用書寫工 具 □ 能依筆劃次序書寫 □ 能適當地運用書寫 空間

Needs arising from… □Learning the English subject □Learning other subjects with heavy language load □Learning the Chinese subject □School-based MOI arrangement

School-based MOI arrangement □increasing opportunities to use English in different subjects at the junior secondary levels □use of Putonghua to learn the Chinese subject

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

Bridging the gap □How to help the KG students adapt to learning at primary? □How to prepare students for the challenges in learning at secondary? What a mission! Time to consider a whole school language policy!

Developing a whole school language policy □Consider students’ abilities, interests and needs □Consider school-based circumstances: school goal, teachers’ readiness, support measures □Consider students’ gradual and systematic exposure to both languages at primary levels from pre-primary □Consider students’ needs in bridging over to secondary education Student- centred School- based Whole school approach Holistic planning

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

Curriculum □Language subjects: incorporate the skills, knowledge, values & attitudes required in other subjects □Other subjects: apply and re-teach the skills, knowledge and VA 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 □Language subjects: use topics and materials covered in other KLAs, design questions that assess integrated and higher order thinking skills □Other subjects: provide students with more opportunities to demonstrate their language skills

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

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

Key messages □The objective is to motivate/reward students for using their multilingual skills □Development of an LP is a whole school issue, involving different stakeholders □Whole school dimension to LP include the subject curriculum and language use for school events, communication with parents... □It is developed through an informed PIE process □Leadership team should be familiar with broader policy on language & learning □Teachers should have an overview of the relationship between thought, language acquisition and learning

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

A word of caution □While schools may strive to adopt different strategies to implement their whole school language policy, it is important to address teachers’ workload □To create the greatest possible impact on students, put emphasis on teacher development and curriculum leadership development

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