Presentation to the MS Principals’ Conference April 2009

Goals Allow students to study two languages (in addition to English) or to study an additional language while enrolled in our EAP or LSP programs Assist our students in maintaining their MT Connect our beliefs about languages with our course structure and language offerings Seek a sustainable model

Challenges Developing programs that meet our students’ needs Developing programs that match our philosophy/beliefs Fitting programs within our MYP framework Developing strategies for solutions Curricular Balance Timetable Staffing Costs Critical Mass Sustainability Developing programs that meet our students’ needs Developing programs that match our philosophy/beliefs Fitting programs within our MYP framework Developing strategies for solutions Curricular Balance Timetable Staffing Costs Critical Mass Sustainability

Study of Two Additional Languages Pilot Program Timetable Solutions: Courses offered through a combination of after-school/lunch hour lessons Total of 150 Minutes per week (as opposed to 200 minutes) Possible Course Timetable Structure: 80 minutes on Tuesday, 35 minutes on Monday & Thursday 75 minutes on Tuesday and Thursday Key Points: Offered a minimum of twice per week Flexibility of times offered can meet the needs of that student group

Lunch and After-School Language Courses 2008/09 Beginner Chinese 6-8 Intermediate Chinese 6-9 Beginner Spanish 6/7/8 Intermediate Spanish 7/8/9 Beginner French 6/7/8 Intermediate French 7/8 Mother Tongue French 6-8 Mother Tongue French 9/10 * Available depending upon enrollment of 4 or more students per class

Important Considerations for Students and Parents Noon Hour/After School Course is a Ninth Course with full curriculum, course demands and extra homework Time constraints Course times will be offered during some ASA times (thus conflict for some students) One or two shortened lunch hours for students Full year course This course is much more rigorous, demanding than language ASAs All Mother Tongue Language Courses are subject to an additional fee (approximately between 16,000 rmb rmb per student) The Noon Hour/After School is a PILOT program and could be discontinued, or come with extra fee for future years

Characteristics of Successful Student Candidates to Study Two Additional Languages Motivation Commitment Organization Effort Facility for language learning

Discussion 1 Can students study two additional languages at your school (or an additional language plus a mother tongue, or an additional language plus ESOL/Learning Support)? If so, what other systems are use to accommodate this? Strengths? Drawbacks?

Why is Mother Tongue Important? Developing MT language and literacy: Ensures continuous cognitive development (research supports the cognitive benefits of bilingualism) Increases positive re-adjustment to home community Gives the opportunity to continue content learning independently while developing proficiency in the language of instruction Facilitates learning additional language(s) Enables intercultural awareness

Implications If Students Do Not Have Firmly Embedded Mother Tongue:  Vocabulary development becomes limited  Inferential comprehension is difficult  Abstract concepts are difficult to grasp  Grammar may be simplistic  Sentence structure is basic  Written depth and detail is lacking

Additional MT Research Students with a firmly embedded mother tongue are often more successful language learners. Older learners are more successful the more proficient they are in their MT. Students can learn concepts in their MT and then learn the English to express those concepts

WAB’s Current MT Programs  ES, MS, HS Chinese (MT and Near Native) within the timetable  ES, MS, HS Dutch within the timetable  HS French within the timetable  Combined 11/12 Korean within the timetable  IBDP Self-Taught Languages (Swedish, German, Norwegian, Spanish, Danish)  MS/HS Chinese (MT/Near Native) as a course afterschool/lunch  After School Activities: ES Korean, ES German  Parent/Community Run After-School/Saturday School: Swedish, Russian, Malay, ES French, Danish* (WAB shares Danish teacher. PT Danish, PT ES relief teacher)

Recent Review on Mother Tongue Education Program - Outcome The school actively promotes and supports mother tongue programs and should provide for the development of such programs. The Director is responsible for the MT Program. MT language programs should not adversely impact WAB’s programs of studies. The guiding principle is equity between all programs. Direct costs of programs should be paid for by the parents of the students, i.e. language teacher, books, etc. The indirect costs will be paid by the school, i.e. coordination, classroom space.

Guiding Principles for MT Languages for 2010 WAB is supportive of MT language development Evolution towards equity Sustainable for all languages 2010 all MT Languages must be self-funded

Next Steps for WAB Administration and Faculty for MT Equity  Realign existing programs so that there is a evolution towards equity.  Appoint overall MT Coordinator across schools.  Prepare parent/community survey regarding MT  Undertake increased education for parents, community and staff of importance of MT  As appropriate, increase strategies for supporting MT  Consider teaming with other schools to offer Virtual MT Classrooms  Continued Professional Dialogue for WAB staff re: MT

Discussion 2 What are other schools doing regarding MT? Issues? Concerns? Road Blocks? Suggestions?