Strategies for Implementing a Whole-School Language Policy

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

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

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

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?

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

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

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

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

9. Developing a whole school language policy

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

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

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

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

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

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

16. Inside the classroom

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

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

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

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

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