March 21, 2015

Weddington Hills Elementary School

Language Policy

“Language permeates the world in which we live; it is socially constructed and dependent on the number and nature of our social interactions and relationships.” (Making the PYP Happen, 2009, International Baccalaureate Organization©)

Our Philosophy: At Weddington Hills Elementary School, we believe that all teachers are facilitators of language instruction including reading, writing, listening, and speaking in English, Spanish, Mandarin Chinese, and mother tongue languages. Although English is our primary academic language, we celebrate all languages. We believe that language is a tool for learning and is integrated throughout the inquiry process. We believe that language instruction is modeled by the PYP teaching staff and school community, both in the classroom and through their daily interactions involving reading, writing, listening, and speaking. We believe that language is vital to developing internationally-minded communicators and thinkers.

Identification: Upon entrance to school, new students are evaluated and screened for any additional languages spoken in the home. Proficiency tests are used to measurea student’s competency or ability in understanding and using English. LEP, Limited English Proficiency, Plans are written. Students receive services in ESL, English as a Second Language, based on their proficiency levels. Phonemic awareness is measured in Kindergarten upon enrollment and progress is monitored throughout the year. Screening tests for Speech/Language is conducted for Kindergarteners.

Scope and Sequence: We follow the Common Core State Standards as adoptedby the State of North Carolina for English Language Arts and have referenced the IB scope and sequence documents to ensure standards are consistent.

Language of Instruction

Language instruction follows the Cabarrus County Schools’ Workshop Model for reading and writing. Students engage in interactive read-alouds, guided reading, shared reading, independent reading, word work, and writing each day. While students are engaged in small group and independent work,teachers have opportunities for small group instruction and individual student reading and writing conferences. Resources selected for language learning in the classroom are related to the current unit of inquiry. Direct instruction (DI) is an integral part of the Kindergarten literacy block; additional support is provided to students who are grouped, flexibly, by ability.

English as a Second Language: ESL students receive English language instruction through collaboration between classroom teachers and the ESL teacher on a schedule determined by the students’ needs. Students receive services until proficiency levels are met. They are tested in February and LEP plans are revised as needed.Classroom teachersmodify student work with support from the ESL teacheras needed. Services are provided by pullout classes and/or co-teaching in the regular classroom.

Speech/Language: Students may be referred by parents, teachers, and/or the school intervention team, for speech/language intervention or an evaluation. Students then receive speech/language services by a licensed speech/language pathologist on a schedule determined by the students' needs.Mother tongue language is considered when making decisions about eligibility. These services are provided until IEP (Individual Education Plan) goals and objectives are mastered or achieved at optimal levels. Speech/Language Pathologists alsooffer consultative services to classroom teachers, conduct hearing and speech/languagescreenings,and provide specific intervention and support to students identified as speech and/orlanguage impaired.

Non-verbal/Adaptive Devices: According to the American Speech-Language-Hearing Association (ASHA), augmentative and alternative communication (AAC) includes all forms of communication (other than oral speech) that are used to express thoughts, needs, wants, and ideas. Individuals with severe speech or language problems rely on AAC to supplement existing speech or replace speech that is not functional. If a student is severely deficient in his or her oral communication, an AAC device may be considered. If referred for an AAC device, an assistive technology professional from Cabarrus County will provide an evaluation and determine the appropriate course of action as well as provide recommendations for the appropriate level and type of AAC support.

Professional Development: IB PYP training, as well as on going site-based and district training in reading and writing, is provided to all staff. The lead teachersprovide language instructional support to teams through weekly collaborative grade level meetings.PD opportunities are also offered each year to increase professional teaching knowledge, enhance skills, and stay current on educational research and practices.

Resources: We are continuing to expand our professional and student resources and library collections in the areas of additional languages, mother tongue languages, and best teaching practices. Books, videos, and digital media in multiple languages are available for classroom use.

  • Book room – leveled book sets organized by theme and reading level
  • Parent Resource Center – bilingual resources and take home books
  • Library – all genres of books available for student and teacher check-out
  • Classroom libraries – a variety of genres and reading levels
  • ESL resources – texts for ESL instruction and support
  • Digital resources – iPads with Rosetta Stone for English language practice for Newcomers, various programs and Apps for use with iPads, laptops, and Smart Boards
  • Bilingual and Spanish speech/language evaluations
  • Translated materials sent home to parents

Parents: Language instruction is supported at home through nightly reading and teacher suggestions. Library checkout of mother tongue resources is also available. A Parent Resource Center has been established to offer take home materials for language support.

Mother Tongue Language

A full-time translator is provided for daily communication, parent-teacher conferences, and PTO meetings for our largest mother tongue language group. We are developing a library collection in mother tongue languages in addition to expanding our additional language resources.Efforts are ongoing to expand our collection of resources in multiple languages. Students whose primary language is not English will be supported and encouraged to continue to study and develop their mother tongue by encouraging connections to curriculum and cultural awareness, celebrating cultural diversity, and planning for connections within units of inquiry. Opportunities are provided for students, parents, and community members to share their mother tongue with the school.

Additional Language Acquisition

Additional languageclasses, held for 50 minutes every seven days, provide an introduction to languages and take a FLEX approach: exploratory in language, cultures, and geography. The expected proficiency level upon elementary graduation is to have a novice low level of the additionallanguage since classes do not meet on a daily basis. Students are evaluated through the use of informal assessments and teacher observations. Implementation of the K-5 FLEX NC Curriculum, along with embedded cultural perspectives and themes, take place within additional language instruction.

General Education Support:The elements of the IB PYP and the IB Learner Profile are supported during additional language instruction. The conscious effort to connect the additional language curriculum with other parts of students’ academic lives opens doors to information and experiences, enriching their entire school and life experience.Classrooms have access to additional language books through online resources, such as

Roles and Responsibilities: The Administrative Team and IB Goal Team are involved in the development and agreement of the language policy, communication to staff and implementation of policy, as well asprofessional development regarding language teaching and learning. The policy will be reviewed and revised annually. Teachers are responsible for communicating the language policy to students and parents.

Review: The language policy will be reviewed by staff and the IB Goal Team each spring and revised as needed for the upcoming school year.

WHES Staff Conference Review Committee: A. Chunn, K. Felix, K. Norberg