中大附属外国语小学

语言政策 GIPSB Language Policy

2018-1-18 17:23| 查看: 2626

摘要: 使命宣言Mission Statement中大附属外国语小学致力于营造以学生为主体,充满参与、尊重、反思、富含创造力的探究型学习氛围,激励学生充分挖掘自身潜能,发展个性、特长,成为有爱心、负责任、会合作、善思索、有宽 ...

使命宣言Mission Statement

中大附属外国语小学致力于营造以学生为主体,充满参与、尊重、反思、富含创造力的探究型学习氛围,激励学生充分挖掘自身潜能,发展个性、特长,成为有爱心、负责任、会合作、善思索、有宽广国际视野的综合型人才,为其终生发展奠定基础。

GIPSB is committed to creating a learning environment full of participation, respect, reflection and creativity, focusing on exploring and developing the potential, personality and specialty of students and assisting them to become lifelong learners. With this mission statement we are striving to provide a full range of holistic education to students and to fully equip them with the knowledge and skillsand with both distinctive Chinese national identity as well as international mindedness for the 21st century.

 

语言理念Language Philosophy

    语言是一个能够团结人们,解决全球事务的工具。口语和书面语都是我们生活的一部分。语言记录文明。学校全体员工都应该承担语言教师的角色从而为学生提供发展他们语言能力的机会,让学生接触多种语言,利用富有意义的教材学习语言,通过好的PYP的教学方法支持母语的发展。同时,语言教师的角色应延伸至家庭,父母作为语言教师要示范和加强学生的母语学习。

Language is a tool that enables us to unite people and solve global matters. Language is a part of our daily life both verbally and non-verbally. Language reveals culture. All staff act as language teachers providing students with the opportunities to build off their capabilities, be exposed to the various modalities of language, use meaningful contexts for learning language and support mother-tongue development through practicing good PYP teaching methods. The role of language teacher further extends into the home where parents act as language teachers by modeling and reinforcing the mother-tongue.

 

学校语言模式School Language Approach

母语:母语是学生们最熟悉、最易获得、使用最流畅和最真实的语言。母语对发展学生的认知尤为重要,同时也是帮助学生进行概念的掌握、与人沟通、理解文化内涵的重要工具。因此在我们学校,母语是中文,中文是我们的教学语言

第二语言:这是在学习母语之后进行的第二种语言学习,它是帮助学生在不同的语境中理解该语言背景下之文化以及建立一个更加美好的世界观的重要工具。在我们学校,英语是第二语言。

根据我校的语言政策、教学大纲以及IB的语言教学理念,我校为学生针对中文和英文的学习设置了一个良好的教学比例,让学生在发展母语的同时,也能够学习第二语言。Mother tongue: Mother tongue means the language first acquired; the studentsauthentic, native language. We view mother tongue as particularly important for studentscognitive development, for learning concepts, communication and reinforcing cultural identity.

Language of instruction: Chinese is our instruction language.

Second language: This is the language learned after the mother tongue and used in different contexts. It is an important tool for accessing different cultures and

perspectives for building a better world. At our school, English is the second language.

 

The general guidelines for implementing, developing and guiding English as a second language are provided by the school’s language policy, based on the philosophy and nature of the three International Baccalaureate programmes. The key objectives of the process of teaching and learning English as a second language focuses on the student’s communicative ability, helping them to coherently and effectively express ideas with clarity and fluency in a wide variety of situations and contexts, based on their sound understanding of the language’s structure. The school ensures all students are exposed in a balance teaching schedule for students to develop the language skills of both the mother tongue and the second language. 

 

教师的角色及责任Roles and Responsibilities of Teachers

所有教师都是语言教师。全体员工合作进行备课,且在每周的年级组会议上进一步完善单元的探索。

All teachers are language teachers. Teachers and staff work collaboratively in planning meetings and weekly participate in grade level meetings to further support the implementation of the units of inquiry.

 

语言教学方法Methods of language teaching

基于主题探究的教学模式,教师使用很多有效的教学策略来促进语言的发展,例如:利用分享阅读、写作、歌曲、韵律、童谣学习语言;通过角色扮演、木偶戏、故事、游戏、多媒体、对话等为学生提供表达自己的机会以及有效参考IB小学项目的语言教学范围与顺序里面所包括的其他教学方法。

Inspired by the inquiry-based approach, teachers within our school use good teaching practices to promote language learning throughout the units of inquiry, for example, shared reading and writing, songs, rhymes, chants for learning language patterns in the language of instruction, opportunities to express themselves through role-play, puppets, stories, games, multi-media, conversation, and other practices recognized throughout the PYP Language Scope and Sequence.

 

对母语非中文学生的支持Chinese Language Learner (CLL) Services 

对母语非中文的学生我们提供每周最少3次的额外的语言支持课程。这一课程的目的在于为学生提供额外的支持,帮助该学生尽快融入我们的主流课程。通过语言支持,学生可以尽快的掌握他们在本班级学习所需要的中文能力。 我们会对学生的水平进行评估,以帮助他们中文能力最大限度的提升。我们会通过拼音学习、书写辅导、中文与该学生母语互译的字典,还有其他相关的中文学习资料辅导学生。我们希望学生通过一定时间的辅导,能够与同年级的同学有相等的中文交流和学习能力支持他日常的学习。语言辅导老师与班级老师会密切沟通,确保对该学生提供持续的支持和帮助。

我们支持学生的第一语言(母语)的发展。对于母语非中中文和英语的学生,在教学时间内学校可以聘请语言老师辅导学生的母语,费用由家长自行负责。

At least three times a week, students that receive CLL services will be provided with additional language support.  The goal of this instruction is to supplement language acquisition, ensuring success within the curriculum.  As a result of this specialized instruction, students gain the Chinese language skills that are necessary to achieve their full potential.  The type of instruction is based on their level of language acquisition.  Possible modifications and accommodations include the following:  Pinyin instruction, Chinese character writing (calligraphy), frontloading vocabulary,  use of word-to-word dictionaries in their native language, CLL learning resources and integration of iPads to enhance language abilities.  The goal is for students to eventually be able to work within the classroom without CLL support services as they acquire the necessary conversational and academic language.  The CLL teacher and classroom teacher will discuss individual student progress regularly to ensure consistent instruction and transference of knowledge.   

We support all studentsmother tongues. The school can offer private language tutoring for CLL students to support their mother tongue development. Parents would be responsible for the additional cost.

 

专业发展机会Professional Development Opportunities

教师持续参加校内和校外的IB工作坊,教师之间相互分享和讨论我们的PYP课程。学校支持教师参加课外培训和学历提升,鼓励和支持参加工作坊来进一步支持完备自己,提高教学。

Teachers take part in in-school workshops held by the IBO, attend workshops off campus held by the IBO, workshops held within the staff regarding various topics that promote the PYP curriculum, language workshops, and teachers are supported in their efforts for further self-initiated training and degree completion. All teachers are supported and encouraged to participate in workshops that further support good teaching practices.

 

图书管理员的角色Roles of the School Librarian

学校图书管理员与其他员工一起合作,参加备课,支持学习者目标的培养,发展概念的形成,发展技能,用知识武装我们的学生。图书管理员参加所有的备课,选择及选购支持教学的资源,支持母语的发展。

The school librarian works collaboratively with all staff in planning, promoting the learner profiles, developing the concepts, skills, and knowledge of our students. The librarians attend all planning meetings, collect and purchase resources that further promote the units of inquiry and support the mother-tongues of our student population and offer lessons that coincide with the units of inquiry.

 

家长参与Parental Involvement

 学校赞许的鼓励家长参与到班级事务中和学校大事件中。每个班级的代表与学校代表共同组建成了我们的PTA。家长每学期参加学校的家长工作坊增加交流沟通。提供给家长的文件大部分都使用中英文双语。

Parental involvement within the classrooms and school events is highly encouraged. Representatives from each classroom make up our school PTA. Parents take part in workshops each term held by the school and teachers to further promote communication. Most of documentation given to parents is provided in both Mandarin Chinese and English.

 

语言策略如何与家长/员工/董事会沟通?How will the language policy be communicated to parents/staff/board?

语言政策将由学校所有的工作小组审核通过。之后,用中文和英文印在教师手册上。

The language document will be approved by the entire school community. After which, it will be published in the admission handbook and new staff orientation handbooks printed in both Mandarin and English.

 

如何/谁修改语言政策?How and who will revise the language policy?

教学领导团队PYP协调员、教师和学校的工作小组将每年修订和复审语言策略。

The Pedagogical Leadership Team, PYP coordinator, teachers, and school community will revise and review the policy annually.

 


BIBLIOGRAPHY 文献参考

International Baccalaureate Organization (2008), Guidelines for developing a school language policy

International Baccalaureate Organization (2011), Language scope and sequence(语言教学范围与顺序,国际文凭组织,2009

International Baccalaureate Organization (2014), Language and learning in IB programmes(国际文凭项目中的语言与学习,2011

International Baccalaureate Organization (2008), Learning in a language other than mother tongue in IB programmes(国际文凭项目中的第二语言的学习,2008

International Baccalaureate Organization (2009), Making the PYP happen: A curriculum framework for international primary education ( 小学项目的实施:国际初等教育课程框架)

International Baccalaureate Organization (2014), Programme standards and practices(项目标准与实施要求, 国际文凭组织,2011

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