VIS ESL & MT Department: mission statement
The VIS has created a curriculum for ESL students that gives full recognition to the needs of those who come from many language backgrounds. Students’ individual talents are encouraged to flourish in a curriculum that aims for high academic standards for all, where their linguistic and cultural background is developed equally with their knowledge of English in an international setting. Emphasis is put on producing young people of good character in a world of shifting ethical values.
The underlying theoretical model of the department
The conceptual model on which this department is based is the ‘Prism’ model developed by two researchers, Wayne Thomas and Virginia Collier (each is a Professor Emeritus at George Mason University, USA): we are grateful to them (they have worked with us at VIS) and quote extensively from their work below. Any educational programme requires a theoretical base, and the language issues at this school are complex.
The Prism model consists of a central area, social and cultural processes, surrounded by three sides:
- first and second language development
- first and second language academic development
- and first and second language cognitive development.
The central area – sociocultural processes
This consists of all of the surrounding social and cultural processes occurring through everyday life in all contexts – home, school, community and the broader society, and how these feed into the student’s second language, that is – English.
Language development
This includes the acquisition of the oral and written systems of the student’s first and second languages in all the language domains: grammar, vocabulary, phonology, semantics, etc. In order to assure that students will enjoy cognitive and academic success in their second language, English, a student’s first language system, oral and written, must be developed to a high cognitive level.
Academic development
This includes all school work in the various subjects. With each succeeding grade, academic work dramatically expands the vocabulary and language patterns to higher cognitive levels. This knowledge transfers from the first language to the second language, thus while it is most efficient to develop academic work through students’ first language, this can not always be done at the VIS. Therefore parents should do all they can to keep up their children’s interest in reading and writing in their mother tongue. ESL teachers will do all they can to increase students’ knowledge of English academic vocabulary.
Cognitive development
This is a natural, subconscious process that occurs from birth to the end of schooling and beyond. Yung children build thought processes through interacting with loved ones in the language of the home. This is a knowledge base, and it is extremely important that cognitive development continue through a child’s first language at least through the primary school years. Much research has shown that children who reach full cognitive development in two languages enjoy cognitive advantages over monolinguals.
Summary
All four of these of these components – sociocultural, linguistic, academic and cognitive – are interdependent. If one is developed to the neglect of another this may be detrimental to a student’s overall growth and future success. In addition, all components are developmental, and depend critically on equal balance in both languages. It is thus crucial that the school provides a socioculturally supportive school environment that allows natural language, academic, and cognitive development to flourish in both English and the mother tongue.
topWhy “ESL & Mother Tongue”?
The reason for the name of the department is that we aim to promote bilingualism, with its many advantages. We provide students whose first language is not English with the skills to learn English for school. We also encourage students to keep up fluency and improve literacy in their mother tongue. Literacy in your mother tongue has a “cross-over” effect in improving literacy in English. And not keeping up literacy in your mother tongue may lead to slower progress in English, and poorer results.
This is the basic philosophy of the department, along with encouraging students to read as much as possible in both languages – English and their mother tongue.
topWhat we do.
Classes are organized as follows:
ESL Beginners: students with very little English in grades 6-9 are withdrawn from English, Foreign Languages, and at first also Sciences and Humanities. As their English improves that may join first Science, and later Humanities.
Regular ESL: in grades 6-10 students are withdrawn from English to follow the ESL Literature course; and from Foreign Languages to follow the ESL Language course. In Grades 9 & 10 ESL students are also withdrawn from Humanities to follow the ESL Humanities course.
In Grades 11 & 12 second language students can choose IB English B Standard or Higher level.
Philosophy
In ESL the aim is to build up students’ language skills in all areas: spoken, written, reading and listening. Students are withdrawn from subjects which are more cognitively demanding and given a course of instruction which parallels the content and build up the skills necessary to succeed.
In Mother Tongue the aim is to build on the literacy skills which students already possess. This will develop their cognitive abilities, which can be transferred to their emerging English skills, in addition to adding to their self-esteem and establishing their identity.
English as a Second Language
The linguistic and cultural diversity of the students at VIS provides many opportunities for cultural enrichment and global education for all students. At the same time, because of the variety of linguistic and cultural backgrounds that students have, we need to provide language programs to ensure that all students develop the level of proficiency in English required for success at school. Although most students are proficient users of their own languages, many arrive at VIS with little or no previous experience with English. Some come from countries where standard English is the official language but where other varieties of English are in common use.
Courses in English as a second language (ESL) assist these students to learn English, the language of instruction, and/or to develop the literacy skills they need. All teachers must work together to support students who are receiving ESL instruction and to help them integrate successfully into the academic and social life of the school.
ESL courses assist students whose first language is not English to learn the language of instruction. Most have received educational experiences in their own countries that have prepared them for success in the secondary school program. Depending on their previous experience with English, they may be placed in ESL Beginners or Intermediate. For example, a student who has been in full-time education in the country of origin but who has never studied English would be placed in ESL Beginners. A student who has been in full-time education in his or her own country and has studied some English might be placed in ESL Intermediate on the basis of the initial language assessment. In addition, some students from countries where English is an official language may benefit from placement in ESL Intermediate.
Models for Programme Delivery
Young people whose first language is not English enter the VIS with diverse linguistic and cultural backgrounds. Students will require varying lengths of time in ESL programmes to acquire the English-language skills necessary for integration into the mainstream program.
Reception, Assessment, Placement, and Monitoring of Students
The VIS has established regular procedures for receiving new students, assessing their educational and linguistic backgrounds and needs, and placing them in suitable courses. Since students arrive throughout the school year, these functions are ongoing, and special efforts are made to ensure the effective integration of students into classes that are already in progress.
The introduction of ESL students to the VIS has the following four components:
- reception and orientation, to provide a welcoming environment for new students and their families;
- initial assessment, to determine each student's educational background, level of proficiency in English, and academic achievement;
- placement, to determine the best programme selection of courses for each student;
- monitoring, to keep track of each student's progress in second-language acquisition, academic development, and cultural adjustment, and to provide support as needed.
Reception and Orientation. Supportive reception and orientation of new students and their families is a critical first step in the successful integration of new students into the secondary school. During initial reception, assessment, and placement, an interview with the Registrar will take place and this will contribute to students' successful integration into the secondary school and to initiate open and positive communication with the home.
During this interview, the Registrar will:
- collect background information about the student, including personal history, and previous educational experience;
- review any educational documents that the student may bring with him or her;
- if documents are not available, gather information from the student and parent/guardian to find out about previous schooling, including the number of years completed;
- provide essential orientation information to the student and family and establish a relationship that allows orientation to continue during the weeks and months ahead. (Orientation information may include the following: basic information about the structure of the school day and year; the names and telephone numbers of important contact persons such as the guidance counsellor, the ESL teacher, the director and a bilingual contact person; a description of important school norms and routines such as the dress code and emergency procedures; a description of the school system; and information on the role of parents in school. It is helpful to have this information available in printed form so that newcomers are not overwhelmed by the need to assimilate a great deal of information all at once. It is also helpful to provide this information in the languages of the community);
- introduce the new student to a student guide - preferably one who speaks the newcomer's language - who will help to orient the student to the school and its routines.
Initial Assessment. All students entering the VIS require an accurate assessment of their needs. The purpose of the initial assessment is to gather further information about each student's educational background and level of proficiency in English in order to select a suitable program.
Language assessment begins with the reception interview. Level of performance in reading and writing in English is seldom an indication of the student's level of literacy development. A student who is functioning at or above grade level in his or her own language may not be able to perform nearly as well in English. At the same time, there is a need to find out how proficient the student is in the language of instruction. With the help of these assessments, schools can make informed decisions about the student's academic and linguistic needs.
If an appropriate Mother Tongue teacher is available, an assessment of the student's oral and written skills in the first language may assist placement. A student's writing in the first language can provide some useful information even to teachers who do not read that language if they use the following questions as guidelines: Does letter or character formation appear to be appropriately developed for the student's age? How long does it take for the student to produce the piece? Does the student check and edit the piece? How simple or complex does the writing appear?
The assessment of the student's oral skills in English begins with the initial interview. The interview is appropriate as an assessment vehicle because it demonstrates the student's ability to meet the demands of everyday oral communication.
The most informative tool for assessing knowledge of English is a multiple choice grammar and vocabulary test.
If the student is able to participate in the reading assessment, it is appropriate to go on to an assessment of writing in English, such as a piece of personal writing, a narrative, a letter, a descriptive piece, or some expository writing. In all cases, a choice of topics within the student's experience is provided. The specific course expectations for writing may be used as criteria in assessing student performance and placing students in ESL or mainstream English courses.
Placement. An interview is arranged with the student and parents to review the assessment information and recommend a program of study. Each student is placed in a program that matches his or her educational experience and aspirations. The student and parents are informed that the initial placement is tentative. The school will monitor and revise the placement over a period of time. It is important to inform the student and parents that they, too, may initiate changes in the program.
Assessment results may indicate that a student will succeed in mainstream classes. This student may be placed immediately in the courses appropriate to the grade level and desired program of study.
Many students, however, will require ESL instruction and will be placed in programs designed to meet those learning needs. ESL students, including beginning-level learners of English, will be placed in at least one mainstream class, to allow them to interact with their English-speaking peers. Most students with the necessary background in mathematics, for example, can participate successfully in the mainstream mathematics program, even if they have little English. Also, the practical and interactive nature of some courses in the arts, health and physical education, and technological education makes them especially suitable for second-language learners.
If the assessment indicates that a student may be functioning several grades behind his or her peers, this may not be the result of a learning disability. Low levels of first-language literacy skills or academic achievement can often be attributed to external conditions, such as disrupted schooling or limited access to schooling in the country of origin. With proper support, the student can probably catch up with peers. Even so, some students-about the same proportion as in the general school population-may have learning difficulties that are not related to lack of knowledge of the language of instruction or to gaps in their schooling.
Monitoring. The school will monitor the academic progress and social integration of each student. Although the initial assessment may provide sufficient information for a placement, it is important to assess each student's progress on an ongoing basis. By keeping track of academic and linguistic development, teachers can suggest appropriate changes to a student's program.
Although a student may leave formal ESL classes and become completely integrated into the mainstream program within two or three years, the student's progress will continue to be monitored until he or she has demonstrated a level of proficiency in English similar to that of English-speaking peers.
Integration Into Mainstream Subject Classrooms
The successful integration of students who are learning English into the academic and social life of the school requires all teachers to work together to support them. Although many students become proficient users of English for most day-to-day purposes within two years, students may require up to seven years to catch up to first-language English speakers in their ability to use English for academic purposes. Participation in ESL courses assists second- language learners to make rapid progress; however, students who arrive as beginning learners of English during their secondary school years may not have enough time to catch up with their peers by the end of Grade 12. Reading textbooks, participating in academic discussions, or writing essays or examination answers may be much more difficult for these students than for first-language English speakers. Their relatively limited vocabulary may make reading some textbooks difficult, and in some cases, inexperience with complex sentence patterns may make it difficult for them to write as fluently as some of their peers. Most students who have completed their ESL courses will therefore continue to need support from their subject teachers to achieve success.
Students who are learners of English will have the best chance to succeed in classrooms where there is opportunity for extensive oral interaction with English speaking peers. In evaluating achievement, it is important for teachers to recognize the value of the content and the organization of ideas in students' written work, as well as grammar, spelling, and word choice. In addition, teachers must provide instruction on specific features of English for those students whose written English indicates a need for such assistance.
Second-language learners need access to their first language as a tool
for learning and thinking, at least until they are sufficiently proficient
in the second language to use it for a wide range of academic purposes.
The first language is the foundation upon which English proficiency is
built. An insistence on “English only” may limit students’ potential.
Linguistic and cultural identity of the school.
The table below shows at a glance that the VIS has a rich linguistic and
cultural identity. Among the student body in the secondary school some
68 languages are represented. Clearly many of those who do not give English
as their Mother Tongue are none-the-less academically proficient in English.
If they are also at the same level in their Mother Tongue they will enjoy
the advantages of bilingualism.
Secondary School Mother Tongue Statistics 2005-06
| Mother Tongue | number of students |
Mother Tongue | number of students |
| German | 177 | Afrikaans | 1 |
| English | 172 | Amharic | 1 |
| Arabic | 37 | Cantonese | 1 |
| Russian | 36 | Finnish | 1 |
| Spanish | 35 | Flemish | 1 |
| Korean | 26 | Hebrew | 1 |
| Chinese | 24 | Icelandic | 1 |
| Dutch | 17 | Isoko | 1 |
| Japanese | 15 | Kannada | 1 |
| Portuguese | 14 | Kazakh | 1 |
| Malayalam | 12 | Kikamba | 1 |
| Italian | 11 | Kiswahili | 1 |
| Turkish | 10 | Macedonian | 1 |
| Polish | 10 | Malay | 1 |
| Farsi | 9 | Mandarin | 1 |
| Hungarian | 9 | Moldavian | 1 |
| Indonesian | 9 | Norwegian | 1 |
| Swedish | 9 | Oriya | 1 |
| Danish | 8 | Persian | 1 |
| French | 8 | Rukiga | 1 |
| Hindi | 8 | Vietnamese | 1 |
| Bulgarian | 7 | ||
| Hausa | 7 | ||
| Slovak | 6 | Languages | 68 |
| Bengali | 5 | ||
| Croatian | 5 | Students | 775 |
| Sinhalese | 5 | ||
| Tagalog | 5 | ||
| Urdu | 5 | ||
| Czech | 4 | ||
| Pilipino | 4 | ||
| Serbo-Croat | 4 | ||
| Ukrainian | 4 | ||
| Yoruba | 4 | ||
| Akan | 3 | ||
| Armanian | 3 | ||
| Luhyia | 3 | ||
| Mongolian | 3 | ||
| Punjabi | 3 | ||
| Romanian | 3 | ||
| Shona | 3 | ||
| Bahasa | 2 | ||
| Bosnian | 2 | ||
| Greek | 2 | ||
| Kalenjin | 2 | ||
| Slovenian | 2 | ||
| Thai | 2 |
Benefits of Bilingualism
Students who have emerged as well-balanced bilinguals, i.e. literate in both English and their Mother Tongue, have said that they did better in school, could think better, and gained more confidence. It has also been shown that bilinguals may get better jobs and be paid on average 10% more. It has also been shown that speaking two languages from an early age can keep you mentally agile in later life!
Bilingualism and learning difficulties
Bilingualism in a family neither increases nor reduces the chance of experiencing language difficulties and language disorders. If your child is diagnosed with a problem, you need to make sure that the specialist who is diagnosing your child has studied bilingualism in their professional training, and has experience of dealing with bilingual children. They should be able to reassure you that bilingualism is typically not the cause of the problem – and that’s backed by research.