Influencing Language Policies to Benefit English Learners
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Transcript of Influencing Language Policies to Benefit English Learners
1. INTRODUCTION
A policy is typically described as a principle or rule to guide decisions and
achieve rational outcome(s) (Spolsky, 2005). The term is not normally used to
denote what is actually done, this is normally referred to as either procedure or
protocol. Whereas a policy will contain the ‘what’ and the’why’, procedures or
protocols contain the ‘what’, the ‘how’, the ‘where’, and the ‘when’. A Policy can
be considered as a “Statement of Intent” or a “Commitment”. For that reason at
least, we can be held accountable for our “Policy”. The term may apply to
government, private sector organizations and groups, and individuals. Policy
differs from rules or law. While law can compel or prohibit behaviors (e.g. a law
requiring the payment of taxes on income), policy merely guides actions toward
those that are most likely to achieve a desired outcome.
There are many kinds of policy in society. One of them is language policy.
Language Policy is highly relevant to scholars, students, specialists and policy-
makers working in the fields of applied linguistics, language policy,
sociolinguistics, and language teaching and learning (E. Shohamy; K. King:
2009). Moreover, Spolsky (2005, available on internet) stated that:
“Language policy includes not just the regular patterns of choice, but also beliefs about choices and the values of varieties and of variants, and also, most saliently, the efforts made by some to change the choices and beliefs of others.”
In this paper, the writers would like to present about the importance and
the influencing language policies at classroom level and school level includes
influencing family, community, legislation, and national spirit to benefit English
learners.
2. POLICY AT THE CLASSROOM LEVEL
In the classroom, the teacher of the classroom should make some classroom
rules to create an educational and social climate that makes school a place where
all students can succeed. The language policies are included in the implementation
of classroom rules. Its existence is very important, because when students fail to
learn, schools and teachers have failed. Teachers are best able to foster dual-
language proficiency by carrying out equitable, empowering instruction.Page| 1
Fair education practices require discipline and vigilant self observation on the
part of the classroom teacher. Practicing gender, socioeconomic, racial, and
cultural equity requires all students to have an equal opportunity to participate.
Teachers must extend mentoring to all students. Referrals to special education or
to programs for the gifted should be equitable.
Teachers can incorporate multicultural inclusion into instructional plans,
obtaining unbiased materials that promote positive role models from variety of
ethnic groups (Diaz-Rico in Lynne, 2008). Multicultural educational materials are
readily available (Harris, 1997; Nieto, 2004 in Lynne, 2008). Teachers can be use
multicultural examples to illustrate points of instruction, elicit the stories and
voices of the students from various cultures, and knit together home and school
for the benefit of the students. The following classroom policies promote equity
and inclusion for English learners.
- Feature minority languages and cultures in school shows, written
communications, and displays.
For example:
Some students in minority cultures and languages must feel that they are
different with the other students who are the majority. It could affect
negatively for their psychological development in learning process at the
classroom. They might feel not confident to express what they think about
things. They might also think that what they do, which is different with the
others, is something that unimportant for the others. They could not
communicate well to the others. So, the teacher, in this case, should take a
role as a person who features these minority students to disappear their
anxiety, unconfident, and uncomfortable feelings in learning at the
classroom. Thus, the students, both the majority and minority, could
experience a comfortable atmosphere at the classroom learning.
- Take students’ interest, languages, and backgrounds into consideration
when planning instruction.
For example:
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Every child has his/her own interest as well as individual background.
They are different each other. To face this difference, the teacher should
be able to take students’ interest, languages, and backgrounds into
consideration when planning the instruction. The teachers should think
first about the learning material that could be meaningful for all students
from various backgrounds and languages. The use of general information
text, or public phenomenon analysis could be as neutral materials that
maybe appropriate as the medium of learning language (in this case,
English learning).
- Use materials that depict successful individuals of both genders and
various races and cultures.
For example:
Same as what have been explained previously that the students in a
classroom are students with various backgrounds, races, and genders. The
teachers should think first about the learning material that could be
meaningful for all students from various backgrounds and languages. The
use of general information text, or public phenomenon analysis could be
as neutral materials that maybe appropriate as the medium of learning
language (in this case, English learning). The materials should not touch
sensitively to the particular races so that there would be no any problem
for the students.
- The teachers ask an outside observer to help them guarantee that the
teachers giving boys and girls equal access to their attention.
For example:
The teacher needs another observer who could observe her way in
teaching the students. The observation is about observing whether the
teacher have given chance for the all of the students in delivering their
ideas during the learning process. Besides, the observer also observes
about the way of the teacher gives attention to all of the students.
Beside the inclusion of diversity students, the social environment of the
classroom can support student’s achievement. Equitable cooperative grouping can
address status differences among students in the classroom (Cohen, Lotan, &
Page| 3
Catanzarite, 1990). School practices in non-curricular areas such as school clubs
should be nondiscriminatory. If not, a resistance culture may develop among
excluded students, leading those students to reject schooling and either drop out or
carry out acts of school vandalism. The social climate of the school can be one
acceptance for all students in a variety of ways.
3. POLICY AT THE SCHOOL LEVEL
A school is one of the formal institutions that also need the implemented
policy. The existence of policy is needed in order to create comfortable, regular,
and safety school environment. Besides, it also needed to make the learning and
teaching processes run efficiently and effectively.
The example of the language policy in school that has been implemented
is the language policy in Harare International School (HIS) in Zimbabwe. This
school strives to enhance each student’s self-worth, confidence, and pride by
providing curricular programs and activities that encourage participation in
multicultural experiences to make the most of the advantages offered by a our
multicultural school community. The linguistic and cultural diversity of the
school’s population is considered to be both a strength and a rich resource in the
promotion of language learning amongst students.
The language of instruction used to deliver the curriculum at Harare
International School is English, the official language of Zimbabwe. Students
admitted to the school are taught the skills needed to become proficient readers,
writers and communicators in the English language both for social interaction and
academic success.
Moreover, HIS seeks to develop the elements that will encourage students
to be positively engaged in learning an additional language to the mother tongue
or first language. Building on the encouragement of a strong foundation in a
student’s first language, these include the following competencies:
• grammatical competence (referring to knowledge of vocabulary, sound and
grammar)
• sociolinguistic competence (knowledge of how to use language appropriately in
different contexts)
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• discourse competence (linking elements of language together to take part in
certain kinds of discourse, for example, conversation or debate)
• strategic competence (knowledge of appropriate strategies to use if
communication breaks down and knowledge of how to learn language)
• cultural competence (includes sensitivity toward attitudes, norms, behaviors and
cultures in which the other language is spoken). The example of a detail language
policy in school can be seen on the appendix 1.
Furthermore, an exemplary teachers in schools that implement the
language policies should provide leadership, goodwill, and academic models for
students, advocating funding increases for ELD (English Language Development)
and bilingual instruction, working to configure classes and class sizes to the
benefit of the English learners, acting as lead or mentor teachers to help new
teachers meet the needs of the English learners, and developing a climate of
acceptance for linguistic and cultural diversity. Teachers can collaborate and share
resources to teach cooperatively, thus mutually increasing their expertise despite
cultural, linguistic, or philosophical differences.
What the teachers in a school have to do related with the language policy
at the school level to benefit English learners are:
- Ask for teacher assistants to help student who are making a transition to
English from primary-language instruction.
- Experts in ELD or primary language instruction should be given time to
assist other teachers.
- Negotiate so that ELD and primary language teacher are given an equal
share of mentoring and supervisory assistance.
- Vote that an equitable share of budgeted resources be available for
bilingual and multicultural instructional materials.
Because of the variety of the students in a school, sometimes a problem
caused by the difference of race, language, or culture happen. So, as intercultural
educators, the teachers have to show to the students that they do not let this to
happen by giving comment. One of the examples of comment that can be given is
“it surprises me to hear you express that kind of opinion”. It can show to the
students that derogatory sentiment is rejected.
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Besides solving the problems which happen because of the diversity of
culture, language, and race, the intercultural educators have also to do some
prevention. There are several ways proposed by Lynne (2008) to oppose racism at
school.
1. Expect leaders in the school to set an example of respect for the diversity.
The students usually imitate what is usually done by the school leaders or
teachers. So, if the teacher or the leaders at school who become the model
for the students do something that show their tendency to treat one culture
better than another, this behavior will also be imitated by the students.
2. Ask school staff (e.g. office personnel) to be equally courteous to all the
students and visitors. Besides students, the equality which is received by
the visitors who come to the school will also affect the students’ behavior
to appreciate the differences among them. if the students see that the
visitors who come from the same culture with them are treated differently
by the school staff, the students will feel that they are humiliated.
3. Do not use dress codes to discriminate against some subcultures while
allowing others to dress as they wish.
The rules including the dressing rule implemented for students at school
should be followed by all students without any exception. If the school
principle, teacher and other school staffs treat the students equally, it
minimizes the tendency of the problem caused by the difference of
students’ race, language, or culture.
Another policy that should be made by the school in order to benefit English
learners is the policy that can improve students’ academic achievement especially
in English. Students’ academic achievement becomes an essential thing to
promote the school. Schools attract community attention because of academic
achievement of the students. So, schools have to ask their students to join the
academic competitions especially outside school. In order to prepare the students
joining the academic competition, some schools establish an academic group in
which they can learn more intensively and can be taught by dedicated teacher.
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Schools can foster English Learners participation in academic extracurricular
activities through some ways.
1. Insists that the teachers who sponsor academically oriented extracurricular
activities receive extra pay.
By giving extra pay for the teacher, the teacher will feel responsible to the
academic extracurricular. It means, the teachers have to give their best to
the activity and to leads the students to get their success.
2. Arrange for the school to support students with funds to travel to
intellectual competition.
The success of the academic extracurricular is also determined by the
success of the students in winning the competition that they attend. The
success of the students in learning in the academic extracurricular will be
nothing if it is not compared with other students from the other schools.
So, the students need a great support from school to put them in the
competition. If the representatives of the school are able to win the
competition, it will promote the school in the society. In contrary, if the
school is not able to win it, the school will do such kind of reflection and
make a lot of improvement.
3. Ensure that teams competing for academic awards actively solicit
individuals from diverse cultural and linguistic background.
In choosing the representatives of the school to compete in the
competition, it is also necessary to choose the students from different
culture, so that the students will not think that certain culture is more
preferable than the others. In line with that consideration, if there are
awards in the school level that are dedicated to the students, it is important
to choose the students from different culture and linguistic background. So
that the students understand that all students from all races have a chance
in getting the awards.
4. Hold some intellectual activities such as contest at school level.
Intellectual activity such as seminar and contest held at the school level is
very important in improving the quality of the students especially their
ability in English. By conducting the contest the students have a chance to
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practice their English. Besides, they can also feel the atmosphere of the
competition which make them accustomed to show their ability in the
contest.
For example:
In Indonesia, many schools especially the schools that are well-known
have a group special for certain subject which is usually competed, such as
Science, Accountancy, Mathematics and English. In this group, the students that
have high achievement in those subjects are given additional lesson to deepen
their understanding and ability and broaden their knowledge about the subject. For
this reason, in order to be able to join the group, they are usually selected or they
have to pass certain score for the test prepared by the school. It is hoped that
through selection, the group can get the best students who are ready to be the
representative of the school in competition. Some schools has policy that the
students are only allowed to attend one subject group, so that they can concentrate
their mind for one subject which leads to the best achievement they got from the
subject group learning process.
SMA Negeri 1 Singaraja is one of the schools which have additional
subject group as what is explained previously. This group is usually called KSP
(Kelompok Siswa Penggemar). The learning process in the group is usually held
once until twice a week outside the school time. During the learning process the
students are assessed by the teacher and the score is put as their extracurricular
score in their report. For English group, the teacher emphasized the learning
material to the contest usually held, such as debate, storytelling, speech, etc.
Before joining the competition, the teacher usually hold a competition among the
member of the subject group to choose the best student to be the representative of
the school.
4. INVOLVING FAMILY IN POLICEMAKING
Encouraging family members to participate in school activities is vital.
Strong parent and family involvement is one factor that research has shown time
and time again to have positive effects on the academic achievement and school
attitudes (Ovando & Collier, 1998). Every society has its view of what kind of
Page| 8
family involvement in schools is effective and appropriate. In addition, each
school has its own version. Some schools want families to be involved only in
specific ways and at times determined by the staff. Other schools are run
completely by parents, who control curriculum selection and hiring and firing of
staff. In brief in can be said that either the schools are run by school staffs or
completely by parents, the involvement of parents in controlling or making policy
that benefit the learners is definitely necessary.
A Model of Home-School Relationship
Faltis (2001) provides a four-level sequence for home-school relationship based
on an earlier model proposed by Rasinski and Fredericks (1989). Although
teachers may not able to reach the highest level of parental involvement at a
particular school site, the model presents an overall view of the possibilities. This
reciprocal process is as follows.
No Level of Involvement Description of Activity
1 Teacher-parent
contact
The teacher learns about parents’ daily
experiences and initiates positive
home-school contact and dialogue by
chatting, making home visits, talking
with community workers, and
arranging for afterschool homework
help or tutoring to promote students’
success.
2 Sharing Information
in the home about
schooling
The teacher keeps the parents
informed about important of school
and community events and meetings,
changes in school schedules, help
available from community based
organizations and sources of academic
support, using such means as student-
produced newsletter, personal notes,
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telephone calls, and other notices.
3 Participation at home
and school
Parents, caregivers, and other
corcerned adults are welcomed and
encouraged to come to class and to
attend school meetings and social
events. Parents may linger in the
morning to watch reading and writing
take place or to see a little poetry
reading especially is it takes place in
the home language. Students may have
assigned to find out about their
families’ knowledge of planting,
banking, etc., that the teachers can find
a way to use and elaborate on in class.
4 Parental
empowerment in
curricular decisions
After the success of the previous three
levels, teachers support parents who
become involved as colleagues in
professional activities and decisions.
Some parents form advisory
committees, start community tutoring
centers and find multiple means to
influence school policy and support
academic learning outside the
classroom. The role of the teacher is
encouraging the work with parents to
make these possible.
Furthermore, Diaz and Rico provide several ways for educators to involve
Families in Schooling.
1. Providing Information
Page| 10
- Informally chat with family members as they pick up their child after
school.
- Use the telephone as an instrument.
- Videotape program for family.
- Provide handouts that describe programs available through the schools
- Send home notes for the family
2. Showcase English Learners
- Enters students in poetry, essay, or art contests or exhibits sponsored
by community or professional organizations.
- Offer to train students how to read aloud at libraries or children’s
centers.
3. Brings parents to school
- Encourage family members to come to class to make crafts with
students or to discuss culture, calligraphy or family history.
- Suggest specific ways family members can help to promote
achievement.
- Make meetings into social events, providing food and dramatic or
musical performances if time permits.
4. Workshop and Family Support Groups
- Hold workshops to construct home learning materials.
- Open a family learning center.
Teacher-Family Conference
Preparation for meetings with families enhances their chances of success.
The concerned teacher makes sure that scheduled times are convenient for
family members and prepares a portfolio of the students successes. The
conference might begin with a limited amount of small talk, especially if
there has been a recent notable family event. Then the teacher reviews the
Page| 11
student’s performance, using the portfolio or other evidence of student
work. Listening to family members helps the teacher to get a more
complete view of the child.
When parents and teachers meet in conference, they both bring with them
their own school experiences – what went right and what went wrong; they
are determinated for schooling to be different for the child they both care
about.
Example:
In Indonesia most of school has an association of students’ parents which
is usually known as Komite Sekolah or School Committee. It usually has
principles such the chief, its vice, secretary and also treasurer. The school’s
committee is usually involved by the school in making decision or policy, for
example, in solving the problems happened at school, deciding a additional lesson
for the students, etc. Besides, the conference between the parents and the teachers
at school is usually held periodically, especially in the beginning and in the end of
each semester.
Influencing Community Public Opinion
A supportive community offers a home for linguistic and cultural
diversity. Proactive publicity and public relations can represent English
learners as positive contributors in the community. Letters to the editor of a
local paper can serve as means to persuade the public to support the
instruction of English learners and also the teachers and other staff members
can influence community public opinion in several ways. Example: Congress
first considered declaring English the nation's official language in 1981, when
a constitutional English language amendment was introduced by Senator
Samuel Hayakawa. Its primary mission of making English the official
language of the United States, the lobbying arm also actively opposes
bilingual education and Puerto Rican statehood.
In the period between World War I and World War II was characterized by
generally negative attitudes toward languages, hostile treatment of language
Page| 12
minority groups, lack of interest in foreign language study, and explicit
assimilations school language policies. The summative effect of U.S. school
language policies in this period was rapid language erosion. With schools as
English-only environments, language minority children grew up feeling
ashamed of their native language, quickly replaced it with English, and found
themselves unable to speak to their grandparents, relatives, and sometimes
even their parents.
Civil rights legislation heightened public attention to many policies and
practices that were discriminatory to minorities in the U.S. In 1965, the
English literacy requirement for voting was abolished, thereby recognizing a
citizen's right to vote regardless of their level of English proficiency.
Exclusionary immigration quotas that limited immigration from certain parts
of the world, such as the Mediterranean and African countries, were relaxed
(1965). The performance of public schools in ensuring equal access to social
and economic life in the U.S. was questioned on the grounds that a
disproportionate number of language minority students were failing and/or
dropping out of school (Navarro, 1985; Paulston, 1978).
Influencing Legislation and Public Opinion
Why has the United States never designated an official language? A
common assumption is that we have been an essentially monolingual nation.
Because the vast majority of citizens spoke English as their native language,
or learned to speak English soon after immigrating here, there was no serious
competition from other tongues. Ethnic languages survived in private schools,
homes, churches, and clubs, but before the 1960s no one expected the
taxpayers to subsidize their maintenance. Without demands for bilingual
services, the language of government was not at issue. Therefore, there was no
need to consider language legislation.
State and national legislators are responsive to popular opinion as
expressed by letters of support and phone calls on controversial issue. It is
important for legislators to hear from professionals in the field. Bilingual
education and language issue often arouse strong emotions, perhaps because Page| 13
language policies affect the criteria set for success in the employment vital to
economic survival and success in the United States (Heath, 1983a). Example:
The United States Information and Cultural Exchange Act (Smith-Mundt Act)
established the programming mandate that still serves as the charter for U.S.
overseas information and established the framework for cultural and
educational exchange programs. It also supported Voice of America, a U.S.
organization that has broadcast news and information in numerous languages
around the world since 1942, under the auspices of the Office of International
Information at the Department of State (Fulbright-Hays Act, n.d.).
Influencing Federal Policies
Language policies – established via legislation, court decisions, executive
action, or other means – may 1) determine how languages are used in public,
2) abet the cultivation of language skills needed to meet national priorities, or
3) affirm and protect the rights of individuals or groups to learn, use, and
maintain languages. They may also deal with a government’s own language
use, e.g., by facilitating clear communication, guaranteeing due process,
fostering political participation, and/or providing access to public services.
The United States has never had a federal language policy. There is no federal
agency charged with coordinating decisions about language use or resources.
Yet it is impossible for the U.S. or any government to be neutral towards
language because governments necessarily make choices about which
language or languages to communicate in. These choices influence the value
of the linguistic capital of various groups in the population, especially
immigrants whose native language is not a primary language of the host
country. The same is true of the institutional contexts for work and school. In
the U.S., the dominance of English in government, industry, education, and
popular culture has made it the most important element in the construction of
national identity, both as a communicative instrument shared by members of
the nation and as a boundary marker affirming their distinction from others
(Zolberg and Long 1999).
Page| 14
In the history of the United States, decisions about subordinate languages
have sometimes been supportive and sometimes repressive. Federal funding
for innovative programs can greatly benefit English Learners. Federal funds
are available to design innovative programs that provide success for all
students. Public opinion and lobbying efforts play a large role in determining
the continuation of programs that benefit English Learners. Participating in
lobbying that supports these programs is a chance for teachers to use the
literacy they advocate. Example: Appropriations for FLAP (a policy in its own
right) have varied over the years from $10 million originally to $5 million
through the nineties with increases since 1998 to over $25 million at present,
thanks to the efforts of Senators Thad Cochran (R-MS) and Arlen Specter (R-
PA), working with JNCL/NCLIS to enlarge the program. The George W.
Bush Administration requested the program’s elimination each year until
2007, when it was incorporated into the President’s National Security
Initiative (NSLI). The program has been further shaped and refined, partially
by the language professionals who have been awarded FLAP grants, through
two subsequent reauthorizations of ESEA (the last being No Child Left
Behind in 2001).
The National Spirit
A national spirit is created in part by individuals who voice their opinions
freely. Controversial media figures also shape the national spirit. The
community must take steps to defuse the voices of demagogues by writing a
letter to national networks voicing opposition and distaste for racist
viewpoints. Educators who share the culture and language of the minority
communities have a natural function as community leaders. Example:
Deborah Schildkraut from his book entitled ‘Press "ONE" for English:
Language Policy, Public Opinion, and American Identity’ shows that people's
conceptions of American national identity play an integral role in shaping
their views. Using insights from American political thought and intellectual
history, she highlights several components of that identity and shows how they
are brought to bear on debates about language. Her analysis expands the range
Page| 15
of factors typically thought to explain attitudes in such policy areas,
emphasizing in particular the role that civic republicanism's call for active and
responsible citizenship plays in shaping opinion on language issues.
So, it can be said the community and the entire component on the government
have a big role and policies in support the English learner in united state. The
example, like: Appropriations for FLAP (a policy in its own right) have varied
over the years from $10 million originally to $5 million through the nineties with
increases since 1998 to over $25 million at present, thanks to the efforts of
Senators Thad Cochran (R-MS) and Arlen Specter (R-PA), working with
JNCL/NCLIS to enlarge the program. The George W. Bush Administration
requested the program’s elimination each year until 2007, when it was
incorporated into the President’s National Security Initiative (NSLI). The program
has been further shaped and refined, partially by the language professionals who
have been awarded FLAP grants, through two subsequent reauthorizations of
ESEA (the last being No Child Left Behind in 2001).
CONCLUSION
A policy is typically described as a principle or rule to guide decisions and
achieve rational outcome. Language Policy is highly relevant to scholars,
students, specialists and policy-makers working in the fields of applied linguistics,
language policy, sociolinguistics, and language teaching and learning. Language
policy is applied both in classroom and school environment. Beside that, The role
of the family in their children education at school is very important. Family
especially parents can also make a school policy that can benefit their children in
learning, although not all family realize it. In this case, the role of the school staffs
such as school principals and teachers to invite the family to care about their
children education. They have to be given information continuously about the
program or activities which have been or will be carried out by the school through
e-mail, web-site, conference, school magazine, etc. by having information about
the program carried out by the school, the family or parents are able to control,
monitor and evaluate its implementation. And the family is also able to make
policy which is needed based on the condition, needs and problem needed by the
Page| 16
students. Moreover, it also can be said that the community and the entire
component on the government have a big role and policies in support the English
learners.
REFERENCES:
Lvnne, T. Dias-Rico.2008. Strategies for Teaching English Learners.United
States of America. Pearson Education, Inc.
Shohamy, E.; K. King. 2009. Language Policy. Retrieved on January, 1, 2011.
http://www.springer.com/education+%26+language/linguistics/journal/
10993.
Spolsky, Bernard.2005.Language Policy. ISB4: Proceedings of the 4th
International Symposium on Bilingualism, ed. James Cohen, Kara T.
McAlister, Kellie Rolstad, and Jeff MacSwan, 2152-2164. Somerville,
MA: Cascadilla Press. Retrieved on January, 1, 2011.
www.lingref.com.
________.2010. Language policy of Harare International School.
http://www.hiszim.com/elementary_school/publications/Language_pol
icy.pdf. . Retrieved on January, 1, 2011.
_________2011. Sample Language Policy For a Primary School. http://www.bgfl.org. Retrieved on January, 13, 2011.
Appendix 1 : Sample Language Policy for a Primary School
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Language Policy for a Primary School
1. The intentions of the policy
This policy is intended to be read by teachers, staff, parents and governors of the
school, and also by advisers, inspectors, support staff and any staff from other
schools with whom we have links
2. How the policy was developed
In developing and writing this policy, the English Co-ordinator was allocated
regular non-contact time between September and November 2011.
The whole staffs were involved in meetings, phase and individual consultations,
prior to, during and after completion of the document.
The following people were also consulted:
A.N. Other, Adviser
A.N. Other, Literacy Consultant
The policy was written with reference to the following documentations and
guidances:
English in the National Curriculum
National Literacy Strategy
A language in Common: Assessing English as an Additional Language
Curriculum Guidance for the Foundation Stage
The National Framework for Baseline Assessment
Assessment for Learning
Time For Learning in the Primary Curriculum
Curriculum Guidance for Pupils Achieving Significantly Below Age-Related
Expectations
Target Setting and Assessment in the National Literacy Strategy
Teaching Speaking and Listening in Key Stages 1 and 2
Using Pupil Performance Information to Set Targets for School Improvement
Guidance on Teaching Able Children
Supporting Pupils with Special Educational Needs in the Literacy Hour
Guidance on the organisation of the National Literacy Strategy in Reception
Classes
Page| 18
Primary Schemes of Work
The general teaching requirements for inclusion, use of language and use of
information communication technology that apply across the programmes of
study.
3. How our school views language
Our school’s philosophy of language is that the teaching of English has a
crucial role to play in equipping learners with the language skills they need to
become effective members of their own communities, the world of work, and of
society in general.
4. Entitlement
We believe that our English curriculum reflects the benefits of our cultural and
linguistic diversity and provides learners with positive images through their
reading of literature.
Every learner in our school is entitled to an experience of English that
supports his/her development in areas of educational experience (particularly in
aesthetic and creative, human and social, and spiritual and technological areas).
All our pupils, irrespective of age, ability, gender and ethnic origin are entitled
to participate fully in, and benefit from a broad range of appropriate English
teaching and learning activities at every stage of their education. They are entitled
to experience success rather than failure from their English learning activities.
5. Attitudes and competencies to be developed
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The importance of English
English is a vital way of communicating in school, in public life and
internationally. Literature in English is rich and influential, reflecting the
experience of people from many countries and times.
In studying English pupils develop skills in speaking, listening, reading and
writing. It enables them to express themselves creatively and imaginatively and to
communicate with others effectively. Pupils learn to become enthusiastic and
critical readers of stories, poetry and drama as well as non-fiction and media
texts. The study of English helps pupils understand how language works by
looking at its patterns, structures and origins. Using this knowledge pupils can
choose and adapt what they say and write in different situations.
English in the National Curriculum 1999 p.14
By our own attitudes towards out pupils as language users, we endeavour to foster
within them respect for each other’s language. We do this by:
building on the successful language learning which pupils have already
accomplished in their own homes and communities
providing pupils with the best possible learning opportunities matched to their
individual needs
providing an apprenticeship approach to acquiring oral, reading and written
language in which “the adult represents the success the child seeks and yet
offers endless help”
maintaining a constant respect for the pupil’s language
enabling pupils to reflect on themselves as language users
6 Key experiences
We guarantee to provide the pupils of our school with the following key
experiences:
For all pupils:
access to a Book-Fair each term
the opportunity to purchase books from the school’s book club
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access to a range of fiction, non-fiction and multi-media based materials from
the school’s library and classroom stocks
access to texts from the School’s Library Service, through the Teacher Book
Loans
free access to choose, browse and read from a range of texts housed in an
attractive and welcoming class book and ICT area
access to a wide range of writing materials and implements, including ICT in
the class writing area, for self-motivated and teacher directed writing
access to a variety of radio, television, and ICT program(me)s including tapes
and CDs, to extend their language experiences
the opportunity to make a book (as a class, group or individual) for a know
audience every year and for the books to be displayed and read by the school
community and visitors
the opportunity to present writing in a variety of formats each year e.g. plays,
posters, information leaflets, menus, comic strips etc.
the opportunity to engage in whole class, guided, paired and individual
reading activities
the opportunity to visit the theatre at least once during Key Stage 1 and Key
Stage 2
the opportunity to engage in various forms of drama and role play as a tool for
learning and for presentation to a wider audience
For Key Stage 1
the opportunity to take part in a performance for parents and the wider
community
Special Educational Needs
Once identified, pupils with special educational needs in speaking and
listening, reading or writing will have their needs assessed and appropriate
action taken in line with the “Code of Practice” (see school’s Special Needs
Policy).
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7. Planning including Cross-Curricular Opportunities
Every learning experience is a literacy experience. We think through
language. We speak and listen through language. We read through language and
we write through language. Every aspect of our lives is governed by language.
Each curriculum area has its own specialised language, e.g. investigations
of a scientific or mathematical kind give opportunities for speaking and listening
in discussion, for planning, for making suggestions, asking questions and
reporting results. There are specific formats of reading and writing e.g. non-
chronological reports, explanations and instructions. History gives the
opportunity for developing research skills, chronological and story writing. Every
subject within the curriculum contains opportunities for speaking and listening,
reading and writing.
These opportunities are clearly identified within the NLS Medium Term
Planning and the school’s Curriculum Map. Clear links are made with the
schemes of work provided on the DfEE Standards Web Site. Guidance for
planning speaking and listening is taken from ‘Teaching speaking and listening in
Key stages 1 and 2’ (QCA 1999).
The teaching objectives in the Medium Term Planning are given detail in
the Short Term planning, showing how and what pupils will learn and also how
they will take ownership of that learning. It is in the Short Term Planning that
differentiation is evident.
Evaluation and assessment criteria are stated on the medium term
planning.
Year group and phase group planning ensures that pupils within each year
band experience similar activities. Whole school planning is monitored by the
Language Co-ordinator and the Head Teacher to ensure range, continuity,
progression, differentiation and entitlement.
8. Teaching styles
To enable access to the whole curriculum for every pupil, to cater for the variety
of learning styles within each class, and to ensure progression and reinforcement
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of skills and concepts throughout the year groups, we employ a variety of teaching
styles.
Literacy is a basic skill and is key to creativity, imagination and critical
thinking. We want our pupils to find learning exciting, compelling and
intrinsically worthwhile. Therefore, we use a variety of interactive teaching
and learning techniques so that pupils can respond successfully to their
learning.
We plan activities where pupils:
integrate prior and new knowledge
acquire and use a range of learning skills
solve problems individually and in groups
think carefully about their successes and failures
evaluate conflicting evidence and think critically
accept that learning involves uncertainty and difficulty
We use questions as a tool for learning. Effective questioning models how
learning evolves. Appropriately designed questions leads pupils from unsorted
knowledge to understanding, teaching pupils how to use them for effective
learning.
We use a wide variety of materials to enable every pupil to access the planned
learning experience and to achieve the planned teaching and learning
objectives.
We give pupils the opportunity to work in a variety of ways – whole class,
groups (of differing sizes and composition), as pairs and individuals,
according to their needs, the nature of the activity and the learning objectives.
We build pupils’ confidence and self-esteem, and enable them to become
effective language users by:
sharing teaching and learning objectives and clarifying expected outcomes
in a language that pupils can understand
teaching children to self-monitor
effective use of the plenary enabling children to demonstrate their
knowledge, understanding and process of learning orally as well as by
writing
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encouraging children to learn from and support one another, and to realise
that they do not all have to be at the same level or arrive at the same point
at the same time. There are many routes to the same destination.
positive and constructive oral and/or written feed-back
We create an environment where all children can make progress. We teach all
children and ensure that all children know this.
We enable pupils to develop written and spoken Standard English through the
model we set as teachers, and through sharing and providing good quality
reading and writing materials and texts.
9. Planning for progression and continuity
Teachers and Teaching Assistants work co-operatively to plan in phase groups
and year groups:
Foundation Stage – Nursery and YR
Key Stage 1 – Y1 and Y2
Key Stage 2 – Y3 and Y4
- Y5 and Y6
Formative and summative assessment is used to inform all planning. Individual
Education Plans (IEPs), planned and agreed with the SENCO are included in
Short Term planning.
The Literacy Co-ordinator is released for half-a-day each week in order to support
other class teachers. This support also includes evaluation and monitoring
through team teaching and observation.
10. Rules and routines
The school library is timetabled for class use.
The central English and literacy resources are labelled and housed in the
Resources Room. Staff are expected to remove the marker from the resource
and place it in the envelope marked with their name, which is situated on the
back of the door.
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Should there be a shortage of any materials, staff are expected to inform the
Literacy Co-ordinator
10a. Assessment
Assessment provides information about what a pupil knows, understands,
is able to do and where they go next. It is part of the teaching and learning
process, and as such is a part of everyday classroom practice. The majority of
assessments are part of a continuous process rather than a separate activity
requiring the use of extra tasks and tests.
On-going assessment is used to inform medium and short term plans and
thus highlight pupils’ strengths and areas for development.
We consider the following, when assessing a pupil’s progress:
the assessment technique must match the learning objectives and the activities
designed to meet them
key assessment opportunities must be included in the medium and short term
planning
we must be selective when deciding who and what to assess
we must be clear about what we are going to assess, i.e. we must identify the
key learning objectives (what we want the pupils to know, understand and be
able to do); outcomes of the lessons ( what the pupils will ‘produce’); and
assessment criteria ( how we will know whether the pupils have been
successful in achieving the learning objectives).
All records are updated at least once per term. Individual and group targets
are set and reviewed at least one each half term. Information from these sources
is then used to provide feed-back to children, to assist in refining target setting, to
feed into teaching plans and to inform parents.
At the end of the year these records are passed on to the next teacher.
10b Monitoring pupils’ progress
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Our school has a policy for marking and responding to pupils’ work (see
Assessment and Marking policy). The following forms the basis for the school’s
routines for marking pupils’ written English work:
response is made to content linked to the learning objective, first
marking is matched to individual pupil’s targets, age and ability
the pupils should clearly understand what the teacher is looking for
(assessment criteria). This helps them to focus on the kinds of things they
need to look for when they check/evaluate their own work
pupils and parents are informed that not all errors will necessarily be
corrected
at Key Stage 1, teachers mark selected spelling mistakes linked to spelling
targets. At Key Stage 2 errors are signalled rather than corrected
teachers read, or get pupils to read their work aloud with appropriate
expression, to help them to punctuate correctly
teachers aim to mark some work each week with the pupil
a written comment is frequently used and teachers should remember that the
audience for these comments will be wider than the pupil to whom it is
directed
teachers try to develop the pupil’s own response to a piece of work
teachers try to make constructive intervention e.g. by posing a question
10c. Assessing speaking and listening, reading and writing
Speaking and Listening
The levels of attainment for speaking and listening, together with the
exemplification videos produced by the School Curriculum and Assessment
Authority (SCAA) in 1995, provide the basis for ongoing assessments in the
classroom and summative judgements of levels achieved. The materials from the
Qualifications and Curriculum Authority (QCA) for supporting teacher
assessment in year 4 contain useful models for planning the assessment of
speaking and listening.
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We need to be clear about what is being assessed. It is not the accent, dialect,
length of contribution, opinion, confidence or leadership qualities. We assess:
the effectiveness of pupils’ talk and its adaptation to purpose, context and
audience
contributions to and within groups
clarity in communicating, including giving reasons, clear sequences of
ideas and appropriate use of Standard English
We make the assessment criteria clear to all pupils.
We collect evidence in all subjects. For example, during the shared part of the
Literacy Hour a Teaching Assistant could be assigned to focus on two or three
children making notes of their specific contributions and detailing how well
they listen. Or, pupils could be asked to give instructions during a geography,
design and technology or science lesson, and the criteria would relate to the
brevity and clarity of the wording, the sequence in which the instructions are
given, and the choice of appropriate vocabulary to convey the technical
information.
Evidence takes the form of:
notes made by the teacher and/or Teaching Assistant(s)
notes made by the children in talk logs, group observations, notes for
argument, discussion and presentation, and reflection on them
some taped work e.g. on video or cassette tape
We collect evidence in specific drama and role play activities, class, group,
paired and individual work.
We collect evidence when it is recognized as excellent or significant for a
pupil.
We focus on two or three children each week.
We use objectives for whole class monitoring.
We integrate speaking and listening assessment into other records.
Reading
Assessment can take place whenever pupils are engaged in reading activities and
whatever type of text is being read. A note is made of anything the pupil does
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which is new or significant to their learning, and/or anything which requires
teaching.
Role play and early readers have individual reading conferences weekly. As
children begin to read they have a running reading record once a week. As
children become established readers individual reading conferences will take
place once every half term. These assessments can take place during guided
reading time.
Individual and guided reading sessions provide the main opportunities for
monitoring pupils’ progress and achievements in reading and for setting targets
for future teaching. Monitoring involves both pupil reading and discussion. Note
is made of:
evidence that the pupil has early concepts of print – e.g. orientation of book,
that print is read
reading strategies that the pupil uses – the pupil should use a range of
strategies to decode unknown words e.g. graphic, phonic, contextual
level and sophistication of understanding – literal, inference and deduction
confidence and independence
response to book
fluency
intonation and expression
awareness of audience
attitude to reading
A written record is made of every individual reading conference and for pupils
with whom the teacher works during guided reading sessions. These on-going
records are summarised onto the Positive Statement Banks at the end of each half
term. Each highlighted statement is dated, showing what the pupil can do without
support. The statements that are not highlighted indicate the areas for
development. The Statement Banks form the basis of reports to parents and are
also passed onto the next teacher, along with the list of books read.
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As soon as pupils are able they should keep their own reading logs. All pupils in
Y5 and Y6 should keep their own reading logs. These supplement individual
reading records and may form the basis of teacher/pupil discussions.
A National Currriculum level is awarded to each pupil in the Summer
Term of Y2 and Y6 and is reported to parents with the End of Key Stage
Task/Test Levels.
In each of the other years, statements should read that pupils are working
within a level with these focussed targets having been achieved, and the following
targets for development. REMEMBER IT TAKES TWO YEARS TO ACHIEVE
A LEVEL.
Writing
Each teacher keeps (or makes a photocopy of) one sample of writing
towards the end of each half term, linked to one of the key writing focuses for
assessment. The key writing focuses for assessment are taken from the teaching
objectives in the National Literacy Strategy. Across the year there must be a
balance between fiction and non-fiction, and between the various genres and text
types. The non-fiction samples of writing should have links to the cross-
curricular schemes of work being studied within that half term.
Each sample is annotated to provide a cumulative record and may include
comments on the pupil’s:
effective communication
confidence as a writer
independence
persistence
writing preferences
approach to editing and re-drafting
Comments should also be made on:
accuracy of spelling – common sight words, visual patterns, self corrections
vocabulary choices
punctuation
appropriate grammatical construction
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paragraphing
audience and purpose
handwriting skills
Spelling is assessed in the course of children’s writing linked to individual and
group targets.
A National Currriculum level is awarded to each pupil in the Summer Term of Y2
and Y6 and is reported to parents with the End of Key Stage Task/Test Levels.
In each of the other years, statements should read that pupils are working within a
level with these focussed targets having been achieved, and the following targets
for development. REMEMBER IT TAKES TWO YEARS TO ACHIEVE A
LEVEL.
In order to standardise assessments across the school, one staff meeting in each
term is assigned for moderation of samples, with a mixture of teachers from
across the school moderating one sample of work from various year groups.
For reference and support staff have access to ‘Assessment and Achievement –
English, Mathematics and Science Exemplification Materials to Support
Consistency in Teacher Assessment at Key Stages 1 & 2’ Birmingham Advisory
& Support Service.
11. Links with parents
Parents are asked to share home reading books with children at least twice a week
and to write appropriate comments in the home reading diary. Teachers monitor
these diaries and respond in writing once a week.
There is regular support for parents in parental workshops. Parents are given a
booklet on how they can support their child’s development of language and
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literacy, including strategies for supporting the learning of spelling and how to
help their children with handwriting.
12. Resources
The criteria for selecting and buying resources is matched to the demands of the
National Curriculum, the National Literacy Strategy and the needs of the pupils
and staff at the time of purchase. In addition we try to ensure value for money,
that materials are free from bias - racial, cultural and gender, and that they reflect
our policy on inclusion.
A list of resources is included in the appendices.
13. List of Contacts
A list of important contact is included in the appendices
14. Targets for Development
Targets for development are included in the Audit and School Development Plan
15. Evaluation of Policy
This policy will be reviewed by teaching and classroom support staff six months
from its date of implementation. The following criteria will be used to measure
its success:
How has the quality of children’s learning been enhanced/improved?
How has the quality of teaching been improved?
Can we identify a range of teaching and learning styles in each classroom?
Are staff and pupils following routines and rules?
Is there clear evidence of assessment informing planning?
Do pupils know what they are learning and why?
Has any part of the policy been difficult to implement, or been ignored?
Signed by:Literacy Co-ordinator___________________________________________
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Head Teacher ________________________________________________
Literacy Governor______________________________________________
Date of implementation _________________________________________
Date for review________________________________________________
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