THE AISC LANGUAGE POLICY. Spanish. English. French. Greek

THE AISC LANGUAGE Spanish POLICY English Greek French THE AMERICAN INTERNATIONAL SCHOOL IN CYPRUS The AISC Language Policy Language and Learni...
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THE AISC

LANGUAGE

Spanish

POLICY

English Greek

French

THE AMERICAN INTERNATIONAL SCHOOL IN CYPRUS

The AISC Language Policy Language and Learning at AISC

The AISC Language Policy Language and Learning at AISC The AISC Language and Learning Policy communicates our school’s beliefs, language program and pedagogy and practice for how languages are valued, taught, acquired and encouraged across our school learning community. Our Language Policy shapes our admissions policies and teaching practices and provides a framework for how our school supports our internationally-minded community of learners, our school’s guiding statements and the IB Learner Profile. Our Mission: The American International School in Cyprus inspires students to become enthusiastic lifelong learners who value integrity, cultural diversity, and the pursuit of excellence. Using an American and international curriculum, our qualified professionals work with the school community to prepare students to be creative, critical thinkers, and socially responsible world citizens. We believe: • Everyone must be valued as a unique individual. • Everyone deserves an education that respects his or her differences. • Understanding and appreciation of diversity are critical to peace and harmony. • The development of all aspects of the individual is essential. • Critical thinking and problem solving are vital in a changing world. • Participation in activities and service learning fosters a sense of self-worth, community, and school ethos. • Technology must be an integral part of the education process. • Learning must be a life-long process for everyone. • Everyone is entitled to have his/her opinion heard and considered. • At AISC, everyone has a right to safety, love and learning.

Our Beliefs about the Role of Language at AISC

At AISC, we believe

the role of language is valued as essential to developing critical

thinking, the cultivation of intercultural awareness and global citizenship. “Each culture and its language are entwined as a unique way of knowing and relating to the world,” (Patrick Dodson, 2010).

At AISC, we believe that by learning other languages, we open ourselves to learning about others and differences in ways that enable deep levels of understanding that contributes to global citizenship. The diverse multilingual, multicultural and multi-modal attributes of learners are resources for further learning and for the development of critical literacy (Language and Learning in IB Programs). 1

At AISC, we believe

reflections on the different perceptions of another culture and its

language enable us to reflect on our own culture and the assumptions within it. In taking a different perspective, language learners of any age or disposition can be brought to a greater critical awareness of themselves and others and thereby become more adequately educated for an international world (Byram, 2008).

At AISC, we believe in encouraging and supporting students to the extent possible to study their mother tongue language and at least one other language. It is recognized that across the AISC community all teachers are teachers of language with responsibility for facilitating communication in its various forms.

At AISC, we believe in differentiating and scaffolding our teaching to support multilingual students in their construction of knowledge in a language that may not be their mother tongue.

Why We Feel it is Important to Have a Language Policy With more than 40 nationalities and 30 mother tongue languages across the AISC community, our school strives to inspire students to be culturally aware and to demonstrate a respect for multilingualism and diverse ways of thinking. Many of our students are constructing knowledge in a language that is not their mother tongue. We feel it is important to have a language policy because it keeps everyone focused on the priority of promoting inter-cultural understanding. A Language Policy reminds our community that we have a great appreciation for students who learn and communicate in more than one language. At AISC, we strive to guarantee equal access to our English curriculum, encourage and support mother-tongue development and offer as many additional languages as possible for all learners and community members. We feel it is essential to have a language policy because language learning is a complex process. Learning languages encompasses basic communication skills as well as the ability to acquire academic and cultural knowledge. Cummins (1980) makes the distinction between language used for basic interaction, otherwise known as Basic Interpersonal Communication Skills (BICS), and language used for academic purposes, also known as Cognitive Academic Language Proficiency (CALP). It is important for all members of the AISC school community to know that the ability to demonstrate academic competence in a new language at a level commensurate of that with native speakers requires substantial time and educational support. It takes 3-5 years to develop oral proficiency in a new language and 4-7 years to reach proficiency in an academic language to support learning (Policy Reports, University of California Linguistic Minority Research Institute, UC Berkeley, by Kenji Hakuta, 2000). Because AISC’s lingua franca or language of instruction is English, we have designed a framework that we believe supports our students’ language acquisition. Our first step toward supporting multilingual students is to value differentiated and scaffolded instruction in all classes across all subject areas and divisions to support learning. Differentiation and scaffolding are critical for the success of those students who study in a language other than their mother tongue. We view the ongoing language development for AISC students as a responsibility for all students, teachers and parents’ understanding that multiple factors influence the rate of language acquisition, such as an individual’s educational background, cognitive ability, first language literacy level, learning styles, motivation and personality.

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For students identified as needing additional or intervention English language support, referred to as English Language Learners (ELL), specialist teachers teach a school-designed program that provides intensive support as well as individualized attention for students’ eventual successful participation in the mainstream academic classes.

Our Admissions Procedures English is the academic language of instruction at AISC. Admission’s assessments, placement decisions and individually designed ELL support are made to ensure that every student can access the curriculum delivered in English and be prepared to meet the academic demands of the American Diploma high school requirements and/or IB courses and programs in Grades 11 and 12. Grades 6-12 students in need of ELL support and services are identified by assessments and screening that takes place at the time of admissions. For elementary students (KG-Grade 5), ELL assessments take place within the first four weeks of each school year. Results of the assessments will determine grade placement and the amount of ELL support and services required. While an emphasis is placed on learning English in the mainstream classroom context through differentiated instruction, beginning or early intermediate ELL students will benefit from a “sheltered” and/or “inclusive” program where the ELL specialist teacher supports the student and teacher in and outside of the regular classroom setting.

Our English Language Learning (ELL) Program Our English language screening assessments are based on the Language Assessment Scale called LAS Links Proficiency Level Descriptors, describing 5 levels of English language proficiency: Beginning (1) Early Intermediate (2) Intermediate (3) Proficient (4) Above Proficient (5) Our testing assesses four literacy domains: speaking, listening, reading and writing. Testing all four areas provides a holistic evaluation of a student’s English proficiency. “The LAS Links provides reliable English language proficiency results to make critical instructional decisions. It allows schools to measure student growth from year to year and between grades. It measures social and academic skills for a comprehensive view of language abilities and accurately and reliably meets the needs of all English Language Learners” (CTB/McGraw-Hill). At AISC, the ELL assessments are conducted in grade bands of: K-1, 2-3, 4-5, 6-8 and 9-12.

How Do We Provide ELL Services? ELL services are provided within the school day. In the middle and high school, our Level I & II students are removed from the English literature classes, and a sheltered English class is provided. Further support periods are offered in core classes as needed based on the student’s level. Benchmark assessments are given throughout the year. At the start of the new academic year, if the student assesses at a Level III, the student moves to the English Literature class and inclusion support is offered. 3

In the elementary school, our students who are beginning to speak English (Levels I & II) are provided ELL instruction during the Greek block. Greek native speakers, who are at a Level I in English, must take intensive (survival) English in the first 8 weeks of school. Students will be removed from Greek during this time. The Greek teachers will provide each family with the Greek curriculum that will be covered during the eight weeks. Families are asked to provide support by following the eight week curriculum at home. Additionally, we ask that the student attends one after school tutorial per week with the Greek teacher to maintain the child’s mother tongue during this time. After eight weeks the student will return to the Greek native language class so his/her mother tongue is supported and English language support will be offered during a different class time. Non Greek/Non English speakers will be removed from Greek as a second language class until the student reaches a Level III in English. Once the student meets Level III in English the student will start taking Greek as a Second Language and ELL services and support will be offered during another time in the mainstreamed day. Every ELL student has a targeted individualized program. The individualized program is designed by the ELL specialist in collaboration with the classroom teacher and parents and is documented in the form of an English Language Learning Plan (ELLP). ELLPs are designed by the end of September based on the students’ current language level and individual needs. ELLPs remain flexible during the year, and all benchmark assessments are recorded and used for instructional planning. Any changes in instruction or services are communicated to the parents promptly and placed on the ELLP for documentation purposes.

ELL Placement & Services Grade placement and service policies are implemented for English language learners. It is important to note that all services provided begin with the viewpoint that ELL students require the academic and personal socialization they receive from the mainstream classroom. All efforts are made to support the ELL student with basic interpersonal communicative skills (BICS) and discrete skills, so he/she can transition to cognitive academic language proficiency (CALP) with the end goal of being fully mainstreamed and developing critical thinking skills in the language that is not their mother tongue. Our decision in placing students at a particular grade level has the student’s best interest at heart.

Elementary Grades KG5-5 Level 1 (Beginner):

Student is placed in grade level applied with a minimum of 4-10 ELL classes (sheltered and inclusion) per week.

Level 2 (Early Intermediate):

Student is placed in grade level applied with 4-10 ELL classes (sheltered and inclusion) per week.

Level 3 (Intermediate):

Student is placed in grade level applied with 1-4 ELL classes (sheltered and inclusion) per week. The number of classes remains at the discretion of the classroom teacher and the ELL teacher.

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Level 4 (Proficient):

Student is placed in grade level applied for in the mainstream class. 1-4 ELL classes (sheltered and inclusion) per week may be considered if the student is experiencing difficulties in any given area.

Level 5 (Above Proficient):

Student is placed in grade level applied for in the mainstream class.

Reminder: For non-Greek speakers, ELL classes will take place during the Greek as a Second Language block. For Greek mother tongue speakers who are assessed at a Level I in English, the learner will not attend Greek for the first eight weeks of school in order to acquire basic interpersonal language skills which will help the learner acclimatize to the English instructional program and the school. After eight weeks, the learner will return to Greek native language classes to continue mother tongue development.

Middle and High School Grades 6-12 For students applying to grade 6: Level 1 (Beginner):

Student is placed in grade 6, and must attend sheltered English in place of the English Literature class. Further English language support may be offered during the language block (in lieu of Spanish, French or Greek). ELL modifications and/or accommodations are designed by the ELL teacher and supported by all classroom teachers.

Level 2 (Early Intermediate):

Student is placed in grade 6, and must attend sheltered English in place of the English Literature class. Further English language support may be offered during the language block (in lieu of Spanish, French or Greek). ELL modifications and/or accommodations are designed by the ELL teacher and supported by all classroom teachers.

Level 3 (Intermediate):

Student is placed in grade 6, and will attend the mainstream English Literature class. ELL modifications and/or accommodations are designed by the ELL teacher and supported by all classroom teachers. 6-8 ELL “inclusion support periods” per schedule cycle will be required in the classes identified as needing support.

Level 4 (Proficient):

Student is placed in grade 6 with 3-6 ELL “inclusion periods” per schedule cycle.

Level 5 (Above Proficient):

Student is placed in the grade 6 mainstreamed classroom.

For students applying to grade 7: Level 1 (Beginner):

Student is placed in grade 6, and must attend sheltered English in place of the English Literature class. Further English language support may be offered during the language block (in lieu of Spanish, French or Greek). ELL modifications and/or accommodations are designed by the ELL teacher and supported by all classroom teachers. 5

Level 2 (Early Intermediate):

Student is placed in grade 7, and must attend sheltered English in place of the English Literature class. Further English language support may be offered during the language block (in lieu of Spanish, French or Greek). ELL modifications and/or accommodations are designed by the ELL teacher and supported by all classroom teachers.

Level 3 (Intermediate):

Student is placed in grade 7, and will attend the mainstream English Literature class. ELL modifications and/or accommodations are designed by the ELL teacher and supported by all classroom teachers. 6-8 ELL “inclusion support periods” per schedule cycle will be required in the classes identified as needing support.

Level 4 (Proficient):

Student is placed in grade 7, with 3-6 ELL “inclusion periods” per schedule cycle

Level 5 (Above Proficient):

Student is placed in the grade 7 mainstreamed classroom

For students applying to Grade 8: Level 1 (Beginner):

Option 1) The student is placed in grade 7, and must attend sheltered English in place of the English Literature class. Further English language support may be offered during the language block (in lieu of Spanish, French or Greek). ELL modifications and/or accommodations are designed by the ELL teacher and supported by all classroom teachers. Alternative Option) The student is placed in Grade 8, in an intensive English language curriculum replacing 4 courses: English Literature, Social Studies, Science and Foreign Languages by a specialized ELL teacher. Students will participate in mainstream Math, PE, IT, and elective classes. Students will receive a grade or a P/F (Pass/Fail) for the mainstream courses they attend. The duration of time spent in the intensive English language curriculum course will depend on the progress of each student and will be formally assessed at the end of each semester. Final placement decisions for either option 1 or the alternative option are made by the school director.

Level 2 (Early Intermediate):

Option 1) The student is placed in grade 7, and must attend sheltered English in place of the English Literature class. Further English language support may be offered during the language block (in lieu of Spanish, French or Greek). ELL modifications and/or accommodations are designed by the ELL teacher and supported by all classroom teachers. Alternative Option) The student is placed in Grade 8, and an intensive English language curriculum replaces 4 courses: English Literature, Social Studies, Science and Foreign Languages by a specialized ELL teacher. Students will participate in mainstream Math, PE, IT, and elective classes. Students will receive a grade or a P/F (Pass/Fail) for the mainstream courses they attend. The duration of time spent in the intensive English language curriculum course will depend on the progress of each student and will be formally assessed at the end of each semester. 6

Final placement decisions for either option 1 or the alternative option are made by the school director. Level 3 (Intermediate):

Student is placed in grade 8, and will attend the mainstream English Literature class. ELL modifications and/or accommodations are designed by the ELL teacher and supported by all classroom teachers. 6-8 ELL “inclusion support periods” per schedule cycle will be required in the classes identified as needing support.

Level 4 (Proficient):

Student is placed in grade 8 with 3 ELL “inclusion periods” per cycle.

Level 5 (Above Proficient):

Student is placed in grade 8 mainstream classes.

For students applying to Grade 9: Level 1 (Beginner):

Option 1) Admission denied Alternative Option) The student is placed in Grade 9, and an intensive English language curriculum replaces 4 courses: English Literature, Social Studies, Science and Foreign Languages by a specialized ELL teacher. Students will participate in mainstream Math, PE, IT, and elective classes if possible. Students will receive a grade or a P/F (Pass/Fail) for the mainstream courses they attend. The duration of time spent in the intensive English language curriculum course will depend on the progress of each student and will be formally assessed at the end of each semester. Final placement decisions for either option 1 or the alternative option are made by the school director.

Level 2 (Early Intermediate):

Option 1) Admission denied Alternative Option) The student is placed in Grade 9, and an intensive English language curriculum replaces 4 courses: English Literature, Social Studies, Science and Foreign Languages by a specialized ELL teacher. Students will participate in mainstream Math, PE, IT, and elective classes. Students will receive a grade or a P/F (Pass/Fail) for the mainstream courses they attend. The duration of time spent in the intensive English language curriculum course will depend on the progress of each student and will be formally assessed at the end of each semester. Final placement decisions for either option 1 or the alternative option are made by the school director.

Level 3 (Intermediate):

1) Admission denied Alternative Option) The student is placed in Grade 9, and an intensive English language curriculum replaces 3 courses: English Literature, Social Studies and Foreign Languages by a specialized ELL teacher. Students will participate in the mainstream Math, Science, PE, IT, and elective classes. Students will receive a regular grade for the mainstream courses they attend. Students will be provided with 7

accommodations but no modifications to the regular program. The duration of time spent in the intensive English language curriculum course will depend on the progress of each student and will be formally assessed at the end of each semester. Final placement decisions for either option 1 or the alternative option are made by the school director. Level 4 (Proficient):

Student placed in grade 9, with 3 ELL subject support classes per cycle.

Level 5 (Above Proficient):

Student is placed in the grade 9 mainstreamed classroom.

For students applying to Grade 10: Level 1 (Beginner):

Option 1) Admission denied Alternative Option) The student is placed in Grade 10, and an intensive English language curriculum replaces 4 courses: English Literature, Social Studies, Science and Foreign Languages by a specialized ELL teacher. Students will participate in mainstream Math, PE, IT, and elective classes if possible. Students will receive a grade or a P/F (Pass/Fail) for the mainstream courses they attend. The duration of time spent in the intensive English language curriculum course will depend on the progress of each student and will be formally assessed at the end of each semester. Final placement decisions for either option 1 or the alternative option are made by the school director.

Level 2 (Early Intermediate):

Option 1) Admission denied Alternative Option) The student is placed in Grade 10, and an intensive English language curriculum replaces 4 courses: English Literature, Social Studies, Science and Foreign Languages by a specialized ELL teacher. Students will participate in mainstream Math, PE, IT, and elective classes. Students will receive a grade or a P/F (Pass/Fail) for the mainstream courses they attend. The duration of time spent in the intensive English language curriculum course will depend on the progress of each student and will be formally assessed at the end of each semester. Final placement decisions for either option 1 or the alternative option are made by the school director.

Level 3 (Intermediate):

Option1) Admission denied Alternative Option) The student is placed in Grade 10, and an intensive English language curriculum replaces 3 courses: English Literature, Social Studies and Foreign Languages by a specialized ELL teacher. Students will participate in the mainstream Math, Science, PE, IT, and elective classes. Students will receive a regular grade for the mainstream courses they attend. Students will be provided with accommodations but no modifications to the regular program. The duration of time spent in the intensive English language curriculum 8

course will depend on the progress of each student and will be formally assessed at the end of each semester. Final placement decisions for either option 1 or the alternative option are made by the school director. Level 4 (Proficient):

Student placed in grade 10, with 3 ELL subject support classes per cycle.

Level 5 (Above Proficient):

Student is placed in the grade 10 mainstreamed classroom.

For students applying to Grade 11 or 12: Level 1 (Beginner):

Admission may be denied

Level 2 (Early Intermediate): Admission may be denied Level 3 (Intermediate): Level 4 (Proficient): Level 5 (Above Proficient):

Admission may be denied Student in placed in the grade 11 or 12 mainstreamed classroom, ELL support available as needed. Student is placed in the grade 11 or 12 mainstreamed classroom.

ELL Definitions *Sheltered English: A separate English class to support English language proficiency levels 1-3. This class is very small, and instruction is individualized to meet the specific needs of the ELL student. Discrete language skills are taught as are basic interpersonal communicative skills (BICS). Literacy and art of language are later introduced as well as academic language proficiency skills connected to students’ core classes. Individualized English Language Learning Plans (ELLPs) are created to set goals to maximize learning. •

In Elementary School sheltered English classes are generally scheduled during the Greek for native/foreign language classes. Classes may also be scheduled during other class periods, such as the literacy block, depending on the needs of the student. Each ELL class is 45 minutes in duration.



In Middle School the sheltered English classes are scheduled during the English literature class, in place of the regular English class. *Sheltered English classes are subject to an extra tuition rate clearly indicated on the school’s annual tuition schedule published on the website and distributed during the admissions visit.

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*Inclusion support: An ELL teacher goes into the regular classroom and provides one-to-one support within the regular program to support a students’ cognitive academic language proficiency (CALP). The teacher may modify the curriculum and assessment up to a Level 3 student. *Inclusion support classes are subject to an extra tuition rate clearly indicated on the school’s annual tuition schedule published on the website and distributed during the admissions visit. *Intensive English Language Curriculum Course (for Grades 8/9/10): Students are pulled out of the mainstream classes and placed in a small group setting and are provided intensive English instruction (discrete skills, basic interpersonal communicative skills, literacy and the art of language and cognitive academic language proficiency) for a short time period for eventual mainstream placement. This program could last one semester or one year or more. *The Intensive English Language Curriculum Course is subject to an extra tuition rate as indicated on the school’s annual tuition schedule published on the website and distributed during the admissions visit. Per cycle: pertains to middle and high school students and means per 10 days on the AISC schedule. Per week: pertains to elementary students and is the period of time over 5 days in a week. Mainstream Classroom: pertains to the regular classroom where the differentiated and scaffolded learning takes place for all the students.

Communication between ELL Teachers and Classroom Teachers ELL teachers work with the faculty to ensure that all teachers fully understand the needs of the ELL students enrolled under their care. ELL teachers distribute to the appropriate classroom teachers information about the students they are working with and their applicable levels of English language proficiency. The classroom teachers and the ELL teachers work together in partnership setting goals and targets and agreeing on instructional practices and decisions to meet the needs of each ELL student. Together, they monitor and adjust the ELLP and/or call a meeting with the parent as needed.

Collaborative Planning and Student Study Teams Collaborative professional planning and meetings to discuss student growth is a common practice at AISC. All teachers have set times built into their 10 day schedule cycle for both types of meetings. During these prescheduled meetings, teachers determine where their subjects and units naturally link and where there are opportunities for interdisciplinary planning, discuss students and share best pedagogical practices and strategies and moderate assessments together. ELL specialists discuss ways to differentiate and scaffold student learning and are used as resources for professional development for every teacher.

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Modified or Accommodated Teaching, Standards and Assessments All K-12 ELL students will receive differentiated instruction as needed. For students in grades 6-8 working at an English language proficiency Level 1-3, teachers will create a modified program as necessary. The report card grade will clearly indicate that the grade was “modified.” The comment will also indicate that different assessment criteria have been used to assess the student’s understanding. Once the student is identified as no longer needing ELL support, the modified assessment will no longer be applied. AISC may modify a program for a student in middle school at a Level 4 or 5, or for any students starting from grade 9 until grade 12 – if they are in the alternative English Language Program due to their emergent English language level. Modifications must be approved by the school director, and a Pass/Fail (P/F) may be allocated on the child’s report card, and the GPA for the modified class may not be calculated. All instructional accommodations and any modifications for ELL learners will be documented on their ELLP and agreed upon and signed by all teachers.

Leaving the ELL Program – AISC Exit Criteria We assess each student’s English language proficiency regularly by conducting LAS Links benchmark testing throughout the year. We also collect a wide range of data including student work samples, projects and reading levels. Each student will exit the ELL program based upon a variety of assessments and criteria, including input from the child’s parents. This holistic approach culminates in an exit decision being made that includes the ELL teacher, classroom teachers, principal and as needed, the school director.

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Description of All the Language Programs Offered at AISC Provided below are brief descriptions of the language programs offered at AISC. For more in-depth review, you may go to: http://aisc-cy-public.rubiconatlas.org/Atlas/Authentication/View/PublicLogin and enter the password: inspire Our Rubicon Atlas curriculum database will enable you to learn more about our conceptual-based curriculum model across our school. Every course taught at AISC Grades 6-12 is outlined in the Rubicon Atlas database. The elementary KG-5 Literacy units are uploaded as a word PDF.

Additionally, our course description guide is updated each year and is available on our website: www.aisc.ac.cy and our IB courses and units and how we teach the IB language Group 1 and Group 2 courses are clearly outlined in the IB Handbook for parents and students http://www.aisc.ac.cy/en/educational-programs/academic-program-ib

English Program English Language Arts Program for the Elementary School, KG4 – Grade 5

The elementary school follows the Balanced Literacy Approach (Fountas & Pinnell) to deliver differentiated literacy instruction. Balanced Literacy is the teaching of reading and writing in a developmentally appropriate way in which instruction is balanced with student time to practice daily reading and writing independently. Teachers use the “Optimal Model of Instruction” (model, guided practice, independent practice all with a gradual release of responsibility from teacher to student) to teach mini-lessons in reading, writing, and word-work (spelling and vocabulary). Students then have a 20-40 minute time slot to engage in purposeful reading and writing activities of their choice, which allows for differentiation and scaffolded instruction. While students read and write, teachers are able to conduct guided reading and writing sessions with small groups and individuals in the classroom, focusing on individual skills deficits and enrichment activities. Elementary teachers at AISC assess students using the DRA (Direct Reading Assessment), 6 Traits Writing Rubrics and Ganske’s Developmental Spelling Assessment.

English Language and Literature for the Middle School, Grades 6-8

The middle school English curriculum is based on the Virginia State Standards. The English programs are designed to produce confident, accurate and creative writers, listeners, readers and speakers. Students are progressively introduced to more demanding writing, reading and speaking tasks to develop their skills at age-appropriate levels. Students are encouraged to develop a genuine appreciation of literature and to gain confidence in using language in many different contexts and for many different purposes. Reading assumes a central role in all the middle school English programs, and students continue having regular library visits. Class libraries, Sustained Uninterrupted Reading for Fun (SURF) sessions, formal library database induction, and class reading activities all help introduce our students to the centrality of reading as an enjoyable in-school and at-home activity. As students progress through the program, individual reading assignments and a wide reading of literature become essential elements of student performance. Oral work in English focuses on developing students’ confidence and ability to express themselves creatively and effectively in many formal and informal contexts. Individual and group work is important in building students’ versatility and skill in oral expression. Students receive positive feedback and opportunities to explore particular talents such as debating, performance, role-play and “public” text reading.

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Writing is a major focus for middle school students. All students are introduced to a comprehensive range of writing skills and text types. The use of IT and computers in developing editing skills is taught. Students are taught to see writing as a process. The middle school speech and debate course is designed to provide students with an introduction to the skills of speech writing, speech delivery and debate. Students will listen to and analyze a number of speeches and debates within a variety of historical contexts and will use speaking skills and strategies appropriately to communicate with different audiences for an array of purposes. Students will also reflect on and identify their strengths as listeners and speakers to determine strategies they find most helpful in a variety of oral communication situations. Students will research and write their own speeches based on a subject that they are passionate about, using established speech conventions and will conduct research in order to present and defend a variety of topics within a structured debate format.

English Language and Literature for the High School, Grades 9-12

Students in grade 9 will study selected novels, plays, short stories, poetry, nonfiction and film, and will respond to the ideas presented in the literature in a variety of assignments, essays, oral presentations, poems, creative writing and research projects. Emphasis is placed on the process of writing and speaking clearly, effectively and accurately. Students will be required to use library resources effectively and to keep a reading journal and a writing portfolio. Students in grade 10 study Shakespeare, 20th century American novels, poetry, short stories and a film text. An emphasis is placed on analysis of narrative techniques and the social and historical background of text production and interpretation. Students are assessed using IB style criteria, rubrics, and consistent feedback is regularly provided with assessment guidelines for written and oral activities. Students in Grade 10 also complete a major research project, The Grade 10 Writing Project, is excellent preparation for the Extended Essay in the IB and for the Senior Writing Project which is an American Diploma graduation requirement. In Grades 11 and 12, AISC offers IB English literature at either standard or higher levels and for the American Diploma students. The two-year IB English literature course focuses exclusively on literature and is an academically based pre-university course designed to develop students’ analytical skills and to increase their formal writing and speaking skills in relation to literary analysis. Students must read extensively and prepare individual assignments (externally-assessed). Students produce an individual oral presentation on a text (internally-assessed and a written assessment externally assessed) in the first year of study. Two formal examination papers are conducted under IB regulations at the end of the second year. IB English Language A objectives (Literature course) include: • • • • • •

Developing students’ powers of expression, both in oral and written communication, and providing the opportunity of practicing and developing the skills involved in writing and speaking in a variety of styles and situations. Encouraging a personal appreciation of literature and developing an understanding of the techniques involved in literacy study and criticism. Introducing students not only to major classic works, but also a range of contemporary writing and different literary genres, styles and contexts, through the study of works from both their own culture and other cultures in a comparative framework. Introducing students both to a number of important and contrasting ways of approaching and studying literature, and to developing an understanding and appreciation of the relationships between different works of literature. Developing the ability to engage in a detailed and critical examination of written works Providing students with the necessary tools for reading literature, and promoting in them both a confidence with, and lifelong interest in, literature.

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IB Students taking English literature at the higher level are assigned three extra instructional hours per week for deeper levels of conceptual understanding and literary analysis to be reached in their high level topics of study. In the Grade 11 and 12 American Diploma English literature courses study the same texts as their IB peers but have differentiated tasks and assessments. Students will also work on tasks suitable for their Senior Project and SAT preparation.

Greek Program Greek for Native Speakers Program in the Elementary, Grades 1-5

The Greek program (for students with native speaker Greek language skills) focuses on a wide appreciation of language and literature, the use of Greek in varied contexts, and closely resembles the standards and expectations held for the AISC English program. Placement in native Greek classes is determined at the time of admissions based on three areas of criteria: consultation with the parents, a review of the student’s previous report cards, and/or a placement test demonstrating Greek proficiency (mother tongue level). The Greek Ministry of Education curriculum is followed with adaptation to the AISC needs.

Greek as a Second Language Program in the Elementary, Grades 1-5

The Greek as a second language program is designed to help students without any or with a limited knowledge of Greek to become familiar with the language, culture and traditions of our host country. It is a communicative course studying a variety of topics such as school, food, clothes, family, etc. The students are developing their listening and speaking as well as reading and writing skills in order to be able to communicate with more ease with native speakers in their daily life. They also explore the local culture through songs, dances, films or visits in order to integrate themselves better in Cyprus. ***Transferring from Greek as a second language to native language class: Students and families who have a strong grasp of Greek requesting to be transferred from the second language class to the native language class must first meet with the Greek native language teacher to discuss the native language program requirements. The student will be given a formal reading, writing and oral assessment in Greek. The decision to transfer into the Greek native class will be at the discretion of the teacher and the Head of the Language Department. Students attending Greek native classes are being prepared for the IB Language and Literature Greek course and therefore, a high level of Greek is expected from the elementary program through to high school.

Greek for Native Speakers Program in the Middle School, Grades 6-8

The AISC Greek for Native Speakers program is based on the Cyprus Ministry of Education and Culture standards. It is designed to progressively introduce students to more complex aspects of the Greek language and build their ability to communicate effectively in formal and informal contexts. It aims to introduce students to a variety of text types and develop their communication skills in writing, listening, reading and speaking. It also aims to help them acquire a genuine appreciation of Greek literature and culture. Guided literature reading is introduced in grade 6 and continues up to grade 12, while opportunities of independent literature reading are offered throughout the program. Oral work in Greek focuses on developing students’ confidence and ability to express themselves creatively and effectively in formal and informal contexts, through debating, presentations etc. Finally, writing is a major element of Greek competency in grades 6-12. All students are introduced to a range of text types and writing skills throughout the program, while they are taught the different stages of editing procedure with the use of IT and computers.

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Greek for Native Speakers Program in the High School, Grades 9-12

In grade 9, students build on the skills acquired previously by studying even more complex aspects of Modern Greek grammar and syntax and discussing, reading and writing longer, more structured and complex descriptive, narrative and topical texts about themes linked to their personal experience. Special attention will be given to hypotactic syntax. In the study of literary texts, they will again be exposed to a variety of texts from different centuries. Texts written in Katharevousa will now be studied with accompanying vocabularies and commentary whenever needed. At this level, the students are expected to work independently: they are required to read a literary book individually and write a book report about it. The Grade 10 course aims to facilitate the transition from the American Curriculum to the International Baccalaureate for those students who should opt to proceed to the IB, to Modern Greek A: Language and Literature in particular. In the direction of that goal we have designed a program which incorporates all the necessary skills and knowledge, which an IB student requires, that is, excellent reading comprehension skills (especially as regards previously unseen texts); ability to comment on and produce texts in a wide variety of genres and modes; development of oral expression, both impromptu and prepared; and a high level of critical and analytical thinking. The Grade 11 and 12 IB Greek course focuses on the development and refinement of the four primary language skills of listening, speaking, reading and writing are integral to the Language A Language and Literature course. This course is offered at either the standard or higher level. Higher level students are required to have three extra instructional hours weekly to meet the analytical demands of the higher level units. Central to this development and refinement is the acquisition of a wide range of vocabulary and analytical skills. Students are introduced to a wide range of texts. They are taught to recognize and analyze aspects of style and register, and to incorporate these aspects into their own writing. The study of texts includes an exploration of cultures. In this study students are encouraged to examine how contexts of production and reception influence language use. Language, texts and contexts are explored through the framework of communication in the media and society. Also, close analysis of literature familiarizes students with literary terminology. Students are required to read two books in standard level and three in higher level.

Spanish Program Spanish as a Second Language Program in the Middle School, Grades 6-8

The middle school Spanish program is designed to provide students with the necessary language skills that will allow them to communicate with native speakers, to acquire knowledge about Spanishspeaking countries and to develop cultural awareness, tolerance and appreciation of diversity. The Middle and High School program aims to prepare students for their Standard or Higher Level IB examinations in Grades 11 and 12.

Spanish as a Second Language Program in the High School, Grades 9-12

The Grade 9 course is designed to enhance all language skills acquired in the middle school. Grade 9 students study a variety of topics relevant to young people’s life and issues and apply vocabulary, grammar and language patterns in order to express themselves in more complex communicational situations. The language used in class in mostly Spanish and students are expected to communicate using the target language. The Grade 10 Spanish course is a pre-IB course, which prepares students for their Spanish studies in Grades 11 and 12. During this year the students study topics, which promote their language skills, grammar and fluency and develop their analytical ability. By the end of the course the students are able to describe and express opinions with fluency, read books containing advanced language and 15

understand language spoken in real situations. The target language is now explicitly used in class and students are expected to express themselves in Spanish during lessons. The Grade 11 and 12 IB Spanish B course is offered at either standard or high levels. Higher level students are required to have three extra instructional hours weekly to meet the analytical demands of the higher level units. This course is designed for students with 4-5 years of previous experience of Spanish. Spanish B focuses on communication and prepares the students to use the language appropriately in a range of situations and contexts in speech and writing. The skills of listening, speaking, reading and writing are taught through the study of a wide range of oral and written texts (literary, informative and journalistic). Students are expected to fulfill social, academic and cultural criteria as described by the IB language requirements. Through the exploitation of a variety of texts the students develop the skills of “text-handling” and “written and oral production”. Additionally, they acquire the skills they need for the newly introduced “written assignment” where they are required to compose an extended piece of written work based on contemporary and/or literary topics. The course offers insights into the Hispanic culture through texts, reading of authentic resources such as newspapers, magazines or books and technological exploitation of language through the internet or Spanish means of communication such as television, radio or videos. The IB Spanish ab initio course in Grades 11 and 12 is a language learning course for beginners, designed to be followed over two years by students who have no previous, or very little previous experience in Spanish. The main focus of the course is on the acquisition of language required for purposes and situations usual in everyday social interaction. The language ab initio courses are generally only available at standard level. The Spanish ab initio course aims to develop a variety of linguistic skills as well as a basic awareness of the culture of Spanish speaking countries (can be offered as a face to face class, or as an online class, depending on interest from year to year).

French Program French as a Second Language Program in the Middle School, Grades 6-8

The French program is designed to provide students with the necessary language skills that will allow them to communicate with native speakers, to acquire knowledge about French-speaking countries and to develop cultural awareness, tolerance and appreciation of diversity. Additionally, the Middle and High School program aims to prepare students for their Standard or Higher Level IB examinations in Grades 11 and 12.

French as a Second Language Program in the High School, Grades 9-12

The grade 9 French course is designed to enhance all language skills acquired in the middle school. The students study a variety of topics relevant to young people’s life and issues and apply vocabulary, grammar and language patterns in order to express themselves in more complex communicational situations. The language used in class in mostly French and students are expected to communicate using the target language. The Grade 10 French course is a pre-IB course, which prepares students for their studies in Grades 11 and 12. During this year the students study topics, which promote their language skills, grammar and fluency and develop their analytical ability. By the end of the course the students are able to describe and express opinions with fluency, read books containing advanced language and understand language spoken in real situations. The target language is now explicitly used in class and students are expected to express themselves in French during lessons. 16

The Grade 11 and 12 IB French B course is offered at either standard or high levels. Higher level students are required to have three extra instructional hours per cycle to meet the analytical demands of the higher level units. This course is designed for students with 4-5 years of previous experience of French. The Grade 10 French course focuses on communication and prepares the students to use the language appropriately in a range of situations and contexts in speech and writing. The skills of listening, speaking, reading and writing are taught through the study of a wide range of oral and written texts (literary, informative and journalistic). The students are expected to fulfill social, academic and cultural criteria as described by the IB language requirements. Through the exploitation of a variety of texts the students develop the skills of “text-handling” and “written and oral production”. Additionally, they acquire the skills they need for the newly introduced “written assignment” where they are required to compose an extended piece of written work based on contemporary and/or literary topics. The course offers insights into the French culture through texts, reading of authentic resources such as newspapers, magazines or books and technological exploitation of language through the internet or French means of communication such as television, radio or videos. The IB French ab initio course in Grades 11 and 12 is a language learning course for beginners, designed to be followed over two years by students who have no previous, or very little previous experience in French. The main focus of the course is on the acquisition of language required for purposes and situations usual in everyday social interaction. The language ab initio courses are generally only available at standard level. The French ab initio course aims to develop a variety of linguistic skills as well as a basic awareness of the culture of French speaking countries (can be offered as a face to face class, or as an online class, depending on interest from year to year).

Other Languages- Mother Tongue Languages and IB Self Study Courses All students are encouraged to continue to learn their mother-tongue language. The school will direct parents to suitable tutors able to offer appropriate instruction, after school hours, in the required language. To the extent possible, school facilities may be used after school for parents who wish to tutor members of the student community in other languages. For students seeking to include a language not offered at AISC in their IB Diploma Program as a self-study Language course, the school requires that tutors must first be screened, interviewed and evaluated by the school. The IB Coordinator must also review the list of literature chosen by student and tutor. Once the school has approved the tutor and literature for the desired course, the course may be offered for IB examinations. The deadline for the submission of documents for the approval of language teachers of other languages is June 1 of the student’s 10th Grade year. Language A (Group 1) school-supported self-taught candidates are permitted to submit an extended essay in his or her Language A.

Pamoja IB Online Language Offerings To further widen language learning opportunities, within the IB Diploma Program, AISC now offers any language taught by Pamoja. Refer to the Pamoja site for regular updates on what languages are being offered each year http://www.pamojaeducation.com/

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AISC Rosetta Stone Community AISC has a K-12 Rosetta Stone http://www.rosettastone.eu/ license and provides full access to its online curriculum for all students and their families as part of the benefits of enrolling at AISC. All students can access Rosetta Stone from home by Internet connection. This license offers 25 language options to our school community. Language teachers promote and teach students how to use Rosetta Stone in their language classes. Language teachers track progress within the five achievement levels. Certificates are awarded for completion of each level. These certificates are included in the student’s file and attached to university applications. A Rosetta Stone Coordinator has been appointed at AISC to monitor on task work, achievement levels and to publicize language learning across the school. Rosetta Stone is also used by the language teachers to differentiate in the classroom, to provide incoming and newly registered students an early start to work on their English or other languages over the summer before they even come to the school. IB students use Rosetta Stone to learn new languages as part of their CAS requirements. We even use Rosetta Stone for our new students and faculty so they can learn some Greek before arriving to Cyprus!

Assessing Students – Our K-12 Agreements on Assessment Our Essential Agreements on Assessment guide the way we evaluate our students’ work in all language classes. At AISC, we believe that assessment is integral to the teaching and learning process. We firmly believe assessment agreements, policies and practices need to guide TEACHING FOR LEARNING. “Research evidence gathered in studies conducted literally around the world over the past two decades shows that the consistent application of principles of assessments FOR learning can give rise to profound gains in student achievement…”(Rick Stiggins, 2008) The Agreements described below are drawn from research which includes: Robert Marzano (2008), Rick Stiggins (2003, 2008), Damian Cooper (2006), Ken O’Connor (2008), Lynn Erikson (2007) and Thomas Guskey (2007). We agree that assessment has the primary purpose of improving student performance by using formative data to guide further learning, to adjust teaching and to ensure transfer of knowledge to summative assessments and real world contexts. We agree to be transparent in our assessment practices and communicate the criteria by which students are assessed. We agree to use assessments to develop learners’ competence in and confidence for self-assessment, taking responsibility for improved learning, reflection, and goal setting. We agree to provide regular, constructive and sensitive feedback to nurture learners’ motivation and self-esteem toward achieving personal academic growth and attitudinal and behavioural development, in the context of the AISC Graduate Profile and the IB Learner Profile dispositional descriptors. We agree to essential knowledge, skills, understandings and complex concept-based learning such as thinking and communication in various forms. We agree that assessments must be balanced and include performance-based, oral and written tasks to improve learning for all students. We agree to assess based on AISC learning standards and goals. 18

We agree to create assessments that are purposeful, valid and reliable to provide opportunities to maximize learning. We agree to use common and formative assessments in commonly taught classes/courses. We agree to moderate assessments with colleagues to be sure there is clarity of purpose and consistency in all assessments used at AISC. We agree to implement a school-wide assessment plan to provide evidence for measuring the school’s strategic objectives, monitor student progress in key areas such as literacy and numeracy and to evaluate school performance. Our IB Student/Parent Assessment Policy may be found at: http://www.aisc.ac.cy/en/educationalprograms/academic-program-ib

Celebrating our Host Country Language and Culture At AISC, we think it is very important to celebrate our host country culture and language. The appointment of a Cultural Heritage Coordinator responsible for designing and creating educational events and spearheading academic initiatives that utilize the cultural, linguistic, academic and scientific resources of the Republic of Cyprus has proven valuable in promoting host country culture. The Coordinator of Cultural Heritage Studies (CCHS) works with external academic, cultural and scientific organizations as well as internal staff and faculty. The CCHS is responsible for implementing meaningful cultural and scientific educational experiences for the entire school; facilitating relationships between school faculty and outside academics, scientists and professionals; planning school wide cultural events; educating staff and faculty about the resources and heritage of Cyprus; developing initiatives that maximize regional resources; serving as the staff-adviser for field trips; and marketing significant educational events and programs. The school offers Greek-as-a-second language course taught across the elementary school. At this time the school does not offer Greek as a second language in the middle or high school within its regular schedule, however, after-school enrichment courses are taught and regularly promoted. Students who have achieved a strong grasp of the Greek language in their non-native classes are allowed to transfer to the native language Greek class. AISC promotes The Ministry of Education’s free Greek classes for non-Greek speakers, which are advertised in the school’s Islander and communication outlets. The Language Department creates an annual Language Week Celebration that highlights language learning, cultures, traditions and customs of Cyprus. The Rosetta Stone coordinator sets up new student credentials in order to access Rosetta Stone so our international students and their families can learn some Greek prior to arriving to Cyprus. The mission of the Parent and Student Network (PAS NET) is to organize and implement school events that are consistent with the school’s mission and set of beliefs. School events are created to generate a spirit of community involvement and appreciation for cultural diversity in support of the AISC academic program. Each year the parents design an activity related to the celebration of our local culture and the diverse cultures across our local school community.

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AISC’s Lingua Franca – Our Common Language AISC students are expected to speak English during instructional class time. This expectation is in place because we view English as our school community’s common language, or lingua franca. We also know from research that multilingual students will strengthen their language learning by practicing their basic interpersonal communication skills and their cognitive academic language proficiency skill set. By expecting all students to participate, share ideas, collaborate and respond in English, we support English fluency and remain inclusive in our diverse learning community and that way, everyone can participate.

Our AISC Human Rights Policy The AISC Human Rights Policy governs our community’s interactions with one another. The policy highlights how each child and their differences are valued and respected – including language, accent and culture.

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Our Inclusive Access to the IB Diploma Program AISC is a non-selective school and allows equal access to the IB program and its curriculum regardless of language ability. As long as students meet the admission’s and grade placement requirements, respective requirements for the IB HL, SL, and American Diploma coursework and are receiving ELL support as needed, AISC believes that all students should attempt the challenge and rigor of the IB Diploma Program with the intent to grow and develop within the Learner Profile. If at any point a student cannot manage the IB program, or IB certificate course of study, the student can move to the American Diploma program and will take IB certificates and other courses at the American Diploma level. These decisions must be made before IB registration during their senior year or before – as communicated through the IB Diploma Coordinator.

Parents as our Partners in Mother Tongue Language Development AISC is fortunate to have over 30 languages across its learning community. The school welcomes qualified parents to teach language classes after school to develop and maintain mother tongue languages across the school community. The school must be informed and approve the classes taking place – prior to the start of the class and must meet with the parent and have their CV on file.

How our Language Policy is Linked to our Strategic Plans and Priorities The AISC Strategic Plan, student achievement plans, and professional development priorities provide evidence that language development is an ongoing area of focus. We analyze our student achievement data regularly; we help our students set goals for themselves in all areas of literacy, including mathematical literacy, and our professional development goals are all aligned with the development of every language learner. For more information, please go to our website to our Strategic Planning Documentation link to view all of our progress in this area: http://www.aisc.ac.cy/en/about-aisc-school/aisc-strategic-plans-annual-reports

The AISC Language Profile – in a snapshot! Language of academic instruction

English

Host country language

Greek

Other languages taught during the school day

Greek, Spanish and French

After-school languages taught on campus

Greek, Spanish, French, Turkish, + 25 languages through Rosetta Stone

Computer assisted language learning

Up to 25 languages (Rosetta Stone)

Total number of mother tongue languages in school community

30+

Conversational languages heard across the school grounds during social times

Mainly English and Greek

AISC Lingua Franca

English

AISC Spelling and Referencing Protocols

American

Preferred sourcing styles

MLA and APA taught in the school by teachers and the School Librarian and 21

both are accepted Language use expectations in the classroom

English only – it is our lingua franca (shared language)

All the languages in our school community

Amharic, Arabic, Armenian, Berber, Bosnian, Bulgarian, Czech, Danish, Dutch, English, Farsi, Finnish, French, Gaelic, Georgian, German, Greek, Hebrew, Hungarian, Italian, Kazakh, Kyrgyz, Korean, Malayalam, Maltese, Mandarin, Moorish, Polish, Portuguese, Russian, Serbian, Slovak, Spanish, Swedish, Turkish, Twi (local dialect of Akans)

This Language Policy was drafted and/or edited and reviewed in collaboration with: IB Coordinator Librarian The English Department The Modern Language Department The Learning Support Department The Elementary Coordinator The Middle School Coordinators The Elementary Literacy Coordinator The Parent Advisory Council (PAC) The High School Student Council The Admission’s Director The Principal and Director This document will be annually reviewed by the participants above. It will be placed on the website (admission’s page, academic pages, Learning Support/ELL pages and in the download center) and on the staff intranet for full access by all faculty and staff working at AISC. Last Update: March 27, 2014

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The American International School in Cyprus 11 Kassos Street, PO Box 23847, 1686 Nicosia, Cyprus Phone (357) 22316345 Fax (357) 22316549

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