Language Policy

The language of instruction at the International School of Western Australia is English, and the aim is that students work successfully within the English medium.

Introduction

At the International School of Western Australia, we believe that the development of language and literacy skills are of the highest priority. Both children and parents should realise that language is the main tool of learning and communication. The purpose of this language policy is to:

  1. Ensure the effective delivery of ISWA curriculum
  2. Ensure language skills are developed and used across the whole curriculum
  3. Aid the monitoring of the teaching and learning of language.

Aims

We aim to:

  • Develop the skills of each child to the highest level
  • Produce confident students able to understand and use appropriately the varieties of language available to them.

Admission

English Language Proficiency

  1. Secondary International students must demonstrate proficiency in English from Year 8.
  2. Students whose first language is not English may be required to undertake formal testing or provide proof that they have studied in the English language medium for a minimum of 5 years prior to being considered for admission.
  3. An acceptable score from an ILETS test is an overall score band of 5.0 with no preliminary English tuition.
  4. If a student’s English language skills are inadequate, he/she will be required to undertake an intensive English language course before being considered for admission.
  5. ISWA does not offer Intensive English language courses; however, there are a number of language schools available in Perth and ISWA can provide families with appropriate information.
  6. Prior to Year 8, ISWA will enrol children if they show evidence of being able to adapt to the language and programme even if this will require a considerable period of transition.
  7. As the ability to learn English is essential for academic and social success, the school reserves the right to restrict the admission of non-English speaking children at this grade level would be difficult to accommodate effectively.
  8. Due to the nature of the school and its student population, teachers are expected to adjust their programs to accommodate the needs of the student during this transition.
  9. The school expects all teachers to address their students’ individual needs, and of course, with the range of language proficiencies at a school like this, each teacher can be expected to develop individualized programs and expectations.
  10. We place students in appropriate instructional settings based on the data of our multidimensional assessment procedures (i.e. ESL support classes).
  11. We conduct ongoing assessment of students’ academic and language accomplishments and needs.
  12. We communicate clearly with parents regarding students’ accomplishments and needs as they progress across the grades.

Language Learning

Overview

The International School of Western Australia promotes an enriched additional language philosophy whereby:

  1. English is acquired in addition to students’ home languages.
  2. For our English Language Learners, we offer a comprehensive program through which they acquire skills and knowledge needed to access the regular curriculum. We provide support to our students and their families to enable them to adjust to a new language, learning environment and culture.
  3. We promote maintenance and enrichment of the mother tongue by encouraging families to continue speaking, reading, and writing the language at home. We also recommend that families take advantage of the many mother tongue instructional opportunities available in our community.
  4. All aspects of our language program require formal as well as ongoing informal assessments. These assessments are used to plan appropriate instruction and to evaluate student progress.

Language learning at the International School of Western Australia will follow the philosophy, practices, strategies and assessment as laid-out below:

Philosophy

  1. Language is a major means of communicating, fundamental to learning, and is developed across curriculum areas therefore; all teachers are teachers of language.
  2. The acquisition of language is a dynamic, life-long process that permeates all learning and is a key factor in intellectual growth and promotes the development of personal and international understanding.
  3. Learning language, learning about language, and learning through language is the most effective approach to teaching students. Language learning meets and is relevant to student needs within our environment.
  4. Effective teaching practice arises from a constructivist approach to learning, allowing students to build on prior knowledge and construct personal meaning.
  5. Through meaningful interactions, we communicate with and understand others, the world and ourselves to develop intercultural awareness.
  6. The school community is a resource to foster language learning. The acceptance of an additional language enriches personal growth, enhances first language development, and promotes internationalism. The development of mother tongue is crucial for maintaining cultural identity.

Language Practices

  1. All teachers will create a risk-free environment to foster a variety of means of communication. Teachers will encourage students to demonstrate open dialogue in all interactions to understand the world through different lenses in specific disciplines. Teachers will model language through everyday use and directly teaching vocabulary and procedural terms within and across each discipline.
  2. Curriculum will plan for the opportunity for personal choice and uninterrupted time for exploring multiple systems of communication in reading, writing, mathematics, art, music, drama, and movement. There will be opportunities for students to use language for making personal connections and exploring tensions and compelling issues. Teachers will plan effective, relevant and significant engagements to improve proficiency in all forms of language.

Mother-tongue Proficiency

  1. The faculty at ISWA are committed to addressing the Mother-tongue needs of students throughout the school.
  2. We have surveyed the current school population in order to determine the number of second language speakers within the school, and to gauge the depth of family involvement with language and culture groups across Perth.
  3. We intend to use this information to forge relations with language support outlets that we can engage to meet the needs of mother-tongue students.
  4. We recognise that the process of surveying our language population is an ongoing one, as id the process of developing links with language support groups in the Perth region

Responsibilities of Stakeholders

Effective implementation of the Language Policy requires the cooperation of all stakeholders of the school community.

Role of Administration

  1. Use of English as the primary language of communication
  2. Ensure that policies and procedures regarding the language acquisition are developed and implemented and are regularly reviewed.
  3. Provide funding, facilities, leadership, and resources for the successful implementation of the language policy.
  4. Hold administrators accountable for the effective implementation of
  5. Attract and retain highly qualified and experienced administrators and teachers.

Role of Administrators

  1. Use English as the primary language of communication.
  2. Provide academic leadership for the school.
  3. Share responsibility for oversight, implementation and revision of the Language Policy and curriculum efforts.
  4. Support teachers in their delivery of instruction.
  5. Provide a variety of professional development opportunities to better enable teachers to be effective instructors of students with a range of language proficiencies.
  6. Promote an embedded professional development model enabling collaboration concerning curriculum, instructional techniques, assessment and student progress.
  7. Observe teachers and provide constructive feedback, materials, planning time and staff development opportunities.
  8. Promote communication with parents concerning students’ language development and provide translators when needed.
  9. Promote a co-curricular program that encourages the use and development of English.