Language Policy

INTRODUCTION/PURPOSE

Language is the primary tool of communication and learning. At Dunecrest American School, we believe that the purpose of language learning is to facilitate effective communication, the acquisition of academic content and the development of cognitive thinking skills. We aim to develop students capable of performing within and among diverse cultures and to form international citizens who contribute to and thrive in a multicultural society.

The development of language and literacy is a means to achieving this goal. Therefore, the purpose of this Language Policy is to:

●      Affirm the development of language and literacy as a high priority at Dunecrest American School;
●      Provide a framework that guides educational practices for language learning as well as the effective delivery of language and content instruction;
●      Ensure curriculum and content are made accessible to language learners;
●      Ensure the effective delivery of language instruction across the curriculum;

LINK TO GUIDING STATEMENTS

At Dunecrest American School we believe:

●      The purpose of language learning is to facilitate effective communication and the acquisition of academic content and cognitive thinking skills.

Therefore, all language instruction at Dunecrest American School aims to develop both Basic Interpersonal Communication Skills and Cognitive Academic Language Proficiency. (Jim Cummins, cognitive/academic language proficiency, linguistic interdependence, the optimum age question and some other matters. Working Papers on Bilingualism, No. 19, 121-129. 1979)

●      The linguistic and cultural diversity of our students at Dunecrest American School is both a resource and a strength as we seek to promote the development of language proficiency.

Therefore, we aim to affirm all of our students’ cultural identities and promote mutual respect among students for their unique perspectives and linguistic backgrounds.

●      While English is the primary language of instruction at Dunecrest American School, it is our mission to develop students with multicultural perspectives and international-mindedness who have the skills to contribute to an increasingly globalized society.

Therefore, we promote the development of languages other than English.

●      The development of literacy and cognitive thinking skills in a student’s mother tongue strongly supports the development of language proficiency and thinking skills in additional languages. (Jim Cummins, Language, Power and Pedagogy; Bilingual Children in the Crossfire, 2000)

●      Language is best learned when students are immersed in language-rich environments across the content areas in order to facilitate the development of both socio-cultural and academic proficiency.

Therefore, Dunecrest American School supports the development of mother tongue at School where possible and encourages parents to play a vital role in the continued development of their child's mother tongue. 

This language policy encompasses and describes the framework for the teaching and learning of,

o      English language,
o      Arabic language,
o      Mother language,
o      Third Language/Global Languages

ENGLISH LANGUAGE

English is the primary language of instruction and communication at Dunecrest American School. It is the aim of the school that all students can work successfully in this language. All students are required to practice English in the classroom and are encouraged to do so in recreational and organized activities during and after the school day.

English is the language of communication used in the school, inside and outside the classroom, on documentation with external examination boards, school promotion channels, and in letters to parents.

ENGLISH LANGUAGE ARTS (ELA)

We recognize that language instruction is the responsibility of all English-speaking faculty and staff in the school setting. Since language, by its very nature, is integrated into all areas of the curriculum, therefore, every teacher is considered a language teacher. Through teaching, English becomes contextualized, purposeful, and relevant.

The study of English language and literature (ELA) is a core subject at Dunecrest American School. Students are taught the skills needed to become proficient readers, writers, and communicators in the English language. It encompasses reading, writing, and speaking in English. In early Elementary grades, it also focuses on the development of early literacy skills.

ENGLISH LANGUAGE LEARNING (ELL)

Creating a welcoming and inclusive environment for an increasingly diverse population is at the center of effective education. An inclusive education encompasses the principles of respect, acceptance, equity, diversity, and enrichment (KHDA). Dunecrest American School supports inclusive education and admits students irrespective of their culture, race, gender, language, and/or learning needs.

Every year, new students are enrolled who differ in terms of educational background and/or English language proficiency. The rich linguistic and cultural diversity of our student population is regarded as a strength and a resource in the promotion of multilingualism and language learning.

The English Language Learners (ELL) Program at Dunecrest American School supports non-native English speakers as they acquire and refine the language skills necessary for academic success. It aims at ensuring that English learners (ELs) attain the language proficiency needed to achieve academic success. In other words, the ELL Program focuses on the acquisition of the English language.

Identification of ELLs

English language learners (ELLs) are seldom fluent in the English language, and therefore, have usually limited lexicon and language skills at various stages of development. Dunecrest American School utilizes several instances and mechanisms to identify English Language needs,

●      Review of student’s documentation and educational background,
●      Admission interviews,
●      Standardized Tests,
●      Teacher Referral (based on classroom performance)
●      Meeting with Parents,
●      Reading Benchmark Assessment,
●      Observations
●      English Language Survey

Students identified as potentially having language needs (from KG2 to Grade 12) are assessed using an English-language proficiency assessment (WIDA Model). This assessment measures language skills in all four language domains (speaking, listening, reading, and writing) and places ELs’ proficiency level in a proficiency continuum from 1-6.

 

 

During Admission, parents are asked to disclose any language needs that their child may have or any language support that they may have previously received. Students coming from

non-English speaking countries or from schools where the language of instruction is other than English will be immediately flagged as potential English language learners. Their language skills will be assessed using a language proficiency screening tool (WIDA Screener).

ELL students will be admitted based on:

●      Meeting particular standards of performance on the WIDA assessments. (see Admissions Policy)
Grades 6, 7, 8: WIDA Level 2 (‘beginner’) and above only
Grades 9 & 10: WIDA Level 3 (developing skills) and above only
Grade 11 & 12 WIDA Level 4 (expanding skills) and above only
●      If English language needs are identified, the decision to admit is based on the school's ability to cater effectively for such needs for the benefit of the student.
●      If the student’s language needs are significant, affecting considerably accessibility to the curriculum, it may be required and/or stated as a condition of entry that the student is enrolled in an intensive English language program prior to joining the school and/or during the first year of schooling at Dunecrest.

ELL Language Provision

For students identified as needing English language support, referred to as English Language Learners (ELL), specialist teachers work with ELL students by providing individualized language acquisition support that will enable them to successfully participate in mainstream classes.

For students identified as needing English language support, provisions for English language development will follow the push-in model, in which ELLs will be supported by specialist ELL teachers in order to enable them to participate in mainstream classes and maximize their opportunities for success.

ELL students whose language proficiency is at level 1, ‘entering’ the language, or level 2, ‘beginners,’ (Tier 3) will receive targeted English instruction, individually or in small groups, through the pull-out model. This provision begins in kindergarten 2 (KG2), when students start with early English literacy instruction. The focus of these pull-out lessons in KG2 and Elementary grades, is on language acquisition as well as on building phonics foundation.

In Pre-Kindergarten (Pre-KG) and Kindergarten 1 (KG1), the development of the English language is supported during social interaction, play, and English-language instruction in the homeroom classrooms, through the full immersion model. No support is provided through the pull-out or push-in model.

For secondary school grades (6-10), the provision of English support is a combination of both, pull-out and push-in instruction. The focus is on language acquisition as well as academic support to enhance understanding of subject-specific content. In these grades, the English support lessons will be provided during school hours, as exemption from Third Language (French/Spanish), from Arabic, and/or from the Enrichment class is granted to accommodate English lessons.

Pull-out lessons are designed to target individual goals specified in the English Language Learning Plans for the Tier 2 and 3 learners. These lessons provide opportunities to practice all four language skills (speaking, listening, reading, and writing).

Students whose language proficiency is at level 3 and 4 (Tier 2), they are ‘developing’ and ‘expanding’ their language foundation. Language support is provided through working collaboratively with grade-level and/or subject-specific teachers in order to build culturally responsive classrooms and develop classroom instruction which is differentiated to meet ELs’ individual language needs. All classroom teachers are responsible for the inclusion of ELs in content-area classrooms.

Assessment of content knowledge and higher-level thinking for English Language Learners should be authentic and appropriate to each student’s individual level of English proficiency.

ELL specialists and mainstream teachers work together to ensure that students develop the language and understand the content of the classroom, as well as participate in the classroom activities. Classroom teachers and specialist ELL teachers have regular communications and a shared understanding of the key strategies that can be used in the classroom to ensure ELL students are successful at Dunecrest. All teachers have a role to play in supporting and developing ELL students' English language skills.

ELL and the IB Diploma Program

At Dunecrest American School, we strive to guarantee equal access to the curriculum for all students. It is one of the IB philosophical underpinnings that an international education promotes intercultural understanding and the ability to communicate in a variety of modes in more than one language.

●      Content should be accessible to all students at their individual levels of English proficiency.

Therefore, teachers use appropriate differentiation strategies to meet the needs of their English Language Learners. Dunecrest American School will support teachers to this end, and the ELL Department and other qualified personnel will provide resources and ongoing professional development in differentiation strategies for English Language Learners.

●      Assessment of content knowledge and higher-level thinking for English Language Learners should be authentic and appropriate to each student’s individual level of English proficiency.

Therefore, where necessary, teachers will provide alternate means of assessment based on each student’s individual level of English proficiency, provided the same curriculum standards are assessed and academic expectation is maintained.

However, The eligibility for access arrangements for IB assessments are requested for English as an additional language learners who score at 4.0 or below in the WIDA language proficiency assessment.

ARABIC LANGUAGE

The Arabic Program at Dunecrest American School conforms to the Ministry of Education requirements for Grades 1 to 12.

Arabic and Arabic as a Foreign Language (AFL) are offered starting in Grade 1. UAE Ministry of Education guidelines, citizenship (Arab-passport holders), and student screening are factors in determining if a student will take Arabic (Arabic A: Language and Literature) or as a foreign language (Arabic B: Language Acquisition). The AFL course is offered only to non-Arabic speakers. The focus of the Arabic course (Arabic A) is for students to master their mother language and the relevant linguistic skills and manifestations.

Students are placed in the appropriate group (Beginner- Intermediate- Advanced) according to their level and years of study in Arabic.

To the extent possible, the Ministry of Education Arabic curriculum is aligned with the Dunecrest American School English and Social Studies curricula so that common topics and issues are reinforced in both languages. Likewise, Arabic, English and Social Studies teachers will collaborate to implement common approaches to teaching topics, themes and concepts that are included in both programs.

In grades eleven/twelve, students may take Arabic in the International Baccalaureate program at the Ab initio, Language B and Language A level classes. The IBDP Arabic A program demands the use of classical and Modern Standard Arabic in oral and written communication, including extensive literary analysis. The Arabic B Program is also offered as HL and SL. To the extent possible, the Ministry of Education Arabic curriculum will be aligned with the Dunecrest English and social studies curricula so that common topics and issues are reinforced in both languages. Likewise, Arabic, English and Social Studies teachers will collaborate to implement common approaches to teaching topics, themes and concepts that are included in both programs.

MOTHER TONGUE LANGUAGE

Mother tongue, also called first language, is the language that students speak at home and the one that they are typically most proficient and fluent in. The development of the first language is fomented through an ethos of acceptance and celebration of linguistic diversity. All students are encouraged to continue to learn their mother-tongue language.

The development of literacy and cognitive thinking skills in a student’s mother tongue strongly supports the development of language proficiency and thinking skills in additional languages. (Jim Cummins, Language, Power and Pedagogy; Bilingual Children in the Crossfire, 2000).

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.
●      Mother-tongue language lessons may be offered as an extracurricular activity (ECA) after school.
●      Mother-tongue courses may be offered to native speakers of a given language. This 2023-2024 academic year, German lessons are being offered to German native speakers twice a week. The focus of this German course is to support students in learning to comprehend and use written and oral German language.
●      The first language is used as a resource for Tier 3 ELLs to facilitate the access to the subject-specific curriculum, activate prior knowledge, and as a conduit to demonstrate learning. For class placement, Tier 3 ELLs are placed in the same group with other student(s) who speak the same language.

IB Diploma Program

Self-taught languages can be studied by students wishing to pursue a bi-lingual diploma. The student does not take a Group 2 language but instead has private tuition in his/her mother tongue. A Self-taught Language Supervisor is responsible for overseeing any students who opt for a self-taught language.

For students seeking to include a language not offered at Dunecrest 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 IBDP Language A teacher must also review the list of literature chosen by the student and tutor. Once the school has approved the tutor and literature for the desired course, the course may be offered for IBDP examinations.

The School Supported Self-Taught programs are in Literature and only available at the Standard Level (SL). Students successful in the DP program who take the School Supported Self-Taught Language A course receive a bilingual diploma. 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 if there is external support available. Final Examinations take place at the school and are administered according to the IB published Examination schedule." Students' daily schedule includes study time equivalent to the number of hours for an IB SL Course.

ADDITIONAL LANGUAGE ACQUISITION

As an international school, the knowledge of different languages other than English or one’s mother tongue is considered imperative. At Dunecrest American School, students are required to study at least one language other than English. In addition to English and Arabic, French and Spanish are offered from Grade 4 onwards.

The focus of the World Languages Program is language acquisition and linguistic competence as well as understanding the target culture. Learning about other cultures helps the students to understand the world better but also to develop a strong sense of their own identity and culture. They learn to have an open, critical and creative view which enhances their ability to communicate, understand, live and work with people from other countries and cultures.

Language Choice

Students may enroll in French or Spanish courses, provided the language of choice is not their mother tongue or first language. If a student demonstrates a B1 level of proficiency in the language or higher on a proficiency assessment, they will be required to take the other language starting in Grade 6. Whether they are following an IBDP track or American Diploma, both courses are available to students. Non-Arab passport holders may opt to continue with French or Spanish in Grade 10.

In Middle & High School, the study of French or Spanish is delivered with both beginner and intermediate levels. The placement of a student in a specific language proficiency level, depends on the successful completion (passing) of the previous level(s) or as per the results of a language proficiency placement test. If a student has passed a level, the student will be placed in the next level in order to continue advancing forward in the development and acquisition of the selected language.

Once the student makes a choice and is enrolled in either French or Spanish, they are entitled to change their language choice, provided the following conditions are met.

First Language Change

●      All students have the right to switch their language choice one time after they have made their selection in Grade 5.
●      Students in Grade 5 and new students in Grades 6 to 10 are granted the option to switch their language choice within the first two weeks of the school year.
●      Students, joining the school throughout the year, are able to switch languages within two weeks from the day they joined. If students join after Spring Break, they will stay in the same language course until the end of the year. Any changes will be made for the beginning of the following year.

Second Language Change

●      Students have the possibility to request a second change in their language of preference, yet these requests will be analyzed case by case, with regards to the following conditions:

○      Valid and acceptable reasons to request the language change
○      Availability of spots in the language course desired (as per student enrollment)
○      Parent approval (after understanding the implications of the change for language acquisition and mastery/fluency)

●      If the second language change is granted, and the student has previously taken lessons in the new language choice, the student will be allocated to the next level of the language acquisition continuum. In other words, they will continue with the level that they left off, prior to exiting the language the first time. They will not start at the beginner level.

●      After the second change, no more changes will be allowed; otherwise, there is a high risk of not developing the language fluently by the time they finish high school.

French and Spanish at ab initio, standard and higher level are all offered at our school as part of the Diploma Programme.

LANGUAGES in THE IB DIPLOMA PROGRAM

Students in Grades 11-12 who follow the IBDP path are required to take two languages (from group 1, ‘Studies in Language and Literature,’ and Group 2, ‘Language Acquisition’). The courses in group 1: Studies in English Language and Literature (HL or SL).

Group 2: French B, French Ab Initio, Arabic A and B, Arabic Ab Initio, Spanish B and Ab Initio. The offering of subjects is based on student demand.

Ab Initio courses at the DP level will be for students with “little or no experience of the target language”.

Therefore, teachers of language embed language instruction in relevant content and context. Likewise, teachers of content at Dunecrest American School integrate elements of language into their content instruction. Dunecrest American School will support teachers to this end, and the ELL Department and other qualified personnel will provide resources and professional development to promote language-rich environments.

ROLE OF STAKEHOLDERS

ROLE OF HEAD OF SCHOOL

●      Use English as the primary language of communication with all staff;
●      Ensure that policies and procedures regarding language acquisition are developed, implemented, and regularly reviewed;
●      Provide funding, facilities, leadership, and resources for the successful implementation of the Language Policy;
●      Hold administrators accountable for effectively implementing the Language Policy;
●      Attract and retain highly qualified and experienced administrators and teachers;
●      Ensure the planning, delivery, and evaluation of effective professional development meets the unique requirements of the Dunecrest American School faculty in relation to the Language Policy.

ROLE OF ADMINISTRATORS 

●      Use English as the primary language of communication with all staff;
●      Provide academic leadership for the school;
●      Share responsibility for oversight, implementation and revision of the Language Policy and curriculum efforts;
●      Support teachers in their delivery of instruction;
●      Provide a variety of professional development opportunities to better enable teachers to be effective instructors of students with a range of language proficiencies;
●      Promote a professional development model that enables collaboration concerning curriculum, instructional techniques, assessments and student progress;
●      Observe teachers and provide constructive feedback, materials, planning time, and staff development opportunities;
●      Promote    bilingual     communication    with    parents    concerning    student    language development and provide translators when needed;
●      Promote a co-curricular program that encourages the use and development of English.

ROLE OF ELL SPECIALISTS 

●      Use English as the primary language of communication;
●      Work with administrators and faculty to enhance the language program across the curriculum;
●      Support professional development in the practices of language across the curriculum and provide training sessions for faculty and parents;
●      Nurture the articulation of thematically-integrated, language program curricula;
●      Promote effective language teaching and assessment practices;
●      Communicate with parents regarding language issues and the school’s language program;
●      Represent   the    school’s   language    program   to    other    schools   and educational organizations through various means such as online guides or ELL program manual.

ROLE OF FACULTY

●      Use English as the primary language of instruction (except for Modern Languages and Arabic) and social interaction in and out of the classroom;
●      Acquire a professional knowledge base in second language acquisition processes, students’ developmental language behaviors, and familiarity with students’ language learning cognitive styles;
●      Integrate language instruction with content instruction;
●      Make high-level academic content instructionally comprehensible using learning strategies;
●      Create classroom environments that provide opportunities for students to listen, read, speak and write through interactive activities in the content areas;
●      Support and encourage language self-assessment;
●      Use a variety of balanced assessment strategies to give students ongoing feedback on their linguistic and cognitive development;
●      Communicate with parents regarding language issues and the school’s language program;
●      Hold high linguistic and academic expectations for all students;
●      Build a strong home-school partnership using various means of communication;
●      Emulate respect and tolerance for the languages and cultures of all while encouraging development of target language;
●      Work collaboratively to develop culturally inclusive and developmentally appropriate curriculum and teaching strategies;
●      Integrate appropriate technology that enhances language development;
●      Select resources that are linguistically accessible and culturally inclusive;
●      Teach language skills for social interaction.

ROLE OF OFFICE STAFF 

●      Use English as the primary language of communication;
●      Facilitate communication with parents, visitors, and support staff;
●      Facilitate communication with students who are beginning English speakers.

ROLE OF LIBRARIANS/MEDIA CENTER STAFF

●      Provide a variety of materials in all mother tongues within the school, especially Arabic, French and Spanish;
●      Support the curriculum of all languages taught in the school through the acquisition of materials.

ROLE OF PARENTS

●      Have a positive attitude towards both English and the mother tongue;
●      Promote the advantages of learning other languages;
●      Maintain mother tongue literacy skills in the home;
●      Encourage and support their children’s additional language acquisition;
●      Communicate with other parents to exchange ideas and reduce isolation;
●      Support the expectation that students use English as the language of learning and social interaction on campus;
●      Supply multilingual materials in the home;
●      Be knowledgeable about language-immersion in order to support the schools’ efforts;
●      Be prepared to make the long-term commitments that success requires.

ROLE OF STUDENTS

●      Acquire information by listening to oral presentations, interpreting print and graphic material, and observing and recording practical experiences;
●      Convey information by telling stories and explaining ideas;
●      Think logically through inference, hypothesis, analysis, prediction and evaluation;
●      Accomplish practical tasks either individually or by collaborating in small groups;
●      Make   decisions    by   identifying    alternative,    evaluating    evident and determining appropriate actions;
●      Demonstrate respect for others by using English in social situations as well as in class;
●      Develop fluency in English for all forms of communication;
●      Have a positive attitude toward English, the mother tongue, and any modern language being learned.

CONCLUSION

There will be ongoing evaluation of the language program to guarantee that the students at Dunecrest American School are receiving the best education possible. The success of the program is measured by the success of our students; it is always open to improvement and will adapt as the needs of our students change.