Supporting a Multi Lingual School Community

through the delivery of inclusive and high quality MLE: Teachers, Pedagogy and Innovation

• ລາວ • Bahasa Indonesia • Bahasa Melayu • Deutsch • Español • Français • Filipino • Ăğţ ŀ Ęŀ ¯ • Nederlands • Norsk • Tiếng Việt • 中文 • 한글 • 日本語

Workshop Overview – Where we come from? – What we aimed to achieve? – What we have done? – Challenges we faced – Strategies for effectiveness, sustainability and

quality – Looking into the future

“[…] cultural diversity is as necessary for humankind as biodiversity is for nature. In this sense, it is the common heritage of humanity and should be recognized and affirmed for the

benefit of present and future generations.” UNESCO, Universal Declaration on Cultural

Diversity – Article 1 - 2001

Host Language

International – Mindedness

Cultural Diversity

Cultural Identity

Opportunities / Pathways / Futures

How?

Acknowledging that MT is a Language A

Establishing a Mother Tongue programme that is valued to an equal degree as all other subjects

Ensuring accessibility to Mother Tongue through the a structures of a school

Implementation

• SY08-09 MOVING CAMPUS School Building its awareness of multilingualism and cultural diversity MT as ASA • SY09-10 PREPARATION FOR MT PROGRAMMES Communication: meet the communities Educate the communities: MT as ASA Surveys Introduction of Lao

surveys

Implementation

• SY10-11 & 11-12 BUILDING MT PROGRAMMES Communication and education: Parents motivation, meet the communities, phone, letter, Embassy Practices: Taught Curriculum / Assessed Curriculum / MT Tutors support / reporting

Supporting a Multi Lingual School Community

Main Challenge

Challenges

Building awareness and understanding of the importance of maintaining children’s mother tongue within the school community

Challenges / Strategies Accessibility and retention

• MT Teachers • Support materials

Curriculum Understandings • MT Teachers / Parents / Students

Cultural norms

Cohesive team

Equality of access

Examples of Strategies • Admission Processes Language profile Building networks Network of MT tutors SSST teachers Administrators and teachers Parents network Students

• Practices MT expectations curriculum Professional practices

Admission Process Language Profile

Inspired by West Island School, Hong Kong

Network PRACTICES

PRACTICES

Network

Network

Network - Curriculum Support

Network - Curriculum Support

Network – Curriculum Support

Network – Curriculum Support

Numbers

PYP

MYP DP TOTAL

2009-10 ---- --- 11 11 2010-11 17 25 16 58 2011-12 36 39 21 96 2012-13 49 64 25 138 2013-14 57 77 35 169

Mother Tongue Programme – Numbers of students

PYP MYP DP Numbers of languages throughout the school

2009-10 -- -- 7 7 2010-11 3 3 6 8 2011-12 5 6 7 9 2012-13 7 9 10 15 2013-14 7 11 5 14

Mother Tongue Programme – Numbers of languages

Consolidation and Celebration

Consolidation and Celebration • SY12-13 & 13-14 Board Support Integrating the MT into school wide policies and practices Hiring practices EAL Support structures Expectations

– Connection with Language A curriculum – Taught Curriculum / Assessed Curriculum / MT Tutors

support / Differentiation – Students’ academic progress / reporting

Ongoing celebration of MT leads to increased confidence and identity for MT students and greater understandings and support by English Speakers

Entr

ance

test

s

Curriculum Support

Curriculum Support

Curriculum Support

MT Movie presentation final version.mp4

Community Voices

Ongoing Challenges • Continuing to build awareness and understanding of the importance of

language diversity across communities

• Continued inclusion in school policies

• Keeping everyone motivated

• Consolidation of the curriculum

• Finding and keeping resources to build the programmes • Tensions between MT and Language B

• Requirements for national systems and schools • Progression from MT to IB Diploma (Bilingual)

• Budgets / Time for Coordination

• Human resources and the ‘two HR systems’

Quality: Co-currency: Sustainability

• Shared language

• Community responsiblity

• Professional learning

• Positive perceptions • Accessibility

• Pathways

Simon’s Story