Language Philosophy
At The International School of Bogor we believe language is fundamental to learning and permeates the entire Primary Years Program (PYP) curriculum. By learning about language and through language, we nurture an appreciation of the richness of language and a love of literature.
There are so many variables in the backgrounds and experience of individual students at The International School of Bogor that it is likely that, even in a single age group, there will be enormous diversity in the levels of language and literacy development. Some children may be working on their second or third language, but the fundamental objectives of responsibility, competent and confident communication are common to all.
At The International School of Bogor we value, support and encourage each child’s mother tongue. We believe that mother tongue language development is crucial for maintaining cultural identity and emotional stability. The acquisition of more than one language enriches personal growth and helps facilitate international understanding. Whilst instruction is given in English, all opportunities to provide access to other languages are taken and celebrated.
General Language Aims
Students will learn to understand:
- The internal structures of language
- The reading process
- The writing process
- That the effective use of language is a valuable life skill
- That communicative competence comes before emphasis on accuracy
- The complexity of language
Students will learn to be aware of:
- Language as our major means of reflection
- Circumstantial affects/change (style, audience, purpose)
- The various influences on language (historical, societal, geographical)
- The importance of literature as a way of understanding one’s self and others
- To respect differences and similarities between language dialects
The Language Classroom
It is important that our beliefs about language are evident in our classrooms. At The International School of Bogor our classrooms are places where language, in all its forms, is clearly a focus. Each classroom has a book corner with reference books, picture books, story books, poetry books, children’s self-made books and books in a variety of languages. Displays include a variety of print, including students’ writing, questions from the current unit of inquiry, posters, charts, calendars, memoranda and instructions. Students also have access to writing centres where there are a variety of materials, including different types of paper, envelopes and a printer.
How the Language Program Works
In order to encompass all language skills and understandings, there are expectations that must be taken into consideration. These expectations are arranged into three strands: oral communication, written communication and visual communication.
These communication strands are again organized into sub-strands that include listening, speaking, reading, writing, viewing and presenting.
Language is integrated into all areas of the curriculum. Each of the sub-strands can be looked at separately or as interactive and interrelated elements of the curriculum.
Oral Communication
Speaking and Listening
Oral communication encompasses all aspects of listening and speaking. This involves different types of listening. One category of listening is listening for precise meaning. This includes listening to rhythm, sounds, instructions, information and conversation. Another type of listening is listening for general meaning. This involves listening for general meaning. This involves listening for gist, information, prediction and enjoyment. It also encompasses the pronunciation, intonation and stress of speech, vocabulary development, communicative competence, the use of grammar and the speaker’s fluency and accuracy.
Oral language is used to communicate, reflect, gather, process and present information. Speakers use oral language to ask and answer questions; relate and retell; talk about feelings, needs, ideas, opinions; and to contribute to discussion in a range of formal and informal situations. Oral language needs to be appropriate to the audience and the purpose. This includes knowing when it is important to use the accepted writing conventions and grammatical structures.
Listeners use visual and tonal signals to understand the speaker’s message. They need to listen attentively, interact with the speaker, respond appropriately and think about both the literal and the inferred meaning of what they hear. Respect for differences between languages and dialects is an important part of or
