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The role of the additional language teacher in the PYP community Global Language Convention, SingaporeFiona Davis, Diane Fisk
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Towards a common understanding• What is an ‘additional-language teacher’
in the context of the PYP?
• What are the roles and responsibilities of these teachers and of all members of the PYP community?
• How can PYP schools support additional-language teachers to become an integral part of the community?
The next step
Implications• In what ways do we expect our teachers to rise
to the challenges of the PYP?
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What does the PYP mean by ‘additional language’?
Any languages which are not languages of
instruction in a school.
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IBO Standards and Practices :
• B1.23 The school offers a language, in addition to the language of instruction, to students from the age of seven.
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020406080
100120140160180200220240260
2000 2001 2002 2003 2004 2005 2006
Total number ofschools
IBAEM
IBAP
IBLA
IBNA
Years
Num
ber
of s
choo
ls
(as of February 2006)
68
67
39
78
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How many additional language teachers are there?
IBAP
168 authorized and candidate schools:
• 10 dual language (offering 2 or more languages of instruction)
• 158 additional language
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IBO Standards and Practices
• A1.4 The beliefs and values that drive the programme are shared by all sections of the school community (including students, teachers, administrators etc)
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What are our beliefs and values about additional-language teachers?
All additional-language teachers are PYP teachers
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“How does the school ensure that the additional-language teachers view themselves as PYP teachers and are considered part of the PYP community?”
PYP Guidelines for developing a school language policy
(IBO 2006 –Online Curriculum Centre)
The role of the additional-language teacher
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What are the implications for additional-language teachers?
that they should adhere to PYP philosophy ?
that they should plan collaboratively whenever possible ?
that they should teach through inquiry whenever possible ?
that they should include the five essential elements in their teaching whenever
possible ?
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China DailyState-sponsored teachers to teach
Chinese overseas
Minimum requirements include: a university degree; two years of teaching experience; Putonghua (Mandarin) level 2A or above; aged under 55; and a good command of the target country's language.
Applicants will need to pass three exams organized by the office: a foreign language test; a general test (such as expression, psychology, speech, personality and appearance); a professional skills test (applicants will be required to fulfil a
teaching task). More than 6,000 qualified applicants have enrolled
in the office's reserve force of teachers.
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What does inquiry look like in our classrooms?
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•Language is the main medium of inquiry
•Language is, by nature, transdisciplinary
Can we teach an additional language through inquiry?
•Literature is a vehicle for inquiry
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•Exploring, wondering and questioning
•Deepening understanding through the application of a concept
What do inquirers look like?
•Making connections between previous and current learning
•Researching and seeking information
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IBO Standards and Practices relating to planning:
C2.10 Planning at the school makes effective use of the PYP planning process across the curriculum and by all teachers.
C2.2 Planning at the school takes place collaboratively.
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• Integrating or supporting a unit within the programme of inquiry
Additional-language teachers in the PYP programme of inquiry:
• Preparing for or following on from a unit within the programme of inquiry
• Independent inquiry: structure teaching and learning through the use of the learner profile, the transdisciplinary themes and central ideas.
• Skills-based teaching: in any rote-learning, the same philosophy and pedagogy must underpin planning and teaching of the subject.
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• teaching through inquiry?• teaching through central
ideas?
What is the PYP’s main tool for documenting:
The PYP planner
• collaborative planning?•
reflection?
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Victoria Shanghai Academy, Hong Kong“There is an emphasis on
teamwork. Chinese and English teachers plan together to ensure the integration of subject areas and a balanced education for students.”
(From Victoria Educational
Organisation website)
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An inquiry into: Central idea:
Transdisciplinary theme:
Summative Assessment Task(s)What are the possible ways of assessing students’ understanding of the central idea? What evidence will we look for, including student-initiated actions that may take place?
1. What is our purpose?
How can additional language teachers use the planner?
We use different language to talk about habitual actions or events in the past.
Where we are in space and time
At the end of the four weeks, students will be asked to write about key events in their own lives, and things that they used to do when they were younger, but no longer do. They will explain why they no longer do these things. The teacher will compare the language written to oral language used to discuss these issues at the start of the inquiry (recorded on tape).
Fiona Davis [email protected] Fisk [email protected]
