Language Policy

Philosophy

At Manglerud skole, International Classes (Manglerud IC), we believe language is socially constructed and dependent on relationships. Its development is fundamental in human communication, identity, and learning. Multiple languages are essential in the quest for understanding cultures, perspectives, and internationalism. At Manglerud IC all teachers are language teachers, using English as the instructional language and fostering the competency of Norwegian to ensure students have the benefits of bilingualism. Mother tongues of students are valued and are fostered because their development further strengthens students’ intellectual and social growth, enabling even greater participation in the wider community. In its totality language instruction is seen as consisting of three domains 1) learning language, 2) learning through language, and 3) learning about language.

Beliefs:

 Teachers, in all subject areas and grades, are teachers of language

 Language competence has a direct relation to a student’s ability to communicate

 Language competence has a direct relation to a student’s identity, sense of security and belonging, confidence and their social and emotional well-being

 Languages are inherently equal

 Language has functional and aesthetic aspects, both must be addressed in the curriculum

 Students must be assisted to develop competence across the four language modes of speaking, listening, reading and writing

 Students should be given support so that they can participate fully in the learning experiences and the discourse of the school

 School has a crucial role in helping students appreciate diverse perspectives and to develop international-mindedness and intercultural awareness through the use of language

 Language acquisition is a continuous process which develops and progresses along a continuum.

 At Manglerud IC, learning and using English takes place in authentic contexts. As a school committed to an inquiry-based, constructivist approach to teaching and learning, English is central to our units of inquiry. To ensure students master the knowledge, skills, and understandings of the language not integrated into our units, each class conducts stand-alone lessons in English. In the units and stand-alone lessons, teachers ensure that essential conditions are present for language learning. First, they activate students’ previous knowledge, using it as a means to link and build new knowledge and skills. In the learning process, students’ learning is scaffold through such means as visual aids, graphic organizers, demonstrations, individual instruction, and small and whole group instruction. As students become fluent in English, teachers extend students’ abilities to understand and use the language in increasingly complex ways. At this point, instruction in grammar, vocabulary, writing, and reading for learning become the focus of language development. Arching over our use of English as the language of instruction is the belief that language is a critical part ofshaping students’ identities. In that vein, we celebrate and value all students’ mother tongues and cultures believing it as a means to ensure bi/multilingualism and international mindedness.

(Abstract from MIC, Language Policy Doc. May 2017, For the complete report see the opposite page.)