Anthony Middle School Language Policy

Language Philosophy

Anthony Middle School recognizes that the study of language is the foundation for all learning. Language study develops international understanding, reinforces cultural identity, enhances personal growth, and promotes effective communication.

Anthony Middle School views all teachers as teachers of language with responsibility for facilitating communication. It is also understood that the most conducive environment to language learning is a positive and encouraging one, where in students have the opportunity to engage in authentic and meaningful learning experiences. Anthony Middle School values differentiated and varying instruction, which integrates the skill areas of listening, speaking, reading, and writing. All teachers encourage competence of mother tongue skills as well as the development of second language skills.

Language Profile

Anthony Middle School has a total enrollment of 653 students in the 2015­16 school year. We recognize that, while English is the language of our instruction, we have native speakers in English, Spanish, and Somali, as well as a number of other languages. Approximate 18 percent of our students speak a language other than English, the language of instruction, at home and 6 percent of our students receive language services to help them in their English language acquisition.

Language Choices and Offerings in the MYP

English is the language of instruction

 English as a subject is taught through:

  • Language and Literature: for students whose mother tongue is English;

  • Language and Literature – Special Education: for special education students whose IEP requires sheltered instruction

  • Reader’s Workshop: for students who are identified as reading significantly below grade level.

Modern languages are taught through:

French, Japanese, and Spanish

  • 6th Grade students at Anthony experience a carousel of the three languages during their first year at Anthony.

  • English background students with no target language proficiency must choose from French, Japanese or Spanish and continue through their years at Anthony

  • Students who are native speakers of Spanish may choose Heritage Spanish.


Roles and Responsibilities

Anthony Middle School wants all students and their parents/guardians are feel they are welcome and respected members of the school community, including providing interpreters in Spanish, Somali or Hmong as needed at parent/teacher conferences and other meetings; making all building publications available in Spanish, Somali and Hmong as well as English, and ensuring that parent committees be representative of our student body.

Teachers

  • View the on­going language development for Anthony Middle School students as the responsibility of all teachers

  • Understand that our students come to our school with many different language

  • backgrounds and will progress at a different pace

  • Strive to keep current on research regarding language acquisition

  • Provide linguistic learning strategies for the students

  • Teach literacy skills in context

  • Provide, and encourage students to apply, a balanced program of instruction including listening, speaking, reading, writing, and presenting

  • Use consistent academic vocabulary across teams and subject areas Differentiate summative assessment strategies that permit students with varying levels of proficiency in English to show what they know.

Students

  • ●  Read and interpret a broad range of literature, reflecting a variety of cultures

  • ●  Explore language through the arts

  • ●  View language as a tool for learning

  • ●  Work toward becoming fluent in more than one language

  • ●  Take risks, use self­correcting techniques and share and develop their work in a social context

  • ●  Have opportunities to continue to develop their mother tongue.

Intercultural Awareness

Anthony Middle School is committed to developing intercultural awareness and international mindedness. This is a shared responsibility.

  • ●  The media specialist ensures that the media center provides

    • Multiple resources in Spanish, Japanese, and French

    • Leveled readers in all subject areas so that students can engage in content regardless of their level of reading/English proficiency

    • A variety of texts from different cultural perspectives.

  • ●  Student access to databases and other online reference sites so that students can research cultures and languages from around the world.

  • ●  Students are encouraged to pursue deep studies of their own cultural heritage and to learn about painters, poets, writers, musicians, scientists and other historic figures from diverse cultures.

●  Language and Literature students read and study literature from different cultural perspectives.

Language Support

Successful language learning can best be accomplished through a thorough support system within the school. Language support is offered to students who are English language learners and as a means to make language more accessible to those students who have limited language skills.

  • ●  Team Teaching: ELL teacher teams with content teachers who request support for a semester in class(es). ELL teacher works side by side content teacher. Models sheltered instruction strategies that supports all students with limited English skills and provides contextual PD for content teachers

  • ●  ELL teacher can also teach a “language support” class so that we could include exited and/or withdrawn ELL students as well as other non special ed students who have limited language skills. Teacher would “preview” upcoming content and skills from other content classes

  • ●  Reader’s Workshop for students whose reading skills are significantly below grade level

Professional Development

● During Workshop Week

Strategies for differentiating for English language learners

● Differentiate instruction and assessment

Collect data/monitor the effectiveness of differentiation strategies for learners with specific language learning needs.

Annual Review

Anthony’s Language Policy will be reviewed yearly by a committee to reflect the changing needs of our population and school community. The committee will consist of an ELL teacher, MYP Coordinator, a Language and Literature teacher, a Language Acquisition teacher, Media Specialist, Counselor, parent member from the Site Council and Principal. Any needed language policies and/or practices will be added or modified accordingly. The language policy will be reviewed to ensure that the policy remains a live document that reflects the needs and desires of our school and district.

Communicating the Policy

The policy will be place on our school website and made available to families at parent/teacher conferences. It will be available in Spanish, Somali and Hmong as well as English. As a whole we serve many students who are learning in a language other than their mother tongue. We view this as an asset and will continue to support these students in the further as a means of maintaining access for all students. As these students often need additional support we will do our best to remain knowledgeable of current language acquisition trends and support strategies to best serve all our students.