Kid’s Community College Southeast is dedicated to the well-being and educational success of EVERY child. We aim to foster internationally-minded, lifelong learners who will help shape our global community.
- The purpose of a language policy is to outline:
- the structure for language learning at Kid’s Community College Middle School
- the support for students and families whose mother tongue is not English support for mother tongues
- the belief that all professors are language professors
The philosophy at Kid’s Community College Southeast Middle School is that we believe language is a vital tool for learning, communicating and being an active member of a global society. As communication in the world changes, we have the responsibility for supporting our students to be multilingual learners. Language opens the mind and presents opportunities that will cultivate internationally-minded citizens. We believe language acquisition is best supported by a language-rich environment which includes books, periodicals, environmental print, online resources, and professor and student writing. Professors are role models for using and learning language and can foster a positive attitude toward language and literature. The language the student uses at home and/or outside of the classroom/school environment is considered the students mother-tongue. This term encompasses other terms including: first language, home language, preferred language, native language and heritage language. Kid’s Community College Southeast will support in-school, local and global initiatives that showcase our many world languages/cultures (i.e. school wide communications and service projects with a global impact.
- Mother Tongue: The language the student uses at home and/or outside of the classroom/school environment. This term encompasses other terms including: first language, home language, preferred language, native language and heritage language.
- Language and Literature: Language and Literature is one of the eight subject areas taught in the MYP. It is the class formerly known as English/Language Arts.
- Language Acquisition: Language Acquisition is one of the eight subject areas taught in the MYP. It is the class formerly known as foreign/world languages.
Language of Instruction
English is the language of instruction at Kid’s Community College Southeast Middle School and is the major connecting element across the curriculum. The focus of language and its application goes across all eight MYP core subject areas. Language provides a vehicle for inquiry. Wherever possible, language is taught through the relevant, authentic context of the MYP Units.
Language Curriculum in the Middle Years Programme
Language is the major connecting element across the curriculum. Therefore, the focus is on not only language and literacy, but also on its application across the subject areas.
- Language and Literature: All students take Language and Literature, regardless of their mother tongue, as all students are learning and deepening their understanding of English. Students learn the Florida Standards in Language and Literature through the conceptual framework of the Middle Years Programme.
- Language Acquisition: Kid’s Community College Southeast Middle School offers Spanish through Language Acquisition. Upon successful completion of their language acquisition classes, students will earn high school foreign/world language credit(s). Exceptional Student Education: Students who have met the eligibility guidelines to receive English as a Second Language (ESOL) services are supported by the classroom professor. The ESE professor and the ESOL professor work hand in hand to ensure each student receives appropriate services. Special education students who have met the eligibility guidelines to receive Exceptional Student Education (ESE) services are supported by the classroom professor and Exceptional Student Education support staff. The ESE professor and the classroom professor work hand in hand to implement the student’s IEP. All services are provided with consideration to the least restrictive environment, considering first providing support within the student’s general education classroom if appropriate.
- Technology: Students have access to a wide range of technology that supports language development. Laptops, cameras, document cameras, webcams, projectors, IPADS, and promethean boards all help students compose, share and connect ideas. Software includes word processing, presentation, graphic organizing, photo editing and illustration. Technology will be infused into the classroom to bridge the gap between the language of instruction and the mother-tongue.
Placement of students and progress monitoring
- Students take a home language survey upon registering at a Hillsborough County School.
- If a student has a mother-tongue other than English, he or she will take the WIDA test to determine his or her needs.
- All English LanguageLearners (ELL) take the state mandated WIDA on a yearly basis to determine progress and continued need for services.
Literature is an integral part of the curriculum. By learning language as well as learning about and through language, an appreciation of the richness of language and a love of literature is nurtured. Books are carefully selected to reinforce the units of inquiry and the development of reading skills, as well as to reflect various cultural aspects. Students learn how to understand, interpret and respond to the ideas, attitudes and feelings expressed in various texts. Books are read for enjoyment and can also be discussed, analyzed, compared and contrasted. Students learn how to understand, interpret and respond to the ideas, attitudes and feelings expressed in various texts; to think critically about what they read; and to be able to make predictions and inferences based on information that is both explicit and implicit in the text.
Professors realize students come from different cultures and backgrounds and strive to demonstrate conversational accuracy with sensitivity. Professors value hands-on experiences to reinforce primary and secondary language. Through oral productions, skits, songs, debates, stories, listening opportunities, etc. students become enthusiastic and open minded about other cultures. Professors will provide ample opportunities for students to learn unique ways to communicate with each other. Language as a common practice opens doors to a life-time of open mindedness and an appreciation of learning.
Students learn about the Spanish-speaking areas of the world. By learning about the people, traditions, music, history, and customs of another country, students discover what is unique about each region, and what we have in common. This leads the students to the appreciation that the world is enriched by its many cultures.
- Professors who teach ELL students must have a pre-determined number of coursework hours in strategies to assist with the acquisition of the mother-tongue
- Professors of Language and Literature complete 300 hours of ELL coursework within five years pf having their first ELL student assigned to their roster.
- Professors of other core subjects take 60 hours of ELL coursework
- Professors must obtain a passing score on the ESOL Subject Area Test; Basic Subject Area Coverage, and 120 hours/points in ESOL. ~Any two of the five courses listed to the right must be completed within three years of obtaining a passing score on the ESOL Subject Area test.
- Technology is infused into the classroom to bridge the gap between the language of instruction and the mother-tongue.
- ELL Students have access to dictionaries in their language, technology such as google translate, peer translators, and a wide-range of learning strategies to support language development.
Language Policy Review
Monitoring and Revision of the Language Policy
In 2017, the Kid’s Community College Southeast Middle School MYP Language Policy was first drafted by the MYP Coordinator, Language and Literature Professors, Language Acquisition Professor, and other stakeholders. The Language policy has been further updated and developed by the Instructional Leadership Team which includes the PYP and MYP Coordinators. In October of 2018, the Governing Board participated in the review process. In January of 2019, the Language and Literature Professors, Language Acquisition Professor, MYP Coordinator along with other professors further developed the policy. The Language policy received additional review by the Head of School along with the Instructional Leadership Team and Governing Board during March 2019.
Bi-annual updates include but are not limited to:
August and May 2020 – School Community
August 2021 – School Community
The Administrative Collaboration Team is responsible for ensuring the Language Policy is put into practice and will communicate the Language Policy to stakeholders.
The Programme standards and practices, as well as the guide MYP: From principles into practice, were taken into account in developing the policy.
*Middle Years Programme. MYP: From principles into practice, September 2017 p. 35.
Coordinator Support Material, Standard B1 Language Policy, https://ibpublishing.ibo.org/server2/rest/app/tsm.xql?doc=m_0_mypxx_tsm_1609_1_e& part=3&chapter=3
Pine View Middle School Inclusion Policy, https://pvms.pasco.k12.fl.us/wp- content/uploads/pvms/2018/12/PVMS-Language-Policy.pdf
**Mission Statement from the IB
The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment. These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.