PRIMARY SCHOOL

LANGUAGE POLICY

Commission Members

Elçin Kızılkaya – Vice Prinicpal
Nagihan Uca – PYP Coordinator

Edanur Taktak – Head of English Division
Nilüfer Danış – Head of Pre-school Divison
Emine Kaydal – Head of 2nd Grade Division
Murat Er – Classroom Teacher
Fatma Manisalıoğlu – English Teacher

Selin Açıkgün – Turkish Teacher

Tuğba Dikici – Library Teacher

Version date: May 2020
Version: 2.0

IB MISSION

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 learners from all over the world to be individuals that are active, loving, and lifelong learners who comprehend that others can be right, despite their differences

PRIVATE MURUVVET EVYAP SCHOOLS VISION & MISSION

Vision

The aim of The Private Muruvvet Evyap Schools is to develop individuals towards the necessities of the world, which are to be qualified, innovative, able to effectively use advanced technology, adopt ethical values, and to adapt to the fast changing conditions of the world.

                                                        

Mission   

With all of our stakeholders in the community, the Private Muruvvet Evyap Schools objective is to develop individuals that:

  • Absorb universal values
  • Effectively communicate in the Turkish language and one other foreign language
  • Is of inquiring mind, and a scientifically, analytically and synthetically thinker
  • Sensitive to their environment and nature
  • Respective and caring of various cultures
  • Skilled in life-long learning
  • Participating in at least one arts, sports or social responsibility activities
  • A leader and model to society in the light of Atatürk’s principles and revolutions

1. ABOUT THE LANGUAGE POLICY

The development, implementation, application and review of the school language policy is a process that involves the entire school community.  This process includes cooperation between the school administration, PYP coordinator, teachers, librarian, learners, parents and other members that consitiute the school community.

The Private Muruvvet Evyap Schools Language Policy was created in 2013-2014 academic year.  A committee, under the leadership of the PYP Coordinator was established in the 2019-2020 academic year to review the current policy.

The language policy was prepared with consideration to its compatability with other policies of the school and its necessity to be dynamic and flexible in terms of improvement.  The needs and suggestions of the school community were taken into consideration during the preparation of the policy.  The applied current language philosopthy, teaching and learning accepted by the entire school has been reviewed on its compatibility with the school’s philosophy.

The school administration, PYP coordinator, foremost the schools head of departments, all teachers, learners and parents play a role in conveying the school’s language policy to all departments, implementing and supporting it throughtout the school.

It is the responsibility of the PLT (Pedagogical Leadership Team) to review the language policy every academic year during the seminar period, before the commencement of school.

2. Language Philosophy

Language is universal, uniting all humanity even if it differs from culture to culture, and provides an opportunity for the development of common understandings between cultures.

At Private Muruvvet Evyap Schools, we are aware of the significance of the best possible self expression of our learners.  We see language as a means of communication as well as an art that reflects our cultural and individual wealth.

In line with the needs of our country and the world, Private Muruvvet Evyap Schools are aimed at devloping individuals that are qualified, innovative, literate in science, possesses ethical values, and capable of adapting to the rapidly changing conditions of society and the world.

Foremost, we believe it is necessary for these individuals to use Turkish, our schools’ language of instruction, sufficiently enough to convey the values we possess to other cultures and the necessity to express themselves correctly with at least one additional foreign language.

3. OBJECTIVE OF THE LANGUAGE POLICY

The Private Muruvvet Evyap Schools implement a policy in which includes the entire school community that is consistent with the expectations of IB and legal requirements.  This policy is connected with the school’s mission, vision and its other policies. “A language policy is an action statement … A school is less concerned with where the learner is going, but more involved in how they are going to get there.” (Corson, 1999)

The objective of the Private Muruvvet Evyap Schools language policy;

  • To enable the learner to sufficiently express themselves in Turkish, the schools’ language of instruction,
  • To improve the learners English language skills, a foreign language learned at school, and to aquire this target language at the best level,
  • Thus, aims to enable a basis for a second language (Spanish) at secondary school and development of skills for other languages in the future.

4. LANGUAGE PROFILE

Our school is a Turkish school bound by the Ministry of Education.  Our schools’ language of instruction is Turkish.  English is taught as a foreign language as of kindergarten.  The majority of our learners and members of staff are formed of Turkish Citizens who speak Turkish.  However, as long as the admission requirements of our school are met, learners from all countries, cultures and nationalities are accepted.  The languages spoken by members of the school community are considered a wealth and is celebrated.

When accepting learners whose spoken language at home is not Turkish, they are informed that mandatory Turkish lessons are required to express basic needs before commencement of school.  Support from an interpreter is required when prospective parents and the school are unable to communicate in Turkish or English.  The school prepares and applies a support program for these learners and their families.

 

 

5. THE LANGUAGE TEACHING AND LEARNING PROCESS

The learning of the target language is ensured by communicating and using the target language during language lessons.  Our foreign language teachers also communicate with learners through the target language inside and outside of the classroom.

At Private Muruvvet Evyap Schools, it is accepted as such that “every teacher is a language teacher and every language teacher is a learner”.  With this perspective, the school provides free English learning opportunities to voluntary teachers and other members of staff, and provides translation support for non-Turkish speaking teachers in meetings and other activities.

5.1. IB LEARNER PROFILE AND LANGUAGE LEARNING

Learners at Private Muruvvet Evyap Schools are;

Inquirers; Uses language to reach and make sense of information. Gains the skill on how to reach information individually or with friends so as to question what they wonder.

Communicators; Gains the skill to express confidently, creatively and effectively in many ways.

Risk Takers; has confidence in speaking, acting, reading and writing in public.  Is resilient towards difficulties and changes that occur before society.  Improves the skill of self-expression in front of the public.

Knowledgeable; Improves their conceptual understanding through researching literary styles. Possesses the correct vocabulary to discuss and share and the knowledge to conduct literary analysis.  Studies local and global works of literature.  Analyzes ones ideas.  Learns the channels of reaching information.  Internalizes the philosophy that knowledge is not fixed, but variable.

Caring; Are careful in the accurate use of the languages and in evaluating their effects.  Shows empathy to the public they address when choosing the language of expression, uses respectful language.

Principled; Are aware of the importance of language in social communication and how powerful it is on people and societies.  Uses these languages with this sense of responsibility.  Accepts the responsibility and results of their statements.

Well-Balanced; Can express themselves verbally, in writing and visually.  During communication, they use well balanced speaking and listening skills.  They gain awareness of the importance of balancing the emotions and knowledge of others in spoken and writtten language.

Reflective; Uses their language skills in various fields.  Is open-minded; respects differences and is aware that opinions of other individuals may also be correct.  Respects the differences and similarities between languages.

Open Minded:  Cares about the cultures and traditions of other countries, in addition to our own cultures and traditions.  Realizes what knowing different cultures adds to their perspective.

Thinker: Uses a correct and respectful language when expressing our creative and critical thinking skills.   Adopts being ethical and realistic when expressing thoughts.

   5.2. BASIC PRINCIPLES IN TEACHING LANGUAGE

  • Progressing with joint plans made by classroom and branch teachers,
  • Supporting and developing classroom activities as language teachers,
  • Provide thinking, research and communication activities with various tools,
  • To ensure the use of language as an expression tool and fluently,  and also as an inquiry tool,
  • Carry out activities and studies for learners to enjoy, feel comfortable, accepted and supported when using the language in public,
  • Encouraging and if necessary guiding learners and appreciating their achievements (erecting scaffoldings-enabling the learner to express by providing the missing piece)
  •  “In practical terms, the concept of scaffolding includes body language and gestures, actions which accompany language, adding things on top of those said by other learners and inquiries amid guidance.” (International Baccalaureate, 2009)

   5.3. LANGUAGE TEACHING APPLICATIONS

The language acquisitions of the Ministry of Higher Education are integrated into the lesson plans in accordance with our schools Language Scope Sequence document prepared with regards to the PYP language scope and sequence document (annex 1.)   Learners learn the language through the applications of speaking, listening, reading and writing.

Moreover, studies are carried out to reflect that learning a language is not limited just to the classroom, but also possible throughout the school, during or between classes.

      5.3.1. Verbal Language- Listening and Speaking

Listening and speaking as a verbal language are inseperable and complement each other inclusively.

Our practices in this area enable the use of language actively in these areas:  Classroom language, play language, inquiry language, speaking with peers and giving instructions.  We enable learners to activate their creative and critical thinking skills, especially when using inquiry language.  We expose our learners to this area with various materials.  Songs, videos, games, puzzles and dialogue activities associated with themes are some examples of these.

      5.3.2. Visual Language – Viewing and Presenting

We cannot ignore the effect of visual materials on younger age groups, used in imaging and presentation, which is a receptive process for learners to understand language.  We present visual materials in the form of paper, electronic, experiment and live.  Broshures, posters, games, web sites, films, maps, charts, graphics, diagrams, photos, cartoons and comic books are some of the best examples.  The learner can interpret and self-express this way.  In the next phase, through these materials they begin to apply what they have learned and make a presentation after each application.

      5.3.3. Written Language-Reading and Writing

In this field, we want the learner to make sense of what they have read.  Materials that arouse enthusiasm and curiosity are elements which encourage the learner to read.  We choose reading materials that are illustrated, fictional and non-fictional.

   5.4. TEACHING LANGUAGE OF INSTRUCTION (TURKISH)

Language; the basic tool of communication is the essence of leaning.  The most important, sometimes the only tool that is used in education. The main purpose of the language of instruction, which cannot be defined as only a communication tool, is to understand and develop the language of the family and society in which they belong.  Language acquision is a dynamic and lifelong process that includes all learning, and is the main factor for mental development.

The development of the Turkish language of our learners is supported by the curriculum of the Ministry of Education, the classroom teacher and the frequent assessments showing their language development.

 

 

 

In new situations, learners use language rules appropriate to the level; reads, discusses, makes a connection, and they investigate events and ask questions.  They exhibit a learners’ profile.  The aim is for learners to use the Turkish language correctly, appropriately and well.  They obtain the skills to interpret and inquire from learning various types of articles through texts that examine the relationship between literature, art and society.

Ensuring the gain of aesthetic pleasure through literature ensures the development of different perspectives by associating their own culture, ideas and taste with the texts they read.  Selected work from Turkish and World literature are read by our learners throughout the year.  One hour of the class takes place at the school library as “reading time”.  Learners are introduced to distinguished Turkish and World poets and writers appropriate for their level.  They critize and make comparisions about the pieces through examining the books that they read.

Many activities are also conducted during the year for learners to use the Turkish language correctly and fluently and develop their self-confidence.  The ensurance of language acquisition of learners is attempted through poetry, various literary genres, poetry reading, story telling and drama studies.  Our learners have the opportunity to exhibit the knowledge and skills they have acquired throughtout the year with performances carried out at the end of the year (chorus/peom reading, plays, purposeful games, puppet show, entire class or small group discussions, structured word inquiry, author and thematic studies.  Learners thrive by sharing their work formally or informally with their friends or by willfully interacting with them. They share what they understand, present their thoughts and reflect on their work.  They use and notice the relevant language in their studies and presentations.

In addition to increasing the learners’ ability to dominate the language, we can list the activities carried out in the practices of the Turkish language:

  • Libarary: The library plays an important role in the teaching of language.  In the lesson programme, one lesson hour at each grade level is determined for book reading, enabling learners to read in a library atmosphere.
  • Debate: The purpose of the debate is to enable learners to read and examine other books outside of the classroom so as to improve their speaking skills, connect and flawlessly express their thoughts. Thereby, their speaking talent develops and interpretation skills increase through debate.  Learners gain the ability to generate ideas on various topics and defend their ideas.

 

 

  • Drama: Drama activities are carried out with the aim of activating the creativity of the learner, enabling to express themselves, to help self-acquaintance and perceive a versatile life and increase the power of expression.  In drama activities carried out at our school, learners are encouraged to shape their own stories and tales by staying true to their imaginations by way of animating stories, tales and an example of a given situation. Thus, strengthening their visual language skills and adopting a reading habit with entertaining content
  • Presentation: Learners are given the opportunity to describe, interpret and respond to a text to enable fluent and clear speaking, thus allowing them to enter various ways of expression.  A logical narrative process is created in the order of introduction, development and result.  The chance to correctly express themselves verbally and visually is obtained through their imagination and creativity.  The aim is to dominate the spoken language.  For the proper use of the Turkish language, care is taken for the pronounciation of words and diction.
  • Competitions: Choosing reading materials for their own levels and impromptu writing is ensured within the scope of the cirruculum to encourage learners to participe in national and international competitions in order to use the Turkish language effectively and correctly and to show their creativity.

   5.5.   APPROACH TO NON-TURKISH SPEAKING LEARNERS

Upon enrolment, every teacher exhibits a caring approach with a common attitude in their interactions towards Non-Turkish speaking learners.  Library tools, technological materials and equipment, home worksheets and similar practices are used to support the learner and the development of language skill is aimed.  An efficient learning environment is prepared by diversifying resources.  Activities sometimes include those aimed at recognising different cultures and traditions.  These type of activities also increase international mindedness in Turkish speaking learners.  Trips and social activities are planned and implemented separately at each grade level during the learning of Turkish.  This allows learners to share through socializing in a comfortable environment.

   5.6. TEACHING ENGLISH AS A FOREIGN LANGUAGE

At Private Muruvvet Evyap Schools, we care immensely that learners develop as people of the 21st century world that possess international mindedeness and recognise and respect different cultures.

In our opinion, to know a language is to make use of it correctly and properly as a tool to understand culture, learn through language, question ideas and thoughts, make discussions, reflect and express ideas.

Our primary responsibility is to encourage learners to interact as a “community of learners” and to enable them to use the language in real life context as much as possible.

 

Within this scope, our English classes are carried out with experienced teachers consisting of native English speaking teachers and Turkish teachers, supported by differential activities where individual needs are prioritized and consistant for the age level of the learners.   Textbooks that are determined according to different grade levels are connected to the learning outcomes of the PYP deparments, Language Scope Sequence Document, European Language Portfolio and Ministry of National Education.  The development of learners’ grammar, reading, speaking, writing and listening skills in English classes are actively supported within the framework of the IB Learner Profile.  Our school, which provides English education with a unique cirruculum, enables our learners to see their skills in using language as a world citizen through the guidance towards exams, such as the Cambridge English Qualifications, etc.  As a result of these exams, our learners are able to ascertain through independent measurements their level of English at world standards, and set new goals for themselves accordingly.

In this program that we have prepared with emphasis on the importance of learning a language in its own habitat, online library services are used to increase the exposure time of children to the language.  The online library services cater to all levels of interest fields and the supports the development of many skills such as reading, listening and sound recording.

 5.7. APPROACH TO NON-ENGLISH SPEAKING LEARNERS

In order to evaluate the learners’ level of foreign language and its suitability to the grade level, an English readiness assessment is conducted for the admission of learners to intermediary grades.  If the foreign language of the learner is under the suitable grade level, the learner is supported with the guidance of their parents.

6. Library

The education process starts at home and continues at school and spreads throughout life.  School libraries are areas that meet the necessary requirements of the learning community as of the first stages that develops their literary skills, encourages curiosity and supports the power of research.

At Private Muruvvet Evyap schools, there are a total of three libraries, one is jointly shared by the kindergarten and primary school and the secondary and high school have their own separate libraries.  Learners, teachers, administrators, personnel, namely the school community are natural members of the libraries within the body of Private Muruvvet Evyap schools.  The library resources support the development of the mother tongue and foreign language of users in terms of quantity and quality.  In this context, our school library provides, organizes and serves all kinds of information resources to improve the thinking skills of all members and meet their needs for information.

 

Our school library, supports becoming responsible members of local, national and global communities in the globalizing world that have gained the habit of reading and research, are willing to learn, are contemporary, are innovative and contribute to the development of society by equipping the learner profile with lifelong learning.  Resources belonging to all disiplines are included in our library.  Each year, these resources/collection is updated and developed after reviews carried out by the relevant persons.  The learner community and teacher requirements are priority in the updating of the collection.   Demands from learners, parents and teachers, suggestions from resource providers, and demands from the librarian are evaluated.  In short, an evaluation is made with priority to the demands of the school community and with a joint decision made by the school management, PYP coordinator, department heads and the library manager.  A purchase is made to update the collection, which is pursued and later registered to the school library by the librarian.  The new resources are stored in their places by the librarian once the technical procedures have been carried out.

The resources at the Private Muruvvet Evyap schools’ kindergarten and primary school libraries are supplied by way of purchase and donation. The aim is to contribute to the language development of its users with these resources.  The library manager, teachers and school management are in charge of developing the library collection.  Each year, the school management creates a budget under the heading of collection development in order to add current resourses to the collection, thus a resource for the education of language.  Suitable library resources are added to the collection as a donation from those utilizing the library.

Orientation training is carried out to learners at the beginning of each academic year regarding the functioning of the library, introduction and use of resources, with aim of the efficient use of the library.

A user’s guide is created for utilizers, to support the functioning of the PYP themes.  A library hour is conducted for all classes, 1 hour with the classroom teachers and 1 hour with the English teachers each week at a designated regular time.  Adopting the habit of reading to the learning community is priority of every individual in the school community.  Activities on language development are carried out through creative reading and way of play during library hours under the leadership of the librarian.  Efforts are made for learner groups to make connections with language in different forms through plannings like individual and group reading.

We have resource boxes appropriate for theme topics, and they are loaned out to the classrooms regularly by the librarian to be used throughout the theme period.  These resources are udated every year.

Topics covered during the library hour are: Reading books appropriate for the subject, recognizing book types, author recognition, book introduction, information literacy, research processes, recognition of information sources and accessing accurate information and academic honesty.

Books remain with the user for 15 days, whereby the learning group gains sense of responsibility.  Additionally, continues this process in language development with other communities outside of the school community

Library Week is celebrated, which is included in the important days and weeks.  Throughout the Library Week, activities are carried out that contribute to the language development of the learning community and support the correct use of the language.  These activities are introduction of library types, bookmark design, book cover design, story creation, book map creation, author interviews, opening a book fair and fairy tale hours.

Author interviews are intended to reflect the use and importance of language from primary sources.

Tracking of current publications is ensured by opening a book fair, gaining the skill to make their own choices.

Bookshelves are established in classrooms with updated content-controlled books suitable for the age groups.  There is also a peridicals section with up-to-date subscriptions in the corridors, suitable for the learning community.  We expose our learning community to books with the aim to show that learning a language is a normal part of life

There are 3 libraries within the scope of the Mürrüvet Evyap schools. Visits to our other libraries by the learning community are organized periodically. Visits to surrounding libraries outside of the school are also organized.

One of the most important elements for using language correctly and efficiently is a book.  A book should not be seen as just an object.  To internalize this, learners that use the library actively at certain times of the year are rewarded.

The library is not a physical place where only books are borrowed, it is also a research-inquiry center.  Therefore, learners should be able to use the library as a place where they can conduct research on any subject.  Both the resources in the library area and electronic resources will be a reference for the learner.  Our library resources have been listed with the Dewey decimal classification system.  This classification system makes it easy for the library user to consider the topics holistically while conducting research.  Moreover, Muruvvet Evyap Schools uses the Follet Destiny Library Automation program.  The aim of the automation program is to allow sources to conduct research not only in school but also outside of school.  Statistical information of library members and the library materials can also be accessed with this program.  This is important in terms of using the library as a livelier and dynamic space.

Studies are carried out on Academic Honesty, which is an area that the learner profile should apply throughout their life.

As an example of taking action, a book donation event is organised for schools in need.

 

  1. ASSOCIATING THE LANGUAGE POLICY WITH OTHER POLICES OF THE SCHOOL

As stated in the mission of our school, ‘Along with all of our stakeholders in the community, the Private Muruvvet Evyap Schools objective is to develop individuals that can effectively communicate in the Turkish language and one other foreign language’

Within this context, the ‘Language Policy’ is in line with other policies of our school.

   7.1. Association with the Admissions Policy:

Differences of each child is considered during registration and no discrimination is made towards language, religion, race and gender.

Learners who possess languages other than the language of instruction at Private Muruvvet Evyap Kindergarten and Primary school are accepted to the school. These learners are informed that mandatory Turkish lessons are required to express basic needs before the beginning of school.  The development in languages of the learner is assessed, discussed and recorded regularly.

   7.2. Association with the Assessment and Evaluation Policy:

Assessments should be sensitive to cultural, linguistic, racial, class, learning, physical and gender differences.

A common language is used when assessement is being conducted.

Assessment and Evaluation is a siginifcant part of teaching and learning.  Various process and outcome evaluations are developed for the language of instruction and foreign language classes.  As a result of the evaluation carried out, feedback of the recorded results to the learner, teacher and parent are provided through prepared reports.    In addition to the report cards given at the end of term, projects, exhibitions, portfolio studies, presentations and performances duties are also used in the evaluation process.

   7.3. Association with the Inclusion Policy:

Private Muruvvet Evyap Schools have developed and implements an Inclusion Policy that is consistant with IB expectations, compliant with local laws and can easily be used by the entire school community.  This policy is linked to the schools other binding policies, such as the schools mission, vision, and language, learning and assessement-evaluation policy.

Inclusion Policy; takes into account the learners language profiles.

8. REFERENCES

9. ANNEXES

Annex 1: Private Muruvvet Evyap Schools Language Scope Sequence Document (2020). Link:

https://drive.google.com/open?id=1cp49UGloNdm_RwRgmmQHRvJKqLyZqUlF

Annex 2: Private Muruvvet Evyap Schools Inclusiveness Policy. (2020.) Link: https://drive.google.com/open?id=1c___ylYp_W8lW0M9RV21XHSG_qmtEa5x5Zxq7rnSYWA

Annex 3: Private Muruvvet Evyap Schools Admissions Policy. (2020). Link: https://drive.google.com/open?id=1IgA060aPDrmAjBJ7yt7LRsySKtRBs4z7

Annex 4: Private Muruvvet Evyap Schools Assessement & Evaluation Policy. (2020). Link: https://drive.google.com/open?id=13O8xZaIRv5vk1J7yUDCDA_3bBgdX2-p1

 


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