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
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