Language Policy

IB Programmes Language Policy 2022.

1. Language Philosophy of Tamagawa Academy.
2. School Language Profile.
3. Language entry level guidance.
4. Placement of students into Middle Years Programme and Diploma Programme Language classes.
5. Language and assessments.
6. Supporting Language Development
7. Supporting Staff.
8. Spelling Protocols.
9. Preferred Bibliographic styles.
10. References.

1. Language Philosophy of Tamagawa Academy.

Language Mission: To offer a range of high quality in-class and extra-curricular support for students undertaking the IB Programmes through two languages, the majority of whom will be studying one in a second language.

Language vision: An IB Programme that welcomes learners at different language proficiency levels and has a range of support mechanisms in place to ensure that any willing learners can successfully complete the programme.

Tamagawa Academy International Baccalaureate (IB) language philosophy, in accordance with the International Baccalaureate Organisation’s policies, recognises that language is central to learning. All teachers are responsible for the language development of their students and are responsible for facilitating communication through the planning and delivery of their courses.

Tamagawa Academy IB aligns with the Middle Years Programme Language Acquisition Guide, which states that the acquisition of the language of a community and the possibilities to reflect upon and explore cultural perspectives of our own and other communities:

• is valued as central to developing critical thinking and is considered essential for the cultivation of intercultural awareness and the development of internationally minded and responsible members of local, national, and global communities.
• is integral to exploring and sustaining personal development and cultural identity and provides an intellectual framework to support conceptual development.
• greatly contributes to the holistic development of students and to the strengthening of lifelong learning skills.
• equips students with the necessary multiliteracy skills and attitudes, enabling them to communicate successfully in various global contexts and build intercultural understanding. (“Middle Years Programme Language Acquisition Guide” 4).

Tamagawa Academy IB supports and values our students’ mother tongue while, when necessary, guiding them through the process of language acquisition. As stated in Language and Learning in IB Programmes, “the ability to communicate in a variety of modes in more than one language is essential to the IB concept of an international education that promotes intercultural perspectives,” (“Middle Year Programme Language Acquisition Guide” 4) which is one of the foundations of our language philosophy.

Tamagawa Academy IB recognizes that students learn language through using language and provides students with as much opportunity as possible to experiment with and build upon their language skills to accomplish meaningful purposes in real life contexts. Students are encouraged to use language at every given opportunity, both inside and outside of the classroom. Students are expected to communicate in the language of the subject they are studying, both to peers and the teacher.

Tamagawa Academy IB strives to maintain an atmosphere in which students are comfortable with taking risks and making mistakes in a safe environment of learning.

Tamagawa Academy IB believes that second language development is enhanced by competency in a student's first language. Although the structure of the programme supports the simultaneous development of English and Japanese proficiency throughout the MYP, with Mandarin offered in the DP, parents of students with other first languages are encouraged to continue their support in the development of the student's first languages in the home environment.

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2. School Language Profile.

a) IB Middle Years Programme and Diploma Programme Admissions.

External Students.

External (non-Tamagawa Elementary and mid-year Rolling Admission) candidates are admitted to the IB Middle Years Programme and Diploma Programmes based on:

• the results of entrance exams of English and Mathematics in the English language and Science and Individuals and Societies in the Japanese language.
• a two-part interview with both the student and the parent(s) by two of the following members of staff; the IB Division Head, Director of Teaching and Director of Academic Affairs, Lead Teacher for Academic Affairs, Lead Teacher for Student Affairs.
• the previous results and recommendations from the students’ former schools.
• a final decision by a three-member team consisting of the Principal, the IB Division Head, and the Head of School, using a comprehensive analysis based on the points above.

Internal students.
Internal students are admitted through the Elementary School English Programme (EP) and Japanese Programme (JP).

b) Language Groups in the School Community.

The majority of Tamagawa Academy IB students speak native-level Japanese. From April 2021 most students spend their pre-IB education in Tamagawa Academy’s bilingual English Programme (previously entering through the school’s Elementary Division), with the majority of external students being educated in Japanese schools. Some students have varied linguistic and cultural backgrounds due to living abroad and/or having multicultural, or non-Japanese, families. Some students who have lived abroad come to the programme with weaknesses in their academic Japanese. The primary language need for the majority of learners in our programme is to build both social and academic English skills and knowledge while continuing to develop their Japanese literacy. All teachers endeavour to treat each learner as an individual regarding their language needs.

The predominant language of the school is Japanese. The non-Japanese IB teachers come to the school from a variety of countries and interact with students primarily in English. The Japanese and Mandarin speaking IB teachers communicate with students in the language most appropriate to the lesson they are teaching or the social situation. IB support staff, as well as Tamagawa mainstream teachers who teach in the IB Programme, have varying levels of English proficiency, and communicate with students in both English and Japanese. The academic environment exposes students to a variety of world English while encouraging bilingual development.

Official communication with stakeholders, through workshops and programme guidebooks, is in English with Japanese translation provided.

The majority of the IB parents are Japanese speakers. The IB support staff provide translation for both written and oral communication between parents and teachers when necessary.

c) Language of Instruction.

IB Middle Years Programme Programme (Years 6-10).

The language of instruction for the following subjects is English:

• English Language and Literature, English Acquisition, Individuals and Societies, Mathematics and Science and Design (grade 10).

The language of instruction for the following subjects is Japanese:

• Japanese Language and Literature, Japanese Acquisition, Music, Physical and Health Education and Home Economics.

Art is taught in Japanese in Grade 6 and in English in Grades 7 to 10.

IB Diploma Programme (Years 11 and 12).

The language of instruction of the Diploma Programme subjects is English, except for Japanese A: Literature and Mandarin A: Language and Literature in Group 1 and Japanese B and Mandarin B in Group 2.

The language of instruction for non-Diploma Programme subjects that all students undertake such as Physical Education and Music is Japanese.

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3. Language entry level guidance.

The following tables are the recommended entry language level criteria necessary for students in order for them to be able to access the curriculum. The recommendations are shared with prospective parents in the application process. Other entry requirements are detailed in the admissions policy.

a. English Language Level recommendations.

	Minimum MYP Phase.	WIDA Level.	CEFR.	EIKEN.	TOEFL iBT.
Grade 6	3	3-4	B1	2	50
Grade 7	3	3-4	B1	2	60
Grade 8	4	4-5	B2	Pre 1	80
Grade 9	4	4-5	B2	Pre 1	80
Grade 10	5	5	C1	Pre 1	100

b. Japanese Language entry level recommendations.

	Minimum MYP Phase.	JLPT.	Kanji Proficiency.	Kana Proficiency.
Grade 6	3	N4	440	All hiragana and katakana
Grade 7	3	N4	550
Grade 8	3	N3	642
Grade 9	4	N3	700
Grade 10	4	N3	835

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4. Placement of students into Middle Years Programme and Diploma Programme Language classes.

a) English Language Class Placement for students in the Middle Years Programme Programme.

Middle Years Programme students in Grades 6 to 10 are placed into English Language and Literature or Language Acquisition courses, based on their language proficiency. English language classes are organised according to students’ Middle Years Programme Language Acquisition Phases.

English language class placement testing is administered internally to all incoming students to the programme. This includes results from the student’s entrance exam, the WIDA Model Test and the student’s performance in class.

Students are tested once a year in order to monitor their language development and progress. This is done using the WIDA Model Test. Based on these testing results, classwork and teacher recommendations, students will be placed at a “best-fit” IB Phase and assigned to the appropriate class at the start of the following term.

b) Japanese Language Class Placement for students in the Middle Years Programme.

Based on the Japanese Language level shown in their admission tests and internal Japanese language level testing before starting at the school, Grade 6 to 10 students are placed into either the Middle Years Programme Japanese Language and Literature or Japanese Language Acquisition class.

Students' Japanese language progress is monitored through their class work, assessment tasks, and Japanese level check tests when necessary.

Middle Years Programme students, aside from taking a placement test to determine their English language phase, will also take a similar placement test to determine their phase in Japanese. Because the test has different sections based on the Middle Years Programme phase descriptors, the test can be readministered multiple times throughout the student’s progression through the Programmes to gauge growth and development, along with formative and summative assessment scores and teacher’s observation.

c) Language Placement for students entering the Diploma Programme.

Tamagawa Academy uses the following table adapted from the Middle Years Programme Language and Literature Guide to advise students with their Group 1 and 2 course selection for English, Japanese or Mandarin before entering the Diploma Programme.

In order to enter English and/or Japanese as a Group 1 selection, it is recommended that students take at least one term of Middle Years Programme Language and Literature in the chosen language.

Language Phase at the end of the Middle Years Programme.	WIDA Scores.	Diploma Programme class.
Phase 3	3-4	Language B SL
Phase 4	3-4	Language B SL / HL
Phase 5	5	Language B SL / HL Language A: Language and Literature SL Language A: Literature SL
Phase 6	6	Language A: Language and Literature SL / HL Language A: Literature SL / HL

(“Middle Years Programme Language Acquisition Guide” 6)

When there is a concern over a student’s choice of language and / or level for the Diploma Programme, the language A and / or B Departments will inform the Diploma Programme Coordinator. The Diploma Programme Coordinator and relevant teachers and Subject Leaders will speak to students and parents if necessary, outlining the potential difficulties the student may face and highlight relevant data such as, their performance in the subject in the Middle Years Programme, their language phase level, previous classes they have studied in and their future goals.

Students with the appropriate language skills in both English, Japanese and Mandarin are encouraged to pursue a Diploma Programme Bilingual Diploma.

Language is linked to the following DP subject choice recommendations:

• History.
  ○ HL: Phase 5 in English.
  ○ SL: Phase 4 in English.

d) Movement of students between classes.

Middle Years Programme.
At the start of the academic year or a new term, a student can be moved up or down a language class following a teacher’s recommendation and departmental discussion. Evidence used to make the decisions can be from assessments, class performance and/or WIDA data.
If it is deemed that a student is finding the work too easy/difficult, then the student can be moved to a more suitable class within a month of the start of the year / term at the latest.

Diploma Programme.
Students have five weeks from the start of Grade 11 to apply to move language classes and / or levels. The process includes the students handing in an official application form to the DP Coordinator, who, along with affected subject teachers will make the decision based on the timing of the application, the student’s language level and progress, and other subject choices. If the request is permitted the student and their parents must sign a letter explaining the subject change and the implications.

5. Language and assessments.

Students must submit assessments in the subject’s language of instruction.

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6. Supporting Language Development

At school.

a) Homeroom staff

In order to support students in the early years of Tamagawa Academy IB, the school makes an effort to allocate English/Japanese bilingual teachers to courses in Grades 7 and 8. The school also tries to ensure that each Homeroom team consists of at least one member of staff who is a native Japanese speaker and one who is a native English speaker.

b) Morning Support Language Classes.

Morning support is an extracurricular service for students in Grade 6-10 aimed at supporting second language learners in accessing the Middle Years Programme Curriculum. Morning Support takes place from 7.45am-8.10am throughout the academic year. Students receive a maximum of four sessions per week depending on their language level in individual or group sessions.

Morning Support is provided to the following students:

• Grade 6-8: All language acquisition students.
• Grade 9-10: Phase 3-4 students based on teachers’ requests and their progress throughout the year.

English Language Morning Support concentrates on the technical grammar needed for students to gain a basic understanding of the instructional language in all subjects across the Middle Years Programme curriculum. Japanese Language Morning Support is focused on supporting students in specific subjects. Support is concentrated on the language needed to help students understand what is required for class content and assessment tasks.

The EAL Coordinator works with teachers in the Language B Department and staff from across the Middle Years Programme and the Elementary School’s English Programme to identify the students who qualify for Morning Support. This process includes analysing CEFR and WIDA data, as well looking at each student’s attainment and progress within their subjects.

A report on each student’s progress in Morning Support is provided to parents at the end of each term.

Full information on the Morning Support Programme can be found in the Morning Support Guidebook.

c) Pre-Diploma Programme Literacy Support.

Staff permitting: Pre-DP Literacy support is provided to Grade 10 students who scored a grade of below 4.0 on their Year 10 WIDA language proficiency test. Students who fall into this category are strongly recommended to attend the Academic support sessions. The sessions are provided twice a week to students and focus on improving academic reading and writing skills.

A literacy open consultation session is offered to all students once a week, where they can discuss any language issues with the teacher.

The literacy support sessions run alongside numeracy support sessions.

d) Japanese language support for students struggling in Japanese A.

Staff permitting: Two 50-minute timetabled Academic Support sessions for grades 6-8 and 9-10 per week are provided for identified students who are struggling with the Japanese Language and Literature curriculum but are too strong for Japanese B. These sessions will take on the design of regular lessons with the teacher giving bespoke support to meet the students’ language needs.

When a student is identified as needing these sessions, they will take precedence over any other support session given at the same time. Students’ attendance and progress will be monitored by the teacher and included in each student’s mid-term and final reports.

Students will be taken off the support sessions once they have made enough progress in their areas of need.

e) Resources.

Paper English / Japanese dictionaries are available for students to borrow. A set is located in Sci Tech 505 and Higashiyama 403.

Students are recommended to buy their own paper or electronic dictionaries and to take them to all lessons. The use of paper dictionaries is encouraged in order to prepare students for the DP examinations.

The Multimedia Resource Centre and Library provides students with regular access to a growing collection of books, electronic resources, and various other sources of information in both Japanese and English. This practice supports both mother tongue and additional language development.

The Multimedia Resource Centre has got a selection of IB student and teacher resources, including language support books and study guides.

The Multimedia Resource Centre has a Digital Library (https://www.d-library.jp/tamagawa/g0101/top/) which students can access and borrow ebooks from home in 2021. It has 英語多読 (Eigo Tadoku, Extensive Reading in English) for language learners to try different levels of texts.

There are sets of 日本語多読 (Nihongo Tadoku, Extensive Reading in Japanese) in S504 for students in Japanese Language Acquisition.

The Multimedia Resource Centre gives student workshops where they show students how to access books and databases, both in Japanese and English and provides students with a guide on how to use the facilities, which is available in both Japanese and English.

Diploma Programme students have Study Halls and Core Release Time in the Multimedia Resource Centre, providing opportunities for students to access resources in both English and Japanese.

At Home.

a) Advice to parents.

Parents and the school community are expected to be actively involved in monitoring, supporting, and providing opportunities for second language acquisition. The following suggested strategies to facilitate such support are communicated to parents at introductory and beginning of the year workshops:

• Encouraging reading of authentic texts.
• Participation in international camps and or exchanges.
• Watching international movies with subtitles.
• Listening to international music and audio programs.
• Utilizing the Internet in a second language.
• Joining international friendship organizations.
• Writing letters, keeping diaries and recounts in the second language.

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7. Supporting Staff.

Tamagawa Academy is committed to supporting teachers in using effective differentiation strategies for learners with specific language learning needs.

a) EAL Coordinator.

The EAL Coordinator supports staff with English language teaching through the following ways:

Instructional Coach.

• Planning and leading staff workshops on a range of EAL related matters.
• Providing one to one guidance and support to teachers in the planning and delivering of teaching practices to support EAL students.
• Leading Professional Development on how to interpret WIDA Test data to guide planning and teaching.
• Acting as a first port of call for colleagues who have EAL specific questions, suggestions, or concerns.

Student intervention.

• Working with Programme Coordinators in creating language targets for students identified as needing intervention.
• Liaising with subject teachers and Programme Coordinators to identify and observe students of concern in relation to their English Language issues.

English Phase Test Coordination.

• Scheduling English phase tests.
• Coordinating the administration and marking of the tests.
• Reporting English test results to all stakeholders within the school.
• Recording and tracking English test results, including updates to student profiles.

English Class Design.

• Advising the English Department in the creation of MYP English classes based on English phases.
• Advising the English Department and Diploma Programme Coordinator in the placement of Diploma Programme students in their subject choices related to English phases.

Student Profile.

• Overseeing the maintenance of the language section of the Middle Years Programme and Diploma Programme’s Student Profile, keeping a track of each EAL student’s progress across both programmes.

b) Lesson Observations.

As part of the lesson observation process, the Programme coordinators, Director of Teaching and Learning and EAL Coordinator, when necessary, provide feedback highlighting language learning strategies to support teachers in the planning and teaching of their lessons.

c) Professional Development Language Workshops.

The EAL Coordinator, English Department, Programme Coordinators and classroom teachers run Language workshops throughout the year. These workshops:

• focus on the needs of language learners, promoting an understanding of each language phase.
• provide staff with opportunities to share their own experiences and strategies for teaching language in the subject areas.
• support teaching key Middle Years Programme and Diploma Programme Command Terms to allow students to access the curriculum.

d) Staff support materials.

• Teachers are provided with a support booklet of differentiation strategies and classroom activities for language and literacy learners for any necessary guidance. The booklet is reviewed with staff in language workshops.
• Staff may utilise the Language and Learning folder in the Diploma Programme Library section of the staff shared drive, which has up-to-date IB documents supporting the teaching of language and language learners in the IB Programmes.
• The Diploma Programme unit planner support document supports staff with their planning and preparation regarding language learners.

e) Student Profile.

The school has a student profile which includes a range of language information including their language levels and classes, educational history and languages spoken at home.

8. Spelling Protocols.

Tamagawa Academy IB does not require students to follow any country-specific spelling system.

9. Preferred Bibliographic styles.

Tamagawa Academy IB requires students to use MLA formatting and style.

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10. References.

Common European Framework Reference 2009

International Baccalaureate Organization Diploma Programme: Principles into Practice August 2009

• –Guidelines for Developing a School Language Policy 2008
• –Guidelines for Developing a School Language Policy (April 2008)
• –Language and learning in the IB Programmes (December 2011)
• –Learning in a Language other than Mother Tongue in IB Programmes (August 2008)
• –Middle Years Programme: Language Acquisition Guide (2020)
• –Middle Years Programme: Language and Literature Guide (2015)
• –Middle Years Programme: Principles into Practice (August 2015)