Language Policy of
The language of instruction used to deliver the curriculum at Northview School is English. Students admitted to the school are taught the skills needed to become proficient readers, writers, and communicators in the English language both for social interaction and academic success.
Students must complete one year of English each year they are in attendance.
Students, who require it, will be provided with specialist instruction in English as a Second Language.
The mother tongue is the one that is most strongly linked to the culture that an individual identifies with as their culture of origin, and often is the language used in the home. The first language is the one in which the individual is most proficient.
Modern Foreign Languages comprise an essential part of the international human experience. At
English as a Second Language (ESL) refers to English instruction that is given to assist the student in gaining sufficient English language proficiency to cope within the English-speaking school environment. Instruction is designed to equip students with enough language to enable them to:
• forge social relationships and cope with the practical expectations of life in an English-speaking school.
• gain the spoken and written language required to function fully in the mainstream academic classroom.
This is accomplished through a combination of “pull-out” specialist instruction and support within the mainstream classroom. The school provides trained specialists to support the language learning of students with special learning needs.
At Northview School every teacher is regarded as a language teacher. To this end Northview School teachers aim to maintain awareness and promote skills in language learning for all students in the language of instruction, modern foreign language, and, where feasible, mother tongue. In this way the aim is for language instruction to be integrated throughout different areas of the curriculum.
• grammatical competence (referring to knowledge of vocabulary, sound and
• sociolinguistic competence (knowledge of how to use language appropriately in
• discourse competence (linking elements of language together to take part in
certain kinds of discourse, for example, conversation or debate)
• strategic competence (knowledge of appropriate strategies to use if
communication breaks down and knowledge of how to learn language)
• cultural competence (includes sensitivity toward attitudes, norms, behaviors and
cultures in which the other language is spoken).
Because we are in a constant cycle of improvement,
· Continually improve assessments and assessment processes by devoting time to collaborative planning that is in vertical and horizontal groups.
· Continually update/increase the types of opportunities for students to participate in language enrichment.
· Continually support individual teachers’ professional development needs in effective language practices by budgeting allocated money towards best practice staff development and classroom coverage
· Purchase additional language-diverse texts for the library and literacy library each year.