Language Policy

Language is the medium through which all communication and learning transpire. Language acquisition is a lifelong process and is an extension of culture, belief systems, expression, attitude, and identity. Lovinda Junior Academy (LJA) strongly believes that all languages of the world have value and are equally important. At LJA, we deeply value the diversity of the home languages spoken by our students and we recognize that they contribute to students’ academic and cultural growth.

At LJA, we believe in creating an environment that embraces, celebrates and nurtures students’ language, culture and the communities of which they are a part. LJA encourages students to continue developing proficiency in their home language as well as in the additional languages of French, Arabic and Mandarin. The integration of various world languages at LJA breaks down barriers and allows students to connect their previous knowledge to current academic learning.

The purpose of the LJA Language Program is to:

• ensure that students reach proficiency in the acquisition of Standard English;
• support the development of literacy skills and conventions of English;
• promote intercultural awareness by celebrating and valuing the cultures of the school and global community;
• encourage enjoyment and appreciation of language learning; and
• develop knowledge and understanding of another language (French, Arabic and Mandarin).

For the 2020/21 academy year enrolment, LJA is forecasting a student population of 50 from day care to kindergarten to class four. It is projected that 75% of the students have a mother tongue other than English. There is strong influence of Creole, Temne, Mende, Fula, Limba among the student population.

3.1 Language of Instruction

The primary language of instruction at LJA is English.

3.2 ESOL (English to Speakers of Other Languages)

When students register at the LJA, they provide details of language spoken in the enrolment form. All students whose parents have indicated on the enrolment form that a language other than English is spoken at home or by the student must be assessed for English language proficiency to determine eligibility for the ESOL program. These students are examined to assess language proficiency in four domains: listening, speaking, reading, and writing.

Students scoring below a 5.0 are entitled to receive English language assistance without further assessment. At this point, notification of ESOL services is sent to the parent and the student is identified as an English Learner (EL). LJA will recruit a competent English language teacher to run the ESOL program.

At the LJA, students are pulled out of their classroom during the scheduled Language period to receive ESOL services. EL students receive small group language instruction in the domains of listening, speaking, reading, and writing. In collaboration with mainstream teachers, ESOL teachers also provide support in academic content and vocabulary, primarily in the area of English Language Arts while also using cross-curricular resources. In order to make content comprehensible to students, both mainstream and ESOL teachers employ best practices and various strategies for teaching ELs.

In order to measure progress, ELs are assessed annually using internally-developed Test Programs. The test program for English Language Learners assesses students’ English language proficiency in the four domains: listening, speaking, reading, and writing.

When students have achieved the necessary criteria on the Test Program, they are ready to exit language support services. If a student’s score is a borderline score (approaching 5.0), that student may be eligible to exit through a Language Assessment Conference, which is a meeting with the ESOL teacher and other teachers to discuss the EL’s progress.

Students who meet the exit criteria become English Learner Monitored (EL-M). They are monitored in their regular classroom for a period of two years in order to assure that students are receiving ongoing support as they continue to work toward grade-level academic language performance and that they are adapting academically, socially, and psychologically in the regular classroom. Students who are native speakers can choose to take either French, Arabic or Mandarin to learn as a second language.

3.3 Mother Tongue

At LJA, we acknowledge the importance of a student’s mother tongue in promoting personal identity, international mindedness, intercultural awareness and respect, and maintaining cultural heritage among all students. LJA supports the development, maintenance and enrichment of the mother tongue by encouraging families to continue speaking, reading, and writing their native language at home. We recognize that a student’s mother tongue is important in the development and sustainability of their heritage and personal identification. Therefore, students are able to share their own language and cultural experiences in class and during assembly programs.

Home language details are completed by all parents during the enrolment process to determine the languages spoken of all students. There are books in the school’s library and classrooms that enhance and support the students’ use of their mother tongue. LJA commits a translation service when needed. Classroom assignments, projects, programs, assemblies are all a part of the repertoire of activities that students are introduced to and exposed to as they extend their use of English language. In their instruction of English language, they share their cultural experiences and their mother tongue to support students in their acquisition of a second language. School Administrators at LJA support staff, students and parents by providing a structured environment where learning can take place. Leadership holds teachers accountable for ensuring that students are exposed to the curriculum and standards and that they are receiving language every day and, that lessons are meaningful. Students are assessed to determine their proficiency in acquiring a new language.

Effective implementation of the Language Policy requires the cooperation of all stakeholders of the school community. The Teacher Learning Committee does an overview to gather more information about the effectiveness of the Language program and how best to support it.

• • Make provision for students to learn a language (English, French, Arabic or Mandarin
• Ensure that policies and procedures regarding the language acquisition are developed and implemented and are regularly reviewed.
• Place importance on language learning, including mother tongue and other languages.
• Provide a variety of professional development opportunities to enable teachers to be effective instructors of students with a range of language proficiencies, supporting mother tongue and other language learning.
• Promote an embedded professional development model enabling collaboration concerning curriculum, instructional techniques and assessment of student progress
• Observe teachers and provide constructive feedback on their delivery of instruction.
• Allocate funding and resources to support language development and provide time for collaboration.
• Promote communication with parents concerning students’ language development and provide translators when requested and available.
• Produce key publications in the most common mother tongue other than English.
• Keep the whole school community informed of the policy process and how they can make contributions.

• • Incorporate the teaching and learning of language into the programme of inquiry.
• Develop the skill of listening, speaking, reading, writing, and media literacy.
• Use language as a major means of communicating.
• Address the students’ individual needs with the range of language proficiencies, and where necessary, develop individualized programs and expectations.
• Place students in appropriate language instructional settings based on assessment data.
• Conduct formative and summative assessment of students’ academic and language accomplishments and needs.
• Communicate clearly with parents regarding students’ accomplishments and needs as they progress across the grades.
• Provide field trip opportunities and in-school experiences to enhance inquiry and embrace the language and culture of the mother tongue.
• Promote inquiry based authentic language learning.

• Recognize the internationalism and multicultural understanding of learning language.
• Understand that language development at LJA is a shared responsibility of all stakeholders.

The language policy of LJA will be reviewed by staff, school administration, ESOL teacher, Classroom teachers and a Media Specialist. When discussing or reviewing the language policy, references should be made to the assessment policy and the special educational needs policy.

This policy was approved on 1^st August 2020

Next review date is September 2021