LANGUAGE AND LITERACY

A Concept-based inquiry approach is applied to teaching language at TISB. The approach focuses on developing students' understanding of key concepts, which they can apply across various contexts and languages This method goes beyond teaching language as isolated skills and instead emphasizes meaningful and transferable learning. Here's how the concept-based inquiry approach is applied to teach language:

Identifying Key Concepts

Students are explicitly taught to identify essential language concepts that are relevant to the curriculum and the students' linguistic development These concepts could include "communication," "persuasion," "narration," "interpretation," "audience," "voice," "style," and more.

Engaging Questions

Using open-ended questions related to the identified concepts sparks curiosity and inquiry in students. For example, "How does language influence the way we communicate our ideas?" or "How does the author's voice impact the overall tone of the text?"

Exploring Real-Life Contexts

We encourage students to investigate how language is used in different settings, such as conversations, advertisements, news articles, or literature.

Authentic Language Use

Students are provided opportunities for students to use language authentically Engage them in activities like debates, storytelling, creating advertisements, or writing letters to practice using language for specific purposes and audiences

Connecting Across Languages

Encourage students to make connections between different languages they may know or be exposed to. Explore similarities and differences in language structures, vocabulary, and cultural nuances

Reflective Thinking

Reflection is a key component of the learning process We encourage students to think critically about their language choices, the impact of different communication styles, and how they can adapt their language for different audiences during our writing conferences.

Integrating Other Subjects

We promote interdisciplinary connections by integrating language concepts into other subjects. For instance, explore the language used in article on government decisions, scientific explanations, or mathematical word problems

By using the concept-based inquiry approach, language teaching becomes a dynamic and relevant process, where students not only learn language skills but also develop a deeper understanding of how language shapes our thoughts, communication, and interactions with the world

Reading and Writing Conference

Reading and writing conferences are integral components of the literacy lessons These one-on-one or small-group interactions between teachers and students play a crucial role in supporting and enhancing students' reading and writing skills Students receive timely and targeted feedback on their reading and writing progress during conferences. Teachers offer constructive suggestions to help students refine their skills and grow as readers and writers Teachers and students collaboratively set reading and writing goals during conferences

Word Inquiry

Word Inquiry is an approach that strengthens both spelling and vocabulary The primary aim of Word Inquiry is to provide our students with the skills to analyze, synthesize and find relationships among words. This supports children in building their critical thinking and reading skills across all subject areas Through investigations of the structure of words, our students are guided to uncover the logic of the English spelling system.

Handwriting

We recognise that handwriting is essential tool for communication. To develop handwriting, we include activities that support fine motor skill development, such as cutting, drawing, and using manipulatives especially in the early years We use the Nelson handwriting program resources to support the development of handwriting skills.

World Languages

IB policy strongly recommends the development of one world language throughout the PYP programme. At TISB, we offer world languages like French and Hindi from Lower Grade 1 with a focus on enhancing their cognitive and communication skills This also helps us fosters global understanding

English as Additional Language (EAL)

At TISB, we welcome students from around the world. Our students join us with diverse cultural identities and language profiles Learning an entire curriculum and its language of instruction simultaneously is, quite clearly, a considerable undertaking To help its non-native speakers of English meet this challenge, the Primary Years offers a flexible EAL programme, and students are withdrawn from MFL class to receive specialist EAL lessons

Our EAL program is designed to assist students in integrating into an English‐ speaking environment so that they feel comfortable at our school and help them acquire English language proficiency while also ensuring their academic success in mainstream classrooms. Students are offered language support through specialized EAL classes or in class support

Classes are kept small, and work focuses not just on the four language domains of listening, speaking, reading and writing but on the specific aspects of language which students require to understand and use in their normal lessons

In addition, where possible, EAL students will receive in-class support from an EAL specialist. In an approach known as Content and Language Integrated Learning, which is based on research showing that language is best learnt in context, the intention is for the Class teacher and EAL specialist to work collaboratively in helping students learn relevant curriculum topics and the associated language, at word, sentence and text level.