1. After-School/Noon Hour Language Courses at WAB May 12, 2008

2. Agenda Welcome A word from 1 of our students who currently studies 2 languages Goals Challenges Study of Two Additional Languages Pilot Program 2006-2009 Realities And Important Considerations For You And Your Child Student Characteristics MYP - IBDP Language Continuum The Importance of Students Having a Firmly Embedded MT Question and Answers Welcome A word from 1 of our students who currently studies 2 languages Goals Challenges Study of Two Additional Languages Pilot Program 2006-2009 Realities And Important Considerations For You And Your Child Student Characteristics MYP - IBDP Language Continuum The Importance of Students Having a Firmly Embedded MT Question and Answers

3. A Word From Our Student  Fabienne Derks  Grade 7  Studies MT Dutch and Mandarin Chinese  Is currently completing her 2nd year in additional language programme  Fabienne Derks  Grade 7  Studies MT Dutch and Mandarin Chinese  Is currently completing her 2nd year in additional language programme

4. Goals  Allow students to study two languages (in addition to English) or to study an additional language while enrolled in our EAP or LSP programs  Assist our students in maintaining their MT  Connect our beliefs about languages with our course structure and language offerings  Seek a sustainable model  Allow students to study two languages (in addition to English) or to study an additional language while enrolled in our EAP or LSP programs  Assist our students in maintaining their MT  Connect our beliefs about languages with our course structure and language offerings  Seek a sustainable model

5. Challenges Developing programs that meet our students’ needs Developing programs that match our philosophy/beliefs Fitting programs within our MYP framework Developing strategies for solutions Curricular Balance Timetable Staffing Costs Critical Mass Sustainability Developing programs that meet our students’ needs Developing programs that match our philosophy/beliefs Fitting programs within our MYP framework Developing strategies for solutions Curricular Balance Timetable Staffing Costs Critical Mass Sustainability

6. Study of Two Additional Languages Pilot Program 2006-2009 2007-2009 Timetable Solutions: Courses offered through a combination of after-school/lunch hour lessons Total of 150 Minutes per week (as opposed to 200 minutes) Possible Course Timetable Structure: 80 minutes on Tuesday, 35 minutes on Monday & Thursday 75 minutes on Tuesday and Thursday Key Points: Offered a minimum of twice per week Flexibility of times offered can meet the needs of that student group 2007-2009 Timetable Solutions: Courses offered through a combination of after-school/lunch hour lessons Total of 150 Minutes per week (as opposed to 200 minutes) Possible Course Timetable Structure: 80 minutes on Tuesday, 35 minutes on Monday & Thursday 75 minutes on Tuesday and Thursday Key Points: Offered a minimum of twice per week Flexibility of times offered can meet the needs of that student group

7. Lunch and After-School Language Courses 2008/09 Foundation Chinese Standard 1 Chinese Standard 2 Chinese Advanced Chinese Foundation 2 Spanish Standard 1 Spanish Beginner French or Beginner Spanish (only 1) Foundation 2 French Standard 1French Mother Tongue French Available depending upon enrollment of 4 or more students per class Priority for course enrollment will be given to students who are currently in this program Foundation Chinese Standard 1 Chinese Standard 2 Chinese Advanced Chinese Foundation 2 Spanish Standard 1 Spanish Beginner French or Beginner Spanish (only 1) Foundation 2 French Standard 1French Mother Tongue French Available depending upon enrollment of 4 or more students per class Priority for course enrollment will be given to students who are currently in this program

8. MSHS Spanish/French Program Chart

11. Important Considerations for You and Your Child Noon Hour/After School Course is a Ninth Course with full curriculum, course demands and extra homework Time constraints Course times will be offered during some ASA times (thus conflict for some students) One or two shortened lunch hours for students Full year course This course is much more rigorous, demanding than language ASAs All Mother Tongue Language Courses are subject to an additional fee (approximately between 16,000 rmb - 21000 rmb per student) The Noon Hour/After School is a PILOT program and could be discontinued, or come with extra fee for future years Noon Hour/After School Course is a Ninth Course with full curriculum, course demands and extra homework Time constraints Course times will be offered during some ASA times (thus conflict for some students) One or two shortened lunch hours for students Full year course This course is much more rigorous, demanding than language ASAs All Mother Tongue Language Courses are subject to an additional fee (approximately between 16,000 rmb - 21000 rmb per student) The Noon Hour/After School is a PILOT program and could be discontinued, or come with extra fee for future years

12. Characteristics of Successful Student Candidates to Study Two Additional Languages Motivation Commitment Organization Effort Facility for language learning Motivation Commitment Organization Effort Facility for language learning

13. Importance of Maintaining Mother Tongue Developing MT language and literacy:  Facilitates learning additional language(s)  Ensures continuous cognitive development  Enables intercultural awareness  Increases positive re-adjustment to home community Developing MT language and literacy:  Facilitates learning additional language(s)  Ensures continuous cognitive development  Enables intercultural awareness  Increases positive re-adjustment to home community

14. Implications If Students Do Not Have Firmly Embedded Mother Tongue: Vocabulary development becomes limited Inferential comprehension is difficult Abstract concepts are difficult to grasp Grammar is simplistic Sentence structure is basic Written depth and detail is lacking Vocabulary development becomes limited Inferential comprehension is difficult Abstract concepts are difficult to grasp Grammar is simplistic Sentence structure is basic Written depth and detail is lacking

15. Mother Tongue and the IB  Students can have their MT accredited by the IB – this can be applied for with help of the MYP Coordinator.  MT is recognized on MYP and IBDP certificates  Amount of student subject requirements are reduced when MT certification is noted  There is no set hour requirement for MT courses but it is the equivalent of Language A. Ideally you would be looking for an hour + per week.  The IB actively discourages IB schools from taking students out of any subject group as a whole for the purpose of mother tongue or additional language study.  Students can have their MT accredited by the IB – this can be applied for with help of the MYP Coordinator.  MT is recognized on MYP and IBDP certificates  Amount of student subject requirements are reduced when MT certification is noted  There is no set hour requirement for MT courses but it is the equivalent of Language A. Ideally you would be looking for an hour + per week.  The IB actively discourages IB schools from taking students out of any subject group as a whole for the purpose of mother tongue or additional language study.

16. Questions? We are happy to answer any questions. For further information we can also be contacted at: Donna Connolly, MS Principal, dconnolly@wab.edudconnolly@wab.edu David Wood, HS Assistant Principal, dwood@wab.edudwood@wab.edu Brian Pretty, HOD French/Spanish/Dutch, bpretty@wab.edubpretty@wab.edu Hui Xu, HOD Mandarin Chinese, hxu@wab.eduhxu@wab.edu Wenjing Wang, Coordinator WS Mandarin Chinese, wjwang@wab.edu We are happy to answer any questions. For further information we can also be contacted at: Donna Connolly, MS Principal, dconnolly@wab.edudconnolly@wab.edu David Wood, HS Assistant Principal, dwood@wab.edudwood@wab.edu Brian Pretty, HOD French/Spanish/Dutch, bpretty@wab.edubpretty@wab.edu Hui Xu, HOD Mandarin Chinese, hxu@wab.eduhxu@wab.edu Wenjing Wang, Coordinator WS Mandarin Chinese, wjwang@wab.edu