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语言政策Language Policy

                                                  
语言政策
Language Policy

华美幼儿园使命宣言HMISK Mission Statement
办园愿景: 帮助孩子适应变化的未来
Our vision is to prepare our children to adapt for the changing future.
育人特质:培养身健心盈的未来公民
Our mission is to help our children to lay a foundation for becoming healthy and richly-minded citizens. 
对育人特质及达成路径的解读:
“身健”:即身体健康。幼儿园以合理的一日生活安排、科学搭配的营养餐食、充足的户外游戏时间、丰富的体育游戏区为保障,培养享受运动、动作发展均衡的健康幼儿。

“心盈”:即内心充盈。幼儿园营造充满爱的家园氛围、创设好玩的乐园天地、打造有趣的学园空间、构建美丽的花园世界;以探究课程为载体,培养懂得关爱、积极探究、勤学好问、善于交流、胸襟开阔、勇于尝试的幼儿。

“未来公民”:在幼儿阶段,喜欢多元文化体验活动,具备初步的英文交际能力;具备初步的思考、沟通、社交、研究与自我管理能力。
Interpretation of the mission and how to accomplish the mission:
Healthy: In order to develop healthy children who enjoy exercise with a balanced motor development, we provide reasonable daily living arrangements, scientifically matched nutritious meals, sufficient outdoor time with rich sports game areas.
Rich-minded: In order to develop caring and open-minded inquirers, communicators and risk-takers, we provide an inquiry-based curriculum and create an atmosphere full of love, an attractive learning space, fun and interesting playgrounds with a beautiful garden.
Citizens in the future: In the kindergarten, we encourage the children to take part in intercultural activities, has simple English communication skills; also develop basic thinking skills, communication skills, social skills, research skills and self-management skills.

二、语言理念Language Philosophy
语言在学习中发挥着中枢作用,它是沟通和表达,是学习的一个重要工具。华美幼儿园所有的老师、家长及其他社区人员在教学实践和幼儿语言发展中都是语言教师,都有负责发展幼儿沟通和交流的责任。根据每一个幼儿的背景和独特性,我们会提供一个基于探究的语言学习环境来促进和支持幼儿语言的发展,帮助幼儿适应变化的未来,使幼儿成为身健心盈的未来世界公民。
Language is playing a pivotal role in learning as it acts as a crucial tool for one to communicate with others and express oneself. HMISK teachers, parents and other community members are all language teachers in teaching practice and in children’s language development. They bear the responsibility to develop children’s ability to communicate. Based on every child’s unique background and personality, we provide an inquiry-based language learning environment to promote and support their language development in order to help them adapt for future changes and become mentally and physically healthy global citizens.

三、语言要求Language Requirements
华美幼儿园的幼儿学习中文和英语两种语言,教学语言为中文,英语作为附加语言。为了发展幼儿的语言,幼儿园会提供一个自由、宽松的浸泡式双语语言交往环境,幼儿园里的一些重要信息都会用双语的形式进行呈现,为幼儿的自主探究学习提供条件。
HMISK introduces our children to bilingualism including Chinese, as our teaching language, and English, as an additional language. In order to develop children’s language ability, we are providing a carefree, relaxed and immersed bilingual communication environment. Much important information is presented in both languages thus creating conditions for children’s self-motivated learning and exploration.

四、语言政策实施The Implementations of Language Policy
1、母语Mother tongue
理念:母语是一个民族的语言,是幼儿用于交流的重要工具,对幼儿认知能力的提升和文化认同至关重要。在我们学校,母语是中文,中文是我们的教学语言、探究语言,同时将语言的教学整合到PYP课程的各个方面。
Idea: Mother tongue is the language of a certain ethnicity and an indispensable tool for children’s communication, recognition and cultural identity. In HMISK, our mother tongue is Chinese, teaching language as well as inquiry language. Chinese teaching is integrated in every aspect of PYP curriculum.  
实施:基于主题探究的教学模式,教师使用很多有效的教学策略来促进幼儿语言的发展,例如:利用每日谈话、视听活动、语言区域活动、分享阅读、图书漂流、歌谣、家长义工故事表演等形式学习语言;通过我是小小播音员、国旗下讲话、故事大巴、角色扮演、故事、游戏、多媒体、对话等活动或媒介为幼儿提供表达自己的机会,并有效参考语言范围与顺序里面所包括的其它教学方法。
Practice: Based on theme-inquiry teaching model, teachers are applying diverse and effective teaching methods to promote children’s language development, e.g. daily conversation, visual and audio activity, language center activity, shared reading, booksharing, ballads and songs, parents volunteer book performance etc. Teachers are also creating activities and media such as little reporter, speech during flag-raising ceremony, story-telling bus, role play, games, multi-media and conversation for children to express themselves, referring to the Language Scope and Sequence. 

2、英语English
理念:英语作为附加语言,并作为单独的课程来教授。为了更好地激发幼儿的英语学习兴趣和促进幼儿英语的表达与交际能力,幼儿园提供全方位的英语学习与习得环境,让幼儿在语言发展关键期,通过教学活动和日常生活接触纯正的英语,达到我们的教育目标。
Idea: As an additional language, English is taught separately. In order to incentivize children’s interest and promote their expressive and intercommunication skills, we are providing an English acquisition environment in all aspects so that our children who are in critical period of language development could contact pure and native English through teaching and daily life, which is one of our major teaching goals.
实施:以游戏为主开展半日浸泡式英语活动,例如:主课程活动、IB探究活动(与中文探究活动主题保持时间与内容上的基本同步)、故事活动、视听活动、户外活动、英语谈话、家长助教活动、中西方节日文化习俗体验活动,营造丰富的英语环境,并有效参考英语学科范围与顺序里面所包括的其它教学方法,促进幼儿英语学习与习得。
Practice: Half-day immerse English activities are game based, e.g. core course, IB inquiry activity (basically in the same pace with that of Chinese), story time, visual and audio activity, outdoor activity, English conversation, activity of parent as co-teacher, Chinese-Western festival and cultural experience. We are dedicated to offer a profound English environment and refer to the English Scope and Sequence to promote children’s English acquirement.

对母语非中文学生的支持Support to those whose mother tongue are not Chinese
理念:母语在幼儿个人成长与发展阶段起着十分重要的作用。幼儿母语的发展可以促进他们的多元文化意识和理解,能够使他们保持尊重自己本国语言和文化,并尊重不同语种之间的差异。
Idea: Mother tongue is playing a pivotal role in individuals’ growing and development as mother tongue can help them understand multicultural consciousness and comprehension. Thus, they could respect their own national language and culture and the differences among different languages.
实施:根据幼儿年龄特点,通过鼓励幼儿在园内用母语或方言讲故事唱歌、倡导家长在校外使用母语与幼儿交流和阅读等方式,为幼儿提供额外的支持,帮助幼儿尽快融入我们的主流课程。我们希望幼儿通过一定时间的辅导,能够具有与同年龄段幼儿相当的中文交流和学习能力,以支持他们的日常学习。
Practice: According to child age characteristics, we encourage children to tell stories and sing songs in their own languages and dialects. Also, we encourage parents to use mother tongue to communicate and read with their children. Through providing these extra supports to children, we help them to accept our major courses as soon as possible. We hope with a certain amount of training, children could communicate in Chinese and have enough language ability to support their learning with peers in the same grade.

五、专业发展机会Professional Development Opportunities
教师持续参加校内外的IB培训,教师定期进行PYP课程研讨与分享。学校鼓励、支持教师参加培训和学历提升,以进一步提升自己,提高教学质量。
Teachers are required to take constant IB training in and out of the campus. Also, they will regularly participate in PYP curriculum study and sharing. HMISK encourages and supports teachers to train and elevate themselves aiming to improve themselves together with their teaching quality.

六、图书管理员的角色Role of the Librarian
幼儿园图书管理员与其他社区人员一起合作、研讨,选购支持教学的图书资源,支持母语的发展,注重学习者目标的培养,发展技能,形成对概念的理解。 
Kindergarten’s librarian cooperates and studies with other community members to choose and purchase book resources that support teaching and the development of mother tongue. Resources also focus on developing learner profile, approaches to learning and understanding of concepts.

七、家长参与 Parents’ Involvement
 幼儿园鼓励家长参与到班级事务和幼儿园大事件中。每个班级的代表与园方代表共同组建家园协作会。家长每学期参加幼儿园的家长工作坊和其它相关活动,家长利用自身资源自发为幼儿园提供并组织相关活动,增进交流沟通并参与园方相关政策的制定及配合实施。
The kindergarten encourages parents to participate in class affairs and kindergarten events. A Parent Teacher Association (PTA) is consisted of representatives from every class and HMISK. Every semester, parents are expected to participate the parents’ workshop and other related activities. They make use of their own resources to spontaneously provide and organize related activities, so as to promote communication. Moreover, they cooperate with the kindergarten in policy compliance.

八、与家长/员工/学校沟通语言政策 Communicating Language Policy with Parents, Staff and the School
语言政策将由幼儿园社区审核通过,将双语版的语言政策印在教师手册上并报送总校,同时PYP协调员或班主任会在新生家长会或家长工作坊等场合与家长沟通并解读语言政策。
The Language Policy is reviewed and approved by the kindergarten community. Its bilingual version is printed on the teacher’s manual and submitted to the school. Meanwhile, PYP coordinator and homeroom teachers introduce and interpret the language policy to parents at the new parents’ conference and parent workshop.

九、政策的回顾与修订Review and revision on the language policy
学校及幼儿园领导团队、PYP协调员、全体教师和其他社区人员代表将每年修订和复审语言政策。
The school, Pedagogical Leadership Team, PYP coordinator, all teachers and other community representatives will revise and review the language policy every year. 

十、BIBLIOGRAPHY 文献参考
制定学校语言政策指导纲要,国际文凭组织,2008 (International Baccalaureate Organization (2008), Guidelines for developing a school language policy)
学校的语言政策开展自我反思指导纲要, 国际文凭组织,2011
语言教学范围与顺序,国际文凭组织,2009 (International Baccalaureate Organization (2011), Language scope and sequence)
国际文凭项目中的语言与学习,国际文凭组织,2011 (International Baccalaureate Organization (2014), Language and learning in IB programmes)
国际文凭项目中的第二语言的学习,国际文凭组织,2008(International Baccalaureate Organization (2008), Learning in a language other than mother tongue in IB programmes)

小学项目的实施:国际初等教育课程框架,国际文凭组织2010(International Baccalaureate Organization (2009), Making the PYP happen: A curriculum framework for international primary education )

项目标准与实施要求, 国际文凭组织,2011  (International Baccalaureate Organization (2014), Programme standards and practices)

崔灵菲. 3-6岁儿童学习发展与指南.  首都师范大学出版社,  2012.8

中华人民共和国教育部. 幼儿园教育指导纲要(试行). 北京师范大学出版社,  2013.7

邹敏. 幼儿园语言教育理论与实践.  化学工业出版社,  2014.10

张明红. 学前儿童语言教育活动指导. 华东师范大学出版社, 2015.12
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