HIS Language Policy

Healthy–Mind International School (HIS) rests on the bedrock of the true essence of education, which is – to make a child an eminently valuable contributor to the world we live in. Our goal is to build a new generation of lifelong learners, whose specialization or career is just a by-product of their evolved mind, to become not just ordinary, but extraordinary adults with high order thinking skills that will help them to attain professional as well as personal success.

We believe that the real key to education is to unlock the mind and to make it open, accepting, and curious. We also believe that the true meaning of education is not to pour into you what you do not need but to bring out what you already have and help you to enhance it to become the best that you can. At HIS, every child will have access to professional training and coaching in the sphere of Tennis, Swimming, Football, and other allied sports with world-class facilities. Along with sports and academics, the child’s sense modalities will be stimulated through a host of co-curricular activities like dance, music, theatre, yoga, art, etc. Our professionally trained teachers will create a joyful learning environment to focus on unique talent/s in every child rather than focusing merely on filling up their minds with textbook knowledge. For far too long, the belief has been that career building is the quintessence of education, but we challenge this age-old redundant notion. Instead, our goal is to build a new generation of lifelong learners who will become global citizens and leaders in their individual professions.

At HIS, we regard language as a powerful tool that allows learners to connect intimately to culture and develop the basic skills required to become effective communicators, passionate learners and critical thinkers. Through exposure to additional languages and reinforcement of mother-tongue learning, learners can transcend cultural limitations and develop meaningful and lasting connections with others. Facilitators work collaboratively with parents to ensure that mother-tongue learning is properly developed. Learners are groomed to achieve mastery of English, which is our language of instruction. The language of instruction helps learners showcase an understanding of the connections between subject areas.

Language learning is guided by the following principles:

• English is the language of instruction for all learners.
• French is offered as an additional language to all learners.
• Parents and facilitators are encouraged to work collaboratively to support mother tongue learning.
• Provisions are made to ensure that Twi, the host country’s language, is promoted.
• Language learning is transdisciplinary and incorporates appropriate learning outcomes.
• To keep up with the dynamic and extensive nature of language and successfully achieve language goals, members of the learning community continuously engage in language-oriented professional development.
• Learners use language in a meaningful and authentic manner.
• Language is used as a tool to deepen knowledge, create meaning and explore the world to develop a better understanding of life.
• Language learning is guided by the IB Language Scope and Sequence to support language instruction in listening, speaking, writing, and reading.
• All members of the school community demonstrate an understanding of the importance of language as a driving force in the PYP framework.
• Language is used to promote literacy and empower learners to develop a wide range of perspectives.
• Language serves as a medium to build strong relationships within and outside the school community.

Mother Tongue

• Resources are made available in our Learning Resource Center to cater for mother tongue learning.
• Families are encouraged to support learners’ understanding of their individual mother tongue at home.
• Parent volunteers facilitate mother tongue learning within the classroom.
• If required, documentation is issued in the requested mother tongue.
• Learners are encouraged to make presentations or do performances using their mother tongue.
• Arabic, Twi and Hindi are currently offered as mother tongues. Through parent volunteers and qualified facilitators, we are able to make provisions for other mother tongues as and when required.

Language Learning Resources

• The Learning Resource Center is equipped with the required resources to supplement language learning.
• Language learning is enhanced through a variety of multimedia resources such as video clips, illustrations and interactive teaching activities.

In-school Practices

• Learners are encouraged to read from multiple sources which include the languages they learn in school and at home.
• Teaching and learning materials for language learning encapsulate meaningful content that is linked to the unit of inquiry.
• Facilitators and other members of the learning community model all aspects of language learning.
• To make inquiry purposeful, guided and authentic, learners write, read, speak and listen in different forms across all subject areas.
• Learners are motivated to engage with their peers to enhance language learning.
• Learners are frequently given opportunities to make presentations of their language learning through dance, drama, music, art, speech, and writing.
• Learners engage in mini-exhibitions at the end of each unit of inquiry to showcase their development of language skills.

Assessment procedures

• Language learning assessment is centered on the school’s assessment policy.
• Assessment is used to identify areas of improvement and provide additional support that learners may require in their language development.
• Monthly assessments help inform language development through observations based on the Approaches to Learning and the IB Learner Profile.
• Self-reflections and peer-to-peer feedback are used by learners to monitor their language learning progress.
• Through collaborative planning and reflection, facilitators create formative assessments that enable learners to demonstrate their learning in such a way that best complements their strengths and requirements in relation to language learning.

English Language Learners (ELL)

• English Language Learning is provided to learners from non-English-speaking families who are not able to effectively learn or communicate in English.
• Admissions team interviews the parents and interacts with learners to assess their English language proficiency.
• If applicable, facilitators conduct an English language test to determine learners’ prior knowledge in English.

Language learning for learners with SEN

• As stated in our Inclusion Policy, our Special Education Team ensures that learners undergo a trial learning period to determine their level of special education needs and provide support as necessary.
• Language learning is personalized to cater to the individual needs of each learner.
• Special education facilitators receive professional development to ensure that learners with SEN are given the required attention.

Continual reflection and revision are essential to enhance the learning experience and stay current with any advancement. To this end, we revise and update our policies at the beginning of each academic year.

Current revision: August 2021