School Languages Education Policy
Table of contents:
- Scope and purpose of this policy 2
- Preamble
- Language and admission
- Entrance examination 3
- Languages as learning areas
- Language support
- Language philosophy
- Language practices 4
1 - SCOPE AND PURPOSE OF THIS POLICY
The Saint Thomas Aquinas Languages Policy applies to the use of language for learning and communicating at the school.
2 - PREAMBLE
St Thomas Aquinas School recognizes the recommendations of the South African Schools Act that states that pupils should ideally receive instruction in their mother tongue wherever reasonably practicable and that no discrimination should be tolerated with regard to language. In addition, all official languages should enjoy equal status and respect.
Notwithstanding this declaration, in terms of the act, the Board of Governors determines the language policy. This is the language to be used for teaching and learning in the school. At St Thomas Aquinas the current language chosen by the majority for the purpose of education is English and the school is thus regarded as a single medium school with English as the language of instruction. The school is committed to the use and sustained development of English as an academic language in a multilingual context and as an international language of communication.
Afrikaans is offered as the First Additional Language. In January 2021 IsiZulu Second Additional Language was introduced to the Grade 1 syllabus, in January 2022 to Grade 2 and in January 2023to Grade 3 to 6 learners. From 2024 onwards, parents/learners will be able to choose between isiZulu FAL or Afrikaans FAL. IsiZulu will gradually be phased in over the years and grades.
Learners in the High School who have never done Afrikaans FAL at a previous school may be granted permission to enrol for isiZulu FAL through Hatfield Christian Online. These learners will go to the Computer Room during the Afrikaans lessons to do the isiZulu lessons online.
English as the chosen language at the school will be used for external communication.
3 - LANGUAGE AND ADMISSIONS
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- To secure admission to Grade RRR– Grade R, applicants should ideally be able to speak and understand English. Learners who enter the school with limited proficiency will be provided with support structures.
- To secure admission to Grade 1 – 11, applicants must display sufficient verbal and listening proficiency to follow instruction and explanation in the classroom. Learners must be able to soundly express their ideas in written English and read with comprehension at a level appropriate to the Grade for which they seek admission. Age appropriate assessment tools are used to determine proficiency upon entry. Ideally learners should also have received some instruction in Afrikaans/IsiZulu at their previous school.
4 - ENTRANCE EXAMINATION
An English Entrance Test will be administered as a component of the application process. Should an applicant fail such an Entrance Test, admission may be denied.
School Religious Education Policy
5 - LANGUAGES AS LEARNING AREAS
- All learners at the school will take English as a language learning area.
- From Grade 1, in addition to English Home Language, learners will receive instruction in Afrikaansas a First Additional Language and IsiZulu as a Second Additional Language.
- In order to meet the internal promotion requirements for languages, the following is required:
Foundation Phase: English must be passed as a level 4 (50 – 59%); the second required official language must be passed with a level 3 (40 – 49%)
InterSen Phase: English must be passed with a Level 4 (50 – 59%) and Afrikaans with a Level 3 (40 – 49%)
High School: Grades 8 – 9 English must be passed with a Level 4 (50 – 59%) and Afrikaans with a Level 3 (40 – 49%)
High School:Grades 10 – 12 English must be passed with level 3 (40 – 49%) and Afrikaans with level 2 (30 – 39%).
6 - LANGUAGE SUPPORT
Additional support in English and Afrikaans is available to all learners in all Grades.
7 - LANGUAGE PHILOSOPHY
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- It is the philosophy of the school that all teachers are language teachers.
- Language acquisition permeates all learning and is seen as a factor in intellectual growth.
- Through meaningful interaction in language, we communicate with and understand others, the world and ourselves to develop intercultural awareness.
- The school community at St Thomas Aquinas is seen as a resource to foster language learning. The acceptance of an additional language enriches personal growth, enhances first language development and promotes bilingualism.
8 - LANGUAGE PRACTICES
- Teachers need to create a comfortable, risk-free environment to foster a variety of means of communication. Teachers should encourage learners to demonstrate open dialogue in all interactions to understand the world through the different lenses in specific disciplines. Teachers must model language through everyday use and directly teaching vocabulary and procedural terms within and across each discipline.
- Teachers must plan effective, relevant and significant learning experiences to improve proficiency in all forms of language.
- Learners will learn language by participating in all aspects of language: talking, listening, reading and writing.Thus language will be learnt as discussion and reflection take place.
- All learners will be given the opportunity to develop as critical thinkers, they will make connections and respond to tensions and issues they encounter. Teachers should continually evaluate what skills learners have and what they need in order to become more proficient and better language users.
- At all times, open and honest communication will be encouraged.