IB Language Policy

Hector P. Garcia Middle School 

Language Policy 

Hector P. Garcia Middle School is an authorized International Baccalaureate MYP World School.

For further information about the IB and its programmes visit http://www.ibo.org.

 

School Mission and Vision Statement

Our vision: Transform Hector P. Garcia into an exemplary campus where all scholars will have the opportunity to reach their full academic, emotional, and social potential through intercultural understanding and respect.

Our mission: Leading transformation as a model of excellence through action-oriented service and college and career-ready expectations.

Philosophy & Commitment 

 At Hector P. Garcia Middle school, we believe all teachers are responsible and help facilitate language instruction through reading, writing, listening, and speaking in English as well as Spanish and our students’ mother tongue language.  In aligning with the IB MYP Programme, we believe all teachers are language teachers.  All staff should model language instruction and inquiry into both our local culture and other new cultures throughout the school day and across all disciplines in order to support the shared vision of creating globally minded, connected citizens.  All students who attend Hector P. Garcia Middle School are expected to participate fully in the Middle Years Programme.  Garcia is a public school within Dallas ISD and there are no language requirements for participation.   For the majority of our students, English is not their first language.  Many of our students live in households where English is not spoken therefore it is essential that we embrace language acquisition and adhere to a language policy that supports our students.  The demographics of our school show that our students primarily identify as Hispanic (over 90 %) and oo those students over 60% of students are identified as English Language Learners (ELLs).

 

Identification

Students new to Hector P. Garcia are screened and evaluated if their enrollment information indicates their first language is not English.   The Las Links placement test screens student levels of English proficiency.  Based on the test results, placement in ESL classes can be determined.  

 

English as a Second Language  

Garcia’s language of instruction is English.  Hector P. Garcia follows the Texas Course of Study for English Language Arts instruction including all essential standards as well as the curriculum prescribed by LOTE.  Additional support personnel offer differentiated activities and strategies for our English Language Learners.

Our English as a Second Language (ESL) students' needs are served through both collaboration with the regular classroom teacher and the ESL teacher based on specific student needs.  Students receive the Texas English Language Proficiency Assessment System (TELPAS) test each year to determine services needed and levels of proficiency in both written and spoken language.  English language learners use the LOTE  curriculum provided by DallasISD to guide their language learning.

 

Speech/Language and Hearing Impaired

A Speech/Language or Hearing Impaired referral can be made by staff or parents to determine if a student qualifies for services.  If a student qualifies for Speech/Language services they are delivered by our licensed speech-language pathologist and the amount of service time is based on individual need outlined in the student’s IEP (Individualized Education Plan).  Hearing screenings are also conducted and specialists offer both consultative and direct services as well as supporting inclusion methods in the regular classroom setting.  All modifications and accommodations are executed based on the specific IEP goals.

 

Professional Development

Ongoing professional development opportunities are provided for the staff to support IB and language instruction.  Through IB MYP training, district professional development in reading and writing, and through weekly Professional Learning Community meetings we work to increase our knowledge and application of best teaching practices that support all Garcia scholars.  We also utilize our district-wide early release days to learn new content which will support the diverse needs of our students.  Multiple times throughout the year, the district’s ESL department meets with teachers during PLC or afterschool to provide targeted strategies and instructional practices. 

 

Resources  

Resources are available in several ways.  All communication is provided in both English and Spanish including translation services for all meetings.  ESL parent classes are provided for parents who wish to increase their English proficiency.   Other resources to help our families are available through our community liaison including but limited to uniforms, food, and information on other offerings throughout the community.  

 

Parents  

Parents are encouraged to take an active role in supporting their child’s language instruction and to support them at our school. The  ESL teacher works in conjunction with our community liaison to connect our new parents with community resources for both academic and non-academic needs.  Parents are also provided training on what is happening in the classes and what to expect during different stages of a second language acquisition and support strategies for home assignments.

 

Mother Tongue Language

 Interpreters and translators are available for all parent-teacher conferences, programs, meetings, and general communication throughout the school year. Students whose primary language is not English are supported both in the regular and second language classroom.  Bilingual staff and stakeholders provide additional support as needs arise. Garcia increases dual language and books written in Spanish each and is committed to the process of adding resources and books to our media center to reflect and respect the language and culture of the mother tongue group represented in our school. Cultural celebrations occur throughout the year showcasing the variety of cultures including those cultures represented among our students. By collaborating with parents, students, and community partners, we hope to increase respect and awareness of the traditions and languages representing our students and their heritage.  

 

Additional Language Acquisition

Additional language classes in Spanish are held for 60 min every other day in grades 6-8 starting in the 2020-2021 school year.  Students are working towards acquiring a new language while providing a focus on the students’ mother tongue.  Classroom teachers also include appropriate Spanish vocabulary in the classroom and schoolwide with classroom labels in our students’ predominant mother tongue.

 

Support of English language development. 

Per MYP requirements, along with participating in a language acquisition course, students are also enrolled in all 3 years of MYP in a language and literature course. Language and literature courses are offered in English and support students in developing listening, speaking, reading, and writing skills. Through the Amplify program, students interact with a variety of texts - allowing students to make connections with other subjects through content, context, audience, and purpose. Teachers model learning and provide scaffolded activities and opportunities for student inquiry to develop analytical skills. All language and literature courses offered also support the further development of MYP objectives and aims. 

 

 

 

Teacher Responsibilities

• Facilitate reading in all subject areas knowing that all teachers are language teachers

• Enable students to learn and use language effectively, appropriately, accurately, and confidently

• Help students’ develop their communication skills

• Provide opportunities for real-life knowledge and cultural awareness through language instruction

• Communicate the importance of language acquisition

• Review and update the language policy as needed

 

Student Responsibilities

• Commit to learning a language other than their mother tongue

• Communicate effectively in all subject groups

• Follow instructions from the teachers in all subject groups

• Attempt to communicate in a language other than your mother tongue

IB Coordinator/Leadership Team

• Communicate the language policy to school and local community

• Ensure the master schedule supports language acquisition for all students

• Review and update the language policy as needed

• Provide appropriate professional development opportunities for all teachers and staff

 

Policy Review

This policy is reviewed and updated on an annual basis. To adjust the policy for the upcoming year based on the previous year.  

 

Policy Communication

This policy is shared annually with all school constituents via Staff and Parent Newsletters as well as campus meetings and professional development.  This policy will also be available to staff and parents online.