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IB探秘系列,带你走进北京乐成国际学校英语学习

发布日期:2023-01-06 12:17:57

网传人均英语母语水平?带你走进北京乐成国际学校英语学习,探秘IB。
Language: it forms the basis of all our thoughts and knowledge, it is how we communicate and form relationships and it serves as the pathway to new cultures and ideas. How can your child successfully learn language, especially if it is a second or third language like English or Chinese are for many of our BCIS students? BCIS has a robust language learning program integrated with its IB curriculum framework that enables learners of varying language proficiencies to become confident speakers, readers and writers who can use language to travel to new destinations on their learning journeys. 

Language learning at BCIS is a comprehensive process that starts in the Early Childhood Center (ECC). The ECC employs a play-based pedagogy where young learners begin their journey through the Primary Years Programme (PYP). The process of play-based learning encourages students to acquire language skills naturally through communicating with their classmates and studying the world around them. Classes for the toddler age group comprise of a balance of Chinese and English, ensuring students develop a strong understanding of vocabulary and can express their questions and interests. Nursery classes transition students to greater use of English, slowly getting young learners acclimated to an English learning environment. This steady pace ensures that each student’s personalized language learning journey is carefully planned. 

The foundation of language that young learners build in the ECC prepares them for the next stage of their journey in the Elementary School (ES). The ES also follows the PYP curriculum framework grounded in transdisciplinary inquiry-based learning. Students’ homeroom classes are all taught in English, giving students the opportunity to develop English in a variety of subject contexts. However, use of mother language, translanguaging (utilizing multiple languages) and code switching (the ability of bilingual learners to alternate between languages) are actively encouraged, allowing students to fully express themselves and deepening both their conceptual understandings and language acquisition. Classes and activities at BCIS emphasize the importance of children’s mother tongue, as students who are confident in their first language can transfer their knowledge and skills to English and additional languages more easily! 

Every exploration is different, and all learners are unique. This is especially true when it comes to language, so BCIS ensures that personalized scaffolding for langauge access to the curriculum is available to all students. The ES English as an Additional Language (EAL) team provides one-on-one and group teaching to students in the specific areas of speaking, listening, reading and writing both within and outside of homeroom class. Students focus on both Basic Interpersonal Communication Skills (BICS – not to be confused with our school’s name) and Cognitive Academic Language Proficiency (CALP). BICS develop more quickly and involve practical social language. Although CALP takes longer to develop, it is important for students to truly master English in the classroom setting. The EAL team provides reading and writing workshops, fluency and intonation practice, word study, phonics practice and many more targeted activities to ensure students reach their English learning destination. 

As students embark on the next stage of their educational journey in the Secondary School (SS), they move from a mixture of homeroom classes to later selecting their High School subject courses. BCIS offers a variety of language classes for students to choose from through Middle School, including both Standard Level (SL) and Higher Level (HL) courses in High School. New language learners can choose ab initio (from the beginning) courses, which BCIS offers for both Chinese and Spanish. Students looking for more of a challenge in Chinese can select Chinese B, a more advanced course. Meanwhile, students looking to further sharpen their academic English can take courses on language and literature. This wide range of courses ensures that language learning remains personalized in the SS, and challenges students to further their travels through the world of language.  

Although subject courses are more disciplinary-based in the SS, language learning is still quite transdisciplinary. Students take concepts from English and apply them in all their subjects through reading, writing and verbal communication. Core classes such as Theory of Knowledge (TOK) provide students with a cultural and historical context for language learning. This immersive linguistic environment serves as a map to ensure that the students who graduate from the SS are never lost no matter where their journeys take them. Many students are awarded bilingual IB diplomas, signifying their proficiency in multiple languages. With the support of the school, BCIS students become confident language learners who can express themselves in any language they choose, and this confidence can take them on a voyage to any destination in the world! 

Check this video to know more about Language Acquisition at BCIS!

众所周知,乐成就像一个“小联合国”,汇聚了来自30多个国家的学生,在这样的国际多元化社区成长起来的孩子英语水平更是优异。在IB课程的语言课程中,根据PYP, MYP, DP每个阶段的不同要求,学生至少能掌握包含英语和母语两门或两门以上的语言。有很多家长好奇,没有规定教材、考纲,IB课程到底是怎么上英语课的,今天我们的“IB探秘系列”就先带大家一起了解一下乐成在不同阶段对于英语语言学习,以及学校为学生提供的辅助支持。更多IB小知识,请持续关注“IB探秘系列”之后带来的更多报道。

乐成IB PYP、MYP和DP的英语课程包含哪些内容?

众所周知,IB课程是一种理念框架,不是具体的课程内容。跟传统的课程体系不同,IB并没有规定的学科和教材,而是根据与时俱进的IB课程体系和理念框架,通过各种不同的活动和跨学科课程来培养学生们的核心素养。作为一所IB世界学校,乐成拥有15年一贯制的国际化教育,在这里,英语的学习不是单独的一个存在,而是通过掌握这门语言工具,进阶学习各类科目来掌握不同领域的知识,课程除了注重以学生为中心的基础知识的教学,更重视培养学生的素质能力和自主探究精神,以及学生兴趣的发展。

在乐成幼儿园部,课程以“探索式玩中学”为教学理念,以PYP框架中的培养目标为指导,利用卓越的设施、精心设计的课程,激发孩子的早期发展。为了让孩子更好适应和过渡,小小班采用澳洲早期学习框架(The Early Years Learning Framework,简称EYLF),中英文教学配比基本上是五五分,孩子们在老师的引导下发展社交能力;小班到大班则选用IB PYP探究课程,除了中文以外,其他均为全英文教学,整个幼儿园阶段采用玩中学的学习方法,以游戏为基础的学习过程鼓励学生通过与同学交流和观察周围世界来自然地获得语言技能。整个课程让幼儿慢慢适应英语学习环境,稳定的节奏和个性化的课程设计确保了每个孩子循序渐进地掌握英语。

<a href=https://school.net/school/203.shtml target=_blank class=infotextkey>北京乐成国际学校</a>
到了小学阶段,学生进入PYP“基于探究的学习”项目制学习模式,在这个阶段学校开设语言、数学、科学、社会学、体育、艺术六门跨学科科目以探究PYP如“我们是谁”、“我们身处什么时空”、“我们如何表达自己”、“世界如何运转”、“我们如何自我组织”、“我们如何共享一个星球”六大超学科主题,除了语言课中的中文课程,其他科目均以英文教学,老师以学生为中心设计单元探究式课程,引发学生兴趣, 学生在各类学科的探索中能够发展全面的英语能力。同时,乐成非常珍视在学习中贯穿母语文化,帮助学生去理解和学习自己祖国的语言和价值观,老师们有效融合中文和汉语,学生也能在双语之间自由切换、充分表达自己并加深语言的概念理解和习得。

进入中学阶段,课程围绕四个培养目标展开,即创造性思维、批判性思考、关联性探究及目的性实践的四项影响力展开,这个阶段除了中文课和西班牙课,其他科目均为全英文教学。6-10年级的学生进行MYP八大学科的学习,即语言与文学、个人和社会、数学、科学和艺术等学科。11-12年级学生则学习DP大学预科课程,IB课程体系六个类别的学科组和三门核心课组成。这其中,乐成IB的六组学科里一共有两组语言课程,分别是语言文学研究(Studies in Language Literature)(适用于母语水平的学生)和语言习得(Language Acquisition)(适用于非母语程度的学生),这两组语言课程除了中文,还有英语、西班牙语等。开设两门语言课程的目的是要让学生学习国际意识、全球理解、跨文化理解和批判性思维,同时培养学生的语言与文学鉴赏能力。而学习母语是为了让学生了解自己国家的文化、历史和价值观,在语言和文学中获得愉悦并对它们产生终身的兴趣。

课堂之外,学生还能获得什么支持?

除了坚持始终以学生为中心的个性化教学之外,乐成在学生服务(Student Support)也有面向全校学生不同领域的定制项目,从咨询(Counselling)、学习支持(Learning support)、儿童保护政策(Child Protection Policy)到英语作为非母语学习的语言辅导项目(English as an Additional Language,简称EAL) ,全方位给予处在不同身心发展阶段的学生所需要的支持与帮助。

在语言支持方面,对于许多学生来说,英语是他们的第二或第三语言,在他们提高英语语言能力的过程中可能需要一定程度的帮助。乐成通过EAL项目,汇集主班教师和学科教师在整个英语辅导课程中提供个性化且系统化的EAL支持。

EAL的Amy老师向我们分享道,“我们的主要职责是是帮助提高孩子的英语水平,使他们最终能够独立的在全英文的环境中学习。EAL课上讲述的内容会基于学生不同的需求做出不同的改变。在口语、听力、阅读或写作方面需要支持的同学将得到 EAL 老师的帮助。”此外,EAL由基本人际沟通技巧和认知学术语言能力两种不同的语言学习组成,老师们可以在班主任教室或者其他学习空间进行授课,也可以在读者研讨会或者作者研讨会中与学生单独会谈,并与学生以一对一或小组的形式做阅读训练。

不论是英文,还是中文,语言只是一门工具,掌握背后蕴含的文化和思维方式才是最重要的。乐成的IB国际教育一直注重能力思维的培养,而非知识本身。语言和知识本身是需要时间去积累与沉淀的,这是教育不可或缺的“芬芳过程”,希望这些通过语言掌握的国际思维能够给孩子插上一双看世界的翅膀,让他们飞得更高,飞得更远。

文章转载自:【北京乐成国际学校

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