IB Language Policy

Language Policy

Philosophy

Within the Hvitfeldtska community, many languages exist side by side. Hvitfeldtska tries to always adhere to the IBO principles about language learning in an international context.

At Hvitfeldtska, we believe that:

●                   Language is a vehicle for inquiry and is central to the development of the whole learner.

●                   Effective communication provides a foundation for learning and intercultural understanding.

●                   All Hvitfeldtska teachers are language teachers, whatever their teaching subject.  We strive to base our teaching in this respect according to the four principles outlined in the IB Approaches to Teaching: activating prior learning, scaffolding learning, extending language, affirming identity. 

●                   Mother tongue development is crucial for cognitive progression and in maintaining cultural individuality.

●                   Acquisition of the Swedish language as a second language facilitates and enhances integration in the school and wider community.

●                   Language learning in general leads to personal development and learning. It encourages international mindedness and the IB Learner Profile.

Aims

At Hvitfeldtska we aim to fulfil students’ linguistic potential in the languages offered in the school by:

●                   Providing students with the skills, strategies and tools to become confident and effective communicators.

●                   Fostering a sense of open-mindedness towards different cultures and the language spoken.

Language profile

The school has a multilingual profile with an average over a twenty different mother tongues being used by its families which represent around 46 different nationalities. Swedish native speakers represent the largest group with approximately fifty percent of the school’s IB student population, followed by English language users at roughly 15%. The remaining languages include French, German, Arabic, Romanian, Russian, Thai, Polish, Spanish, Danish, Norwegian, Dutch, Spanish, Portuguese and Mandarin amongst others.

The linguistic diversity of the student body is mirrored in the staff profile where languages spoken and written include Swedish, English, French, Spanish, Polish, Italian, Estonian, Malay, Mandarin, and German.

Current language practices

Admission

Hvitfeldtska accepts all students for whom its established programme of study is appropriate or for whom an individualised programme of study can be designed. Admission is based on  school records, an entrance test comprising English and Math as well as an application form. Prior to enrolment, students are expected to be proficient in English since this is the language of tuition.  English at B level may not be offered as the language of instruction for all subjects is English (except for other B languages). Please see the section entitled Languages of Instruction and communication. 

No prior knowledge of Swedish is required to Hvitfeldtska IB programme as a group 1 subject chosen may not be Swedish.

Languages of instruction and communication

The language of instruction at Hvitfeldtska for the IB programme is English, except in other language courses.  On occasion other languages may be used to facilitate the understanding of a concept.   Outside of class, students are permitted to communicate in other languages when it is done without causing the exclusion of other students.

Mother tongue(s)

The school provides systematic instruction in mother tongue English and Swedish. In the pre-DP year (year 10), students are encouraged to take extra classes in their mother tongue.  Mother tongue courses may be organised upon request, providing that there is sufficient demand and that a suitably qualified teacher can be found, and while these courses may not fall under the umbrella of the IB programme, they are falling under the umbrella of the school. The cost of these extra courses is paid for by the Swedish government and are usually timetabled outside regular school hours. IB Diploma students can also take ‘school-supported self-taught’ mother tongue option in IB Grades 11 and 12. This has recently taken place in German, Arabic, Russian, Polish, and French.  A member of staff is responsible for organising the mother tongue group 1 self-taught courses with the supervisor and students. The cost (if any) for the mother tongue courses will need to be paid by the student.

The school believes that integration into the local community and the host country as a whole is an important element of intercultural understanding.  Additionally, many students matriculate to Swedish university programs after graduating from our school.  Therefore, Swedish is normally offered for all Pre-DP students in grade 10, on different levels:  mother-tongue as well as Swedish as a second language and Swedish ab initio.  Also, French, German and Spanish are offered at an intermediate level (level 3) for students who have had 3-4 years prior knowledge of the language from middle school.  These languages are also offered at a beginners’ level, together with Japanese and Italian.  At this level, however, students are expected to understand a contrastive language tuition approach, with the teacher using Swedish as the language of explanation. If students elect to take some of these language courses in Pre-DP they can then receive merit points from Universities in Sweden if further education is sought. Note that the language of instruction is either the target language or Swedish.

Library and Resources

The school library has generous opening hours and functions as a study hall.  It is staffed with two librarians and two assistants.  There are many resources in English - beyond Swedish - and the electronic resources such as databases and newspapers are listed on the library’s website, currently available at: https://hvitfeldtskasbibliotek.wordpress.com/databases/

The librarian is closely involved in the Extended Essay process, providing the students with an overview that prepares the students for their meetings with the respective supervisors.  Requests may be made by teachers and students for specific items in different languages, especially for IB diploma needs such as school supported self-taught classes or extended essays.  However, there is no guarantee that these items will be purchased.

Our students are invited to participate in extracurricular activities run by the library staff, such as book clubs - in Swedish or in English.

We also encourage students to use the main library located in central Gothenburg and very close to our school, as well as local libraries in respective communities.  

Communication with Parents

All official school communication with parents with students in the IB programme is in English.  The school website is available in Swedish and English.

Pre DP grade 10 and DP grades 11, 12

In Grade10 students follow a curriculum which is based on Swedish National courses, which we aim to enrich by maintaining the holistic approach of the DP with links to the IB Learner Profile and in accordance with ATL and ATT.

In Grade 11 and 12 we normally offer English Literature, English Language and Literature, Swedish Literature and Swedish Language and Literature in group 1 both at SL and HL. Self-taught languages are also offered as described previously. In group 2 the B levels (offered at HL or SL), are Swedish, French, German and Spanish.  English as a Group 2 language is only offered at HL, if at all. Swedish Ab Initio is offered for Swedish Language beginners and is only offered at SL.

For all B languages except ab initio, the level is predicated on at least 4 years of prior study. 

Self-taught group 1 languages are also only offered at an SL.   

However, due to staffing, block scheduling, ever changing demographics of the student population, deficits of the school budget, these offerings may vary in scope and quantity from year to year. 

Language Placement in the Diploma Program, Grades 11-12

As part of this policy we delineate placement decisions in our Subject Selection portion of the website. See https://sites.google.com/educ.goteborg.se/ib-hvitfeldtska/subject-selection-for-diploma-program and the relevant subject groups/sections for information.

Roles and Responsibilities

Effective implementation of the Language Policy requires the cooperation of all stakeholders of the school community.

Administrators:

The school administrators will attempt to produce all administrative documents in English except where there is a legal requirement for the host country’s language (contracts; association statutes etc.) as well as:

●                   ensure that school policies and procedures regarding language acquisition are developed, implemented and regularly reviewed

●                   provide funding, facilities, leadership, and resources for the successful implementation of the language policy

●                   attract and retain staff whose qualifications and experience is in keeping with the school’s language policy

●                   support teaching staff in their development and implementation of the school’s language policy, including professional development opportunities to enable teachers to be effective instructors of students with a range of language proficiencies

●                   promote communication with parents concerning students’ language development and provide translators when needed

●                   ensure that the school’s language policy is available to all stakeholders including prospective families through the school’s website

Faculty

All teaching staff at Hvitfeldtska, whatever their specialist area or age group, are considered to be language teachers. They will ensure that they are familiar with the school’s language policy and will take it into account in their everyday teaching where relevant to their position and functions.

They will thus:

●                   use English as the primary language of communication

●                   work with administrators to enhance the language programme across the curriculum

●                   set high language and linguistic expectations for their students

●                   create classroom environments that are interactive with ample opportunities for students to listen, speak, read and write in a variety of contexts

●                   give ongoing feedback to students on their development, based on a variety of assessment strategies and the principles of ATT and ATL

●                   support and encourage language reflection and self-assessment in their students

●                   promote tolerance and respect for other languages and cultures

●                   select resources and strategies that are linguistically accessible and culturally inclusive

●                   integrate appropriate technologies to enhance language development

Conclusion

The goal of the Hvitfeldtska Language Policy is that it will  be reviewed regularly and revised where appropriate according to the school’s language profile and IB requirements.

May 2022

See alsothe Subject Selection portion of the website and Language guidance sections that are there.