Chung Chung Christian School’s Philosophy on Language

At Chung Chung Christian School we believe that language is essential to the development of children as active learners. Language allows for the students to understand the world, learn new perspectives, and it fosters creativity. Language is not just a single subject class, but is a topic that is transdisciplinary and throughout the curriculum. Language is the cornerstone for inquiry and is the medium of instruction for all subjects. We believe that in order for the students to have a well-rounded education, all teachers must be active participants in the language learning process by teaching students through language and research.

By focusing on language we allow the students to enhance their communication skills by learning through both verbal and non-verbal communications as well as strengthen their literacy and media skills by encouraging research. We believe that analysis and evaluation of information will empower the students to understand the world through language and that is the reason we hold language as one of the foundations of our education here.

IB perspective on Language Learning

The International Baccalaureate (IB) places an emphasis on language across its various programs. It aims to foster intercultural understanding, develop appreciation for various cultures, and enhance communication skills. The IB supports learning and understanding multiple languages, critical thinking, and language and literature studies. Language is seen as a powerful tool for global engagement and responsible citizenship.

Language learning in the IB context is a holistic process serving many purposes: facilitating communication in diverse contexts, fostering cultural appreciation and understanding, enabling the acquisition of additional languages, and developing literacy skills like reading and writing. The IB's approach recognizes language learning as a connected endeavor that both equips students with language proficiency but also brings about intercultural competence, critical thinking, and global citizen.

IB discusses language learning in three categories: learning language, learning through language and learning about language, as shown in Figure 1.

• Language learning is described as the ability to engage with multiple languages using a variety of approaches that allow for the students to learn new skills and practice them in the classroom.
• Learning through language is the ability for students to understand new ideas through listening, reading, speaking, performing, writing and viewing texts. Teachers use language to create thoughtful and meaningful conversations in the classroom drawing on the prior knowledge of the students.
• Learning about language is learning the forms, conventions, and context of using certain text types. This is where the students will learn how to create and understand texts and how to use them in their work (IBO, 2024).

These aspects are closely related and they help us to understand how language is used to make connections and create meaning.

Figure 1. Language Learning Diagram taken from the Language Section of the PYP Principles into Practice

Students’ Language Profile

All of Chung Chung Christian School students are from Indonesia and most of our families primarily use Indonesian language and Surabaya dialect in the home. We do have some families who use English as their primary language though most of our students are coming from a home language background with English as an additional language.

Language Use (based on levels)

In our classrooms, English is used as the primary language of instruction. It provides a common ground for communication and prepares students for international opportunities. However, we recognize the importance of cultural diversity and linguistic richness. Therefore, we actively encourage the use of Bahasa Indonesian and Chinese within the classroom. By doing so, we honor our students’ heritage, promote cross-cultural exchange, and create an inclusive environment. This approach allows learners to express themselves comfortably while developing proficiency in multiple languages. Our goal is to nurture well-rounded individuals who can navigate both local and global contexts with confidence.

In the Early Years we focus on introducing new language through play and songs. We create habits and routines around the activities that we do so the students are consistently achieving the language goals that we set. Additionally, we create a positive language environment by displaying vocabulary and simple sentences around that classroom that the students can use daily. We display Chinese, English, and Bahasa Indonesia around the classroom to encourage students to actively take part in learning all three languages.

In the Primary Years Program (PYP), we encourage the natural authenticity of language learning. We aim to challenge the students in an environment rich with literature and many opportunities to inquire about new topics. We want the students to connect with a wide range of ideas by learning through language. They receive specialized classes for all languages but are also encouraged to become more literate in all of their classes through texts that allow them to explore and connect the world around them.

In the Middle School section, we focus on both language acquisition and language literacy. In English, Chinese, and Bahasa Indonesia classes, the students are being exposed to different types of literature that will allow them to properly use the language as a learning tool. Every teacher is an active participant in teaching the students language that is related to their subject and will help the students be successful in all aspects of their learning. The primary language used in teaching is English but in specialized classes, we will use Chinese and Bahasa Indonesia accordingly.

In all levels, the principle that "every teacher is a language teacher" is fundamental. This concept emphasizes the integral role of language in all aspects of learning and teaching.

Support of Home Language and Culture Learning

We recognize the importance of a student's home language, and we actively encourage them to use it within the classroom. This recognition fosters a sense of belonging and inclusivity. Additionally, we practice routines that incorporate home languages into daily activities and students are encouraged to express themselves in their native language alongside English. We believe that when students feel that their home language is respected, they become more engaged in the classroom. By embracing the home language, we can create a culture that students can thrive academically while also celebrating their own culture.

We provide teachers with specializations in ensuring students continue to learn their home language. The students will have class in Bahasa Indonesia every week where they will learn language skills and the importance of knowing their background and heritage.

Differentiation

We understand that differentiated instruction plays an important role in meeting the needs of our diverse group of students. We recognize that every student brings their own background knowledge, experiences, culture, language, and learning preferences. Our teachers strive to effectively modify their content, process, product, and affect to meet these individual needs and language abilities in the classroom. By teaching the same topic in a varied way to meet students' needs, we create an inclusive environment where students learn in ways that work best for them. Using these methods ensures that all students can access the content in the class while respecting their individuality and allowing them to progress in their own unique way.

Resources

Here we have two libraries dedicated to supporting the education and inquiry of our students. We aim to create a space that the students can use to delve further into their studies with resources of many genres and backgrounds. We have books in English, Chinese, and Bahasa Indonesia within the library with the majority of our books being in the English language. We are dedicated to continually enhancing and updating our resources to ensure that the tools we provide the students will accurately support their learning.

References:

• IBO. 2010. Language and learning. Geneva, Switzerland. International Baccalaureate Organization.
• IBO. 2024. Learning and Teaching. Geneva, Switzerland. International Baccalaureate Organization.
• Halliday, M. 1985. Three aspects of children's language development: Learning language, learning through language, learning about language. Sydney, NSW, Australia. University of Sydney, Department of Linguistics. Unpublished manuscript.

Review Date: May 2025