Our Approach to Language

Our Approach to Language

     Language, as our primary tool for thinking and communication in the school program, is crucial for learning, building a foundation, and understanding the entire curriculum. It is not only about learning a language but also understanding what language means. Through language, we can develop a deep appreciation for it, including a love for language itself. Traditionally, language has been taught in fragmented structures, with its branches separated from each other and from other areas of the curriculum.

The PYP program implemented at our school aims to reduce this fragmentation. The four communication strands—listening, speaking, writing, and reading—can be studied individually, but they are also interrelated and interactive, supporting each other during the learning process. It is a significant advantage for all international schools that every teacher is also considered a language teacher.

The school program examines language from various perspectives: the perspective of classroom teachers, the structure of language, the structure of other languages, and the viewpoints of mother-tongue teachers. Although the methods and pace of teaching may vary across different contexts, the defined student profile is applied to every language taught.

Language promotes much more than cognitive development: the first year of the PYP program emphasizes that the mother tongue is vital for the continuity of cultural identity and emotional stability. Furthermore, knowing more than one language enriches personal development and facilitates international understanding. International schools should recognize and support every aspect of language development.

In language classes at our school, the following aspects are of great importance:

In language classes at our school, the following aspects are of great importance:

  • Supporting language development holistically.
  • Treating language as a disciplinary element throughout the curriculum.
  • Selecting reading materials based on interest levels.
  • Reading materials selected based on interest levels.
  • Encouraging the reading of world classics.
  • Including culturally diverse reading materials.
  • Focusing on comprehension while writing and reading.
  • Creating an appropriate, collaborative discussion environment in the classroom.
  • Developing students who are willing to write spontaneously.
  • Increasing admiration for the richness of language.
  • Exploring literature as a tool for understanding and discovery.
  • Enabling students to learn using multimedia resources.
  • Using language for creative problem-solving and information processing.
  • Having diverse and appropriate assessment methods, such as documentation, conferences, error analysis, writing sample analysis, and response journals.

  • Supporting language development holistically.
  • Treating language as a disciplinary element throughout the curriculum.
  • Selecting reading materials based on interest levels.
  • Reading materials selected based on interest levels.
  • Encouraging the reading of world classics.
  • Including culturally diverse reading materials.
  • Focusing on comprehension while writing and reading.
  • Creating an appropriate, collaborative discussion environment in the classroom.
  • Developing students who are willing to write spontaneously.
  • Increasing admiration for the richness of language.
  • Exploring literature as a tool for understanding and discovery.
  • Enabling students to learn using multimedia resources.
  • Using language for creative problem-solving and information processing.
  • Having diverse and appropriate assessment methods, such as documentation, conferences, error analysis, writing sample analysis, and response journals.

Our Approach to Language

     Language, as our primary tool for thinking and communication in the school program, is crucial for learning, building a foundation, and understanding the entire curriculum. It is not only about learning a language but also understanding what language means. Through language, we can develop a deep appreciation for it, including a love for language itself. Traditionally, language has been taught in fragmented structures, with its branches separated from each other and from other areas of the curriculum.

The PYP program implemented at our school aims to reduce this fragmentation. The four communication strands—listening, speaking, writing, and reading—can be studied individually, but they are also interrelated and interactive, supporting each other during the learning process. It is a significant advantage for all international schools that every teacher is also considered a language teacher.

The school program examines language from various perspectives: the perspective of classroom teachers, the structure of language, the structure of other languages, and the viewpoints of mother-tongue teachers. Although the methods and pace of teaching may vary across different contexts, the defined student profile is applied to every language taught.

Language promotes much more than cognitive development: the first year of the PYP program emphasizes that the mother tongue is vital for the continuity of cultural identity and emotional stability. Furthermore, knowing more than one language enriches personal development and facilitates international understanding. International schools should recognize and support every aspect of language development.

To achieve our goals in the native language at our school, the following practices are carried out:

To achieve our goals in the native language at our school, the following practices are carried out:

  • Book reading hours where students' reading levels are monitored.

  • "Bookworm" certificates awarded based on the books students read.

  • "What Should We Read?" events where students present the books they have read.

  • Written expression activities.

  • Poetry, prose, and slogan competitions.

  • "Poetry Globe" events where students engage with poetry at all levels.

  • Library and reading house trips aimed at introducing libraries and supporting reading habits at different levels.

  • Book fairs organized to bring students together with books at all levels.

  • Humor Club events where the entire school engages with humor, meeting humor masters and humorous works.

  • Evaluation of books read during semester and summer breaks based on pre-determined lists.

  • Activities organized around the books read within the scope of the units.
     

     

  • Book reading hours where students' reading levels are monitored.

  • "Bookworm" certificates awarded based on the books students read.

  • "What Should We Read?" events where students present the books they have read.

  • Written expression activities.

  • Poetry, prose, and slogan competitions.

  • "Poetry Globe" events where students engage with poetry at all levels.

  • Library and reading house trips aimed at introducing libraries and supporting reading habits at different levels.

  • Book fairs organized to bring students together with books at all levels.

  • Humor Club events where the entire school engages with humor, meeting humor masters and humorous works.

  • Evaluation of books read during semester and summer breaks based on pre-determined lists.

  • Activities organized around the books read within the scope of the units.
     

     

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