Mother Tongue

ISA International School of Guangzhou provides strong Mother Tongue Language Program to help students achieve higher quality education. Mother Tongue languages offered include Arabic, Spanish,  Japanese, Italian, Korean and French. 


Italian 


Il mio nome e’ Susanna De Angelis, sono nata in Italia, in un paesino in provincia di Chieti e vivo a Roma da 16 anni. Nel 1998 mi sono diplomata in “Istituto Magistrale” e nel 2001, attraverso un Concorso per Esami e Titoli indetto dal MIUR, ho acquisito l’abilitazione all’insegnamento. Da questo momento ho insegnato insegnato come supplente per le scuole materne e primarie di Roma, comunali e statali,  per 12 anni. Nel frattempo ho conseguito la laurea in “Psicologia dell’eta’ evolutiva” e 3 master rispettivamente in: “Psicologia scolastica”, “Disturbi dell’apprendimento”, “Disturbi dell’ Attenzione e Iperattivita’”. Per via di questo percorso di studi, ho lavorato sempre in scuole disagiate sia come insegnante che psicologa, in particolare in quelle dove gli utenti erano per la maggior parte stranieri con problemi di linguaggio. L’obiettivo era quello di agevolare il loro inserimento attraverso l’elaborazione e lo sviluppo di programmi ad hoc.


Nel 2013 mi sono trasferita a Guangzhou ed ho cominciato ad insegnare presso l’ISA School a settembre 2015 e, ad oggi, sono ancora qui!


Attualmente la classe di italiano e’ composta da 26 bambini, da EY2 a Y8, per questo motivo ho sviluppato diversi programmi che possano far fronte alle esigenze di tutti, rispettandone eta’ evolutiva e livello di conoscenza della lingua. Il target e’ molto ampio: si tratta di bambini i cui genitori vogliono mantenere attivo l’uso della lingua madre anche se vivono all’estero da molto tempo, di bambini che a breve torneranno in Italia e che quindi dovranno essere reinseriti nel sistema scolastico italiano, oppure di ragazzi che scelgono l’italiano come terza lingua. Da qui la scelta di programmi trasversali che affrontano diverse aree tematiche, che possono essere sviluppati da ogni bambino utilizzando i mezzi cognitivi e gli strumenti a disposizione, rispettando cosi sia la filosofia del programma IB, che i programmi  dell’insegnamento della lingua italiana del Ministero dell’ Istruzione, Universita’ e ricerca.


Il programma di Italiano si basa sulla teoria secondo cui l’uomo per apprendere la lingua passa attraverso l’acquisizione di abilita’ quali ascoltare e parlare prima di tutto e poi leggere e scrivere. Ogni unita’ affrontata e’ quindi suddivisa in attivita’ che supportano queste abilita’ e comprendono la conoscenza della grammatica e dell’ortografia, le basi della letteratura, della storia, della geografia e dei fatti sociali.


Lo sviluppo di ogni progetto prevede le seguenti fasi:

- la fase orale e di conoscenza: si tratta di innescare la curiosita’ rispetto all’argomento che andremo ad affrontare attraverso esperienze, circle time, letteratura, video, giochi di ruolo, flesh cards, ecc;

- la fase di comprensione: gli studenti lavorano da soli o in gruppi per ampliare le loro conoscenze attraverso ricerche, interviste, confronti e discussioni;

- la fase del consolidamento: i ragazzi producono testi scritti riflettendo, riassumendo e soffermandosi sulla grammatica e l’ortografia;

- la fase della produzione linguistica e della verifica: gli studenti possono esprimere attraverso testi scritti, oralmente, artisticamente, le conoscenze acquisite.


Italian language classes are taught by an Italian teacher who has significant experience teaching Italian language and literature in Italian local schools for more than 12 years.


Currently the Italian class is composed of 26 children from EY2 to Y8. For this reason, the teacher has developed several programs that can meet the needs of all, respecting the developmental age and level of knowledge of the language. The target is very wide: they are children whose parents want to actively retain the use of the mother tongue even if they live abroad for a long time, of children who will soon return to Italy and therefore have to be reintegrated into the school system Italian, or children who choose Italian as a third language. Hence the choice of transversal programs address different thematic areas, which can be developed by each child using the cognitive means and tools available, thus respecting both the philosophy of the IB program and the teaching programs of the Italian language of the Ministry of Education, University and Research.


The Italian program is based on the theory that, to learn the language, students passes through the acquisition of skills such as listening and speaking first, and then reading and writing. So each unit is then divided into activities that support these skills and include knowledge of grammar and spelling, the basics of literature, history, geography and social facts.


The development of each project involves the following phases:

· the oral and knowledge phase: it is a question of triggering curiosity with respect to the topic we will face through experiences, circle time, literature, video, role play, and flash cards. This resonates well with the first phase of Inquiry Learning.

· the phase of understanding: the students work alone or in groups to broaden their knowledge through research, interviews, comparisons and discussions.

· the consolidation phase: students produce written texts reflecting, summarising, and focusing on grammar and spelling.

· the phase of linguistic production and assessment: students express themselves through written texts, orally, and artistically to express the acquired knowledge.


Arabic


EY4 - Y1 

  يتعلم التلاميذ في هذا المستوى مبادئ القراءة والكتابة والحساب  ويتعلمون المبادئ الأخرى المهمة كالألوان والأشكال والأحجام والجهات الأربع ومسميات أفراد الأسرة وتعبيرات الوصف ونحو ذلك ، ويتعلم الأطفال القراءة والكتابة عن طريق اللعب والغناء حيث يتشكلون في مجموعات تقدم برامج لتعليم القراءة والكتابة لدعم اللعب والغناء وأثناء اللعب يقرأ الأطفال ويكتبون ويتحدثون ويصغون كلٌ إلى الآخر ويشاركون بخبراتهم السابقة ويتصلون بها في معارف جديدة تثري قاموسهم اللغوي وتطورهم اجتماعيًا وعاطفيًا.

     وبشكل عام يتعلم الطفل في هذه المرحلة الحوارات البسيطة ذات العلاقة بالحياة اليومية كما يتعلم القراءة والكتابة من خلال أنشطة تعلم الحروف والكلمات والجمل كرسم الخطوط العمودية والمائلة والمنكسرة والمنحنية وتعلم الحرف والكلمة المشتملة عليه وتكوين كلمات من الأحرف وتحليل الكلمة إلى أحرف وكتابة الأحرف في بداية الكلمة ووسطها وآخرها ومعرفة أصوات الأحرف بالحركات ونحو ذلك ، إضافةً إلى التعبير عن الصور والرسوم في الصفية. كتب المكتبة 


EY4-Y1 students learn the principles of reading, writing, numeracy and other important dimensions such as colours, shapes, sizes, names, and descriptive expressions. Students learn reading and writing by playing and singing. They form groups which offer literacy programs to support playing and singing. They also write, speak, listen to each other and share their experiences. They learn new knowledge which enriches their linguistic vocabulary and their social and emotional abilities.

In general, children learn simple dialogue related to their daily lives and also to read and write through the activities of learning letters, words and sentences such as drawing vertical, italics, broken and curved lines, learning the character and the word, including the composition of words from characters, composing words into letters, and writing letters.


Y2 - 3


  تعلم الأطفال في هذا المستوى مايتعلمه الأطفال في المستوى المبتدئ ثم انتقلوا إلى تعلم قراءة الجمل والنصوص القصيرة وكتابتها في موضوعات متعلقة بحياتهم اليومية ومتصلة بأهداف منهاج   ، وفي هذا المستوى أيَضًا بدأ التلاميذ بتفعيل المطالعة بالمكتبة الصفية  لقصص من المرحلة الأولى ، كما تم تفعيل التعبير المصور عن القصص 


Y2-Y3 students learn what students learn at the beginner level and learn reading and writing sentences & short texts related to their daily lives and the objectives of the IB framework. Students also start reading stories from classroom library from the first stage, illustrate expression of their own drawings and drawings in the story books.


Y4-5 

  تعلم الأطفال في هذا المستوى القراءة التحليلية على نصوص قصصية عالمية وشعبية عربية 

كما تعلموا العديد من قواعد النحو التطبيقية كالجملة الاسمية والفعلية وأركانهما وأدوات الاستفهام والنفي .

كما تعلموا تلخيص القصص القصيرة المقروءة والمسموعة كتابيًا بشكل صحيح، وموضوع القصص المسموعة هي من الحكايات العالمية . كما تم تفعيل مهارات اللغة من قراءة وكتابة وتحدث واستماع في موضوعات  المقرر كـأجهزة جسم الإنسان وكيفية المحافظة عليها ، وموضوعات تاريخية كحضارة سبأ في اليمن القديم وقصص عربية من الخيال كقصة خمسة عشر ولدًا والفصول الأربعة وخمس عشرة قصة عالمية

  وفي هذا المستوى كان التلاميذ أشد التصاقًا بالمكتبة الصفية حيث قرؤوا العديد من القصص ونوقشوا في محتواها لتقييم مهارة التحليل القرائي.


Y4-Y5 students learn analytical reading in the texts of international and Arab stories as they learn applied grammar such as nominal, actual sentences, and elements.

They also learn to summarise, read, dictate short stories and a global story. In addition, language skills are developed by reading, writing, speaking and listening through learning IB themes, such as learning human body and the way to preserve them, or historical themes such as Saba Civilization in old Yemen and Arabic stories of fiction.

Students are more closely connected to the classroom library, where they read many stories and discuss their content to improve their reading skills.


Y6-8


   تعلم طلاب هذا المستوى مهارات القراءة التحليلية والناقدة بالتطبيق على العديد من القصص العربية بالمكتبة الصفية ، كما تعلموا كتابة التقارير الشخصية حول الرحلات والأنشطة المدرسية وتلخيص القصص شفويًا وكتابيًا ، كما تمت مراجعة عامة للقواعد النحوية والإملائية إضافة إلى دراسة قواعد نحوية جديدة كالظروف والتوابع وقواعد إملاء جديدة كالتاء المربوطة وهمزتي الوصل والقطع ، كما غنى التلاميذ عددًا من قصائد الشعر عن حب الوطن والأم والعلم .

   وقد تم تفعيل مهارات اللغة من قراءة وكتابة وتحدث واستماع في كافة المواضيع المدروسة سواء أكانت تاريخية كحضارة الصين القديمة وحضارة مصر وبلاد الرافدين واليمن قديمًا أو قصصًا شعبية كقصة الفلاح الذي أصبح طبيبًا وقصة المخترع الصغير وعشرات القصص الخيالية الأخرى نحو ذلك.

وفي إطار تحسين الكتابة جماليًا تعلم الطلاب مبادئ خط النسخ في طريق اكتساب الخط العربي كمهارة.


Y6-8 students learn analytical and critical reading skills by applying them to many Arabic stories in the classroom library. They also learn to write personal reports about excursions and school activities, and summarise the stories orally as well as in writing. The grammar and spelling rules are also reviewed, as are new grammatical rules such as conditions. The students also learn poems about the love of the homeland, mother and science.


Y6-8 students learn analytical and critical reading skills by applying them to many Arabic stories in the classroom library. They also learn to write personal reports about excursions and school activities, and summarise the stories orally as well as in writing. The grammar and spelling rules are also reviewed, as are new grammatical rules such as conditions. The students also learn poems about the love of the homeland, mother and science.


Language skills are developed by reading, writing, speaking and listening in all subjects, such as in history, they learn about ancient China, Egypt, Mesopotamia and Yemen.


As part of improving writing aesthetically, students learn the principles of the line of copying in the way of acquiring Arabic calligraphic skills.


Spanish


Mi nombre es Aída Tagarro, desde hace diecisiete años llevo viviendo y trabajando en China: Pekín, Foshan y finalmente Guangzhou. Este es el tercer curso escolar que soy responsable del Departamento de Español de Lengua Materna en ISA International school, colegio en el que mis hijos también estudian.

 

A menudo los padres nos hacen la pregunta acerca de la diferencia entre un programa de Idiomas y un Programa de Lengua Materna. Un programa de Idioma es que una oferta de aprendizaje de diferentes idiomas de acuerdo con las posibilidades del colegio o la voluntad del alumno, es una elección. La Lengua Materna, en cambio, es el idioma utilizado en casa durante la infancia del niño, el idioma de juegos, de cariño, y éste determina la forma de relacionarnos social y emocionalmente, nuestra forma de escribir, de intepretar, etc, y todo con un nexo común, nuestra cultura, porque cada idioma es único en sí, reflejo de nuestra cultura, de nuestras costumbres, en definitiva, ES nuestra IDENTIDAD.

 

En este sentido, los padres se convierten en los ¨ primeros profesores¨ de los niños tanto en su educación informal como en la NO informal. Por ello, cuando los niños son enseñados por los padres en su lengua materna, una lengua ¨no agresiva¨para ellos , el niño refleja, entiende y absorbe más rápido cualquier aprendizaje, además,  le ayuda a reforzar y aumentar el vínculo afectivo con sus padres a lo largo de su vida.

 

Cuando, por comodidad del niño, decidimos acercarnos a él en un segundo idioma, renunciado a nuestra Lengua Materna, estamos reduciendo voluntariamente el desarrollo emocional que ésta lleva aparejada; esta falta, puede no ser reconocida por el niño hasta que sea adulto y se vea expuesto de nuevo a ella; será entonces, cuando descubra y entienda las razones de su propio ser ( el porqué de sus gestos, de sus giros en el idioma, de su personalidad,…). Pero puede que este niño, que se está educando internacionalmente,  por circunstancias, no vuelva a tener posibilidad de acercamiento igual a su lengua materna, viéndose privado de todo ese entendimiento acerca de sí mismo.

 

Por lo expuesto anteriormente, creemos muy positivo que, el niño tenga en el colegio, una herramienta para poder aprender o continuar el aprendizaje DE su cultura ( que los padres le dan en casa  y ante la cual, los niños son sumamente receptivos), EN su cultura, y entre sus compañeros. El programa de Mother Tongue facilitará la integración del niño como parte de una ¨élite¨, la élite de su lengua materna; el niño disfrutará  y se enorgullecerá enseñando y compartiendo con sus compañeros cualquier aspecto de su cultura y costumbres,  y  desarrollará una imagen de sí mismo más positiva apreciando y reconociendo más su propia idiosincrasia, sus orígenes.

 

Desde del punto de vista académico, en ISA, somos conscientes de esta necesidad de nuestros niños internacionales e intentamos cubrir parte del curriculum que el niño pierde al estar expuesto a una educación internacional en un país extranjero, léase Lengua, Literatura. En nuestras clases, se hace especial incapié en la gramática escrita( que es algo que no se ve en casa en el lenguaje oral) , comprensión lectora, vocabulario, ortografía, expresión oral y escrita, y literatura.

 

En definitiva, nuestro objetivo es cubrir al máximo el curriculum de Lengua Española que se estudiaría si estuviéramos en el colegio en España, para minimizar el impacto negativo que, el estar fuera de su país, pudiera tener en la educación del niño.

 

Esperando haber sido capaz de ensalzar la importancia de nuestra Lengua Materna, me despido,

 

Atentamente,

Aída Tagarro


Our Spanish teacher has been living in China since 2000. This is her third year being responsible for Spanish Mother Tongue at ISA International School of Guangzhou.
 
Parents usually ask about the difference between a language program and Mother Tongue program. A language program is an offer to learn different languages according to the school possibilities and/or the students’ will. It is a choice. The Mother Tongue however, is the language used during the childhood between parents and their children, the language of games, the language of interacting with the family, the language of love, which will have an impact on children’s lives, not only in oral communication but also in body language, written language, eating customs, lifestyles, and of course, will define the way children connect socially and emotionally with others. All these, with a common link, help create culture.


Every language is unique, and reflects our culture and traditions. Mother tongue is our identity. Parents become their children’s first teachers both in their children’s’ formal and informal education. Therefore, when the children are taught by their parents in their Mother Tongue (a “non-aggressive” language for them), the children will understand, absorb, and reflect any learning faster, which will help to increase and strengthen their affective link with their family.


When, for the children’s convenience, we decide to approach them a second language, renouncing our Mother Tongue, we are voluntarily reducing his emotional development. The loss cannot be identified by the children until they become adults and they see themselves exposed to that one again; it will be then, when he realises and understands the reasons of his own way of being. This can easily happen to children educated internationally that, for obvious circumstances, the children will not be exposed and will not have the chance to fully approach their Mother Tongue world to understand their roots in a holistic way. 


For that reason, we believe that, it is very positive to have access to a tool that allows students to learn or to increase their learning, ABOUT their culture, IN their culture, and AMONG their friends. This tool is The Mother Tongue program: the program will ease children’s integration in the school as part of an “elite”, the elite of his Mother Tongue language. The student will enjoy showing proudly their culture and traditions to their classmates, and they will develop a much more positive image of themselves, recognising and appreciating their own idiosyncrasces, their own origins. 


In conclusion, the target of ISA with its Mother Tongue program is to cover part of the academic curriculum the children may miss when they become international students, such as written grammar, reading comprehension, vocabulary, orthography, oral and written expression, and Spanish Literature so that we can minimise the negative impact that being in a foreign country may have in the student´s education and get the best of an International Education.


Japanese


ISA’s Japanese Mother Tongue Program is taught based on the Japanese government curriculum guidelines and uses the Japanese national textbooks, the students can enjoy the same curriculum offered in Japan for the Japanese language. The Japanese Mother Tongue Program has just been launched. Two Japanese teachers who have teaching experience at Kumon Institute of Education are helping the students improve their ability of listening, speaking, reading, and writing based on their individual needs and level in a relaxing yet lively atmosphere. At the same time, they can deepen their understanding and nurture their identity as being Japanese. ISA offers all the Japanese students four classes each week and aims to ensure their academic success in all subjects, the cultivation of effective study habits, developing the correct attitudes to learning, and becoming more internationally-minded. 


Korean


한국어 교실의 교육은 한국에서 국공립학교 국어 교사 경력이 12년 이상이고, 국어과목 1급 정교사 자격을 갖춘  교사가 담당하고 있습니다.  


한국어 교실의 학생들은 현재  유치부 EY2 학생부터 초등부Y5의 학생들이 있으며, 한국의 교육과정을 중심으로 교육 받고 있습니다.  교재는 한국 교과서를 중심으로 하며, 학생들이 한국으로 돌아가 진학할 때 어려움이 없도록 지도하고 있습니다.


국어 수업시간은 매주 4시간이며, 학생들은 다양한 학습 경험을 통해 어휘력과  독해력 향상, 한국 문학에 대한 이해, 국어 문법에 대한 체계적인 학습을 하고 있습니다.  일기와 독후감 등 다양한 쓰기 활동을 꾸준히 하여, 학생들의 작문능력이 향상되고 있습니다.  또한 고학년의 경우 한국 역사 수업도 함께 하여,  한국인의 주체성과 자긍심을 갖도록 하고 있습니다.


한국학생들은 모국어에 대한 유창한 표현능력을 바탕으로 영어와 중국어 학습에서 보다 빠른 진보를 보이고 있습니다.


Korean language classes are taught by a very experienced Korean teacher who has many years’ experience of teaching Korean and literature in Korean schools. She has licence of ‘First-class Official Training Certificate of Korean Language Teacher’.


Students in the Korean language classes are currently enrolled from Early Year 2 to Year 5. They are mainly studying the Korean national curriculum by utilising the Korean national textbooks as well as other interesting resources.


Korean language classes have four classes each week. Through various way of learning, students are improving their vocabulary and reading comprehension, as well as understanding Korean literature and learning Korean grammar systematically. Students' writing ability is improved by the diverse writing activities such as writing diaries and reading books. In the case of the upper grades, Korean history lessons are also offered so that they have the subjectivity and pride to be a Korean.



Korean students are making good progress in learning English and Chinese based on fluency in their native language.


French


Je m’appelle Laurence Curé. Je suis née à Lille mais j’ai vécu toute mon adolescence à Dijon où j’ai obtenu un diplôme de Français Langue Etrangère puis un Master en Education option professeur des écoles.


J’ai enseigné 9 ans au Japon (Tokyo) en écoles linguistique et internationale puis 3 ans en Thaïlande à Regents International School Pattaya où j’ai complété ma formation en « Learning support », soutien aux enfants en difficultés notamment dyslexiques.


Ma philosophie éducative est, d’une part, de répondre au plus près aux besoins des élèves et, d’autre part, d’offrir des leçons créatives et motivantes dans un environnement accueillant et attrayant.


J’aime travailler en projets qui permettent entre autres, une plus grande motivation à apprendre, une meilleure compréhension de l’information et un développement des capacités de recherche.  Ces projets associent étude la langue, culture littéraire et artistique et histoire-société, ce qui est conforme aux exigences IB.


Chaque projet est divisé en 4 parties, une phase de découverte axée sur l’oral qui suscite la curiosité et le questionnement de l’enfant sur la pratique de la langue, un phénomène culturel ou de société à travers des jeux, des activités de tri, des lectures , des photographies ou des vidéos, puis une phase de compréhension où l’on rentre progressivement au cœur du sujet par des exercices de transformation et de substitution en grammaire-conjugaison, d’enrichissement du vocabulaire, de comparaison et d’analyse de documents,  puis une phase de pratique plus axée sur l’écrit (écriture de paragraphes, de résumés, de réflexion…), enfin,  une phase de création où l’enfant peut s’exprimer et rassembler ses connaissances (Ecriture d’un conte, d’une bande dessinée, réalisation d’une affiche de cinéma, d’un reportage vidéo, d’une scène de théâtre ou d’un projet d’art …).


Parallèlement, avec 5 sessions de français par semaine relativement intensives, en cours individualisé ou en petit groupe, je veille à ce que les élèves accomplissent l’essentiel du programme français, de manière à ce qu’ils puissent, si la situation se présentait, réintégrer un établissement français (ou de langue française) sans retard linguistique ou littéraire.


French language classes are taught by a French teacher who has considerable experience teaching French language and literature in international schools for more than 12 years.


French educational philosophy focuses firstly on the children’s needs, and of course, these vary from learner to learner; and secondly, on offering motivating and enjoyable lessons as well as an attractive classroom environment.


French teachers like working through transdisciplinary projects that allow students to demonstrate their knowledge, express their creativity and encourage them to use skills from different subject areas. They give them a better understanding of the information, enhance their motivation to learn, and develop their research skills.


Each project includes language elements, literacy and artistic culture as well as historical and societal facts, which resonate with the IB essential elements and philosophy.


We follow four phases of language development and inquiry into language and culture. The first phase is oral and based on the discovery-observation of a language element, a cultural or society phenomenon through games, sorting activities, images and videos. It is followed by a comprehension step where students go deeper in the topic by searching, comparing and analysing. Step three is a practical training stage mainly based on writing (summary, reflection, detailed paragraphs, and grammar-spelling exercises).


In the last phase, children can express themselves through creative personal work in literacy or art.


When mapping our Units of Language and Culture Inquiry, the teacher ensures that the students receive the essential French language curriculum in order to, if so required, reintegrate a French speaking establishment without any delays from the standard in language learning and literacy acquisition.