Our Approach to English Language Instruction in the ELC
English language skills are taught through a holistic and integrated approach. Language concepts are taught throughout the day in a variety of contexts and integrated within a co-constructive approach to learning. This approach to learning communication skills contextually within the broader perspective of the philosophy of Reggio Emilia deemphasizes the more traditional methods of learning languages that follow a specific phonics, “Letter of the Week” or worksheet-based type of program to learn language.
To develop English language skills teachers work with children to co-construct their learning, and utilize teachable moments that emerge from an inquiry-based program. Teachers interact with children individually and in small/whole group sessions to teach targeted language skills in context to what is being studied. In this way, vocabulary and language usage is developed in a way that is more developmentally appropriate, meaningful and relevant to each child.
A child-centered, literacy-rich environment encourages children to explore and interact with materials that support their development of reading, writing and speaking both independently and in small groups.
Mother Tongue/Home Language
Though the language of instruction at NIS is English, we value the many different languages our children bring to our community.
In school, we encourage children to express their thoughts, feelings and ideas using all of their languages, both verbal and non-verbal. We ask parents to continue to use their mother-tongue language at home so as to continue their child’s growth in all of their languages.
It is important to have a strong mother-tongue as this will be the language through which a child builds understanding and makes connections too throughout their life. In the ELC where necessary and possible, teachers will use a children’s home language to help them develop a better understanding of concepts being explored, as this helps to strengthen both languages and build connections between them. This strategy also helps children’s emotional and social growth by making their first language and cultural identity a valuable part of our community.
Children understand however, that teachers expect them to attempt to communicate in English, and that when they are in a group of children who have different mother-tongues everyone should try to speak English so as to be inclusive.