Vision, Mission, Philosophy

Vision

By 2016 the Arabic, English as an Additional Language, and Mandarin programs of the World Language Initiative will be fully implemented in a range schools, resulting in measurable learning gains for students. The programs will feature standards, curriculum, supporting materials, and professional development programs that scaffold a student-centered communicative approach to language acquisition. The programs will be validated through achievement data, peer review, and the findings of action research. The scope of implementation will ensure each program’s sustainability and support its ongoing refinement.

Mission

The World Language Initiative of International Schools Services seeks to improve language learning by providing state-of-the-art curriculum, instructional materials, teacher training and consulting services to schools. The initial focus on Arabic, non-native English, and Mandarin utilizes research-based practices derived from the fields of language and literacy acquisition, 21st century technology, and learner centered pedagogy. The aim is to support high levels of language proficiency through programs that can be adapted flexibly in a variety of school settings.

Philosophy

Human language is a natural phenomenon, and language learning is instinctive in childhood. The learning process simultaneously involves:

• learning language - as students listen to and use language in their everyday lives
• learning about language - as students try to understand how language works
• learning through language - as students use language as a tool to think about or reflect on a theme, concept, or issue

These three aspects, operating together in a relevant context, provide the most supportive learning environment for language learners. Literature plays a special role in enabling this to happen effectively.

Our philosophy underpins the WLI program approach:

• The target language is used as a medium of inquiry
• The target language is taught through context, with new information being related to existing knowledge
• Students’ varying language backgrounds and different learning styles are accommodated through differentiated instruction according to individual needs
• Curriculum and instruction are informed by current research-based practice about language acquisition
• Assessment strategies support student learning

Dr. Hanada discusses her vision for the Arabic language