The document discusses Tanglin Trust School's (TTS) approach to additive bilingualism and supporting students' mother tongues. It notes that being bilingual provides cognitive and cultural benefits. TTS's vision is to offer mother tongue support for core languages through pathways to bilingual diplomas and external exams, using tutors and handbooks. For non-core languages, it envisions library-based study groups using parent volunteers. Currently, TTS offers external exams in French and Chinese and collects student perspectives. Payment for tutors and exams is expected to come from parents rather than TTS directly.
3. Mother tongue provision at TTS
*Why is it important at Tanglin?
*The vision
*What is being done at present?
4. *Why is it important?
*Cognitively: deeper understanding of language, improved
memory, more flexibility in thinking
*Culturally: retain a positive attitude towards their mother
tongue and cultural background
A few reasons for being bilingual, quoted in a recent Telegraph article
http://www.telegraph.co.uk/education/educationopinion/10126883/Why-learn-a-foreign-language-Benefits-of-bilingualism.html
6. Normal lessons
IGCSE 2nd
Language in y11
KS4 IGCSE 1st Language
KS5 IB SSST/Bilingual Diploma
Core language
MT
Non- Core
language MT
Core language
non-MT
Parental/tutor
lessons out of
curriculum time
KS3 IGCSE 2nd
Language
Parental/tutor
lessons in
curriculum time
KS3 IGCSE 2nd
Language in y8/9 A-level/IB
language B
7. WHAT WE WANT TO OFFER
Mother tongue support for CORE MFL (Fr/Sp/Ch/Ge)
*Pathway to Bilingual diploma
*Best case scenario: one/two lesson(s) tutor, one lesson handbook.
*Alternative scenario: two (/three – KS4) lessons with handbook.
*Appropriate resources to develop skills of writing and reading
*Formative reporting will be done by collaboration between
AHOF, the tutor and parents.
Support NON CORE MFL (e.g. Japanese/ Korean / Dutch)
*A partnership with parents and a potential pathway to Bilingual
diploma
*Library-based study groups using parent volunteers/ tutors
(share costs, reduce travel, encourage self-motivation)
*Excellent library resources in many languages
8. *Not bespoke tutoring one-to-one from TTS staff
*If skills not deemed strong enough then we are
not going to set students up to fail – AHOF has
final decision
*If student does not opt to continue subject at
KS4 then we will not offer mother tongue
support (core)
*School will not pay for examinations
*Based on the current model, school will not
pay for an outside tutor
WHAT WE CANNOT OFFER
9. *What is being done at present?
EXTERNAL EXAMS
FRENCH and CHINESE MODELS
STUDENTS PERSPECTIVE KS3
10. This an alternative to standard 2nd language programme
AHOF diagnoses whether student is suitable or not
AHOF diagnoses at what level the student starts at
There are two potential strands: i) with tutor (payment) +
handbook ii) handbook
If taken at KS4 then this leads to IGCSE 1st lang at KS4
Payment for tutor and external exams is by parents
Students will still be in class at discretion of AHOF
IN SUMMARY (core)…
11. Parents make the judgment on whether student should proceed or
not.
Students could have a parental teacher or a tutor. These classes
can take place in the library (CCA possibility)
We would recommend that students can take the IGCSE 2nd
language in year 8/9 and then work towards a further qualification
in KS4.
Payment for tutor and external exams is by parents
IN SUMMARY (non-core)…
