2 Language Philosophy
Language learning resources
Our school has an extensive library filled with fiction, nonfiction and academic works. The library not only offers the latest novels in Norwegian and English but also offers DVDs, audio books, board games as well as the paraphernalia needed to use with them. The library can also boast smaller collections of fiction in several languages. The school has a reliable wi-fi and all our staff and students have their own personal lap-tops enabling us to have access to the internet and other digital resources. The school prides itself in providing students with up to date materials and equipment. We use interactive programs for language training purposes as well as such programs as Skype, Teams and Zoom which help us to communicate with the whole world through the internet.
Norway has a long tradition in using modern technology in language learning. Students and teachers are encouraged to use this for further studies. In addition, the school has several mini recorders, filming and audio recording equipment, for example microphones for making pod-casts that are often used in languages classes.
All teachers are language teachers
All teachers are responsible for the development of students’ languages. Emphasis is put on students developing vocabulary specific to the different subjects, concepts and subject terminology so that they can communicate fluently and with greater accuracy. Learning specific terms related to particular subjects is crucial not only for these peculiar subjects but also for the individual development as well as for other issues of general matter or different scientific value.
Language learning is closely linked to Theory of Knowledge. Developing language means developing the thought. How and what you learn depends on the language used in the process. Language is the medium of critical reflection. Correct use of vocabulary, especially the command terms, means that the communicator fully understands the concept and content of the word and therefore enables or enforces critical reflection. This is integrated in all subjects.
Learning foreign languages
Senja vidergående skole has teachers trained to teach a wide range of foreign languages: Norwegian as a foreign language, English, German, Spanish, French and Russian. In the IB, we have offered the following foreign languages: English A Language and Literature and English B, Norwegian B and Russian ab initio. We encourage our students to choose foreign languages by actively promoting the importance of language and cultural learning in the global community.
Due to financial constraints and low student enrollment, we actively look for good practical solutions so that the range of our language offering is varied. Currently we do not offer any ab initio classes but will consider this when student enrollment improves. In the meantime, students are actively learning languages as part of their CAS projects.
Mother toungue support
All students are offered school based self-taught mother tongue learning. We have a designated teacher who has the responsibly of monitoring these students. Students get support and guidance in relation to planning the individual balanced programme adjusted to each student’s need and interest. Monitoring the work in progress, the teacher guides the students in relation to learning the language through literature, helps them to study and use literary terms and develops the students’ insight within literary analysis through English. The students are offered core classes as well as individual time to work in their respective languages. They are encouraged to seek help and guidance from their teacher. So far this practice has worked well as our self- taught candidates have achieve impressive results in their final exams.
Language and access to the IB
Learning a foreign language or proceed studying one`s mother tongue can be challenging at times. Students who struggle with these issues have access to many technical aids such as personal computer, with spell-check programs in addition to the regular hours with the subject teacher who helps students to master learning techniques through individual tutorials.
Otherwise, English is a widely spoken language that most people use daily both professionally but also in relation to free time activities and virtual- and mass media. Using general language is not a challenging problem for the students. However some of them have a tendency to struggle with the subject specific terms sometimes. This type of language needs to be carefully developed so that the students are able to grasp the subject didactics immediately. In that respect the teachers are trying to make the students conscious from the very beginning of their studies, that use of subject related terminology is crucial for mastering the subject which needs to be developed carefully and systematically.
Host country language: Norwegian B
All students are strongly advised to have Norwegian as one of their subjects. Students with another linguistic background than Norwegian are offered Norwegian B both HL and SL.
This group of students is very diverse in background and level when they start the IB ranging from people who can make themselves adequately understood to complete beginners. In order to have the possibility of entering Norwegian universities, students are required to have at least Norwegian B HL. Due to this requirement most students choose only HL Norwegian B.
Due to the diversity of linguistic backgrounds, our teacher of Norwegian B must be flexible and experienced. The teacher facilitates the learning of Norwegian tailor made to each student’s needs and simultaneously integrating them in a group where they learn with and from each other. All the staff at Senja videregående skole encourage students to start using the Norwegian language in both the school community and the local community from day one in the IB. At the beginning of year 1, students are offered an introductory workshop to the Norwegian language. This workshop is outside normal school hours and a good supplement to regular classes.
Norwegian and CAS: The community service aspect of CAS requires that students need to be able to communicate with people internationally but also locally. Even though the majority of the population speaks English, people tend to want to use their own language in daily situations. Therefore, being able to communicate in Norwegian is essential to a good and well balanced CAS programme so there is extra focus on learning Norwegian.
There are many examples of Norwegian CAS correlation, connected to the main principles of CAS philosophy. Sharing energies and talents, developing of awareness, concern for and ability to work with others, service to the community as a complement to intellectual development in academic activity among many others are examples of the importance of the Norwegian language to generate a successful fulfillment of CAS outcomes.
Professional development
General professional development:
Teachers of the foreign language department of the school have personal and collective responsibility for individual and common professional development. On weekly basis teachers cooperate within the planning and methods of teaching, update each other and share materials and impressions from different personal experiences and professional courses.
Every year, our teachers take part in a two-days’ workshop in their subjects. These workshops are organized for all teachers in our county and experienced educators lead the workshops with focus on the latest developments in the subject area based on the challenges that teachers face in teaching and learning.
Another tradition of our school is the subject day in English for the students and a course day for the teachers given by Roving Scholar from the US through Fulbright Foundation.
Other courses are given by the Educational department in the Troms county which are optional for the teachers as well as the courses given by the publishing houses e.g. Cappelen, Gyldendal etc.. Many of these are now conducted digitally allowing more teachers to participate while at the same reducing teacher absentee due to travel time getting to and from these workshops.
Erasmus+ Language training:
All teachers of foreign languages and teachers who teach in a language other than their own (which means most teachers in the IB) are well informed about the opportunity of receiving training funded through Erasmus+ either courses in languages or job-shadowing at a school abroad.
IB Workshops:
All teachers of the IB are offered IB workshops on a regular basis.
Involvement of parents
In the beginning of the school year the school holds a parents’ meeting for all foundation course students. The formal presentation of the school, its traditions and visions is given to the parents and the students. The administration of the school describes the options for further educational opportunities for the students and presents key persons for the young people at school. Groups of parents, students and head teachers get better acquainted and discuss the challenges of the coming school year. There is a possibility for individual conferences and cooperation between parents, teachers and the students. Once a year, parents are offered a parent-teacher conference with the head teacher where the parties discuss the general progress of the student and the steps for further development. The head teachers has the responsibility of monitoring closely the student’s attendance, subject and social development.