21st Century Multilingualism
Sha Tin Junior School and Wu Kai Sha Kindergarten are where the majority of translanguaging will take place before moving into the next phase of being multi/bilingual and educated in English in the secondary sections of Sha Tin College.
At SJS we take language acquisition seriously and we work hard to meet our learners' needs. Currently, we offer three language projects as shared below.
| Fingerprint of language project biliterate and trilingual abilities |
Belonging work and inclusion |
The status of all languages |
- Specifically clear and realistic competencies in English and Mandarin
- Supporting (Mother Tongue) Home Language Development
- Understanding English and Mandarin as a keys to economic prosperity
- Success within the system (Importance of mastery of English)
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- Culture is an integral part of language learning. Students expand their understanding of Chinese culture through meaningful engagements, utilising community resources.
- Personalisation and meeting learners and their families where they are.
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- We are very clear on how to support language learning.
- Language learning and multilingualism has to be effective for all children not just our English and Chinese students (aligned with IB Language Policy) Language and Learning in IB Programmes (2014)
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Our school has inclusive pathways to support student development aiming for the success of every child. These include strategies such as multilingualism, nurture, trauma-informed approaches, gifted & talented and personalised learning for all. We have increased teaching staffing across the school to focus on creating a culture of belonging where everyone is noticed and celebrated for their uniqueness.
We also benefit from the ESF levels of adjustments and the collaborative nature of the 22 schools in our foundation.
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ESF Student Support: Levels of Adjustment
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LOA 1
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Monitoring/School-based
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LOA 2
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Targeted Support/School-based
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LOA 3
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Targeted Intervention
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LOA 4
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Intensive Intervention
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