English Differentiated Teaching | 爱莎武汉如何实践英文分层教学

These two streams are English language and Literature (ELL) and English Language Acquisition (ELA). By having two different streams from the beginning of English instruction, we ensure each student is appropriately challenged and professionally supported by a quality educator with years of experience with English Language and Literature or English Language Acquisition teaching and learning! Upon being placed in the different English instructional streams, we continue the differentiation within each grade, classroom, activity, and homework!

爱莎武汉将学生的英语语言学习分为：英语语言文学（ELL）和英语语言习得（ELA），以确保学生能够获得适合他们且具有挑战性的英语学习。学校有资历深厚且有着多年英语教学经验的教育者给到学生最专业的支持。学生在完成分组后，我们在各年级，每个教室都会开展不同的活动以延续我们的分层教学。

Regardless of which English Language stream students are placed in, all English language lessons will promote and develop the four fundamental skills of language: reading, writing, listening, and speaking. But they will also develop multiple skills, labeled as approaches to learning. Including but not limited to thinking, research, social, communication, and 21st-century skills.

无论学生被安排在哪个英语语言学习的小组中，所有英语语言课程都将促进和发展语言的四项基本技能：阅读、写作、听力和口语。与此同时也会培养他们的其他技能。其中包括思考、研究、社交、沟通等这些在21世纪必备的技能。

As ISAWHIS values every learner's talent, ability, and effort, we personalize the learning. The English instruction is personalized by differentiating the classroom placement, activities, homework and giving students agency (voice, choice, and ownership) during the learning process. 

在爱莎武汉外籍人员子女学校小学部，我们重视每个学习者的天赋与才能以及努力，所以我们实施个性化教学。通过在学习过程中设置不同课堂布局、活动、家庭作业并给予学生主人公意识（表达权、选择权和所有权），以赋能个性化的英语教学。

Language learning and differentiation don’t stop at just English language lessons. Inspired by the inquiry-based approach, teachers within our school use high-quality teaching practices to promote and support each and every student’s different language ability throughout the Units of Inquiry (UOI), for example, shared reading and writing, songs, rhymes, and chants for learning language patterns in the language of instruction, opportunities to express themselves through role-play, puppets, stories, games, multi-media, conversation, and other practices recognized throughout the PYP Language Scope and Sequence. 

差异化语言学习和分层教学并不仅仅止步于英语语言课程上。受探究方法的启发，学校的教师使用高质量的教学实践来提高每个学生在整个探究单元中不同的语言能力，例如，分享阅读和写作、歌曲、探究韵律，甚至唱诵等形式，学习语言教学中的指令。在角色扮演、木偶表演、绘本故事、游戏、多媒体运用、对话等其他被PYP项目认可的练习中，实践表达自己的机会。

Additionally, teachers will emphasize a student-centered approach in which students can explore language-related concepts independently or in small groups with their peers.

此外，教师将强调以学生为中心的方法，学生可以独立或与同龄人一起以小组形式探索与语言相关的概念。

Differentiated language lessons and Units of Inquiry (UOI) develop language in many ways to support the highest level of progression and achievement for each learner. Students’ zone of proximal development (ZOPD) is considered and set based on rigorous and scientifically based assessments for every grade, classroom, lesson, and activity. ISAWHIS spares no expense on education and assessment specifically. 

分层的语言课程和探究单元（UOI）以多种方式发展语言技能，以支持每个学习者的学习成效最大化 。学生的最大发展区间（ZOPD）是根据每个年级、教室、课程和活动的严格和科学的评估来考虑和设定的。

ISAWHIS has a Learning Support program, dean, and SEN teachers that provide push-in and pull-out support. Push-in learning support means that additional educators go into the classroom to provide specific and personalized assistance or support! Pull-out leaner support means that students would be taken out for custom-catered lessons for specific students. The dean of the learning support program personally ensures that any students significantly below or above expected grade or year levels in English, Mathematics, and other subjects acquire the additional support needed.

爱莎武汉外籍人员子女学校小学部有一个学习支持项目，学术主任和老师们提供参与式和拉出式支持。参与式学习支持是指额外的教育工作者进入教室，提供具体和个性化的帮助或支持。拉出式学习支持意味着学校为不同学生提供定制的课程。学习支持计划负责人会确保任何在英语、数学和其他科目上明显低于或高于预期年级或水平的学生都能获得所需的额外支持。

Translator 翻译：Penny Zhang

Editor  编辑：Jackie Pei