言語ポリシー(Language Policy)

                                              IB Language Policy

                                    IB 言語方針

1. Basic Philosophy of Language Education

At Takuma Elementary School, language is regarded as an indispensable foundation that supports each student throughout their life. Language enables students to recognize their own growth, set new goals, and engage in sustained inquiry in order to achieve those goals. Our mission is to create a learning environment in which language education is placed at the core, so that all students, regardless of their linguistic backgrounds, can deepen their learning to the fullest extent according to their individual stages of development.

In an increasingly globalized world, understanding diverse cultures and values has become ever more important. Language represents culture and plays a vital role in the formation of identity. While valuing, maintaining, and developing students’ mother tongues (home languages), we foster students’ learning of Japanese and additional languages. Through language learning, students develop empathy for the perspectives of others and the capacity to contribute to the creation of a peaceful world. At Takuma Elementary School, we believe that all teachers support students’ language development. Language development is not limited to Japanese language classes or foreign language education; rather, it is fostered throughout all aspects of school life, including inquiry, subject learning, special activities, and everyday interactions.Therefore, all staff members share responsibility for supporting students’ language development and work together to create a language-rich environment in which students can express themselves, engage in dialogue, and learn collaboratively with confidence.

 

 

1. 言語教育に対する基本方針

詫間小学校では、言語を児童一人ひとりの人生を支えるかけがえのない基盤と捉えています。言語は、児童が自己の成長を認識し、新たな目標を定め、その実現に向けて探究学習を重ねるために不可欠なものです。私たちの使命は、多様な言語的背景をもつすべての児童が、それぞれの発達段階に応じた学びを最大限に深められるよう、言語教育を軸に据えた環境を創り出すことにあります。

特に、近年進むグローバル化の中では、異なる文化や価値観を理解することがますます重要になっています。言語は文化を象徴するものであり、それぞれのアイデンティティーを形成する上で不可欠です。私たちは、児童の母語（家庭言語）を尊重し維持・発展させることを大切にしながら、日本語、そして付加言語を学ぶことを通して、他者の考えに共感し、平和な世界を築くための力を育んでいきます。

本校では、「すべての教師が児童の言語発達を支える」という考え方を大切にしています。言語の発達は国語科や外国語活動、外国語科だけで完結するものではなく、探究活動、各教科、特別活動、日常の対話を含む学校生活全体を通して育まれるものと考えています。そのため、全教職員が児童の言語発達を支える責任を共有し、児童が安心して表現し、対話し、学び合うことができる言語環境づくりに取り組みます。

 

2. Aims of Language Acquisition

2. 言語習得のねらい

 

2.1. Beliefs about Language Learning at Takuma Elementary School

Language supports students’ inquiry-based learning and serves as a foundation for expressing their thoughts and ideas in meaningful ways, as well as for developing empathetic understanding of the perspectives of others. At Takuma Elementary School, language learning is viewed as integral to all learning and plays a central role in students’ cognitive, social, and emotional development.

 

Language of Instruction:

The language of instruction at Takuma Elementary School is Japanese. In alignment with the Japanese National Course of Study, Japanese language education is positioned as the foundation of language learning and is provided through dedicated instructional time. In addition, students are supported in developing rich and Japanese language skills across all subject areas and school activities. At Takuma Elementary School, the development of listening, speaking, reading, and writing skills is promoted not only in Japanese language classes but across all subjects and areas of learning.Through inquiry-based learning, students develop the ability to interpret information from a variety of sources, express their ideas logically, and broaden their thinking through collaborative dialogue with others.The school also promotes the use of the library and classroom libraries to strengthen students’ vocabulary, thinking skills, and expressive abilities through reading.

 

Additional Language: English

　In order to nurture international-mindedness and respect for cultural diversity, the school values communication and intercultural understanding alongside the acquisition of Japanese. With the support of an Assistant Language Teachers (ALT), students learn English in accordance with their developmental stages. Through English learning, students build a foundation for self-expression and for understanding others.

 

Respect for and Support of Home Languages

The school community includes students with diverse linguistic and cultural backgrounds. We respect the home languages of students whose mother tongue is a language other than Japanese and actively provide opportunities to value and draw upon these languages in learning. In cooperation with parents and the local board of education, and with due consideration of parental wishes, the school establishes systems to support the learning of both students’ home languages and Japanese. Students who experience difficulties learning through Japanese are supported according to their individual needs through collaboration among classroom teachers, Japanese language support teachers, educational support staff, and school administrators.When appropriate, the school utilizes plain Japanese, visual supports, ICT tools, and multilingual resources to ensure that all students can participate in learning with confidence and security.

 

 

2.1. 詫間小学校の言語習得における考え方

本校では、言語をあらゆる学習の基盤であると考えています。また、言語は児童の認知的な発達、社会性の育成、そして情意面の成長において重要な役割を果たすものと捉えています。その上で、すべての教職員が言語教師であるという考えのもと、児童一人ひとりの言語発達を支援します。

 

指導言語：日本語

本校の指導言語は日本語です。日本の学習指導要領に沿った国語科を言語学習の基盤と位置づけ、直接的に言語を学ぶ時間とします。すべての教科や活動を通して、豊かな日本語を習得できるよう支援します。本校では、国語科のみならず、すべての教科・領域において「話す」「聞く」「書く」「読む」の力を育成します。

探究活動においては、資料を読み取る力、自分の考えを論理的に表現する力、他者との対話を通して協働的に考えを広める力を重視します。

また、図書館や学級文庫の活用を推進し、読書活動を通した語彙力・思考力・表現力の向上を図ります。

 

付加言語：英語

国際理解・多文化尊重の精神を養うため、日本語の習得、外国語を通したコミュニケーションや多文化理解を大切にします。ALT（外国人指導助手）の協力のもと、各学年の発達段階に応じて英語を学び、自己表現や他者理解の基盤を築きます。

 

家庭言語の尊重と支援

本校には外国にルーツをもつ児童が在籍しています。私たちは、日本語以外の言語を母語とする児童の家庭言語を尊重し、学習に活かす機会を積極的に設けます。保護者の意向を尊重し、地域の教育委員会と連携しながら、母語と日本語の学習をサポートする体制を整えます。

日本語による学習に困難を感じる児童に対しては、学級担任、日本語指導者、教育活動支援員、管理職が連携し、児童の実態に応じた支援を行います。必要に応じて、やさしい日本語、視覚的支援、ICT機器、多言語資料などを活用し、安心して学習に参加できる環境づくりに努めます。

 

2.2. Learner Outcomes in Language Development

Through language education, the school aims to nurture the following attributes and competencies in students.

Students at Takuma Elementary School:

･ understand that language is essential for expressing themselves and for

understanding others;

･ use language with care and respect, and actively contribute to creating a warm and supportive communication environment in which mistakes are accepted as part of learning;

･ confidently share their ideas and feelings, listen attentively to others, and strive to develop empathetic understanding;

･ actively engage with reading during inquiry-based learning, developing logical and critical thinking skills as well as rich expressive abilities;

･ develop their own sense of identity and broaden their international perspective

through exposure to diverse languages and cultures.

To achieve these outcomes, all teachers continually develop their expertise as language teachers and intentionally cultivate a rich language environment throughout the school. In close collaboration with parents and the local community, the school collectively supports students’ language development.

 

2.2. 育成を目指す児童の姿

言語教育を通し、私たちは以下の資質・能力を育むことを目指します。

本校の児童は……

・　言語が自己を表現し、相手を理解するために大切であることを知っています。

・　思いやりと敬意をもった言葉遣いを心がけ、間違いを認め合える温かいコミュニケーション環境を自ら作ります。

・　自信をもって自分の考えや思いを発表し、また友だちの話に耳を傾け、共感的に理解しようと努めます。

・　探究活動の中で、積極的に本を読み、論理的・批判的思考を養い、豊かな表現力を身に付けます。

・　多様な言語や文化に触れることを通して、自らのアイデンティティーを確立し、国際的な視野を広げます。

この実現のため、すべての教員は言語教師としての専門性を高め、校内の言語環境を整えます。また、保護者や地域と密に連携しながら、児童の言語発達を一体となってサポートします。

 

2.3 Language Integrity

At Takuma Elementary School, we value honesty and responsibility in the use of language.

Students are encouraged to express their own ideas in their own words, to use information and the ideas of others appropriately, and to communicate with respect for others.

During inquiry learning, students learn the importance of verifying sources of information when using books, online resources, and other materials, as well as respecting intellectual property by avoiding the unauthorized use of others’ work. Teachers provide ongoing instruction, appropriate to students’ developmental stages, on citation practices and digital citizenship.

The school’s approach to language integrity is implemented in alignment with the Takuma Elementary School Academic Integrity Policy.

 

2.3. 言語の誠実性

本校では、言語を用いる際の誠実さと責任を大切にしています。

児童には、自分の考えを自分の言葉で表現すること、参考にした資料や他者の考えを適切に扱うこと、相手を尊重した表現を用いることを指導します。

探究活動においては、書籍、インターネット等を活用する際に、情報の出典を確認することや、他者の表現を無断で使用しないことの重要性を学びます。また、教師は児童の発達段階に応じて、引用の仕方や情報モラルについて継続的に指導します。

本校の言語に関する誠実性の考え方は、学問的誠実性ポリシーに準拠しながら運用します。

3. Role of the Library

Takuma Elementary School recognizes the school library as an important learning environment that supports students’ inquiry-based learning and language development. Led by the school librarian and the teacher librarian, all staff work collaboratively to create an environment where every student can engage in reading and information literacy with confidence and a sense of security.

• The school librarian organizes books and learning materials in ways that reflect students’ developmental stages and reading experiences, creating an environment in which all students can easily access and enjoy books.

• The school librarian provides not only Japanese-language books but also books in other languages and resources that promote intercultural understanding, thereby supporting the learning of all students, including those with international backgrounds.

• The school librarian offers a wide range of resources related to inquiry, international-mindedness, peace, diversity, and information literacy, responding to students’ interests, needs, and areas of study.

• In collaboration with teachers and other staff, the school librarian supports the development of students’ information literacy skills, including how to locate and evaluate sources, organize information, acknowledge sources appropriately, and use quotations correctly. Further details can be found in the Takuma Elementary School Academic Integrity Policy.

 

３.図書館の役割

本校は学校図書館を、児童の探究的な学びと言語発達を支える重要な学習環境として位置づけています。学校図書館司書と司書教諭を中心に、すべての教職員が連携し、児童一人ひとりが安心して読書や情報活用に取り組める環境づくりを行います。

・　学校図書館司書は、児童の発達段階や読書経験に応じて、本の配置や紹介方法を工夫し、誰もが本に親しみやすい環境を整えます。

・　学校図書館司書は、日本語の書籍だけでなく、外国語の本や多文化理解につながる資料も整備し、外国にルーツを持つ児童を含むすべての児童の学びを支援します。

・　学校図書館司書は、探究活動、国際理解、平和、多様性、情報活用など、児童の興味・関心や学習内容に応じた幅広い資料を提供します。

・　学校図書館司書は、教職員と連携しながら、資料の探し方や情報の整理の仕方、出典の明記、適切な引用の方法など、情報リテラシーを含む情報活用能力の育成を支援します。なお、詳細については「詫間小学校 学問的誠実性ポリシー」を参照します。

 

４. Alignment between Language Learning in the IB Primary Years Programme and the Japanese National Course of Study

In the IB Primary Years Programme (PYP), language development is understood to be built upon students’ prior experiences and interests. Language learning is viewed as a dynamic and integrated process in which three interrelated strands operate simultaneously: learning language, learning about language, and learning through language.

PYP: Learning Language	Japanese National Course of Study: Japanese Language / Foreign Language
Learning Language 　Development of foundational skills in listening, speaking, reading, and writing through everyday communication	Knowledge and Skills / Thinking, Judgment, and Expression Acquisition of knowledge, skills, and expressive abilities as a basis for language use
Learning About Language Understanding of the functions and structures of language	Knowledge and Skills / Thinking, Judgment, and Expression Awareness of communicative intent, text organization, and grammatical features
Learning Through Language Use of language as a tool for thinking and inquiry	Approaches to Learning and Personal Development Deepening understanding through the Programme of Inquiry and cross-curricular learning

At Takuma Elementary School, the above alignment is clearly recognized, and the competencies outlined in the Japanese National Course of Study are intentionally positioned within the context of PYP inquiry. Through this approach, the school provides assessment and support that are responsive to individual learning needs, enabling students to develop their language proficiency more effectively through inquiry-based learning.

 

４. IB Primary Years Programmeと学習指導要領における言語学習領域の関連

IB PYPでは、言語の発達は児童の過去の経験や興味関心に基づいて進むと考えられており、「言語の学習」「言語についての学習」「言語を通しての学習」という3つの側面が同時に作用します。

PYPにおける言語学習の側面	学習指導要領 国語科/外国語科
言語の学習 日常のコミュニケーションを通して	「知識・技能」「思考力・判断力・表現力等」 話すこと・聞くこと、読むこと、書くことの基盤
言語についての学習 言語の機能や仕組みの理解	「知識・技能」「思考力・判断力・表現力等」 表現の意図、段落構成、文法などの理解
言語を通しての学習 思考や探究の手段としての言語活用	「学びに向かう力・人間性等」 探究のプログラムを通して、思考を深める手段として言語を使用する力

本校では、上記の関連性を明確に捉え、学習指導要領に示された資質・能力を、PYPの探究の文脈の中に位置づけます。これにより、探究的な学びの中で、児童がより効果的に言語能力を向上できるよう、個々の学びに応じた評価とサポートを行います。

 

4. Policy Review and Revision

･　This policy is reviewed annually by the teaching staff, and minor revisions are made as necessary.

･　Major revisions are conducted approximately every three years, incorporating the perspectives of students, parents, and members of the local community.

･　Revisions are made with reference to the latest IB guidelines and the school’s context, and are shared with all staff members.

･　A record of revisions is maintained to ensure transparency.

 

4. ポリシーの見直しと改訂

・　本ポリシーは、毎年教職員による点検を行い、必要に応じて小規模な修正を加えます。

・　大きな改訂は、概ね3年ごとに実施し、児童・保護者・地域の意見を取り入れながら見直します。

・　改訂はIBの最新ガイドラインや学校の実態を踏まえて行い、全教職員に共有します。

・　改訂履歴は記録し、透明性を保ちます。

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