Sandnes International School provides an integrated approach to language learning that helps our students become global citizens.
We believe that:
- All teachers are language teachers and all learning takes place through language
- Learning and teaching has a strong focus on language development in the early years
- The aspects of language learning: learning language, learning through language, learning about language are key to understanding how language is learned and used to make meaning
- Mother tongue language development supports all learning and affirms identity
- Language learning is a complex developmental process
- Language learning is built upon and extends prior knowledge, enhancing the application of conceptual understandings in language
- The school has a crucial role in helping students appreciate diverse perspectives and to develop international-mindedness and intercultural awareness through the use of language
English language learning
English is the language of instruction of the school. Students are actively encouraged to speak English in class as they are learning through English as well as about English..
Through a planned immersion environment, they are subject to differentiated instruction at an age appropriate academic standard. Many aspects of the environment, including classroom walls and teaching resources, are intended to provide a rich, varied, and stimulating English language environment.
Students with limited English are supported and their instruction is scaffolded as they work towards becoming independent in an English language environment.
Norwegian, our host country’s language
Norwegian is considered central and integral to the identity and experiences. As an independent school/Friskole that is 85% funded by the The Norwegian Directorate for Education and Training, SdIS complies with many legislations as in Norwegian public schools, such as Norwegian Education Act and relevant regulations.
Norwegian is taught to all students for 4 lessons of 45 minutes.Teachers with specialized knowledge of Norwegian play a vital role in the language and conceptual development of all students.
While language acquisition follows distinct stages, students’ rate of acquisition varies greatly from individual to individual. Therefore, language teachers assess all language skills (reading, writing, listening and speaking) regularly.
Teachers differentiate through scaffolding or task extension as required. Formative and summative assessments in the classroom provide information on language growth, and are modified and differentiates as appropriate.
Students who are identified as requiring additional support in English to access the curriculum will be referred to the special education for additional help.