Bi Bi Aisha Small Grants Project

Grade 1-5 Indonesian- Essential Learnings. : 

Grade 1-5 Indonesian- Essential Learnings. Effective Communicators and Responsible World Citizens Language and communication are at the heart of the human experience. JIS must educate students who are linguistically and culturally equipped to communicate successfully in the world society. This imperative envisions a future in which all students will develop modern languages ability. Since they live in Indonesia they need to learn Indonesian language and cultures to be able to communicate effectively with the host country people.

Continue…. Essential Learnings : 

Continue…. Essential Learnings Communication Students engage in conversations, provide and obtain information. Students express feelings and emotions. Students exchange opinions.

Continue…. Essential Learnings : 

Continue…. Essential Learnings Understanding Indonesian Cultures Students demonstrate an understanding of the relationship between the students’ cultures and perspective of Indonesian cultures.(Develop cross cultural understanding - Adaptable Learners) Students demonstrate an understanding of the relationship between the products and perspectives of Indonesian cultures.

Continue…. Essential Learnings : 

Continue…. Essential Learnings Connections with other subjects Students reinforce and further their knowledge of other disciplines through the Indonesian language. Students acquire information and recognize the distinctive viewpoints that are only available through the Indonesian language and culture.

Continue…. Essential Learnings : 

Continue…. Essential Learnings Comparisons (Being an adaptable learner) Develop insight into the nature of language and cultures. Students demonstrate understanding of the nature of language through comparisons of Indonesian language and their own. Students demonstrate understanding of the concept of culture through comparisons of Indonesian cultures and their own.

Continue…. Essential Learnings : 

Continue…. Essential Learnings Communities (Being a Collaborative Worker and Adaptive Learner). Participate in speaking Indonesian communities at home. Students use Indonesian language both within and beyond the school setting. Students show evidence of becoming life-long learners by using Indonesian language for personal enjoyment and enrichment.

Slide 7: 

The UBD Units of the Indonesian Program in Rubicon have been designed by the Elementary Indonesian teachers based on the 5Cs of ACTFL/JIS Modern Language Standards (5Cs ACTFL standards until 2007). The purpose of this design is to provide guidelines with room for flexibility, for meeting the needs of individual students. The emphasis is on performance and communication. A shift away from following any specific textbook facilitates the implementation of the five overarching goals of the ACTFL/JIS Modern Language Standards : Communication, Cultures, Connections, Comparisons, and Communities. PIE/PEL Bahasa Indonesia

Slide 8: 

Grade 1 and Grade 2 Bahasa Indonesia at the Elementary levels is taught from Grade One to Grade Five. We started teaching grade one and grade two in the 2008/09 academic year. In Grade One and Grade Two, regardless of their language competency, each class is put in the same Bahasa Indonesia class Students are introduced to the BI sound structure emphasizing useful vocabulary development through speaking everyday Indonesian. The students come attend class 2 times for 30 minutes each in every six day cycle.

Slide 9: 

At PIE, the students come to Indonesian Class three times for 30 minutes each in every six day cycle. At PEL the students come to Indonesian Class three times for 45 minutes each in every six day cycle. Grade 3, 4 and 5

Slide 10: 

No ability whatsoever in the language Limited understanding of the local culture Student-centered/ fun activities Level: Jr.Novice

Novice Level Emphasis : 

Novice Level Emphasis 80% on the listening and speaking skills 20% on the reading and writing skills

Slide 12: 

Able to satisfy basic survival needs and minimum courtesy requirements Knows some local culture Student-centered/fun activities Level: Jr.Transitional

Transitional Level Emphasis : 

60% on the listening and speaking skills 40% on the reading and writing skills Transitional Level Emphasis

Slide 14: 

Jr. Transitional  means the person can survive in a country where the only language spoken is the language of that country. He/she makes many mistakes, but can usually understand and be understood by native speakers. ACTFL (American Council on the Teaching of Foreign Languages) Jr. Transitional

Slide 15: 

Able to satisfy routine social demands and limited work required Understands some local culture Student Centered/fun activities Level: Jr.Proficient

Slide 16: 

60% on the reading and writing skills 40% on the listening and speaking skills Proficient Level Emphasis

Slide 17: 

Jr. Proficient  means the person can use the language in social conversations, public places, and at work. He/she makes some mistakes in grammar and pronunciation, but he/she can always understand and be understood. He/she can “talk around” words he/she does not know. He/she can talk about thoughts, feelings, and opinions. ACTFL (American Council on the Teaching of Foreign Languages) Jr. Proficient

Slide 18: 

Jr. Proficient Highmeans the person can satisfy 3+ requirements and talk—with a few mistakes—in work, family, and social situations. He/she has grammar and vocabulary problems, but can get where he/she needs to go, what he/she needs to buy (food, transportation, directions, etc.) ACTFL (American Council on the Teaching of Foreign Languages) Jr. Proficient High

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Jr. Novice-Low No ability whatsoever in the language Jr. Novice-Middle Able to operate in only a very limited capacity. Unable to function in the spoken language Jr. Novice-High Able to satisfy immediate needs with learned utterances Condensed ACTFL Oral Proficiency Rating Scales

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Jr. Transitional-Low Able to satisfy basic survival needs and minimum courtesy requirements Jr.Transitional-Middle Able to satisfy some survival needs and some limited social demands Jr. Transitional-High Able to satisfy some survival needs and limited social demands Condensed ACTFL Oral Proficiency Rating Scales

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Jr. Proficient Able to satisfy routine social demands and limited work requirements. Jr. Proficient Middle Able to satisfy most work requirements and show some ability to communicate on concrete topics. Jr. Proficient High Able to speak the language with sufficient structural accuracy and vocabulary to participate effectively in most formal and informal conversations. Condensed ACTFL Oral Proficiency Rating Scales

The teachers Professional DevelopmentTeachers: There are six teachers in Elementary Indonesian. Four of them joined JIS in these last four years. Since our school believe in Life Long Learning concept we know we need more PD trainings. The new teachers need to be trained in student centered cooperative and colaborative learning. While the two of us who have been at JIS for a while will need to continue to be trained so that we will be able to upgrade our competency with the current teaching activities. : 

The teachers Professional DevelopmentTeachers: There are six teachers in Elementary Indonesian. Four of them joined JIS in these last four years. Since our school believe in Life Long Learning concept we know we need more PD trainings. The new teachers need to be trained in student centered cooperative and colaborative learning. While the two of us who have been at JIS for a while will need to continue to be trained so that we will be able to upgrade our competency with the current teaching activities. Recomendation

Since the new teachers arrived in these last four years we never spent a single day as a group to discuss about our curriculum. We would like to spent some days to revisit all our units so that we will have the same perception of how to teach and what to teach. : 

Since the new teachers arrived in these last four years we never spent a single day as a group to discuss about our curriculum. We would like to spent some days to revisit all our units so that we will have the same perception of how to teach and what to teach. Recomendation