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Language Policy

International Baccalaureate Programme

Kang Chiao International School (KCIS) East China Campus

LANGUAGE POLICY

KANG CHIAO INTERNATIONAL SCHOOL EAST CHINA CAMPUS

NURTURING INTERNATIONAL LEADERS, PREPARING

STUDENTS FOR A BEAUTIFUL FUTURE

FOUR IDEALS:

EXPERIMENTAL

NATURE LOVING

BILINGUAL

CREATIVE

Version: 3.0, First created September 2014, last revised April 2017

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Language Policy



Table of Contents

Philosophy .......................................................................................................................................... 3

Students’ Linguistic Backgrounds ...................................................................................................... 4

Admissions Requirements ............................................................................................................. 4 - 6

Language Philosophy and Practices ................................................................................................... 7

Pedagogy ............................................................................................................................................ 7

Language Courses Offered at KCIS East China ................................................................................. 7

Mother Tongue Programmes ..........................................................................................................… 7

Support Services ............................................................................................................................ 8 - 9

Equity of access .................................................................................................................................. 9

Policy Review ..................................................................................................................................... 9

References ........................................................................................................................................ 10

Language Policy Committee ............................................................................................................ 11

Appendix A MYP Language Phases.............................................................................................12-13

Appendix B - Library Schedule..........................................................................................................14

Appendix C - MYP Language Phases Report to parents ...................................................................15

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Language Policy



Language is the road map of a culture. It tells you

where its people come from and where they are going. Rita Mae Brown, writer and feminist

Philosophy

We understand that language is intimately bound and universal in all cultures where it permeates all

learning. Language is our window on the world and shapes our personal thinking and how we share

our knowledge and understanding. We believe that meaningful communication through language

promotes international understanding, improves intellectual growth, raises self-esteem, lowers

anxiety, and creates more positive attitudes to learning.

Consequently, language allows us to create and express our identity, and so we expect all teachers

to promote language learning first and subject knowledge second, thereby promoting the

understanding of different cultures and perspectives. We also recognise that communication

includes non-verbal language and subject specific language derived from the study of different

areas of knowledge.

We view the on-going language development for our students as the shared responsibility of all

teachers, parents, and students. We are all responsible for supporting language acquisition, and

teachers are expected to consider themselves language teachers first and subject specialists second.

At KCIS East China we promote opportunities to build and extend language use and appreciation

through both formal and informal structures.

We aim to develop the attributes in our students to express ourselves confidently and creatively in

more than one language and in many ways, and to collaborate effectively, listening carefully to the

perspectives of other individuals and groups. Our school language policy is derived from our

philosophy, principles, values and pedagogical theories in relation to language and learning and

indicates a set of actions, effective management of those practices and dynamic processes for

planning, achieving and evaluating stated language development goals for Chinese-heritage

Mandarin-speaking students in the context where English is the primary language of instruction.

Our Guiding Statements are very clear. Our concept of international education is such that we focus

on a transformation from local to global within each student in our care. We guide students through

the content and process of education to move them from local mindsets to global perspectives.

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Language Policy



Students’ Linguistic Backgrounds

KCIS East China is a bilingual school and we strive to provide an environment and opportunities

to achieve fluency in English and Chinese. We give equal validation to each language. English is

the primary medium of instruction and interaction in all English-based subjects. Chinese is the

primary medium of instruction and interaction in language, culture and history activities within

the framework of Chinese studies. If some students have difficulty accessing the curriculum

through either language, then teachers should provide appropriate support.

The Language policy is based on a range of different perspectives on students’ linguistic profiles

and requirement, teaching and learning needs and issues as well as promising practices with

respect to language acquisition. There is a language profile of each student as part of the

student’s demographic information on our school information management system. Individual

students are assessed and grouped accordingly to their proficiency in their previous language

courses including English language and literature as well as Chinese language and literature.

Based on their language learning experience, the level of Chinese proficiency and English

requirement for future studies, students are then advised by their language teachers and the

programme coordinators on which level of Language and Literature and other groups 1 and 2

options to undertake. It is the vision of the school that all students study Language and Literature in

English and Mandarin and they progress through the school.

Admissions Requirements – English and Host Country 1

Identification of English language proficiency and needs of individual students are completed at

admissions by evaluating a combination of previous learning records, diagnostics tests, oral

interviews and written application documents. This intends to assess students’ English

proficiency to express and communicate in essay writing and oral presentation and the capacity

for critical and analytical thinking. Students will be assessed by the Head of Humanities and

Languages.

Mandarin Chinese (Putonghua) is the official language of the Chinese mainland and all students in

the school have appropriately targeted Mandarin classes in the IBPYP and IBMYP and the

opportunity to study Mandarin as Language and Literature (Group 1) or an acquired language

1 Refer to the KCIS Admissions Policy for further details

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Language Policy



(Group 2) in the IBDP. On admission, student Mandarin ability is assessed for placement in an

appropriate Mandarin class.

Through effective communication in another language, students are sensitised to cultural diversity

and better able to understand the global world in which they live, preparing them to be active

participants in multilingual communities at home and around the world.

We believe that students should be exposed to texts and translated texts from other cultures in all

their classes whenever possible, so that they are exposed to multiple perspectives even though they

do not know the original language of the text.

So as to support all students, school administrators, teachers, librarians and other support staff

involved with teaching and learning will receive on-going professional development in language

acquisition and development.

Language Philosophy and Practices

Our school believes that language forms the basis of all communication and the level of

proficiency in language determines the acquisition of knowledge, concepts and skills in

different academic disciplines. Language learning plays an integral role in intellectual

development and is a lifelong process. Skills gained throughout the process could be transferred

to the learning of other languages (or disciplines).

It is understood that all students’ progress at different paces and linguistic needs of each

individual should be taken into account during teaching and learning processes. All students

have the right to be supported while learning the language of instruction and their mother

tongue(s). Ongoing language learning and development is a shared responsibility of all teachers,

students and parents at KCIS East China. Detailed information on the MYP Language Phases 1-6

is given in the first open day for each grade level by the Head of Humanities and Languages. At

the end of each semester the students phase is reported to parents.

A learning environment for international mindedness

We recognise that language is central to promoting international mindedness. All students

should have the opportunity to experience learning other languages. Through effective

communication in another language(s), students are sensitized to cultural diversity and can

better understand the global world in which they live so that they are prepared to be active

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Language Policy



participants in multilingual communities at home and around the world. Students are encouraged

to develop language skills assisting them to communicate and function more effectively in

culturally and linguistically diverse environments. Diverse language learning experiences at

KCIS East China facilitate students to overcome language barriers, enable them to understand

the thinking and culture of others, foster linguistic skills to express one’s tradition and culture and

thus create significant experiences for international education.

Pedagogy

We intend to use a variety of instructional methods and strategies appropriate to language

acquisition to demonstrate the interconnection among reading, writing, speaking and listening

in the implementation of our Language and Literature courses.

It is believed that languages are taught through relevant contexts and thus encourage all our IB

and non-IB subject teachers to be language teachers by employing suitable English immersion

pedagogical approaches such as content and language integrated learning to increase the

effectiveness of teaching and learning in different disciplines.

Professional development

Our Language and Literature and Language B teachers are required to undertake IB-recognised

workshops and also participate in other types of professional development opportunities

continuously such as observing language classes in other IB World Schools in China. They are

also trained to be familiar with the IB’s OCC (Online Curriculum Centre) to gather latest

information about curriculum review, development and research initiatives and activities in

group 1 and group 2 and if wanted, to join forums on the OCC for IB language teachers.

One language sets you in a corridor for life.

Two languages open every door along the way. Frank Smith, psycholinguist

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Language Policy



Language Courses Offered at KCIS East China

Mother Tongue Programmes

English and Chinese

When students begin an IB programme, they may study English language and literature if their

skills in all four language areas (reading, writing, listening, speaking) enable them to access this

curriculum. It is the long term objective of the programme to ensure that at each level of the school,

students are able to study English and Chinese language and literature. Details of Assessments

requirements can be found in the KCIS Assessment Policy.

Other Mother Tongue Languages

KCIS East China accepts students with other mother tongues, in particular Japanese and Korean.

These students are assessed and where applicable classes provided. The school currently has an

active Korean and Japanese afterschool programme.

Language Acquisition Programme

English

In the IB, EAL students study English Language as their group 2 subject. This course follows the IB

framework and develops students’ language and literacy competence in English as well as

intercultural competence. The English language classes are scheduled against the English language

and literature classes.

Chinese

It is desired that all students at KCIS East China will study Chinese language and literature as the

language of the host country. Where Chinese is not the student’s mother tongue, language

acquisition classes will be created to support the students.

Alternative languages - Ab Initio via Pamoja

IB learners will have the opportunity to study a third language at the Ab Initio level if they have had

minimal exposure to the language. The school will refer to courses available through Pamoja

Education to support the student’s choices. At present DP1-2 – Spanish Ab Initio and French Ab

Initio are offered (Pamoja Education).

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Specialised courses

Additional support

Multilingual (especially Chinese and English) resources are available on site at the school

library, IB reading room on the 4th

floor, subject specific classroom book collections and media

centre.

Communication with stakeholders

Important information about the implementation progress and activities of the IB Programme,

school-wide news and initiatives, student attendance and performance and essential school forms

are made available in bilingual versions, that is, English and Mandarin, Chinese, depending on

the target audience. The students’ reflective comments in the end-of-year reports are written in both

languages. Such information will be communicated through, for example, our school website,

managebac, open days, teacher-parent conferences, informal phone conversation and so forth.

Support Services

Role of the library in language development

Information literacy forms the basis for lifelong learning. It is common to all disciplines, to all

learning environments, and to all levels of education. It enables learners to master content and

extend their investigations, become more self-directed, and assume greater control over their own

learning. An information literate individual is able to:

Determine the extent of information needed;

Access the needed information effectively and efficiently;

Evaluate information and sources critically.

The role of the KCIS East China library is to promote and facilitate information literacy across all

curricula and to all members of the KCIS East China Community. The library has databases that

contain professional material, scholarly articles, newspapers and magazines in many languages,

The library actively collects books and solicits donations of high quality reading resources from the

community written in Korean, Japanese and other languages to bolster MT support in the library.

All grade 6-8 Mandarin, English and Individuals and societies classes have one scheduled library

lesson each week accompanied by the classroom teacher and teaching assistant. The IB department

reading room is an additional support service used during lesson time. The reading room is

available to students outside lesson hours.

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Language Policy



Language Support Centre

When a student has been identified with additional language learning needs including language

difficulties or gifted and talented abilities, intervention and support are provided through the

Language Support programme in line with the referral process. The Language Learning Support

department works with teachers to help them meet the needs of students identified with special

language learning needs. This support may be formalised through an inclass Support Plan or an

Individual Education Plan and may involve short and long term interventions. If the identified

student speaks English as an additional language, the EAL department works closely with the

Language Learning Support department and other teachers to provide the best service for this

individual child.

Those who know nothing of foreign languages

know nothing of their own. Johann Wolfgang von Goethe, writer and polymath

Equity of access (fair and impartial access)

The KCIS Inclusive Policy describes how we work to provide equity of access for all including

those with special educational needs or who require learning support.

Policy Review

At KCIS East China we recognise that there are a number of factors that can influence the language

learning needs of our students such as, but not limited to, the student enrolment, the dominant

mother-tongue languages, the effectiveness of language instruction and expectations of parents.

To this end we aim to review our language policy regularly in every 5 year cycle to ensure that it is

coherent with any changes in the student and community demographics or other circumstances, and

that policy and practice are aligned. These reviews will stem initially from collaborative planning

meetings in the three IB programs.

This policy may be revised between formal reviews if deemed appropriate.

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Language Policy



References International Baccalaureate Organization (2015 Guidelines for developing a school language

policy. Wales: Cardiff.

International Baccalaureate Organization (2015 Language and learning in IB programmes.

Wales: Cardiff.

International Baccalaureate Organization (2015 Guidelines for school self-reflection on its

language policy. Wales: Cardiff.

International Baccalaureate Organization (2015). Primary Years Programme, Middle Years

Programme and Diploma Programme: Guidelines for developing a school language policy.

International Baccalaureate Organization (2015). Middle Years Programme MYP: From

principles into practice.

International Baccalaureate Organization (2015). Primary Years Programme, Middle Years

Programme and Diploma Programme: Learning in a language other than mother tongue in IB

programmes

International Baccalaureate Organization (2015). Language Acquisition guide, Middle Years

Programme

International Baccalaureate Organization (2015). IB learner profile in review

Language Policy, Ascot International School, Bangkok, Thailand. Permission of Silvie Edwards

DPC

Language Policy, Qingdao Amerasia International School. Permission of Jeff La Roux DPC

Language Policy, YCIS Beijing. Permission of Angelique Gougeon Head of English

Future language philosophy should be informed through reading, among other publications, the

relevant IB documents such as Towards a continuum of international education, Programme

standards and practices, IB learner profile booklet, Making the PYP happen: A curriculum

framework for international primary education and MYP: From principles into practice.

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Language Policy



Language Policy Committee

Melinda McCombe – DP Coordinator. HoD Humanities and Languages

Amber Filipiak – HoD Creative and Performing Arts

Mary Ann Cayabyab – HoD Mathematics and Science

Karissa Lynch – CAS Coordinator

Liz Wang – MYP / DP English Language and Literature Teacher

Lily Liu – MYP / DP Mandarin Language and Literature Teacher

Eve Li – MYP / DP Mandarin Language and Literature Teacher

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Appendix A – MYP Language Phases (MYP Language Acquisition guide p 15)

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MYP Language Phases (MYP Language Acquisition guide p 25)

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Appendix B – Grade 6-8 Library Schedule

Language Policy



Appendix C – MYP Language Phases Report to parents

Kang Chiao International

English Proficiency Standard

Phases 1-6*

Student Name: xxx Grade Level: 6A

Phase 2:

Emergent communicators in phase 2 understand and respond to simple spoken and written texts. They identify messages, facts, opinions, feelings and ideas presented in oral, visual and written language, and demonstrate their comprehension in short oral and written form. They interact to share information in a limited range of familiar situations, using basic language appropriate to a limited range of interpersonal and cultural contexts. They are aware that language varies according to purpose and audience.

_____________________________ ________________________ _______________________________

Head of Humanities and Languages IB Office Date:

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