Aim
The Policy helps the school to foster intercultural understanding through communicating in a variety of ways, in more than one language. It identifies and emphasizes the way that the school recognizes multilingualism. In this context, it describes the rights and responsibilities of all members of the school community and what constitutes good practice. It identifies a variety of physical and virtual resources used to facilitate language development.
This Policy provides context and the protocol for decisions regarding the placement of students in, and progression through, language levels.
This Primary School Language Policy is the adaptation of the Secondary School Language Policy, including and addressing the needs of all learners. Furthermore it is an IB-mandated policy, aligned with IB language policy.
Statement of Intent
The learning and practice of languages plays an essential role for our understanding of international-mindedness. We believe that all members of the community should continuously model multilingualism. We believe that all languages have equal value.
The FIS is a multilingual learning community. The school Mission and Vision encourage all members of the school community to carefully consider and reflect on their own language and those of others in day-to-day encounters, both inside and outside the classroom. All members of the school community are expected to foster a culture of inclusion and respect.
We acknowledge the richness and unique individual experiences that our multilingual learners bring to the learning community. We believe that being able to think and reflect in a variety of languages enables all members of the learning community to have a better understanding of their own identity and those of others, “that other people, with their differences, can also be right” (IB Mission).
Application of Policy
This is the Primary School Language Policy. The audience is the teaching faculty, parents and students. There are no times, places or situations where the Policy does not apply. There are no conditions, restrictions, exclusions or special situations where the Policy does not apply.
Policy Statement
1. The Purpose of Language Learning
The learning and practice of languages is central to building and maintaining a caring and cooperative environment. All members of the school community are encouraged to model multilingualism, and specifically are supported to continuously improve their proficiency in spoken and written English and German, these being the language of instruction and the language of the host country, respectively.
In particular, students who are not yet proficient in English are offered English as an Additional Language (EAL) support at school to reach proficiency as quickly as possible. Furthermore, staff are offered professional learning opportunities to support them to support their students in acquiring the language of instruction. Parents are also offered support and information about their child/ren’s language acquisition.
Parents are an integral part of our community of learners and provide tremendous support for language learning at the FIS. The school communicates to parents the critical importance of maintaining academic proficiency in the home language(s). Language departments continuously raise awareness for the important difference between language proficiency and cognitive ability. Language classes at all levels provide sufficient cognitive challenge for all learners.
Curriculum design allows for sufficient provision of language levels in each cohort. Students are encouraged to progress to the highest proficiency levels, and must be placed in, or moved to, the appropriate level proficiency group.
2. General Language Practices
2.1 Pedagogy
The following points refer to pedagogy across the whole school curriculum. Essential skills for language learning must be fostered and encouraged within authentic contexts. Problem-solving and critical thinking skills, as well as an inquiry-based approach, should be at the center of unit planning and teaching. Teaching needs to include a variety of different teaching approaches, including but not limited to concept-based teaching, differentiated for students’ diverse learning needs, inquiry focused teaching, teaching including local and global contexts, and teaching that is reflective of assessment. This will allow students to explore and inquire into contexts that are or can become meaningful for their lives.
Teachers across the school with additional language learners in their classes must structure learning situations so that students have opportunities for success, including those students who
are learning in a language that is not their dominant language. To ensure successful communication with the student, teachers must provide assistance through scaffolding techniques or guided questioning as well as media support such as Google Translate to connect to students’ home languages. In this context, various strategies for language expression are encouraged, including translanguaging, which allows students to use the language most appropriate to the context. Other effective strategies may include immersive language experiences.
As language permeates all teaching areas and situations, the FIS expects that all teachers have a responsibility to promote students’ language development within their subject areas, and furthermore take an explicit approach to teaching the language of their subject. Teachers are expected to be informed about the language profiles of their students, and to seek opportunities to incorporate the cultural richness of language backgrounds into learning opportunities.
2.2 Admissions
The following should be read in conjunction with the FIS Admissions Policy.
Because the language of instruction at the school is principally English, the admissions process,
for all students, involves careful assessment of a student’s proficiency in English.
All applicants initially complete a student background survey that indicates the student’s proficiency in, and exposure to, their home language, the languages of instruction English and German, and other languages.
The Admissions Officer will notify the HoD EAL of all student applicants whose home languages are languages other than English. The HoD EAL will then review the submitted evidence of English language acquisition. Identification for EAL provision occurs through self- and parental assessment, writing samples and previous school reports, classroom observations and formal testing by EAL teachers where appropriate. Once identified, students will receive appropriate EAL support to meet their needs and work towards English language proficiency.
For proficiency in languages other than English, after the student is admitted to the school, the Admissions Officer keeps a record of the student’s language learner profile, for both the HoD Modern Languages and the HoD German Language Arts. The student will then be placed in the appropriate German as an Additional Language or German Language Arts class.
2.3 Placement
Placement refers to the initial assessment of a student’s proficiency in the target language, and the appropriate class assignment. For new admissions, this will take place during the admissions process or shortly thereafter. For existing students seeking to commence or re-commence
studies in the target language, this will take place on a needs basis, and is an essential step in the approval process.
Placement is in all cases determined by the school.
The following should be considered in assessing the target language proficiency for English Language Arts and German as Additional Language:
- Student’s previous school(s) context g. curriculum and language of instruction
- School reports regarding the target language
- Any FIS school-based placement tests in the target language that are deemed appropriate
- Face to face or online interview, in the target language, with the student
- Results of one or more standardized tests of language (eg WIDA, TOEFL, CEFR)
The placement assessment will be conducted by the Head of Modern Languages, or a delegated and competent member of staff, and in close collaboration with the Head of Admissions and Office Systems.
The outcome of the assessment, for students of all ages, will be expressed and communicated to stakeholders in terms of one or more of the following standard systems:
- CEFR framework
- WIDA descriptors
- PYP language acquisition phases and terms (Table 1)
| Proficiency Level | PYP | CEFR |
| Emergent | Phase 1 | A1.1 |
| Phase 2 | A1.2 | |
| Capable | Phase 3 | A2.1 |
| Phase 4 | A2.2 | |
| Proficient | Phase 5 | B1.1 B1.2 |
Other nomenclatures should be avoided in communicating assessment outcomes.
Parents will be informed about the student’s placement before it is implemented.
2.4 Progression
Students in the German as an Additional Language program enter the next higher level of language acquisition once they satisfy defined criteria for progression. Within the Primary School, school-based criteria for progression are in place.
In English and German, they will eventually transfer from the respective Additional Language program to the English Language Arts/German Language Arts program.
Parents will be informed about the student’s progression before it is implemented.
All Additional Language programs incorporate five levels of language acquisition, each with descriptors for Reading, Writing, Listening and Speaking. The following principles apply for progression through these levels:
- There should be at least two points in a school year when students can progress to the next higher phase.
- It may be possible that more than one phase is taught in any particular language acquisition class.
- Generally, we expect students to complete a phase within one year in Emergent and within two years in Capable – most skill areas, and are fully transitioned into the Homeroom ELA lessons once they meet the EAL Exit Criteria and reach WIDA level 5 in each skill level.
- The decision to promote a student to the next higher level of language acquisition must be based on at least two distinct pieces of assessment and must be confirmed by the Head of Modern Languages. For students moving from the language acquisition to the language arts programme, the respective heads of department will work together to make this transition a smooth and successful process for the student.
- Progression decisions are in all cases determined by the school, though the student or parent may initiate such discussions with the teacher.
3. Resources for Language Learning
3.1 Library
The FIS recognizes the importance of language to the intellectual, creative, and ethical development of students and, as such, the central role of the Library and its staff in promoting and facilitating information literacy across all curricula and to all members of the community.
The FIS Library (collection, staff and other resources) serves the needs of Early Years and Primary school.
The Library staff will work with language teachers to ensure a wide variety of texts, in a wide variety of languages, are available to meet the needs of language learners.
The Library will maintain a collection that will include a broad and representative selection of works by international authors. The Library staff will promote and provide access to this collection, for example through displays and through book talks and reading events.
The Library will maintain a database that contains professional material, scholarly articles, newspapers and magazines, in many languages.
The Library staff will also work in consultation with EAL students and their families to deliver home language resources.
3.2 Home language support
The FIS recognizes multilingualism as a fact, a right and a resource for learning and encourages students to maintain and develop their home languages.
There is no specific home language programme in place within the curriculum. All languages are welcome in school and students are encouraged to use their home language to support their content learning and language acquisition, e.g. through the use of translators and multilingual word banks, and through opportunities for translanguaging within the learning experience.
3.3 Learning Support
The following should be read in conjunction with the Inclusion Policy.
When a student has been identified with additional learning needs, including language difficulties, intervention and support are provided through the Learning Support programme, in line with the referral process. This support may be through an Individual Learning/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 Learning Support department and other teachers to provide the best service for this individual child.
Related policies, procedures, forms, guidelines, and other resources
- Admissions Policy
- Assessment Policy
- Inclusion Policy
This Policy has been developed in alignment with the school’s Guiding Statements and IB Programme Standards and Practices 2014 and 2020, and of the CIS and NEASC accreditation agencies. Further sources appear in the references, below.
Definitions
Authentic contexts
Authentic contexts are those where teaching, learning and assessment relates to “intellectual accomplishments that are worthwhile, significant, and meaningful” (Wehlage, Newmann, and Secada. W. G.,1996: 21-48). In this respect, authentic contexts are promoted by tasks, projects, texts, sources, structures and learning environments that mirror those seen in the real-life problems that subjects and curriculum areas address, outside of the academic environment.
CEFR
The Common European Framework of Reference for Languages (CEFR) is an international standard for describing language ability. It describes language ability on a six-point scale, from A1 for beginners, up to C2 for those who master a language.
EAL
Primary English as an Additional Language (EAL) is a support program that offers Beginner level small group support and EAL co-teaching support using a variety of co-teaching models to support English language learners in their acquisition of the language of instruction. Purpose is to support these students in accessing the curriculum with respective language supports, differentiation and scaffolding. So the needs and progression of English language learners, typically those at proficiency levels from WIDA levels 1-5 (CEFR A1 to B2 /MYP Phase 1 to 5) are supported. The EAL programme aims to support students’ English language acquisition through English language instruction, support students’ access to the curriculum and acquisition of
academic language through EAL subject/Academic English support classes and co-teaching/in- class support, and to support teachers and parents, promoting a multilingual approach at school.
ELA
ELA (English Language- Arts) refers to the reading, writing, speaking and listening taught throughout Early Years and Primary School. It encompasses creativity in communication and analysis of language as well as proficiency in communication.
Criteria for Progression
The assessment criteria/standards used as the evidence base for a student’s progression to the next phase of language acquisition, or from a language acquisition course to a language and literature course. Also, students are anticipated to advance to the next level of language acquisition if their annual proficiency test scores indicate they have achieved the necessary proficiency standard.
Exit Criteria
Criteria used by the EAL department to determine whether a student has progressed in their English language proficiency level to the point where they are able to access the curriculum without receiving EAL support.
Home language
The language/s spoken with one or more family members.
Language acquisition
Language acquisition refers specifically to courses within the PYP, involving the study of an additional language. Teaching and learning is organized into six phases, through which the students progress.
Language of instruction
The language of instruction is the language used in all classes except in language courses other than English. The language of instruction at the FIS is English.
Language of the host country
The language predominantly spoken in the region or country in which the school is located. The host country language of the FIS is German.
Language Proficiency
Students’ abilities in productive (writing, speaking) and receptive (listening, speaking) skills in the target language.
Multilingualism
Linguistic ability in more than one language, recognizing that each of a student’s languages may be developed to different levels, and within different contexts, depending on their social and academic experiences.
WIDA
WIDA stands for World- Class Instructional Design and Assessment. The WIDA consortium has developed a set of English Language Development Standards and tools for the assessment of a student’s proficiency in English, and to enable planning and implementing of language instruction and assessment for multilingual learners as they learn academic content.
Process
The Policy was developed during the school year 2019/2020 by a committee consisting of the heads of language departments and a representative of the Senior Leadership Team. Additional specialist input was sought from language teachers and the DP and MYP Coordinator as needed.
The Policy was submitted for review to the Assistant Head of School (Curriculum) and the Head of Academic Affairs in September 2020. Further adjustments were made, seeking input from the original committee as needed. The Policy was presented to the Curriculum Meeting and Primary and Secondary Curriculum Clusters in November 2020 for further discussion and feedback, which was incorporated as appropriate into the final version.
The current version of this Policy was submitted for review by the Head of Curriculum in the school year 2024/25 to make appropriate changes for the PYP implementation. The process was led by the Deputy Head of Curriculum/PYP coordinator and included input from curricular leaders and teachers.
Publication Information
- Policy approved date: 25 November 2024
- Policy effective date: 25 November 2024
- Policy supersedes: Whole School Language Policy (December 2020)
- Policy review date: 1 August 2025
References
The following sources were referred to in the writing of this Policy. Specific quotes above may be referenced below.
- Allan, Thought, Word and Deed: The Roles of Cognition, Language and Culture in Teaching and Learning in IB World Schools. International Baccalaureate Organization, 2011.
- Baker, Foundations of bilingual education and bilingualism (5th ed.). Bristol: Multilingual Matters, 2011
- Bavarian International Language Policy and Guidelines. 2017.
- Benz, Bilingual Childcare: Hitches, Hurdles and Hopes. Bristol: Multilingual Matters, 2017
- Carder, Bilingualism in International Schools: a Model for Enriching Language Education. Clevedon: Multilingual Matters, 2007.
- Council of Common European Framework of Reference for Languages (CEFR): Learning, Teaching, Assessment. http://www.coe.int/t/dg4/linguistic/cadre_EN.asp
- European Commission staff working paper. European strategic framework for education and training (ET 2020). Language learning at pre-primary school level: Making it efficient and sustainable. A policy handbook, 2011
- García, Ofelia (2009). Education, multilingualism and translanguaging in the 21st In: Ajit Mohanty, Minati Panda, Robert Phillipson and Tove Skutnabb-Kangas (eds). Multilingual Education for Social Justice: Globalising the local. New Delhi: Orient Blackswan, pp. 128-145.
- Guidelines for developing a school language International Baccalaureate, April 2008
- Guidelines for school self-reflection on its language policy (International Baccalaureate, 2012
- Language and Learning in IB programmes. International Baccalaureate Organization, 2011.
- Learning in a language other than mother tongue in IB International Baccalaureate Organization, April 2008.
- Lo Bianco, The importance of language policies and multilingualism for cultural diversity. International Social Science Journal, 61 (199), p. 37-67, 2010
- Middle Years Programme: Second Language Acquisition and Mother-tongue Development. International Baccalaureate Organization, January 2004.
- MYP Coordinator’s Handbook 2013-4. International Baccalaureate, August 2013
- MYP Language Acquisition Subject Guide (Pre-Publication Version). International Baccalaureate, March 2014
- Piller, Linguistic diversity and social injustice. New York: Oxford University Press, 2016
- Towards a continuum of international education, International Baccalaureate Organization,
- Wehlage, G., Newmann, F. M., & Secada, W. G. (1996). In F. M. Newmann (Ed.), Authentic achievement: Restructuring schools for intellectual quality, (pp. 21-48). San Francisco, CA: Jossey-Bass