Language Policy
Handbook
Updated 20 November 2014
Note - This document is an update of the Language Policy document published in January 2012,
it does not replace it.
Language Policy Handbook Updated 20 November 2014 Page 2
Language Policy Handbook Updated 20 November 2014 Page 3
Table of Contents
I. MISSION; PURPOSE AND AIMS ........................................................................ 4
II. LANGUAGE PROFILE AND ADMISSIONS POLICIES ................................ 6
III. LANGUAGE PROGRAMMES OVERVIEW ...................................................... 7
IV. LANGUAGE AND LITERATURE AND MOTHER TONGUE
PROGRAMMES ................................................................................................................... 8
V. ENGLISH LANGUAGE ACQUISITION PROGRAMME ............................... 9
VI. LANGUAGE ACQUISITION AND OTHER LANGUAGES ........................ 10
VII. SUPPORT SERVICES ............................................................................................ 12
VIII. PARENTS AND COMMUNITY ......................................................................... 13
IX. COMMUNICATION OF LANGUAGE POLICY TO THE BIS
COMMUNITY ......................................................................................................... 14
X. REVIEW PROCESS ................................................................................................ 14
XI. REFERENCES .......................................................................................................... 15
XII. APPENDICES .......................................................................................................... 17
Appendix A: Admissions Process Regarding English Language Learners ..... 17
Appendix B: Language Learning Pedagogy .......................................................... 18
Appendix C: EAL Programme Exit and Monitoring Procedures ...................... 19
Appendix D: Mother Tongue Programmes ........................................................... 20
Appendix E: EAL Programme ................................................................................. 21
Appendix F: German Language Programme ........................................................ 22
Appendix G: Language Acquisition Programme ................................................. 24
Appendix H: Language Profile and Placement 25
Subject Name Changes
Please note that as from August 2014 the following MYP subject name changes
occur:
language A will be known as language and literature
language B will be known as language acquisition
This document will continue to use the terms language A and language B where
needed for the sake of clarity and simplicity
Language Policy Handbook Updated 20 November 2014 Page 4
I. MISSION; PURPOSE AND AIMS
A. MISSION
Inspiring and challenging young minds as a caring and committed international
community to achieve excellence, assume responsibility and pursue life-long
learning.
The BIS mission statement is the foundation for our language policy. As language
forms the basis for all learning, this policy is critical for helping the school to
achieve its mission. The language policy aspires to fulfil each aspect of the mission
statement as follows:
Inspiring and challenging young minds
While English is the language of instruction, the language policy
allows for students to inquire in the mother tongue and aspires to
multilingualism. The school is committed to providing as much
diversity of effective language instruction as possible.
As a caring and committed international community
The language policy validates the equal status of all languages. It
endorses an awareness of the host country’s culture and language by
teaching German at all acquisition levels throughout the school. The
mother tongue programme in each section of the school reinforces
literacy and cultural identity and reflects the multilingual society we
live in. The modern foreign languages programme develops
understanding and respect for other cultures.
Achieve excellence
The language policy recognises the transfer of cognitive skills from
the mother tongue to English and vice versa and the acquisition of
additional languages. This process encourages the acquisition of
higher order thinking skills and development of multiple
perspectives. The policy also recognises the importance of all teachers
differentiating instruction for students at different levels of language
acquisition.
Assume responsibility
Language Policy Handbook Updated 20 November 2014 Page 5
The language policy supports the shared responsibility of all teachers,
students and parents for all students’ language development. All
teachers and students are encouraged to assume the responsibility to
be language learners.
And pursue life-long learning
The language policy promotes life-long learning. Developing
language learning skills gives students the capacity to solve
problems, think critically and act creatively. Language empowers
students to understand, interpret and respond to ideas, attitudes and
feelings. Information literacy and technology also provide a gateway
to life-long learning and a rich range of language learning
opportunities.
B. PURPOSE OF THE LANGUAGE POLICY
This language policy is a working document developed by staff and administration
from each school programme (IBPYP, IBMYP, and IBDP). The policy is consistent
with the stipulated principles and practices of the IB. This document outlines our
school’s linguistic and academic goals and defines the programme designed to help
our students attain these goals.
This policy is intended to provide an overview and guiding principles for language
learning at BIS which permeates the entire school curriculum through authentic
contexts in a culturally rich and diverse environment. Our policy is a statement of
agreement—one to which the staff and the BIS community are asked to commit to
so our school can achieve its mission.
C. PHILOSOPHY
BIS aims to nurture an appreciation of the richness and diversity of language.
Language does much more than promote cognitive growth; it is crucial for
maintaining cultural identity and emotional stability. The acquisition of more than
one language and maintenance of the mother tongue enrich personal growth and
help facilitate international understanding. As language, by its very nature, is
integrated into all areas of the curriculum every teacher within the school is
considered a language teacher.
BIS aims to foster in students the ability to think and express themselves with
precision, clarity, confidence and imagination in at least two languages. Language
development in more than one language enriches personal growth, provides
cognitive advantages and is essential to the development of international
mindedness. BIS strives to address the particular challenges of those students who
are learning in a language other than their mother tongue by providing integrated,
well-implemented English as an Additional Language (EAL) programme at all
Language Policy Handbook Updated 20 November 2014 Page 6
school sections. BIS endeavours to integrate students’ cultural and linguistic
heritage throughout the curriculum.
II. LANGUAGE PROFILE AND ADMISSIONS POLICIES
A. BIS LANGUAGE PROFILE
Approximately 60% of our student body speaks English as an additional language.
They have over 30 different mother tongues and come from approximately 45
different countries. All of our administrative and teaching staff speaks English and
the majority is fluent in at least one other language.
The language of instruction and the primary language of communication in the
school is English. For formal documents, British English is used.
German is widely used within the school administration.
All students are required to study German from Grades 1-10, with the proviso that
in the Primary School the student has reached a competent level of English first.
The standard bibliography and referencing format is MLA (Modern Language
Association).
While English and German are the most common languages within the school, the
use of other languages in appropriate circumstances is welcomed and celebrated.
B. ADMISSIONS POLICIES
Applicants complete a student background survey that indicates their proficiency
in their mother tongue, English and other languages. Any application for a student
who indicates that English is not their mother tongue will be reviewed by the EAL
department as part of the admissions policy.
Admissions will notify the EAL department of all EAL student applicants. An EAL
Department Review form will be placed in the initial application of each candidate
whose mother tongue is not English, in Grades 6-12. The EAL Head of Department
will have the opportunity to review the submitted portfolio evidence of English
language acquisition, the iAchieve online assessments for literacy and an on
demand writing prompt, completed at BIS, in addition to conducting an individual
interview with new students, before placement in the programme. The enrolment
of English language learners will adhere to the specific admissions processes
outlined in Appendix A. In Grades 6-8 students may be offered a place in the
Newcomer Centre (as per Appendix A) if their level of English is very low.
Language Policy Handbook Updated 20 November 2014 Page 7
Once a student is admitted to the school, Admissions will notify the language
acquisition Head of Department and mother tongue facilitator of the language
learner profile for placement in the appropriate language acquisition or mother
tongue programme.
III. LANGUAGE PROGRAMMES OVERVIEW
A. PEDAGOGY
BIS recognises that all teachers are also language teachers who have the
responsibility to facilitate language acquisition and promote communication skills
through their grade level and subject area classes. The pedagogical attributes of
the IBPYP, IBMYP and IBDP as well as guiding documents are outlined in the table
in Appendix B.
B. ASSESSMENT
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
differentiating through scaffolding or extension as required. Formative and
summative assessments in the classroom provide information on language growth.
Language teachers across the schools regularly standardise students’ work to
ensure a fair application of assessment criteria. Standardised tests, external
moderation and external examinations in the Secondary School also provide
evidence of language acquisition levels.
Students who are identified as requiring additional support in English to access the
curriculum will be placed in the appropriate English language acquisition class and
assessed regularly to monitor progress. A student may be exited from the pull-out
or scheduled EAL classes when the student can participate fully in the regular
educational programme. When evaluating a student’s possible exit, a team
consisting of the EAL teacher, a classroom teacher and a Leadership team member
will use information from several sources to make the determination to exit the
student from the programme. Parents will be informed about the decision before
the transfer takes place. After the student exits from the EAL programme, the EAL
teacher at that level will closely monitor the student’s academic progress.
Specific procedures for exiting students from the EAL programme and monitoring
their progress are outlined in Appendix C.
C. PROFESSIONAL DEVELOPMENT
In the Primary School, the EAL staff co-teach (or push-in) in to grade level and
subject area classes. The emphasis of co-teaching and push-in is supporting the
classroom or subject area teacher in the use of differentiation and language
Language Policy Handbook Updated 20 November 2014 Page 8
acquisition strategies. Through the co-teaching model, EAL teachers plan with the
classroom or subject teachers and ensure that they receive the necessary support
and professional development for integrating these strategies on a regular basis.
EAL teachers provide ideas for developing listening, speaking, reading and writing
skills of all students through the subject area.
Other professional development opportunities that focus on differentiated
instruction include, but are not limited to: First Steps Resource Training (there are a
number of trainers in the Primary School), curriculum review and assessment
moderation, staff meetings, and off-site workshops and conferences.
IV. LANGUAGE AND LITERATURE AND MOTHER
TONGUE PROGRAMMES
In the IBMYP and IBDP, all students are required to study one language and
literature course (an A language), which in some cases may be the continued study
of the students’ mother tongue, however currently BIS does not offer this mother
tongue as an A language option. BIS offers English and German as A languages .
BIS believes that developing a child’s mother tongue can accelerate the rate of
English language acquisition, support achievement in all subject areas, increase
self-esteem, and enhance intercultural understanding and international-
mindedness.
In order to fulfil the certification requirements of MYP 5 (Grade 10), all students
must study one language and literature course (an A language) and one language
acquisition course (a B language) or a second A language. Prior to this, students
may take both B German and B English, but they must have a one or other as an A
language in MYP 5 in order for a student to receive a full MYP certificate
(moderated) and for the purposes of Mittlere Reife equivalency.
A. ENGLISH
In each level of the school, students study English (language and literature or
language acquisition). When students begin the IBMYP or IBDP programmes, they
may study English as their A language if their skills in all four language areas
(reading, writing, listening, speaking) enable them to access this curriculum.
B. GERMAN
Native German speakers receive language instruction in their mother tongue
beginning in Grade 1. Nearly all native German speakers in the IBMYP and IBDP
programmes study German at A language level. Other students who have reached
native language proficiency in German may also study German at the A language
level in the IBMYP and IBDP.
C. JAPANESE
Language Policy Handbook Updated 20 November 2014 Page 9
Native Japanese speakers may receive language instruction in Grades 9-12
scheduled against Modern Foreign Languages. Native Japanese speakers study
Japanese as a language in the IBDP. As the school cannot put Japanese forward for
external moderation in MYP, Japanese cannot be considered to be an A language
for external MYP certification and a modified teaching, learning and assessment
programmes is in place accordingly.
D. OTHER MOTHER TONGUES
Mother tongue opportunities are offered for students on a regular basis from Pre-
Reception through to Grade 12. The school will review the language needs of the
students on an annual basis. BIS acknowledges that mother tongue courses are not
recognised by the German government as an MYP A language for Mittlere Reife
equivalency. The mother tongue programmes are outlined in the table in
Appendix D. The term ‘mother tongue’ may denote the language learned first
and/or the language identified with as a “native” speaker. For the purpose of the
MYP, “mother tongue” includes both these definitions and describes the language
that the student uses at home and/or outside the classroom environment. Those
students whose mother tongue is not the language of instruction may study their
mother tongue as their third language option. This course of study supports
students to develop their mother tongue, sustain cognitive and academic
development and maintain their cultural identity.
V. ENGLISH LANGUAGE ACQUISITION
PROGRAMME
A. EAL PULL-OUT AND SUPPORT CLASSES
English language learners who are unable to fully access the academic curriculum
delivered in English receive specialised instruction in English language acquisition
from qualified staff on a regular basis. English as an Additional Language (EAL)
classes in the IBPYP are scheduled against German in the timetable. In the IBMYP
and IBDP, students receive additional individualised or small group English and
academic support scheduled as appropriate. In Grades 6-8, new students with low
levels of English are admitted to the Newcomer Centre until such time as they can
be transitioned into regular classes.
B. IN-CLASS OR CO-TEACHING SUPPORT
EAL students may also receive support in their grade level and subject area classes
from qualified staff. In the IBPYP, EAL staff provide in-class support from Pre-
Reception to Grade 5. In the IBMYP and IBDP, EAL staff provide in-class support
and co-teaching for humanities, science and mathematics classes whenever
possible.
C. ENGLISH LANGUAGE B CLASSES
Language Policy Handbook Updated 20 November 2014 Page 10
In the IBMYP and IBDP, EAL students study English as their language B course.
This course follows the IBMYP and IBDP curricula and develops students’
language and literacy competence in English as well as intercultural competence.
The English B language classes are scheduled against the English A language
classes in the timetable. Depending on students’ ability, age and rate of language
acquisition, the EAL department strives to transition students to English A
language whenever appropriate. Students may transition from English B language
B to English A language classes as determined by a review of their coursework
portfolio and as outlined in the EAL Department Handbook.
The English Language Acquisition programme service model at BIS is consistent
across the programmes and described in detail in Appendix E.
VI. LANGUAGE ACQUISITION AND OTHER
LANGUAGES
Studying a third language is a requirement for all students in Grades 6 to 8, except
for those receiving learning support. French, Spanish, German and English are
offered as B languages in Grades 6 to 10, and Chinese is offered in Grades 6 to 8
currently, with this being extended year by year through MYP. In IB Diploma
language B Higher Level and Standard Level courses are offered in Grades 11 and
12. For EAL students, their mother tongue counts as a third language. At BIS the
language acquisition course starts in phase 1 in Grade 6 because no B languages are
offered in the PYP therefore every student starts at the equivalent of foundation
level.
A. GERMAN
Students at BIS learn German as the language of the host country and as a
requirement of the German government. In order to meet the needs of the various
acquisition levels of our students, German classes are offered at five ability levels
from Grade 1 to Grade 12. From Grades 1 to 5, native German speakers,
intermediate level learners and beginning German language learners receive
instruction appropriate to their level in small groups for the equivalent of one 45-
minute class period per day. In Grades 6 to 12, students receive German
instruction at the same provision level as other languages.
Language acquisition German is taught in three ability groups (B1, B2 and B3).
Within these groups BIS accommodates students of MYP phases 1 – 4 (see MYP
language acquisition subject guide). Depending on student needs two phases may
be taught in one group. Students getting excellent results in phase 4 are considered
for transfer to language A German. Decisions about moving from one group, be it
from one B group to another or from B to A are done in consultation with all
parties in order to make the move successful. Native or near native speakers are
usually placed in German A language classes; however German B language
Language Policy Handbook Updated 20 November 2014 Page 11
remains an option in some cases. The school offers German as an A language and
as a B language subject at IB Diploma level.
Details about the provision for German in each IB programme are outlined in the
table in Appendix F.
B. FRENCH, SPANISH AND CHINESE
The principal rationale for learning additional languages is to further intercultural
awareness and international-mindedness through the acquisition of the language
of a culture, and the possibilities to reflect upon and explore cultural perspectives.
Given that IB is inherently grounded in multilingualism, the school’s aim is also to
develop multilingualism, a term used to describe complex, rich, dynamic language
portraits that include a range of abilities and proficiencies in more than one
language.
At BIS, a student's previous knowledge or exposure to the target language is
ascertained on the admissions forms, students are then placed in the appropriate B
language and B language phase. Teachers differentiate instruction to meet the
needs of the different phases and learning styles in the class. Details of the B
language provisions in each IB programme are outlined in the table in Appendix
G.
C. ENGLISH
As described under the English language acquisition section, English language
learners may study English as their B Language at the IBMYP and IBDP level. This
course develops students’ language and literacy competence in English as well as
intercultural competence. In the IBDP, students may study English B at the higher
or standard level. For new students in Grades 6-8 who have limited prior
knowledge of English, the Newcomer Centre programme offers content-based
English language instruction. Both academic and social English language
proficiency are developed to support their studies
D. AB INITIO
In the IB Diploma students may study German as an ab initio language.
Language Policy Handbook Updated 20 November 2014 Page 12
VII. SUPPORT SERVICES
A. LANGUAGE LEARNING AND THE LIBRARY AND MEDIA CENTRES
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 BIS libraries is to promote and facilitate information literacy across
all curricula and to all members of the BIS community. The libraries have databases
that contain professional material, scholarly articles, newspapers and magazines in
many languages. Training sessions may be requested with the school librarians and
future plans include designated periods scheduled on a weekly basis or as a drop
in session.
B. LEARNING SUPPORT
When a student has been identified with additional learning needs including
language difficulties or gifted and talented abilities, intervention and support are
provided through the Learning Support programme in line with the referral
process. The 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 In-class 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 Learning Support department and other teachers to provide the best service for
this individual child. (See the Learning Support Policy for more information on
identification procedures and service model.)
Language Policy Handbook Updated 20 November 2014 Page 13
VIII. PARENTS AND COMMUNITY
A. PARENTAL INVOLVEMENT
Parents are an integral part of our community of learners and provide tremendous
support for language learning at BIS. The school uses many methods to
communicate to parents the critical importance of maintaining academic
proficiency in the mother tongue. Parents are involved as mother tongue teachers,
buying resources for the library and providing resources for the mother tongue
programmes. The Parent Teacher Organisation has also organised mother tongue
language support groups with a contact person for many of the mother tongues
represented at BIS. In the Secondary School, parents help invigilate external exams
and serve as readers for students who require this support. Other parents translate
documents and interpret during meetings.
B. PUBLISHED MATERIALS
Students, parents and staff members at BIS come from different countries and
educational systems. To maintain consistency in published materials, British
English spelling is used for formal written documentation. However, teachers and
students may use their native country’s spelling and punctuation for all other work
provided it is employed consistently throughout the document.
Standard forms in published materials:
The font for published materials for external use is Palatino Linotype (which is
the font used in this document).
Dates will be written in British form: day/month/year:
o 08/12/2014 is the eighth day of December, 2014
o 08 September is the eighth day of September
Times will be written using the 24 hour clock:
o 16.00 is 4 o’clock in the afternoon
Language Policy Handbook Updated 20 November 2014 Page 14
IX. COMMUNICATION OF LANGUAGE POLICY TO
THE BIS COMMUNITY
The language policy and the handbook will be introduced to the BIS community
through a variety of pathways including staff meetings, PTO meetings, grade level
meetings and Director’s and Principal’s News and Notes. The policy and the
handbook will also be available on the BIS intranet. New staff will be familiarised
with the document during orientation.
X. REVIEW PROCESS
The language policy will be reviewed regularly as part of the Board’s cycle of
policy reviews, curriculum review cycle and as part of the whole school
improvement plan. The handbook will be updated as needed.
The Leadership team will review the implementation of the policy and handbook
in classrooms and throughout the school on a regular basis as part of the appraisal
process.
Language Policy Handbook Updated 20 November 2014 Page 15
REFERENCES
Allen, Allen M. Thought, Word and Deed: The Roles of Cognition, Language and Culture
in Teaching and Learning in IB World Schools. International Baccalaureate
Organization, 1 May 2011.
Carder, Maurice. Bilingualism in International Schools: a Model for Enriching Language
Education. Clevedon: Multilingual Matters, 2007.
Council of Europe. Common European Framework of Reference for Languages
(CEFR): Learning, Teaching, Assessment.
http://www.coe.int/t/dg4/linguistic/cadre_EN.asp
Language and Learning in IB programmes. International Baccalaureate Organization,
Sept. 2011.
Learning in a language other than mother tongue in IB programmes. International
Baccalaureate Organization, April 2008.
Towards a continuum of international education, International Baccalaureate
Organization, 2011.
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
Guidelines for developing a school language policy. International Baccalaureate, April
2008
MYP Language Acquisition Subject Guide (Pre-Publication Version). International
Baccalaureate, March 2014
Guidelines for school self-reflection on its language policy (International Baccalaureate
2012)
GLOSSARY
EAL= English as an Additional Language
ESOL=English to Speakers of Other Languages
GAL= German as an Additional Language
Language Policy Handbook Updated 20 November 2014 Page 16
IB= International Baccalaureate
IBDP= International Baccalaureate Diploma Programme
IBMYP= International Baccalaureate Middle Years Programme
IBPYP= International Baccalaureate Primary Years Programme
PD= Professional Development
Language Policy Handbook Updated 20 November 2014 Page 17
XI. APPENDICES
Appendix A: Admissions Process Regarding English Language Learners
BIS accepts students at all levels of English language acquisition up to start of the
school year of Grade 8. Students with no or limited English (phase 1 or 2) cannot be
accepted thereafter.
Students’ grade level placement will be determined by the school through the
admission process.
Students applying after the beginning of Grade 8, who fulful one or more of the
following criteria will be required to submit an extended piece of academic writing
and evidence of achievement in English. Furthermore, the student may be asked to
complete the iAchieve on-line English placement test.
Does not have English as their mother tongue and/or
Has not had previous schooling in English as the language of instruction and/or
Has received EAL support in their previous school
Students should have achieved the required language proficiency level based on
the indicators for each grade level (8 to 11) of the Common European Language
Framework.
Students entering Grades 11 or 12 must give evidence of near native English
proficiency. A table describing IB and Common European Framework language
levels is available for download from the school website. Acceptable evidence of
English language ability might include a portfolio of school work, video recordings
of an oral presentation in an academic classroom, an extended piece of academic
writing, and results from a standardised English language acquisition test.
In order to access the IB Diploma curriculum in Grades 11 and 12, all students are
expected to have reached the C1 level of the Common European Framework by the
beginning of Grade 11.
If a student’s English language proficiency level does not meet the indicators on the
Common European Framework, the school cannot guarantee success for the
student and therefore reserves the right to refuse admission.
For further information, please see the BIS Admissions Policy.
Language Policy Handbook Updated 20 November 2014 Page 18
Appendix B: Language Learning Pedagogy
Language Learning in the
IBPYP
Language Learning in the
IBMYP
Language Learning in the
IBDP Pedagogical
attributes of
programmes
Promotes inquiry based
authentic language
learning
Focuses on the trans-
disciplinary nature of
language learning
Incorporates the teaching
and learning of language
into the programme of
inquiry
Develops the skills of
listening, speaking,
reading, writing and
media literacy
Interrelates the skills of
listening, speaking,
reading, writing and
media literacy
Provides for the teaching
of additional languages
Promotes consistency of
practice in the teaching
and learning of all
languages where more
than one language of
instruction is used
Provides appropriate
feedback to support
learning
Formulates practices for
the provision of
languages A and B
Integrates the learning of
languages with learning
in the subject groups
Integrates language
learning with
interdisciplinary
planning.
Formulates multifaceted
unit questions that stem
from the areas of
interaction
Promotes purposeful,
disciplined and
integrative
understanding of the
topics
Promotes collaborative
learning
Provides targeted
assessment that
integrates MYP objectives
and criteria
Provides appropriate
feedback to support
learning
Considers prior
knowledge
Develops language in
context in each content
area
Promotes collaborative
learning
Provides appropriate
feedback to support
learning
Accommodates diverse
learning styles
Values and respects
students’ ideas
Makes expectations
explicit
Embraces a multitude of
perspectives
Enables students to
understand how
judgments about learning
are made, and how to
provide evidence of their
learning
Develops meta-cognition,
structured inquiry and
critical thinking
Promotes engaging,
challenging, rigorous,
relevant and significant
learning
Further
guidance and
support
Language scope and
sequence document
is maintained and
reviewed in
accordance with the
curriculum review
cycle.
The PYP language
guide can be found in
Making the PYP
Happen, subject
guides and IB sample
scope and sequence
document.
Language scope and
sequence document is
maintained and reviewed in
accordance with the
curriculum review cycle.
The MYP language and
literature and language
acquisition subject guides
and MYP: From Principles into
Practice provide further
guidance
Diploma Programme
language A Literature,
and language A
Language and
Literature, language B,
and language ab initio
subject guides, and in
the Diploma
Programme assessment
Principles and Practice
document.
Language Policy Handbook Updated 20 November 2014 Page 19
Appendix C: EAL Programme Exit and Monitoring Procedures
IBPYP IBMYP IBDP Exit criteria
and evidence
examined
Christopher Gordon
reading and writing
criteria at the Becoming
Competent phase
Classroom observations
Running records
EAL and homeroom class
work
Informal assessments
Consistently score a 7/8
on the Standard Level
language acquisition
rubric on EAL class
assignments in all
criteria
MYP grade level subject
reports demonstrating
achievement at the 50
percentile in each
criterion across the
content areas
Successfully produce
grade level appropriate
written work as
reviewed by language
acquisition English
teacher Transition to the English
Language A course from
the English B by the end
of MYP 4 (Grade 9)
Score a 6 or above on the
MYP EAL assessment
Achieve a 4 or above in
all content areas across
the curriculum
Provide an extended
writing sample for
English language and
literature teachers
Monitoring
procedures • Weekly monitoring for first six weeks after exit followed by monthly monitoring for the
next eight months.
• Monitoring procedures may include the following:
- Email to classroom teachers
- Observation during in-class support
- Conversations with student and parents
- Review of reports
• Any student who demonstrates difficulty in the mainstream programme may be readmitted
to the EAL programme
Language Policy Handbook Updated 20 November 2014 Page 20
Appendix D: Mother Tongue Programmes
IBPYP IBMYP IBDP Mother
Tongue
Programme
description
Parent volunteers
offer mother tongue
classes once a week
during the school day.
The focus of these
classes is the
maintenance of
oral/aural language
skills.
For more information
on the mother tongue
programme in the
PYP, see the BIS
intranet.
Students have the opportunity
to study their mother tongue
during the language
acquisition class time.
The mother tongue class
works in partnership with the
parents to provide instruction
that is grade appropriate and
develops all language skill
areas (reading, writing,
listening and speaking). While
the school provides facilities
for the mother tongue classes,
parents pay separately for
mother tongue teachers.
Direct instruction in the
mother tongue may happen
during or outside of the
normal school day. If mother
tongue teachers are able to
come to the school, BIS will
provide classroom space and
instructional materials as
necessary.
The mother tongue class
during the school day will
provide facilitated time for
students to work on projects in
their mother tongue. This
class may consist of students
with several different mother
tongues working on similar
projects in their respective
mother tongues.
The facilitator of the mixed
mother tongue class works in
cooperation with the English
language and literature
teacher and the mother tongue
teachers to ensure that
students are assigned
appropriate projects.
Parents work in
cooperation with the
school to find a mother
tongue teacher for the
self-taught mother
tongue A language
class.
Students have time
during the school day
to work on projects
and/or receive
instruction in their
mother tongue.
Language Policy Handbook Updated 20 November 2014 Page 21
Appendix E: EAL Programme
IBPYP IBMYP and IBDP
Support for Instruction in
subject areas
ESL in the mainstream
Differentiated resources,
expectations, tasks
EAL teacher as resource from
Pre-Reception to Grade 5
Co-teaching as needed
Assistance with accommodated
and/or modified assessment and
assessment development
Assistance with teaching strategies
to make content accessible for EAL
students
In-class coaching support
Assessment rubrics designed to
enable all students to succeed
EAL assessment option available
EAL specialized instruction
Beginner EAL students
Grades 1 to 5 attend a pull-out
class scheduled against German
Pre-Reception and
Reception structured immersion
Phases 1-2 (Grades 6-8) EAL
students receive English
instruction in the Newcomer
Centre
Phases 3-4 (Grades 9-10) EAL
students receive English
language B instruction during
English language A class time.
In-class support
In class support
Team teaching
Modified task
Small group with EAL
teacher
Mother Tongue Instruction See Appendix D See Appendix D
Language Policy Handbook Updated 20 November 2014 Page 22
Appendix F: German Language Programme
IBPYP IBMYP IBDP Organisation
of Classes German is taught for 5
periods a week
Five teachers provide
instruction
Students are assessed at
the beginning of the
school year and placed in
three level groups
maximum:
German (mother
tongue students and other
students with very good oral
German skills)
GAL2 (students who
have some communication
skills in German)
GAL1 (students
learning German for the
first time)
As soon as the students
exceed the grade level
expectations, they can
move up to the next level
during the school year.
This usually happens
when a new unit begins.
New students in Grades
6-8 start at “MYP
Foundation Level” or
equivalent. They may be
integrated into the
existing classes after
consultation with the
Head of Department.
Language acquisition is
taught in three ability groups
(B1, B2 and B3). Within these
groups BIS accommodates
students in MYP phases 1 – 4
(see MYP subject guide).
Depending on student needs
two phases may be taught in
one group. Students getting
excellent results in phase 4
are considered for transfer to
language and literature.
Decisions about moving from
one group, be it from one B
group to another or from B to
A are done in consultation
with all parties in order to
make the move successful.
Students arriving in
Grade 10 with no prior
German experience may
wait and take the IB
German ab initio course
during the IBDP
Teachers recommend the
course and level
according to previous
performance
First language German
students or students with
sufficient linguistic
competence take either
language A course in
literature or language
and literature
Students may change
from German language B
to A (or vice versa) after
consultation with the
HOD, in agreement with
the principal and after
parents have been
informed
Support for students with
no prior exposure to
German is offered in and
out of German classes as
necessary. Curriculum
Aims and
Overview
German teachers
integrate with all Units of
Inquiry, except for the
GAL1 class, which
integrates only when
meaningful
The integrations with the
Units of Inquiry focus on
the German perspective
The German group also
follows a curriculum that
was created according to
the existing BIS Primary
School language
curriculum and the
German curriculum
German spelling is
explicitly taught from
The language and
literature and language
acquisition syllabi are
followed
The German language
acquisition programme
supports students’
integration into the host
country by both the
choice of topics and texts
and through excursions.
The German language
and literature
programme supports the
teaching of language and
literature through
activities like visits to
theatres, local tours and
Languages A and B
syllabi are followed in the
IB DP for the following
courses:
- language A Literature
- language A Language
and Literature
- language B
- language ab initio
Language Policy Handbook Updated 20 November 2014 Page 23
Grade 2 onwards
At the end of Grade 5,
samples of written work
and results of a reading
test are provided to the
Secondary School
German teachers, in order
to support transition
The local culture and the
physical environment are
embedded in the German
lessons in all levels.
Local resources are
regularly used. They
enhance student learning
and provide students
with authentic learning
experiences
cultural excursions
Language Policy Handbook Updated 20 November 2014 Page 24
Appendix G: Language Acquisition Programme (English, German, French,
Spanish and Chinese)
IBMYP IBDP
Organisation of
Classes
French, Spanish and Chinese are
taught for five periods per fortnight,
while English and German are aligned
with the language and literature
timetable.
Students can be assessed at the
beginning of the school year and are
assessed continuously throughout the
school year. Students can be placed in
level groups according to MYP
guidelines.
In accordance with IB guidelines, no
more than two consecutive phases in
each class to allow for effective
differentiation to take place. For
example:
Beginner students of the language
could be grouped in a phase 1 and
2 class together
Intermediate students of the
language could be grouped in a
phase 2 and 3 class together or a
phase 3 and 4 class together
Proficient students could be
grouped in a phase 4 and 5 class
together or a phase 5 and 6 class
together.
Placement is reviewed regularly.
According to progress achieved during the
year students may be able to move to a
different class.
NB: please note that movement will
depend on the number of groups available
in that year.
Teachers recommend course and course level
according to previous performance.
Students who already speak the language at
home but who have not developed their
writing, reading, oral and aural skills will
have the opportunity to study one of the
languages B at higher level.
Support for students with no prior exposure
is offered in and outside classes, if and when
necessary.
Curriculum
Aims and
Overview
The language acquisition syllabus is
followed
The language acquisition programme
supports students’ integration into the
countries studied by both the choice of
topics and texts and through
excursions.
The programme supports learning
through visits to theatres, tours etc.
andetccultural events.
The language B syllabus is followed in the IBDP
for the following courses:
French
Spanish
German
English
Language Policy Handbook Updated 20 November 2014 Page 25
Appendix H: Language Profile and Placement
Language Profile and Placement From MYP Second Language Acquisition and Mother Tongue Development IBO
2004
Language Policy Handbook Updated 20 November 2014 Page 26
Please note:
1. German authorities do not recognise mother tongue as a language A for MYP.
2. BIS mother tongue programmes do not fulfil the IB MYP requirements for
recognition as a mother tongue in a number of areas including unit planning and
assessment.
Language Options in MYP
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