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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


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


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


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


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.


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


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


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


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


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.


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.)


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


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.


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

http://www.coe.int/t/dg4/linguistic/cadre_EN.asp


IB= International Baccalaureate

IBDP= International Baccalaureate Diploma Programme

IBMYP= International Baccalaureate Middle Years Programme

IBPYP= International Baccalaureate Primary Years Programme

PD= Professional Development


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.


Appendix B: Language Learning Pedagogy

Language Learning in the

IBPYP


IBMYP


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


feedback to support

learning

Considers prior

knowledge

Develops language in

context in each content

area

Promotes collaborative

learning


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.


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


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.


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


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


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


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


Appendix H: Language Profile and Placement

Language Profile and Placement From MYP Second Language Acquisition and Mother Tongue Development IBO

2004


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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