BEIJINGBISSINTERNATIONALSCHOOLLANGUAGEPOLICY

UPDATED:MAY2019

ContentsSection1–Statement ofPhilosophy................................................................................................3

Section2–LanguageofInstruction.....................................................................................................3

Section3–SupportforLanguageofInstruction..................................................................................4

Section4–MaintenanceofLanguageProfiles....................................................................................7

Section5–LanguageoftheHostCountry...........................................................................................8

Section6–AdditionalLanguages.........................................................................................................9

Section7–MotherTongueDevelopment.........................................................................................10

Section8–ProfessionalDevelopment..............................................................................................11

Section9–Resources........................................................................................................................12

Section1–Statement ofPhilosophy

At Beijing BISS International School (BISS), students learn languages, learn through languages,and learn about languages in an environment where they are actively engaged in inquiry andproblemsolving,makingmeaning,thinkingreflectivelyand buildinglastingunderstandings.Sincelanguageis centralto learning,allteachersare, inpractice, language teachers.Ourschool’scorevalues and strategic objectives promote an environmentwhere language acquisition permeatesthe curriculum. Therefore, teaching and learning languages is integrated within all subjects’areas andunits.

As an IBWorld School,we strive to provide a multicultural educational environment to assiststudentsinbecoming activeglobal citizens.One importantwaytoattain thisaim istopromotethe learning of languages in addition to one’s mother tongue. Therefore, a major goal of BISSis to help students to become proficient in another language, with the ability to listen, speak,readandwriteproficiently inatleasttwolanguages.

Section2–LanguageofInstruction

BISS students experience an enriched, language-immersion education in which English is the primarylanguageofinstruction.Anappropriate levelofEnglish-language proficiency inbothbasicinterpersonal communication skills (BICS) and cognitive academic language proficiency (CALP) isthe linguistic goal of the curriculum as students’ progress through our programs. Researchconfirms that this growth will result from designing and delivering instruction and assessmentaroundarticulated standardsofachievement.

In addition to its function as the medium of instruction, BISS also promotes the explicitteaching of English language a nd literature through Language Arts in the PYP, Engl i sh Language & Literature and English Acquisition in the MYP and English A – Language & Literature,a s wel l as EnglishBintheDiplomaProgram.

BISSusesmultidimensional languageprocedures to screenapplicants,makeplacementdecisionsand measure progress in English language development and academic achievement. Ourmultidimensional assessment procedures include English language-proficiency tests, classroom-based assessments, standardized assessments, external examinations, appraisal of records andcurrenteducationallevels,andobservationofemotionalandsocialdevelopment.

Section3–SupportforLanguageofInstruction

StudentswhoareadmittedtoBISSwithbeginninglevelsofEnglisharesupportedintheEnglishforSpeakersofOtherLanguages(ESOL)programme.StudentsexittheESOLprogrammewhen/iftheirperformanceonassessmentsindicatesthattheywillbenefitfromsuchachange.BISSiscommittedtoprovidingstudentswithaprogrammethatismostsuitedtotheirpresentandfutureneedsinthecontextofanacademicallychallengingenvironment.SeeESOLHandbookformoreinformation.

Therefore,allteachersareexpectedto:

• Integratetheteachingoflanguageintoallunitsandsubjectareas.

• Assiststudentsindiscoveringlanguagestructuresandbroadeningvocabulary.Theyshouldalsoencouragestudentstoreflectonthelanguageanddeveloplanguageawareness(includingbutnotlimitedtopurpose,formandaudience).

• Createclassroomenvironmentsthathaveplentifulopportunitiesforstudentstolisten,speak,read,write,viewandpresentthroughinteractiveactivities.

• Providestudentswithlearningexperiencesthatenrichtheir languagedevelopment, includingauditoryandvisualstimuli.

• Promotestudents’languagedevelopmentaccordingtotheIBlearnerprofile.

• Use a wide range of strategies to teach language through a balanced language programmewhich includes listening, speaking, reading,writing, viewingandpresentingacrossall subjectareas.

• Acknowledge and cater for differences in development stages, learning styles and previouslanguageexperience.

• Notforcestudentstospeakorreadaloudbeforetheyareready.

• Provide differentiated learning materials, appropriate to the students’ current stage oflanguagedevelopment.

• Useawiderangeof formativeandsummativeassessmentstrategiestoassessandreportonlanguageandacademicprogress.

• Usetheresultsofstudentperformancetoreflectandrefineprogrammes.

• Buildhome-schoolpartnershipusingvariousmeansofcommunication.

• Work collaboratively to develop inclusive and developmentally appropriate curriculum andteachingstrategies.

• Integrateappropriatemediaandtechnologythatenhancelanguagedevelopment.

• ReinforcecitingandreferencingprotocolsasoutlinedintheAcademicHonestyPolicy.

• Selectresourcesthatarelinguisticallyaccessibleandculturallyinclusive.

• Provideexemplarsandotherappropriatescaffoldingtools.

• Keep abreast of the most current research regarding language acquisition and teachingmethodology.

BISS has an English for Speakers of Other Languages (ESOL) Programme staffed with Englishlanguage specialist teachers who provide support and instruction for English language learners.ESOL specialist teachers are instrumental to the successful implementation of this model. ESOLspecialistshaveknowledgeof the first languageand second languageacquisition, culture, grade-level subjectmatter, instructional resources and assessment tools. They consult, collaborate andco-teachwithclassroomandsubjectteacherstomeaningfullyconnectsecondlanguageacquisitionprinciples with daily classroom practices and create a challenging and responsive learningenvironmentforallstudentsinmainstreamclassrooms.However,sincelearningandlanguageareinextricablybound, teachersare thereforebotha content teacheranda language teacher.Thus,responsibilitiesforlanguage-immersionandlanguagedevelopmentdonotrestexclusivelywiththeESOLspecialists,butratheraresharedwithallteachers.

In the Elementary School, ESOL collaborates with classroom teachers to support ESOL students,withtheoverarchinggoalbeingtheinclusionofESOLstudentsintheclassroomenvironment.Theseteachers discuss the objectives of instruction, and the ESOL specialist teacher then preparesscaffoldedmaterialandteachingstrategiestohelpESOLstudentscomprehendlessonsandperformsuccessfully.

IntheSecondarySchool,ESOLstudentsareenrolledinEnglishLanguageAcquisitionclasses.ThisissimilartotheEnglishLanguage&LiteratureclassthatmoreadvancedandnativespeakingEnglishstudentsattend, inthat identicalskillsandgenresaretaughtandassessed.Thedifference isthatthecontentiscarefullystructuredatasimplerandmorecontextualizedEnglishlevelsothatESOLlearnershaveagreateropportunityforsuccess.

ESOL teachers also support students, in Grades 6 – 10, during their Individuals & Societies andScienceclasses (in-class support).ESOL teachersworkdirectlywith individualsor smallgroupsofESOL students to assist them to be successful in these classes. Support is provided in these twoparticular subject areas, as they require students to be well versed in a significant amount ofspecialized academic English. ESOL teachers collaborate with teachers in these subject areas todesignandpreparecarefullyscaffoldedlessonsandmaterials,whichsupportthespecificlanguageneedsofESOLstudents.

In addition, students with specific learning needs in the area of language are also supportedthrough inclusive (in-class) support with trained Special Education Needs center (SEN) supportteachers. The interplay between language and learning make determining learning difficultiescomplex for children who are learning an additional language. Consequently, it is often unclearwhetherlimitedlanguageproficiencyinEnglishisinterferingwithlearningorismaskingalearningdifficulty.Thus,ESOLspecialists,SENspecialistsandclassroomteacherscollaboratetomeetboththelanguageandlearningneedsofthesestudents.ThisoccursformallythroughKidChatmeetingswhere student information is collected, and strategies are devised to enable support,differentiationandtrackingofprogress(seeSENHandbook).

Table1.ESOLlevelanddescriptors

Grade ESOLLevelandDescription(PYP)

1-5 ESOLbasicbeginnertoelementary

ESOLelementarytointermediate

ESOLintermediatetoadvanced

MainstreamEnglishNativetonearnativeEnglishlanguageproficiency

*BasicBeginningEnglishlearners

*StudentsusetheirownvarietyofEnglishlanguagetocommunicateneeds,expressideasandaskquestions.Theyunderstandspokenlanguagerelatingtopersonalandsocialinterestsandrespondintheirownway.Theyarebecomingawareofappropriatewaysofinteractinginfamiliarsituations.(Firststeps–EarlyPhase)

*StudentsusemostlanguagestructuresandfeaturesofEnglishappropriatelywhenspeakinginarangeofcontexts.Theyshowincreasingawarenessoftheneedsoftheiraudience.Theyexperimentwithwaystoadjusttosuitdifferentpurposes.(Firststeps–ConsolidationPhase)

*StudentsrecogniseandcontrolmostlanguagestructuresandfeaturesofEnglishwhenspeakingforarangeofpurposes.Theyselectandsustainlanguageandstyleappropriatetoaudienceandpurpose.Theyareawareofthevalueofplanningandreflectingtoimprovetheeffectivenessofcommunication.(FirstSteps–ConventionalPhase)

Grade EnglishAcquisition(MYP) EnglishLiteratureandLanguage(MYP)

6-10

Keyterms:

Emergent

Phases1-2

Keyterms:

Capable

Phases3-4

Keyterms:

Proficient

Phases5-6

Nativeornearnative

*NB:teachersandstudentsmightbefamiliarwithdifferentkeytermssuchasbeginner,elementary,intermediateandadvancedlanguageproficiencylevels,ordifferentframeworkssuchasIELTSorCEFR.Pleasespeaktothelanguagedepartmentcoordinatortodiscusskeytermsandframeworkequivalences.

Achievedaminimumof‘6’inEnglishAcquisitionorphase‘5’overtwoconsecutivequarters,teacherrecommendation.

Section4–MaintenanceofLanguageProfiles

BISS maintains current and comprehensive student language profiles. These records includeinformationaboutmothertongue,otherlanguagesofcommunicationandprogresswithEnglishoradditionallanguages.FollowingourAdmissionsproceduresandAssessmentPolicies,teachershaveaccess to admissions language tests, previous report cards, parent surveys and questionnaires,entry interviews and standardized assessment data. Moreover, as the effectiveness of anyassessment is structured by the nature of the larger system in which it is embedded, theelementaryandsecondaryschoolcarefullyaligntypesoflanguageassessmentthatarecarriedoutwithinalearningprocesswiththetaught,writtenandassessedcurriculumsacrosstheInternationalBaccalaureate (IB) Continuum. For the elementary school,we useFirst Steps which has beencreated by the Education Department of Western Australia and provides a developmentalcontinuum,aframework,for linkingassessmentwithteachingandlearningthateasilyalignswiththe IB Primary Years Programme in our context. For the secondary school, the IBMiddle YearsProgramme, ESOL assessments align with written and taught curriculum subject criterion andstrandsfromLanguageAcquisition(MYPphases1-5).Theframeworksforlinkingassessmentwithteaching and learning thus occur through matching student work with the descriptors andbehaviors, not by making immediate judgments. The continua have been developed to provideteacherswithawayoflookingatwhatchildrencanactuallydoandhowtheycandoit,inordertoinform planning for further development. Moreover, developmental continua, running records,sequence documents, formative and summative assessment data and informal discussion withstudentsareusedtoinformteachers’understandingofstudents’languageprogress.Furthermore,

formalandinformalparent interviews,student-teacherconferences,studentreflectionsanddailyobservation enable teachers to understand students’ language background, current experiencesand ongoing needs. Confidential portions of this data are stored in academic files, and studentsmanagetheirdigitalportfolios,whichcontainnon-confidentialinformation.

Section5–LanguageoftheHostCountry

BISS is located in Beijing, China and actively promotes the importance of learning the ChineselanguageandaboutChineseculture.

PrimaryYearsProgramme(PYP)

Placement:Newstudentsareplacedaccordingtopastexperience,informationprovidedbyparentsonadmissionandteacherobservation.

Progression:Studentsprogressfromoneleveltoanotherafterassessmentbyteachersofstudenttestresultsandclassworkregardingtheirproficiencyinwriting,reading,speakingandlistening.

Table2.ChineseintheElementaryschool

Beginner ElementarytoIntermediate

IntermediatetoAdvanced Native

1yearorlessexperience

1-3yearexperience

3-5yearsexperience

Nativeornearnativespeaker

MiddleYears ProgrammeandDiplomaProgramme(MYPandDP)

Placement:Newstudentsarefinallyplacedafteramaximumof4weeksaccordingtoresultsfromschool-consistingof1000-charactercomprehensionovertwoarticles,400-wordtestandspeakingobservations.Teachersuseresultstoguideplacement.Placementprocessesmaybeupdatedandadjustedaccordinglywithnopriornoticeatanytime.

Progression:Thefollowingprerequisitesarealsoofferedforconsiderationwhendeterminingwhenastudentprogressesfromoneleveltoanother.

Table3.ChineseintheSecondaryschool

ChineseLanguageAcquisitionLanguage and

Literature Beginner ElementarytoIntermediate

IntermediatetoAdvanced

• 1yearorlessexperience

• 1-3 year

experience

• Achieved a

minimum ‘5’ in

Chinese

Language

Acquisition

Beginner over

two consecutive

quarters, teacher

recommendation.

• 3-5 years

experience

• Achieved a

minimum ‘5’ in

Chinese

Language

Acquisition

Intermediate over

two consecutive

quarters, teacher

recommendation.

• Native or near

native speaker

• Achieved a

minimum ‘6’ in

Chinese

Language

Acquisition

Advanced over

two consecutive

quarters, teacher

recommendation.

Section6–AdditionalLanguages

BISSiscommittedtoaprogrammeofforeignlanguagesthatpromotesinterculturalawarenessandunderstandingandsupportsourgoalofdevelopingglobalcitizens.Asaresult,nearlyallstudentsfromGrades K to 12 study an additional language. Chinese Language& Literature (6 to 12) andChinese Language Acquisition, and Chinese B or Ab Initio. Japanese and Korean Language &Literature are also offered (6 – 12). Furthermore, in Grades 11 and 12 studentsmay choose toattendanonlinecourseinanotherlanguagebasedonthelistofoptionsofferedbytheaccreditedprovider, which is PAMOJA Education, for an extra cost. In K – Grade 5, all students study thelanguageofthehostcountry,China,unlesstheyareBasicBeginnerESOLstudents.Inthiscase,suchstudentsareenrolledinasix-weekBasicBeginnerProgramme,whichfocuseson“survival”Englishlanguageskillstoensurefunctionalityintheclassroom.

Placement: Placement ina level isbasedon the students’experience, language spokenathomeandexpertiseofspokenlanguageusedinaninformalinterview.

Progression:Thefollowingprerequisitesarealsoofferedforconsiderationwhendeterminingwhenastudentprogressesfromoneleveltoanother.

Table4.KoreanintheSecondaryschool

KoreanLanguageAcquisitionLanguage and

Literature Beginner ElementarytoIntermediate

IntermediatetoAdvanced

• 1yearorlessexperience

• 1-3yearexperience• Achieveda

minimum‘5’inChineseLanguageAcquisitionBeginnerovertwoconsecutivequarters,teacherrecommendation.

• 3-5yearsexperience• Achieveda

minimum‘5’inChineseLanguageAcquisitionIntermediateovertwoconsecutivequarters,teacherrecommendation.

• Nativeornearnativespeaker

• Achieveda

minimum‘6’inChineseLanguageAcquisitionAdvancedovertwoconsecutivequarters,teacherrecommendation.

• KOREAN – offered only at Language and Literature level for native or near nativespeakers

• JAPANESE - offered only at Language and Literature level for level for native or nearnativespeakers

Section7–MotherTongueDevelopment

In accordance with IB policy, BISS recognizes the importance of maintaining and developing astudent’smother tongue. Literacy in the first language is recognizedasanessential factor in thedevelopment of a student’s self-esteem and cultural identity and is a critical component ofsuccessful learning in English, intellectual growth and the acquisition of other languages. BISSstronglypromotesadditivebilingualism,wherestudentsattainproficiencyinotherlanguageswhilecontinuingtodeveloptheirmothertongue.

BISS encourages and supportsmother tongue development in After School Activities (ASAs) andcommunity initiativesasameansoffacilitatingmothertonguemaintenanceanddevelopment. IntheElementarySchool, theBuddyReadingprogram isalsodesigned tocelebrateandstrengthenmothertonguelanguages.Wherepossible,studentsarepairedwithabuddywhosharesthesamemother tongue.Thestudentsparticipate inavarietyof literacyactivities in theirmother tongue,such as reading, speaking andwriting (relevant to theUnit of Inquiry). Thus, students are givenopportunities to build conceptual connections, reflect upon language structures and developtransferencebetweenthetwolanguages.IntheSecondarySchool,BISSprovidesChinese,Japanese

andKoreanLanguage&Literatureclasses.These threecoursescater to the threemain languagegroupsrepresented inourschoolcommunity. IBCoursesandDiplomaProgrammesstudentsmayalso be granted permission, to either study self-taught Language A Language & Literature orLiteraturecoursesor“attend”onlineones,uponrequestandavailability.

BISSstronglyaffirmsthattheenvironmentparentsprovidefortheirchildrenisthemostsignificantvariable in promoting mother tongue maintenance and development. Through face-to-faceworkshops, close collaboration with the PTA, parent-teacher interviews, written communicationandmultilingualresources,BISSsupportsparentsinunderstandingtheirchildren’slanguageprofileand developmental journey. Parents are strongly encouraged to provide a rich mother tongueenvironmentfortheirchildrenatalllevelsoftheeducationalcontinuum.

Section8–ProfessionalDevelopment

BISSiscommittedandcommentedbytheInternationalBaccalaureateOrganisationonprovidingallteacherswithon-goingprofessionaldevelopment.Webelieveit is importantforthemtodeveloptheir skills and expand their knowledge of best practices when teaching students who aredeveloping proficiency in English within mainstream classrooms. This is achieved throughprofessionaltrainingincurrentsecondlanguage-acquisitionresearch.

All staff, including teachers, administrators, and librarians at BISS are required to complete the‘Making it Comprehensible’ course. This has been adapted from the previous ‘ESOL in theMainstream’ course and caters specifically to the needs of teachers in our school context. ThemodulesfocusondistinctareasofESOLpedagogyandemphasizeclassroomapplicabilitythroughtheprovisionofresources.ThecourseprovidesteacherswithaframeworkforunderstandingESOLtheoryandempowersthemtousebestpracticeintheirclassrooms.Theculminationofthecourseisanactionresearchproject inwhichteachersgatheradditionaldataonstudent languageneedsandtestnewpedagogy intheirclassrooms.Thisenhancesthepracticesofourfaculty inmeetinglanguage profiles. BISS also promotes external professional development opportunities andsupportsteacherstoattendtrainingprovidedbytheIBorotherprofessionalorganisations.

Section9–Resources

BISSPOLICIES&HANDBOOKSBISS (2019)AcademicHonestyPolicy,BISS:Beijing,P.R.C.

BISS (2019)Assessment Policy,BISS:Beijing,P.R.C.

BISS (2019)ESOLHandbook, BISS:Beijing,P.R.C.

BISS (2018)Elementary SchoolHandbook, BISS:Beijing,P.R.C.

BISS (2014)SENHandbook, BISS:Beijing,P.R.C.

BISS (2018)Secondary SchoolHandbook, BISS:Beijing,P.R.C.

IBIB(2008)Guidelines forDeveloping aSchoolLanguagePolicy, IB:Cardiff -U.K.

IB(2008)TowardsaContinuumofInternational Education, IB:Cardiff -U.K.

IB(2009)IBLearnerProfileBooklet, IB:Cardiff -U.K.

IB(2010)Programme Standards andPractices, IB:Cardiff -U.K.

IB(2011)LanguageandLearning inIBProgrammes, IB:Cardiff -U.K.

IB (2011) Thought, Word and Deed: The Roles of Cognition, Language and Culture in TeachingandLearning inIBWorldSchools, IB:Cardiff -U.K.

IB(2012)AcademicHonesty intheIB,IB:Cardiff -U.K.

IB(2012)Guidelines forSchoolSelf-reflection onitsLanguagePolicy, IB:Cardiff -U.K.

IB(2012)LanguageandLearning inIBProgrammes, IB:Cardiff -U.K.

IB(2012)Learning inaLanguageotherthanMotherTongue inIBProgrammes, IB:Cardiff -U.K.

IB(2014)Programme Standards andPractices, IB:Cardiff -U.K.

PYPIB(2008)Developing aTransdisciplinary Programme ofInquiry, IB:Cardiff -U.K.

IB(2009)MakingthePYPhappen–Pedagogical Leadership inaPYPSchool, IB:Cardiff

IB(2009)LanguageScopeandSequence, IB:Cardiff -U.K.

IB (2010) The Primary Years Programme as aModel of Transdisciplinary Learning, IB: Cardiff -U.K.

IB(2011)TheRoleofI.C.T.inthePYP,IB:Cardiff -U.K.

Department of EducationWA (2013) First Steps – Speaking and ListeningMap of Development,DepartmentofEducationWA:Perth-Australia

MYPIB(2012)Concept-based TeachingandLearning, IB:Cardiff -U.K.

IB (2014) Fostering InterdisciplinaryTeaching and Learning in theMYP (Pre-publication),Cardiff-U.K.

IB(2014)FromPrinciples intoPractice, IB:Cardiff -U.K.

IB(2014)GuidetoInterdisciplinary TeachingandLearning, IB:Cardiff -U.K.

IB(2014)Language&LiteratureGuide, IB:Cardiff -U.K.

IB(2014)LanguageAcquisition, IB:Cardiff -U.K.

IB(2014)MYP:FromPrinciples intoPractice, IB:Cardiff -U.K.

DPIB(2008)Creativity,ActionServiceGuide, IB:Cardiff -U.K.

IB(2008)Creativity,Action,Service:AdditionalGuidance, IB:Cardiff -U.K.

IB(2011)LanguageBGuide-FirstExaminations 2015,IB:Cardiff -U.K.

IB(2012)Approaches toTeachingandLearningacrosstheDiplomaProgramme, IB:Cardiff -U.K.

IB(2012)ExtendedEssayGuide-FirstExaminations 2013,IB:Cardiff -U.K.

IB(2012)TheoryofKnowledge -FirstExaminations 2015(Pre-Publication), IB:Cardiff -U.K.

IB(2014)LanguageA:Language&LiteratureGuide-FirstExaminations 2013,IB:Cardiff -U.K.

IB (2015) The Diploma Programme – From Principles to Practice, IB: Cardiff – U.K.