Language Policy | Bilingualprogramdap

Institutional Language Policy

Our Institutional Language Policy is a written document of the decisions that our school has made about the learning of the second language, language use and language instruction. It describes the following key elements:

1. Theintentions of the policy

Why the Policy was written.

Who it is intended for e.g. teachers, parents, board of directors, student council, etc.

2.How our school views language

Our school philosophy and vision on language and bilingual learning.
How teachers have a responsibility to support language learning and what skills they will need to do this (e.g. minimum B2 level of English).
The bilingual model of education the school uses e.g. CLIL. (this may depend on the language levels of teachers)

3.Bilingual Program Structure

The scope of the language programme: how many hours per week students are instructed in English in sections of the school, Pre-school, Primary, High School, and in what subjects.
Plus any extra-curricular time e.g. English clubs, drama clubs in English.
The justification for the above:
- What are the goals for language learning?
- What are the expected levels to be reached and at what stages?

4.Key experiences

What the students will do or experience regarding:

- Curriculum

- Pedagogical Practices

Bilingual Environment

Teachers Training

5. Progression and Assessment

How our school plans for the development of English in the four skills (Reading, Writing, Speaking ,Listening) through the Grades, using long term (yearly ) Sylllabus, medium term (bi-semester or monthly) and short term (daily or weekly) Lesson plan templates.
How the expected levels will be achieved per Grade.
What Assessment tools will be used to benchmark the progress.
How the school will use Formative Assessment as well as Summative Assessment to arrive at end of year results for students.

9. Evaluation of the Policy

Who will evaluate the Policy.
How often the school will evaluate the Policy.
On what criteria the evaluation will be based.

6.Special Educational Needs and Talented Students

The procedures that are in place to support students with special language learning needs/difficulties e.g. English Club, classroom assistant, extra time in exams.
The procedures for meeting the needs of the more able students to ensure they are suitably challenged in whatever subject/subjects they excel.
Provision of suitable extracurricular opportunities e.g. clubs, to cater for the gifted and talented students

7. Links with parents

What the school sees as being the parents’ role in the language development of their children, especially if they are not bilingual.
How they can support their children with homework tasks.
Commitments in terms of the bilingual process for new students

8. Resources

Resources to match to the demands of a bilingual curriculum.
Having appropriate resources for the needs’ of the pupils.
Having a good range of resources to support teachers in the delivery of their Second language lessons.
Providing appropriate language skills training for teachers
Providing appropriate methodology training for teachers.