Guidelines For Developing A School Language Policy
Guidelines For Developing A School Language Policy
Guidelines For Developing A School Language Policy
International Baccalaureate
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United Kingdom
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Website: http://www.ibo.org
The International Baccalaureate (IB) offers three high quality and challenging
educational programmes for a worldwide community of schools, aiming to create
a better, more peaceful world.
To this end the organization works with schools, governments and international organizations to develop
challenging programmes of international education and rigorous assessment.
These programmes encourage students across the world to become active, compassionate and lifelong learners
who understand that other people, with their differences, can also be right.
IB learner profile
The aim of all IB programmes is to develop internationally minded people who, recognizing their common
humanity and shared guardianship of the planet, help to create a better and more peaceful world.
Inquirers They develop their natural curiosity. They acquire the skills necessary to conduct inquiry
and research and show independence in learning. They actively enjoy learning and this
love of learning will be sustained throughout their lives.
Knowledgeable They explore concepts, ideas and issues that have local and global significance. In so
doing, they acquire in-depth knowledge and develop understanding across a broad and
balanced range of disciplines.
Thinkers They exercise initiative in applying thinking skills critically and creatively to recognize
and approach complex problems, and make reasoned, ethical decisions.
Communicators They understand and express ideas and information confidently and creatively in more
than one language and in a variety of modes of communication. They work effectively
and willingly in collaboration with others.
Principled They act with integrity and honesty, with a strong sense of fairness, justice and respect
for the dignity of the individual, groups and communities. They take responsibility for
their own actions and the consequences that accompany them.
Open-minded They understand and appreciate their own cultures and personal histories, and are open
to the perspectives, values and traditions of other individuals and communities. They are
accustomed to seeking and evaluating a range of points of view, and are willing to grow
from the experience.
Caring They show empathy, compassion and respect towards the needs and feelings of others.
They have a personal commitment to service, and act to make a positive difference to the
lives of others and to the environment.
Risk-takers They approach unfamiliar situations and uncertainty with courage and forethought,
and have the independence of spirit to explore new roles, ideas and strategies. They are
brave and articulate in defending their beliefs.
Balanced They understand the importance of intellectual, physical and emotional balance to
achieve personal well-being for themselves and others.
Reflective They give thoughtful consideration to their own learning and experience. They are able
to assess and understand their strengths and limitations in order to support their learning
and personal development.
A language policy is derived from the schools language philosophy and is a statement of purpose that
outlines goals for language teaching and learning. It is constructed around pedagogical and learning beliefs
and is therefore also a statement of action describing practices for achieving and evaluating goals.
Every IBWorld School authorized to offer one or more of the three IBprogrammes is required to have a
written language policy.
The language policy must be consistent with the stipulated principles and practices of the IB. The language
policy must therefore:
recognize that, since language is central to learning, all teachers are, in practice, language teachers
with responsibilities in facilitating communication
outline how students are to learn at least one language in addition to their mother tongue
describe how the development and maintenance of the mother tongue for all learners is to be
supported
ensure that there are practices in place to provide inclusion and equity of access to the IBprogramme(s)
offered by the school for all learners, including those who are learning in a language other than their
mother tongue (the document Learning in a language other than mother tongue in IBprogrammes
provides further details on these practices and should be read when a language policy is being
compiled)
describe how the language of the host country is to be promoted
recognize that administrators, teachers, librarians and other school staff will require professional
development in the fields of language learning and teaching, and on how to make sure the language
policy becomes a working document
consider what resources and practices are to be used to involve parents in planning their childrens
language profile and development.
Each school, of course, exists in a unique social context with complex language and learningrelated needs.
A language policy must therefore also take into consideration the particular sociocultural circumstances of
each school community. Since these circumstances are not static, a language policy needs to be dynamic
and flexible so that it can evolve with the changing needs of the school population. Thus it is essential that,
when developing a language policy, there are initial and ongoing collaborative reflective practices in place
that will monitor change and consider the views and wishes of the whole community.
A language policy steering committee should be established, comprising representatives from the
community who have a range of expertise. This might include teachers, librarians, administrators, IB
programme coordinators, parents, students and other members of the school community. The steering
committee will be responsible for overseeing the procedures needed to develop the language philosophy
and policy of the school, and for communicating with those they represent.
A school language philosophy, which states beliefs about languages and how they are learned, is the
starting point for developing a language policy. The language philosophy should be written clearly and
unequivocally so that the whole school community has a common understanding of what is stated. If a
school does not already have a clear language philosophy, one should be written before a school language
policy is developed.
The language philosophy should be informed through reading, among other publications, the relevant
IB documents such as Towards a continuum of international education, Programme standards and practices,
IBlearner profile booklet, Learning in a language other than mother tongue in IB programmes, Making the PYP
happen: A curriculum framework for international primary education and MYP: From principles into practice.
It is therefore recommended that schools compile a comprehensive language profile of the school
community that identifies the following points.
The diversity of language needs for learners in the IBprogramme(s). This should include information
on the languages of teaching and learning, the languages of communication used in the school and
outside the classroom, and the range and types of mother tongue in the community.
The other language needs of the community. This should include any legal requirements as a result of
government legislation.
Current practices relating to language teaching and learning. For example, practices relating to the
choice and planning of language courses for learners; spelling and referencing protocols; preferred
bibliographic styles; rules and expectations about language use around the school.
Beliefs held about language teaching and learning.
Other policies that relate directly to language teaching and learning such as admissions and assessment
policies.
This datagathering exercise could involve activities such as informal discussions, questionnaires,
observations and student interviews. It requires all members of the school community to reflect on their
thoughts and practices regarding language in the school.
The resulting language profile of the school should be scrutinized for any areas of mismatch, contradictions,
omissions in practice, ambiguities and other issues to be addressed with regard to the language philosophy.
Those observed should be clearly identified as issues to be resolved.
The language profile may also identify the need for a schoolbased inquiry that will evaluate ideas for future
inclusion in the language policy. For example, schools may need to:
look at the way in which library and media resources are linked to teaching programmes
consider alternative models for developing and maintaining mothertongue languages
consider alternative models for addressing the needs of those learning in a language other than their
mother tongue
initiate or further develop a system for keeping a language profile of each learner
review the processes used to identify the language needs of each learner
monitor the effectiveness of differentiation strategies for learners with specific language learning
needs
develop a language continuum scope and sequence.
IB Diploma Programme
In IBWorld Schools offering the IBDiploma Programme, a language policy should enable a students
language profile to be developed by providing:
a consideration of the role of a language profile in admissions as well as in formative and summative
assessment
a review of criteria used for language assessment
reporting and feedback on language development, early intervention and differentiation strategies
for SEN learners.
Resources
References
Baker C. 2000. A parents and teachers guide to bilingualism. Clevedon, UK. Multilingual Matters.
Corson D. 1999. Language Policy in Schools: A Resource for Teachers and Administrators. Mahwah, New Jersey.
Lawrence Erlbaum Associates, Inc.