Miras

International
School, Astana

Language
Policy and
Procedures

Astana, 2016
Miras International School, Astana Language Policy

Contents

Contents 1

Rationale 2

The Purpose of the Language Policy 2

The School’s Language Philosophy 3

Aims 3

Key Definitions 3

The IB Learner Profile in the Language Policy 4

Languages Offered and at What Levels 4

Languages of Instruction 7

The Status of the Kazakh Language 8

Languages of Communication 8

Mother Tongues 8

Language Policy Implementation 9

Professional Development 9

Resources 9

Responsibilities 10

Appendices 12

Appendix A: Mainstream Class Placement Protocol in the Secondary School 12

Appendix B: Mother Tongue Maintenance and Support Strategies 13

Appendix C: Student English Language Placement Flowcharts 14

Bibliography 18
Rationale

The ability to communicate in a variety of modes in more than one language is essential to the
International Baccalaureate (IB) concept of international education that promotes intercultural
perspectives.1 Language is central to developing critical thinking, which is instrumental in fostering global
citizenship and international-mindedness, and plays a vital role in the construction of meaning in the IB
concept-driven education Miras International School abides by. 2

Miras International School Astana is committed to promote international-mindedness and multilingualism

in the wide range of languages within the school. We respect and celebrate the diversity of languages and
cultures of all members of the school’s community and strive to accommodate the educational needs of
students from any nationality, cultural background or ethnicity, thus aligning the school’s language
philosophy and practices with the school’s mission statement.

The Purpose of the Language Policy

The purpose of this document is to make explicit the language philosophy of Miras International School,
Astana providing multicultural international education to children from the Primary school to graduation in
DP 2. This policy will compile and inform teachers and the community about teaching and learning
practices regarding language.

Admissions requirements and assessments are conducted to ensure that students can access the
curriculum. Teachers and admission staff assess all applicants through one or more of the following: tests in
language and literature, mathematics and language acquisition, observations, review of past reports and
interviews.

Miras International School, Astana abides by the following IB practices 3 in developing its Language Policy:

Standard A: Philosophy
A1.7 The school places importance on language learning, including mother tongue, host country language
and other languages.

Standard C1: Collaborative planning

C1.6 Collaborative planning and reflection incorporates differentiation for students’ learning needs and
styles.
C1.8 Collaborative planning and reflection recognizes that all teachers are responsible for language
development of students.

Standard C3: Teaching and learning

C3.7 Teaching and learning addresses the diversity of student language needs, including those for students
learning in a language(s) other than mother tongue
C3.8 Teaching and learning demonstrates that all teachers are responsible for language development of
students

1
Language and learning in IB programmes: International Baccalaureate Organization, September 2011, page 1
2
Language and learning in IB programmes: International Baccalaureate Organization, September 2011, page 3
3
Programme standards and practices: International Baccalaureate Organization, 2014, pages 3, 5
The School’s Language Philosophy
Miras International School, Astana believes that:
 a multilingual educational curriculum and environment are fundamental to the mission of this
school;
 language plays a vital role in learning, teaching, thinking and communicating. Therefore, all teachers
are language teachers;
 language acquisition allows students to develop their learner profile attributes;
 all language acquisition (English, Kazakh, Russian and French 4) is best supported by a multilingual
approach to learning: learning the language, learning about the language, and learning through the
language;
 as English is one of the working language of the IB 5, Miras International School, Astana recognizes
the importance of English as one of the languages of organization and communication in the school
community;
 mother tongue for all learners is a key to overall student development.

Aims
Miras International School, Astana aims to:
 maintain a class and school environment that welcomes and embraces the diversity of cultures
and perspectives;
 promote additive bilingualism, where another language does not replace that of the mother
tongue, thus developing the students’ self-esteem and encouraging the qualities, attitudes and
characteristics identified in the IB learner profile;
 value the cultural and linguistic diversity of the individuals in the school;
 establish and keep comprehensive individual students’ developmental language profiles to better
accommodate their language needs;

 create opportunities for students’ mother tongue access;

 achieve proficiency in English, the language of instruction, as well as in a second language: English,
Russian, and Kazakh for students who are not native speakers of any of the named languages;

 regularly update its library and media resources to ensure they are linked to teaching programmes,
including the mother tongue support;

 have a full range of opportunities to develop students’ language skills within the curriculum;
 use uniformed assessment and reporting systems throughout the school in ways that demonstrate
consistency for staff, students and parents.

Key Definitions
Mother tongue

The language learned first; the language identified with as a “native” speaker; the language known best;
the language used most6.

4
French is viewed as the language of instruction in the French Baccalaureate section only
5
Language and learning in IB programmes: International Baccalaureate Organization, September 2011, page 15
6
Learning in a language other than Mother Tongue in IB Programmes: International Baccalaureate Organization, 2008, p. 1
Language of instruction

The language in which the majority of the school’s curriculum is delivered. A school may have more than
one language of instruction7.

Language and literature course

A course of study of a language which is the student’s mother tongue or in which they are most proficient.
This language may also be a language of instruction of the school 8.

Language acquisition course

A course for learners who are studying an additional acquired language, other than their mother tongue or
the language known best. The MYP structures additional language learning in six phases where students
may have exited from any of the five phases of PYP language or may have no prior knowledge or
experience of the language to be studied in the MYP.

The IB Learner Profile in the Language Policy

In line with the IB philosophy, Miras International School, Astana aims for the students to develop the
knowledge, skills and attitudes that will enable them to be:

Inquirers: we use language to acquire information and to interpret the world around us.
Thinkers: we express our thoughts with clarity and interpret others’ messages.
Communicators: we use oral and written language competently in a variety of situations; we articulate and
interpret meaning in messages about ideas, values, and beliefs.
Risk takers: we dare to read, write, speak and listen in familiar and unfamiliar situations.
Knowledgeable: we continuously strengthen their languages and are aware of how the use of language can
affect others.
Principled: we respect the power of language and use it appropriately.
Caring: we show sensitivity in their use of language and are aware of how the use of language can affect
others.
Open-minded: we respect linguistic differences and variations in communication styles; we apply language
to explore aspects of personal, host and other cultures.

Languages Offered and at What Levels

Language placement and the students’ progress monitoring are guided with the IB continuum pathway
table below9. In the Primary school, language instruction involves the belief that planning, teaching,
assessing and reflecting are interconnected processes. Language support occurs throughout the school.
Year group teachers are responsible for the direct instruction in the subjects offered, assessment of student
language acquisition and for identifying each student’s individual needs. Language support is organized in
and out of the classroom through whole group, small group, and individualized instruction. In Grades 3-5
7
MYP Language and Literature guide: International Baccalaureate Organization, 2014, p. 54
8
MYP Language and Literature guide: International Baccalaureate Organization, 2014, p. 54
9
MYP Language Acquisition Guide. International Baccalaureate Organization, 2014, p. 5
students are placed in three proficiency levels to study the English language; this placement is based on the
aptitude level agreed by the teachers following the results of the LAS test and individual interviews, as well
as the student’s linguistic background.

To ensure all language placement decisions stipulated by the Student English Language Flowcharts in the
Secondary school (please, see Appendix C) are evidence-based there is an agreed system of tracing individual
student’s progress, which includes their performance results in activities and assessment tasks in the language
courses they are assigned to and reported to parents in Student Language Progress Report updated per semester
basis.

IB continuum pathways to DP studies in language and literature

Studies in Language and Literature
Diploma Programme Language A: literature

Language Language and

Middle Years Programme acquisition literature
Phase 5 or Phase
6

Primary Years Programme Language

IB continuum pathways from MYP through to DP studies in language

MYP Language Acquisition Guide, Updated September 2014, p.6
MYP Phase MYP DP

1 Ab initio

2 Ab initio (in rare cases)

Language B SL

3 Language B SL

4 Language B SL/HL

5 Language B SL/HL

It is recommended the student has at least one Language A: literature SL/HL

semester in MYP language and literature before
starting these DP courses

6 It is recommended the student has at least one Language A: literature SL/HL

semester in MYP language and literature before
starting these DP courses

The information below is provided to offer an overview of offerings in language learning. It should be read
with a few notes in mind:

 Grade levels and groups may be combined as necessary;

 Low enrolment may preclude the offering of a course.
 Grade Kazakh English Russian French Other
languages

LoI LL LA LoI LL LA LoI LL LA LoI Other Mother

tongues
PreS, KG √ √ √ √ √ √ ***** Provided upon
request; the
1 √ √ √ *** √ √ √ *****
school strives
2 √ √ √ *** √ √ √ ***** to
3 √ √ √ *** √ √ √ ***** accommodate
4 √ √ √ *** √ √ √ ***** the students’
MT needs by
5 √ √ √ *** √ √ √ *****
communicating
6 √ √ √ √ √ √ √ √ **** ***** to communities
7 * √ √ √ √ √ √ **** ***** locally and
internationally,
8 * √ √ √ √ √ √ **** *****
as well as
9 * √ √ √ √ √ √ **** ***** extending its
10 * √ √ √ √ √ √ **** ***** library
11 * √ √ √ √ resources in
MTs
DP 1 ** √ Literature SL/HL Literature SL/HL SL/HL ******
SL/HL SL/HL Ab initio SL Ab initio SL
DP 2 ** √ Literature SL/HL Literature SL/HL SL/HL ******
SL/HL SL/HL Ab initio SL Ab initio SL

LoI – language of instruction

LL – language and literature
LA – language acquisition

* Kazakh literature course in Grades 7-11 delivered in Kazakh is a requirement of the Kazakh national standard curriculum for all local students; overseas students are exposed to studying
the host country’s culture, traditions and language in Host country studies course in KG, Grades 1-10
** Kazakh language acquisition course for local DP students and Host country studies course for overseas students are compulsory; these courses are not part of the Diploma Programme
*** Primary school English language enrichment course delivered in English for overseas students only
**** Russian as a foreign language (RFL) course for overseas students
***** French as the language of instruction in French Baccalaureate classes only
Languages of instruction

Whole-School Practices

While we aim to make all our students proficient in the English Language, as this is one of the languages of
instruction, we acknowledge the fact that our students are predominantly Russian or Kazakh mother
tongue speakers and should, therefore, have an opportunity to develop proficiency in these languages, as
well as learn other foreign languages, which is supported and fostered. A high priority is given to providing
students with a command of the English language and the ability to use it appropriately and precisely. At
the same time, we wish to value the importance of the students’ mother tongue as this maintains the
dignity and integrity of their identity and self-esteem, supports the fullest development of their cognitive
faculties and is essential to their progress in English.

The study of English at Miras International School, Astana is founded on the belief that language learning
develops through ever-widening contexts. Students learn languages through their immersion in a diverse
range of purposeful and increasingly demanding language experiences.

All teachers are responsible for the language development of students, to the extent that teaching and
learning should address the diversity of student language needs, including those for students learning in a
language(s) other than their mother tongue. Planning and reflection for language development is a
collaborative process, which involves all sections of the school community.

Primary School and Secondary School

Miras International School, Astana recognizes that students have a variety of language backgrounds, and
therefore both programmes are taught in three languages: English, Russian and Kazakh. The Kazakh
language as a language of instruction has been introduced in Pre-school, Primary school and is currently
offered as a Language and literature course in Grade 6. The French language is the only language of
instruction in the French Baccalaureate section10.

High School – the National stream and the IB Diploma Programme

Miras International School provides the following options to its High school students:

 one-year graduation course (Grade 11) leading to graduation with the Kazakhstani certificate;
 two-year IB Diploma Programme (Grades 11 and 12) leading to the International Baccalaureate
diploma or certificate.

The languages of instruction in the High school are different due to the requirements of the programmes:

 Grade 11 in the National stream is taught in Russian (except for lessons of languages other than
Russian);
 Grades 11 and 12 in the IB Diploma Programme are taught in English (except for lessons of
languages other than English).

10
The French Baccalaureate section is viewed as a separate entity. It has been organized under the agreement made by the school with the
French embassy to address the needs of a growing French-speaking community in Astana.. Its curriculum, which follows the French
Baccalaureate requirements, is delivered in French by MLF instructors and monitored by the relevant French Baccalaureate authorities.
The Status of the Kazakh Language

The Kazakh language is granted the status of the official language of Kazakhstan and as such is required for
studying by all local Pre-school-Grade 11 students, who constitute the overwhelming majority of the
student population, irrespective of their mother tongues. The Kazakh language programme is also fully
integrated based on the content determined by the national standards and the PYP and the MYP standards
and practices in the curriculum design, teaching methodologies and assessment.

At Miras International School, we honour and respect Kazakhstan as the home country for the local
community and the host country for expatriates. Miras International School, Astana encourages Kazakh
speaking staff to speak their language to the students, to reinforce instructions and routines. We recognize
our host-country language through using it in communication with parents and at school assemblies and
events. The library has, and continues to add to, resources in Kazakh.

As we value the culture of our host country, our students have opportunities to study Kazakh literature,
music, poetry and myths and legends. Host country studies as a special course is obligatory for overseas
students, including DP students.

Languages of Communication

Respecting the other languages Miras International School views English as the main language of
communication across the school. English is used by the staff and students at school events and meetings.
The staff and students are required to speak English during school events and meetings. The use of English
outside the classroom is strongly encouraged as it significantly helps to further the students’ level of
English.

Mother Tongues

Acknowledging the mother tongue language development being crucial for maintaining identity and
emotional stability, Miras International School Astana strives to maintain, develop and celebrate all of our
students’ mother tongues. Mother tongue languages are celebrated at the school in assemblies,
presentations and on special days. The library hosts a collection of mother tongue books for students to
read. The school also maintains contacts with local language teaching agencies, regional cultural centres
and embassies thus promoting different cultures in the school and wider communities.

Self-Taught Mother Tongue (Diploma Programme Only)

Miras International School, Astana appreciates the variety of languages spoken by the school community.
Advice and support are given to students whose mother tongue is different from the currently offered
languages A. The school assists parents in searching for suitable teachers and offering training to the latter.
Upon request, classrooms can be provided to accommodate such classes at school. However, it is also
acceptable that classes in Self-taught course take place outside Miras International School, Astana. Any
additional costs (e.g. tutor’s remuneration) are the sole responsibility of the parents/guardians. It is
expected that external tutors will inform the DP coordinator of the student’s progress on regular basis and
complete report comments at the determined intervals during a year.
Language Policy Implementation

Miras International School, Astana provides an integrated educational programme based on the
requirements of the Kazakhstani national educational system and the principles and practices of the
International Baccalaureate Organization.
In seeking to maintain the high standard of international education for our students, Miras International
School Astana offers a choice of Russian language and literature and English language and literature
programme across the school and French A in the French Baccalaureate section for native language
speakers and a set of subjects taught in English.

Individual students’ language profiles are instrumental in decision-making as regarding students’ language
placements and the language learning support, including mother tongue, they require.

Miras International School Astana provides an educational programme containing:

 Mainstream classes where the working languages are Russian, English and French (including the
study of literature from these three languages);
 Support classes of English, Russian and Kazakh for second language learners;
 Compulsory classes of Kazakh language and literature for all local students.

Professional Development
Miras International School, Astana is committed to providing all teachers with on-going professional
development so that they acquire and expand their knowledge and skills of best practice when teaching
students who are developing proficiency in the chosen languages within mainstream classrooms. The
policy is fostered chiefly through professional training and understanding of current language acquisition
research. The further development of the practices and procedures relating to the language policy is an
ongoing school priority as information is gathered and classroom practices are implemented and
evaluated.

Miras International School, Astana supports professional development in the practices of language across
the curriculum. All staff at Miras International School, Astana are language teachers and participate in all
the school’s workshops relating to language learning. Additionally, the school provides a Russian language
“survival” course for overseas hired staff at the orientation week at the beginning of each academic year
and different-levelled English language courses targeted to accommodate current levels of proficiency in
English demonstrated by local teachers.

Resources

The school library must be reflective of the student population it serves in order to support both the
curriculum and the needs of the individuals. Miras International School, Astana library aims to have a
diverse selection of fiction, non-fiction, and reference books as well as electronic materials. The library of
the school should review the resources available to first language, mother tongue, modern foreign
languages.

The school acknowledges that the majority of the library collection is comprised of materials in Russian and
English as the major languages of instruction. However, we also do the utmost to ensure the library
collection provide an increasing range of printed and digital material in the main languages of the school’s
community and mother tongues.
Responsibilities

The Head of School will:

 provide the leadership to support the implementation of the Language Policy;
 establish a Languages Committee to implement the Language Policy;
 ensure that resources are made available to implement the Language Policy, including, but not
restricted to, the educational budget, recruiting, and professional development.

The Language Coordinator will:

 develop, promote and ensure implementation of the whole school Language Policy;
 organize and supervise the work of the Language Committee;
 actively participate in the development of school policies, programmes, curriculum, school
activities and teacher professional development;
 maintain the documentations, including individual students’ language profiles.

The Languages Committee will:

 consist of teachers, heads of department or coordinators from across the whole school;
 establish an action plan to identify short and long-term priorities;
 ensure that procedures and educational programmes are developed and implemented in
accordance with the strategic plan and the mission statement of Miras International School;
 provide support to teachers, heads of department and coordinators for the implementation of
procedures and educational programmes described in the action plan;
 create and share effective classroom strategies for the development of oral, reading and writing
skills in the mainstream classrooms, and any support programmes (second language or mother
tongue) needed to implement them;
 review the action plan annually.

The Heads of Departments will:

 ensure the Language Policy is fully implemented in the respective departments, including glossary,
resources, teacher support material, differentiation strategies for first and second language
speakers;
 encourage collaboration and idea-sharing among teachers in their departments to provide a
consistency in their approaches;
 role model the application of the language Policy in their subject departments.

The Teachers will:

 model and encourage the effective use of English language in their classroom;
 use effective and innovative classroom strategies for the development of oral, reading and writing
skills in their classroom;
 use active and experiential learning strategies appropriate to linguistically diverse students;
 provide opportunities for students to show their mastery of language in a variety of ways;
 use appropriate assessment strategies that provide meaningful feedback of language development
to cognitively diverse students and their parents;
 make use of school-developed programmes supporting second-language acquisition and mother
tongue development;
 improve their English Language skills.
The Admission Officer will:
 provide up-to-date information regarding the school’s language programmes, principles and
practices of placement and expectations for students and parents at the time of admission;
 ensure the students’ individual language profiles are completed at the time of admission and stored
electronically and in paper in the relevant folders.

Human Resources Manager will:

 ensure students’ individual folders that also contain information regarding students’ language
profiles are kept confidential and updated, as necessary.

The School Community will:

 model the effective use of language;
 encourage mother tongue and second-language acquisition;
 acknowledge and celebrate mother tongues.
Appendix A

Mainstream Class Placement Protocol in the Secondary School

 Students are allocated to phases 1-6 in language acquisition courses in the MYP following the
results of the placement tests; the allocations are discussed in the relevant subject departments
and recorded in individual Student Language profiles completed on-line and made available to the
relevant staff. The final placement decision at the admission stage is made by the Secondary or
Primary Principals based on the recommendations provided by the English language teacher in
charge of admission. The Principals may recommend students taking up subject courses in English
or, in case of the applicant’s level of proficiency does not meet the minimum requirement develop a
course of actions on a case-to-case basis to ensure the applicant is able to increase his/her level of
proficiency to the accepted placement level.
 Normally, each phase is covered in one year; the transition decision is made at the end of the
reported period, discussed at the Language Acquisition department and communicated to parents
through the updated language profile.
 In exceptional cases, earlier transition is possible after the 1 st semester provided the student
demonstrates consistently high achievements in all the objectives of the relevant phase. The
placement decision is at the Language Acquisition department’s discretion; however, they are
expected to be supported with clear evidence timely communicated to the relevant school
constituencies.
 Only students who have reached the achievement level 5 (totaling 19 out of 32) in all objectives of
phase 4 in Grades 8-10 and the achievement level 4 (totaling 19 out of 32) in all objectives of phase
3 in Grades 6-7 are eligible to take courses in English in other subject areas in the mainstream
curriculum. Parents are notified in advance about the options currently on offer in the school for
each academic year.
 To support the English language as the language of communication at the school, the Russian-
speaking stream teachers are required to use terminology and resources in English and will benefit
from team-teaching with overseas teachers at their departments, where applicable.
 The school further investigates opportunities to provide intensive English language support outside
of the main curriculum through the Cultural and Educational Centre.
Appendix B

Mother Tongue Maintenance and Support Strategies

Maintaining and developing all aspects of the mother tongue are beneficial for students because:

 It ensures continuous cognitive development while students learn the new language or develop
his/her proficiency in it
 Linguistic and cognitive development in the mother tongue and an understanding of the language
mechanics transfers well to learning of the second language
 It conserves the diversity of cultures in an increasingly globalized world.
It is recommended that students continue their development of their mother tongues in all the skills of
language: speaking, listening and understanding, reading and writing. We count on the parents’ and
community’s support in maintaining and developing their children’s mother tongues by:

 Using mother tongues in communication with children to discuss family events, items in the news
and to share ideas about books, TV programmes, films, etc.
 Giving children rich and enjoyable language experiences in their mother tongues, which includes
social activities with their own age group of mother tongue speakers to ensure children will want to
continue using the mother tongues
 Finding mother-tongue materials in various media that cover diverse topics
 Arranging formal reading and writing lessons in the mother tongue; formal lessons may be arranged
by the school depending on the availability of teachers.
 Encouraging children to keep in touch with their grandparents and other family members who
speak these languages and carrying out an email correspondence with friends who speak the same
languages.
Mother tongue support the school offers:

 Library resource extension through cooperation with embassies and cultural centres;
 Extra-curricular options available in students’ mother tongues for second language learners;
 Privately-taught mother tongue lessons: if they are offered by an instructor from outside the
school, cooperation between the students’ private mother tongue instructors and mainstream
teachers is maintained;
 Recognition and celebration of all students’ mother tongues;
 Celebration of language days throughout the year and the mother tongue day on 21 February and
other school events throughout the school.
Appendix C

Student English Language Placement Flowcharts

Flowchart: Primary to Secondary and Grades 6 to 7 Transition
Operative in language placement decisions in the Secondary school

May, 2016
Primary – Secondary LL and LA teachers’ transition meeting at the end of the academic year to discuss individual
students’ performace
Individual student portfolios with the relevant samples of student performance results in LAS tests and summative
assignments are provided to the HoD LA

Grade 5 students complete and Grade 6 students verify their individual Student Language Surveys with important
background information (May, 2016)

Screening test in Language Acquisition to confirm the student’s phase (The first week of September, 2016)

Screening test results are communicated to all stakeholders (the second week of September, 2016): the LA teacher
who marked the student’s work completes the LA Screening Test Results section in the Student Language Progress
Report document

Students with English Students with MTs other than English

MT

Scored 5 and above in Scored 5 and above in all criteria in Tested in English LA in phases 1 and 2
all criteria in English LL English LA phase 3 placement test
placement test

Placed in English LA phase 3 group Placed in English LA phase 1 or 2

group

Eligible to take English LoI classes in the SGs offered by Not eligible to take English LoI classes
the school and/or available at the time of placement in any SG

Placed in English LL and Informed that once admitted to English LoI classes they
English LoI in all SGs are not allowed to withdraw

Relevant sections in Student Language Progress Report document are updated by the assigned personnel following instructions
Flowchart: Newly Admitted Grades 6-7 Students
Operative in language placement decisions in the Secondary school

Newly admitted students and their parents complete the relevant sections in confidential Student Language Survey
document (upon access during the admission)

The relevant data re. LoI and LA is provided to the secretary at the time of admission; the secretary completes the
relevant sections in Student Language Survey document

Admissions tests in LL and LA taken and marked by assigned teachers; the relevant section in Student Language
Survey document is completed by the secretary

Placement test in Language and Literature (if applicable) and Language Acquisition to determine the student’s phase
is held in the first week of September, 2016

Placement test results are communicated to all stakeholders (the second week of September, 2016): the LL or the LA
teacher who marked the student’s work completes the LL or LA Placement Test Results section in the Student
Language Progress Report document

Students with English Students with MTs other than English

MT

Scored 5 and above in Scored 5 and above in all criteria in Tested in English LA in phases 1 and 2
all criteria in English LL English LA phase 3 placement test
placement test

Placed in English LA phase 3 group Placed in English LA phase 1 or 2

group

Eligible to take English LoI classes in the SGs offered by Not eligible to take English LoI classes
the school and/or available at the time of placement in any SG

Placed in English LL and Informed that once admitted to English LoI classes they
English LoI in all SGs are not allowed to withdraw

Relevant sections in Student Language Progress Report document are updated by the assigned personnel following instructions
Flowchart: English Language Acquisition Phase Transition
(Grades 8-10 Returning Student)
Operative in language placement decisions in the Secondary school

Grades 8-10 returning students verify information in their confidential Student Language Survey document (the first
week of September, 2016)

Students with English Phases 6 students Phases 5 students Phases 4 students Phases 3 students
MT

Informed they are eligible to take Informed they are Eligible to take Informed they are
English LL and are obliged to take obliged to take courses English LoI classes in not eligible to take
courses in English LoI in other SGs in English LoI in other the SGs offered by courses in English LoI
SGs offered at school
offered by the school and/or the school and/or in other SGs, but may
available at the time of placement available at the time catch up for English
of placement LoI placement by
Request English LL Do not request Request Do not accessing intensive
placement English LL English request English language
placement LA phase phase 6
courses
6 place- place-
ment
independently
English English ment
LL
Informed that once
LL
place- place- admitted to English
ment ment LoI classes they are
test test not allowed to
En- En-
passed failed withdraw
glish glish
LA LA
Student
pha- pha-
port-
se 6 se 6
folio
test test
consi-
pas- fai-
dered;
sed led
obser-
vations;
English
LA and
LL
depart- Follow
ment English LA
tea- phase 6
chers’ instructions
agree-
ment
Remain in English LA phase 6

Placed in English LL and

Remain as English LA phase 5 students
English LoI in all SGs
offered by the school

Pathway to IB Diploma Programme May opt for National or IB National Programme

Diploma Programme Grade 11

Relevant sections in Student Language Progress Report document are updated by the assigned personnel following instructions
Flowchart: Newly Admitted Grades 8-10 Students
Operative in language placement decisions in the Secondary school

Newly admitted students and their parents complete the relevant sections in confidential Student Language Survey
document (upon access during the admission)

The relevant data re. LoI and LA is provided to the school’s secretary at the time of admission; the secretary
completes the relevant sections in Student Language Survey document

Admissions tests in LL and LA taken and marked by assigned teachers; the relevant section in Student Language
Survey document is completed by the secretary

Placement test in Language and Literature (if applicable) and Language Acquisition to determine the student’s phase
is held in the first week of September, 2016

Placement test results are communicated to all stakeholders (the second week of September, 2016): the LL or the LA
teacher who marked the student’s work completes the LL or LA Placement Test Results section in the Student
Language Progress Report document

Students with MTs other than English

Students with English
Students who scored lower than the minimum passing grade in the admission test in English LA (that
MT
correspond to minimum placement requirements in phase 3) are not eligible for admission

Phase 6 Phases 3-5

Obliged to take English LoI classes in the SGs offered by the school
and/or available at the time of placement

Apply for English LL placement Do not apply

for English LL
placement
Scored 5 and above Scored 4 and lower
in all criteria in in all criteria in
English LL or in English LL or in
English LA phase 6 English LA phase 6
placement test° placement test

Placed in English LL and Remain as English LA phase 6 students Follow instructions for Grades 8-10
English LoI in all SGs returning students

Relevant sections in Student Language Progress Report document are updated by the assigned personnel following instructions

° Applicable to Grades 8 and 9 only following the IB recommendation for at least 1,5 year duration for Language and
Literature course; Grade 10 applications for English LL are only considered in exceptional cases
Key

MT – Mother Tongue
HoD – Head of Department
LA – Language Acquisition
LL – Language and Literature
LoI – Language of Instruction
SG – Subject Group

Bibliography

International Baccalaureate Resources

1. Programme standards and practices. International Baccalaureate Organization, 2014

2. Making the PYP happen: A curriculum framework for international primary education. International
Baccalaureate Organization, 2007, 2009
3. MYP: From principles into practice. International Baccalaureate Organization, 2014
4. Diploma Programme: From principles into practice. International Baccalaureate Organization, 2015
5. Language and learning in IB programmes. International Baccalaureate Organization, 2011
6. Guidelines for developing a school language policy. International Baccalaureate Organization, 2008
7. Learning in a language other than mother tongue in IB programmes. International Baccalaureate
Organization, 2008
8. Guidelines for school self-reflection on its language policy. International Baccalaureate Organization,
2012

Web-sites

9. http://www.un.org/en/events/motherlanguageday/
10. Jim Cummins’ web page with resources: http://www.iteachilearn.com/cummins/.
11. National Association for Language Development in the Curriculum: http://www.naldic.org.uk/.
12. Council of Europe: http://www.coe.int/en/.
13. International Baccalaureate language policy: http://www.ibo.org/globalassets/ib-language-policy-
en.pdf