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LANGUAGE
POLICY

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LAST UPDATED APRIL 2020

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 Table of Contents
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1 Rationale and Philosophy 3

2 IB Standards and Practices 4

3 Basis of the policy 4

4 Definitions 4

5 Roles and responsibilities 5

6 Impetus for Mother Tongue and Language 6

Acquisition Development

7 Essential Agreement on Language Practices 7

8 Language Support 9

9 Bibliography 10

10 Version History & Notes 10-11

11 Appendices 12-24

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1 ​Rationale and Philosophy

The importance of language learning to personal development, cultural identity and intercultural
understanding is fully understood and acknowledged by the Fairview International School (FIS).
Through learning experiences that involve learning language, learning about language and
learning
through language​, ​students develop their abilities to think, develop social skills and values and
acquire knowledge to extend the learning to other areas. FIS believes therefore, that language is
central to all learning and literacy.

The FIS philosophy is in line with the programme beliefs of differentiated and varied teaching
strategies and learning experiences, bearing in mind students’ multiple intelligence and ability
levels
in all subject areas applies to language instruction too; it integrates the skill areas of reading and
writing, listening, speaking and comprehension, with their concomitant objectives to be achieved
and assessments for testing language acquisition.

1.1 Goal
Language support programme at Fairview aims to enable students to:
 ● Use language comfortably and confidently as the language of instruction in all the
subject areas
● Be equipped with the language skills required to succeed in various stages of their
inquiry
● Develop an understanding of the process of language learning

2 ​IB Standards and Practices

Learner profile: ​Communicators

“​We express ourselves confidently and creatively in more than one language and in many
ways. We collaborate effectively, listening carefully to the perspectives of other
individuals and groups​.”
1. The school places importance on language learning, including mother tongue,
host country language and other languages. (St. A7)
2. The school supports mother tongue and host country language learning. (St. A,
PYP)

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3. Collaborative planning and reflection recognizes that all teachers are responsible
for language development of students. (St. C1/8)
4. Teaching and learning addresses the diversity of student language needs,
including those for students learning in a language(s) other than mother tongue.
(St. C3/7)
5. Teaching and learning demonstrates that all teachers are responsible for language
development of students. (St. C3/8)
6. The school has developed and implements a language policy consistent with IB
expectations. (St. B1 / PYP, MYP and DP requirements)

3 ​Basis of the Policy

A compilation of the student profile is documented by the Admissions Office of the
school to record
● ​Nationality and ethnicity
● ​Countries of origin of students and their families
● ​History of countries of residence
● ​Mother tongue or languages spoken at home
● ​Languages exposed to in experience
● ​Previous academic records of language performance
4 ​Definitions

4.1 ​Language of Instruction

Language of instruction is the language used to conduct the majority of the classes at
school. English is the language of instruction at FIS. This means that English is taught as
the First Language in the Primary Years Programme (PYP), Language and Literature in
the Middle Years Programme (MYP), English Language and Literature in the Diploma
Programme (DP) at Higher Level and Standard Level.

However, we anticipate that there will be students in need of help to succeed in the
language of instruction, and as such the PYP offers English Support Programme
(ESP) to aid the students. In MYP, Language and Literature: Mandarin and Language
Acquisition: English are offered. In DP, School-Supported Self Taught Literature at
Standard Level is offered with a case by case review.

4.2 ​Mother Tongue

Mother tongue describes the language that students use at home, and/or outside the
classroom environment. The complexities of some students’ language profiles do not

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always allow for clarity in this area. Many students communicate proficiently in two
additional languages other than their mother tongue language. In consultation with the
school community of students, parents and teachers the school has resolved to offer the
following two languages (see additional language) to meet the language needs of the
students of this above profile. While one of the principal languages spoken proficiently
other than the mother tongue, English, is offered as the Language and Literature under
group one at the school.

4.3 ​Additional language

FIS also offers additional languages/ Language Acquisition, based on the survey done
(these include mother tongue to some, host country language), i.e. Bahasa ​Melayu ​and
Mandarin for the PYP and MYP levels. In DP the additional languages are: Mandarin and
Spanish ab initio at Standard Level and Chinese B at Standard Level. On a yearly basis,
the Diploma Programme reviews the need to offer other languages, such as Language
and Literature: Mandarin and Malay

5 ​Roles and responsibilities

5.1 ​Students
 Students will be encouraged to speak in English during class and they are allowed
explanation among peers using their mother tongue. Students are encouraged to read
materials from the library in their mother tongue languages.

5.2 ​Teachers
● Believe that language skills facilitate inquiry. Teach students the language skills
required to engage in meaningful inquiry and to communicate their
understanding of the central idea through the use of language.
● Encourage mother tongue and additional language usage in the inquiry
process throughout the school day.
● Use literature as a springboard for language lessons
● Model good language through all communication media with the students
● Are mindful of the language used in printed and media visuals projected
through the environment
● ​Endeavour to enhance language skills through continuous training and reading
circle
● ​Develops essential agreements for further strategies to include teachers’
responsibility for student language development into collaborative planning and
reflection.

5.3 ​Librarian

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Librarians support the students in choosing appropriate books for them relating to
their inquiry or point of study or interest as befitting their age/reading level.

Librarians source for a good variety of books in different genres, cultural settings and
languages. ​The librarians also support students in reading, writing book reviews,
media literacy and referencing procedures.

5.4 ​Education Technologist/Media Specialist

Education technologist actively collaborates with teachers in designing learning
engagement for a Blended/Flipped learning environment through digital
technologies

5.5 ​Role of Parents

Parents should expose students to educational channels/sections on the
media. Parents should encourage students by displaying interest in their
writings and presentations by giving constructive comments whenever possible.

PYP specific
Parents are encouraged to assist children at home by reading-out loud, storytelling and
monitoring children’s reading time at home to improve the reading level. In addition,
parents need to ensure that the children are reading the book/s appropriate for their
 reading level.

6 ​Impetus for Mother Tongue and Language Acquisition Development

In keeping with the FIS beliefs in language acquisition and development and in line with the IB
programmes philosophy in this regard, the school provides the essential impetus
to language development in addition to instruction through the following opportunities
throughout the school year:
● Exposure to language stimuli – visual, audio and digital – during enrichment activities
outside classes during breaks, assemblies, field trips, debates, oral presentations, etc. ●
Annual Language Focus Week (Language and Literature; Language and acquisition) , with
a thrust on many possible language and culture of origin based activities in English,
Mandarin and Bahasa Melayu – music presentations, book exhibitions, regional language
presentations, posters, podcasts and other displays, cultural programme and activities, field
trips with a language focus, etc.
● Particular focus to purchase resources of a multicultural nature and which multiple
perspectives through a variety of languages and enrich our language resource
collection in the library and for teacher use as supplements for instruction
● Allowing the use of mother tongue language within parameters outside of the classroom
or during group work or discussions etc., however, not at the cost of losing one’s
proficiency in English, which needs to develop constantly and consistently
● Mother tongue support programme in the PYP dedicated to promoting the mother tongue

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● Exposure to listening exercises in the language through guest speakers in the language,
who also bring in cultural elements into their presentations, thus facilitating cultural
awareness and enrichment in addition to one of its important offshoots – language

Having given due consideration to the student profile entering the school at different levels
of proficiency of the above languages and the profile of students entering the DP from MYP
the compact student numbers at present in the programme that impacts the viability of
offering too many languages.

7 ​Essential Agreement on Language Practices

We believe that language is a tool to explore, express, communicate with and relate to
the world around us through the various disciplines. We learn language, learn about
language and we learn through language.

The Essential Agreement below verbalises the PYP, MYP and DP teams’ beliefs about
language practices:
We as teachers of the IB programmes are language teachers irrespective of any
specialty subjects taught.

We
● believe that language skills facilitate inquiry. We will teach students the language
skills required to engage them in meaningful inquiry and to be effective
communicators in understanding all units of work through the use of language.
● will encourage mother tongue and additional language usage by making relevant
connections through the inquiry process
● will use literature as a springboard for language lessons
● will model good language through all communication media with the students ●
will be mindful of the language used in printed and visual media projected in the
learning environment
● will endeavour to enhance our language skills through continuous training and
reading circles

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Reading across the Curriculum
● Will encourage students to use dictionaries and reference books to support their
reading.
● Will expose students to a variety of genres.
● Will promote deep exploration of stories and elicit students’ understanding through
meaningful discussions, quizzes, sharing and reflection.
● ​Will support struggling readers by ​ESP a
​ nd conducting differentiated reading
activities in the classroom.
● Will encourage reading aloud to build students’ skills and confidence in speaking,
making presentations and self-esteem.
● Believe that reading should focus on meaning rather than only on accuracy. ● Believe
in providing rich reading resources to support students’ language development.
● Provide various types of supportive literature as a means for students to complement
their inquiry processes.

PYP specific
● Encourage students to read a combination of prescribed reading materials and
self-selected reading materials weekly through the Reading Workshop.
● Use various reading methods such as modelled reading, shared reading and
independent reading.
● Monitor the progress of students’ reading proficiency.
 Writing across the Curriculum
We:
● Recognise that the process is as important as the product. Hence, we will
encourage students to draft and edit their work.
● Do not deem it necessary to correct any piece of work in the drafting stage for all
language syntax. However, the final product of the students' work must be corrected for
all language syntax.
● Will create engaging authentic tasks which are purposeful, engaging and motivating. ●
Will establish clear expectations by setting the success criteria and it will be made known to
the student at the beginning of the task.
● Will ensure development of writing skills for various levels through constructive feedback,
self and peer reflection.
● Will teach recommended handwriting skills at each level but allow students to develop
handwriting at their own pace.
● Will encourage students to use the dictionary, reference books, computer spell checks
and other tools to correct their spelling rather than dependency on the teacher as the
only source of correct spelling.
● Will encourage parents to participate actively in reading their children’s written pieces
and writing constructive comments on them.
● Will encourage students to publish their written work school newsletters, magazines and
in avenues outside the school such as local newspapers, magazines and
correspondence with other IB students in other schools.
● Will provide opportunities for students to write collaboratively

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Speaking and Listening Across the Curriculum
We:
● Will ensure that teachers model good language usage in class.
● Will be alert to the use of verbal ticks in students’ conversations in class and inform them
of proper usage of language.
● Will promote and model active listening in class.
● Will create a platform for students to develop and demonstrate good communication skills
during the assembly held once a week. Further, in the classroom situation, students will
have the opportunity to do oral presentations, show-and-tell, speeches, role-play and
drama.
● Will provide opportunities for students to discuss in pairs, small and large groups to fulfil a
task. They will work collaboratively but in different individual roles thereby depending on
one another to complete the set task by listening intensively to each other.
● Will practise students in the art of spoken language that is in body language, intonation,
voice modulation and expression so as to be able to hold an audience.

8 ​Language Support
● ​Through formative and summative assessments teachers identify students who are in
need of English Support Programme in PYP or English as a Second Language (ESL) in
 MYP.

Ways in which students are supported may involve one or more than one of the following:
● ​Support in class where the Language Teacher will assist the child in class during
Language lessons.
● ​Support out of class where the Language Support teacher will teach small groups of
students (not exceeding 8) taken out of their classrooms. Students will have 2
periods of 40 minutes each week for language support.
The support can take the form of:
● Developing an understanding of the concepts and vocabulary used in the Unit via
Inquiry
● Supporting students with reading and writing tasks
● Supporting students with the skills required to integrate well in classroom activities
(speaking, planning, note taking, and getting feedback, giving feedback)

9 ​Bibliography
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International Baccalaureate Organization​, ​Programme standards and practices​, January
2014
International Baccalaureate Organization​, ​Guidelines for developing a school language
policy​, (April 2008)
International Baccalaureate Organization​, ​PYP Language scope and sequence​,
(December 2018)
International Baccalaureate Organization​, ​MYP from principles into practice​, (2011)
International Baccalaureate Organization​, ​Learning in a language other than mother
tongue in IB Programmes​, (2008)
International Baccalaureate Organization​, ​Language and learning in IB
programmes​, (2014)

10 ​Version history and notes

Formation of the Language Policy Steering Committee consisting of –

Academic Director, Mr. Gopinathan
Principal, Ms. T Nava
Programme Coordinators, Marline K. Asha H. Chan Sook Yian
International Affairs Coordinator, Michael Chian
Language teachers from three sections of the school
Version 1.0: March 2009​:

The FIS Language Policy has been prepared by Abbhirami, Brenda, Asha Hariharan,
Michael Chian, Rachel, Sandhya, Jean, Jagvinder, Kavisha, Joseph, Santhi, Kimberly,
Shamala Devi, Chan and Marlene and passed by the Academic Committee of the school in
March, 2009

Amendment made as per discussion with the academic Committee on 5th May.
recommendation from Curtis-IB was taken into consideration.

Version 1.2: May 2011​:

Academic Director/Principal, Mr. Gopinathan, Director of studies, Ms. T Nava, Programme

Coordinators, Kavitha, kartigasean, Mrs sim, International Affairs Coordinator, Michael
Chian, Language teachers from three sections of the school

The Language Policy was revised and updated by Alice Ong, Andrew Webber and John
Harvey in October 2012. Recommendations made by Kim Edwards, IB Consultant for FIS
was taken into consideration.

Version 1.3: September 2014​:​ Tünde Varga

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Version 1.4: December 2017: ​(for CIS)

Version 1.5: Sept 2019​:

Steering Committee
Director of Academics, Principal and Deputy Principal, CIA Committee

Prepared by:
Ms Andi Elisa (DP Coordinator), Ms Evan Hui See Chin (MYP Coordinator), Ms Jane Buniel
(PYP Coordinator)

Team leaders, Librarian, language teachers of the 3 programmes

Ms Samantha Genet (PYP Team Leader), Ms Raquel Mamaril (PYP Team Leader, Ms Pooja
Eshwar (PYP Team Leader), Ms Elaine Wong (PYP Team Leader), Ms Maizura (Chief
Librarian) Language teachers from the three programmes of the school
 Version 1.5b April 2020
Prepared by:
Ms Andi Elisa (DP Coordinator), Ms Evan Hui See Chin (MYP Coordinator), Ms Elaine Lam
(PYP Coordinator)

Team leaders, Librarian, language teachers of the 3 programmes

Ms Samantha Genet (PYP Team Leader), Ms Raquel Mamaril (PYP Team Leader, Ms Pooja
Eshwar (PYP Team Leader), Ms Elaine Wong (PYP Team Leader), Ms Maizura (Chief
Librarian) Language teachers from the three programmes of the school

Review Cycle : December 2022

11. Appendices

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English is the medium of instruction at Fairview in all programmes. It is also one of the reasons
parents send their children to the school — to build their English proficiency — and allows the
school to cater to foreign students from China, Korea, Bangladesh, Indonesia and among
others.

At Fairview, there are currently three language subjects: Language and Literature English,
Language Acquisition Mandarin, and Language Acquisition Malay. For Malaysians, who form
40% of the student population, Malay, the host country language, is a compulsory subject
requirement by the Ministry of Education. There is also a high percentage of request and need
for Mandarin as an additional language due to the high population of students from the ethnic
Chinese community.

For the rest of the nationalities, the school endeavours to support their mother tongue learning
through various measures. These include: a library that features books, multimedia resources
and online access to different mother tongue languages for reading and self-learning; mother
tongue activities during the Library Supervision time.

Students’ language backgrounds are noted from the admission process. The data, presented in
the table and charts below, allows the school to better plan subjects in Language and Literature,
and Language Acquisition, as well as provide English support where applicable, to ensure that
the needs of the student population are met.

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