Early Years & Primary School

Language Policy

 

2022-2023

 

 

Implementation date	20 March 2023
Review date	30 May 2025

 

School Mission and Goals

Our mission：

We do this by providing:

The best of Chinese and western education

A rigorous bilingual academic programme with diverse enrichment opportunities

A unique and supportive boarding environment, drawing on 150 years of experience from Fettes College

 

Our goals：

As a Fettesian, your child will be:

Charitable and kind, ready for responsibility

Curious and creative, with a love of learning to last a lifetime

Inspired to aim high, with the determination to achieve excellence

Confident to embrace opportunity, with the skills to overcome challenge

Equipped to make a positive contribution to society, with the ambition to make the world a better place.  

 

Purpose of the Language Policy

The purpose of the Language Policy is to encourage, celebrate and support language diversity. As such, this is a working document developed by staff and leadership from the whole school, and it mainly serves the learning and teaching needs of Early Years and Primary School at this stage. The policy is inspired by the IB Philosophy and approach to language learning, and it is consistent with the regulations of the IB. The document outlines our schools’ linguistic, academic, and wellbeing goals and defines the written and taught curriculum through which our students learn and achieve these goals.

Our policy is a statement of the agreement and joint purpose – everyone in our community is committed to the policy and its principles and understands how its effective implementation will help the school achieve its aims.

 

 

Language permeates all areas of our students’ education and is fundamental to learning at all stages. At Fettes College Guangzhou, teachers of every subject are aware of their role and responsibilities as teachers of language and communication. We aim to foster in our students a thorough knowledge of language and confidence in their ability to communicate their understanding, thoughts, and feelings. And our aim for our students is that they develop as tolerant, inquiring, and internationally-minded individuals through deepening intercultural understanding which we hold to be of paramount importance in a global society. We value and support the development of Chinese and English.

 

Fettes College Guangzhou is a globally minded school delivering a broad curriculum in both Chinese and English. It is important that all pupils develop confidence in speaking a language that is not their mother tongue and, through their study of the language, to gain an insight into a culture that is different from their own. It is important for all students to be educated in an environment that welcomes and embraces diversity of cultures and perspectives. This environment must be created by the whole curriculum. Fettes College Guangzhou defines "curriculum" as "the totality of experiences put on for the pupils by the school". Thus cultural diversity must be developed both within the classroom and in the activities that take place outside the academic curriculum.

Language is of vital influence on learning. IB' stance is elaborated in Language and learning in IB programmes (2011). FCG aims to empower our students across different language domains and equip them with multi-dimensional proficiencies, for academic and social purposes and confident identities. We will:  

· Provide opportunities for all learners to achieve balanced bilingualism in speaking, listening, reading and writing

· Provide opportunities for all students to maintain and develop their first language

· Provide opportunities for all students to achieve levels of language proficiency as required by universities and colleges in the future

· Ensure that teachers make the necessary adjustments to classroom practices to support the language needs of all students

· Support teachers through professional development in their acquisition of the skills requisite to meet the language needs of all students

· Appoint specialist teachers/assistants to roles to support the acquisition of language(s)

· Avoid engaging in any practices prejudicial to language acquisition including the continued development of the mother tongue

Early Years Overview

The development of language is fundamental in early years. Young learners listen to and use language with others in their everyday lives. All staff acknowledge the significance of mother-tongue development for all learners and the maintaining of their pride in their mother-tongue and cultural heritage.

 

As a bilingual school, we provide an immersive bilingual learning environment. The early years implements the EYFS and the UK national curriculum using PYP as the framework for the development of English language art. Throughout the early years, the lessons and daily instruction are designed and delivered to ensure a balance of the Chinese and English. In addition, the EY library is established with books from different regions of the world to increase pupil’s awareness of international languages.

  

 

Primary School Overview

Most of our students are Chinese nationals or have Chinese as the cultural background. Chinese is the first language for most of our students. English in the Primary School is taught according to a bespoke Language Development Continuum (LDC). This enables pupil progression from English as an Additional Language, to UK national curriculum English for our 'balanced bilingual' learners. Pupils have approximately equal numbers of Chinese Language and English Language lessons each week, to ensure development of high levels of comprehension – not simply word recognition or repetition.

 

Throughout the Primary grades, timetabled lessons are increasingly taught bilingually, some with both local and expatriate teachers in the same classroom. The higher the grade is, the more English is used as one of the languages of instruction. This is gradually increased from Grade 1 to Grade 5 as our students develop a greater ability to communicate and express their knowledge in either language.

 

 

 

Language Profile

The vast majority of our students speak Chinese as their first language, English is spoken as a second or additional language. A small number of our students are first language English speakers, learning Chinese as an additional language. Students range in proficiency level according to their educational background and exposure to language in their home country, and in their home setting.

 

English and Chinese department work closely with the Admissions Department to build up and maintain the language profiles of all students, in the following ways:

· Conducting Chinese and English admission interviews

· Assessing (formally and informally) the new student within their first few weeks of schooling

· On­going consultation with their language teachers

· Keeping centralized records of students' language profiles

Language Learning and Teaching

Our school provides students with multiple, authentic opportunities to learn language, learn about language and learn through language.

 

Learning language

For example, learning a new word. Learning Chinese and English language takes place in language lessons. Teachers also incorporate bilingual key vocabulary and expressions learning in subject lessons.

 

 

 

Learning about language

For example, learning how to spell a word or write a poem. This mainly takes place in language lessons. Language is a visual, print and oral symbolic system with its own codes and signals. Therefore, language learning also involves learning about language – its form, conventions and contextual use.

 

 

 

Learning through language

For example, reading a text to get information. As communicators and collaborators, students engage with language at school in multiple contexts and multiple modes.

Instructional Language

As a bilingual school, FCG aims to have 60% local staff whose first language is Chinese and can speak fluent English, while the other 40% is made up by international teachers whose first language is English. Thus, both Chinese and English are of equal importance when major events on campus take place. In line with the school profile, formal publications such as newsletter articles, teachers' comments on students, and so on are often composed or written in both Chinese and English. As monitored by the Education Bureau, Primary School must meet the requirements and standards of Chinese Compulsory Education, thus our Primary School uses Chinese National Curriculum as the foundation and IB PYP as the framework. We develop students'bilingual skills in a bilingual learning environment which increases the amount of English used as an instructional language in class to 40% of curriculum instruction, and this is complemented by the blended living and learning approach in the boarding houses.

A bilingual mode of instructional language in Primary School class is specified for the purpose of ensure students’ language development needs in both Chinese and English. As follows,

Subject	Language of instruction
Chinese	Mainly in Chinese
Character Education/Morals and rule of law	Mainly in Chinese
English Guided Reading	Mainly in English
English	Mainly in English
UOI	Bilingual
Chinese Calligraphy	Bilingual
Maths	Bilingual
Mental Health Education	Bilingual
PE & Health	Bilingual
Art  (Music)	Bilingual
Art (Drama)	Bilingual
Art (Visual Art)	Bilingual
Science	Bilingual
Violin/Clarinet	Mainly in Chinese

 

FCG EY provides students with an immersive bilingual learning environment. In accordance with the age, ability and background of the students, English is the language medium for teaching and daily communication. This makes up 60% of the daily language used. It is important to note that language learning in FCG EY is as important as the well-being of our students. Teachers will provide sufficient guidance and support to students whose first language is not English.

 

Language Courses provided in Primary School

“We believe that communicating in more than one language provides excellent opportunities to develop intercultural understanding and respect." (What is an IB education? 2013, updated 2017). Thus, it is mandatory that all students in Primary School take two language courses, Chinese and English. Although the learning contents of these two courses are partially based on the contents of the Chinese National Curriculum, as required by the local Education Bureau, FCG Primary School has ensured the PYP requirements for language subjects are met.

 

 

Chinese

Chinese is for native or near-native proficiency in the language and is typically taken by students for whom the language is their mother tongue.

 

Chinese as an Additional Language

For foreign students, our school offers Chinese as an additional language course. Students of different levels are enrolled in classes of different levels. The main teaching resource used is Chinese Made Easy.

 

English

As almost all students learn English as an additional language, they attend English class in their normal homeroom class. If within a normal class, native speakers of English’s learning needs can’t be met, school can open a separate class for these students to learn English.  

 

 

Other Opportunities in Language and Culture

At FCG, we offer a range of CCA programs, grit trips, art festivals, language subject-related competitions to enrich students' learning and life at school, facilitating students to develop their language abilities in both Chinese and English, also developing students' interpersonal abilities, cultural awareness, and open-mindedness. Its significance mirroring IB language Philosophy is emphasized in many IB publications, such as PYP: From principles into practice, and Language acquisition guide. Besides, boarding aims to be a beacon of bilingualism at the heart of FCG and has developed an ambitious development and action plan to make that happen.

  

Support for Mother Tongue Languages

At Fettes College Guangzhou, we believe that student's mother tongue and culture is vital to the students' development of self-identity and well-being. Also, a strong level of knowledge in the students' mother tongue will facilitate them to learn other languages. Therefore, apart from regular language courses, the school's libraries are richly stocked with Chinse and English materials. In cases where a student's mother tongue is neither Chinese nor English, we help find resources to support the continued growth and development of their mother tongue. Currently, major official printed communication is 100% bilingual Chinese and English, for example, the Head of College's letters, the school's weekly newsletter, parent letters and promotional brochures. So are the reports of student learning. Most of the staff are bilingual and can assist parents with translation on occasion when needed.

 

Support for students who are not proficient in the language of instruction

Chinese and English are two languages of instructions at FCG. The role of resource teacher and SEN teacher has been created and these teachers support language learning in different formats both within language lessons and other subject lessons in the Primary School. Usually when a subject teacher speaks only English to students whose English proficiency is not sufficient, a co-teacher will be in the class to support.

When a student has been identified with additional learning needs including language difficulties or gifted and talented abilities, intervention and support are provided in line with the referral process. This support may be formalized through an Individual Education Plan and may involve short and long-term interventions, including:

· Language tutorials in which reading and writing strategies across the curriculum are trained and reinforced

· Differentiated learning materials are provided for learning

· Slides on which key terms are translated into Chinese

· Teacher aids

 

Library and Information Support Services

Information literacy forms the basis for lifelong learning. It is common to all disciplines, to all learning environments, and to all levels of education. It enables learners to master content and extend their investigations, become more self-directed, and assume greater control over their own learning. An information literate individual is able to: Determine what information is needed for any given task; Effectively and efficiently access information; Critically evaluate sources and cite them. The role of our libraries at FCG is to promote and facilitate information literacy across all curricula and to all members of our community. Our libraries open(ed) with extensive print material and adequate electronic material and aim to develop databases that contain professional material, scholarly articles, newspapers, and magazines in Chinese and English and other languages. Sessions are offered to the FCG community on information literacy, source citations, and research skills.

 

Admissions Policy

Students are required to attend an admission interview before admission, and the school section is responsible for bilingual interview then followed by an interview conducted by the Heads of College, the HoCs decide whether to admit or not. Individual students whose language level is low, who may have behavioural problems or who have other problems affecting their normal learning will be asked to have a trial before deciding whether or not to be admitted.

 

 

Communicating the Language Policy

This language policy was developed from a whole-school CPD session titled “What is a Language Policy” and was drafted by the PYP Coordinators in consultation with Heads of English, Chinese coordinator and Heads of School. It will be made available to all stakeholders in the following ways:

 

· Ensuring all staff members have access to the policy via the FCG TEAMs platform

· New staff will be familiarized with the document during orientation or training.

· The students and parents will be shown a brief bilingual version to standardize understanding

· Posting versions on the college website in both languages

· All staff are invited to participate in the policy review and their voice matters

 

Reviewing of the Language Policy

This policy will be reviewed formally every two years.

 

Reference

International Baccalaureate Organization. PYP: from principles to practice. International Baccalaureate Organization, Dec. 2018.

International Baccalaureate Organization. What is an IB education? International Baccalaureate Organization, 2017.

Language and Learning in IB Programmes. International Baccalaureate Organization, Sept. 2011.

Primary Years Programme, Middle Years Programme and Diploma Programme: Guidelines for developing a school language policy. International Baccalaureate Organization, April 2008.