CISH Language Policy
INTRODUCTION
The Canadian International School of Hefei (CISH) is a certified institution within the International
Baccalaureate Continuum and is committed to fostering and supporting multilingualism within an
inquiry-based educational framework.
OVERVIEW
CISH acknowledges that language is a cornerstone of both our institution's and our students'
cultural identities. The school subscribes to the concept of 'translanguaging,' defined as a method
wherein students leverage their complete linguistic repertoires for effective communication and
meaning-making (García, O.). CISH bears the responsibility of nurturing language skills to ensure
students can fully engage in the academic program, social activities, and individual development.
Collaboration among parents, teachers, and students is crucial for the continuous development of
linguistic abilities at CISH. Language is a key facilitator of communication, critical thinking, and conceptual understanding, as outlined in "Making the PYP Happen," "MYP: From Principles Into
Practice," and "DP: From Principles Into Practice." Students' progress rates are influenced by their
diverse language backgrounds, experiences, and skills. CISH aspires for all students to be
proficient in at least two languages.
THE CISH COMMUNITY LANGUAGE PROFILE
TEACHING AND LANGUAGE LEARNING PRACTICES
CISH affirms that "Learning to communicate in various ways in more than one language is central
to the development of intercultural understanding in the IB" (From Principles into Practice, 12).
Consequently, all subject teachers are designated as language educators and are accountable for
language development as per the IB Program Standards and Practices (2020) (Approaches to
teaching 5.4: Teachers support language development with consideration for the language
profiles of students. (0403-05-0400)).
Upon enrollment, each student will complete a language survey to ascertain their linguistic
background. Subsequent language assessments will be performed to identify each student's
individual linguistic requirements.
In classrooms where the language of instruction differs from the student's home language,
accommodations may include but are not limited to the following:
Incorporating visuals and descriptive gestures alongside verbal explanations.
Peer support, such as translation assistance within the classroom.
Advanced access to reading materials.
Provision of scaffolded handouts and graphic organizers.
Adapted or modified summative assessments.
Regular progress tracking through conferences and comprehension checks.
Additional time allocation for task completion.
Use of language aids like dictionaries or translators, when suitable.
Structured opportunities for peer feedback and collaboration.
Various formative and summative assessments to showcase learning diversity.
Support in utilizing the home language, when appropriate.
Target language exposure through diverse mediums such as books, films, video games,
television shows, articles, and music.
Encouragement for the adoption of a growth mindset towards language acquisition.
These differentiated practices are also available to students without language-specific learning
needs. For more information, refer to our Inclusion Policy.
TRANSLANGUAGING
CISH regards the development of translanguaging as critical not only for cognitive development
but also for the preservation of personal and cultural identity. In alignment with IB philosophies,
CISH commits to facilitating the ongoing development of home languages, thereby enhancing
students' agency in both communication and learning.
HOME LANGUAGE SUPPORT
CISH provides a myriad of informal opportunities to honor and advance home-language
development. These include, but are not limited to:
Availability of home language texts, visuals, and resources in the CISH library.
Translation dictionaries accessible in language classes and the CISH library.
The introduction of after-school language clubs.
Digital tools such as online resources and iPad applications to aid home-language growth.
Multilingual correspondence with parents in English, Mandarin, and Korean.
Employing translators proficient in Korean, German, Mandarin, French, and Spanish.
Offering parents strategies and resources to support home language development.
Incorporating the diverse languages and cultures of our community into the curriculum to
encourage international-mindedness.
LIBRARY SUPPORT OF LANGUAGE LEARNING
The CISH library underscores the pivotal role of language in students' intellectual, social, and
emotional development. To this end, the teacher-librarian collaborates closely with language
educators to curate a comprehensive selection of texts in multiple languages, including English,
Mandarin, Spanish, German, French, and Korean.
Teacher-librarians at CISH are committed to the following initiatives:
Expanding CISH's collection to include works by international authors and texts in multiple
languages.
Promoting and facilitating the reading of diverse voices.
Regularly consulting students and parents to gather feedback on library program
development, new collection additions, and home-language support resources.
Collaborating with non-English speakers to offer programs in a variety of home languages.
Displaying signage in the home languages of the CISH community to enhance navigability
within the library.
CISH EAL Program (PYP & MYP)
As part of the admissions procedure at CISH, all applicants whose primary language is not English
undergo WIDA (World-Class Instructional Design & Assessment) testing. Students not meeting the
grade-level benchmarks will receive targeted support via the CISH EAL program.
In the EAL environment, the medium of instruction is English, although translanguaging strategies
are also utilized to optimize the learning experiences of EAL students.
CISH EAL & WIDA PROFICIENCY LEVELS:
Level 1 (Emerging/Beginning): The student is at the initial stages of English language
learning. Scheduled language support blocks provide direct EAL support.
Level 2 (Developing): The student communicates in basic English with frequent
grammatical errors and a restricted vocabulary. Direct EAL support is required in
scheduled language support blocks.
Level 3 (Expanding): The student can articulate ideas in English with occasional
grammatical errors. They require support in content language and academic vocabulary
development. Their proficiency in English qualifies them for enrollment in the Language
Acquisition course (MYP). Direct EAL support is needed in scheduled language support
blocks.
Level 4 (Consolidating/Proficient): The student has sufficient proficiency in English for
enrollment in either Language Acquisition or Language and Literature courses (MYP). EAL
support is provided on an as-needed basis.
WIDA (World-Class Instructional Design & Assessment)
WIDA assessments are administered both during the admissions process and bi-annually in early
December and late May. Students who meet the necessary benchmarks will transition to the
language arts classroom (PYP) or will no longer require EAL support (MYP).
CISH is a member of the WIDA International School Consortium, which comprises over 400
schools across more than 100 countries.
PRIMARY YEARS PROGRAMME (PYP)
ENGLISH AS THE LANGUAGE OF INSTRUCTION
Our teachers are committed to fostering a caring and inclusive learning environment that caters to
individual learning styles and capabilities. This environment ensures the success of each student.
To further language development, teachers engage in collaborative efforts with colleagues and
specialists.
ENGLISH AS AN ADDITIONAL LANGUAGE (EAL)
During the Early Years, all incoming students undergo informal assessments to identify their
English language proficiency. For students in Grades 1-5 whose home language is not English,
formal assessments are conducted. Those who require additional language support are placed in
EAL classes. EAL instructors collaborate closely with homeroom teachers to offer two levels of
language instruction: EAL Beginner and EAL Intermediate. After successful evaluation, students
transition from EAL classes to standard English Language Arts courses. The EAL program aims to
serve as a temporary support bridge for emergent language learners.
MANDARIN AS HOST COUNTRY LANGUAGE
Recognizing Mandarin as the predominant home language of our student body, CISH provides
daily Mandarin instruction. Courses are categorized into three levels: Beginner, Intermediate, and
Language Arts. At the end of each academic year, students are encouraged to take the YCT/HSK
test.
MIDDLE YEARS PROGRAMME (MYP)
ROLE OF LANGUAGE ACROSS SUBJECTS
In the MYP, language is not just a subject; it's a cross-disciplinary medium of learning and
communication. Consistent with IB philosophy, all teachers, regardless of subject, are effectively
language educators. They contribute to building language skills integral to inquiry-based learning
and critical thinking.
LANGUAGE AND LITERATURE VS. LANGUAGE ACQUISITION
Students in the MYP are classified into either the 'Language and Literature' track (Language A) or
the 'Language Acquisition' track (Language B), depending on their language proficiency. Various
literacy skills, such as reading comprehension, acquisition of academic vocabulary, and effective
communication, are integrated across units of inquiry.
ASSESSMENT AND PLACEMENT
Citing modern research, such as Peterson’s 2008 study published by the IB, it may take additional
language learners up to seven years to achieve academic language proficiency comparable to
their native-language peers. Therefore, assessment at enrollment is crucial. This assessment,
along with teachers' professional judgments and student interviews, guides the placement of a
student in either Language and Literature or Language Acquisition courses.
MANDARIN AS HOST COUNTRY LANGUAGE
The MYP program places a significant emphasis on the host country's language and culture. While
the focus is on language proficiency, we also value cultural literacy. This is promoted through a
diverse range of academic and extracurricular activities. School staff are also encouraged to
participate in school-sponsored Mandarin classes.
DIPLOMA PROGRAMME (DP)
LANGUAGE COURSE OFFERINGS
Grades 11 & 12 in the DP aim to provide a diversified language education. Students have the
opportunity to either continue with their home language, add another language to their academic
repertoire, or embark on learning a new language altogether. Eligibility for specific courses
depends on meeting the criteria outlined in CISH's Admission and Promotion Policy.
LANGUAGE A AND LANGUAGE B
All DP students at CISH must complete two language courses: one from Group 1 (Language A),
which focuses on in-depth study and appreciation of language and literature; and one from Group
2 (Language B), which is oriented towards language acquisition and cultural understanding.
BILINGUAL DIPLOMA
Students who successfully complete their Language A course in a language other than English are
eligible to graduate with a Bilingual Diploma, which acknowledges multilingual competence and
cross-cultural literacy.
ANNUAL REVIEW
CISH conducts an annual review of the range of language courses offered, thereby ensuring the
curriculum remains responsive to the needs and aspirations of our diverse student body.
PROFESSIONAL DEVELOPMENT AND RESOURCES
To ensure the effective implementation of our language policy, CISH allocates dedicated time at
the beginning of each academic year for staff discussions centered on language teaching and the
review of crucial IB documents. Professional development sessions are accessible to all staff
members, including administrators, teachers, and teacher-librarians.
EXPERTISE AND COLLABORATION
When deemed necessary, CISH will consult both internal and external specialists in language
education, such as IB Workshop leaders, to enrich our professional development programs. This
collaborative approach underscores our commitment to continuous improvement in language
teaching methodologies and curricula.
RESOURCE ALLOCATION
CISH is committed to providing both material and human resources to foster language teaching
and learning. This encompasses staff training, scheduled collaboration time, and an array of
physical and virtual resources tailored to meet the pedagogical needs of our language programs.
ALIGNMENT WITH IB PRINCIPLES
COMMUNICATION
Our language policy mirrors the IB Learner Profile attribute of effective communication. By
requiring students to acquire proficiency in an additional language beyond their home language,
we encourage broader communication opportunities.
HOLISTIC EDUCATION
The language policy at CISH aligns with the IB's holistic educational philosophy by honoring and
integrating the diverse linguistic backgrounds and knowledge of our students and community.
GLOBAL PERSPECTIVES
Finally, our language policy fosters international-mindedness by encouraging collaboration across
cultural and national boundaries, thereby facilitating an understanding of alternative, global, and
current perspectives.
ACADEMIC INTEGRITY POLICY AND LANGUAGE POLICY
Our language policy complements our academic integrity policy by supporting students in
utilizing their home language for learning wherever possible. This practice minimizes the risk of
academic dishonesty, as students may otherwise resort to copying text from English-only sources
during research. We offer specific support for English Language Learners in this context, taking
into account possible cultural variations in understanding academic honesty.
ASSESSMENT POLICY AND LANGUAGE POLICY
The language policy at CISH is in harmony with our assessment policy, as both are universally
applicable to our diverse student body. The assessment policy incorporates flexibility to account
for situations where a student’s limited vocabulary may affect the effective communication of their
understanding.
INCLUSION POLICY AND LANGUAGE POLICY
Aligned with our inclusion policy, the language policy aims to ensure that all students can fully
access the curriculum based on their individual capabilities.
ADMISSIONS POLICY AND LANGUAGE POLICY
Our language policy is congruent with our admissions guidelines, stating clear language
requirements for incoming students. We welcome students of all linguistic backgrounds at CISH
and offer specialized programs, such as EAL, to accommodate varying language proficiencies.
LANGUAGE POLICY REVIEW
The CISH Language Policy is a living document, recognizing that language is fluid and everchanging. In alignment with this dynamism, the policy requires a comprehensive review every two
years. This review will be conducted by the school’s pedagogical leadership team. Proposed
updates, whether they arise from new academic research, updates in foundational documents, or
insights into improving policy effectiveness, will be communicated to the school community for
input. This consultation process will include teachers, parents, students (where appropriate), and
members of the directorate or board.
Note: The latest review of this policy was carried out in September 2023.
WORK CITED
García, Ofelia, and Li Wei. Translanguaging: Language, Bilingualism and Education. Palgrave
Macmillan, 2014.
International Baccalaureate Organization. Learning and Teaching. 2019, Geneva.
International Baccalaureate Organization. The Learning Community. 2019, Geneva.
International Baccalaureate Organization The Learner. 2019, Geneva.
International Baccalaureate Organization The Diploma Programme: From Principles into Practice.
2015, United Kingdom.
International Baccalaureate Organization MYP: From Principles into Practice. 2014, United
Kingdom.
International Baccalaureate Organization. Candidates with Special Assessment Needs. 2017,
United Kingdom.