Notre Dame Catholic Secondary School
International Baccalaureate Diploma Program
Language Policy
http://www.ibo.org/globalassets/ib-language-policy-en.pdf
The International Baccalaureate is committed to supporting multilingualism as fundamental to increasing
intercultural understanding and international-mindedness, and is equally committed to extending access
to an IB education for students from a variety of cultural and linguistic backgrounds. With these aims in
mind, the IB has, instituted its language policy to provide a framework that will ensure that the IB’s
values and aims in relation to multilingualism and access are reflected in the organization’s activities.
Notre Dame is one of the most multilingual student populations in the world. The first language of
approximately 10 per cent of our school is a language other than English. Our linguistic heritage includes
many African, Asian, and European languages; and some varieties of English that differ significantly
from the English required for academic success in Ontario schools. Many English language learners were
born in Canada and have been raised in families and communities in which languages other than English
are spoken, or in which the variety of English spoken differs significantly from the English used in Notre
Dame Classrooms. Other English language learners have arrived in Ontario as newcomers from other
countries. These students may have experience of highly sophisticated educational systems, or they may
come from regions where access to formal schooling was limited.
Research has shown that it takes five to seven years for most English language learners to catch up to
their English-speaking peers in their ability to use English for academic purposes. It is essential for all
educators to understand the distinction between modifications and accommodations as well as the
importance of providing either or both, as needed, to English language learners. These measures
contribute to fairness and social justice for many students in an increasingly multicultural environment.
All ELL students are encouraged to participate in our International Baccalaureate programme when their
interests are suited to programme offerings. Supports have also been put in place for newcomers to
maintain and celebrate their heritage, customs, and native tongue, while integrating into their new
educational experience.
This language policy defines the ways in which the IB provides support to schools and teachers for the
implementation of its programmes in different languages.
Support in the different languages will be reviewed on a regular basis. The level of support may be
increased or decreased for any particular language if certain conditions are met. The organization aims to
provide materials and services of comparable high quality in all the languages supported.
When curriculum instructional strategies in the International Baccalaureate Programme are modified in
order to meet the language-learning needs of English language learners (often referred to as ELLs),
assessment and evaluation will be supported to meet the International Baccalaureate Diploma Programme
expectations. Teachers, in collaboration with the department head, will determine the most effective way
to modify instruction of curriculum expectations for English language learners under the guidelines of the
International Baccalaureate programme.
Accommodations
A variety of types of accommodations may be used to support English language learners as they develop
English language proficiency. These include the following:
Accommodations related to instructional strategies, such as;
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Extensive use of visual cues;
Use of graphic organizers;
Strategic use of students’ first languages;
Pre-teaching of key words;
Simplification/repetition of instructions as needed;
Simultaneous use of oral and written instructions.
Accommodations related to learning resources, such as
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Extensive use of visual materials;
Use of adapted texts and bilingual dictionaries;
Use of dual-language materials;
Use of technology.