Language Policy last revised – 05/25/12
The Chinese School Language Policy
Philosophy
All students are language learners. By the time they enter Kindergarten, children have been
learning language for years. Language is used constantly throughout the day, whether it is at
school, at home, or in the community. It is the code through which we communicate, qualify,
and reflect on our experiences. At The Chinese School (TCS), we believe proficient
communication skills are key to developing positive relationships and conflict resolution.
We believe the ability to communicate in more than one language provides students with an
appreciation for other cultures and perspectives. It also fosters critical and creative thinking in
all subject areas. To that end, our immersion program encourages young learners to draw
upon the same cognitive processes that they have already been using to acquire their native
language(s). Our inquiry-based curriculum invites them to become more aware of the world
beyond their home environment and grow into responsible, effective international citizens.
I.
Language Immersion
a. Definition of language immersion
Each elementary school in the St. Louis Language Immersion Schools network conducts its
entire educational program in the immersion language. Research has shown that beginning
language learning before the age of ten has resulted in improved accuracy and pronunciation.
Language learning improves not only the understanding of the students' native language, but
enhances listening skills, improves memory and gives a new perspective and understanding
of language itself.
In our school, Chinese is spoken all day long (including specials, lunch, transitions, recess,
etc.). We make every effort to use standard Chinese while also providing opportunities for our
students to learn about regional variations in vocabulary, grammar and language customs.
b. Language acquisition in immersion settings
Students will come in with their native oral language to use as a basis for acquiring the target
language. The students will be able to acquire the language, have a better phonemic
awareness, accent, etc. more easily because of their age. Adult conversations should also
be in the target language to replicate the natural language development as closely as
possible. This way, students learn in the most natural context possible.
II.
Teaching language is all day, every day
a. Language as a vehicle
Teachers do not deliver foreign language lessons. Rather, they constantly use the target
language as the delivery method for all instructional content and social interactions in and out
of the classroom.
b. Balanced literacy
TCS uses a balanced literacy approach when teaching language. Strategies seen in
classrooms include: Reader’s/Writer’s workshop, read aloud, pinyin and fluency, decoding in
context, visuals of high frequency words, comprehension, print rich environment,
differentiation, and guided reading.
Board approved 9/27/12
Language Policy last revised – 05/25/12
c. School-wide Expectations
As a total immersion school, we have the expectation that all students and staff will use the
target language throughout the school day and at all school-wide events. Each grade level
often chooses to include this expectation in their classroom or grade-level essential
agreements.
d. Communication Arts standards in the Program of Inquiry
Most, if not all, of Missouri Communication Arts standards are included in the units of inquiry.
If there is a standard that is not addressed within a unit for some reason, it will be taught as
part of a stand-alone lesson.
e. Lunch Bunch
Students eat their meals in a group of their peers and one adult (10:1). This provides a
relaxed atmosphere to learn about nutrition choices, table etiquette and each
other. Teachers reinforce polite vocabulary and provide additional opportunities for
vocabulary input and extended discourse. In upper elementary grades students learn how to
facilitate their own lunch conversations in Chinese.
f. Family involvement
TCS offers parent classes in the target language open to all families of any level of
proficiency. There are opportunities for families throughout the year to attend performances
and cultural events in Spanish
III.
English language support
a. ELL
We are committed to providing the opportunity for all of our students to be completely
bilingual and bi-literate. Our English Language Learner classes support these students in
their English language acquisition.
In accordance with federal and state mandates, TCS assesses and provides English
language instructional services for students identified as English Language Learners. Within
the first 30 days of attending school with us, a student who has a home language influence
other than, or in addition to English, is screened for English language proficiency. Students
who meet the federal guidelines for English Language Learners are assigned to small group
English instruction during the school day. Each school year students who are receiving
services have two additional testing periods using the WIDA assessment to measure their
growth in English language acquisition. As a student’s English language acquisition
progresses, they gradually end ELL services.
b. Book & Math club, MAP (Missouri Assessment Program) preparation (beginning
in 3rd grade)
We will provide after school opportunities to speak, listen, read and write in English in the
context of literature and math studies. This will give students support and enrichment in
English.
c. English Language Arts Specialist
Daily formal instruction in English reading and writing begins in the second semester of 2nd
grade. English language instruction supports the PYP units of inquiry.
d. English Title one Service-
Board approved 9/27/12
Language Policy last revised – 05/25/12
At the Chinese School, students whose English are well below grade level (55-0%) will
receive Title 1 service for intentional instruction.
Every student in our school learns to communicate and work in both English and Chinese.
Over the course of the K-12 continuum, students receive equal amounts of instruction and
develop grade-level fluency in both languages.
e. The library includes a variety of both fiction and non-fiction books in both
Chinese and English.
IV.
Assessment of Language
Language is assessed both formally and informally. Teachers assess in a variety of ways.
More information about assessment of language can be found in the TCS Assessment Policy.
Progress in Chinese is communicated with parents at quarterly parent teacher conferences
and in report cards. All standardized and language assessment results are also
communicated at these times.
V.
Review
This policy will be reviewed annually by language policy committee and the PYP coordinator.
Board approved 9/27/12