Dulwich College Beijing Summary of Whole School Language Policy 1. Mission Statement We believe that language is central to learning and encourage our students to be bilingual or multilingual. In line with the principles and practices of the International Baccalaureate we recognize that because language is central to learning, all teachers are in practice language teachers. We respect that our student body speaks a diversity of languages and is at home in a diversity of cultures. We believe that language learning promotes mutual understanding and respect, and our approach is inclusive. 2. Respect and Support for Mother Tongues We support the development and maintenance of mother tongues because good language skills in the mother tongue increase self‐esteem and can enhance the rate of English and other language learning. Progression in English ought not to be at the expense of a student’s mother tongue. We offer English, Mandarin and German as mother tongue courses. Students who do not speak English at the level of a native speaker follow the English as an Additional Language programme. We encourage parents and students to use their mother tongue in their homes. We support students who wish to sit the IGCSE and IB Diploma Programme (IBDP) examinations in their mother tongue, even if this language is not taught at the school. These students study independently, with the assistance of a tutor whom they have found. The school offers support and assistance by providing a Self‐Taught Coordinator to help students and by providing its facilities to tutors. We celebrate various cultures and the use of mother tongues through events such as Founder’s Day, International Week, the European Languages Christmas Party, the Chinese Temple Fair, and a variety of lectures. Our libraries offer a wide range of materials in several languages. 1
Dulwich College Beijing Summary of Whole School Language Policy 3. Dulwich College Beijing Language Programmes 3.1 Dual Language Immersion in the Early Years Dulwich children aged 1 to 5 follow our Early Years Foundation Stage framework in a classroom that is rich in both Mandarin and English. They should be fluent in both languages by the end of Key Stage One. At the start of each year, teachers work with parents to determine each child’s individual language needs and create an Individual Language Plan for that child. Children who speak a third language at home may receive EAL lessons as well. All children will hear and use both English and Chinese every day, but the degree to which either language is used will depend on a child’s individual needs. Learning in Early Years takes place in three main contexts: teacher‐led activities, group work, and child‐initiated learning. Both languages will be used, as appropriate, in all learning contexts. Children in Key Stage 1 (Years 1 and 2) will follow the English National Curriculum in a classroom that is rich in both Mandarin and English. The main language of the curriculum will be English in key areas such as Maths and English, but Mandarin will be used by the Assistant Teachers in natural contexts. In addition, children will have differentiated Mandarin lessons every day. Children who need to develop their English will be supported to fully access the curriculum. The physical learning environment, including print, will be in both English and Mandarin. Early Years children learn in a language rich environment where:  the English National Curriculum is the learning framework;  the learning is led by a qualified teacher who is a native English language speaker and will lead the curriculum in spoken English;  the curriculum is supported by a qualified teacher who speaks native Mandarin and fluent English;  English and Mandarin are used in natural contexts such as greeting in the morning, snack time or conversation during a child’s play;  linguistic development in both languages will be tailored to meet individual needs so that children who need to develop their English will be supported;  the physical learning environment, including print, is in both English and Mandarin;  children will have differentiated Mandarin lessons every day. 2
Dulwich College Beijing Summary of Whole School Language Policy 3.2 Key Stage 2 and Beyond English English is vital for communicating with others in school and in the wider world, and is fundamental to learning in all curriculum subjects. English includes the study of Language and Literature, which helps students develop skills in speaking, listening, reading and writing. English as an Additional Language Students who require additional English language teaching to access the curriculum are provided with English as an Additional Language (EAL) support. Applicants to the College are tested and graded according to the Dulwich College Beijing EAL Steps, which are aligned with English National Curriculum levels. Students scoring below Level 7 in any core skill will be given additional EAL support. Students’ English language development is reassessed regularly and support is adjusted or withdrawn accordingly. Mandarin Mandarin Chinese is offered to students in three pathways: Mandarin as a Foreign Language, Mandarin as a Second Language and Chinese as a Native Language. Spanish, French and German as Foreign Languages Dulwich College Beijing provides opportunities for all students to study Spanish, French or, from 2013‐14, German, from Year 7 to Year 9. Students in Years 10 and 11 may continue with one of these languages in the IGCSE and IB years. German for Native Speakers From 2013‐14 onwards native German speakers in Year 3 and above may follow a German mother tongue course based on the German curriculum of the State of Thuringia. The courses are taught by a native German speaker. They are designed to prepare students for the IGCSE First Language course and the IBDP German Language A course, or for transition back to the German school system. 4. Language spoken… 4.1 …inside the classroom English is the language of instruction used in all learning environments at Dulwich College Beijing other than those in which additional languages are taught. Exceptions may occur when:  students need support in settling into a new school environment; 3
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students are distressed or have emotional needs; discussion between students in their mother tongue aids or deepens understanding. 4.2. …outside the classroom At Dulwich College Beijing, we promote English as the language of inclusion and students are encouraged to speak English with their peers, but this encouragement should be administered sensitively and with respect for the diversity of our school community. For example, in the Early Years and Junior School it is acceptable for friends to use a language other than English while playing together but only where this does not lead to the exclusion of others. All adults at Dulwich College Beijing are responsible for encouraging students to speak in English. In school adults will speak English to students and will only speak in their native tongue with colleagues if all those present speak their language. 5. Resources Our libraries offer a wide range of resources, including materials in Simplified and Traditional Chinese, Spanish, French and Korean. 6. Professional Development Dulwich College Beijing provides its teachers with Professional Development in the field of English language learning to help students with complex language backgrounds. Two annual certification courses are offered: ʺHow Language Worksʺ in the Senior and Junior Schools and ʺTeaching English as a Second Language for Young Learners” in Early Years. In addition, the online course ʺContent Language Integrated Learningʺ by the British Council is on offer and supported by the Senior School Leadership Team. The Junior School offers weekly Teaching Assistant training for guided reading. The Junior and Senior Schools offer periodic training to develop the four key skills of reading, writing, speaking, and listening. 4