Language Policy

1. Policy Statement

At Little Flower Online School, English is the primary language of instruction and communication, reflecting its central role in the academic, social, and cultural aspects of the school. This policy outlines the principles, practices, and responsibilities related to language use and development, ensuring students achieve linguistic proficiency in English while embracing multilingualism and cultural diversity. The Language Policy aligns with the Cambridge curriculum and supports students in acquiring the language skills necessary for academic success and global citizenship.

2. Purpose of the Policy

  • Foster English language proficiency in reading, writing, speaking, and listening to ensure academic success.
  • Promote multilingualism by supporting the learning of additional languages.
  • Respect and value the mother tongue of students, encouraging cultural awareness and identity.
  • Ensure a consistent and supportive approach to language instruction across the curriculum.
  • Prepare students for success in international contexts where English is the medium of communication.

3. Principles of the Language Policy

  • English as the Primary Language:
    • English is the language of instruction for all subjects, except for language-specific courses.
    • English is used for all internal and external communication within the school community.
  • Support for Multilingualism:
    • Students are encouraged to learn additional languages, fostering linguistic and cultural diversity.
    • The school offers second and foreign language courses aligned with the Cambridge curriculum.
  • Respect for Mother Tongue:
    • The school values the students' mother tongues and promotes their use at home and in culturally appropriate contexts.
    • Students are encouraged to share aspects of their linguistic heritage in classroom discussions and projects.
  • Inclusive Language Practices:
    • Language instruction is differentiated to meet the needs of all learners, including non-native English speakers and students requiring additional support.
    • The school provides resources and strategies to support English language acquisition for students with diverse linguistic backgrounds.

4. Language Objectives

For Students

  • Develop a high level of proficiency in English for academic purposes.
  • Use English effectively to articulate ideas, analyze texts, and engage in critical thinking.
  • Demonstrate an understanding of grammar, vocabulary, and stylistic conventions in English.
  • Acquire proficiency in an additional language, expanding cultural and global awareness.
  • Appreciate the importance of linguistic diversity and the role of language in identity and culture.

For Teachers

  • Deliver subject content effectively in English while promoting language-rich classroom environments.
  • Incorporate strategies to support students with varying levels of English proficiency.
  • Foster a love for language learning and create opportunities for students to develop multilingual competencies.

5. Curriculum Implementation

Primary Language: English

  • English is the medium of instruction for all academic subjects.
  • A comprehensive English language program focuses on reading, writing, listening, and speaking skills through the Cambridge curriculum framework.

Second and Foreign Languages

  • The school offers additional language options (e.g., French, Spanish) as part of the Cambridge curriculum.
  • Language courses are designed to develop conversational fluency, cultural understanding, and written proficiency.

Language Across the Curriculum

  • Teachers integrate English language development into all subject areas by:
    • Using subject-specific vocabulary in lessons.
    • Encouraging discussions, presentations, and collaborative learning in English.
    • Supporting students in producing written and verbal responses in English.

6. Support for Non-Native English Speakers

Language Support Programs

  • The school provides additional support for students whose first language is not English, including tailored English as a Second Language (ESL) instruction.
  • Small group sessions and one-on-one tutorials are offered to help students acquire academic English skills.

Differentiated Instruction

  • Lessons are adapted to accommodate varying levels of English proficiency, ensuring all students can access the curriculum.
  • Resources such as glossaries, visual aids, and simplified texts are used to support learning.

Monitoring Progress

  • Regular assessments are conducted to track students’ language development and provide targeted interventions when necessary.

7. Language Development Strategies

Reading and Writing

  • Students engage with a wide range of texts, including literature, informational texts, and digital content.
  • Writing tasks emphasize organization, coherence, and creativity, tailored to academic and real-world purposes.

Speaking and Listening

  • Students participate in debates, presentations, group discussions, and role-playing to enhance verbal communication skills.
  • Listening comprehension is developed through multimedia resources, including videos, podcasts, and lectures.

Cross-Cultural Connections

  • Language classes incorporate cultural studies to deepen students' understanding of the social and cultural contexts of different languages.

8. Roles and Responsibilities

  • School Leadership: Oversee the implementation of the Language Policy and ensure alignment with the Cambridge curriculum.
  • Teachers: Model proficient English usage in all interactions and incorporate language development strategies into daily teaching practices.
  • Students: Use English as the primary language of communication during academic activities and actively participate in language learning.
  • Parents: Support the development of English at home and reinforce the importance of additional language learning and cultural awareness.

9. Monitoring and Evaluation

  • Regular formative and summative assessments measure progress in English and additional languages.
  • Teacher feedback assesses participation in language-rich activities and provides constructive feedback.
  • The Language Policy is reviewed annually to reflect advancements in language education.

10. Policy Compliance

Students and staff are expected to adhere to the principles and guidelines outlined in this policy. Non-compliance may result in corrective actions to ensure alignment with the school’s language standards.