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OECIS DP Language Policy
国际学校大学预科语言政策
28th February 2024
This language policy, in addition to meeting the written language policy requirements of all IB diploma schools, presents what our practices are in promoting language development in the school. The school is convinced of the need to increase access to education for both native and non-native Chinese speakers through language learning.
所有国际文凭成员学校都应该按照国际文凭组织的要求来制定书面的语言政策。 此份语言政策，不仅是为了达到该要求，也把我校在鼓励语言的发展上一些好的做法呈现给大家。我校认识到通过语言的学习，为讲中文的孩子和讲外文的孩子提供受教育的机会，这点非常重要。
Therefore, this document includes adequate provisions for the teaching and acquisition of a second language and support for mother tongue development. It also sets out the philosophy and aims of language teaching and learning; with a review of options currently on offer in groups 1 and 2. In addition, considering creating a more effective language-learning environment and IB learning experience, school displays IB learner profile attributes mission statement, OECIS mission/vision statements and maxims in various IB learning spaces such as our library, classrooms, corridors.
因此，此份文件多项条款规定了第二语言的教学和必要性，以及对提高学生母语的支持。它也建立了语言教育和学习的理念和目标。我校目前提供第一组和第二组语言学习。另外，为了营造良好的IB语言学习氛围，促进学生对IB理念的感受，此份文件也规定学校所有的IB学习空间要展示IB十大培养目标，比如图书馆、教室、走廊等。
Philosophy/理念
We understand that language is the primary medium of communicating and quite essential in becoming life-long learners. Becoming a successful learner entails being able to use language effectively, clearly, appropriately and confidently in both its oral and written forms in various contexts and purposes.
我们了解到，语言是交流的基本媒介，对成为终身学习者是非常关键的。要成为成功的学习者，无论是口头还是书面的形式，也无论是在何种语境中，或者出于任何目的，都必须有效、清晰、恰当、自信地运用语言，
We concur that through language learning engagements, students are able to develop critical thinking and social skills that provide the needed competence for acquiring the knowledge the diploma program curriculum has to offer. For this reason, we view the acquisition of a second language and the development of mother tongue as an ongoing process, and that every teacher in the diploma program is a language teacher.
我们认为，通过语言的学习契约，学习者能发展批判性的思维和社会技能，从而为学习大学预科段课程的知识提供相应的能力。为此，我们认为学习第二语言和提高母语水平是一个持续进行的过程, 大学预科段的所有老师都是语言教师。
Contextually, we teach language and relate new information to existing knowledge. As language is the gateway into cultures around the world; therefore, our commitment to challenging and inspiring each child to reach their full intellectual and physical potential to become lifelong learners recognizes that students must become both culturally and linguistically proficient in a second language. The successful achievement of this is believed by the school to help foster international understanding and peace.
我们教授语言，并把新的信息与已有的知识进行联系。由于语言是了解不同文化和进入不同世界的途径，因此我们致力于并鼓励每个孩子发挥其智能和体能上的最大潜力，从而变成终身学习者，并让每个孩子认识到学习者必须精通第二语言和第二语言的文化。我校相信如果此项能取得重大成就，我们就能更好地培养国际意识和和平。
Language profile/语言档案
The general language profile of the school includes：学校的语言档案包含以下：
Native Chinese speakers with non-English speaking parents but have acquired English language since kindergarten years (80%). 汉语为母语的，父母都不讲英文的，但自从幼儿园就开始学习英语的学生占80%
Native English speakers with little Chinese exposure (8%);
英语母语的，但会讲一点中文的学生占 8%;
English background learners with other native language other than English and with little Chinese exposure (5%);
有英语学习背景的，但母语不是英语的，会讲一点中文的学生占 5%；
Bilingual learners with non-English speaking parents who can speak both Chinese and English at advanced level (10%); 双语学习者，父母都不说英文的，学生自己能讲中文，英文水平又很高的占 10%;
Bilingual learners with non-English speaking parents who can speak fluent Chinese, but English at intermediate level (65%);
双语学习者，父母都不说英文的，学生自己能讲流利中文，英文水平中等的占 65%;
In addition to English and Chinese native languages in the school, other native languages include：
除了中文母语和英文母语的学生，学校还有以其他国家语言为母语的学生 如：
Japanese/日本语
Korean/韩语
Vietnamese/越南语
Sinhala /僧伽罗语
Indonesian/印尼语
Curriculum / 课程
1.Differentiation /分层教学
a. The school includes and incorporates target language differentiation in its agenda and schedule in collaboration planning and reflection.
学校在制定跨学科会议计划和反思的时候，将目标语言分层教学纳入会议日程。
b. The school works on effective strategies for differentiation in language lesson planning and classrooms including in-house professional development and language lesson demonstration.
在备课和上课方面，学校要制定有效的策略指导分层教学，包括内部专业发展和语言示范课等。
c. The school re-looks at students’ learning needs at the beginning of every semester and updates its ATT and ATL accordingly to best-suit students’ language-learning needs and learning styles.
在每学期开始时，学校要重新审视学生的学习需求，并依据最适合学生的语言学习需求和学习风格更新教学法和学习法。
2.Contextualization/情景化教学
The school continuously develops the written curriculum to promote individual, national and world issues.
学校不断拓展书面课程，以提高学生解决个人，国家和世界问题的能力。
a. The flexibility of the language subjects in IB curriculum allows students to tailor their education to their individual strengths, interests, and aspirations; these issues must remain pertinent in all subject areas. The personalized approach empowers students to take ownership of their language-learning journey and develop a sense of agency and autonomy.
IB课程中，语言科目的灵活性允许学生根据自身的个人特长、兴趣爱好和愿景行定制适合自己的教育；这些课题必须与所有学科相关。个性化的学习方法可以让学生自主掌控自己的语言学习过程，培养学习的能动性和自主性。
b. Encourage students to explore and engage with national issues relevant to their own contexts. Subjects such as Language Acquisition can incorporate national history, culture, and societal issues into their curriculum, allowing students to develop an understanding of their own country's history, challenges, and contributions. Use opportunities to reflect on national issues, prompting students to gain a greater sense of identity, social awareness, and civic responsibility. Help students develop a nuanced understanding of their society's complexities and encourage them to actively engage in addressing social, economic, and political challenges. This can be achieved with research projects, class discussions, and community-based activities.
鼓励学生探索与他们自身背景相关的国家议题。语言习得等科目可以将国家历史、文化和社会问题等内容纳入课程内容，让学生了解自己国家的历史、面临的挑战，为国家的发展作出贡献。抓住机会深入思考国家议题，促使学生获得更大的身份认同感、提高学生的社会意识和公民责任感。帮助学生深入认识社会的复杂性，鼓励学生积极应对当前社会、政治和经济面临的挑战。这可以通过一些研究项目、课堂讨论和社区活动来实现。
c. Foster cross-cultural understanding and communication skills and encourage students to think about complex global challenges and their interconnectedness. By emphasizing international perspectives in various subjects, students gain a broad understanding of different cultures, languages, and global issues. Subject teachers should foster critical thinking, research skills, global-mindedness, and personal development, preparing students to excel in higher education, careers, and their roles as active and engaged global citizens.
培养跨文化理解和交流技巧，鼓励学生思考复杂的全球性挑战及其相互联系。通过强调不同学科中培养学生的国际视野，学生可以对不同的文化、语言和全球问题有广泛的了解。学科教师应该加强培养学生的批判性思维、研究技能、全球意识，以促进学生的个人发展，使学生在高等教育、职业生涯中脱颖而出，并成为积极参与的全球公民。
3. Language-learning experience with an awareness of different perspectives
不同视角的语言学习经历
a. Human commonality: teachers should be aware of the variety of aspects in the human condition such as biological commonality, emotions and feelings, language and communication, cognitive abilities, social nature, cultural practices and traditions, basic needs and desires, capacity for empathy and compassion, quest for knowledge and understanding, mortality and existential reflection.
人类共性：教师应了解人类状况的各个方面，如生物共性、情感和感受、语言和交流、认知能力、社会属性、文化习俗和传统、基本需求和愿望、同理心、同情心、对知识和理解力的追求、对死亡和存在主义的反思。
b. Diversity: we consider diversity on language and literature courses, individuals and societies courses, classroom discussions and collaborative projects.
多样性：我们提供多样化的语言和文学课程、个人和社会课程、课堂讨论和合作项目。
c. Other perspectives: we incorporate diverse perspectives from various disciplines. By considering different viewpoints, students develop empathy, critical thinking skills, and a deeper understanding of the interconnectedness of the world. In addition, gender dysphoria, gender identity disorder, gender incongruence and transgenderism, along with other LGBTQ plus issues.
其他视角：我们融合了不同学科的不同视角。通过考虑不同的视角，学生可以培养同理心、批判性思维能力，并加深对世界相互联系的理解。此外，我们还会考虑学生们的性别焦虑、性别认同障碍、性别不一致和跨性别主义，以及LGBTQ 等问题。
Languages on offer/ 提供的语言
The language of instruction in all classes, except in Chinese and English classes, is bilingual, that is, 30% Chinese and 70% English. Every student on the diploma program must take a language A: Literature at either Higher Level or Standard Level, and at least one language from Group 2.
除了中文和英文课，在其他所有课堂上我们提供双语教学，即30%中文，70%英语。所有入读大学预科文凭课程项目的学生，必须选取一门语言A，任何一高水平或普通水平的文学，也必须从第二组学科中选取至少一门语言学科。
Group 1: Mother tongue / 第一组学科:母语
The school offers Chinese and English literature at Higher Level. According to the subject guide for language A, it is to introduce students to a range of texts from different periods, styles and genres, develop in students the ability to engage in a close, detailed analysis of individual texts and make relevant connections, develop the students’ powers of expression, both in oral and written communication, encourage an appreciation of the contexts in which texts are written and received, and promote in students an enjoyment of, and life-long interest in language and literature (IBO, 2019). Students are assessed against a set of criteria laid out in the language A: Literature guide.
学校中国文学只提供高水平，英语言文学提供高水平和普通水平。根据语言A 的学科大纲，它是为学习者提供一系列不同时期、不同流派、不同风格的文学作品，从而使学习者能够对单独个体的文章进行详细的分析，并与其他作品产生联系，也增强学习者在口头和书面的表达能力，也使学习者能欣赏到文章所要表达和自己所能理解到的内容，让学习者能对语言和文学产生终身的喜爱和兴趣(国际文凭组织文献，2019年)我们用中文A的语言大纲中的各项标准来评估学习者。
Self-taught Languages: To support the development of native languages, other than Chinese and English languages, the school provides adequate support and guidance for speakers of these languages as self-taught candidates. Adequate support is given to these learners all through the duration of the diploma program.
自学语言：为了支持母语非中文或英语的学生母语的发展，我校为这部分 学生的自学语言提供充分的支持和引导。在所有大学预科项目期间我们都为这部分学生提供充分的支持。
Group 2: Language acquisition/第二组： 语言习得
The school understands that as students engage and examine cultures around the world, they tend to attain better appreciation of those cultures and gradually begin to realize that “other people, with their differences, can also be right.” (IB Mission Statement).
学校理解，作为一个学习者，融入和调查其他国家的文化，他们努力更好地欣赏别国文化，并逐渐认识到“人和人之间存在差异，但他人的观点也可能是正确的。 ” (摘自国际文凭组织使命宣言)
Three languages are on offer in group 2 and they are English B, Chinese B, and French ab. English B is offered at Higher Level only, Chinese B is offered at Higher levels, while French is offered at only ab initio. French is taken as a third language. The ab initio is taken by students without the prior knowledge of French. The general aim of group 2 is for each student to reach his or her highest level of literacy and proficiency in a second language and as such, the school employs various learning styles with differentiated instructions according to students’ needs.
在本组中我们提供三种语言，英文B，中文B和法语ab。英语B只提供高水平。中文B提供高水平和普通水平。法语只提供入门级。学生学习法语做为第三语言。法语入门级是为没有任何法语基础知识的学生准备的。第二组的目标是让每个学习者都可以达到文学的高水平和第二语言的熟练运用。为此，学校根据学习者的需要采用不同学习风格、有区别的指导。
Admission requirements/招生要求
In order to determine the language ability necessary for a successful completion of the diploma program, all prospective diploma students are required, according to OECIS admission policy, to have learned English for at least 4 years, pass the English component of the DP entrance examination, and convince the interviewer of his or her English proficiency during the entrance oral interview. In addition to these requirements, all prospective diploma students must show evidence of English proficiency of IELTS 6.0.
为使学生语言能力能完成大学预科段学习，根据国际学校招生政策，所有进入大学预科段学习的学生都应至少学习了四年的英语，通过大学预科段英语能力测试，在口语测试中信服口语考官。除此外，所有进入大学预科段学习的学生都有相关证据 能证明达到雅思6分水平。
General support/普遍支持
(a) ICT/信息与通信技术
The Internet as an information highway makes available a huge pool of information and as a school that prides in being a community of learners; we believe in and embrace the use of ICT in enriching language learning. We are well aware of the importance of ICT in the learning engagements of students in this 21st Century and as such, we encourage students to use the school-wide, secured, wireless Internet connection and the established user-friendly reporting system (ManageBac, DingTalk, WeChat, OA) to:
作为信息的高速路，网络使我们可以获得大量的信息。学校以一个学习者的社区而自豪。我们相信我们通过更好的使用信息与通信技术可以丰富语言学习。我们也充分认识到在21世纪信息和通信技术对于学习环境的创立非常重要。因此我们鼓励学习者利用全校范围内安全的无线互联网连接和已建立的用户友好的报告系统(ManageBac、钉钉、微信、OA) 进行以下学习：
do their research and independent learning. /做研讨，独立学习
collaborate and execute group work/小组合作调研
access E-Books/获得电子文档
submit assignments/提交作业
contact teachers on the program/与学段教师交流
access study progress and feedback based on standardized IB assessment philosophy and requirements /获取IB各学科评估标准以及教师反馈
(b) The library and multimedia/图书馆和多媒体
We understand the central role of the library in language learning and therefore strive to provide language teaching and learning resources. The principal, coordinator, librarian and teachers meet twice a year to order resources for the students’ use. Students are also encouraged to list or recommend books to be booked for their reference.
我们认识到图书馆在语言学习中有非常重要的作业，因此我们努力提供语言教学和语言学习的资源。学校校长、协调员、图书管理员和教师没意念都必须开两次会，为学习者使用图书馆来订购更多资源。我们也鼓励学生列出推荐书单，以进行订购，供学生参考学习。
The multimedia system in all the classrooms provides the necessary audio-visual requirements for the language learning.
所有教室配备多媒体系统，为语言学习提供必要的视听教学条件。
(c) Teachers/教师
We understand that for quality teaching instruction to take place, the language of instruction must be appropriately comprehended by the students. Therefore, only teachers with the right language competences are hired. In the school, language skills development is the responsibility of every teacher irrespective of the subject they teach. 我们理解，只有教师的高质量的指导，学习者才能综合理解语言知识。因此， 我们只聘用有资质的语言教师。在学校，无论是哪门学科，每位教师都有责任来发展自己的语言技能。
All teachers will reinforce the language comprehension of the students within and outside classroom settings. All teachers undergo IB training and are actively involved in the frequently held collaborative planning sessions. There is English speaking contest for all Chinese teachers once a year.
所有教师都必须加强学习者课堂内外的语言综合理解能力。所有教师，包含活动课教师和其他语言教师，参加国际文凭组织的培训，并积极参加学校经常举性的集体备课活动。书院每年组织一次英语演讲比赛。
(d) Self-taught/自学
Language A self-taught students are provided with the language A guide booklet at the beginning of the diploma program and the oral commentary questions. The school attaches a language A teacher to the students who helps to explain the guide and advise on how to put the course together. The coordinator regularly meets with the self-taught students to ask for update, counsel and encourage them.
在大学预科项目我们为自学语言A的学生提供语言A指导手册和口语评论问题。学校安排一位语言A的教师给需要指导的学生来讲解如何自学课程。协调员定期与自学的学生面谈,及时了解自学进展情况，并积极鼓励这些学生。学校为自学语言的学生提供以下帮助：
a. Organizing time and space for the student to be able to self-study in peace, with all materials available, while able to contact their tutor/adviser.
安排时间和空间，让学生能够安静地自学，并提供所有材料，同时能够联系他们的导师/顾问。
b. Being sure that the language course corresponds with the demands of the relevant grade and standards of the student’s home country/home language.
确保语言课程符合学生所在国家相应的年级和标准的要求。
c. Understanding time/sessions/lesson lengths demanded by the language course, and create regularity and reliability of access, taking care not to impede on IB courses. This may need continuous shuffling according to students’ progress.
了解语言课程要求的课时，频次，有规律地可靠地开设语言课程，注意不要妨碍 IB 课程。 这可能需要根据学生的进步不断更新。
d. Taking into account times zones so student can work with tutor/adviser: this will include any online facilities – audio and visual and need for one-to-one sessions, as well as marking of coursework and feedback. In some sense – this is at minimum a four-way relationship. IB school/student/tutor/parents/guardians.
考虑时区，以便学生可以与导师/顾问一起学习：这包括利用线上资源-音频资源、视频资源、一对一课程，批改作业和给出反馈。从某种意义上说——这至少IB 学校/学生/导师/家长/监护人之间的四向关系。
e. Taking into account the relationship between school / home country school / tutor / and parents / guardians. Make dialogue and discussions possible between all parties when required, whether regular or ad hoc.
考虑学校/本国学校/导师/家长/监护人之间的关系。在必要的时候促进各方之间定期或者临时会谈。
f. Being aware of the language course being taken, and any national, political, religious, cultural or social limitations to be encountered.
了解正在开设的语言课程，以及面临的国家、政治、宗教、文化或社会层面的限制。
g. Checking availability of prescribed texts, audio, and visual aids, while being aware of any restrictions or obstacles to accessibility.
检查规定的文本、音频和视觉辅助工具的可用性，了解在使用方面存在的限制或障碍。
Circulation/上传下达
This policy will be published internally and circulated among all staff, students, parents and the board. For wider circulation, the policy will be uploaded on the school website, WeChat public account and a copy archived on the Office Anywhere (OA) of the school. 这个政策会在内部印刷，并发送给所有的教职工、学生、家长以及董事会。为了更好的沟通，我们会上传到学校网站，微信公众号，并发送到学校内部办公系统。
Policy Review/政策调整
As a working document, this document will be reviewed at the beginning of every school year to accommodate the increase or decrease in the number of mother tongues and requests for second languages.
作为一项运行的政策，我们会在每个学年开始进行政策微调，从而适应因为学生增减带来的母语方面的学习需求。
OECIS Policy Review Procedure is followed as it includes all the processes involved in reviewing the current policy. These processes are collaborative meetings and discussions to analyze the effectiveness of this policy. The diploma program coordinator shall facilitate the review process.
政策调整过程包含重新审视目前政策所需要的一切流程。包含：集体回忆，讨论并分析政策的有效性。大学预科段协调员应该作为调整过程的发动者。
References/参考文献
1. Guidelines for school self-reflection on its language policy, IB, 2012 学校语言政策的自省指导
2. Guidelines for developing a school language policy, IB, April, 2008 年国际文凭 发展学 校语言政策的纲要
3. Language and Learning in IB program, 2011 IB项目的语言和学习
4. Language B Guide, May 2019,语言B学习指南
5. Learning in a language other than mother tongue in IB program, IB, April, 2008 年国 际文凭在国际文凭项目中除了母语外的语言学习
6. Literature Guide, February, 2019 IB，IB文学指南
7. The Diploma Program: From principles into practice, IB, August, 2015 年国际文凭大 学预科项目：从理论到实践。
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