British American School PEP languaje policy

PEP LANGUAGE POLICY

This document was developed at British American School, through a collaborative effort that included staff from the different educational levels of the school, students, parents, teachers and coordinators. It was developed between March 2013 and September 2014 and is the initial version of our language policy. Every year it is reviewed and updated in collegiate. Last revision August 2024.

The purpose of this document is to establish the parameters for linguistic work and to comply with the Mission and Vision of our school. The commitment of the teachers is to understand the need we have as teachers to continue preparing ourselves to promote the acquisition and development of language skills in our students and to participate in professional development opportunities to continue educating ourselves as language teachers.

Our Mission Statement

We are an educational institution that forms internationally minded, bilingual children and young people, with a high educational level, conscious of their national identity, their interaction and responsibility with the world; being critical, creative and innovative thinkers, complying with a work framework that allows the satisfaction and integral development of the school community.




Nuestra Misión

Somos una institución educativa que forma niños y jóvenes con mentalidad internacional, bilingües, con un alto nivel educativo, conscientes de su identidad nacional, su interacción y responsabilidad con el mundo; siendo pensadores críticos, creativos e innovadores, cumpliendo con un marco de trabajo que permita la satisfacción y el desarrollo integral  de la comunidad del colegio.

Our Vision

To be one of the best alternatives of integral, multicultural and personalized education, being one of our main objectives the institutional growth with international recognition, as well as the satisfaction of all those who form our community.

Values

Respect: Be tolerant, listen to people’s opinions, express ideas with confidence and respect diversity, the community and life. 

Integrity: Act with honesty, fairness and respect.

Responsibility: To be supportive, thoughtful, open-minded and have the ability to respond effectively to any situation. 



Quality Policy

At British American School, we are committed to maintaining a comprehensive quality education, complying with legal and regulatory requirements, as well as those of national and international programs, through assertive communication, respect for diversity and the continuous improvement of our processes.



  1. Objective

As stated by the author (Allen, 2011) the linguistic development of people not only has to do with the way in which we communicate, but also implies the vision that each person has about him/herself, the world and his/her sociocultural context.

Language plays a fundamental role in education since it is totally linked to learning. That is why we have developed as an educational community our language policy that establishes the theoretical and regulatory framework for decision making and the achievement of our mission.

At British American School we believe that education in a global and interconnected world demands that our students develop the necessary linguistic skills to be fluent in Spanish and English, as well as in their native language. In order to achieve this goal, we have established essential agreements that will allow us to ensure that the linguistic focus of the School is available to all of us who make up this educational community.

This document includes the reflection we have done on the following aspects:

o Learning the language

o Learning through language

o Learning about language



 

 

The International Baccalaureate Organization establishes as fundamental the fact that students acquire a high level of linguistic development, that is, that students can communicate effectively in more than one language, not only to be good communicators but also to promote multicultural understanding (IBO, 2011). The relevance of being able to communicate in more than one language, as indicated by Corson, (1999) influences cognitive, affective and social aspects

 

  1. Linguistic profile of our community.

The school’s community is made up mostly of families in which both parents work. Seventy percent of the families are of Mexican parents who are fluent* in English as a second language, but often use Spanish as a means of communication at home. The remaining 30% are families from different countries. The context in which our preschool and elementary school students grow up offers them continuous opportunities to learn English.

 

III. Our conception of language and learning

When students enter preschool, most of them are in the process of consolidating their mother tongue, they are not yet able to evoke all the phonemes and express their ideas with isolated words or simple phrases. Their level of language comprehension is greater than their capacity for expression, which is why it becomes relevant to take advantage of this process of acquisition of the mother tongue and use the neural connections that are giving rise to the receptive and active mother tongue as a vehicle for the acquisition of English as a second language (Krashen, 1982).

 

The approach to the English language is offered in a natural way, respecting the individual process of each child to go through the different phases of language acquisition. Students have the opportunity to experience the use and application of language, both oral and written, in daily life, either by using it to express ideas, needs, doubts or to understand the needs and ideas of others and to collaborate and interact with others in different situations.

 

  1. Native Language
  2. Language and culture go hand in hand, which is why it is essential to create the conditions for our students to not only preserve but also improve their mother tongue (IBO, 2013). This task requires us to maintain a close relationship with parents, inviting them to use their mother tongue with their children as much as possible.
  3. Likewise, among the materials they are asked to bring to class are graphic publications, books or digital resources in their mother tongue.
  4. Among the resources we have at the school for students to access bibliography for consultation in their mother tongue, students can access international online libraries, where they can find publications in various languages. Examples of these web sites are: http://pyplibrary.wikispaces.com/, http://www.childrenslibrary.org/icdl/, http://www.ibby.org/.
  5. Within the work that students carry out in the units of inquiry, we take advantage of the possible opportunities for students to reflect on and contrast socio-cultural and language aspects of different countries, including those represented by the students of the corresponding group, in this way we celebrate the mother tongue of the children and youth. Likewise, we emphasize multiple literacies within and outside the units of inquiry to value multilingualism in the school community.
  6. We encourage the participation of parents in the units of inquiry, inviting them to enrich the students’ inquiries by sharing about the customs, traditions, celebrations and language of their countries of origin. Parents can also participate by reading stories to students in their native language.

 

  1. English as a second language.

According to our founder, the initial intention of creating the school was to offer the possibility of having a school in Mexico where preschool and elementary school students could develop the necessary linguistic skills to be able to communicate in English. Above all, due to the fact that in many schools English was taught but the children did not speak it.

Based on studies on how a second language is acquired, the school’s approach is based on the model Krashen calls the Input Hypothesis, which is based on the idea that language is acquired, not learned. To elaborate on this information, Krashen explains that as the student naturally learns the second language, it follows the path taken by the first language (Krashen, 1982). At British American School we have witnessed this fact, since our foundation we have generated an environment of immersion in English that favors this natural process of second language acquisition, which in this case, is English.

By considering Spanish and English teachers as head teachers, we understand that they are responsible for the implementation of the PYP (IBO, 2009), so they both teach all disciplines, under the concept of globalized teacher, i.e.: both teachers are responsible for teaching natural sciences, social sciences, mathematics, personal, social and physical education, language, art, technology, etc. regardless of whether they speak English or Spanish. For more information, please refer to the school’s PEP teacher profile.

Students entering the school at the Kindergarten level must complete a pre-assessment which consists of a two-day visit to the school. During this time they are evaluated in various aspects, including their linguistic development. In this evaluation, the skills and level of development related to the mother tongue are observed. This evaluation can yield different scenarios and based on these results, decisions will be made.

In the elementary level, from 1st to 6th grade, a previous evaluation is also a requirement for admission, which also consists of a visit to the school for 2 consecutive days. In this case it will be the Area Coordinator together with the Psychopedagogy Coordinator who will decide if the student will be admitted with us. In the event that a student does not have the minimum level of English required according to the grade he/she intends to enter, the Primary Coordinator, together with the student’s parents, will agree on the course of action to follow so that the student receives the necessary support and can enter the school.

The following diagram illustrates some possible options in cases where students may need some extra support in acquiring or learning English:

See APPENDIX 1

 

  1. Language Support Services

The support we offer to students who do not speak Spanish or English is differentiated and adapted to each student’s individual situation.

  1. In preschool, support is offered to foreign Spanish-speaking students, because although it may seem unnecessary, in the case of young students (Krashen, 2003) who are at a stage in which they are building a symbolic representation of language, it is common for them to feel confused when they do not understand what is being said to them. Example: sneakers vs. tennis shoes, jacket vs. jacket, backpack vs. bag. Teachers use pictures, gestures, mimicry, etc. to make sure students are understanding what they are being told. It is important to be patient when children arrive at school for the first time and give them time to adapt and begin to understand expressions, phrases or words that we use in Mexico.



  1. When students enter the school with some command of English, but with little or no command of Spanish, actions are established in agreement with parents to address the language needs that are identified. The school has teachers of Spanish for foreigners who teach classes during workshop hours and within our facilities. The school assumes the cost of this workshop in its entirety when there is a minimum of 5 students, otherwise the service is offered and parents must pay for the classes. The Coordinators of the corresponding educational level are the ones who channel, organize and supervise this support.

 

  1. There is also the possibility that students may be supported with Spanish classes for foreigners by the family and outside the school; in this case, the coordinator of the educational level, the language specialist and the teachers make sure that the external support that students receive is sufficient, monitoring the progress of the students and informing parents and the general direction of the progressive results.

VII. The role of teachers in language promotion

All teachers in the school should be considered language teachers, for they not only use language to teach, but also model how language is used and the various ways and contexts in which it is applied.

Whether we teach English, Spanish or French, the inquiry model must prevail. It is important to create a learning environment that supports structured inquiry in which the cycle of inquiry is evident: provoke, explore, investigate, research, select resources, deepen, connect, reflect, and act.

The environment that surrounds language teaching should also have reading as a fundamental axis, which should be varied and for different purposes, considering the interests of the students and at the same time respecting their language acquisition process (IBO, 2011).

 

Keeping in mind the importance of language as an object of teaching and also as a fundamental medium, concepts such as mathematical language, scientific language, technological language, artistic language, coding languages, etc. become relevant. It is for this reason that teachers and the school community strive to include in the work we do with students, through the units of inquiry, the teaching of all disciplines, following the transdisciplinary model proposed by the PYP (IBO, 2009) for preschool and elementary school.

In order for our students to achieve a truly bilingual proficiency, English-speaking teachers, group leaders, should refer to the sequencing of mathematics content in English to ensure that they follow the suggested continuum and that our students are able to apply mathematical language and thinking successfully in both Spanish and English. 

 

VIII. The role of parents in language promotion

It is suggested that parents promote language through dialogue, reading of diverse literary genres and text carriers. It is necessary to provide students with materials that support their linguistic development both in the mother tongue (when applicable), the language of instruction and in the second language; Offer students opportunities to express their ideas and needs when confronted with diverse situations in which they will put their communicative competencies into play.

  1.     Essential Language Agreements

The language of instruction in the school is Spanish and as a second language, we have English. Starting in 1st grade, students begin to learn French as a third language. 

The teachers create and generate spaces that allow the students to increase their oral and written communication skills in the languages of instruction and in their mother tongue.

Coordinators and staff who are proficient in English must use this language at all times.

Teaching staff who teach subjects in English or French shall refer to students and fellow teachers in English.

Management, teaching and administrative staff who are not proficient in the second language shall use the language of instruction (Spanish).

In Preschool we have English immersion groups, since it is our second language, we allow the student to acquire the language in the same way the native language was acquired, by using it as long as possible, therefore it is important to create a learning environment that allows the student to hear and use this new language in most of the activities.

Reading aloud is done daily by the teachers. The children are continually encouraged to explore different text carriers, inquiring about their function and communicative intention.






  1.     Acuerdos esenciales con respecto a la Lengua

La lengua de instrucción en el colegio es el español y como segunda lengua, tenemos el inglés. A partir de 1o de primaria, los alumnos comienzan a aprender francés como tercer idioma. 

Los docentes creamos y generamos espacios que permitan al alumno incrementar las habilidades comunicativas tanto orales como escritas en las lenguas de instrucción, y en su lengua materna.

Las coordinadoras y el personal que domine el idioma inglés deberá utilizar esta lengua durante todo el tiempo.

El personal docente que imparte materias en inglés o francés deberá referirse al alumnado y a sus compañeros en inglés.

El personal directivo, docente y administrativo que no domine la segunda lengua utilizará la lengua de instrucción (Español).

En Preescolar tenemos grupos de inmersión en inglés, ya que es nuestra segunda lengua, permitimos al alumno adquirir el idioma de la misma manera que se adquirió el idioma materno, a través de utilizarlo el mayor tiempo posible por ello es importante crear un ambiente de aprendizaje que permita al alumno escuchar y usar esta nueva lengua, en la mayoría de las actividades.

Se realiza lectura en voz alta por parte de los maestros diariamente. Asimismo se promueve continuamente que los niños exploren diferentes portadores de texto, indagando sobre su función e intención comunicativa.

Written Language

Language practice within the classroom: through instructions, chanting, games, rhyming and vocabulary acquisition, reading books, etc.

In grades PK to K2 the Denillian font is used both to model writing and to instruct students in letter tracing. From K3 onwards, English script and Spanish cursive are used. This decision was made based on the research of Dr. Katz, which indicates that cursive handwriting favors speed and quality, while decreasing the frequency of learning problems such as dysgraphia and dyslexia. Therefore, K3 and elementary Spanish teachers should use cursive. Likewise, the necessary activities should be carried out so that students develop the graphomotor skills they require. Beginning in 5th grade, new students or those who have difficulty may choose the type of letter they prefer to use.

 

  1.     Dissemination of the language policy

This document is published on the school’s internal network to which parents, students, teachers, coordinators and directors have access through their account and password.

 

  1.     Revision and update

This document is the initial version and is in the process of revision. During the 2014-2015 school year, committee meetings will be held to review and, if necessary, improve this language policy.

 

XII.     References

Allen, M. (2011). Thought, Word and Deed: The Roles of Cognition, Language and Culture in Teaching and Learning in IB World Schools. . Ginebra: International Baccalaureate Organization.

IBO. (2011). Lengua y aprendizaje en los programas del IB. Ginebra : International Baccalaureate Organization Ltd.

IBO. (2013). Participación de los padres en el mantenimiento y desarrollo de la lengua materna de los alumnos. Ginebra: International Baccalaureate Organization Ltd.

Krashen, S.(1982). Principles and Practice in Second Language Acquisition . California: Pergamon Press Inc.

 

 

LANGUAGE POLICY

This document was produced in British American School, through a collaborative work that included personnel from different educational levels of the college, students, parents, teachers, and coordinators. It was developed between March 2013 and September 2014. It is the initial draft of our language policy.

This document is intended to set the parameters for the linguistic area and fulfill both the mission and vision of our school.

Our Mission

We create a bilingual environment so that our students may develop an international perspective through a higher education system; making them aware of their national identity and their interaction and responsibility to the world by teaching them to be critical thinkers, visionaries and innovators

Our Vision

Consolidate ourselves as one of the best, multicultural, and personalized educational options in Mexico to contribute with a world that demands the development of successful, conscious, responsible, pro-active, and principled citizens.

Our Values

Respect, integrity, peace, responsibility, freedom, tolerance, generosity, patriotism, commonality, and order.

It is the responsibility of all teachers, coordinators and managers review and analyze this document and disseminate it in the school community of our school. Importantly, when an initial version this document should be considered in review, as will be implemented and valuing their effectiveness throughout the school year.

  1. Objective

As the author states (Allen, 2011) the linguistic development of people not only has to do with the way we communicate, but involves the vision that each person has about himself, the world around him, and its sociocultural context.

Language plays a fundamental role in education as it is fully linked to learning. That is why we have developed, as an educational community, our linguistic policy which establishes the theoretical and regulatory framework for decision making regarding languages and in order to achieve our mission.

In British American School we believe that education in a global and interconnected world demands that our students develop the language skills needed to function fluently in both Spanish and English. To achieve this goal we have established essential agreements that will allow us to ensure that the linguistic approach of the school is available to those who serve the educational community.

This document includes the school’s approach related to the following aspects:

  •         Learn the language
  •         Learning through language
  •         Learn about the language

The International Baccalaureate Organization established as fundamental the fact that pupils have high level language development to communicate effectively in more than one language. Not only to be good communicators but to promote multicultural understanding (IBO, 2011). The importance of being able to communicate in more than one language, as indicated by Corson (1999) affects positively cognitive, affective, and social aspects.

  1. Linguistic profile of our community.

The school community is mostly formed by families in which both parents work. 70% of families are of Mexican parents who speak English as a second language, but often use Spanish at home. The remaining 30% is made up of families from different countries among which are: United States, Canada, Angola, Malaysia, Korea, Colombia, Argentina, Honduras, Spain, Japan, etc. The context in which our students are brought up offers them continuing opportunities to interact or practice the English language.

III. Our idea of language and learning

When students enter preschool, most of them are in the process of consolidating their native language, yet fail to evoke all the phonemes and express their ideas with single words or simple phrases. Their level of language comprehension is greater than their capacity for expression, which is why it becomes important to take advantage of their first language acquisition process, as their brain is making neural connections. This brain process, at this stage sets the proper conditions to ease the acquisition of a second language (Krashen, 1982).

The approach to acquire English as a second language follows a natural way. It respects the student’s individual process by allowing them to go through the different stages of language acquisition. Students have the opportunity to experience the use and application of language both orally and in writing, on a regular basis. Whether using it to express ideas, needs, concerns, or to understand the needs and ideas of others and collaborate, or interact with others in different situations, language is used all the time.

  1. Mother Tongue
  2. The language and culture go hand in hand, which is why it is essential to create conditions so that our students can not only preserve but also improve their mother tongue (IBO, 2013). This task requires us to maintain a close relationship with families; inviting them to use their language with their children as much as possible and in different contexts.
  3. Parents can also help by allowing their children to bring to school materials, texts, videos, books, etc. in their own language.
  4. Within the resources available to the community at the school, students can access literature for consultation in their native language, students can enter international online libraries, where publications are in various languages. Examples of these websites are: http://pyplibrary.wikispaces.com/, http://www.childrenslibrary.org/icdl/, http://www.ibby.org/
  5. Within the work students performed in the units of inquiry, there are potential opportunities for students to reflect and contrast sociocultural aspects and languages of various countries, including those that are represented by the corresponding students in each group. These actions give the school community another opportunity to celebrate students’ mother tongue.  We encourage the use of multiple literacies to promote multilingualism within and out of the units of inquiry. 
  6. We promote the participation of parents in the units of inquiry by inviting them to enrich students’ inquiries by sharing about the customs, traditions, celebrations, and the language of their country. Parents can also participate by reading stories to students in their native language.
  7. English as a second language.

According to our founder, the original intention of starting the British American, was to offer the possibility of having a college in Mexico where preschool and primary could develop the necessary language skills for students to communicate in English.

Based on studies of how a second language is acquired, the focus of the school is based on the Input Hypothesis in which Kashen (1982) emphasizes that language is acquired, not learned. To deepen this information, Krashen explains that as the student learns naturally the second language, this is following the path taken by the first language (Krashen, 1982). In British American School we have witnessed this, because since the school started we have generated an immersion environment in English that favors this natural process of second language acquisition or, in this case, English.

We consider English and Spanish teachers as classroom teacher, therefore we understand they are both responsible for applying the PYP (IBO, 2009). Whether the teacher speak English or Spanish in class, which should have been established in the contract previously, they are both expected to teach all subjects. That is science, math, social studies, personal, social and physical education, art, language, technology, etc. Teachers can always refer to the PYP Teacher´s Job Description for more specific information.  

Students entering school in Kindergarten levels should make a preliminary assessment consisting of a two day visit to our school. During this time they are assessed in various aspects, especially language development. During this time skills and the developmental level of their mother language are observed. This evaluation may yield different scenarios and based on those results the coordinator of the educational level and the school’s psychology will decide if the school system can be an option for the applicants, or the corresponding actions to help students.

At the elementary level, from 1st  to 6th grades there is  prior assessment  for applicants to enroll in our school. Students will visit our school for two consecutive days and they will be assessed in different areas. The Elementary School and the Psychology Coordinator decide if students can enroll in our school.  In the event that a student does not have the minimum level of English required, the Coordinator and the parents will establish the actions for the student to receive the necessary support to join our school.

The following diagram shows some possible options in cases illustrated in students in need of some extra support to acquire or learn English:

Refer to Annex 1

  1. Language support services

The support we offer to students when not handled Spanish or English is differentiated and adapted to the individual situation of each student.

  1. In preschool, there is support offered to foreign students speaking Spanish as in the case of young students (Krashen, 2003) who are at a stage where they are building a symbolic representation of language, is common to be confused by not understanding what they are told, some slang might cause confusion. Teachers can use images, gestures, mime, etc. to ensure that students understand what they are told. It is important to be patient when small children join our school for the first time. We need to give them time to adapt and begin to understand expressions, phrases, or words we use in Mexico.
  2. When students enroll our school having some mastery of English, but with little or no command of Spanish, the School’s Coordinator will establish, in agreement with the student’s parents, the necessary actions that will be done to meet the student’s language needs that are identified. The school offers Spanish lessons during the afterschool workshops. The school covers the cost of this workshop as a whole when there is a minimum of 5 students, otherwise the parents must pay for these classes themselves. Coordinators of the corresponding area are in charge of organizing, supervising, and follow up on any actions to support student in the learning of the language of instruction.
  3. There is also the possibility that pupils get Spanish classes for foreigners provided by the family outside of school; in this case, the coordinator and the language specialist will ensure that external support that pupils receive is sufficient.  

VII. The role of teachers in promoting language

All school teachers should be considered as language teachers, because not only do they use language to teach, but also model how language is used and the different ways and contexts in which it is applied.

Whether you teach English or Spanish, the model of inquiry should prevail. It is important to create a learning environment that fosters structured inquiry in which the inquiry cycle is clear: provocation, exploring, researching, selecting resources, deepen, connect, reflect and act.

The atmosphere that envelops the language teaching should also have as cornerstone reading, the same should be varied and for various purposes, to consider the interests of students while respecting the process of language acquisition (IBO, 2011).

By reflecting upon the importance of Language both as, an object of teaching and a media to teach, it’s easy to see the relevance in considering in our teaching concepts such as math language, scientific language, technology related language, artistic language, language used for coding, etc. Therefore all teachers in our School Community strive to include in the units of inquiry the teaching of all disciplines by following the Transdisciplinary model proposed in the PYP (IBO, 2009) for Preschool and Elementary School, and the Interdisciplinary model for Junior and High School. 

For our students to become fully bilingual all teachers must refer to the Math Scope and Sequence of the grade they teach and follow the suggested continuum when planning and teaching. This way our students will be able to apply math concepts effectively in both English and Spanish. 

 VIII. The role of parents in promoting language

It is suggested that parents promote the language through dialogue, reading various literary genres and text carriers. Parents can provide students materials that support their language development both in the mother tongue (where applicable), the language of instruction and/or second language. Parents should offer their children opportunities to express their ideas and needs, and to cope with various situations to enhance their communication skills.

  1. Essential agreements regarding Language:

The language of instruction at school is Spanish, English is our second language, and French is offered as a foreign language from 1st grade up to 12th grade. 

Teachers create and generate spaces that allow students to increase both orally and in writing using the language of instruction, the second language, and in their mother language.

The coordinators and staff fluent in the English language must use this language all the time.

Teachers who teach subjects in English should refer to the students and their peers in English.

The school staffs that are not fluent in English will use the language of instruction.

Reading is done aloud by teachers daily. Teachers continually encourage children to explore different texts, inquiring about their function and communicative intention.

Practice of language within the classroom: through instruction, songs, games, rhymes and vocabulary acquisition, reading books, etc.

In the school teachers use D’nealian writing from PK to K2. From K3 on students use script for English and Cursive writing for Spanish. Such decision was made  based upon the investigation held by the Doctor Katz and Mina Katz who proved that  cursive writing favors speed and quality of handwriting and at the same time, decreases the possibility of having dysgraphia or dyslexia. Therefore Spanish speaking teachers from K3 and Elementary School are expected to use cursive writing in their teaching. On the other hand teachers should consider necessary activities for students to develop fine motor skills needed for cursive writing.  New students joining our school from 5th grade on can choose to use script instead of cursive writing if they find it too difficult. 

  1. Communicating the  Language Policy

This document is published in the internal network of the school to which parents, students, teachers, and coordinators has access through their school e-mail account and password.

  1. Revision and update of the Language Policy

This document is the initial release and is under revision. During the 2014-2015 school year, the language policy committee will meet to review and if necessary improve this language policy.

 

 

Fecha

Revisión

Descripción/modificaciones

30 de enero 2015

01

Elaboración

13 de febrero 2015

02

Traducción

11 de junio 2015

03

Actualización

Febrero 2019

00

Revisión y alta en el sistema de gestión

Agosto 2022

00

Revisión

Agosto 2023

00

Revisión y actualización

Agosto 2024

00

Revisión y actualización

 

Realizado / Revisado por:

Responsable de Calidad

Aprobado por:

Dirección:

 

Miss Lupita Antimo

Coordinadora PEP

 

Miss Nora Hernández

Directora General



CONTROL DE CAMBIOS

 

British American School

Control de Elaboración y Cambios

F. Elaboración:

Septiembre  2020

Elaboró:

Coordinadora PEP

Rev. vigente de contenidos:

Septiembre 2020

Revisó:

Encargado del SGC

Responsable de Resguardo:

Coordinadora PEP

Autorizó:

Dirección General

Revisión

Fecha

Motivo

00

09/20

Creación

00

08/24

Revisión

   
   

 

Los niños son el porque de nuestro colegio
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