LANGUAGE
POLICYSUMMERHILL INTERNATIONAL SCHOOL

Summerhill Draft Language Policy
Policy Statement
The Summerhill language policy is a working document developed by staff and administrationand input from the Summerhill community. The policy is consistent with the stipulated principles
and practices of the IB. This policy is intended to provide an overview and guiding principles forlanguage learning at Summerhill which permeates the entire school curriculum throughauthentic contexts in a culturally rich and diverse environment. Our policy is a statement ofagreement—one to which the staff and the Summerhill community are asked to commit to so
our school can achieve its mission of empowering children to become confident, global,compassionate and respectful young people while ensuring a nurturing environment that is safeand happy.
1. Language Philosophy
At Summerhill International School, English is our language of instruction and therefore thelanguage of inclusion. To this end, students, teachers, administrators and parents areencouraged to converse in English whenever possible to ensure a sense of community andbelonging.
Summerhill International school shares these common beliefs about language teaching andlearning.
● Language is central to all learning. It is used to construct meaning, engage with anddeepen our understanding of the world.
● Language is best learned in an authentic context and is part of the children’s daily lives.
● All teachers are language teachers. As such, language learning is a shared responsibilityof all teachers, educational assistants, parents and students.
● We value the mother tongue of our students and recognize that a solid foundation andcontinued development of all other languages is crucial for maintaining identity, culturalunderstanding, and empathy.
● The acquisition of more than one language and maintenance of the mother tongue
enrich personal growth and help facilitate international understanding.
● Whilst English is the language of instruction, the language policy allows for students toinquire in their mother tongue to assist with understanding, inclusion andmultilingualism.
● We value the importance of learning the host country’s language and culture. This isreflected through offering opportunities to integrate Japanese cultural celebrations,stories and songs.
● Differentiation of tasks and expectations to suit students’ language levels assists
students’ ability to access the curriculum
2. Language ProfileA) Language Profile
The Summerhill community is made up of a very diverse cultural population. Approximately halfof the student population consists of host country nationals and the other half consists of manydifferent countries. The main language of instruction is English. The majority of families atSummerhill have at least one parent who can communicate in the English language in addition toanother language. Summerhill teachers also come from all around the world and many canspeak a language in addition to the language of instruction.

B) Admissions
As English is the language of instruction, it is necessary for at least one parent to be able tocommunicate in English. Students who are complete beginners in English will be accepted.
3. Practices
A) Mother tongue and supporting English language learners
In keeping with the IB philosophy, appropriate use of the mother tongue is encouraged, valued,
and supported at Summerhill.
Summerhill recognizes the need for students to use their mother tongue language to translate
and clarify when the language of instruction is not clearly understood. The continued promotionof mother tongue languages is encouraged in the home environment; parents are informed of
the necessity to continue the development of their native language(s). Supporting mother tongue
languages provides an emotional component as the child maintains links to their own culture
and their native language is valued. Academic benefits include the transference of linguistic
structures and thinking skills from one language to another providing essential links andscaffolds for language proficiency.
English language learners are fully integrated into the classroom with an aim to acquire thelanguage necessary for developing social relationships and accessing our curriculum. Students’learning needs are supported through differentiated learning engagements and groupings,
whole school approach to language development, the use of students’ mother tongue language
to support learning and maintaining a low teacher to student ratio.
B) Pedagogy and the Environment
Teachers support language learning of varying levels of proficiency by:● Using a range of strategies, tools, resources and assessments to support individual
learning needs● Providing a safe and supportive learning environment● Providing effective and timely feedback about language development to students andparents● Incorporating the teaching and learning of language within the program of inquiry● Providing opportunities for students to explore language through a variety of print anddigital resources● Committing to ongoing professional development in the teachers’ own personal
knowledge of language learning● Promoting language development through a transdisciplinary curriculum● Scaffolding learning to support students with building on their own learningC) Language of host country
Summerhill supports the development of the host country language and culture by offering aJapanese culture programme for all year levels. Additionally, books in Japanese are available toall students in the library.
4. Roles and responsibilities
It is recognized throughout the language policy that each facet of the community holds
responsibilities in the development and use of language and in the support of student learning.
To support the Summerhill language policy:

Students will
● Take an active role in language learning that is outlined in the Summerhill language
policy.
● Be encouraged to seek a wide range of language opportunities.
● Do their best to develop a second language if appropriate.
● Have an opportunity to learn the language of the host country.
● Be responsible for using the language of inclusion.
Teachers will
● Be aware of the Summerhill language policy.
● Provide a safe and supportive learning environment.
● Model effective communication.
● Help students find appropriate language resources.
● Differentiate between student’s language needs in planning, teaching and assessing
student work.
● Provide timely and effective feedback about language development to the students
and their parents.
● Students who are not developing the requisite language skills need to be referred tothe appropriate department.
● Use a range of assessments and teaching strategies.
● Understand their role that all teachers are teachers of language.
● Engage in active communication between students and their family.
Parents will
● Be aware of the Summerhill language policy and support it.
● Encourage, provide and support opportunities for their child to maintain theirmother tongue.
● Provide resources and support for all areas of language learning both at school andat home.
● Monitor their child’s progress and communicate concerns initially through theclassroom teacher.
Administration will
● Ensure all parents have access to the Summerhill policy and practices● Provide adequate resources and staffing for the school’s language programmes.
● Ensure consistency across all sections of the school in the delivery of language
instruction, assessment and reporting.
● Instigate a regular review of the language policy.
● Ensure that teachers are supported with professional development opportunities tokeep abreast of current practices in the teaching of English as an additionallanguage.
References
Primary Years Program: Guidelines for Developing a School Language Policy
Making the PYP Happen: A curriculum framework for international primary education
Acknowledgements
Aoba Japan International School
Adopted: December 2017
Last Reviewed: August 2023