Language Policy

Language Policy

CMIS Mission

The Mission for Crans-Montana International School is to educate the children of the world to make them lifelong learners as they will be in the productive places as leaders in the global community, who will be committed to a sustainable future.

Our Philosophy

     • Being dedicated to a culture of excellence.
     • Upholding ethical practices at all times in local and international arenas.
     • Being passionate in whatever we do.
     • Respecting and caring for each other, with their differences.
     • Openness in communication.
     • Creating peaceful environment.

1. Introduction

This language policy describes the beliefs and practices around the learning of languages at Crans-Montana International School. The policy was developed in collaboration and consultation with all teaching staff at the school and all staffs are asked to give their commitment so our school can achieve its goals. The policy forms the basis for decision making in the school to ensure that the programmes are well organized, well resourced, rigorous and continuous.

2. Language of Instruction and Communication

At Crans-Montana International School, the language of instruction and communication is English. We value and respect the other languages and languages other than English may be used in social situations where everyone speaks that language or when necessary to clarify information. We are mindful of the fact that our school community is diverse and multi-lingual and as such we make efforts to ensure all communication from the school is transmitted in clear English.

3. Language Profile of Crans-Montana International School 

The language profile at CMIS is diverse with three (3) primary languages present amongst our student population. Overall, 85% of our students have Bengali as their first language. Urdu speakers represent 10% of our student population. Other significant language groups include Hindi (5%).

4. Language Learning in the Primary School

In the Primary Years Programme (PYP), Scope and Sequence strand and phases
Documents are used for planning, teaching, assessing and reporting on language learning in English and Bengali. These phase documents are based on the IB scope and sequences.

Phases of Language Development

The students’ language development four strands of language learning:

        – Listening and Speaking
        – Reading
        – Writing 
       – Viewing and Presenting

Within these fours strands outcomes define the individual skills and conceptual understanding students mastered by students at this level.

Since students enter phase 1 of language development at different times and at different grade and age levels, one cannot assume that a student is automatically working within the same phase in all strands at the same time.

5. English Language

     5.1 English in the Primary School 

In the PYP, language learning takes place in authentic contexts, both within and outside of the Programme of Inquiry. Language is a powerful tool to engage learners and is used by students when negotiating new meanings and understanding new concepts. In the Primary School, we are committed to a guided inquiry approach to language learning. Language is integrated into all subjects; however, stand-alone lessons also occur. The classrooms are language rich environments, with a lot of print and a wide variety of literature available. The curriculum provided builds on students’ prior knowledge and understanding as we use developmental continuums to plan for teaching and learning in language. We aim to provide differentiated learning engagements the four strands of language. Teachers plan collaboratively for language learning with other teachers, including single subject teachers and with the librarian.

      5.2. Bengali

All students are required to study Bengali language in the IBPYP, which in some cases is the continued study of the students’ mother tongue. CMIS offers English as first language and Bengali mother tongues as second language. CMIS believes that developing a child’s mother tongue can accelerate the rate of English language acquisition, support achievement in all subject areas, increase self-esteem and enhance intercultural understanding and international-mindedness.

     5.3. Other Mother Tongue

Mother tongue development opportunities are offered for students on a regular basis. The school will review the language needs of the students on an annual basis. When numbers are sufficient, the school will seek to employ a mother tongue teacher in partnership with the community. Parents and students are encouraged to practice their mother language at home. CMIS celebrates “International Mother Language Day” by getting students to participate in their own mother language and in the school’s annual cultural programme.

6. English As an Additional Language (EAL) Programmes

     6.1 EAL in the Primary School
The English as an additional language (EAL) programme at Crans – Montana International School aims to help students develop the language skills needed to participate in the mainstream classroom which is in process to develop the EAL program.

In addition, in-class support is an important part of the EAL programme. All beginner students receive push-in support, as do students who are not yet proficient in English. The purpose of in-class support is to ensure that all EAL students are supported with the academic language of the classroom, while allowing them opportunities to interact with their peers.

     6.2 Professional Development

As it is an expectation for all teachers to be language teachers, on-going training focused on integrated language instruction will be offered throughout the year. The school is committed to provide embedded professional development for language learning across the curriculum.

The emphasis of co- teaching and push-in is supporting the classroom or subject area teacher in the use of differentiation and language acquisition strategies. Through the co-teaching model, teachers plan with the classroom or subject teachers and ensure that they receive the necessary support and professional development for integrating these strategies on a regular basis.

     6.4 Library and Media Centers:

The role of the CMIS library is to promote and facilitate information literacy across all curriculums and to all members of the CMIS Community. The library provides a learning space and an environment to promote love for reading books as well as a place for research. The school sees the library as a valuable resource to promote the international mindedness aspect of the IB programme. The library is also seen as a place which makes a strong statement that all languages are celebrated and supported. The library has a collection of bilingual books and the school continues to add to this collection. The library also provides resources for collaborative planning, researching and teacher professional development. At the PYP level, there is a library period every week.

Members of the Language Policy Review Committee

Mrs. Loretta Dias

Mr. Jalal Uddin

Mr. Juanto Rollog

Ms. Nahida Sultana

Ms. PushpitaNandy 

Review Date 07/05/2019