OAKRIDGE INTERNATIONAL SCHOOL

BANGALORE CAMPUS

LANGUAGE POLICY

Policy Reviewed: Oct 2018

Next Policy Review: Oct 2019

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 The International Baccalaureate’s Mission Statement

The International Baccalaureate aims to develop inquiring, knowledgeable and caring

young people who help to create a better and more peaceful world through intercultural
understanding and respect. To this end the organization works with schools, governments
and international organizations
to develop challenging programs of international education and rigorous assessment. These
programs encourage students across the world to become active, compassionate and
lifelong learners who understand that other people, with their differences, can also be right.

Oakridge School Vision

Oakridge, a centre for excellence in education, believes that every child has a treasure
within. The school kindles in children intellectual, emotional, physical and spiritual
development. It aims to produce successful, responsible, creative, Global citizens striving for
excellence and committed to nature and progress of society.

It envisions a stimulating learning environment by providing highly motivated facilitators,

innovative educational methods and quality infrastructure that will help to discover, nurture
and bring to fruition the treasure within.

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 TABLE OF CONTENTS

I. PURPOSE AND BELIEFS

II. LANGUAGE OF INSTRUCTION

III. MOTHER TONGUE POLICY

IV. ENGLISH AS SECOND LANGUAGE – ESL

V. LANGUAGE ACQUISITION

VI. LANGUAGE PROGRAM DESIGN

VII. PRINCIPLES OF LANGUAGE TEACHING

VIII. TEACHING PRACTICES

IX. LANGUAGE ASSESSMENT PRACTICES

X. CONTINUED EDUCATION OF TEACHERS

XI. HOME – SCHOOL PARTNESHIP FOR LANGUAGE DEVELOPMENT

XII. POLICY CREATION PROCESS

XIII. COMMUNICATION OF LANGUAGE POLICY TO OISB COMMUNITY

XIV. REVIEW PROCESS

XV. BIBLIOGRAPHY

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 I. PURPOSE AND BELIEFS

At Oakridge International School, we believe that language is essential to learning; therefore,

every staff member is a teacher of language. Language is the vehicle for accessing
information and developing a deeper understanding of the world. We believe that
language is acquired and mastered through holistic practices that reflect the
transdisciplinary nature of language.

We believe that language is best learned through opportunities to engage in inquiry within
meaningful contexts and authentic experiences. Learners must learn to listen, speak, read,
write, view and present to construct meaning and acquire new knowledge.
We believe that all languages should be honoured as assets to the learning community.
Every student communicating in his/her mother tongue provides an opportunity to broaden
our sense of international-mindedness and global awareness.
Oakridge International School’s Language program promotes and values the learning of an
additional language. We believe that learning an additional language aids students in
becoming global, open-minded and lifelong learners.

II. LANGUAGE OF INSTRUCTION

Oakridge International School’s primary language of instruction is English. The students are
instructed in English across all subject areas taught at school except for teaching Languages
other than English as a normal routine. English is the functional Language and the major
connecting element across the curriculum. However, students’ needs and likes are
considered to be most significant and language of communication and transaction is
altered as per students’ needs. Opportunities are provided to create exposure to other
Languages and thereby the respective cultures across the world.
While the Language of instruction across school is English, students learn additional
languages and use of mother tongue is encouraged.

III. MOTHER TONGUE POLICY

Mother tongue is a child’s first or native language. Many parents express a desire for their
child to be immersed in English from the earliest days at school, while themselves taking
responsibility for their child’s continuing practice of his or her mother-tongue at home.
However, our belief is that it is imperative that children continue to preserve and deepen
their understanding of their mother tongue, for the development of higher order cognitive
skills and the transmission of cultural identity. Therefore, Oakridge International School
Bengaluru aims to support parents in the maintenance and development of mother-tongue.

This involves the school actively supporting mother tongue through:

• providing mother tongue activity classes within the curriculum where teachers familiar with
a language are grouped with students who speak that language at home
• providing parents with information regarding the different mother tongue programs
available
• recognizing and celebrating the various mother tongue languages within the school
• inviting parents to volunteer as mother tongue experts during the periods assigned for these
activities.

IV. ENGLISH AS A SECOND LANGUAGE – ESL

OIS students are supported in reaching proficiency in English by receiving at least three ESL
lessons per week, depending on need. ESL classes provide new students with a supportive,
protected environment in which they can try out their language skills and develop
confidence in their abilities.
At the same time, students participate in their regular classroom in which teachers are aware
of the ESL students’ needs and modify or differentiate lessons accordingly. In this way the

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 child not only achieves competency in meeting academic goals, but is also able to
participate in school culture and become a fully integrated member of our community.

V. ADDITIONAL LANGUAGE LEARNING

At Oakridge, an additional language refers to any language a student studies apart from
English, which is the medium of instruction at the school. All students will have to study more
than one language from Grade I. These may include:
Second Language refers to a language that the student may or may not be familiar with
before beginning any academic work in this subject. The level to which the student will study
this language will be akin to the First Language (English), except that it will not be the
medium of instruction. As far as possible, students are encouraged to continue studying the
same Second Language through the Primary and Middle School to prepare them for the
forthcoming Board Exam or further studies beyond.

Third Language: After students have developed familiarity with at least two languages
(English and any other), they are encouraged to try and develop language skills to enable a
basic working knowledge of another language as well. Foreign students are encouraged to
study an Indian language. Those who are already learning an Indian language are
encouraged to study an International Language. This language option is available between
Grades V and VIII. Crucially, availability of and exposure to languages are dependent on
curriculums selected.

Purpose of learning an Additional Language: Learning an Additional Language provides a

means of communicating with people from another culture and exploring one’s own
personal world. Languages link people locally and globally.
As per the Additional Language Policy of the school, Oakridge International School offers:
• National Language, the national language of the country where the school is located.
• Regional language, the language of the state/place where the school is located.
• At least any two International Languages. OIS Bengaluru offers the following Languages as
options for II and III Language study:
• Hindi – National Language
• Kannada – State Language of Karnataka
• Spanish - International Language
• French – International Language

The Language curriculum is designed to serve the regular stream language learners, i.e., the
students who fit into the grade level course content as well as the mid-time language
learners, students who join either in the middle of the year and/or are in the phased- learning
process. In either case, the target is to accomplish the Additional Language learning plan.

Objective of Additional Language @ Primary School: At Oakridge, all students have the
opportunity to learn more than one language, which they begin at Grade I. Every learner
benefits from having access to different languages and, through that access, to different
cultures and perspectives. Acquisition of more than one language enriches personal
development and helps facilitate International-mindedness. The Additional Language is
involved in all learning that occurs at Oakridge in both the affective and effective domains.

The Programme of Inquiry provides an authentic context for learners to develop and use
language. Wherever possible, language is taught through the relevant authentic contexts of
the units of inquiry.

Objective of Additional Language @ National Curriculum: Students have the option to learn a
local language, a foreign language or the national language. Learning an Additional
Language helps learners pursue their higher studies abroad and interact meaningfully with
global markets.

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 Objective of Additional Language @ International Secondary Curriculum: The aim is to
develop an ability to use the language effectively for practical communication.
The course is based on the linked language skills of listening, speaking, reading writing,
viewing and presenting, and these are developed as learners’ progress through their
curriculums. The syllabus also aims to offer insights into the culture and civilization of countries
where the additional language is spoken, thus encouraging a positive attitude towards
language learning and towards speakers of foreign languages and nations of the world.

Language Acquisition Continuum: Oakridge International School has a robust Language

Acquisition program. All students are introduced to the culture and language of an
additional language in the Primary Years between grades 1 and 5. The Language Acquisition
component of the Middle Years grades 6-10 builds on the experiences and knowledge
gained in the Primary Years and allows students to acquire oral communication, visual
interpretation, reading comprehension and writing skills in the additional language. Students
who choose to continue to learn the Language in grades 11 and 12 have a strong
foundation in at least one additional language and are prepared for success in courses
because of their inquiring, reflective approach to language learning, gained in the Primary
and Middle years.

Language Acquisition offerings in the Primary School include Kannada, Hindi, French and
Spanish; middle schools include Hindi, French and Spanish. In alignment with the program
aims and objectives, the curriculum is designed to ensure that students learn to speak, listen,
read, write, view and present in Language Acquisition as well as develop an appreciation for
the culture. Students work in collaboration with parents, counsellors, and administration to
select their language of study. Students start learning their chosen language in grade I and
continue through to grade 10. Language Acquisition study in the Middle Years must be
sustained in the same language over the five years of the middle years, and students who
complete this requirement are well prepared to enter the post- secondary educational
opportunities.

Procedures involved in Additional Language selection & learning progression: The students
select the language at the time of admission by filling in the details in the admission form.
Based on the child’s experience of language learning and the student’s own learning
aspirations, Additional Languages are recommended and the student is slotted in an
Additional Language class. However, a change can be recommended by the school or
requested by the parent as per the student’s progress and accommodated according to
the Program guidelines.

GROUP 2 LANGUAGE SELECTION (IB DIPLOMA PROGRAMME): NB:

All languages are not offered every academic year.

• Students who have no knowledge of languages like French or Spanish are allowed to
choose French Ab initio or Spanish Ab initio.
• French B, Spanish B and Hindi B are available for students who are proficient in the
language based on Grade X assessment.
• Students having previous knowledge of French, Hindi or Spanish, are given a proficiency
test to establish their level of competency before admitting them to French B, Hindi B or
Spanish B respectively.
• A student who does not qualify for French B will have the choose Spanish Ab initio. Similarly,
a student who does not qualify for Spanish B will have to choose French Ab initio.
• Students taking any foreign language in A1 SL (self-taught) in Group 1 must take English B
HL in Group 2.

Registration: The students are registered into the Additional Language class by the Class
Teacher. Registration forms for Additional Language will be made available with the Class
Teachers. The Class Teacher will fill in the language registration form and the same will be
forwarded to the Additional Language Teacher.
The Induction procedure: -

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 Pre-Assessment of the child
To identify the learning phase of the Student
Grade-wise language stream
The students with the grade level stream will continue with the course as per grade
curriculum.
Parent
The Additional Language teachers will meet the parents of the students in phased learning
and finalize the individual learning plan.
Student Teacher Phase-wise mapping of the child
A letter will be sent by the Additional Language teacher to the parent with the following
details:l Language Learning
Stream – grade level/phased o Relevant course information
The child’s stream of additional language l
Going
Agreement on further
Additional Language learning plan
Grade level
Continue with course content
Phase level
Additional language plan agreement
TARGET
Accomplish the grade level outcomes
Move up and accomplish the Additional Language learning plan
The learner is inducted into the Additional Language class by the concerned language
teacher only on receipt of the registration form from the Class Teacher.
Request for change of Language: In case parents or students insist on switching languages, it
can be done in Primary School catering to the needs and interests of the learner. School
discourages any request for change from Grade VI. If there is a request for change of
language after Grade VI, the parents and students will be notified as per the program
guidelines.
VI. LANGUAGE PROGRAM DESIGN
CURRICULUM DESIGN: The Primary School Academic Team which includes all the teachers
teaching Early years and Primary years develop the Language Scope and Sequence
defining the conceptual understandings and learning outcomes for the Oral Language,
Written Language and Visual Language considering the vertical and horizontal alignment
across the Early years and Primary School till Grade V. The focus is on why we teach/learn
what we teach/learn through Language Program in continuous progression. The Language
Scope and Sequence is developed with relevance to school philosophy, program objectives
and with reference to National Curriculum Framework for Language Development. The
Primary School Language curriculum ensures the learners are prepared for Middle School
Language courses. The Middle School courses are designed and implemented to prepare
students for future learning courses.
INSTRUCTIONAL DESIGN: The Grade Level teachers create a year plan as per the Unit
Timeline. All the Learning Outcomes are mapped through the year to be integrated to large
extent or taught as standalone concepts. Language Instruction is planned to integrate with
the ongoing unit. Instruction is planned with an inquiry approach to learning and focus on
conceptual understanding. Practice and application to real life is the emphasis. The
Instructional design is created at the unit level and broken into weekly transaction plans. The
language lessons are planned to assess the learners’ prior knowledge and current

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 understanding. The progression from making connection to applying learning to transferring
conceptual understanding to new situations is the guideline for planning leaner transactions.
VII. PRINCIPLES OF LANGUAGE TEACHING
All students are enrolled in a Language and Literature course that focuses on the importance
of Oral, Visual and Written Language. The course provides students with a guaranteed and
viable curriculum that aligns the Indian National and State Board Standards, also with the
aims and objectives of Program offered at school.
The Languages are taught/learnt with an emphasis on 3 strands: ✓ Oral Language – Listening
& Speaking ✓ Written Language – Reading & Writing ✓ Visual Language – Viewing &
Presenting
We believe that it is the teachers’ responsibility to model proficient language behaviours, to
design and implement a guaranteed and viable curriculum, and to allow students multiple
opportunities and modes of demonstrating their learning and understanding of language.
The emphasis is on breaking down the global concept of language into units of analysis in
terms of communicative situations in which they are used. Early Years Language learning
emphasis is on Phonic awareness, reading and listening comprehension, verbal and non-
verbal communication encouraging learners to use appropriate words and speak in
complete sentences. They are introduced to written expression through letter symbols, words
and pictures. They are given experiences to speak to familiar, unfamiliar groups and present
to audience.
Primary Years students focus on English Language phonology, morphology, structure and
semantics. Learners are empowered to use oral, visual and written language in various
academic and social areas of life. They are introduced to different forms of writing, reading
strategies and engaged in listening comprehension.
Middle school students are enrolled in the Language and Literature course with objectives
focused on reading comprehension and literature studies. In Language and Literature
courses, teachers explicitly teach reading, writing, speaking, listening, thinking, viewing,
presenting and technology skills to prepare students for success in a global environment.

VIII. TEACHING PRACTICES

• Teaching Language through relevant authentic contexts of units of inquiry
• Utilize research-based instructional strategies; culturally diverse reading material and
multimedia resources.
• Choose and orchestrate a rich mixture of classroom activities catering to communicative
functions of language. Encourage students to construct meaning through genuine linguistic
interaction with others.
• Present teaching materials from real life and in context rather than textbooks. Primary aim is
to promote comprehension, communication and understanding new concepts.
• Involve a variety of language skills in teaching.
• Emphasis on core reading, spelling and writing skills – the process, strategies,
comprehension, meaning and aesthetics of language.
• Emphasis on fluency and accuracy (different competencies); Form and functions and
development of autonomous learners.
• Practice various methods of differentiation to meet the needs of all students.
• Create positive low-anxiety climate in which students feel safe and confident.

• Learning language with a purpose to create and respond to rich content in various
contexts and using language for information processing.
• Establish high expectations and academic rigor while engaging students.
• Mastery of standards and use of a range of appropriate assessments to document student

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 growth.
IX. LANGAUGE ASSESSMENT PRACTICES
Language Assessment is an ongoing process. The school lays emphasis on assessing the skills
and core concepts of Language. Various Assessment tools and strategies are employed to
assess the learners’ Language Development.
As a school we practice continuous evaluation of students’ development in core language
development areas like spelling, vocabulary, creative writing, reading and oral/digital
presentations. The Home room teachers conduct various spell well activities in integration
with the ongoing unit of inquiry. The students are introduced to the reading strategies and
6+1 writing process through the novel study integrating with the unit. The reading and writing
skills are evaluated through book reviews, student reflections and Language information
engagements. The student progress in language development is reported through the PTMs,
PTSAMs, Student conferences and biannual online reporting tool called Touch stone.

X. CONTINUED EDUCATION FOR TEACHERS

At Oakridge International School, we believe in the significance of teacher training for the
progress of the learner and success of the program. The objectives of teacher training are:
✓ To equip the teachers with the relevant program information for planning curriculum
and instruction.
✓ To enhance the teachers ability to facilitate Language learning.
✓ To empower the teachers to deal with multi ability learners. ✓ To update with the recent
developments in the field of Language learning and teaching. The teachers are provided
with many learning opportunities in multiple forms. To mention some-
✓ Planning and working in collaboration with Language experts within school and
outside.
✓ Team Reading Sessions or Peer trainings.
✓ Trainings by experts – Role of Language learning in early years, Primary years, middle
years. – Teaching learning strategies, differentiation in Language teaching. – Elements of
language learning like introducing phonics, sentence structures, reading strategies, listening
comprehension engagements, creative writing etc.
✓ Sharing Sessions – sharing of the best practices with in the team.
✓ Teacher Projects – Each teacher chooses to research on one component of language
teaching and present to the team.
As all teachers are considered responsible for the language learning and development in
learners, Language teaching trainings are provided to all teachers irrespective of the
subjects they teach. The Librarian is also trained to ensure value to the resources procured,
provided and planned for Language teaching learning at various levels. The whole team’s
involvement and efficiency in the conduct of various Language Enrichment activities like
Reading, Spelling, Creative Writing or Public Speaking with in school can get better with
training.

XI. HOME-SCHOOL PARTNERSHIP FOR LANGUAGE DEVELOPMENT

PARENT COMMUNICATION: At Oakridge International School, conscious efforts are made to

build Parental awareness about the language programme through school literature,
information from school teachers and formal orientation sessions with parents soon after the
academic session begins. The main objective is to bring in awareness among the parents
about the aims, objectives and opportunities provided at school for Language
development.

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 The Orientation to Language programme is conducted:
• By the Counsellors, during the first interaction with parents when the admission of the child
is in progress.
• By the Class Teachers, during the Front Bench meeting with parents.
• By the Additional Language teachers after registration into their language class.
Oakridge as a school believes in having effective communication with parents. Below are
the various ways of communicating with parents to update them about their child’s learning
and progress:
✓ Weekly Transaction Report (WTR):- The learning objectives focussed during the week; the
student’s learning engagements and general activity details are communicated to the
parents through WTR every Friday for their reference and information.
✓ Parent Conference- Parent Teacher Meeting/Parent Teacher Student Assessment meet are
formal meetings between parents and teachers to discuss children’s continuous progress at
school and find solutions to academic or behavioural problems. The performance of the
students in Formal Assessments, development in Language Skills, interest areas of language
learning and all significant achievements of the learner will be discussed.
During the PTM:
o The Language Learning progress will be discussed in detail. o An agreement on the
Additional Language programme will be finalized on the individual student’s learning plan. o
Language needs/resources from the web will be shared with the parents for child’s home
support.
Reports for Parents: An online comprehensive bi-annual report called TOUCHSTONE is the
reporting tool employed at school. The report presents the traits and sub-traits of the
children’s learning proficiency in all strands of language and it is presented in different colour
codes. Each colour code stands for a different level of proficiency - Green for Below
Standard, Blue for Emerging, Yellow for Standard, Orange for Proficient and Red for
Advanced.
PARENTAL INVOLVEMENT: Parental involvement is highly valued and largely linked to
supporting the learner in language development and supporting the school as a primary
resource. On one front the parents at Oakridge are involved with their own child by devoting
- time, support and attention that needs to be catered to on a more personal level using the
home environment. Secondly, parents collaborate with the school to help children learn and
acquire higher levels of achievement in various areas. Parents play a major role in
development of learners’ language profile and interest. The various ways in which parents’
partner with the school particularly with regard to Language Learning are-
• Encouraging reading at home every day by providing reading resource for self, library
memberships, reading clubs in the community, family reading time practices etc. The school
believes parents reading with and for children is an important part of the child’s education
and the best input a parent can give their child.
• Reassuring the learners’ efforts to express through written language by creating platforms
like Family Diary, Personal Diary, I feel.... I write etc. at home.
• Practising and insisting the use of appropriate language behaviour (active listening and
polite spoken language) at home and outside.
• Helping the child in choosing the additional Language from the languages offered at
school.
• Conduct reading sessions for the students of Oakridge – puppet shows, role plays, guided
reading, pair reading. It is pleasure to have different people read to children in addition to
the class teacher.
• Participating in and contributing to the School Literary activities like Spell Bee, Little Authors
Day etc.
• Volunteering as mother tongue experts and assisting students’ learning in times of need.

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 The school believes that learner constructing meaning is central to all teaching-learning and
language plays a vital role in the construction of meaning. The school lays emphasis on

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 empowering the learner and enhancing the learners’ ability and interest in language
development.
XII. POLICY CREATION PROCESS
The Language Policy was created by a committee which consisted of the Program
Coordinators, the Principal (who is also the Head of School), the Headmistress, two Primary
School Home Room Teachers, two Language Acquisition teachers and Language and
Literature teacher. Staff members were made aware of the policymaking process through
regular updates of the meeting agenda items.

XIII. COMMUNICATION OF LANGUAGE POLICY TO OISB COMMUNITY

The Language Policy is shared with staff, students, and families in a variety of modes of
communication. The policy is posted on our website in written English form. In addition, we
will hold informational sessions during the Program Orientation sessions and induction
programs to inform families of the details of the policy.

XIV. REVIEW PROCESS

Every year a committee will be assembled to perform a complete examination of the
Language Policy. The committee will include, but is not limited to, a representative from all
school segments, the Program Coordinators, the Headmistress and the Principal. The purpose
of the committee will be to study the current document to ensure its accuracy toward
meeting program standards. Our first full review will take place during the 2019- 20 school
year.
If changes arise in the year before formal review, specifically in regards to Program
guidelines, and research-based pedagogy that impact Language practices at OISB, a
committee can be formed to make the necessary changes to the Language Policy.
The implementation of the Language Policy across all grade levels at OISB will be reviewed
by the School Leadership Team [which consists of the Principal, the Headmistress, the
Program Coordinators and the School Curriculum Committee (when formed)] as part of the
teacher observation process.

XV. BIBLIOGRAPHY
• Guidelines for developing language school policy (Revised 2014).
• Language and learning in IB Programmes (Updated August 2014).
• Learning in a language other than mother tongue in IB Programmes (April 2008).
• IB MYP: From principles into practice (May 2014)
• IB PYP: Assessment in PYP(2010)
• IB Programme standards and practices (2010)

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