Upper Canada College

Language Policy
Policy: UCC Language Policy
Revised: June 2019
Approval: June 2019 (UCC Senior Leadership Team)

Introduction
The purpose of UCC’s Language Policy is to provide an overview of guiding principles for language
learning and teaching practices at Upper Canada College.

Guiding Principles and Practices

UCC’s Language Policy is consistent with the principles and practices of the International Baccalaureate
(IB) programmes.
We recognize that language is at the foundation of learning and that all teachers are teachers of language.
Our practices are influenced by the belief that language is a cultural tool that expresses values and beliefs.
We believe it is important to connect to the socio-economic, cultural and linguistic experiences of all our
students to allow them to construct their own understanding of the world through language.
Learning to become a global citizen starts in the classroom and is shaped by how teachers teach and use
language. We believe that all languages are equal and should be treated with respect and sensitivity,
teaching students to value and appreciate the cultural backgrounds and the diverse value systems of their
peers. This provides them with the linguistic tools to engage in inclusive and culturally sensitive
conversations.
We aim to foster a community of learners based on respect and civility. We are committed to developing
students who are communicators in more than one language, and to providing opportunities to be
open-minded about our own culture and the cultures of others. This view of language is at the heart of
international mindedness, which we strive to instill in our students and embody as a community.

School Language Profile

UCC’s students come from over forty countries. The language of instruction at UCC is English, which is
the majority language of the Toronto region. However, since Canada has two official languages, French is
prominent in our languages program.

Language Supports

1. Support for ELL students

There is no formal English Language Learner (ELL) program at the College. Most students who are
admitted already have a good mastery of English, but may require some support to transition into an
English-speaking environment. For students who are admitted to Upper Canada College who are English

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Language Learners, the school offers support through its Wernham West Centre for Learning (WWCfL).
For more information please see the Inclusion and Learning Diversity Resource Guide.

2. Differentiation strategies for students with special language needs

The WWCfL ensures that language learning needs are supported. They ensure that students understand
how they learn and provide curriculum support for teachers to differentiate to meet student needs.

3. Language learning and the library

The Macintosh and Wilder Libraries collect in a variety of languages and formats to support IB
programmes. Consultations with teachers regarding materials to support curriculum are invited and
efforts to curate and facilitate discovery of the resources by our community are routinely facilitated by
library staff and systems. Resources are curated for teachers in a web-based learning management
platform proactively and on request.

The libraries collect manuals of terminology to support learning in a wide range of disciplines.
Subject-specific citation manuals are collected also, and use of both types of resources are taught to
students in a variety of subject contexts.

The library catalogues are web-based, highly visual, flexible and participatory which allows students to
search in multiple ways, access relevant content, and integrates Lexile levels in a range of records. This
additional scaled assessment of reading materials supports differentiation and can guide students to
content that is at an appropriate level. The libraries also emphasize and instruct on Readers’ Advisory
tools to help the reader explore informed reading choices and options independently. Students are
encouraged to write reviews on their reading that can be incorporated into our library catalogue.

The libraries collect fiction in a range of formats and reading levels, including fiction to support English
Language Learners and reluctant readers. Significant efforts are made to connect students to interesting
and engaging content, such as author visits and summer reading recommendations.

The libraries provide critical instructional support for the PYP Exhibition, MYP Personal Project and the
DP Extended Essay. It is at this final stage that students are supported in crafting research proposals and
in teaching them how to use larger research libraries like those at the University of Toronto.

4. Mother tongue support

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.

UCC recognizes two variations of the definition of mother tongue:

● Students who have moved to Toronto from a non-English speaking region may have studied in a
non-English speaking school system and/or lived in a community that is not English.
● Students who live in an English-speaking region, attend an English speaking school, but who
grow up in a family where a language other than English is spoken. The mother tongue of these
students, for the sake of this policy document, will be called a heritage language.

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In both cases UCC recognizes that the mother tongue and heritage language are integral to the way the
individual sees the world and to the construction of their own identity.

In the situation where parents want to help their children maintain the heritage language, they are
encouraged to take advantage of the extensive heritage language program offered to the general
community in the Toronto area by the Public and Catholic school boards.

In the PYP and MYP, mother tongue and heritage languages are celebrated in the classroom. Teachers
are encouraged to use teaching practices that incorporate the multilingual and cultural profile of our
student body and these affirm the importance of all world languages. Families can access mother tongue
and heritage language tutoring support through various resources in Toronto, with the assistance of the
school.

In the DP, mother tongue language study is available via a bilingual diploma in which two languages are
studied as Language A. We offer options within the school timetable, including French, Mandarin and
Spanish. For students entering Year 11 with a mother tongue other than these, a second option is the
International Languages programme where instruction is arranged at an additional cost. All students
who wish to complete a bilingual diploma must be approved by the Chair of Modern and Classical
Languages and the Diploma Coordinator.

Occasionally, students arrive during the MYP with exceptional language experience and contexts. In each
case we strive to support their mother tongue and heritage languages within the school through language
and culture clubs and through community celebrations such as international languages week, as well as
externally through connections to community resources and provide a language learning programme that
reflects their language acquisition needs.

Language and Literature

UCC’s commitment to promote high proficiency in the use of academic language allows students to
explore human commonality, diversity and interconnection. Through the process of inquiry, students
learn to use language in order to gain knowledge and construct multi-dimensional and detailed
understandings of the world. Our program strives to deliver a curriculum that reflects a balance between
student-focused inquiry-based learning and teacher-led instruction. Students learn to identify language
conventions which allows them to explore higher-level concepts. 

1. Primary Years Programme

The PYP takes a balanced literacy approach focused on best practices for language learning.

Reading: Primary students transition from learning to read to reading to learn.

We read for enjoyment, instruction and information. Reading helps us clarify our ideas, feelings,
thoughts, and opinions. Literature in a variety of forms offers a means of understanding ourselves and
others, and has the power to stimulate inquiry. A well-balanced reading program motivates students to
read for pleasure and information, fostering a lifelong love of reading.

Students need to develop the skills necessary to decode, construct meaning and think critically about
what they read. As part of this process, students must acquire a broad and varied vocabulary and an

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ability to interpret written conventions. Students read a wide range of materials that illustrate different
forms of writing. Teachers provide a print-rich environment, and model and promote a passion for both
fiction and non-fiction texts.

Writing: Writing is a complex process that involves a range of skills and knowledge. We write to
communicate with others and to express ideas and feelings. To communicate effectively, students need to
select and organize their ideas logically with an audience in mind, and utilize appropriate conventions.
Students have opportunities across the curriculum to read a rich variety of texts and write daily.

Learning to write is a developmental process. Students focus first on meaning rather than accuracy.
Writing conventions are introduced and mastered gradually along a continuum. As boys engage in
meaningful writing activities that challenge them to think critically about various topics, they are
motivated to master written communication skills throughout the curriculum.

Speaking and Listening: Oral communication skills play a central role in students’ learning in all
areas of the curriculum. Boys listen and speak in order to understand and explore concepts, solve
problems, and organize knowledge, and they are encouraged to express their own thoughts, feelings and
opinions.

To develop oral language skills, boys require frequent opportunities to listen actively and talk to others
about a range of subjects. Conversation in the classroom is fundamental to promoting language learning.
Oral communication skills are fostered through small group conversions, class discussions and whole
school presentations.

2. Middle Years Programme

Teaching the mechanics of writing, reading and oratory skills is reflected in a continuum in the
MYP. Language tasks are scaffolded and gradually prepare students for independent learning in the
Diploma Programme. Our language curriculum values creative thinking and sees it as integral in
promoting personal expression that will ultimately lead to the construction of personal identity. Making
the student more aware of how he writes, reads, and speaks contributes to how successfully he socializes
and develops his sense of self. 

3. Diploma Programme (Lang A)

Teaching the mechanics of writing, reading, listening and oratory skills is reflected in a continuum
between the MYP and the DP. Language tasks are scaffolded in MYP and students are gradually prepared
for independent learning in the DP. Our language curriculum values creative thinking and sees it as
integral in promoting personal expression that will ultimately lead to the construction of personal
identity. Making the student more aware of how he writes, reads, and speaks contributes to how
successfully he socializes and develops his sense of self. 

Language Acquisition

The ability to communicate in a variety of modes in more than one language is essential to the concept of
an international education that promotes multilingualism and intercultural understanding. (IB Language
Acquisition Guide, 2014)

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The Ontario Ministry of Education mandates that all students study French from Grade 4 through Grade
9. French as a second language is taught to all UCC students starting in Senior Kindergarten.

1. Senior Kindergarten to Year 4 French

The goals of the program are to foster a love of learning French, and to develop language skills (oral,
aural comprehension, reading and writing) as well as an appreciation of the Francophone cultures
around the world. The Primary French program focuses on helping students develop an ear for the
language and the confidence to speak French.

2. Year 5-7 French

A three-level program is offered beginning in Year 5:

Fast Track is designed for students with limited French backgrounds or in need of additional second
language scaffolding to help give them the foundation needed to join the Standard French program.
Students benefit from regular mini-lessons to address gaps in their knowledge and skills.

Standard French is a challenging and engaging program that exceeds the Ontario Ministry of
Education expectations. The goal of the program is to provide students with the fundamental skills and
knowledge needed to develop proficiency in the language using listening, speaking, reading, writing,
viewing and interpreting language skills and approaches to learning.

Enriched French is designed for students with a strong background in French (immersion student or
those who come Francophone families) and who have strong skills and discipline in language learning.
Students use their communication skills to further their language learning in a variety of authentic tasks
and settings, and for the study and response to literature using listening, speaking, reading, writing,
viewing and interpreting language skills and approaches to learning.

3. Upper School Language Acquisition programs

To accommodate varying degrees of exposure and proficiency, the Upper School offers two levels within
the Year 8-10 French program: Standard and Enriched. Student placement is made by the teacher of the
current year for the next academic year. This is done through a process of consultation with the student
and parents that begins in February. Regardless of level, students may choose to continue with French B
Standard level or French B Higher level once they begin the Diploma Programme.

4. Exceptions to the Ontario Ministry of Education French Requirements

Grade 9 French is a requirement for the Ontario Secondary School Diploma. The College will make
exceptions to the Ontario Ministry French requirement in the case that the student is best served by a
substitution of the French Ministry credit, as stipulated in the document (page 6y, Ontario Schools,
Kindergarten to Grade 12: Policy and Program Requirements, 2016). Such a decision is made in

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conjunction with parents, the Registrar, the language teacher and the WWCfL.

5. Other Language Acquisition Offerings at the Upper School

Spanish - Language B: Starting in Year 9

Mandarin - Language B: Starting in Year 9 (For students not born in China but who have previous
knowledge of Mandarin)

Latin – Language B: Starting in Year 9 (No previous experience is required).

Ab Initio Spanish: Available starting in Year 11 (No previous experience is required).

6. Language Placement

Students are carefully counseled as to their language choices. The school offers many different language
options and strives to provide a suitable challenge for our students.

The school follows a language placement process that determines the level students will study. See
Appendices for additional details.

Links to other UCC Policies

1. Assessment Policy
Students must attain a satisfactory phase 4 in their Language Acquisition course in order to
change a Language pathway in the MYP.

2. Inclusion Policy
ELL learners are screened on intake and provided with assessment accommodations including
extra time and a dictionary. Teachers differentiate to meet ELL student needs. There are
additional supports available including access to tutoring. Accommodations for IB Diploma
assessments in Year 12 must be approved by the IBO.

3. Academic Honesty Policy

The Prep and Upper School libraries support language learning and provide instruction in the
skills of inquiry to support students in producing work that is authentically their own.

Communication of the Policy

The policy is shared with students, parents and faculty at program information sessions and on the
school web portal. Teachers engage with the policy in planning and professional learning meetings each
year.

Policy Review Schedule

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Reviewed annually by the Academic Program Team (Academic Dean, IB Coordinators, Director of the
WWCfL) with a deep dive every four years led by that team. The deep-dive review involves stakeholders
across the school including faculty and students and considers best practice and feedback from
accreditation processes.

Last deep dive: 2018-2019

Last review: June 2022
Next review (deep dive): 2022-23 academic year

References
Towards a Continuum of International Education. IBO, 2014.
Programme Standards and Practices. IBO, 2014.
IB Learner Profile Booklet. IBO, 2009.
Language and learning in IB programs. IBO, 2014.
Learning in a Language other than Mother Tongue in IB programmes. IBO, 2008.
Making the PYP happen. IBO, 2009
MYP: From Principles into Practice. IBO, 2015.
Guidelines for school self-reflection on its language policy. IBO, 2012.
Guidelines for developing a school language policy. IBO, 2008.
Common European Framework of Reference for Languages (CEFR): Learning, Teaching, Assessment.
PYP Language scope and sequence. IBO, 2009.
MYP Language and literature guide. IBO, 2014.
MYP Language acquisition guide. IBO, 2014.
DP Language A: language and literature guide. IBO, 2011.
DP Language A: literature guide. IBO, 2011.
DP Language B guide. IBO, 2013.

Appendices

Glossary
Instructional Strategies
Process for Determining Language Placement for Current UCC Students
Process for Determining Language Placement for New Boys
Language Acquisition Phases
Language Pathways by Year of Entry at Upper School

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