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1.语言理念 Language Philosophy
2.制定语言政策的目的 Purpose
3.角色与职责 Roles and Responsibilities
4.语言教学与课程 Language teaching and curriculum
(a)母语教学 Mother tongue teaching
(b)英语教学 English teaching
(c)对母语非中文学生的支持 Chinese Language Learner(CLL)services
5. 语言教学的支持服务 Teaching support and service
(a)图书馆 Library
(b)信息技术中心 Information Technology Center
(c)学习环境支持 Environment support
(d)家长和学校社区 Parents and Community
(e)教师培训与发展 Teacher Training and Development
6. 语言政策的审核过程 Review process
7. 文献参考 Bibliography
1.语言理念 Language Philosophy
我校的语言政策是以学校的育人方向“民族情怀、国际视野、领袖气质”为基础建立起来的。语言是进行学习、交流与表达的一种重要工具。语言使学习者具 有学习的能力，并为学习者提供了一个智力框架来支撑概念的发展与批判性的思 考。我们认为，所有学生都应有机会发展母语，了解自身文化，促进学习。我们认为，双语学习是塑造真正具有国际情怀人才的重要标志，学生通过外语学习加深对其他文化的理解，更好地与世界接轨。
The language policy of our school is based on the school mission statement “We support the natural development of each student and cultivate them as lifelong learners with national feelings, global view and leadership". A language is an important tool for learning, communication, and expression. Language makes learners capable of learning and provides them with an intellectual frame work to support the development of concepts and critical thinking. We believe that all students should have the opportunity to develop their mother tongue, understand their culture and promote learning. In our opinion, bilingual learning is an important symbol to create truly internationally- minded talents. Students can deepen their understanding of other cultures and better connect with the world through foreign language learning.
2.制定语言政策的目的 Purpose
该语言政策在《项目标准与实施要求》和《制定学校语言政策指导纲要》文件的指导下撰写。期望达到以下目标:
The language policy is written under the documents of 《Programme standards and practices》and《Guidelines for developing a school language policy》. Expected to achieve the following goals:
为全体教师提供语言教学的指导，为学生提供语言学习的方向与支持。
Provide language teaching guidance for all teachers, and provide language learning direction and support for students;
为学生提供一个丰富的语言习得环境;
Provide students with a rich language acquisition environment;
通过以语言政策为指导的语言学习，学生能够条理清晰、自信大方、从容自如地用双语进行自我表达，有助于他们成为具有国际情怀的人。
Through language learning guided by language policies, students are able to express themselves in a clear, confident, confident and relaxed manner in a bilingual manner, which helps them become internationally-minded people.
3.角色和职责Roles and Responsibilities
校长 Head
作为教学领导小组成员之一，校长参与制定和修改学校的语言政策及相关内 容。校长与 MYP 协调员一并负责向我校学习者社区中的所有成员宣传及交流我校的语言政策。
As a member of the teaching leadership group, the principal participates in the formulation and modification of the school's language policy and related content. The principal and MYP coordinator are responsible for publicizing and communicating the language policies of the school to all members of the learner community.
协调员 Coordinator
作为教学领导小组成员之一，MYP协调员参与制定和修订语言政策。他们 的主要职责之一就是推进语言政策的宣传与实施，以及提供与语言学习相关的职 业培训。协调员、语言协调员以及校长一同确保教师在日常教学过程中落实语言政策。
As a member of the teaching leadership team, MYP coordinator participates in formulating and revising language policies. One of their main responsibilities is to promote and implement language policies and provide vocational training related to language learning. The coordinator, the language coordinator and the principal work together to ensure that teachers implement language policies in their daily teaching.
语言协调员 Language Coordinator
语言或附加语言协调员负责学校语言政策的宣传及语言政策在日常教学中的落实。
The language or additional language coordinator is responsible for the publicity of the school language policy and the implementation of the language policy in daily teaching.
教师 Teacher
我校所有教师都是语言教师。我们要努力提高学生灵活运用语言的能力，因此，教师在备课和教学过程中，应该增强语言促进者这一角色意识，并以语言政策作为相应的指导。
All the teachers in our school are language teachers. We should strive to improve students' ability to use language flexibly. Therefore, teachers should enhance their awareness of the role of language facilitator and take language policy as the corresponding guidance in the course preparation and teaching process.
4. 语言教学与课程 Language teaching and curriculum
在形成理解的过程中，语言起着至关重要的作用。中学项目的所有教师都是 语言教师，认识到并支持学生的语言发展，从而确保所有学生都获得良好的语言 环境和必要的语言辅导，使他们能够充分参与学校里的课程学习与社交活动，并充分发挥自己的个性。
Language plays a vital role in the formation of understanding. All teachers in the middle year program are language teachers who recognize and support students' language development, thereby ensuring that all students have access to a good language environment and the necessary language counseling, enabling them to fully participate in the school's curriculum learning and social activities, and to give full play to their personalities.
(a)母语教学 Mother tongue teaching
母语的学习对学生认知能力的提高及维系文化认同都至关重要。母语能增进学生对多元文化意识与理解，并使学生能够保持并尊重自己祖国的语言、文学和 文化。在我校，中文是我们的教学语言。
The study of mother tongue is crucial to the improvement of students' cognitive ability and the maintenance of cultural identity. The mother tongue enhances students' awareness and understanding of multiculturalism and enables students to maintain and respect the language, literature, and culture of their native country. In our school, Chinese is our teaching language.
老师们按照 Kath Murdoch 探究模式备课、撰写教案，引导学生开展探究性学习。教师使用很多有效的教学策略来促进学生语言的发展与习得，例如通过古诗、写作、阅读、童谣等学习语言，通过课本剧、故事会、演讲比赛、读书分享会、朗诵比赛、诗词大赛、写作比赛等为学生提供表达自己的机会。
Teachers prepare lessons and write lesson plans according to the mode of Kath Murdoch's inquiry, and guide students to carry out exploratory learning. Teachers use many effective teaching strategies to promote students' language development and acquisition, such as learning languages through ancient poems, writing, reading, nursery rhymes, etc., and providing students with opportunities to express themselves through drama, story, speech contest, reading sharing, recitation contest, poetry contest and writing contest in textbooks.
(b)英语教学 English teaching
掌握其他语言和学习不同文化可以提供给学生大量的机会来促进IB学习者培养目标的达成。英语是学校的第二语言，从7年级开始，所有学生都接受英语语言学习指导。
Mastering other languages and learning different cultures can provide students with plenty of opportunities to facilitate the achievement of IB learner development goals. English is the second language of the school. All students receive English language instruction from the grade 7.
我们采用探究的教学方式，按照 Kath Murdoch 探究模式备课、撰写教案，引导学生进行探究学习。学生通过浸入式地英语学习方式接受语言学习，同时也 强调语法结构、口头及书写技能、词汇发展。我们通过世界文化艺术节、圣诞节、 复活节等活动，让学生欣赏世界的多样性。我们期望通过英语的学习，增强学生的国际理解力，开拓学生的国际视野，帮助学生成为具有国际情怀的人。
We adopt the teaching method of inquiry, prepare lessons and write lesson plans according to Kath Murdoch's inquiry mode, and guide students to conduct inquiry learning. Students receive language learning through immersive English learning, but also emphasize grammatical structures, oral and written skills, and vocabulary development. Through the world culture and arts festival, Christmas, Easter and other activities, we let students appreciate the diversity of the world. We hope that through the study of English, we can enhance students' international understanding, broaden their international vision, and help students become internationally-minded people.
(c)对母语非中文学生的支持 Chinese Language Learner(CLL)services
对于母语不是中文的国际学生，我们会安排相关教师对学生提供母语课，提供语言支持。也会对学生提供额外的中文课，使学生可以尽快地掌握基本的中文听说能力。另对一些重大决策、政策以及工作坊的内容会将翻译的稿件发给母语非中文的学生家长，便于对项目的理解和工作上的支持与配合。
(自2021年开始，由于中国河南省教育局政策调整，我校暂时不能接收母语为非中文的学生，即国籍非中国的学生。)
For international students whose native language is not Chinese, we will arrange relevant teachers to provide their native language classes and language support.
Additional Chinese lessons will be provided to enable students to grasp basic Chinese listening and speaking skills as soon as possible. In addition, some major decisions, policies, and workshop contents will be sent to the parents of students whose mother tongue is not Chinese, so as to facilitate the understanding of the project and support and cooperation in work.
(Since 2021, due to the policy adjustment of Education Bureau of Henan Province, our school cannot accept students whose native language is not Chinese, nor students whose nationality is not Chinese.)
5. 语言教学的支持服务 Teaching support and service
(a)图书馆 Library
图书馆要购置适用于中学阶段学生阅读的中文图书和外语图书，针对六大超 学科主题探究的图书资源，搜集来自学生、教师的购书建议，不断扩充书籍资源，为学生提供更充足的语言学习支持。
The library should purchase Chinese books and foreign language books suitable for middle school students to read, explore book resources for six super subjects, collect Suggestions from students and teachers to purchase books, constantly expand book resources, and provide students with more adequate language learning support.
在单元探究开始前，协作备课时，教师将探究中学生可能需要阅读的图书书 单给图书管理员，根据书单，管理员进行采购。
Before the unit inquiry begins, the teacher will explore the book list that the middle school students may need to read to the librarian and purchase according to the book list.
图书管理员参与IB官方培训，明确自己的职责，主动为探究主题寻求更适合的书籍支持，为学生的探究学习提供更强有力的支持!
Librarians participate in the IB official training, define their responsibilities, and actively seek more appropriate book support for exploring themes, providing stronger support for student's inquiry learning!
(b)信息技术中心 Information Technology Center
在中学学习探究过程中，学生会使用ipad查找资料，通过ipad来获取浩瀚的学习资源，在这个过程中，教师要注重对学生资料搜集、甄别、分析能力的培养。
In the process of learning and inquiring in middle school, students use iPad to search for information and acquire vast learning resources. In this process, teachers should pay attention to the cultivation of students' data collection, discrimination, and analytical ability.
(c)学习环境支持 Environment support
教室布置要体现出对母语和外语的学习，通过词汇墙、美文欣赏、每周一诗等进行双语文字的展示。成立班级图书角，开展图书漂流活动，为学生学习语言 营造丰富的环境。
Classroom layout should reflect the learning of the mother tongue and foreign language, through the vocabulary wall, the appreciation of American language, Monday poetry, and other bilingual text display. Set up a class library corner, carry out book rafting activities, for students to learn a language to create a rich environment.
(d)家长和学校社区 Parents and Community
我们希望在学习者社区中有浓厚的语言学习氛围，人人都可以成为学生语言学习的老师。家长是学习者社区中的重要组成部分，我们通过家长进课堂，结合 探究主题，开展讲座、故事分享等活动。
We hope to have a strong language learning atmosphere in the learner community, and everyone can become a teacher of students' language learning. Parents are an important part of the learner community. We carry out activities such as lecture, story sharing, etc. through parents' participation in the classroom and activities.
(e)教师培训与发展 Teacher Training and Development
教师每周和每月召开会议，包括每周日程更新、项目计划、教学策略、项目发展和持续学习。这些会议和计划时间允许教师就学生的进展进行交流，以制定策略，以整体化教学的方式改进教学计划及内容。其中一些会议涉及IB培训，会议时间会根据学校的教学、活动的时间表进行调整，以便教师以整体的方式互相支持。
Teachers hold weekly and monthly meetings to include weekly schedule updates, program planning, teaching strategies, program development, and continual learning. These meetings and planning times allow teachers to communicate about the progression of students to develop strategies to complement each program in a unified manner. Some of these meetings deal with IB training and compliance, scheduling and time adjustments due to potential societal factors, and additional team-based activities for teachers to support each other as needs arise.
6.语言政策的审核过程 Review process
本政策由学校成立的语言政策指导委员会(校长、MYP 协调员、语言政策 协调员、年级长、年级协调员，学科协调员、资源中心主管、图书管理员、家长 代表和学生代表)协作制定，每学年初，语言政策委员会会共同对语言政策进行审核修订，并通过网站、校宣传栏告知整个学习者社区。
This policy established by the school of language policy steering committee (principal, MYP-coordinator, language policy coordinator, coordinator of the grader, grade, subject coordinator, resource center, director of the librarian, parent, and student representatives) collaboration, each academic year, language policy committee will jointly review revised in language policy, and through the website, publicity column told the learners in the school community.
7.文献参考 BIBLIOGRAPHY
《语言教学范围与顺序》国际文凭组织 2009(International Baccalaureate Organization (2011), Language scope and sequence)
《国际文凭项目中的语言与学习》 2011 ( International Baccalaureate Organization(2014), Language and learning in IB programmes)
《国际文凭项目中的第二语言的学习》2008(International Baccalaureate Organization(2008),Learning in a language other than mother tongue in IB programmes)
《项目标准与实施要求》 国际文凭组织 2011 (International Baccalaureate Organization(2014), Programme standards and practices
《Learning stories—A learning story about how a school's language policy supports multilingualism in a culturally diverse community》 https://resources.ibo.org/data/g_0_iboxx_amo_1302_1c_e.pdf
