弘科未来小学部丨PYP语言政策

目前学校PYP学生占学生总人数65%，学生母语为汉语，超过 30%学生可以说粤语。英语为他们的第二语言。大部分的PYP学生能够用母语和英语进行交流和表达。

Currently, PYP students account for 65% of the total student population. Their mother tongue is Chinese, and more than 30% of them can speak Cantonese. English is their second language. Most PYP students can communicate and express themselves in both their mother tongue and English.

中山市弘科未来学校认为多语制学习是学生学习的权力和资源。多语能力是指使用多于一种语言的语言能力，它是培养学生国际化思维的一种手段，也能培养学生与不同人群交流并学习文化差异的能力。拥有多种语言能力的学生在认知能力，尤其是思考和分析语言结构和模式的能力上都会有所提高。

ACZS believes that multilingual learning is a right and resource for students. Multilingualism refers to the ability to use more than one language. It is a means to cultivate students' international thinking and also enables them to communicate with different groups of people and learn about cultural differences. Students with multilingual abilities have improved cognitive abilities, especially in thinking and analyzing language structures and patterns.

中山市弘科未来学校授课语言为英文和中文。我们的课程由双语教师授课，教师根据学生的发展需求调整中英文授课语言比例。与家长和学校社区使用双语（中文和英文）。同时我们鼓励并支持学生的多语发展，学校开设西班牙课程以及课外活动项目为学生提供学习除英文和中文外的其他语言的机会。

The languages of instruction at ACZS are English and Chinese. Our courses are taught by bilingual teachers, who adjust the proportion of Chinese and English instruction according to students' developmental needs. Bilingualism (Chinese and English) is used with parents and the school community. At the same time, we encourage and support students' multilingual development. The school offers Spanish courses and extracurricular activity programs to provide students with opportunities to learn languages other than English and Chinese.

• 英语和⺟语作为独立的语⾔课程⼴泛教授给学⽣。

  English and mother tongue are widely taught to students as independent language courses.

• 拓展数学、戏剧、篮球、足球课程以英语授课。

  Extended courses such as mathematics, drama, basketball, and football are taught in English.

• ⾳乐、视觉艺术、科学、ICT、AI、数学、社会学教师使⽤汉语和英语作为主要语⾔授课。

  Teachers of music, visual arts, science, ICT, AI, mathematics, and sociology use Chinese and English as the main languages of instruction.

中山市弘科未来学校认识到母语是个人身份不可或缺的一部分，肯定其价值并促进学生母语的发展非常重要。它还认识到发展和维护学生母语的需要。这一信念鼓励了IB学习者特征中确定的属性，并促进了负责任的行动和国际意识。学校认识到多语言是中山市弘科未来学校典型课堂的重要组成部分。母语课程在发展和肯定学生个性和身份方面发挥着重要作用。

ACZS recognizes that the mother tongue is an integral part of a person's identity, and it is important to affirm its value and promote the development of students' mother tongue. It also recognizes the need to develop and maintain students' mother tongue. This belief encourages the attributes identified in the IB Learner Profile and promotes responsible action and international awareness. The school recognizes that multilingualism is an important part of the typical classroom at ACZS. Mother tongue courses play an important role in developing and affirming students' individuality and identity.

学校图书馆有双语书籍。鼓励学生定期从图书馆借书。

The school library has bilingual books. Students are encouraged to borrow books from the library regularly.

• 中山市弘科未来举办“弘科诗会”“中文阅读分享”等活动庆祝中文学习。

  ACZS holds activities such as "ACZS Poetry Recital" and "Chinese Reading Sharing" to celebrate Chinese learning.

• 学校还在学校集会上进行了中文和英语的演讲，展示语言的丰富性和文化。

  The school also delivers speeches in Chinese and English at school assemblies to demonstrate the richness and culture of languages.

• 学校社区的语言多样性是母语课程的丰富资源，学校积极利用这一资源。

  The linguistic diversity of the school community is a rich resource for mother tongue courses, and the school actively utilizes this resource.

• 也积极鼓励家长社区合作、发展和维护母语家长们鼓励孩子把英语看作是一种附加语言，而不是一种减法语言。

  Parents are also actively encouraged to cooperate, develop, and maintain their mother tongue. Parents encourage their children to view English as an additional language, not a subtractive one.

• 学校希望为家长和教职员工提供工作坊，让他们了解培养母语的重要性，包括学术、社会和情感方面的原因。

  The school hopes to provide workshops for parents and staff to help them understand the importance of cultivating the mother tongue, including academic, social, and emotional reasons.

• 学校的信件和通知将以中英文双语的形式发布。

  School letters and notices will be issued in both Chinese and English.

几乎所有学生都是英语作为第二语言的学习者。学校认识到学习第二语言是一个随着时间的推移而发生的发展过程。因此，学校为学生们提供ESL课程。很多重点强调的是通过听力、口语、阅读和写作练习，结合IB PYP语言范围和顺序文件，逐步理解英语。中山市弘科未来学校将继续致力于为学生提供语言学习、语言学习和语言学习的补救支持。

Almost all students are learners of English as a second language. The school recognizes that learning a second language is a developmental process that occurs over time. Therefore, the school provides ESL courses for students. Emphasis is placed on gradually understanding English through listening, speaking, reading, and writing exercises, combined with the IB PYP language scope and sequence documents. ACZS will continue to be committed to providing remedial support for students in language learning. 

我们通过以下方式确定PYP学生的语言习得阶段：

We determine the language acquisition stages of PYP students in the following ways：

• 根据插班和招生政策，评估学生的语言能力并编入相应的语言习得阶段。

  Assess students' language proficiency and place them in corresponding language acquisition stages according to the placement and admission policies.

• 监控各阶段的进展。

  Monitor progress at each stage.

• 审查学习进度，以确定学生是否可以升级到新的语言学习阶段。

  Review learning progress to determine if students can be promoted to a new language learning stage.

• 教师在课堂上使用差异化教学方法，以确保班上的学生都在适合他们的水平上学习。

  Teachers use differentiated teaching methods in the classroom to ensure that students in the class learn at a level suitable for them.

在中山市弘科未来，为了更好地支持和满足学生的学习多样性，我们还根据学生的语言情况在课外拓展课程中ECA提供额外的英语巩固和提高课程。

At ACZS, in order to better support and meet the diverse learning needs of students, we also provide additional English consolidation and improvement courses in the ECA (Extra-Curricular Activities) according to students' language conditions.

我们采用多种教学方式和学习技巧，使学生能够接触到整个课程，以满足每个班级内多种学习风格的需要，并确保学生取得进步和强化技能和概念。

We adopt a variety of teaching methods and learning techniques to enable students to access the entire curriculum, meet the needs of multiple learning styles within each class, and ensure that students make progress and strengthen skills and concepts.

我们希望教师：

We expect teachers to:

• 通过有意义和真实的语境呈现语言。

  Present language through meaningful and authentic contexts.

• 使用各种各样的教学和评估策略。

  Use a variety of teaching and assessment strategies.

• 提供PYP范围和顺序文件中规定的平衡语言课程。

  Provide a balanced language curriculum as specified in the PYP scope and sequence documents.

• 构建教学和学习情境，使学生有机会取得成功。

  Create teaching and learning situations that give students the opportunity to succeed.

• 通过为学生提供充分发挥潜力的机会，为学生提供挑战。

  Challenge students by providing them with opportunities to reach their full potential.

• 发布学生作品。

  Display students' work.

• 将提问作为学习工具。

  Use questioning as a learning tool.

• 让学生有机会以各种方式工作——全班、小组（不同规模和类型）根据他们的需要、活动的性质和他们的兴趣，以成对和单独的形式进行学习目标。

  Give students the opportunity to work in various ways - whole class, groups (of different sizes and types), pairs, and individually.According to their needs, the nature of the activity, and their interests to achieve learning goals.

• 建立学生的自信心和自尊心，使他们成为有效的语言使用者。

  Build students' confidence and self-esteem to make them effective language users.

• 创造一个所有学生都能以自己的节奏取得进步的环境。

  Create an environment where all students can make progress at their own pace.

语言政策的制定和修订将由学校领导、行政人员和相关教师领导参与完成，他们每学年都进行语言政策的修订。中山市弘科未来学校已组建修订小组，他们将负责评估本语言政策在课堂和整个学校的实施情况。该小组将每年召开一次会议，审查和修订该政策。在得到整个学校社区的批准后，它将在学校的网站和其他平台上发布。审查委员会确保对政策的任何修订都符合IB的信念和价值观、学校对语言和语言教学的理念，并将学校发生的任何变更考虑在在，确保政策修订科学合理。

The formulation and revision of the language policy will be led by school leaders, administrators, and relevant teachers, who revise the language policy every school year. ACZS has formed a revision team, which will be responsible for evaluating the implementation of this language policy in the classroom and the entire school. The team will hold a meeting every year to review and revise the policy. After being approved by the entire school community, it will be published on the school's website and other platforms. The review committee ensures that any revisions to the policy are in line with IB's beliefs and values, the school's philosophy on language and language teaching, and take into account any changes in the school to ensure that the policy revisions are scientific and reasonable.

本校语言政策是公开给全体师生家庭的，并且定期通过不同途径传递给学习社区。以下为我校向学习社区沟通的平台：

The school's language policy is open to all teachers, students,and families,and is regularly communicated to the learning community through various channels. The following are the platforms through which our school communicates with the learning community：

• 工作坊（家长/老师）

  Workshops (for parents/teachers)

• 学校网站或微信公众号

  School website or WeChat official account

• 校宝平台

  Schoolpal Platform

• 企业微信（家校沟通平台）

  WeCom (home-school communication platform) 

国际文凭组织（IBO）；学校语言政策制定指南；2008年。

国际文凭组织（IBO）；项目标准与实施规范；2014年。

国际文凭组织（IBO）；语言政策审查指南；2018年。

国际文凭组织（IBO）；学习与教学；2018年。

International Baccalaureate Organization (IBO); Guidelines for developing

a school language policy; 2008.

International Baccalaureate Organization (IBO); Programme standards and practices; 2014;

International Baccalaureate Organization (IBO);Reviewing a language policy;2018.

International Baccalaureate Organization (IBO);Learning and teaching;2018.