Early Years & Primary School

幼儿园&小学部

Language Policy

语言政策

2022-2023

Implementation date实施日期	20 March 2023
Review date 修订日期	5-30 May 2025

School Mission and Goals 学校使命与目标

Our mission 使命：

We do this by providing:

The best of Chinese and western education

A rigorous bilingual academic programme with diverse enrichment opportunities

A unique and supportive boarding environment, drawing on 150 years of experience from Fettes College

我们致力于：

中西合璧的教育

严谨的双语学术课程，丰富的课外拓展实践

汲取斐特思百年精髓，营造超一流寄宿环境

Our goals 目标：

As a Fettesian, your child will be:

Charitable and kind, ready for responsibility

Curious and creative, with a love of learning to last a lifetime

Inspired to aim high, with the determination to achieve excellence

Confident to embrace opportunity, with the skills to overcome challenge

Equipped to make a positive contribution to society, with the ambition to make the world a better place.  

作为斐特思的一员，您的孩子将会：

慈善仁爱 ，担当作为

好奇创新，好学慎思

把握机遇，从容应变

志存高远，成就卓越

身具造福社会之才能，胸怀美好明天之愿景

Purpose of the Language Policy 语言政策的目的

The purpose of the Language Policy is to encourage, celebrate and support language diversity. As such, this is a working document developed by staff and leadership from the whole school, and it mainly serves the learning and teaching needs of Early Years and Primary School at this stage. The policy is inspired by the IB Philosophy and approach to language learning, and it is consistent with the regulations of the IB. The document outlines our schools’ linguistic, academic, and wellbeing goals and defines the written and taught curriculum through which our students learn and achieve these goals.

语言政策的目的是为了鼓励、庆祝和支持语言的多样性发展。因此，这是一份由全校教职员工和领导团队共同制定的文件，主要服务于现阶段幼儿园与小学的教学需求。该政策受国际文凭组织教育理念和语言学习方法启发并与国际文凭组织的相关规定保持一致。该文件概述了我们学校的语言、学术和康乐的目标并定义了我们的学生学习和实现这些目标的书面课程和教学课程。

Our policy is a statement of the agreement and joint purpose – everyone in our community is committed to the policy and its principles and understands how its effective implementation will help the school achieve its aims.

该政策陈述了我们的一致意见和共同目标——我们社区中的每个人都致力于遵守该政策及其原则，并理解如何有效实施以帮助学校达成目标。

Language permeates all areas of our students’ education and is fundamental to learning at all stages. At Fettes College Guangzhou, teachers of every subject are aware of their role and responsibilities as teachers of language and communication. We aim to foster in our students a thorough knowledge of language and confidence in their ability to communicate their understanding, thoughts, and feelings. And our aim for our students is that they develop as tolerant, inquiring, and internationally-minded individuals through deepening intercultural understanding which we hold to be of paramount importance in a global society. We value and support the development of Chinese and English.

语言贯穿于学生教育的各个领域，是各个阶段学习的基础。在广州市斐特思学校，各学科的教师应清楚他们在语言和沟通发展方面承担的角色和责任。我们的目标是培养学生对语言的全面了解并对自己交流理解、观点和感受的能力充满自信。我们对学生的目标是通过加深我们认为在全球社会中至关重要的跨文化理解，培养他们成为宽容、积极探究及有国际意识的个体。我们重视并支持中文和英文的发展。

Fettes College Guangzhou is a globally minded school delivering a broad curriculum in both Chinese and English. It is important that all pupils develop confidence in speaking a language that is not their mother tongue and, through their study of the language, to gain an insight into a culture that is different from their own. It is important for all students to be educated in an environment that welcomes and embraces diversity of cultures and perspectives. This environment must be created by the whole curriculum. Fettes College Guangzhou defines “curriculum” as “the totality of experiences put on for the pupils by the school”. Thus cultural diversity must be developed both within the classroom and in the activities that take place outside the academic curriculum.

广州市斐特思学校是一所具有全球视野的学校，用中英双语提供广博的课程。重要的是，所有的学生都要培养一门非母语的语言口语表达的信心，并通过学习语言，深入了解与自己不同的文化。对所有学生来说，在一个欢迎和拥抱多元文化和观点的环境中接受教育是很重要的。这种环境应由整体课程来创造。广州市斐特思学校将“课程”定义为“学校为学生提供的经验的总和”。因此，文化多样性必须在课堂内和学术课程之外的活动中发展。

Language is of vital influence on learning. IB’s stance is elaborated in Language and learning in IB programmes (2011). FCG aims to empower our students across different language domains and equip them with multi-dimensional proficiencies, for academic and social purposes and confident identities. We will:  

语言对学习的影响至关重要。国际文凭组织在《国际文凭项目中的语言和学习》(2011年)中阐述了它的立场。广州市斐特思学校的目标是让学生在不同的语言学习领域，为学术、社会交往的目的以及身份认同，提升他们的多维能力。我们将:

· Provide opportunities for all learners to achieve balanced bilingualism in speaking, listening, reading and writing

· Provide opportunities for all students to maintain and develop their first language

· Provide opportunities for all students to achieve levels of language proficiency as required by universities and colleges in the future

· Ensure that teachers make the necessary adjustments to classroom practices to support the language needs of all students

· Support teachers through professional development in their acquisition of the skills requisite to meet the language needs of all students

· Appoint specialist teachers/assistants to roles to support the acquisition of language(s)

· Avoid engaging in any practices prejudicial to language acquisition including the continued development of the mother tongue

· 为所有学生提供机会，在说、听、读、写方面实现平衡的双语能力

· 为所有学生提供维持和发展第一语言的机会

· 为所有学生提供机会，以达到未来大学和学院入学的语言水平。

· 确保教师对课堂实践做出必要的调整，以支持所有学生的语言需求

· 支持教师通过专业发展获得必要的技能，以满足所有学生的语言需求

· 学校聘用专业教师/助教来支持语言习得

· 避免任何不利于语言习得的行为，包括不利于母语的持续发展

Early Years Overview 幼儿园概述

The development of language is fundamental in early years. Young learners listen to and use language with others in their everyday lives. All staff acknowledge the significance of mother-tongue development for all learners and the maintaining of their pride in their mother-tongue and cultural heritage.

语言发展在早期是至关重要的。低龄阶段的学生在日常生活中与他人互动时倾听并使用语言。所有教师明白母语发展对所有学习者的重要性并保持他们对母语和文化传统的自豪感。

As a bilingual school, we provide an immersive bilingual learning environment. The early years implements the EYFS and the UK national curriculum using PYP as the framework for the development of English language art. Throughout the early years, the lessons and daily instruction are designed and delivered to ensure a balance of the Chinese and English. In addition, the EY library is established with books from different regions of the world to increase pupil’s awareness of international languages.

作为一所双语学校，我们提供沉浸式的双语学习环境。幼儿园在PYP框架下实施英国早期教育体系和英国国家课程来发展英语语言艺术。在幼儿园课程和日常常规的设计和实施中我们平衡了中文和英语语言的使用。此外，幼儿园图书馆还收录了世界不同地区的书籍以此提高学生对国际语言的认知。

Primary School Overview 小学概述

Most of our students are Chinese nationals or have Chinese as the cultural background. Chinese is the first language for most of our students. English in the Primary School is taught according to a bespoke Language Development Continuum (LDC). This enables pupil progression from English as an Additional Language, to UK national curriculum English for our ‘balanced bilingual’ learners. Pupils have approximately equal numbers of Chinese Language and English Language lessons each week, to ensure development of high levels of comprehension – not simply word recognition or repetition.

我们大多数学生都是中国公民或以中国文化背景为主。中文是大多数学生的第一语言。小学英语根据定制的语言连续发展阶段表（LDC）进行教学。这允许学生能够从英语作为附加语言过渡到英国国家英语课程，为我们“平衡发展的双语”学习者提供服务。 学生每周的中文课和英文课的数量大致相等，以确保深度的理解而不是仅仅停留在简单的单词识别和重复。

Throughout the Primary grades, timetabled lessons are increasingly taught bilingually, some with both local and expatriate teachers in the same classroom. The higher the grade is, the more English is used as one of the languages of instruction. This is gradually increased from Grade 1 to Grade 5 as our students develop a greater ability to communicate and express their knowledge in either language.

在整个小学阶段，课表上的课呈现出越来越多的双语授课，有些课由本地中方教师和外籍教师在课堂上共同授课。随着年级的上升，英语作为教学语言的比重会上升。从一年级到五年级随着我们的学生使用两种语言来交流和表达他们所学知识的这种能力的进一步发展，英语作为教学语言之一的时间也会逐步增多。

Language Profile 语言档案

The vast majority of our students speak Chinese as their first language, English is spoken as a second or additional language. A small number of our students are first language English speakers, learning Chinese as an additional language. Students range in proficiency level according to their educational background and exposure to language in their home country, and in their home setting.

我们大部分学生以中文为第一语言，英文作为第二语言或附加语言。少数学生以英文为第一语言，学习中中文作为附加语言。学生的语言熟练程度因为他们的教育背景、在本国以及家乡环境中的语言接触程度而有所不同。

English and Chinese department work closely with the Admissions Department to build up and maintain the language profiles of all students, in the following ways

英文和中文学科组与招生部门紧密合作，通过以下方式建立和维护所有学生的语言档案：

· Conducting Chinese and English admission interviews

· Assessing (formally and informally) the new student within their first few weeks of schooling

· On­going consultation with their language teachers

· Keeping centralized records of students’ language profiles

· 在招生面试中对学生进行中文和英文的评估

· 在入学后的几周内对新生进行正式和非正式的评估

· 与他们的语言老师进行持续的咨询

· 集中记录学生的语言情况，形成语言档案

Language Learning and Teaching 语言教学

Our school provides students with multiple, authentic opportunities to learn language, learn about language and learn through language.

我们的学校为学生提供多种多样真实的机会学习语言、学习关于语言的知识，并通过语言开展学习。

Learning language学习语言

For example, learning a new word. Learning Chinese and English language takes place in language lessons. Teachers also incorporate bilingual key vocabulary and expressions learning in subject lessons.

学习语言：例如学习一个生词。学生在语言课上学习中文和英文。教师还在其它学科的课中渗透双语关键词汇和表达的学习。

Learning about language学习有关语言的知识

For example, learning how to spell a word or write a poem. This mainly takes place in language lessons. Language is a visual, print and oral symbolic system with its own codes and signals. Therefore, language learning also involves learning about language – its form, conventions and contextual use.

学习关于语言的知识：例如学习如何拼写一个单词或写一首诗。这些主要在语言课中进行。语言是一种视觉的、印刷的和口头的符号系统，拥有自己的规则和信号。因此，语言学习还包括学习关于语言的知识——它的形式、惯用手法和语境用法。

Learning through language通过语言开展学习

For example, reading a text to get information. As communicators and collaborators, students engage with language at school in multiple contexts and multiple modes.

通过语言开展学习：例如阅读文本获得信息。作为交流者和协作者，学生在学校的多种环境和模式中学习和使用语言。

Instructional Language 教学语言

As a bilingual school, FCG aims to have 60% local staff whose first language is Chinese and can speak fluent English, while the other 40% is made up by international teachers whose first language is English. Thus, both Chinese and English are of equal importance when major events on campus take place.

作为一所双语学校，广州市斐特思学校目标是有60%的中方教师，他们的第一语言是中文并可以流利地用英文交流，40%是第一语言为英文的国际教师。因此，在校内的重大活动中，中文和英文同等重要。

In line with the school profile, formal publications such as newsletter articles, teachers’ comments on students, and so on are often composed or written in both Chinese and English.

根据学校简介，官方正式发布的文档如周报文章、教师对学生的评语等通常用中文和英文撰写。

As monitored by the Education Bureau, Primary School must meet the requirements and standards of Chinese Compulsory Education, thus our Primary School uses Chinese National Curriculum as the foundation and IB PYP as the framework. We develop students’ bilingual skills in a bilingual learning environment which increases the amount of English used as an instructional language in class to 40% of curriculum instruction, and this is complemented by the blended living and learning approach in the boarding houses.

根据教育局的要求，小学必须符合中国义务教育的要求和标准，因此我们的小学以中国国家课程为基础，IB PYP课程作为框架。我们在双语学习环境中培养学生的双语技能，在课堂中英语作为教学语言的使用量逐步增加到课程的40%，并与寄宿宿舍的生活和学习混合方式相辅相成。

A bilingual mode of instructional language in Primary School class is specified for the purpose of ensure students’ language development needs in both Chinese and English. As follows,

小学采用明确的双语课堂教学语言模式，以保证学生的中文和英文语言发展的需求。如下所示：

Subject 学科	Language   of instruction 教学语言
Chinese   语文（中文）	Mainly in Chinese 中文为主
Character   Education/Morals and rule of law 品格教育/道德与法治	Mainly in Chinese 中文为主
English   Guided Reading 英语引导性阅读	Mainly in English 英文为主
English   英语	Mainly in English 英文为主
UOI 探究	Bilingual双语
Chinese   Calligraphy 书法	Bilingual   双语
Maths   数学	Bilingual   双语
Mental Health Education 心理健康教育	Bilingual   双语
PE   & Health 体育与健康	Bilingual   双语
Art   (Music) 艺术（音乐）	Bilingual   双语
Art (Drama) 艺术（戏剧）	Bilingual   双语
Art (Visual Art) 艺术（美术）	Bilingual   双语
Science 科学	Bilingual 双语
Violin/Clarinet 小提琴/单簧管	Mainly in Chinese 中文为主

FCG EY provides students with an immersive bilingual learning environment. In accordance with the age, ability and background of the students, English is the language medium for teaching and daily communication. This makes up 60% of the daily language used. It is important to note that language learning in FCG EY is as important as the well-being of our students. Teachers will provide sufficient guidance and support to students whose first language is not English.

幼儿园为学生提供沉浸式双语学习环境。根据幼儿园总体学生的背景与该年龄阶段幼儿语言的学习能力，幼儿园在一日生活环节和课程当中使用英语作为教学语言和沟通语言的比例增至60%。值得注意的是，我们重视语言学习的同时也重视学生的康乐，在母语非英语的低龄学生需要支持的时候，教师将适当给与更多的指引。

Language Courses provided in Primary School 小学阶段开设的语言课程

“We believe that communicating in more than one language provides excellent opportunities to develop intercultural understanding and respect.” (What is an IB education? 2013, updated 2017). Thus, it is mandatory that all students in Primary School take two language courses, Chinese and English. Although the learning contents of these two courses are partially based on the contents of the Chinese National Curriculum, as required by the local Education Bureau, FCG Primary School has ensured the PYP requirements for language subjects are met.

我们相信，使用不止一种语言交流为培养跨文化理解和尊重提供了极好的机会。(《什么是IB教育》2013年版, 2017年更新)。因此，所有小学生都必须上两门语言课程，这两门课程分别是语文（中文）和英语。虽然根据当地教育局的要求，这两门课程的学习内容部分基于中国国家课程的内容，但广州市斐特思学校小学部确保达到PYP对于语言科目的要求。

Chinese 语文（中文）

Chinese is for native or near-native proficiency in the language and is typically taken by students for whom the language is their mother tongue.

语文（中文）是为中文为母语或中文语言熟练程度接近母语的学生开设的，通常由以该语言为母语的学生参加。

Chinese as an Additional Language 中文作为附加语言

For foreign students, our school offers Chinese as an additional language course. Students of different levels are enrolled in classes of different levels. The main teaching resource used is Chinese Made Easy.

针对外籍学生，我校开设中文作为附加语言课（即对外汉语课），不同水平的学生进入不同层级的班级学习。使用的主要教学资源是《轻松学汉语》。

English 英文

As almost all students learn English as an additional language, they attend English class in their normal homeroom class. If within a normal class, native speakers of English’s learning needs can’t be met, school can open a separate class for these students to learn English.  

由于几乎所有的学生都把英文作为一门附加语言来学习，所以他们通常都在所在的班级上英语课。如果在常规班级中，无法满足英语作为母语的学习者的学习需求，学校可以为这些学生开设单独的班级学习英语。

Other Opportunities in Language and Culture 其他语言和文化方面的机会

At FCG, we offer a range of CCA programs, grit trips, art festivals, language subject-related competitions to enrich students’ learning and life at school, facilitating students to develop their language abilities in both Chinese and English, also developing students’ interpersonal abilities, cultural awareness, and open-mindedness. Its significance mirroring IB language Philosophy is emphasized in many IB publications, such as PYP: From principles into practice, and Language acquisition guide. Besides, boarding aims to be a beacon of bilingualism at the heart of FCG and has developed an ambitious development and action plan to make that happen.

在广州市斐特思学校，我们提供一系列丰富的拓展课程、坚毅力课程、艺术节、语言学科相关的比赛，丰富学生的学习和生活，促进学生中文和英文的语言能力发展，同时也培养学生的人际交往能力、文化意识和胸襟开阔的态度。它与IB许多出版物（例如《小学项目：从原则到实践》、《语言习得指引》）都强调的IB语言理念相呼应。此外，寄宿旨在成为广州市斐特思学校双语教育的灯塔，并制定了充分的发展和行动计划来实现这一点。

Support for Mother Tongue Languages 对母语发展的支持

At Fettes College Guangzhou, we believe that student’s mother tongue and culture is vital to the students’ development of self-identity and well-being. Also, a strong level of knowledge in the students’ mother tongue will facilitate them to learn other languages. Therefore, apart from regular language courses, the school’s libraries are richly stocked with Chinse and English materials. In cases where a student’s mother tongue is neither Chinese nor English, we help find resources to support the continued growth and development of their mother tongue. 在广州市斐特思学校，我们相信学生的母语和文化对学生的自我认同和健康发展至关重要。此外，学生的母语知识水平高，有利于他们学习其他语言。因此，除了常规的语言课外，学校的图书馆里还储存着丰富的中文和英文资料。如果学生的母语不是中文或英文，我们会帮助他们寻找资源来支持他们母语的持续发展。

Currently, major official printed communication is 100% bilingual Chinese and English, for example, the Head of College’s letters, the school’s weekly newsletter, parent letters and promotional brochures. So are the reports of student learning. Most of the staff are bilingual and can assist parents with translation on occasion when needed.

目前，学校主要的官方文字沟通100%采用中英双语，如总校长的信、学校周报、家长信、宣传手册等。学生的学习报告单也是如此。大部分工作人员会说两种语言，在需要的时候可以协助家长翻译。

Support for students who are not proficient in the language of instruction 为不精通教学语言的学生提供支持

Chinese and English are two languages of instructions at FCG. The role of resource teacher and SEN teacher has been created and these teachers support language learning in different formats both within language lessons and other subject lessons in the Primary School. Usually when a subject teacher speaks only English to students whose English proficiency is not sufficient, a co-teacher will be in the class to support.

中文和英文是广州市斐特思学校的两种教学语言。住宿部的支持教师、学校特殊教育老师在小学的语言课程和其他学科课程中以多种形式支持语言学习。通常，当仅说英语的学科老师和英语水平较弱的学生用英语交流时，合作教师会在课堂上提供支持。

When a student has been identified with additional learning needs including language difficulties or gifted and talented abilities, intervention and support are provided in line with the referral process. This support may be formalized through an Individual Education Plan and may involve short and long-term interventions, including:

当学生被确定有额外的学习需要，包括语言困难或有天赋才能时，学习干预计划会根据转介程序，提供干预和支援。这种支持可以通过个人教育计划正式确定，可能涉及短期和长期的干预，包括:

· Language tutorials in which reading and writing strategies across the curriculum are trained and reinforced

· Differentiated learning materials are provided for learning

· Slides on which key terms are translated into Chinese

· Teacher aids

· 语言辅导，加强和培训整个课程中的阅读和写作技巧

· 提供支持差异化学习的材料

· 幻灯片展示翻译成中文的关键术语

· 教师辅助

Library and Information Support Services 图书馆和信息支持服务

Information literacy forms the basis for lifelong learning. It is common to all disciplines, to all learning environments, and to all levels of education. It enables learners to master content and extend their investigations, become more self-directed, and assume greater control over their own learning. An information literate individual is able to: Determine what information is needed for any given task; Effectively and efficiently access information; Critically evaluate sources and cite them. The role of our libraries at FCG is to promote and facilitate information literacy across all curricula and to all members of our community. Our libraries open(ed) with extensive print material and adequate electronic material and aim to develop databases that contain professional material, scholarly articles, newspapers, and magazines in Chinese and English and other languages. Sessions are offered to the FCG community on information literacy, source citations, and research skills.

信息素养是终身学习的基础。它适用于所有学科、所有学习环境和所有层次的教育。它使学习者掌握内容和拓展他们的研究，变得更加自主，并能更好地掌控自己的学习。一个有信息素养的人能够:对于任何给定的任务能确定需要什么信息；有效、高效率地获取信息；批判性地评估资料来源并引用。广州市斐特思学校图书馆的作用是促进所有课程和社区相关人员的信息素养。我们的图书馆拥有大量的纸质材料和足够的电子材料。随着图书馆的发展，我们的目标是拥有包含中文、英文以及其它语言的专业材料、学术文章、报纸和杂志的数据库。我们为广州市斐特思学校社区提供关于信息素养、来源引用和研究技能的培训。

Admissions Policy 招生政策

Students are required to attend an admission interview before admission, and the school section is responsible for bilingual interview then followed by an interview conducted by the Heads of College, the HoCs decide whether to admit or not. Individual students whose language level is low, who may have behavioural problems or who have other problems affecting their normal learning will be asked to have a trial before deciding whether or not to be admitted.

学生在录取之前需要参加入学面试，学部负责对其进行双语面试，总校长面试后决定是否录取。个别学生如语言水平低、可能存在行为问题或有影响正常学习的情况，会要求其试读后再决定是否录取。

Communicating the Language Policy 语言政策的宣传

This language policy was developed from a whole-school CPD session titled “What is a Language Policy” and was drafted by the PYP Coordinators in consultation with Heads of English, Chinese coordinator and Heads of School. It will be made available to all stakeholders in the following ways:

在全校性的专业发展专题“什么是语言政策”中初步形成该语言政策并由PYP协调员与英语学科组长、中文学科组长、学部校长共同商讨撰稿。将通过以下方式提供给所有相关人员：

· Ensuring all staff members have access to the policy via the FCG TEAMs platform

· New staff will be familiarized with the document during orientation or training.

· The students and parents will be shown a brief bilingual version to standardize understanding

· Posting versions on the college website in both languages

· All staff are invited to participate in the policy review and their voice matters

· 确保所有员工都能通过TEAMS平台访问该政策

· 新员工将在入职介绍或培训期间熟悉该文件

· 学生和家长将看到简单的双语版本以规范理解

· 在学校官网上发布两种语言的版本

· 邀请所有员工参与该制度的修订并重视他们的发言

Reviewing of the Language Policy 语言政策的修订

This policy will be reviewed formally every two years. 这项政策将每两年正式修订一次。

Reference 参考文献

International Baccalaureate Organization. PYP: from principles to practice. International Baccalaureate Organization, Dec. 2018.

International Baccalaureate Organization. What is an IB education? International Baccalaureate Organization, 2017.

Language and Learning in IB Programmes. International Baccalaureate Organization, Sept. 2011.

Primary Years Programme, Middle Years Programme and Diploma Programme: Guidelines for developing a school language policy. International Baccalaureate Organization, April 2008.