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ACS Cobham Language Policy 2018/19

ACS Cobham International School

Language Policy

Contents

Language Program Philosophy Page 2

Language Profile Page 3
English Language Admissions Requirements Page 3
Language Use in the Classroom Page 4
World Languages Page 5
Language Levels and Pathways Page 6-8
World Language Requirements Page 9
Course Choice and Placement Page 9
Approaches to Teaching Page 10-11
Languages Requirements for the IB Diploma Page 12-13
Languages and Admission to the ACS Cobham IB Diploma Page 14
AP Languages Page 14
English as an Additional Language (EAL) Page 14-15
Approaches to Teaching EAL Page 15-16
Transitioning out of EAL Page 16-17
Native Languages and Native Language Enrichment Page 17-18
Resources and Support for Language Learning Page 19-20
Bibliography Page 21
Appendices Page 22-25

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ACS Cobham International School

Language Policy

Language Programme Philosophy

The ACS Core Values state that as an organisation we want to “engage in community” and to “enrich the international
experience”. According to the ACS Cobham Philosophy Statement, our students are encouraged to “develop the skills
and understanding that will enable them to become responsible, contributing citizens of the global community”. We also
aim to help them “develop an understanding of, and appreciation for, the philosophies of people from many different
cultures”. These ideas underlie our ACS Cobham Language Policy, the philosophy of which is laid out below.

• In our ACS Cobham community and increasingly in the wider world, diversity is a feature of everyday life. We seek to
embrace this diversity and to encourage respect and understanding between people. The study of languages allows
students to see the world from other peoples’ perspectives and facilitates communication across cultural boundaries
thus helping our students become global citizens.
• Language is key to our sense of belonging and identity. It is a central feature of all cultures and shapes the ways in
which we engage with the world.
• Languages are central to developing critical thinking and cognitive skills.
• As an International school committed to global citizenship, we believe that the study of languages should be a key
aspect of our curriculum.
• At ACS Cobham, we recognise the importance of multilingualism and respect the equal value of all languages.
• As globalisation spreads, the need for common languages that unite people increases. At ACS Cobham, English is
the lingua franca that unites our community, the language of our host country and our language of instruction. We
believe that offering global lingua francas enhances our students’ prospects in a globalised world.
• We believe that all educators need to understand the central role that language plays in learning and therefore
that all teachers are language teachers who should actively promote language acquisition and the development of
language skills in their classrooms.
• We believe our approach to language learning should:
- be open and inclusive
- affirm every learner’s identity
- promote critical thinking

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ACS Cobham International School
Language Policy
Language Profile
There is a diversity of languages spoken at ACS Cobham.
37 languages are represented in the school community
and a core group of students identify themselves as being
multilingual. However, the predominant language spoken
by 62% of students is English. English is the language of
instruction throughout the school and students are required
to be proficient in English to access the curriculum.
Top Represented Nationalities by Language
Students Needing EAL Support
Approximately 13.2% of our students are enrolled in our
EAL programme as they have been identified as needing
additional support in developing their English skills.
Proportion of EAL Students
English Language
Admissions Requirements
Students entering at a younger age have more time to
develop their English skills in the immersive environment
of ACS Cobham so there is an open admissions policy
for students of all levels of English competence from
Early Childhood up to grade 7. They are placed at a level
that allows them to be successful and be appropriately
3 Language Policy ACS Cobham International School
challenged academically. However, for admission to
grades 8 to 12, where they will have to engage in an
increasingly challenging academic programme, students
will be required to demonstrate levels of English language
competence as per the Oxford Placement Test (OPT)
corresponding to those outlined in the table - see next
page.
Placement Testing
As part of their admission process, in order to establish
their levels of English, students wishing to enter grades
8-12 whose native language is not English, will be required
to take the Oxford Placement Test. Testing is done on
a case by case basis guided by the following criteria:
background and nationality, length of time spent in an
English speaking school, academic grades, teacher’s
references and language test scores (e.g. TOEFL) where
available. Oxford placement testing is usually conducted
on campus by our admissions department or by our Middle
School or High School EAL department.
Off Campus Testing
When conducted off campus, outside ACS facilities, the
Oxford Placement Test should be taken under exam
conditions at the student’s current school. The student
must be supervised by a responsible adult. No help
should be given to the student in completing the test
and no translation devices (such as Google translate) or
dictionaries are allowed. Mobile telephones are to be
left outside the room. Students should not receive help
from anyone else with the exception of setting up the test
on their computer. Students will be re-tested within the
first few days of starting school and it is important they
know that if the result of the test differs significantly to the
negative from the result of their off campus test, ACS can
ask them to withdraw from the school.
Any student who takes the Oxford Placement Test off
campus, outside of ACS facilities (e.g. with their English
teacher at their school) must also have a Skype interview
to further assess his/her level of English. This will be
conducted by a trained, designated member of the High
School, Middle School, EAL Department, High School
Administration or in the absence of these departments,
by a trained Admissions staff. The interview will be based
on a standard ACS format and assessed using a standard
rubric supplied by the High School EAL Department.
Please refer to the ACS Cobham English Oral Assessment
Rubric for Admissions in Appendix 1.
Placement Testing After Joining ACS
In High School, all Transitional English students take a
paper version of the Oxford Placement test in the first
week of school so that placement can be as accurate as
possible from the start of the school term. In addition to
this test, there is a writing assessment.
ACS Cobham International School

Language Policy

ACS Cobham English Language Proficiency Admission Guide

* For admission at the start of Grade 8, students should attain top band A2 scores in the Language Usage section of the
OPT and an overall score of 30/40.

Language Use in the Classroom

The language of instruction at ACS Cobham is English When whole class discussions or mixed-language group
and except for World Languages classes and Native discussions/activities are taking place, it is important to
Language Classes in the IB, all classes are taught in use English in order to ensure the understanding of all
English throughout the school. students.

Decisions regarding language use in the classroom are There will be times in the classroom where the teacher
at the discretion of individual teachers. On occasion, needs to stipulate that a particular activity be undertaken
languages other than English may be used for varying solely in English in order to achieve the aims stated.
purposes during instructional activities.

At times it may be helpful for student understanding to

talk through unfamiliar or complex concepts in their first
language before learning the vocabulary to talk about
these concepts in English.

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ACS Cobham International School
Language Policy
World Languages
We use the term “world languages” to refer not to a
student’s “first” or “native” language but to “additional” or
“second” languages that a student may develop or acquire.
The World Language programme at ACS is designed to
promote the acquisition of these additional languages.
We offer four World Languages as part of our curriculum.
1. French (Early Childhood to High School)
2. Spanish (Early Childhood to High School)
3. German (Middle School to High School)
4. Mandarin (High School only)
We believe that offering these four widely spoken languages
enhances our students’ prospects in a globalised world.
French, Spanish, German and Mandarin are the global
lingua francas that we feel best fit our diverse students’
needs. Although we value and respect all languages
equally, time, space and resources limit the number of
World languages we can offer to our students as part of
our formal curriculum.
Figure 1 below shows the World Languages that can be
studied at ACS Cobham and at which grade levels different
language choices become available.
5 Language Policy ACS Cobham International School
From August 2018, students in Early Childhood will have
the opportunity to study French and Spanish. In Lower
school only French is studied until Grade 4 when the focus
shifts to developing proficiency, students have the option
of French or Spanish as a student’s main world language.
The programme is designed in such a way that a student
can begin to study the language from a beginner’s level
at this point. In Grade 5, the student has a choice of
three languages French, Spanish or German as the main
world language. In Grade 7 an additional world language
chosen from French, Spanish or German is an option for
some students. The availability of this option is subject to
demand, staffing and resources
For example, if a student is already taking Spanish as his/
her main world language, he/she might then opt also to
take either German or French. For Grade 11 IB students,
Japanese is also offered as a World Language at Ab Initio
level.
Mandarin is offered in High School with the option of taking
IB Ab Initio. Due to the complexity of studying a tonal
language, students must complete Mandarin 1 or have a
sufficient level of Mandarin assessed by the teacher, to
take IB Ab Initio.
ACS Cobham International School
Language Policy
Language Levels
At ACS Cobham, the following levels of language class
are offered.
Grade 4 IB Higher
The Grade 4 level is designed to help students transition
to an academic approach to languages, introducing
the students to basic concepts of grammar and moving
the main focus from speaking and listening to all four
language skills. The course allows students to acquire a
developmentally appropriate grounding, which will provide
them with the knowledge and the confidence to progress
in their language learning.
Middle School Foundation
The Language 1.w/x courses are designed to prepare
students with the basic knowledge and skills required for
half of the content for level 1. These classes are slow-paced
and aimed for students who could benefit from a more
gradual approach to the language learning experience.
At the end of these courses students will be expected to
recognise and identify vocabulary and grammar structures
as well as produce some prepared speech.
Level 1 two-year period so that the students are comfortably able
This is a course designed for younger students having
completed a Foundation course or older students with
basic or no previous knowledge of the language. At the end
of the course the students will be expected to understand
and use familiar everyday expressions in all four language
skills in the present tense.
Level 2
This course is designed for students who have some
knowledge of the language. By the end of the course
the student will be capable of understanding and
communicating exchanges of information on familiar
subjects such as family, shopping and interests in both the
present and past tenses.
Level 3 at ACS Cobham and the qualifications obtained.
This is a course for students who can understand and
communicate in the basic language when discussing
familiar matters. The course will help the student reach
an intermediate level. They will learn to speak in simple
connected sentences and have the ability to describe
hopes and ambitions and give explanations in the present,
past and future tenses.
Level 4
Level 4 is for students who can understand, communicate,
read and write at a high intermediate level in the language.
By the end of the course the student will be expected to
interact coherently and produce clear, detailed text on
chosen topics in all tenses.
IB Standard
IB Standard level is designed for students who can already
express themselves well in the language.
ACS Cobham International School Language Policy
The course will teach the student to engage in conversations
and describe events with some detail and accuracy. They
will understand authentic, straightforward written texts
relating to topics of study and be able to produce detailed,
written texts.
IB Higher level allows the student to reach a level where
they can speak with fluency and spontaneity. They can
produce clear and convincing arguments in support of
a point of view as well as describing abstract ideas and
concepts. They will understand complex information on
topics studied and appreciate literary works in the target
language.
Advanced Placement
AP level is designed for students who have already
completed a number of years of study in the chosen
language. The course emphasises communication by
applying interpersonal, interpretative and presentational
skills in real-life situations. This includes vocabulary and
language study aswell as raising cultural awareness. The
course is taught predominantly in the target language.
Other Language levels
In the Middle School language courses are taught over a
to cover the material. When this happens, the classes are
named A for the first year of study and B for the second
year of study (ie 1A and 1B or 2A or 2B). When A and B
level language courses are taught in one year in Middle
School, the course is labelled “AB”. In High School A and B
level courses are always taught in one year so the course
is simply labelled Level 1, 2, 3 or 4.
Most Common Language
Pathways
The diagrams on the following pages depict the most
common pathways through our World Languages program
Flexibility
It is important to note, that whilst these are the most
common pathways, to meet the needs of individual
students ACS can offer a certain degree of flexibility in
language progression. This flexibility can be applied at the
discretion of the World Language teachers and divisional
administration. All decisions will be guided by whether
the course provides appropriate academic challenge and
whether schedules and resources permit.
Fig. 2 below shows the most common pathways for the
main world language that students can take at ACS
Cobham. This can be either French or Spanish, starting
in Grade 4 or German, starting in Grade 5. Our Mandarin
course and IB Ab initio courses are not included in this
diagram.
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Language Policy

Most Common Language Pathways

Grade 5 Grade 6 Grade 7 Grade 8 High School
1A 1B 2A 3* Level IBS1 IBS2 IBH
4 or AP

1A 1B 2A 2B
Level Level IBS1 IBS2
3 4 or AP
Most Common 1B 2A 2B
Language Path

1A 1B 2A **

1w 1x 1y 1z

1w 1x 1B Level Level 3 Level AP

2 4

1AB

1w 1x 1y Level Level 2 Level Level

1 3 4
****

IB Ab IB Ab
Initio1 initio 2
***

Note:

* Level 3 classes are available in Grade 8 and are only open if there is sufficient demand. Students may only move into
the Level 3 class if they can demonstrate appropriate levels of language proficiency.

** Students completing Level 2A can move into levels 2 or 3 in High School depending on their language proficiency
levels. These will be determined by language proficiency testing and/or teacher recommendation.

*** A new language must be started to take IB Ab initio. Mandarin Ab initio has a three year sequence.

**** Students completing Level 1y in Grade 8 can move into levels 1 or 2 in High School depending on their ability and
proficiency levels at the end of Grade 8.

N.B . 1x – 1z classes may not be offered in all languages. This will depend on resources and demand.

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ACS Cobham International School

Language Policy

Most Common Pathways by Qualification

Most Common Language Pathway - Mandarin

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ACS Cobham International School
Language Policy
World Language Requirement
Early Childhood and Lower School
From Scramblers until Grade 3, World Language is not
currently a core subject in the curriculum. In Grade 4
students are required to take either French or Spanish as
a core subject.
Middle School
In Middle School, students are required to study one World
Language as a core subject unless they have Special
Educational Needs (SEN) or English as an Additional
Languages (EAL) needs.
High School
In High School, students must gain at least four credits in
English and two credits in one World Language in order to
graduate. World Languages courses in the Middle School
lead on to more advanced levels in the High School. After
one further year of the same language in high school,
students will earn high school credit equal to the highest
level completed. For example, students who complete a
Level 3 course in grade 9 will earn three credits; students
completing a level 2 course in grade 9 will earn two credits.
These credits will be noted on their high school transcript.
In the IB Diploma, specific language requirements apply
(see Page 13, IB Diploma Section). Please note the Lower
School Foundation course does not count towards a High
School credit.
Course Choice and Placement
At ACS Cobham, we make every effort to ensure that all
students are placed the language courses that are most
appropriate to their levels of language competence and to
their academic needs.
The guiding principle we use to do this is laid out by the
IB Organisation who state that students should follow
“the course that is most suited to their needs and that will
provide them with an appropriate academic challenge.”
(IBO Language B Subject Guide)
We agree with the IBO that it is not in students’ best
interests to be placed in language courses well above
or below their current levels. The most effective learning
happens only when students are engaged by appropriately
challenging material. Students placed in courses that are
much too difficult may feel overwhelmed, demotivated
and excluded from accessing the curriculum. On the other
hand, “native” or bilingual students may well be bored and
will gain little from taking low level or beginners’ courses
in languages they already speak fluently. Placement of
students is based on the professional judgement of ACS
teachers and administration, not on parental choice.
9 Language Policy ACS Cobham International School
Each student’s case is dealt with individually but when
placing students in language courses we take into account
the following factors:
• Does the class provide appropriate academic
challenge? This is based on placement testing,
previous class performance, teacher’s professional
judgement.
• Is the class socially/emotionally appropriate for the
student?
• Do the schedules, staffing and resources allow the
student to join this class?
In some cases it is considered in the students’ best interest
to accelerate into a language class above his/her grade
level. Decisions about acceleration will be taken by World
Language departments and divisional administration
based on the criteria above.
Acceleration is not possible in Early Childhood or
Lower School. Owing to the constraints of our language
progression, students in Middle School cannot accelerate
beyond Level 3. The highest level at which students may
start High School, is Level 4.
Placement of New Students
Early Childhood
All students take French class in Early Childhood.
Lower School
In Lower School students all take French until Grade 3
unless they are students with Special Educational Needs
(SEN) or English as an Additional Language (EAL) needs.
In Grade 4, students can choose between French and
Spanish.
Middle School
All new students in Middle School take placement tests
to determine their levels of language proficiency and are
placed in World Language classes accordingly unless they
are students with SEN or EAL needs.
High School
All new students are interviewed and assessed by the
High School World Languages department and are placed
in language classes accordingly.
Transition Criteria
Middle School
Students in Middle School must attain at least a C grade in
semester 2, to progress to the next language level.
High School
Students in High School must attain at least a C grade in
semester 2, to progress to the next language level.
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Approaches to Teaching
Scramblers          Grade  3   Grade  4                                  Grade  12    

Exposure   Proficiency  

•  Not  a  core  subject   •  Core  academic  subject  in  curriculum  

•  Limited  teaching  4me  (EC,  20-­‐30   •  Greater  teaching  4me  (Grade  4,  2  hours/week,  Grade  5-­‐Grade  12,    
minutes/week,  Grades  1-­‐3,    3  hours+/week)  
       1  hour/week)  
    •  Formally  assessed  
•  Developing  a  ‘love  of  language’      
    •  Developing  proficiency  in  all  four  skills  –  listening,  speaking,  reading  
•  Cul4va4ng  correct  pronuncia4on   and  wri4ng  
and  an  authen4c  accent      
    •  Understanding  core  grammar  rules  and  structure  of  the  language  
•  Cultural  exposure  through  songs      
and  games     •  Emphasis  on  communica4on  
       
•  Cultural  awareness  of  geography,   •  Increase  knowledge  and  apprecia4on  of  the  culture  of  the  country  
ci4es,  key  landmarks    
   
•  Emphasis  on  2  key  skills  –  
listening  and  speaking  
 
Early Childhood and Lower School (Scramblers- enjoy the experience of learning about another language
Grade 3) and culture. Another key aim is to encourage risk-taking in
The focus in Early Childhood is on developing listening speaking, building self-confidence in an enjoyable, relaxed
and speaking, in a relaxed, fun and non-threatening environment where each student can progress at his/her
atmosphere. The teaching is based on enjoyable, age own pace. In 4th grade, World Languages becomes a
appropriate activities such as repetition, singing and core subject to prepare students for a more academic and
games. Resources used include flashcards, books, rigorous programme in Middle School. The four basic skills
puppets and interactive whiteboards. (listening, speaking, reading and writing) are reinforced
and assessed formally.
In the Lower School, children are first exposed to two
main skills, listening and speaking, which are the first Middle School
two skills necessary for further language acquisition. The The aim of the programme is to help the students develop
children are encouraged to listen, speak and interact with proficiency in the four basic skills: listening, speaking,
the teacher and one another, with an emphasis on good reading and writing. At the same time, the programme
pronunciation and correct intonation. Focus is not only on aims to increase the students’ knowledge and appreciation
communication, but also on understanding other cultures. of the culture of the countries where the languages
Two additional skills, reading (word recognition) and writing are spoken. The emphasis is on communication and
(copying simple words, word searches), are introduced focuses on communicative functions such as exchanging
from second grade onwards. The children are first exposed information, expressing emotions and opinions and
to simple words and sentences and are encouraged to use giving commands. These functions are presented in
them in relation to various themes. They are exposed to culturally authentic situations. The students also learn the
numerous topics and activities, with relevant links being elementary grammar rules and structures of the language.
made to what is studied in the classroom. Our programme is based on the ACTFL Standards:
Community, Connections, Communication, Comparisons
The main aim of language teaching in Early Childhood and Culture.
and Lower School is to help the children feel confident and

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Language Policy

The methodologies are varied and we use authentic and
traditional methods. We use a variety of resources such
as textbooks, workbooks, dictionaries, the library, the
Internet, magazines, and mixed media. All the courses
offered are mainly taught in the target language. We vary
our classroom activities, which include projects, group and
individual work, games, field trips and role-plays.
High School
The aim of the world languages programme is to help the
students develop proficiency in the four skills: listening,
speaking, reading and writing. At the same time, the
programme aims to increase the students’ knowledge,
understanding and appreciation of the culture and the
people of the countries where the languages are spoken.
The emphasis is on communication and focuses on
communicative functions such as exchanging basic
information and expressing emotions and opinions to
maintaining full conversations about different topics. These
functions are presented in culturally authentic situations.
The students also learn from elementary grammar rules to
the grammar in depth.
The methodologies are varied, and we use authentic
materials. We use a variety of resources such as
textbooks, workbooks, dictionaries, the Library, IPads,
on-line resources, interactive board, books, magazines,
and DVDs. All the courses offered are mainly taught in
the Target Language. We vary our classroom activities
to include group and individual work, interactive and
individual orals.
Contact
The Heads of World Languages in each division are:
EC/ Lower School
Catherine Delorme - cdelorme@acs-schools.com
Middle School
Claudia Westphal - cwestphal2@acs-schools.com
High School
Anabel Rodriguez-Lopez - alopez@acs-schools.com

Our programme (levels 1-4) is based on the ACTFL

Standards: Community, Connections, Communication,
Comparisons and Culture.

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ACS Cobham International School
Language Policy
Language Requirements for
the IB Diploma
In order to obtain an IB Diploma, students are required to
take both a Group 1 course in their best or “first” language
(known in the IB as “Language A”) and a Group 2 course
in an additional or “second” language (known in the IB
as “Language B”). It is also possible to take a Group 1
Language instead of the above. It is important to note
that “Language A” refers to the student’s best academic
language, in other words, the language in which they
are best equipped for the analytical study or literary and
media texts required in Group 1 IB courses. For the huge
majority of ACS Cobham IB students, their best academic
language is English, regardless of their native or “mother
tongue” language, since much of their schooling has
been conducted in English. An IB course takes 2 years
to complete.
Group 1 IB Courses (Language A)
ACS Cobham offers two Group 1 courses. Students can
choose between IB Language A: Literature or IB Language
A: Language and Literature. Both of these are demanding
courses focused on textual analysis and critical thinking.
They require a high level of language competence. The
majority of ACS Cobham IB Diploma students take English
for their Group 1 language course.
Group 2 IB Courses (Language B)
Students can choose 1 of 3 courses:
• Language B Standard Level (offered in French,
Spanish and German at ACS Cobham)
• Language B Higher Level
• Ab-initio (offered in Japanese, Mandarin or German)
The majority of ACS Cobham IB students take Language
B Standard Level for their Group 2 language course. The
difference between these courses is outlined below.
• Language B Standard Level (French, Spanish,
German) is for an upper intermediate language learner
who may not intend continuing study of the language.
• Language B Higher Level (French, Spanish or
German) is for an advanced language learner.
• IB Ab Initio (Japanese, German or Mandarin - SL only)
is for a basic language learner.
Additional Language Option
While the most common option for IB Diploma students
is to take only one additional language as their Group
2 option, highly-able language students can also take
another language in place of their Group 6 Arts subject.
The students who take this option are usually very strong in
languages and often wish to study languages at university.
Native Language Options in The IB Diploma
Most ACS students will choose to take English as their
native (Group 1) language. However, a minority of students
ACS Cobham International School Language Policy
at ACS Cobham take English Language B (Group 2) and a
different Language A (Group 1) because they:
• Have insufficient English to take a Group 1 English
course
• Have sufficient academic competence in another
language for them to take a Group 1 course in that
language (e.g. they have spent much of their recent
school career studying in that language).
• Join ACS Cobham too late to build their English skills
to a level sufficient to take a Group 1 English course.
ACS offers a range of Languages in Group 1 and Group
2 IB classes according to demand. In recent years
these languages have included Danish, Dutch, German,
Japanese, Norwegian, Russian and Swedish. Students
wishing to study other languages for their Group 1 IB
option are expected to arrange tuition or to pursue the IB
Self Taught option (only available at SL). If five or more IB
students are in need of a tutor in a given Group 1 language,
ACS will help to find a suitable tutor.
IB School Supported Self Taught Option
The IB Organisation only offers the Self Taught option
in IB Language A: Literature at Standard Level. Before
considering this option, students should be aware that this
is a demanding literature course, involving the study of ten
major texts over a two-year period. Simply being a fluent
speaker of the language in question is not sufficient; in
order to be successful in the IB Self Taught Language A
option students should:
• have a strong background of studying literature in the
language A (preferably have spent a significant portion
of their recent school career studying literature in that
language A)
• have good skills in formal writing and reading in the
Language A
• be well organised and highly self-motivated.
It is also important to note that ACS Cobham offers limited
school support to students who take the IB Self-Taught
option. The school will help set up a course of study and:
• help contact tutors who can support students
• deal with administrative matters, ensure that deadlines
are met, that assessment tasks are completed,
submitted correctly and on time
• communicate with the IB for support or clarification
• ensure that the text choices are accurate and that they
follow the IB requirements
• provide information, guidelines and resources to
students and tutors
• follow students’ progress in the various parts of the
course and provide guidance
• set mock exams and schedule examinations.
For further information, contact Mythili Baskaran, the IB
Self Taught Coordinator: mbaskaran@acs-schools.com
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Language Policy

Languages in the IB Diploma

IB  Diploma  students  must  take:  
•  IB  Core:  EE,  TOK,  CAS   IB  Diploma  students  
Plus  6  subjects   must  take  one  Group  
•  1  from  each  group   1  course  (their  first  or  
•  3  at  Higher  Level   best  academic  
•  3  at  Standard  Level   language).  

Group  1  

IB  Diploma  students  
usually  take  one  
Group  2  course,  a  
second  or  addi9onal  
Language.  They  may  
also  take  two  Group  
1  courses.     Group2  

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Language Policy
Languages and Admission to
the ACS Cobham IB Diploma
Programme
New students wishing to be accepted into the ACS
Cobham IB Diploma programme in grade 11 must satisfy
the following requirements: Either
• Have sufficient academic competence in English
to take a Group 1 English course and sufficient
competence in another language to take either a
Language B course offered by ACS (French, Spanish
or German) or an Ab Initio course offered by ACS
(Japanese, Mandarin or German).
Or
• Have at least B2 level of competence in the Oxford
Placement test for English for admission to our English
Language B course and have sufficient academic
competence in another language for them to take a
Group 1 course in that language (e.g. they have spent
much of their recent school career studying in that
Group 1 language)
AP Languages
This is a one year course that can be taken after Level
4, usually from 10th to 12th grade. Students planning to
take AP language should join the first year of the IB SL
course or a separate AP course (subject to demand and
resources). AP candidates will require extra work and
preparation for the AP examination. This course is offered
in French, Spanish and German, subject to demand.
English as an Additional
Language (EAL) - Course
Choice and Placement
Lower School
EAL students join the grade level appropriate to their age
and previous school experience. Occasionally testing
is done to determine the most appropriate grade level
placement when there are concerns. After grade level
placement is determined, initial testing is done with
students to determine how much EAL support is needed.
Newcomers to English will have almost daily EAL lessons
while intermediate to advanced students might have one
to three lessons weekly.
EAL students will usually attend EAL lessons instead
of attending World Language lessons unless there is a
special request from parents.
ACS Cobham International School Language Policy
This is to minimise the amount of time the student is missing
instruction in their primary classroom for EAL lessons.
During the early years of literacy development, especially
in a non-native language, it is beneficial for the student
to concentrate on learning English well and maintaining
his/her native language prior to learning another world
language.
Middle School
EAL students are generally removed from core courses
to attend EAL classes in the following order: World
Languages, Language Arts, Social Studies and in fifth
grade only, Reading. All EAL students take Science, Math,
Visual and Performing Arts, PE/Health and elective classes
regardless of their abilities with the English language.
This is to offer students the broadest possible selection
of courses whilst providing English language classes that
will equip students with the language level successfully
to access core curriculum. This procedure changes only
in exceptional circumstances and according to individual
student’s needs.
The number of EAL classes taken is reduced as students
reach certain specified program benchmarks, based
on the TESOL reading, writing, listening and speaking
standards. These skills are outlined on the EAL skills
based report which shows the students’ language levels
as either developing, capable, or accomplished in the four
key areas.
High School
EAL students in Grades 9 and 10 take Transitional English
which is a course for second language students whose
language skills are still developing towards near-native
level. This course is taken instead of mainstream English 9
and 10 and is a mandatory course for those students whose
level of English is deemed by the school to require an EAL
approach. The course is designed to help students reach
the language level that allows them to access the rigorous
curriculum of the IB or AP programme in grades 11 and 12.
In this class, a wide range of strategies is employed to help
students develop their key speaking, listening, reading
and writing skills.
For existing EAL students, an Academic English Support
elective is also available. The aim of this course is to assist
students, already in Transitional English or English B, in
applying the communicative skills that they already possess
to the specifics of academic English, in preparation for the
academic language challenges of both high school and
tertiary education.
14
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Language Policy
Placement is based on teacher references only. Beyond this,
however, there is no other EAL support in the High School
apart from individual subject teacher accommodations.
Therefore the High School EAL department and the High
School administration need to be satisfied that prospective
High School students have sufficient English language
competence to access the curriculum in all of their subjects.
In Grades 11 and 12, the only EAL provision for non-
native speakers is the English Language B course. It is
a two-year IB English course designed for students who
have English as a second language but who have had
significant previous experience of the language. In this
course, students are working within the upper levels of B2
(Upper intermediate –competent user) and C1 (Proficient
– advanced user) as defined by the Common European
Framework of Reference for Languages (CEFR). The
main focus of the course is on language acquisition and
the development of language skills. When it comes to
admission in to the IB Diploma however, we need to be
satisfied that prospective students have sufficient English
language competence to access the curriculum in all of
their IB subjects.
When an English student with an EAL background is
unable to meet the minimum requirements of his regular
English courses, his/her eligibility for the course will be
reviewed.The review may include a combination of the
following :
• Results of the Oxford Placement Tests or similar set
by ACS Cobham
• Personal response essay (timed essay in test
condition)
• Sample work taken from current class
The following are some of the indicators used by English
teachers when recommending students for EAL needs
assessment:
Component: Speaking & Listening drawn up taking into account each student’s classroom
Indicators:
• Unable to do oral presentations (e.g. Grade 9 Summer
Reading Assignment at the start of the academic year)
• Pronunciation is unclear
• Clarity of message hindered by intonation
• Basic grammatical errors are made
• Lack of fluency and coherence
• Word choice limited
• Unable to express complex ideas.
• Unable to understand classroom instructions
Component: Writing
Indicators:
• Ideas are not clear or do not make sense.
• Low-level vocabulary or limited vocabulary.
• Inappropriate or inaccurate use of words.
15 Language Policy ACS Cobham International School
• Sentence structures are basic and attempt at complex
sentences are often unsuccessful.
• Writing contains far too many errors.
• Unable to write at length.
• Plagiarism cases
Component: Reading
Indicators:
• Unable to understand the class texts without
substantial support from teacher
• Responses to the reading texts highlight limited
understanding and knowledge
Component: Assessments
Indicators:
• Failure to gain a passing grade.
Approaches to Teaching EAL
At different levels of the school, different ways of teaching
EAL students are offered that reflect the changing needs
of students according to their ages. Our programme
aims to develop both the student’s basic interpersonal
communication skills (BICS) as well their cognitive
academic language proficiency (CALP) which refers to the
English skills needed for formal academic learning. This
includes listening, speaking, reading, and writing about
subject area material
Early Childhood
In Early Childhood there is no formal EAL provision. This
is due to having small play-based classes in EC where
children are immersed in an English speaking environment
and where teachers and teaching assistants can provide
individualised support.
Lower School
Assessment data is used to identify what level of support
incoming students will need. Individual schedules are then
schedule and coordinating with teachers. This could be
pull-out support where the student studies in the EAL
classroom or push-in support where EAL instruction takes
place in their primary class.
Newcomers to English will learn the basics of the English
alphabet letters and sounds in addition to rhyming words
in order to form the foundation of reading and writing
in English. Basic “getting to know you” conversation is
modelled and practiced through students interviewing
each other. Teaching the writing process of pre-writing,
drafting, revising, editing and publishing is another point of
study for the third and fourth graders.
ACS Cobham International School
Language Policy
Beyond this, for newcomers and intermediate students,
EAL lessons will help to develop the students’ English
vocabulary through reading books that they can understand
with some teacher support. Students learn how to infer the
meaning of new words by using the picture clues or clues
in the context of the sentence. Instruction also focuses on
the vocabulary and concepts the students will need in the
core academic subjects.
The EAL teaching approach in Lower School is highly
student-centred. Wherever needs are identified for
learning and developing English, instruction can re-focus
to address these.
In order to support this individualised instructional
approach, a number of resources are used. For instance,
the computer software Lexia Core 5 and Raz-Kids are
used to improve spelling, vocabulary and reading in
English. Lexia Core 5 is a website with levelled books that
students listen to, read and record themselves and then
complete quizzes on comprehension, vocabulary and the
meaning of the texts.
Middle School
There are two types of classes offered to all EAL students
in the Middle School: instruction and support classes..
In the instruction classes students are helped to progress in
the four skill areas - reading, writing, listening and speaking.
All these areas are underpinned by instruction in English
grammar at the relevant level. A variety of materials are
used, including EAL textbooks (some curriculum based),
real life objects and mobile technology. Some work is
project-based and pair and group work are encouraged.
This method targets students’ specific language learning
needs in order to develop their language proficiency to the
point where they can participate in core classes.
In addition, and where relevant, EAL teachers will give in-
class support to EAL students in Science. In general EAL
teachers teachers can be involved in co-planning and co-
teaching with the classroom teacher, or acting as a close
support to the students, offering explanations and support.
This assists students in accessing the core curriculum
when their language proficiency is lacking.
High School
All the students on the same course are assessed
using the same criteria for standardization and reporting
purposes. However teaching, learning approaches and
resources vary in order to cater to the specific language
needs of the students. EAL students in the High School do
not receive any in-class support but relevant information
about their language needs and suggested strategies are
communicated to subject teachers.
ACS Cobham International School Language Policy
Drop-in sessions for EAL students seeking language help
are provided. Resources in the form of bilingual dictionaries
in more than 16 languages as well as a selection of audio
CDs and magazines are available to the students. High
School students are expected to take the initiative to seek
help and make full use of the resources available to them..
Transitioning out of EAL
Lower School
As the EAL and classroom teachers judge that students are
developing their speaking, listening, reading and writing
skills, they slowly transition to having more lessons in the
primary classroom. When students approach grade level
expectations on report cards in most if not all areas (for
example, they achieve ratings of “Meets Independently”
for reading comprehension, oral reading, writing-content,
writing-mechanics, spelling and verbal expression) they
move into their primary classrooms full time and join World
Language classes.
Middle School
Report cards based on the TESOL standards are written
for each student by the EAL teacher at the end of each
quarter. These diagnostic reports indicate to the students,
parents and teachers the students’ reading, writing,
listening and speaking proficiency levels. The information
in this report is used to determine the language skills that
need to be developed further in order to participate in
core classes. When students are considered to be at an
‘accomplished’ level in most categories on the standards
based report card, they will be considered ready to leave
EAL.
EAL students who attend mainstream classes for the first
time, “audit” these classes. Auditing a class means that the
student is in that class on a trial basis. Students auditing
classes are expected to do all assigned work but they are
not formally assessed with the A to F grading system. EAL
support is reduced one section at a time. Students then
attend the next core subject on their schedule, which they
“audit” or receive a modified grade based on exemption
from particular assignments that are above a student’s
language level.
The EAL Department will only move a student at the end
of a quarter, unless a core teacher requests otherwise.
This is so students can begin the next topic of study at the
same time as his/her peers. Students transitioning out of
EAL classes are only allowed to join WL classes during
the first quarter. If they join during the quarter, they may be
required to hire a tutor to help the student catch up with the
WL class content. No EAL students will join WL classes
after the first quarter.
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Language Policy
Grade 8 EAL students going into Grade 9
Prior to choosing their HS options, EAL students in Grade
8 will take the Oxford Placement Tests and the HS EAL
Admission Reading Test to gauge their levels of English
language proficiency. The results of these tests as well as
their MAP scores and MS standards based report cards
are taken into consideration when the High School subject
choices are offered to them.
High School
Students can exit the programme when their work reaches
the required level of linguistic competency to succeed in all
their mainstream classes.To exit the Transitional English
courses, students will have to meet the following criteria:
• Achieve at least an A-grade in two consecutive
quarters;
• Achieve at least an A-grade in December or June
examination;
• Consistently achieve at least an A- in written
assignments completed in test conditions;
• Attain at least a C1 in OPT or similar.
In addition, the following criteria will also be taken into
consideration:
• MAP scores if available
• Progress reports from subject teachers
• Sample work taken from current classes
Please note that a student who exits Transitional English
will no longer be eligible for ACE Programme.
Referral of Students with EAL Needs
If a student appears to struggle due to his/her language
ability, he is referred to the EAL department. A confidential
progress report is sent out by the SST team to other
teachers for a more comprehensive report as well as a
request for writing samples and/or tests. The student will
also, at the same time, be given an Oxford Placement
Test. The subject teachers’ reports and data from the test
form the evidence for the administration to take further
action. A student may be asked to change the course(s) or
programme in which he/she is enrolled.
Native Languages
At ACS Cobham, outside the IB Diploma and related
classes, no formal native level instruction is offered. The
only language formally taught for native speakers is English.
However, ACS Cobham does facilitate and coordinate
the parent-run Native Language Enrichment programme.
This is designed to help students in Grades Pre-K to 10
whose first language is not English, to maintain their native
language and culture. Native level classes are only offered
as part of this parent-run programme. The distinctions
17 Language Policy ACS Cobham International School
between the ACS World Languages programme and the
Native Language Enrichment programme are summarised
below:
ACS World Languages Programme (WL)
• Academic
• Run by the School
• Part of ACS formal curriculum
• Managed by ACS
Native Language Enrichment (NLE)
• Enrichment
• Run by Parents
• Not part of ACS formal curriculum
• Co-ordinated by ACS
Native Language Enrichment
(NLE)
Admission
Students must have some communicative competence in
the language to join an NLE class. However, this is left to
the native language teacher’s discretion. The student does
not need to be a citizen of the country where the native
language is spoken or to have parents from that country.
In some instances, it may be considered appropriate for
students adopted from a certain country to participate in
NLE classes in order to maintain links of language and
culture with the country of their birth.
Groups and Resources Pre-K –Grade 10
The school will, as appropriate, offer instruction for the
purpose of maintaining the student’s native language.
Native language classes for grades Pre-K- 10 are held
before and after school for a maximum of 1 hour per week.
Classes can take place during recess or lunch times at the
discretion of the principals of that division.
The choice of languages offered is subject to the decision
and approval of the Head of School and Native Language
Coordinator. Their decision is based on the major
nationality groups enrolled in the school. The school will
provide instruction in languages as part of the fee structure
with a minimum class size of two students but ideally three.
Learner groups are constituted by age and not ability level.
Ideally, there should be no more than four groups per
language (i.e. one for each division: Early Childhood,
Lower school, Middle school and High school). For some
exceptionally large language communities, this may be
expanded to a maximum of six groups. Instructors for
these classes will be non-contracted and the rate of pay
will be the same as that provided for IB non-contracted
teachers. Some groups may meet for more than an hour
per week as parents or some governments subsidize
these programmes.
ACS Cobham International School
Language Policy
Early Childhood
Native Language Enrichment lessons in Early Childhood
will only be open and available to pre-Kindergarten and
Kindergarten students when the student is deemed by
the Early Childhood teacher and Administration to be
sufficiently mature to benefit from the NLE class. All EC
students will be grouped together for a maximum of one
lesson per week. The time allotted for this lesson can be
no more than 30-40 minutes maximum.
• Lessons will ideally be play-based, focusing on songs,
games and stories in the native language.
• Lessons should take place preferably during lunch
or recess times; however, when this is not possible,
groups can meet after school.
• Students must be mature enough to handle missing
lunch or recess or having an extended lesson after
school. They also must have permission for this
schedule change from both their classroom teacher
and the Early Childhood Principal.
• Students joining an NLE class in Early Childhood must
speak the native language at home as their mother
tongue. It cannot be their third or fourth language.
• All students wishing to join NLE classes will be judged
on a case-by-case basis by the classroom teacher and
the Early Childhood Principal. ACS reserves the right
to deny or remove students from the NLE class should
we believe it is inappropriate for their maturity levels.
Additional Native Language Instruction
Parents of students whose native language is not covered
by the NLE programme are welcome to contact the Native
Language Coordinator at the school if they would like to
arrange private native language instruction. The school will
try to help parents by identifying suitable tutors and where
possible, by providing a room for instruction. Payment for
private language instruction is not arranged by the school
and is a matter between the instructor and the parents.
NLE Teachers
Native Language Enrichment teachers are not required to
hold certified teacher status, however they should have
specific experience that prepares them for the role. Any
teaching certification (even if not in the target language)
and university qualification is highly preferred, especially
for instruction of students in grades 6 to 10. ACS Cobham
sources Native Language Enrichment teachers through an
established network and recommendations from the ACS
Community. All NLE teachers will be interviewed and hired
with a flexible hours contract. Appropriate security checks
will be made and references will be required.
Venues for NLE Instruction
Unless otherwise instructed, NLE teachers and/or the
families requesting instruction may contact the Native
Language Coordinator for help in securing a venue for
NLE instruction.
ACS Cobham International School Language Policy
NLE Teacher Absences
When an NLE teacher is going to be absent from class,
he/she should report to the NLE coordinator with as much
notice as possible. The NLE teacher is also required to
contact the divisional office and the parents of any students
affected by a cancelled or rescheduled lesson.
Funding Materials
In addition to funding the lessons and providing classroom
space, ACS provides a small amount of funding for teaching
resources (e.g. textbooks, books, posters, CDs) for each
native language. ACS will reimburse the native language
teacher or parent representative for any teaching materials
purchased up to a maximum of £100 per school year for
each native language provided receipts are submitted
to the Head of School’s office. These materials may be
purchased in the UK or abroad. If purchased abroad, the
current exchange rate should be included with receipts.
Additional Funding
Currently, ACS provides a maximum of approximately
£100 per school year for each native language. However,
this amount will depend on the needs of each group, the
number of students involved and other financial demands
on ACS at the time. NLE instructors who anticipate
that the current rate offered will be insufficient for their
needs, are advised to consult with the NLE Coordinator.
Any additional funding will need approval by the NLE
Coordinator and the Head of School.
Native Language Parent Representatives
For each native language enrichment group, there is a
designated NLE Parent Representative. This person
volunteers or is chosen to coordinate and facilitate any
requirements for the lessons in the relevant language.
Some large language groups may choose to have
different NLE Parent Representatives for each division.
The responsibilities of the NLE Parent Representatives
include:
• contacting the families to identify students interested
in attending NLE classes
• helping the NLE teacher to create suitable groups and
schedules
• welcoming new families and helping the NLE teacher
assess students in order to place them appropriately
• communicating feedback from families to the NLE
teacher and vice versa
• helping to recruit, interview and select a NLE teacher
appropriate for the students
• helping to choose suitable resources for use in NLE
lessons
• helping the NLE teacher with a variety of other tasks
involved in providing optimum NLE classes.
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ACS Cobham International School

Language Policy

Resources and Support for Hebrew Portugese

Language Learning Italian

The library also participates in a World Languages reading

Lower School Library programme that covers Spanish, French and German.
Books Students go to the library during their World Language
The Lower School Library has worked with language tutors classes to check out readers, from which they are required
and parents over the past several years to expand and to do an assignment.
develop its international language book (ILB) collection.
Currently there are devoted sections for the following Subscriptions
languages: The Middle School library subscribes to a monthly
language magazine called Tout Comprendre in French. A
copy is purchased both for the library and for the relevant
Arabic Japanese language classroom. In addition, the library subscribes to
Chinese (Mandarin) Korean various electronic resources:
Danish Norwegian
• A Tantot: to revise vocabulary or to reinforce what has
Dutch Portugese been done in class.
Finnish Russian • Espanol Extra: games used in class and at home for
reinforcement of grammatical concepts
French Spanish • Quia: vocabulary revision games
German Swedish • StudySpanish.com: reinforcement of grammatical
concepts
Greek Turkish
• Linguascope: games for use in class on an interactive
Italian whiteboard or on an app either in class or at home.
• Bien Dit: a complete French programme that supports
The library has benefitted in the past from book donations all aspects of language learning, namely reading,
from ACS families and publishers, but a recent emphasis listening, speaking and writing.
has been placed on developing the ILB collection in a
more deliberate way. The aim is to provide both native Supporting Special Education Needs
speakers and learners of each represented language ACS recognises and commits to fulfilling its responsibilities
with quality children’s literature written by native (rather as a place of learning for students with varying educational
than translated) authors. In this way it is hoped that the needs. A separate policy guiding teaching and learning
collection will support not only language learning but also for student support services (including special education
cultural education. needs and disabilities) is published on the ACS website.
ACS commits to ensuring that its curriculum and its
Middle School Library teaching and assessment practices provide appropriate
support for all students, and that consideration is given
Books to the needs of students in SEND, EAL, Challenge and
The Middle School Library has built a native language Enrichment and similar programmes supporting learning
collection of books in 18 different languages to support the whenever this policy and/or the methods by which it is
languages programme at ACS Cobham: implemented are reviewed.

Arabic Japanese
Danish Korean
Dutch Mandarin
English Norwegian
Finnish Russian
French Spanish
German Swedish
Greek Turkish

19 Language Policy ACS Cobham International School

ACS Cobham International School

Language Policy

High School Library

Books
The High School library has a range of teenage/adult fiction in the following 22 languages. These also include many
‘readers’ (levelled language books designed from beginner to advanced level reading skills).

World Language Fiction World Language Poetry & Plays World Language DVDs
Arabic German African
Bengali French Arabic
Chinese Italian Chinese (Mandarin and
Danish Spanish Cantonese)
Dutch Russian Czech
Finnish Danish
French Dutch
German French
Greek German
Gujarati Hindi
Italian Italian
Hebrew Japanese
Hindi Korean
Hungarian Norwegian
Japanese Polish
Korean Russian
Latvian Spanish
Lithuanian Swedish
Norwegian
Polish
Portuguese
Russian
Slovak
Spanish
Swedish

Magazines
Spanish Hola, and French Okapi.

Native Language /English Language Parallel Texts

Students with English language difficulties are supported by having parallel texts e.g. Paul Coelho books in Spanish and
English or The Odyssey in Japanese and English.

Online Subscriptions
The following online subscriptions are used to support our language programme at ACS Cobham.

• In Thinking Spanish B: IB Spanish resources

• In Thinking French
• Newspaper Direct : UK and International newspapers
• This Is Language: French, Spanish and German video

ACS Cobham International School Language Policy 20

ACS Cobham International School

Language Policy

Bibliography

Council of Europe. Common European Framework of Reference for Languages: Learning, Teaching, Assessment
(CEFR). http://www.coe.int/t/dg4/linguistic/cadre1_en.asp

International Baccalaureate Organisation. Diploma Programme

Language B guide. Cardiff: IBO. 2011.

International Baccalaureate Organisation. Diploma Programme Language A: language and literature guide. Cardiff:
IBO. 2011.

International Baccalaureate Organisation. Guidelines for developing a school language policy. Cardiff: IBO. 2008.

International Baccalaureate Organisation. Language and learning in IB programmes. Cardiff: IBO. 2012.

International Baccalaureate Organisation. Learning in a language other than mother tongue in IB programmes. Cardiff:
IBO. 2008.

International Baccalaureate Organisation. Second Language Acquisition and Mother-tongue Development: A Guide for
Schools. Geneva: IBO. 2004.

International Baccalaureate Organisation. Towards a continuum of international education. Cardiff: IBO. 2008.

ACS Schools. ACS Egham International School Language Policy Draft, September 2013.

21 Language Policy ACS Cobham International School

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Language Policy

Appendices 1 - ACS Cobham English Oral Assessment Rubric

Scale   Criteria  

  Conveys  finer  shades  of  meaning  precisely  and  naturally.  

RANGE:  Shows  great  flexibility  formulating  ideas  in  a  range  of  structures  to  convey  finer  shades  of  
  meaning  precisely.  Also  has  a  good  command  of  idiomatic  expressions  and  colloquialisms.☐  

C2   ACCURACY:  Maintains  consistent  grammatical  control  of  complex  language,  even  while  attention  is  
otherwise  engaged.☐  
  FLUENCY:  Can  express  him/herself  spontaneously  at  length  with  a  natural  colloquial  flow,  ☐  
INTERACTION:  Can  interact  with  ease  and  skill,  picking  up  and  using  non-­‐‑verbal  and  intonational  
cues  apparently  effortlessly.  Employ  turn-­‐‑taking  naturally.☐  
COHERENCE:  Can  create  coherent  and  cohesive  discourse.  Use  a  wide  range  of  connectors  and  other  
cohesive  devices.  ☐  

  Shows  fluent,  spontaneous  expression  in  clear,  well-­‐‑structured  speech.  

RANGE:  Has  a  good  command  of  a  broad  range  of  language  allowing  the  applicant  to  express  him/  
  herself  clearly  in  an  appropriate  style  on  a  wide  range  of  general,  academic,  professional  or  leisure  

C1   topics  without  having  to  restrict  what  he/she  wants  to  say.  ☐  
ACCURACY:  Consistently  maintains  a  high  degree  of  grammatical  accuracy;  errors  are  rare.  ☐  
FLUENCY:  Can  express  him/herself  fluently  and  spontaneously,  almost  effortlessly.  Only  a  con-­‐‑
ceptually  difficult  subject  can  hinder  a  natural,  smooth  flow  of  language.  ☐  
INTERACTION:  Able  to  relate  his/her  own  contributions  skilfully  to  those  of  other  speakers.  ☐  
COHERENCE:  Can  produce  clear,  smoothly  flowing,  well-­‐‑structured  speech,  showing  controlled  use  
of  connectors  and  cohesive  devices.  ☐  
 
  Expresses  points  of  view  without  noticeable  strain.    
RANGE:  Has  a  sufficient  range  of  language  to  be  able  to  give  clear  descriptions,  express  viewpoints  on  
  most  general  topics,  without  much  conspicuous  searching  for  words,  using  some  complex  sentence  

B2   forms  to  do  so.  ☐  

ACCURACY:  Shows  a  relatively  high  degree  of  grammatical  control.  Does  not  make  errors  which  
cause  misunderstanding.  ☐  
FLUENCY:  Can  produce  stretches  of  language  with  a  fairly  even  tempo;  there  are  few  noticeably  long  
pauses.  ☐  
INTERACTION:  Can  initiate  discourse,  take  his/her  turn  when  appropriate  and  end  conversation  
when  he/she  needs  to,  though  he/she  may  not  always  do  this  elegantly.  ☐  
COHERENCE:  Can  use  a  limited  number  of  cohesive  devices  to  link  his/her  utterances  into  clear,  
coherent  discourse,  though  there  may  be  some  “jumpiness”  in  a  long  contribution.  ☐  

  Relates  comprehensibly  the  main  points  he/she  wants  to  make.  

RANGE:  Has  enough  language  to  get  by,  with  sufficient  vocabulary  to  express  him/herself  with  some  
  hesitation  on  topics  such  as  family,  hobbies  and  interests,  work,  travel,  and  current  events.  ☐  
  ACCURACY:  Uses  reasonably  accurately  a  repertoire  of  frequently  used  “routines”  and  patterns  asso-­‐‑
B1   ciated  with  more  predictable  situations.  ☐  
FLUENCY:  Can  keep  going  comprehensibly,  even  though  pausing  for  language  planning  and  repair  is  
very  evident,  especially  in  longer  stretches  of  free  production.  ☐  
INTERACTION:  Can  initiate,  maintain  and  close  simple  face-­‐‑to-­‐‑face  conversation  on  topics  that  are  
familiar  or  of  personal  interest.  ☐  
COHERENCE:  Can  link  a  series  of  shorter,  discrete  ideas  into  a  simple  sequence.  ☐  
 
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Language Policy

Appendices 1 - ACS Cobham English Oral Assessment Rubric

  Relates  basic  information  on,  e.g.  work,  family,  free  time  etc.    
RANGE:  Uses  basic  sentence  patterns  with  memorised  phrases,  groups  of  a  few  words  and  formulae  
  in  order  to  communicate  limited  information  in  simple  everyday  situations.  ☐  

A2   ACCURACY:  Use  simple  structures  only  and  systematically  make  basic  mistakes.  ☐  
FLUENCY:  Can  make  him/herself  understood  in  very  short  utterances,  even  though  pauses,  false  
starts  and  reformulation  are  very  evident.  ☐  
INTERACTION:  Can  ask  and  answer  questions  and  respond  to  simple  statements.  Can  indicate  when  
he/she  is  following  but  is  rarely  able  to  understand  enough  to  keep  conversation  going  of  his/her  own  
accord.  ☐  
COHERENCE:  Can  link  groups  of  words  with  simple  connectors  like  "ʺand,  "ʺbut"ʺ  and  "ʺbecause"ʺ.    ☐  

  Makes  simple  statements  on  personal  details  and  very  familiar  topics.  
RANGE:  Has  a  very  basic  repertoire  of  words  and  simple  phrases  related  to  personal  details  
  and  particular  concrete  situations.  ☐  
ACCURACY:  Shows  only  limited  control  of  a  few  simple  grammatical  structures  and  
A1   sentence  patterns  in  a  memorised  repertoire.  ☐  
FLUENCY:  Can  manage  very  short,  isolated,  mainly  pre-­‐‑packaged  utterances,  with  much  
pausing  to  search  for  words.  
INTERACTION:  Can  interact  in  a  simple  way  but  communication  is  totally  dependent  on  
repetition  and  rephrasing.  ☐  
COHERENCE:  Can  link  words  or  groups  of  words  with  very  basic  linear  connectors  like  
“and”  or  “then”.    ☐  
 

23 Language Policy ACS Cobham International School

ACS Cobham International School
Language Policy
Appendices 2 - Questions/Stimuli for Interview
Note: Sections in bold are compulsory. (Please choose
from the suggested list).
Family
• How are you? How is your day?
• Tell me about your family.
• What do you like to do together as a family?
• Are people in your country generally close to their
families? (B2+)
English (Please note the applicant’s answers)
• How many years have you learnt English?
• Tell me about your English classes. How often, how
long, how many students in the class, what kind of
things do you do in the lessons… etc.
• Do you enjoy learning English? (Prompt for explanation)
• What kind of English books do you read?
• Tell me about the last English book you read. (Prompt
for summary, review, theme, appreciation etc.) (B2+)
• What languages do you speak?
Studies and Schedule (Please note the applicant’s
answers)
• Tell me about the subjects that you are currently
studying.
• What is your favourite subject?
• Do you write essays in English?
• What is your strength: reading, writing or speaking?
(B2+)
• What have you studied in maths? Algebra? Geometry?
• Do you speak another language? Which one(s)? How
many years have you studied it?
• What have you studied in science? Biology?
Chemistry? Physics?
• Have you studied History? Other Social Studies?
• Do you enjoy working with computers/ipads/
technology? (B2+)
• Which sports do you enjoy playing?
• What co-curricular/arts subjects are you interested in?
o Computing/technology
o Music (playing an instrument)
o Performing arts (drama)
o Visual arts (painting, drawing, ceramics, etc)
Favourite memory
• Tell me about your favourite memory from the past.
Ambition
• What are your dreams for the future?
• Do you have any ambitions? What are they?
To end the Evalution
• Do you have any questions about the school?
• Do you have any questions about living in the UK?
ACS Cobham International School Language Policy
• How do you feel about living and studying abroad?
Additional Questions
Hometown/ Country
• Describe your hometown/country
• What’s special about it?
• Where is your hometown located?
• Is it easy to travel around your hometown/country?
• What is it known for?
• What do people in your town/country do?
• What problems face your hometown/country? (B2+)
• What languages are spoken in your hometown/
country?
• What are the advantages of living in your hometown?
(B2+)
• What are some environmental problems faced by your
hometown? (B2+)
Friend
• Describe a friend.
• How long have you known each other?
• What do usually do together?
• What do you like the most about him / her?
• How often do you see each other?
Hobbies
• Do you have any hobbies?
• What are some of your hobbies?
• When did you first develop this hobby?
• What are the advantages of having a hobby? (B2+)
• How much time do you spend on your hobby?
Weather
• What’s the weather like in your country?
• Does the weather affect your mood? (B2+)
• How do rainy days make you feel?
• What’s your favourite season of the year?
• What do you like to do when it’s hot?
• What do you usually do in the winter?
• How many seasons does your country
Travel
• Do you like to travel?
• What kind of places have you visited in your life?
• Which place would you really like to visit? Why? (B2+)
• What’s the best place you’ve ever visited?
Films
• Do you enjoy watching movies?
• What’s your favourite film?
• Who are your favourite actors?
• How often do you watch films?
24
ACS Cobham International School

Language Policy

Appendices 3 - ACS Cobham EAL Student Report

25 Language Policy ACS Cobham International School

Language Policy 2018/19

ACS Cobham International School

Portsmouth Road,
Cobham,
Surrey KT11 1BL
United Kingdom

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