Language Policy

1. Language Philosophy and the Mission

Escola Eleva is a Brazilian bilingual school that supports a multicultural ecology in and out of the classroom. The school recognizes the centrality of language in constructing identity, meaning and a sense of one’s place in the world. Our philosophy is to provide a dual language program that serves a 21^st century vision. This global vision exposes students to world perspectives and the many benefits of international mindedness. Leveraging the educational, socio-cultural and economic advantages of bilingualism, we seek to engage in local and global communities with the purpose of creating a more equitable coexistence.

Eleva’s language philosophy is directly aligned with the mission of the school: to foster a new generation of leaders capable of making a difference in their lives and in the world. Towards this end, teachers at Escola Eleva recognize the interdependence of language, literacy and academic success. We acknowledge that language is the medium of teaching and learning. Interpretive and expressive skills are developed in all subject areas and for this reason all teachers are responsible for expanding the students’ communicative capacities.

2. Demographics of Student Population

Our student population is mainly Brazilian, and the mother tongue of our student population is mostly Portuguese. However, a few of our students have parents or guardians of other nationalities, and thus also speak other languages at home, such as English, French, Chinese, German, Dutch and Spanish. Escola Eleva also invests in the diversity of its student population by supporting our merit scholarship program. The

program is administered by Janelas Abertas, a non-profit organization whose goal is to offer scholarships to low-income young students who demonstrate significant academic potential. The program offers in addition to discounts in tuition (ranging from 40% to 100%), financial, pedagogical, and psychological support to students and families. Janelas Abertas currently supports over 80 students across Escola Eleva campi.

3. Roles and Responsibilities

Learners need extensive input and a wide range of opportunities to communicate in the English language to achieve high levels of proficiency. Therefore, in order to fully implement our immersion program and guarantee the level of language proficiency, Escola Eleva created a campaign, “English All Around”, setting agreements to promote the use of English among faculty and students. Therefore, at Escola Eleva:

Students are expected to

○ Speak English during the whole period when taking classes that are taught in English;

○ Speak English in all interactions with teachers whose subjects are taught in the English language.

Faculty are expected to

○ Speak English at all times when teaching or interacting with students, if their subject areas are taught in English.

○ Speak English when speaking to other staff who speak English, especially in front of children.

4. How we ensure language development in both English and Portuguese

Escola Eleva’s Brazilian identity is supported by the dual language program. In theory and in practice, the further development of the majority language, Portuguese, is promoted and reinforced by the target language of English. Our English immersion program recognizes that the linguistic awareness that comes from additional language proficiency enhances understanding structures, syntax and features of the native language. Conversely, the transferable skills between the languages also support acquisition and retention in the target language. The additive language approach develops English language skills through academic instruction with the belief that all children are capable of acquiring proficiency and fluency in more than one language.

Starting in Pre-K3 and ending in Grade 12, Escola Eleva’s English language immersion program is aimed at developing English language proficiency. By the end of Grade 9, Escola Eleva students are expected to reach a B2 level of fluency of the Common European Framework of Reference for Language (CEFR) in English. We understand that fulfilling this language fluency expectation is essential to the attendance and completion of the IBDP at our school, as it is a challenging program almost exclusively taught in English. By the end of High School, students are expected to achieve level C1 (CEFR) by the end of Grade 12, in accordance to Brazilian regulations for bilingual schools. AAPPL examinations have been adopted by the school as assessment for internal use, in order to support the evaluation of language proficiency.

The curriculum and learning conditions give exposure to both languages; they provide extended and enriched learning experiences in both languages that are critical for their full mastery. Both Portuguese and English are visible here at Eleva, heard in the hallways and present in school communications. Presentations, assemblies and school events take place in either language or both. Students are surrounded by the multicultural references that expand their recognition of the world around them.

5. Additional Language Learning Principles

1. Instruction focuses on providing ELLs with opportunities to engage in discipline specific practices which are designed to build conceptual understanding and language competence in tandem.

2. Instruction leverages ELLs’ home language(s), cultural assets, and prior knowledge

3. Standards-aligned instruction for ELLs is rigorous, grade-level appropriate, and provides deliberate and appropriate scaffolds.

4. Instruction moves ELLs forward by taking into account their English proficiency level(s) and prior schooling experiences.

5. Instruction fosters ELLs’ autonomy by equipping them with the strategies necessary to comprehend and use language in a variety of academic settings.

6. Diagnostic tools and formative assessment practices are employed to measure students’ content knowledge, academic language competence, and participation in disciplinary practices.

(http://ell.stanford.edu/content/six-key-principles-ell-instruction)

6. Implementation

The Content and Language Integrated Learning takes place throughout the school from Pre-K 3 through Grade 12. Teachers design lessons around content learning objectives as well as language learning objectives. At every level, in every class from acquisition to achievement, comprehensible input strategies are designed using multimodal forms. As classes are designed to be student-centered, constructivist activities are expected to take place in order for the student to engage in the output of learning. The sociocultural approach to learning not only benefits the second language learning classrooms, but all classrooms at Escola Eleva. Extending the understanding of the social origins of language, we believe that much of learning is mediated through social interchange.

These theories are made evident in our classrooms as desks are arranged in groups to facilitate peer exchanges.

The curriculum design is constructed around a progression of language standards. We have a hybrid model throughout the school to address the specific learning needs at each level of study and in order to be inclusive of the different language expectations. The school adopts the Readers Workshop to guide English Language learning. The school has also adopted the Writers Workshop framework to guide both English and Portuguese written production from Pre-K to Grade 9. In Elementary school, the AERO Standards for English Language Arts are used to set the learning goals for our emerging bilinguals. In Middle school, the AERO standards are used to ensure consistency and progression in language skills, and in High School, our dual language program is based on the IBDP curriculum. In Portuguese, competencies and skills are outlined by the Brazilian National-based Core Curriculum and followed throughout the school.

In Kindergarten (Pre-K3 to Pre-K5), English language instruction takes place in: Welcome time, Music, Visual Arts, Language Arts e Physical Education. In Pre-K3 and K4, English language instruction also takes place in IEYC classes covering Science and Maths.

In Elementary School (Grades 1 to 5), English language instruction takes place in: Language Arts, IPC Science, Physical Education, Drama, Music, Visual Arts, Welcome Time, Flex*, Creative Tech and Study Hall.

*This subject is taught in both English and Portuguese.

In Middle School (Grades 6 to 9), English language instruction takes place in: Language Arts, Global Citizenship, Arts & Expression, Physical Education, and Creative

Tech. In this division, each grade level will also offer an academic subject in English: History (Grade 6), Science (Grade 7), Math (Grade 8), and Geography (Grade 9).

In High School (Grades 10 to 12), English language instruction will vary according to students' curricular choices. Currently, Escola Eleva Botafogo campus offers the International Baccalaureate Diploma Program (IBDP) for High School students, and Escola Eleva Barra is a candidate school* for the Diploma Programme. This school is pursuing authorization as an IB World School. IB World Schools share a common philosophy- a commitment to high-quality, challenging, international education- that we believe is important for our students.

*Only schools authorized by the IB Organization can offer any of its four academic programmes: the Primary Years Programme (PYP), the Middle Years Programme (MYP), the Diploma Programme (DP), or the Career-related Programme (CP). Candidate status gives no guarantee that authorization will be granted.

For further information about the IB and its programmes visit http://www.ibo.org.

6. Dual Language Support

Escola Eleva has an English as an Additional Language (EAL) Department - dedicated to providing further assistance for students to meet their language learning needs, and to promote challenging practices for students who are, at any point, above the expected level of language proficiency. The EAL department is composed of language learning specialists who support both students and teachers in a number of practical ways. These EAL coaches review lessons, support the development of language objectives and engage in co-teaching and co-planning strategies. Working with information compiled by extensive data collection using external language examinations, these teachers also help to pinpoint the students and areas in which students are challenged or could progress. The EAL teachers will also make use of push-in and pull-out strategies to provide targeted lessons and extra support for students as the teachers deem appropriate.

Likewise to support the Portuguese reading skills, the school offers electives which either provide enriched instruction or support for the literacy needs of our students. In addition to this, teachers of all subject areas are available for individual support and instruction on the request of the student when they are available. As educators we recognize that language acquisition is a fluid and complex phenomenon that requires explicit instruction and intentionality to achieve our goals.

7. Library Resources

The Escola Eleva Libraries offer their students, teachers and other members of their community democratic access, both physical and intellectual, to resources and tools essential for research, use of critical thinking, creation and production of knowledge.

Currently, our libraries offer over 7.000 books, of which about 40% of them are in English. Our collections are updated throughout the school year by request of our Librarians and teaching staff. In addition, our Libraries also offer e-books, online catalog and access to international databases like Follet and Britannica School.

The library has a key role in developing our students to become avid and skilled readers. At Eleva, our libraries are playful spaces that stimulate the imagination and curiosity of children and teens, encourage reading and bring students closer to the space and the design of a library.

Starting from Kindergarten and throughout Elementary School, Librarians receive students for weekly library lessons, stimulating students' curiosity for bibliographic materials, assisting in the development of informational skills, creativity, and also teaching basic classification and cataloging concepts to promote student autonomy in the library. These lessons are in alignment with the project based unit of study in the IEYC and IPC, as well as the Brazilian National Curriculum - BNCC. In Middle and High School, students have access to the library during their free time, before and after school hours, during study hall periods, break and lunch, and also when subject teachers accompany their classes to the library for research.

8. Policy Review

The Escola Eleva Language Policy will be revised at the end of each school year to ensure its continued alignment with the IB and Escola Eleva philosophy and practices. The pedagogical leadership team of the school will lead the review process and representatives of all stakeholders will be involved.

References

Cloud, N., Genesee, F., & Hamayan, E. (2000). Dual Language Instruction: A Handbook for Enriched Education. Portsmouth, NH: Heinle & Heinle.

Genesee, F. (2008). Dual language learning in the global village. In D. Tedick (ed.) Pathways to multilingualism: Evolving perspectives on immersion education, pp. 253-266. Clevedon, Eng.: Multilingual Matters.

Snow, M.A., Met, M., & Genesee, F. (1989). A conceptual framework for the integration of language and content in second/foreign language instruction. TESOL Quarterly, 23: 201-217.