Author: Jinli Wei, Jingxiao Chen, Liangjing Wang     
Date of publication: May, 2022
Target audience: Students and parents who aims to participate in IB program in Chongqing No.1 Secondary School     
Date for next review: May, 2025           
 
 
Contents
Language Policy……1
1. Language philosophy……3
2. Language profile……3
3. Language of the school community……4
3.1 Chinese……4
3.2 English……4
3.3 Mother tongue……5
4. Language pathways within the school……5
4.1 Self-taught procedures……8
5. Role of language in teaching and learning……9
6. Use of language……10
7. Language development record……10
 
 
1. Language philosophy
The study and use of language have been always playing a vital rote in the era of internationalization. Chongqing No. 1 Secondary School is an international learning community that embraces students from around the world regardless of their social backgrounds and cultural identities. We are committed to creating a study atmosphere full of respect, participation, equity, and creativity for all students, within which language shall be a significant bridge to connect people and lead to academic and career achievement. On campus, language not only transcends disciplinary areas to optimize academic research, but also crosses culture boundaries to boost efficient communication. All teachers here will recognize learning as a life-long process, and will empower our students with the knowledge, capabilities, and values essential to thrive in the society, by using languages appropriately and skillfully.
2. Language profile
At Chongqing No.1 Secondary School, the languages spoken are mainly Mandarin Chinese and English in accordance with the diversity of the existing students. All students and teachers are able to understand each other using a common language English.
Similar to senior high education in China (the Gaokao system), IB diploma program requires all students to master at least two languages before college entrance, including their mother tongue and acquisition of another language. During all study sessions, all teaching staff understand that they share the responsibility to teach students the authentic language skills and practices. All students are surrounded with language in visual, verbal and written forms, and they will learn to interact with others and deal with problems in a proper language. Ultimately, students can gradually elevate awareness and open-mindedness of various approaches of communication and the different languages used as medium of learning other subjects. Through bilingual teaching and learning, every student and parent will acknowledge both the receptive and productive aspects of language, and every teacher will provide students with opportunities exposed to the many modalities of language for future development.
The scho