English is the language of instruction at the British International School Ukraine. The school recognises a variety of levels of language competency and provides additional language support for students whose English language skills require further development to ensure success in the classroom.
The school recognises that students from non-English speaking backgrounds enter our school with proficiency in their mother tongue, valuable life experiences, and varying degrees of formal schooling but without full proficiency of the English Language in its written and oral forms. The school’s mission is to assist these students to acquire or to improve their written and oral communicative skills in English.
The British International School Ukraine believes that all teachers are language teachers through either supporting the English language as the instructional language or assisting/supporting students in understanding concepts through the English language programmes in the language arts or their subject area.
In the IB Primary Years Programme (PYP), it is recognised that the teaching of language should be in response to the previous experience, needs and interests of the student, rather than the consequence of a predetermined, prescriptive model for delivering language. Learners’ needs are best served when they have opportunities to engage in learning within meaningful contexts, rather than being presented with the learning of language as an incremental series of skills to be acquired.
The programme of inquiry provides an authentic context for learners to develop and use language. Wherever possible, language is taught through the relevant, authentic context of the units of inquiry. When teachers plan learning experiences that enable learners to develop language within meaningful and enjoyable contexts, learners are able to make connections, apply their learning, and transfer their conceptual understanding to new situations.
The learning process simultaneously involves learning language—as learners listen to and use language with others in their everyday lives; learning about language—as learners grow in their understanding of how language works; and learning through language—as learners use language as a tool to listen, think, discuss and reflect on information, ideas and issues
The home-school relationship is recognised as being an important part of the learning process and language development. Teachers encourage parents to be active in their child’s learning and to help their children develop language skills at home. Teachers are in frequent communication with parents regarding their child’s progress. Information shared with parents through the class blog or emails offer strategies, materials, and activities that will help parents provide support.