Menu

Language Policy

1. Our Philosophy

The language policy of our school includes several key elements designed to ensure an inclusive and respectful learning environment that supports the linguistic development of all students, in alignment with the IB’s 2020 standards and practices.

1. Teachers’ Responsibility for Language Development:
We believe that every teacher, regardless of their subject, is a language teacher. This includes not only language instruction but also supporting the integration of students from diverse linguistic backgrounds. Through these responsibilities, our teachers initiate and participate in monthly multicultural celebrations, which enrich student knowledge and skills.

2. Additional Language Acquisition:
Our programs are fully bilingual. Students receive instruction in English three days a week, and in either French or Spanish two days a week, depending on their chosen track.

3. Support for Mother Tongues:
We value the mother tongue of each of our students through classroom discussions and projects. Our small class sizes allow us to personalize our educational support and honor each student’s native language.

4. Equal Access to IB Curriculum:
Students are fully immersed in a language that may not be their native tongue. Carefully designed instruction and transdisciplinary projects reflect our commitment to multiculturalism and bilingualism, ensuring that all students thrive.

5. Support for Multilingualism:
Our classrooms are equipped with a wide range of literary resources, learning tools, and project-based opportunities that support both linguistic development and academic growth in a second language.

6. Respect for Community Languages:
Our bilingual English-French or English-Spanish programs reflect the linguistic identity of our student body. Located in Texas, where English is the local language, we ensure that students are proficient in English while also embracing a second language.

7. Parental Involvement:
Parents are valued partners in our school community. We offer informational sessions, consultations, and tailored resources to help families support their children’s language learning journey.

8. Consideration of Sociocultural Contexts:
Beyond inclusive education, we are committed to understanding and honoring the specific sociocultural backgrounds of each student, adapting our approach accordingly.

9. Continuous Policy Review:
Our language policy is central to ongoing dialogue with both parents and educators. We regularly refine our program to reflect the evolving linguistic needs of our students, including adjustments to accommodate students who are beginners.

2. Context

Our school is located in Richmond, Texas, in the greater Houston area. Our environment reflects a highly diverse population. We are the only school in the area to promote community and linguistic diversity. Our families are very diverse, with few of them being originally from Texas.

Family Profile

    • Families with two nationalities: 80%

    • Families where English is not the first language: 0%

    • Families who speak two languages: 60%

    • Families who speak more than two languages: 20%

    • Families who do not speak French: 97%

    • Families who do not speak Spanish: 72%

3. Language Promotion

Proficiency in French and Spanish is cultivated progressively through our inquiry-based modules and in-class assessments, which lie at the heart of our pedagogical approach. Particular attention is given to the linguistic quality of student work, with the goal of fostering precise and rigorous language use.

However, inspired by Ellen Bialystok’s research on bilingualism and neuroscience, we recognize that language learning—whether in French or Spanish—is fundamentally a cognitive process, where mistakes are not only expected but essential to the development of linguistic competence.

Through engaging students in research-based activities, collaborative exchanges, the development of technical skills, and cognitively rich contexts, we support their growth into well-rounded learners while guiding them toward progressive mastery of the language.

Students who encounter specific challenges in acquiring language skills receive targeted support. Our Director, a specialist in psychology and neuroscience, provides scientific expertise to guide the teaching teams and assist families in understanding the intricacies of the learning process.

A range of differentiated measures are offered, both within and outside the school, to address the individual needs of each student in a targeted manner.

4. Agreements and Partnerships

Our agreement with the ICP (Institut Catholique de Paris) allows us to host university interns from Paris, who bring their expertise in the French language to our classrooms. Similarly, our collaboration with a school in Mali enables us to coordinate linguistic projects with French-speaking students and share experiences. For our Spanish program, we work with local associations to go beyond the school walls and establish community projects in Spanish.

5. Teaching Staff

Our teaching faculty is composed of 90% bilingual educators, all of whom actively contribute to the promotion of bilingualism and multiculturalism within our school community. They fully embrace the principle that language learning is a fundamental right for every student, and they are equipped with a wide range of both physical and digital pedagogical resources to support this mission.

6. Parents

As part of the International Baccalaureate (IB) Primary Years Programme, our school places a strong emphasis on its commitment to an inclusive language policy—one that celebrates linguistic and cultural diversity within the school community. This policy is rooted in the fundamental belief that every member of the community holds both rights and responsibilities with regard to language use and language learning.

Our aim is to foster an environment in which multilingualism is not only seen as an asset but also as a source of cognitive development, intercultural understanding, and personal growth.

In alignment with the IB framework, our language policy clearly defines the rights of all members of the school community—students, teachers, administrators, and families. Students have the right to learn and develop proficiency in multiple languages, according to their individual profiles, and to receive appropriate support tailored to their specific needs. Teachers, in turn, are entrusted with implementing this policy by creating high-quality language learning opportunities and nurturing a culture of inclusion and respect for linguistic and cultural diversity.

Moreover, the policy underscores the collective responsibility of all community members to support language acquisition and usage in a spirit of mutual respect and appreciation for diverse linguistic competencies. It also actively encourages family involvement, recognizing parents and guardians as essential partners in their child’s language development. Families are invited to contribute by valuing and maintaining the use of their home languages, thereby strengthening the child’s cultural identity and promoting authentic engagement with language learning.

This holistic approach is designed to empower students to thrive within an international and multicultural environment, in full alignment with the IB’s core values of open-mindedness, critical thinking, and global citizenship.

7. Rights and Responsibilities of School Leadership, Teachers, and Students

Within the framework of the International Baccalaureate (IB) Programme, the language policy at The Kintess School holds paramount importance in ensuring an inclusive and multilingual education. This policy aligns closely with our core values of cultural openness and the intellectual development of our students.

The responsibility for implementing and managing this policy is shared among key members of the school community—namely, the leadership team, teachers, and students. These rights and responsibilities are clearly defined and interconnected to foster a linguistically and culturally enriching learning environment.

1. School Leadership

    • Responsibilities:

      • Developing the School’s Language Policy: Our school leadership is responsible for designing and implementing a language policy that fosters a multicultural and multilingual academic environment. This policy must comply with the fundamental principles of IB, which include promoting language learning, appreciating different cultures, and recognizing the linguistic diversity of students. The leadership must ensure that the language policy takes into account the languages spoken by the students and the academic requirements of the program.
      • Teacher Training and Professional Development: It is the responsibility of The Kintess School’s leadership to support the continuous professional development of teachers on linguistic and intercultural issues. This includes training on teaching methods adapted to multilingual students and the integration of languages across various disciplines. The leadership must also ensure that teachers have the necessary resources to implement the language policy effectively.
      • Ensuring Equal Access to Languages: The leadership must ensure that all students have equitable access to language learning opportunities, especially those who are not yet proficient in the language of instruction. This includes implementing linguistic support programs such as additional language courses, extracurricular activities to improve language proficiency, and adaptation strategies to meet the specific needs of students in terms of language skills.

        • Continuous Review and Adjustment of the Language Policy: Leadership must regularly evaluate the school’s language policy to adapt practices and respond to emerging challenges. This evaluation involves gathering feedback from teachers, students, and parents on the policy’s effectiveness and adjusting strategies based on observed needs.

    • Rights:
      • Defining the Language Policy: Our school leadership has the right to establish and regulate the language policy within the school, based on the needs of the students and the pedagogical objectives of the IB program. This includes the ability to decide on the languages of instruction, management, and communication used in the school.

        • Making Strategic Decisions: Leadership has the power to define priorities for the languages to be taught, considering local contexts, student needs, and IB program requirements, while also facilitating a school environment that values linguistic diversity.

2. Teachers

    • Responsibilities:

      • Implementing the Language Policy in the Classroom: Our teachers play a fundamental role in implementing the language policy daily. They must adopt pedagogical approaches that allow all students to progress in their language skills, both in the language of instruction and in an additional language. This involves pedagogical differentiation to meet the specific needs of students, including those with varied language skills.
      • Integrating Language Skills into Subject Teaching: In addition to language instruction, teachers at The Kintess School must ensure the integration of language skills across all disciplines. This may involve using precise terminology, promoting oral and written interaction in the classroom, and adapting content so that students can understand and use languages in a broader academic context.
      • Promoting Linguistic Diversity: Teachers have the responsibility to promote the recognition and appreciation of linguistic diversity. This includes using students’ mother tongues as an asset to enrich learning and creating an environment where the use of multiple languages is encouraged. They must also encourage intercultural exchange and ensure that all students feel included, regardless of their proficiency level in the language of instruction.

        • Assessing Linguistic Progress: Teachers must continuously monitor students’ linguistic progress in all the languages they are studying. This includes using appropriate assessment tools to measure progress in language acquisition, as well as adapting teaching methods to support students who are facing difficulties in their language learning.

    • Rights:
      • Pedagogical Freedom: Our teachers have the right to adopt pedagogical methods adapted to the linguistic needs of their students while respecting the school’s language policy. This includes the right to choose varied teaching strategies and to experiment with innovative approaches to facilitate language learning.

        • Access to Continuing Education: Teachers have the right to access professional training concerning language teaching and best practices for multilingual classes. This allows them to hone their skills and adapt their approach based on the evolving linguistic needs of students.

3. Students

    • Responsibilities:

      • Engagement in Language Learning: The students of our school are responsible for their own language learning. They must actively participate in class, seek to improve their skills in the language of instruction, and invest in learning additional languages. This includes regular practice of languages outside of class hours and participation in linguistic and cultural activities.
      • Respect for Linguistic Diversity: Students at The Kintess School must show respect for the other languages and cultures in their school environment. Open-mindedness and recognition of the richness of different languages and traditions must be part of their daily behavior. They must also be aware of the importance of language in building their own identity and that of others.

        • Use of Languages in Diverse Situations: Students must be able to use the languages they are learning in various contexts, whether in school activities, social interactions, or group projects. They must also seek to overcome linguistic barriers and show perseverance in practicing the target language.

    • Rights:
      • Access to Language Resources: Students have the right to access educational resources adapted to their linguistic level, as well as pedagogical support, such as tutoring or support classes, to help them progress in learning the language of instruction or additional languages.
      • Choice of Study Languages: Depending on the options offered by the school and the requirements of the IB program, students have the right to choose certain languages they wish to learn, within the limits of available resources and pedagogical possibilities.

        • Fair and Equitable Assessment: Students have the right to a fair evaluation of their language skills that takes into account their level of proficiency and their progress over time. The assessment must be transparent and provide constructive feedback, allowing students to better understand their strengths and areas for improvement.

In the framework of the International Baccalaureate language policy, the roles and responsibilities of school leadership, teachers, and students at The Kintess School are clearly defined and complementary. Leadership is responsible for creating an inclusive policy and providing the necessary resources. Teachers are responsible for the pedagogical application of this policy. Students must actively engage in their language learning. Together, they contribute to building a school environment that values linguistic diversity and prepares students to become competent global citizens who are open to other cultures.

8. Resources for Parents

Before enrolling their children, parents are fully informed of the language policy implemented at our school, in accordance with the requirements of the International Baccalaureate (IB) program. This informative approach is essential to ensure that parents fully understand the educational framework in which their child will evolve and the linguistic objectives they will be exposed to.

In a spirit of transparency and commitment, the school communicates regularly with parents. Every week, parents receive communication detailing available resources, including internet links and/or QR codes that provide access to educational audio materials. These resources are made available to allow parents to actively follow their child’s language learning and support their progress at home.

Furthermore, at the beginning of each month, a detailed schedule is shared with parents, specifying the themes and content that will be covered in each subject. This communication allows parents to stay informed about the academic content and proactively support their child’s learning, while understanding the specific objectives of each discipline in connection with the school’s language policy.