At Harvest International School, language is an intrinsic part of all topics and is extremely important to learning. Language not only fosters intellectual growth but is also important for maintaining cultural identity and psychological stability. Learning a language is a lifelong process and a key component of an individual’s personal development and cognitive skills. At Harvest the language policy operates within the framework of its mission and vision. We recommend the learning of language through inquiry, empowering students to make connections with concepts, to explore and examine. Language learning at Harvest is predominantly about conveying feelings, thoughts, and ideas. In our school, the students learn more than one language in PYP and MYP, as multilingualism and development of critical literacy is a paramount factor of international mindedness . Acquiring an additional language facilitates students to reflect upon and explore different cultural perspectives. Language is considered to be a major factor in the implementation of international identity through the promotion of cultural identity, multicultural esteem, and global citizenship. Through Language and Literature and Language Acquisition, we intend to develop confident, remarkable, knowledgeable and enthusiastic global citizens who carry the traits of IB Learner Profile.

Purpose of Academic Integrity Policy

We, at Harvest International School, view linguistic diversity at our school as a rich resource for achieving the ideals of intercultural understanding and international – mindedness. We believe that the maintenance and development of a mother tongue is crucial to cognitive development and maintaining cultural identity. Language is central to inquiry, communication and self-expression in every area of the curriculum and all aspects of life. Thus, the development of language is viewed as a shared responsibility of all stakeholders of our learning community. We view every member of the teaching community as a facilitator of language development.

Our goal is to:

Learn the language, as students use it to communicate.

Learn about language, as students develop an understanding of how it works. Learn through language, as students use it as a tool to understand, think, and reflect.

Languages offered at Harvest International School

At Harvest, English is the medium of instruction and students study all their academic subjects in English. English is used in all school publications, on the website, on any

signage, for communication with students, parents as well as among staff members. English is the main language of instruction and coordination, Hindi is the national language, French is an international language and Kannada is the regional language that is part of the school curriculum.

At Harvest, Language and Literature, language is English from MYP 1 onwards as per IB Subject Groups and in PYP the language of instruction (English) is integrated to the units of inquiry .

From Grade 1, they are introduced to national language Hindi and regional language Kannada in accordance with the regulations of the Government. There is a choice between Hindi/ Kannada/French for students from Grade 3.

However, spoken Kannada is taught in PYP as part of promoting local language profiles for those students who have not opted Kannada as the second language. For students who have opted Kannada as their second language, a choice is given for spoken languages Hindi/French.

Learning these languages is mandatory as mandated by national and regional language initiatives. In parallel to the integration of the second language and state language instruction, the framework of the school leads to the needs of the individual and illustrates the values of the IB. (As per the MYP Program, Standards and Practices).

The second Language is Hindi/ French and it is termed as Language Acquisition from MYP 1 onwards as per IB Subject Groups. But in PYP it is only termed as a second language.

In PYP for grade 1 and 2 Kannada, Hindi and Spoken French are mandatory for all the students and from PYP 3 they have a choice of choosing their second language.

LANGUAGE ACQUISITION CHOICES IN HARVEST Kannada is a mandated requirement from the State Government, in Primary Year levels.
PYP YEAR 1 – Year 2Language 2 – Hindi and Kannada , Spoken FrenchPYP YEAR 1 – Year 2
PYP YEAR 3 – Year 5Language 2- Hindi/ French/ Kannada (choice of any one )PYP YEAR 3 – Year 5
  MYP Year 1- Year 5Language Acquisition – Hindi/ French (choice of any one )  MYP Year 1- Year 5

Language Pathways

The language pathway is implementation of our philosophy statement into action and exhibits how our school facilitates learners achieving mastery in language learning. The school brings on board qualified professional language teachers for both Language and Literature and Language Acquisition. We provide our administrators, teachers with annual professional development. Hence, all the languages are taught holistically. All the language programmes have detailed learning outcomes for the strands of all the criteria(listening, Reading, speaking and writing). We nurture an authentic inquiry based learning environment.



The Programme of Inquiry provides an authentic context for learners to develop and use language. Wherever possible, language is taught through the relevant authentic contexts of the units of inquiry. The six skill areas in the PYP years include listening, speaking, reading, writing, viewing and presenting.

Entry point in MYP:

When moving from PYP, the school helps students to select a language at the time of admission based on their prior engagements and a pre assessment test.

Once a language is chosen in PYP3 as a second language the student must continue with the same language during the complete learning process until MYP 5. Any change of language in the middle of the academic years, the decision will be subject to the assessment given by the concerned language acquisition teachers and the existing Coordinators of PYP and MYP, according to all 4 criterias (listening, reading, speaking and writing) of IB framework.

  • When moving from PYP, the students will have the option to choose between French and Hindi as their Language Acquisition subject.
  • A Pre-assessment will be conducted for the chosen language at each grade level and the student will be placed in the appropriate phase based on the same. This process will also involve discussion with the Language teacher, Program Coordinator and the parent if deemed necessary.

Movement of Phases in MYP:

  • Language skill needs to be developed through the years and hence we recommend that once the student opts for a certain language in MYP 1, they continue the same through MYP 5.
  • In special cases, if the student wishes to opt for a different language in MYP 2/ MYP 3 the same will be considered provided the student has at least 2-3 years of exposure to the chosen language previously (in PYP or equivalents) or if it is their
  • native language. However, a pre-assessment will be conducted for the same; This process will also involve discussion with the language teacher, program coordinator and the parent.
  • The option for changing the language in MYP 4 or MYP 5 will not be provided unless the chosen language of the student in their previous academic year is not offered at Harvest . In such cases, the student needs to be provided with extra support to learn the chosen language.

Repetition of Phases:

Depending on the student’s readiness and achievement levels, it is possible that a student may repeat a phase for a consecutive year. However, this should not be considered as a failure as this is done only for the benefit of the student and to provide help and support in learning the language better. Also, the curriculum is designed in such a way that even if a student repeats a phase, they will not be learning the same content and will be introduced to different topics with more emphasis and assistance on language structure.

Teaching language in MYP

The ability to perceive and comprehend language is acquired through language acquisition.The Language Acquisition component of the Middle Year Program 1 through 5, accomplishes oral communication, visual interpretation, reading comprehension, and writing skills in another language while building on the experiences and knowledge gained in the Primary Years.

In collaboration with teachers, parents, counselors, and administration, students choose their language of study. In MYP Year 1, students begin learning their chosen language and continue throughout higher grades. Language acquisition study in middle school must be maintained in the same language for the entire five-year middle school period, and students who complete this requirement are well prepared to enter the post- secondary educational opportunities. New applicants are assessed for their language competency through reviewing previous reports, observation, entry assessments and interviews.

DP :

MYP Language Acquisition leads to smooth transition into Language Acquisition in Diploma Programme as per the pathways set up by IB.


Exit Point in MYP

In MYP, language acquisition is organized into six phases. However, currently based on the achievement level of the students, Harvest has up to Phase 2 in the two languages that have been offered. The phases 3, 4, 5 and 6 will be added progressively depending on the readiness, eligibility and achievement level of the students.

It is to be noted that according to the IB it is not mandatory that the student needs to complete all the 6 phases by the end of MYP and the students can exit MYP at any phase level as this will again depend on their achievement level during their progression through phases.

Pedagogical features of Harvest International School language Offerings
Language  learning in the IB PYP Language  learning in the IB MYP Language  learning in the IB DP
Encourage inquiry based authentic language learning   Emphasis on the transdisciplinary nature of language learning Consolidate the teaching and learning of language into the program of inquiry  Progress the skills of listening, speaking, reading, writing and viewing in the learners  Bring forth the teaching of additional languages like Kannada, Hindi and French Come up with appropriate feedback to support learning to the students facing the challenges in language learning Equip the  students with required resources for Language and Literature and Language Acquisition Integrates the learning of languages with learning in the subject groups and interdisciplinary planning Establish purposeful, disciplined and integrative understanding by exploring authentic and relevant texts and topics Conduct collaborative learning through a range of experiences in new and familiar settings  Assign targeted assessment that integrates MYP objectives and criteria of IB framework  Come up with appropriate feedback to support learning the students facing the challenges in language learning. Provided a range of language backgrounds and proficiencies Make the comfortable environment to the learners for Language A, Language B, and ab Initio language study Delivers the lectures and communicate the instructions exclusively in the target language   Encourage collaborative learning and provide diverse learning styles Clear the outline expectations Incorporate a multitude of perspectives  Guide the students to comprehend how assessments on learning are determined, and how to obtain the evidence e of their learning  Enlarge the strategies of meta-cognition, structured inquiry and critical thinking in every individual learner  Create a spell binding, challenging, meticulous, relevant and substantial learning 

With more than 15 different mother tongues, the ethnic background of students fluctuates from the middle class to affluent families. The family network is a fusion of businessmen, professionals from a wide range of industries. Both organizational and teaching personnel communicate in English, who are most proficient in at at least one additional language. Harvest is deeply committed to and invests in competent, knowledgeable language teachers for all language programs.

The language curriculum at Harvest has unique, articulated learning outcomes illustrating the four strands of language that create and encourage

a rigorous academic standard:

  • Listening and Speaking
  • Viewing and Presenting
  • Reading
  • Writing


Principles and Practices of Teaching Language


In order to develop fluent communicators, we believe that:

  • Language has an important role in affirming and expressing identity, impacting on self-efficacy and students’ beliefs in their ability to succeed.
  • Language learning is an interplay between learning language, learning through language and learning about language
  • English language teaching integrates and develops language skills in reading, writing, viewing, and presenting, listening and speaking.
  • The Assessed curriculum, which is concerned with the assessment of the actual learning that takes place for each student, happens in the form of formative and summative assessments at different stages of the unit. The students are trained in school for taking up the MYP Onscreen Assessment in Year 5.
  • Teachers apply differentiation as a central element of language teaching and learning. Teaching and assessments are thoughtfully applied to suit individual needs, abilities and learning styles.
  • Every teacher in the school is responsible for language development. The school’s Support / Counseling Unit highlights areas for improvement, designs an action plan, and sets a schedule for meeting with the student on a need basis.
  • Along with language differentiation within the classroom, language teachers support students with a Guided Reading Program which addresses reading skills, strategies and conceptual understandings necessary to become competent, motivated and independent readers.
  • We at Harvest are dedicated to providing an equitable and unbiased environment for learning. Harvest International School acknowledges the ability of ATLs to develop language skills and uses these approaches to language learning. In teaching, training, and evaluation, the stages of language development, as indicated in the IB programme model, are being used to define the extent of learners and provide adequate support.
  • The school enforces time, space, work, and people for those who require special assistance in English. Records from the Induction Program generated at the time of initiation can be used to provide adequate support for language acquisition. Formative assessment programs for different learning needs, tests to recognize strengths and limitations in linguistic sectors of language will be undertaken to provide appropriate support. Review papers will be examined in terms of planning experimental research. Interdisciplinary units are also targeted at building the joint responsibility of teachers to cultivate the language development among students.


Beliefs and Standards


The beliefs of teaching and learning of languages at Harvest International School are in alignment with the IB Standards and Practices

  • The school places importance on language learning, including mother tongue, host country language, and other languages. (Standard A7)
  • The school supports access for students to the IB programme(s) and philosophy.
  • The school strongly encourages participation for all students. (Standard A9a)
  • The school has developed and implements language policy that is consistent with IB expectations. (Standard B1.5a)
  • Teaching and learning address the diversity of student language needs, including those for students learning in a language(s) other than their mother tongue. (Standard C3:7)
  • Teaching and learning demonstrate that all teachers are responsible for language development of students. (Standard C3:8)


Developing International Mindedness


The Role of Mother Tongue and Student Language Profile

The role of Mother Tongue refers to the dialect most frequently and confidently used to socialize in a home and family scenario. At Harvest International School, we acknowledge the importance of establishing and maintaining student literacy in their mother tongue for their personal, social and scholastic growth. We assume that the growth of a student’s native language will accelerate the pace of language acquisition,

including English and non-English languages, as well as facilitate achievement in all subjects, enhance self-esteem and enhance intercultural awareness and international understanding. The mother tongue endorses learner learning by expediting access to and perceptual conceptions that drive the curriculum, and by subverting meaning as mandated. Students are therefore actively encouraged to use their mother tongue to authenticate the curriculum and to cultivate personal success.


Bhasha Sangam – Family language clubs has been introduced to IB with a belief of promoting intercultural understanding and respect and to promote mother tongue.

Celebrations :


1. Language Learning Experiences

  • Linguistic Diversity/CelebrationsIndia being a country of diverse culture, year long celebrations of main festivals such as Onam, Ugadi, Dussehra Diwali, Pongal etc are celebrated to promote culture. Students participate in assemblies to share various perspectives. Throughout the year, events are organized that encourage students to appreciate and respect the linguistic diversity around them. Along with other languages, emphasis is placed on the mother tongue.

2. Language Days :

In order to promote the additional language offerings at Harvest, special days are celebrated such as Hindi Diwas, National French Day, Fête de la musique, Francophonie day, Kannada Rajyotsava. Languages Kannada ,Hindi, French are given importance as state, national and additional foreign language exposure. Students are given opportunities to appreciate these languages.

3. Reading bay/Library :

At Harvest International School, students are encouraged to read at least 10 books per year in the IB according to their age and level of willingness. The library catalog reflects collections of various genres of books.

4. Literary Week:

The objectives of a Literary Week in Harvest International school can be diverse and multifaceted, aligning with the principles and goals of the IB program.


  • The literary week will be conducted for both PYP and MYP including all four languages ( English, Hindi, Kannada, and French).
  • Few inter-house competitions are conducted during the literary week which aims to promote a love for literature, enhance language skills, and provide opportunities for students to improve their language skills through reading, writing, and discussion.
  • Encourage critical thinking and analytical skills through literary analysis.
  • Encourage Creativity and align activities with the IB Learner Profile attributes, such as being open-minded, reflective, and knowledgeable.
  • Encourage continued reading, writing, and exploration of literary arts.

Role of the library in Language Development


The library plays a very vital role in the language program at Harvest International School. The library provides a very healthy learning space and a calm, disciplined environment to promote reading, learning and research skills.


It is essentially stocked with all genres of books (1:10 student-book ratio) including reference books, multicultural books and world classics for students and teachers to access. The school library is one of the valuable resources for promoting international-mindedness in the students.


The resources provided by the library help nurture intercultural understanding in the students. School plans to keep adding to the collection of regional books, bilingual books, and multicultural books for this purpose. The library is one of the key resources for teachers to do all the collaborative planning, researching, professional development and for specific support in terms of language development.


Language in the Primary & Middle Years Programme

Language is an all-encompassing feature across the framework of the university, both within and outside its transdisciplinary research program. Language at Harvest International School in the IB is seen as emanating the entire curriculum. Language

Teachers organize language contributions with concrete and enjoyable contexts, and learners are able to make comparisons, adapt their training and translate their conceptual understanding to novel situations. This liberal conceptual development, together with the enjoyment of the process, provides the basis for lifelong learning.

The school also recognizes that learning to understand language through listening, reading and viewing and speaking; writing and presenting go hand-in-hand and thus facilitates embedded language development. The three lines of communication: oral, written and visual are intermingled and interconnected and not taught in isolation.

In order to provide students with an authentic and diverse language acquisition learning experience, teachers will:

  • Use the MYP aims and objectives as best practice. In order to meet these objectives, teachers will need to concentrate on each of the macro skills of language: listening, speaking, reading, writing, viewing and presenting.
  • The language acquisition course should provide a linguistic and academic challenge for students in order to give them the best possible educational experience.
  • Students should be given the opportunity to develop their language skills to their full potential, as well as the possibility of progressing through the phases over the course of the MYP.
Language Acquisition subject group objectives
A: ListeningB: ReadingC: WritingD: Speaking
Language and Literature subject group objectives
A: AnalyzingB: OrganizingC: Producing TextD: Using Language

Approaches to teaching and learning in the MYP:

We at Harvest ensure students become competent and fluent through Language Acquisition by supporting inclusive language development using language as a vehicle to understand global contexts and facilitate learning.

Harvest International School aims to develop approaches to learning skills. Students are engaged in learning experiences which help them to demonstrate and enhance communication skills in terms of -Reading, writing, and using language to gather and communicate information.

Grade LevelLanguage and Literature(English) sessionsOther subjects taught in EnglishMathematics, Individuals & Societies, Arts, Sciences, Design, PHELanguage Acquisition Hindi/French
MYP 16304
MYP 26304
MYP 36304
MYP 46304
MYP 56304

Assessment in language learning:

Assessment at the school aligns with the requirements of the programme(s) (IB Standard C4, Practice 1)

Collaborative planning and reflection recognizes that all teachers are responsible for language development of students (IB Standard C1, Practice 8).

Assessment in our school aligns with requirements of the IB framework. Student acquisition of language varies from individual to individual. Teachers at Harvest assess the students with all the language criteria (listening,reading, speaking, writing). Formative and summative assessments in the classroom provide information about the knowledge acquired by the student on language growth in accordance with the assessment guidance and rubrics of the IB. Formative assessment brings out the potential and challenges of the student and also provides constructive feedback frequently so as to improve on the progression of learning a language. The Summative assessment is done every time after the end of each unit. The summative assessment is aligned to the statement of inquiry for the unit and the strands of all the criteria are assessed at least twice during an academic session. The assessment sheets include the command terms and the task specific clarification for the children to self evaluate after getting the scores. Using a range of tools and strategies the teachers determine the language learning paths for students.

HIS Language Policy and Review




The Language Policy is shared with staff, students, and families in a variety of modes of communication. The policy is posted on our website in written English form. In addition, during the Program Orientation sessions and induction programs, we will organize informational sessions to inform families about the policy details.

Developed : May 2022


Ms. Suryavathy (Principal), Ms.Jaya ( MYPC)

Last reviewed : November, 2023

Team Members : Ms. Suryavathy (Principal), Ms. Ruchira Banka (MYP Coordinator), Ms.Radhika Muraleedharan (PYP Coordinator, PYP Homeroom Teacher), Language Team – Ms. Kanivathani Subash , Ms.Veena Mohanty, Ms.Kanchan Sapre, Ms.Areefa CA, Ms.Kirti V

The policy is due for review in August 2024


http://xmltwo.ibo.org/publications/migrated/production-app.ibo.org/publicat ion/87/part/1/chapter/1.html




IB “Guidelines for developing a school language policy”.