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It is made up of the following sections:  \nIntroduction  \n1. Languages in education: nine key principles  \nFundamental principles we believe your school needs to engage with while you evaluate your approach to language..........3  \n2. Languages in your school: guidance for school  \nleaders and teachers  \nPractices that support the principles outlined in section 1............. 6  \n3. How to develop your school language policy  \nThe purpose of a school language policy and how to develop one for your school ................................................................ 16  \n4. Cambridge language programmes and qualifications: what we offer your school and learners  \nOur programmes and the support we offer related  \nto language............................................................................................. 19  \n5. Checklist: know your school’s language  \ncontext  \nA summary of useful questions to help you review your school’s current position in relation to languages............................ 25  \nIntroduction  \nThis guide will help school leaders and others responsible for your school’s educational programme to evaluate your approach to languages and develop an integrated language policy.  \nSchool leaders design the educational programme to meet the needs and aspirations of their learners. Curriculum decisions are at the core of the educational programme, but learning is also influenced by the broader school environment. Language plays a vital part in that learning and in developing the competencies to lead a fulfilled life. It is used in all aspects of school life, so the choices your school makes about language use will impact on the educational experience of every one of your learners.  \nThe guide focuses on language use across the school curriculum and environment. It:  \n• identifies fundamental principles that we believe schools need to engage with while they evaluate their approach to language.  \n• considers practices that support these principles.  \n• describes how to develop a language policy.  \n• explains our programmes and the support we offer related to language. Schools that follow Cambridge programmes will be teaching at least part of the curriculum through the medium of English. For some schools, English will be the language your learners know best and use inside and outside school. For others, your learners will be developing their English language through and for use at school. Many of your learners may know and develop other languages alongside English. This guide is for all schools and all learners whatever their language profile.  \n1  \n3  \n2  \n5  \n4  \n\n| Contents |\n| --- |\n| Introduction |\n| Languages in education: nine\u003Cbr>key principles |\n| Languages in\u003Cbr>your school:\u003Cbr>guidance for\u003Cbr>school leaders\u003Cbr>and teachers |\n| How to develop your school language policy |\n| Cambridge language programmes and qualifications: what we offer your school and learners |\n| Checklist: know your school’s language context |\n| References and\u003Cbr>further reading |\n\nCambridge principles into practice: languages guide for schools  \n2  \n1. Languages in education: nine key principles  \nThis section introduces some of the fundamental principles about language in education based on educational research.  \n1. We need language to learn.  \nFor all students, whether they are learning through their first language or an additional language, language is a vehicle for learning. It is through language that your learners access the content of the curriculum and communicate their ideas. Language has long been considered fundamental for reasoning and conceptualisation. By using language to communicate, it helps us learn ways to think (Vygotsky 1978) .  \nLanguage is at the heart of academic, social and personal learning in our schools. Opportunities for language use an","cbCaiqw5vH0xVlj9","https://ap.wps.com/l/cbCaiqw5vH0xVlj9","pdf",2967875,26,"English","# Introduction\n# Languages in education: nine key principles\n## We need language to learn\n## Learners need support to develop academic and subject-specific language\n## Language skills, oracy and literacy can and should be developed consciously in schools\n# Languages in your school: guidance for school leaders and teachers\n# How to develop your school language policy\n# Cambridge language programmes and qualifications: what we offer your school and learners\n# Checklist: know your school’s language context\n# References and further reading","[{\"question\":\"What is the main purpose of this guide for schools?\",\"answer\":\"It helps school leaders evaluate their approach to languages and develop an integrated language policy, considering language use across the curriculum and the broader school environment.\"},{\"question\":\"What are the core ideas behind language in education in this guide?\",\"answer\":\"The guide emphasizes language as a vehicle for learning, the need for support to develop academic and subject-specific language, and the conscious development of oracy, literacy, speaking, listening, reading, and writing.\"},{\"question\":\"How does the guide support schools in creating a language policy?\",\"answer\":\"It explains the purpose of a school language policy and provides guidance on how to develop one that fits the school’s language context, including a practical checklist for review.\"}]","Cambridge principles into practice - languages guide for schools - February 2021 | PDF",66]