[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-645265-105":3,"detail-sidebar-cat-0-en-105":80,"doc-detail-645265-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":73,"head_meta":75,"extra_data":77,"updated_unix":79},105,"en","guide-to-languages-case-study-the-anglo-school-uruguay","Guide to Languages Case Study - The Anglo School, Uruguay","","A case study of The Anglo School in Montevideo, Uruguay, detailing how it structures a bilingual whole-school programme for learners aged 2 to 16. It explains the Spanish department and Cambridge-based English department, the coordinated topic sequencing, and the non-overlapping selection of English subjects at secondary level. The study outlines practical classroom approaches to maximizing English exposure, blended learning support, small-group language frames, coaching for struggling primary students, and realia-based instruction. It also covers assessment using Cambridge exams and checkpoint diagnostics, plus ongoing teacher professional development through planning, evaluation, and innovation.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/guide-to-languages-case-study-the-anglo-school-uruguay/645265/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/guide-to-languages-case-study-the-anglo-school-uruguay/645265.png","ImageObject",300,407,{"name":42,"@type":43},"dhado","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-24","2026-10-23",true,{"@type":52,"interactionType":53,"userInteractionCount":22},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"How does the school coordinate Spanish and English curricula across the whole programme?","Question",{"text":62,"@type":63},"The departments coordinate to deliver a coherent school programme. The school analyses both curricula and assigns topics to Spanish or English, while choosing some concepts for reinforcement in both languages with Spanish introducing and English reinforcing.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"What strategies does the school use to help students speak English during lessons in small groups?",{"text":67,"@type":63},"Lessons use small-group work to increase speaking opportunities. Teachers encourage consistent English use with strategies such as providing language frames, and assistant teachers provide support when necessary.",{"name":69,"@type":60,"acceptedAnswer":70},"How does the school assess learners and use results for planning?",{"text":71,"@type":63},"The school combines Cambridge Assessment English and Cambridge International exams at different levels. Cambridge Primary Checkpoint is compulsory, checkpoint diagnostic reports are analysed to identify strengths and weaknesses, and the findings are incorporated into teachers’ annual plans.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},645265,1792856074,{"code":4,"msg":81,"data":82},"success",[83,87,91,95,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":84,"show_sort_weight":85,"slug":86},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":88,"show_sort_weight":89,"slug":90},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":92,"show_sort_weight":93,"slug":94},"Exam",70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":96,"slug":129},19,"General","general",{"code":4,"msg":81,"data":131},{"doc_id":78,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":22,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":26,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":96},5909893218464,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Guide to languages case study  \nThe Anglo School, Uruguay  \nThe Anglo School in Montevideo was founded in 2001 by the Instituto Cultural Anglo Uruguayo (ICAU). Most learners and teachers speak Spanish as their first language. Spanish is also used outside the school and in the community.  \nThe school has students aged 2 to 16 and follows two curricula: the Spanish department follows the Uruguayan National Curriculum and the English department programme is based on the Cambridge curriculum. The departments coordinate with each other to make sure the school deliversa coherent whole-school programme. At early years and primary level in particular, the school has worked hard to make sure that the programmes complement each other, rather than overlap.  \nWhen the school first adopted Cambridge programmes, the two departments carefully analysed both programmes and decided which topics would be delivered in Spanish and which would be delivered in English. They also identified topics that would benefit from being dealt with in both languages, to help reinforce the concepts. It was decided that the Spanish department would introduce the topic then the English department would reinforce and consolidate. It has used this approach particularly in teaching maths.  \nWhen choosing subjects to teach in English at secondary level, the school opted for subjects that allow for the development of a wider range of language but that do not overlap with what is being taught in Spanish. This makes it more motivating for students as they are learning new topics both in Spanish and in English.  \nApproach to English  \nThe Anglo School aims to expose students to as much English as possible, not only during class time but also at break time and lunch. English teachers are also encouraged to use English among themselves.  \nThe early years programme focuses on exposing students to English through a variety of teacher-led activities including storytelling, songs, rhymes, games and role-plays. There is strong emphasis on oracy and English teachers are encouraged to speak to the children in English practically all the time. By offering a meaningful, enjoyable and attractive first contact with English, students can gradually start developing their use of English as a second language for communication.  \nAt primary level, in addition to language lessons, the subjects of history, science, global perspectives and drama are all taught in English. Music lessons are bilingual, with some songs taught in English and others in Spanish. The class teacher is incharge of delivering both language and content, but there are specialised teachers for drama and music. In total, the school offers around 17 hours of classes in English per week.  \nThe secondary programme is similar. In addition to language lessons, the subjects of history, literature, business and global perspectives are all taught in English. Secondary students have around 13 hours of lessons in English per week.  \nSupport for students  \nTo maximise students’ opportunities to speak English, many lessons taught in English have students working in small groups. Teachers come up with many different strategies to encourage students to stick to English while working in groups – the most important one is to make sure students have language frames to help them. When necessary, language support is provided by assistant teachers.  \nThe school uses a blended learning approach. Its online platform for primary and secondary levels provides tasks and reference material based on students’ performance and gives teachers a detailed analysis of their students’ language skills so they can plan accordingly.  \nPrimary students who are struggling with language attend coaching classes two or three times a week. These classes are personalised, small group lessons focusing on areas of difficulty. The coach teacher also works in the classroom during regular lessons, supporting lower level students. The coach teacher plans lessons together ","cbCaioHSKcmkw6K7","https://ap.wps.com/l/cbCaioHSKcmkw6K7","pdf",454047,"English","# Programme structure\n## Primary and early years coordination\n## Secondary subject selection\n# Approach to English exposure\n## Teacher-led early years activities\n## Primary and secondary content teaching in English\n# Student support and blended learning\n## Language frames and assistant support\n## Coaching classes and scaffolding\n# Learner assessment and feedback\n## Cambridge exams and checkpoint reporting\n# Self-reflection and professional development","[{\"question\":\"How does the school coordinate Spanish and English curricula across the whole programme?\",\"answer\":\"The departments coordinate to deliver a coherent school programme. The school analyses both curricula and assigns topics to Spanish or English, while choosing some concepts for reinforcement in both languages with Spanish introducing and English reinforcing.\"},{\"question\":\"What strategies does the school use to help students speak English during lessons in small groups?\",\"answer\":\"Lessons use small-group work to increase speaking opportunities. Teachers encourage consistent English use with strategies such as providing language frames, and assistant teachers provide support when necessary.\"},{\"question\":\"How does the school assess learners and use results for planning?\",\"answer\":\"The school combines Cambridge Assessment English and Cambridge International exams at different levels. Cambridge Primary Checkpoint is compulsory, checkpoint diagnostic reports are analysed to identify strengths and weaknesses, and the findings are incorporated into teachers’ annual plans.\"}]","Guide to Languages Case Study - The Anglo School, Uruguay | PDF",1792727662]