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It explains what a language policy is, distinguishes first-, second-, and foreign-language learner profiles, and summarizes nine key principles drawn from educational research. The guide outlines how curriculum language choices support coherent progression, how to support first-language development and bilingual identity, and how teacher proficiency, language awareness, feedback, and resources strengthen learning.",{"@graph":69,"@context":121},[70,84,104],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/practical-guide-to-languages-for-cambridge-schools-evaluate-your-approach-and-develop-an-integrated-language-policy/645262/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":98,"encodingFormat":97,"isAccessibleForFree":99,"interactionStatistic":100},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/practical-guide-to-languages-for-cambridge-schools-evaluate-your-approach-and-develop-an-integrated-language-policy/645262.png","ImageObject",300,407,{"name":92,"@type":93},"dhado","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-23",true,{"@type":101,"interactionType":102,"userInteractionCount":4},"InteractionCounter",{"@type":103},"ViewAction",{"@type":105,"mainEntity":106},"FAQPage",[107,113,117],{"name":108,"@type":109,"acceptedAnswer":110},"What does a language policy cover in a school curriculum?","Question",{"text":111,"@type":112},"A language policy sets principles for all decisions about language in the curriculum and school. 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It also outlines our Cambridge language programmes and qualifications, and the support we offer you and your learners.  \nWhat is a language policy?  \nA language policy lays out what principles you will follow for all decisions about language in your curriculum and school. It states your school’s position on language, the mission and aims for your learners in relation to language and the guidelines for practices that will help achieve them.  \nWhat are the main types of language learner?  \nAt Cambridge International, we distinguish between three main types of language learner.  \nA first language learner:  \n• speaks this language at home and possibly in the community.  \n• uses this language at school as the medium of instruction.  \nA second language learner:  \n• speaks another language at home.  \n• often uses the second language at school as the medium of instruction.  \nA foreign language learner:  \n• speaks another language at home.  \n• learns the foreign language at school in language classes.  \nWe know that schools that follow Cambridge programmes will be teaching at least part of the curriculum in English. This guide is for all schools and learners whatever their language profile.  \nWhere can I find more information?  \nYou can find out more about all the topics covered in this resource in our comprehensive guide Cambridge Principles into Practice: Languages Guide for Schools.  \nKey principles about language in education  \nWhile you evaluate your school’s approach to language, you might find it useful to consider some of the fundamental principles about language in education. Here are nine principles, based on educational research.  \n1. We need language to learn.  \n2. Learners need support to develop academic and subjectspecific language.  \n3. Language skills, oracy and literacy can and should be developed consciously in schools.  \n4. Effective language use by teachers in the classroom improves learning.  \n5. For bilingual learners, languages are not separate but interdependent.  \n6. It is important to support the development of the first language for bilingual learners.  \n7. Language and identity are closely interrelated.  \n8. There are cognitive, social and instrumental benefits to bilingualism.  \n9. Foreign language learning is effective when based on using language for communication.  \nYour school’s approach to languages  \nDecisions about language learning and use have a direct relationship with four areas of school life: your curriculum, your learners, your teachers and your whole school. All of these need to be considered to develop a whole-school approach to languages.  \nYour curriculum  \nEach stage of your curriculum should define which subjects are taught and in which language, and which languages are taught as a subject. These choices should provide a coherent pathwayso that your learners develop their language proficiency at a realistic pace. This will help them to achieve the intended outcomes for language learning, as well as supporting their learning in other subjects.  \nWe provide comprehensive guidance on designing school curricula in Implementing the Curriculum with Cambridge:  \nA Guide for School Leaders.  \n Your learners  \nMake sure you are familiar with and understand your learners’language background as it will impact on their learning, their identity and their social integration. To help you do this, you could use our Questionnaire: The Languages in your Life.  \nThink about how and when you help support the development of each learner’s first language and what opportunities learners from different backgrounds have to interact regularly to help them understand each other. Consider what proactive decisions you take to help to develop intercultural [understanding e.g. by](understanding e.g. by) marking culture-specific days.  \nIt is important t","cbCaihdP2aJgdCnU","https://ap.wps.com/l/cbCaihdP2aJgdCnU","pdf",573418,"English","# What is a language policy?\n## What are the main types of language learner?\n# Key principles about language in education\n## Nine principles from educational research\n# Your school’s approach to languages\n## Your curriculum\n## Your learners\n## Your teachers\n### Language proficiency\n### Language awareness in teaching\n### Feedback and marking\n### Resources\n## Collaboration","[{\"question\":\"What does a language policy cover in a school curriculum?\",\"answer\":\"A language policy sets principles for all decisions about language in the curriculum and school. It defines the school’s position on language, learner missions and aims, and guidelines for practices that help achieve them.\"},{\"question\":\"How does the guide distinguish between first-, second-, and foreign-language learners?\",\"answer\":\"First-language learners speak the language at home and may use it at school as the medium of instruction. Second-language learners speak another language at home and often use the second language at school as the medium of instruction. Foreign-language learners speak another language at home and learn the foreign language in school language classes.\"},{\"question\":\"What are the key teacher-related requirements for supporting language development?\",\"answer\":\"Teachers are responsible for learners’ language development and need high proficiency in the language used to teach. This includes subject-specific, pedagogical, and social language, along with strategies for language awareness, scaffolding, feedback, and appropriate language in assessment and exam preparation.\"}]","Practical guide to languages for Cambridge schools - Evaluate your approach and develop an integrated language policy | PDF",15]