Language policy

Educational Center “Liberated School”
Founder Elena Chegodaeva
Principal/Academic director Polina Eistrikh-Geller
Revised: March 2024

Mission

The International Educational Center “Liberated School” provides every child with high-quality education in an atmosphere of mutual respect, building a reliable foundation for life and learning anywhere in the world. We create a space where children can freely express themselves, discover their interests, and forge their own developmental paths, while educators continuously enhance their professional skills.
Our goal is to help children feel confident in a changing world, fostering a generation that values freedom, responsibility, and mutual understanding.

Introduction

The educational center "Liberated school" aims to create a favorable linguistic environment that promotes multilingualism, cultural diversity, and academic success for its students. This Language Policy serves as the foundation for all aspects of language learning within the school, including language use in the classroom, skill development, and the integration of language practices into various subject areas.
This document is developed in alignment with international standards, including the requirements of Cambridge Assessment International Education.

Target Audience

The Language Policy is intended for:
  • Teachers: To guide their teaching approaches and lesson planning within a bilingual framework.
  • Administration: To develop strategies for professional development and to support the school’s linguistic profile.
  • Students and their families: To help understand how the linguistic environment impacts the learning process and how to support it outside the school.

Language Philosophy

We believe that language is a gateway to understanding the world. Our school considers language learning an opportunity for students to:
  • Develop cognitive skills,
  • Deepen their understanding of diverse cultures,
  • Prepare for life and work in a global society.
Multilingualism is not only a tool for communication but also a means of building academic and personal confidence and fostering empathy and intercultural competence.

Language Profile

Students at our school come from diverse linguistic and cultural backgrounds. The majority are native Russian speakers, but many actively use English and Armenian in academic and social settings. We value and support each child’s linguistic identity, encouraging them to use their native language as a resource for learning new ones.

Languages of Instruction

  • English: The primary language of instruction for senior students (Grades 11-12), used for teaching most subjects.
  • Russian: The primary language of communication and instruction in primary and middle school and a support tool for English language learning.
  • Armenian and other languages: Offered as additional languages based on students’ and families’ choices.

Principles of Language Use

  1. Bilingual approach: Both languages are used across all educational levels to support bilingualism.
  2. Integration of languages: Subject teaching is combined with language skill development.
  3. Student support: Teachers create an environment where students feel comfortable, even when making mistakes.

Teaching Practices

Primary School (Grades 1-4)

  • Use of functional English for commands, questions, and simple instructions.
  • Introduction of basic subject-specific vocabulary supported by visual aids (posters, cards, glossaries).
  • Encouraging spoken English through games, songs, and simple dialogues.

Middle School (Grades 5-10)

  • Gradual increase in the proportion of tasks in English:
  • 30% in Grade 5,
  • 50% in Grades 6-7,
  • 75% in Grades 8-9.
  • Preparing students for academic English by integrating terminology into humanities and STEM subjects.
  • Using CLIL methodology to combine content and language learning.

High School (Grades 11-12)

  • All lessons are conducted in English, except for Russian language and literature.
  • Students are trained to articulate complex academic ideas in English, preparing them for international exams and university admission.
  • Emphasis on critical thinking and argumentation, including essay writing, research, and debates.

Language Development Support

  • Teacher training: Regular workshops on bilingual strategies and integrating language into subject teaching.
  • Resources for students:
  • Glossaries of subject-specific terms in both languages.
  • Digital tools such as Quizlet and Word Wall to build vocabulary.
  • Individual support for students struggling with language.
  • Family involvement: Recommendations for parents on how to develop language skills at home.

Assessment

Short-term outcomes

  • Students can understand and follow instructions in English.
  • Demonstrate oral skills through presentations, dialogues, and short answers.

Long-term outcomes

  • Ability to conduct academic and everyday communication in English.
  • Completion of written assignments and projects in English using specialized terminology.

Policy Review

The Language Policy is reviewed annually by a working group comprising teachers, administrators, and parents. Reviews are based on student performance, teacher feedback, and updates to educational standards.