Language Policy

Our Vision

Advanced Learning Schools prepare global citizens to meet the challenges of an ever-changing world while honoring their own cultural heritage and identity.

Our Mission

Advanced Learning Schools offer a high-quality education in a safe and caring environment, with a commitment to life-long learning and digital citizenship, while inspiring students to become creative, compassionate, and analytical thinkers.

Our Core Values (CREM Framework)

2.1 ALS Language Philosophy

ALS welcomes students from all nationalities and all cultural, racial and ethnic backgrounds and recognizes that language is central to learning. ALS believes that language is fundamental to students’ intellectual, social, and emotional development. We also recognize that all teachers are, in practice, language teachers, and that language is learned best through dynamic and authentic interdisciplinary contexts that create meaningful experiences and interactions within local and global communities in a collaborative and constructive approach.

2.2 Aims and Objectives

At ALS, English is the language of instruction, used fluently by most of the ALS community. Arabic — the mother tongue of most students — is the language of instruction for Islamic Studies and Social Studies of the Arab World.

Our goal is to honor and support the development of both Arabic and English in alignment with the principles and practices of the Saudi Ministry of Education, the International Baccalaureate organization and the ALS Guiding Principles. Our students will develop their competencies to master both Arabic and English at the level required for university studies.

As documented in the ALS Admission Policy, ALS accepts students with a wide variety of linguistic backgrounds, so the language policy is as flexible as possible to meet the needs of our student body. Students are supported in building their language skills to a level at which they can pursue English and Arabic as academic languages. A student Language Profile is created upon admission clarifying the student’s history and mother tongue, and a suitable provision for Arabic or English language support courses may be offered, as documented in the Inclusion Policy.

3.1 English as a Language of Instruction

To experience success in other areas, students need a high level of competency in English. English lessons reinforce language skills needed across mainstream subjects. No one form of English is considered standard; older students learn to appreciate different forms of the language. Teachers point out differences in expression or spelling where appropriate, with the only guiding rule being uniformity of use within a given document.

3.2 Arabic as a Language of Instruction

To reinforce the national identity of the majority of our student body, students need a high level of competency in Arabic. Arabic, Islamic and Social Studies of the Arab World lessons teach Arabic language skills. Modern Standard Arabic is used in class by teachers of these three subjects, and students are encouraged to use it in both written and verbal communication.

3.3 Mother Tongue Language

ALS will support mother-tongue instruction in school once the student population with a particular language reaches 15%. Until that threshold is met, ALS encourages parents to arrange and hire external mother-tongue language support.

3.4 Official Communication

ALS official communication with parents, students and teachers is made in English, with Arabic translation available as needed.

4.1 Languages in the Primary Years Programme (PYP)

Writing

• The Writing Process (planning, drafting, editing and publishing).
• Writing for different purposes (journals, essays, letters, lists, etc.).
• Developing spelling skills.

Speaking and Listening

• Speaking and listening for different purposes (conversation, collaboration, discussion, description, clarification).
• Comprehension.
• Phonics: K-1 Jolly Phonics — students progress through the programme (Phase 2 in KG1; Phases 2–3 in KG2; Phases 2–5 with focus on 4 and 5 in Grade 1; Phase 6 at the beginning of Grade 2).
• Phonemes are introduced in a sequence allowing immediate practice of blending and segmenting (CVC words); the 42+ phonemes and corresponding grapheme(s) are explicitly taught; letter names are introduced from KG1.

Reading

• Reading to children.
• Shared reading.
• Guided group reading.
• Independent reading.

4.2 Languages in the Middle Years Programme (MYP)

Teaching language in the MYP builds on competencies acquired during the PYP. Students in MYP years one through five study English and Arabic under Language and Literature. The aims of MYP Language and Literature are to encourage and enable students to:

• Use language as a vehicle for thought, creativity, reflection, learning, self-expression, analysis and social interaction.
• Develop the skills involved in listening, speaking, reading, writing, viewing and presenting in a variety of contexts.
• Develop critical, creative and personal approaches to studying and analyzing literary and non-literary texts.
• Engage with texts from different historical periods and a variety of cultures.
• Explore and analyze aspects of personal, host and other cultures through literary and non-literary texts.
• Explore language through a variety of media and modes.
• Develop a lifelong interest in reading.
• Apply linguistic and literary concepts and skills in a variety of authentic contexts.

When possible, MYP students are provided the opportunity to learn a new language through Language Acquisition.

4.3 Languages in the Diploma Programme (DP)

In the IB Diploma Programme (Grades 11 & 12), language is divided into Studies in Language and Literature (Language A) and Language Acquisition courses (Language B). Students take two languages, one of which must be a Language and Literature course. Language and Literature is offered for Arabic and English; Language Acquisition is currently only offered in English. Where a student takes a self-taught language, independently or online, parents are responsible for any required fees.