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Neev Academy Language Policy September 2026

Table of Contents

Language Philosophy And Statement IB Standards and Practices: Link between Language policy and other policies: Languages at Neev Primary Years: Senior School: Career-related Programme: Additional Language And Language Acquisition Language Profile Language Practices 1. Language Day 2. Neev Literature Festival 3. Neevotsav (Gr 1-3) & Stage production (Gr 4 - 8) 4. Reading Practice 5. Reading Challenges 6. Neev Times Language Support School Library Communication of the Policy Language Policy Review Process References:

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Language Policy Language Philosophy And Statement Language is a fundamental element of identity and culture. Language is the basis for thinking, communicating, learning and viewing the world. In India, the linguistic profile of students is varied within a given background. Many students speak their mother tongue at home. However, at Neev Academy, students learn English as a Language from the very inception of their learning years. On the other hand, English is the commonly accepted language of the country and is also used as the means of communication in most homes. It is also the school’s internal working language. We view language as a tool for making meaning of the world. Through the language programmes, we aim to develop confident, curious, highly proficient and enthusiastic learners. Language is taught meaningfully and in context. These contexts vary, but often involve the use of real-life scenarios, expert speakers, and a wide variety of text types. We advocate the learning of language through inquiry, allowing students to make connections with context, to explore and investigate. The learning of any language is developmental by nature, building constructively on what each individual student knows to help move them forward. Neev Academy recognizes multilingualism as a fact, a right and a resource for learning, and is committed to supporting every student's home language alongside their language(s) of instruction.

IB Standards and Practices: Culture 4: The school implements, communicates and regularly reviews a language policy that helps to foster intercultural understanding through communicating in a variety of ways in more than one language (0301-04) Culture 4.1: The school implements and reviews a language policy that is aligned with IB language policy guidelines. (0301-04-0100) Culture 4.2: The school describes in its language policy the way that the school recognizes multilingualism as a fact, a right and a resource for learning. (0301-04-0200) Culture 4.3: The school identifies in its language policy a variety of physical and virtual resources used to facilitate language development. (0301-04-0300) Culture 4.4: The school clearly describes in its language policy the rights and responsibilities of all members of the school community and what constitutes good practice within the school context. (0301-04-0400) PYP 1: The school ensures that students learn a language in addition to the language of instruction (at least from the age of seven). Multilingual programmes, where students are learning in at least two languages, can but are not required to offer additional languages. (0301-04-0411) Lifelong learners 7.3: Students take opportunities to develop their language profiles. (0402-07-0300) Approaches to teaching 5.4: Teachers support language development with consideration for the language profiles of students. (0403-05-0400)

Link between Language policy and other policies: ● Link to Admission policy : The language policy is linked with admission policy as the English language proficiency of external

students are assessed at the time of admission to Neev Academy. Respective Program specific teachers will review the language papers and share their feedback. The head of Program will also interact with the students to get an overview of the capability and alignment with the school language expectations. With regards to DP admission, the DPC or the DPH recommend a level of language for the student applying to DP 1. ● Link to Inclusion policy : As included in the admission form - at the enrollment phase, students are expected to appear for a test in English language followed by an interview. The feedback from the test enables us to assess the literacy levels of the new students with a view to liaise with and make adequate arrangements, where necessary, in consultation with the language teachers, learning support coordinator and members of the LS (Learning support) department. Additionally, inclusive access arrangements (as permitted by IB and CISCE) will be made available during board exams and internal school assessments. Also at the time of admission, parents are asked to report with adequate evidence of any assessed learning and physical difficulties/disorders to enable the school to make appropriate inclusion access arrangements (as permitted by IB and CISCE) ● Link to Assessment policy: The language proficiency of students are judged at the time of admission. Additionally, different formative and summative assessments at DP in language A and language B will be conducted to ensure that both assessment approaches of ‘Assessment for learning’ and ‘Assessment of learning’ can be effectively applied. Referencing and Bibliography style adopted by the school is MLA9.

Languages at Neev At Neev, English is the operational language across all four programmes. English is the language of instruction for all subjects except other languages where the target language will be used primarily with English as a scaffolding technique. Therefore, we believe that all teachers are language teachers, and that subject teachers are responsible for teaching domain specific vocabulary and language skills. Subject teachers collaborate with language teachers to integrate language learning into their lessons. Outside of the classroom teachers and students are free to express themselves in language/s of their choice. Language is a complex web of connections, transcending timetables and individual curriculum disciplines. The strands identified are: ● Oral language – listening and speaking ● Visual language – viewing and presenting ● Written language – reading ● Written language – writing. These strands are interdependent and taught and learned simultaneously. They are the major connecting elements throughout the curriculum.

Primary Years: In the primary years, students develop the ability to think, reason, analyse, communicate, express ideas, feelings and act rationally, through the medium of instruction, which is English. Language is an effective tool, required to organize and express our thoughts and opinions. Hence we inspire our students to hone

their language skills to the maximum by providing them with a rich range of language learning opportunities. Students will also learn an additional language (choose one language from Hindi, French or Spanish) in the Primary Years.

Senior School: Building on the four skill strands developed in the PYP- Oral Language, Visual Language, Reading, and Writing, language learning in the Senior School progresses toward greater analytical rigour, cultural awareness, and independent expression. In line with Neev's vision, students study at least two languages throughout their school journey, reflecting our belief that language is a window into culture, identity, and ways of thinking. Middle Years Programme (MYP) : The MYP develops students' ability to analyse and respond to a wide range of texts across cultures and contexts through Language and Literature, while the Language Acquisition programme builds meaningful proficiency in a second language. Acquisition is organised into six phases, with students completing the eAssessment in their chosen language at the end of Grade 10. Diploma Programme (DP): MYP Language and Literature leads naturally into DP Language A, while Language Acquisition prepares students for Language B or Ab Initio, based on their proficiency and eAssessment outcomes. In the DP, students develop literary and linguistic analysis, extended academic writing, and oral commentary skills required for internal and external assessment. Career-Related Programme (CP): Language and Cultural Studies is a core CP requirement, directly linked to students' career-related studies and community engagement. At Neev, students may pursue Hindi, Spanish, or French. Progress is documented through a Language Portfolio capturing engagements, reflections, and evidence of growth and successful completion is required for the award of the IB CP certificate. ICSE: Students following the ICSE curriculum study English as their primary language of instruction, alongside a second language Hindi, French, or Spanish. From Grades 6 to 8, ICSE students additionally study Kannada as a regional language, reflecting Neev's commitment to local linguistic roots alongside global language learning. Students transitioning from ICSE to DP or CP at Grade 11 receive a language course recommendation based on their assessed English and second language proficiency, with bridging support provided where needed to align with IB academic writing and referencing expectations.

Language Learning Progression at Neev Academy At Neev, language learning is a continuous, cumulative journey. Every stage builds intentionally on the one before it, developing increasingly sophisticated skills in communication, critical thinking, and intercultural understanding. The table below maps this progression across all four programmes. PYP (Grades 1–5)

MYP (Grades 6–10)

DP (Grades 11–12)

CP (Grades 11–12)

Language A (English)

Foundational literacy through inquiry - reading, writing, speaking, listening, viewing and presenting

Language and Literature -close reading, textual analysis, and engagement with world literature

Language A: Literature or Language and Literature -advanced literary analysis for external assessment

English applied across CP components; academic writing and communication in career-related contexts

Additional Language

Hindi / French / Spanish vocabulary, basic communication and cultural exploration

Continue from PYP - six-phase acquisition, progressing to eAssessment in Grade 10

Hindi B / French B / Spanish B / Ab Initio -formal study with internal and external assessment

Hindi / French / Spanish -Language and Cultural Studies documented through Language Portfolio

Focus

Meaning-making, expression and foundational literacy

Analytical thinking, formal communication and intercultural understanding

Scholarly analysis, independent research and academic writing

Practical communication, cultural awareness and reflective practice

Assessment

Ongoing formative assessment, reading level tracking, reading conferences

Criterion-based internal assessment, six-phase tracking, eAssessment Grade 10

Internal and external IB assessments Individual Oral, Written Tasks, Final Examinations

Language Portfolio, reflective journals, evidence of language and cultural engagement

Key Transition Points PYP → MYP (Grade 5 to Grade 6) Students transition from an inquiry-based, exploratory approach to language into a more structured, criterion-referenced framework. The additional language chosen in Grade 1 continues into MYP Language Acquisition. Reading levels tracked in PYP inform differentiation and support planning in early MYP years. Language teachers from both programmes liaise during transition to ensure smooth handover of student language profiles.

MYP → DP (Grade 10 to Grade 11) This is the most significant language transition point. Students move from MYP Language Acquisition into DP Language B or Ab Initio, or from MYP Language and Literature into DP

Language A. The eAssessment language level achieved in Grade 10 informs the DP language course recommendation made by the DPC or DPH. Students who have studied a language through all six MYP phases are well positioned for Language B; those with limited prior exposure may be recommended for Ab Initio SL.

MYP → CP (Grade 10 to Grade 11) CP students continue their additional language as Language and Cultural Studies. The reflective and portfolio-based nature of CP language learning builds on the self-management and documentation skills developed in MYP. Students are supported in connecting their language learning explicitly to their career-related studies and community engagement.

ICSE → DP (Grade 10 to Grade 11) Students transitioning from ICSE to DP receive a language course recommendation based on their English and second language proficiency. ICSE students who have studied Hindi, French, or Spanish may continue these in DP Language B or Ab Initio depending on their assessed level. Additional bridging support in academic writing and referencing is provided for ICSE students entering DP.

Additional Language And Language Acquisition In our mission to create global-minded citizens, open to the richness of other cultures and languages, all the while instilling a sense of pride in their own, we offer foreign language programmes, which enrich and open new horizons. In Neev, the students have several languages to choose from. In Neev, students learn at least two languages across all programmes and are encouraged to learn more. This encouragement comes in the form of school supported events such as Language Day etc. detailed later in this policy document. The students of Grades 1 - 5 will have to study any one of the following languages as an additional language in the PYP and from Grades 6 -10 will have to study any one of the following as Language Acquisition in the MYP. Grades/ Programme

Languages Offered

Grades 1 - 5 (PYP)

Hindi/French/Spanish (choose any 1)

Grades 6 - 10 (MYP)

Hindi/French/Spanish (choose any 1)

Grades 11 & 12 (DP)

Hindi B at SL & HL French B/Spanish B at SL French Ab Initio SL, Spanish Ab Initio SL

Grades 11 & 12 (CP)

Hindi/French/Spanish (choose any 1)

ICSE

Second Language: Hindi / French / Spanish Third Language (Grades 6–8): Kannada

NOTE: ● In the MYP, language acquisition is organized into six phases. In grade 9 students move to the Emergent or Capable level as per their language proficiency with the phases. In Grade 10 the student appears for the eAssessment as per the assigned level from the chosen language. ● In the DP, we have expanded our subject offering and have included French and Spanish at both levels, Ab Initio and Language B at SL level along with Hindi at HL and SL level. ● Students will continue with the additional language selected in Grade 1 (PYP) till Grade 10. ● Students who intend to take up the ICSE curriculum will do Kannada as an additional Language from Grade 6 and will continue with the language till Grade 8. ● To be able to offer a second language option, there should be a minimum of 3 students opting for it.

Language Profile Neev Academy is a diverse learning community that welcomes students from multiple linguistic and cultural backgrounds. While English is the primary medium of communication and instruction across the school, students bring with them a wide range of home languages, spanning major Indian languages, regional languages, and international languages. Recognising and valuing this diversity is central to Neev's mission of nurturing global citizens who are rooted in their own identities while being open to multiple perspectives. The school's student body represents a rich tapestry of languages, reflecting the linguistic plurality of India and beyond. The community includes speakers of major Indian languages such as Hindi, Tamil, Telugu, Punjabi, Kannada, and Marwari, as well as lesser-represented regional languages and international languages. This linguistic data is collected annually through the admissions process and reviewed as part of the school's language planning and support systems. Neev's language profile underscores its identity as a global yet locally rooted school. By embracing linguistic diversity, the school not only supports academic growth but also nurtures empathy, intercultural understanding, and community building. The graph below shows the languages spoken by the community (AY 2025–26).

Language Practices Neev supports holistic, student-centered language development in a caring environment, recognizing language as fundamental to learning. All teachers are considered language teachers and provide timely feedback on language use. Parents are an intrinsic part of NEEV’s community of learners and they provide crucial support for language learning. Parents also volunteer in classrooms for read aloud. Neev Language Day is a parent-led event.

Practices to Promote language development within and Beyond the Classroom:

Language Day

This annual event celebrates linguistic diversity and promotes multilingualism by forming voluntary language groups comprising students, teachers, and parent volunteers. Every language group sets up a stall representing their language, rich literacy and culture. Participation in activities like folk music and dance, offering ethnic regional cuisine and displaying local costume allows for the use of language and vocabulary intrinsic to these activities.

Neev Literature Festival

The Neev Literature Festival aims to recognize great literature for children of all ages, grow readers for life, and make reading part of every home. The festival includes conversations between authors, publishers, educators, parents, and children, as well as numerous events and workshops centred around books and reading. In the run-up to the festival, students do a deep dive into the books that will be featured during the event, as well as particular authors’ bodies of work, with the Reading team.

Neevotsav (Gr 1-3) & Stage production (Gr 4 - 8)

The school celebrates art and expression through visual arts, music, movement and drama, exploring artistic traditions from different languages and cultures. Students across grades tap into their

strengths to learn, create and engage deeply with their chosen art form.

Reading Practice

In PYP, students engage in read-aloud sessions and weekly student-teacher reading conferences. In senior school, students participate in dedicated weekly reading time with texts in different genres and languages. These practices nurture strong reading habits and reflect a commitment to fostering literacy and critical thinking. The sessions at the library by the Reading team are focused on furthering students’ critical thinking skills about texts and authorial intent, alongside information literacy skills, as well as expanding students’ reading horizons. In Senior School, the English Department organises a range of engaging literary events and activities that nurture students’ creativity, critical thinking, and communication skills. The Poetry Festival (in Middle years) celebrates the joy of writing and performing verse—students compose original poems on the spot for their visitors, while others recite memorised works by celebrated poets, honing their expressive delivery and appreciation of rhythm and imagery. Debates and Socratic Seminars in the higher grades promote analytical thinking, logical reasoning, and persuasive speaking. Creative tasks such as scripting original podcasts and making vlogs encourage students to experiment with voice, tone, structure, and audience engagement, fostering digital literacy and media awareness. Travel blogs develop narrative writing, description, and reflection skills, while reimagining and enacting fairy tales and myths invite students to explore intertextuality, adaptation, and performance. Together, these experiences strengthen reading, writing, listening, and speaking skills, promoting confidence, clarity, and creativity in language use.

Reading Challenges

The Reading Challenge at Neev aims to nurture reading stamina and encourages participants to read deeply, engage with diverse topics, and build resilience along the way. We have grade-wise reading challenges- the Route to Reading Competition is for Grade 1 students. R K Narayan Reading Growth Award is open to students within Neev across grades 2-3, as well as Grades 7-8. We also have a reading challenge open to schools across the country for students from Grades 4-6.

Neev Times

The paper is completely student-run and makes room for students to display their learning from language units on opinion writing and reportage. The theme of the paper requires students to think deeply about how their experiences connect with the same so that their contributions may be aligned accordingly.

Language Support Differentiation in language lessons is based on best practice according to the standards and practices of the IB. All teachers respond to students’ needs and may therefore provide individualised instruction guided in some cases by specific learning goals and Individual Learning Plans (ILPs). Teaching strategies may include working in small groups, using different resources with different levels of language complexity, as well as changing the level of questioning and tasks for individual students. Students may also have choices so they can follow their own interests or use a preferred learning style. The School also follows the IB recommendations on student placement. In addition to this, the School

provides a range of specialist support including profiling, individual support, speech and language specialists, etc., which is outlined in the Learning Support Policy. Students in the PYP (Grades 1–5) are grouped according to their reading levels after completing a standardized reading assessment. Levelled books are then assigned based on their reading proficiency. Reading progress is tracked periodically and mapped to global standards. The reading data of all students is analyzed to generate insights, which are used to reflect and plan the way forward for each student as well as for grade- and program-level cohorts. Peer learning groups are an impactful learning strategy in which students are divided into homogeneous or heterogeneous groups as per the lesson to support each other. Each programme has specific learning outcomes for the strands of speaking and listening, reading, writing, viewing and presenting appropriate to the students' level. We promote inquiry-based authentic learning through an investigative approach to different genres. In the MYP and DP, diagnostic data from the six-phase Language Acquisition framework and from DP Language B assessments similarly inform differentiation, grouping, and targeted teaching for language development beyond the Primary Years.

School Library The Academy library serves as a vital knowledge hub, supporting students’ academic growth and achievements. It ensures equitable access to resources for both students and teachers, offering a wide range of curriculum materials that cater to diverse teaching and learning styles. The collection includes fiction, non-fiction, multicultural literature, and resources in multiple formats, making it accessible and inclusive. The Reading team refreshes the inventory every month by looking at high-quality, critically acclaimed books that would be veritable additions to the collection. Each year, teachers also provide recommendations for new resources, enabling the library to continuously expand its collection with a particular focus on multilingual texts and subject-specific materials. In addition, the library leverages online resources to strengthen student learning and research. The library works in collaboration with teachers to uphold academic honesty. The Reading team at the library follows the standards set by the American Association of School Librarians (AASL) for 21st century learners to work more deeply with students on honing their reading skills.

Communication of the Policy The Neev Language Policy is available to the Neev community through multiple pathways, including Neev’s public website and Neev’s internal shared drive. New staff will be familiarized with the document during the orientation programme. The printed copies of the policy are available for the Admissions Department and for reference in each school section.

Language Policy Review Process The Language Policy is reviewed by a team of leaders once annually and submitted as a draft

for approval. This Policy review was done in the month of September 2026.

References: ● IBO. Primary Years Programme, Middle Years Programme and Diploma ProgrammeLanguageandLearninginIBProgrammes.web:IBO,2011.Web.10De c.2016.<https://msturnerealforum.wikispaces.com/file/view/Languageandle arninginIBprogrammes.pdf>. ● IBO. “Guidelines for developing a school language policy.” Online curriculum centre.Apr.2008.Web.10Dec.2016.<http://occ.ibo.org/ibis/occ/Utils/getFile 2.cfm?source=/ibis/occ/spec/coord.cfm&filename=dSpace%2Fen%2Fg_0_i boxx_amo_0804_2_e%2Epdf>. ● IBO.Towards a Continuum of International Education Primary Years Programme, Middle Years Programme and Diploma Programme.web:IBO,2008. Web.10Dec.2016.<http://www.godolphinandlatymer.com/_files/IB/F12E57 C5DFADC6B9C01C557C90935681.pdf>. ● Middle Years Programme: Second Language Acquisition and Mother-tongue Development. International Baccalaureate Organization, January 2004. ● https://www.neevliteraturefestival.org