Language Policy Review
Check what is happening, record the evidence and agree the next action.
Work through the prompts with staff, learners and families. “In place” needs an example of practice. Where evidence is missing or experiences differ, name a question to investigate rather than declaring success. Select two priorities for the next review cycle.
Community voice and ownership
Are students, families, teachers and library staff represented in policy decisions?
Shared language principles
Can staff explain how the policy affects a real lesson or school routine?
Current school language profile
Does the profile reflect languages, communication preferences and unmet needs?
Classroom language support
Do learners encounter models, rehearsal and appropriately fading scaffolds?
Home and additional language opportunities
Are learners’ languages valued through resources, learning and school participation?
Staff professional learning
Is training connected to tasks, practice and review of learner responses?
Connected school policies
Are language commitments reflected in admissions, assessment and inclusion practices?
Resources and library provision
Do materials and library resources support the languages and tasks learners need?
Accessible communication
Do students and families understand the policy and know how to contribute?
Review and follow-through
Are owners, evidence, deadlines and changes from the last review visible?
The prompts support improvement. Status selections are not a score, school rating or verification of programme compliance.
Source context
IB, Guidelines for school reflection on its language policy (2012), adapted into evidence-and-action prompts.
These tools are original simplified planning prompts based on the supplied editions. They do not reproduce the source checklists or substitute for the complete documents.