LANGUAGE
The primary goal of the CCAS-wide language policy is to allow students to study in the language of instruction: English.
Students arrive at CCAS with some knowledge of the English language. They begin learning and familiarizing themselves with English and then study the language in accordance with age and ability requirements. At CCAS, English is the common language through which all communication and access to the curriculum occurs; therefore, the support and development of English within the school are essential.
Language Philosophy
The CCAS Mission Statement serves as the foundation for our language policy guidelines. We believe that holistic education for intellectual and moral physical development can foster in students the courage to act in accordance with their own beliefs and consciences, in accordance with the CCAS mission to cultivate individuals interested in creating a world with a “free spirit and independent thinking.”
The confidence, authority, and vocabulary displayed while communicating ideas are indicators of fluency. Spending all day in an English-speaking environment helps them improve their accent, vocabulary, and gain expertise and authority over the language. Active learning based on listening, speaking, reading, and writing is required for in-depth English language learning.
CCAS encourages that students go beyond their current level, apply what they have learned practically, and then repeat until it becomes a habit. Daily interaction with the English language is a realistic approach for enhancing communication skills and a great method for overcoming reluctance and preventing typical grammatical and pronunciation problems. English language learning does not occur at a specific period with a specific teacher; rather, it occurs across disciplines, and every teacher must model the use of language with an emphasis on clear and succinct communication. All CCAS teachers are responsible for meeting the linguistic needs of students in the language of instruction.
CCAS will empower students by providing them with opportunities to develop as communicators and to gain confidence in language use. CCAS will acknowledge the linguistic diversity of its student population and strive to meet their educational needs, including those related to language acquisition and development.
CCAS recognizes and values the fact that many of its students will be learning in a language other than their native tongue. These students will need to learn English not only to access the mainstream curriculum, but also to participate in the school's cultural and social life. As a result, through its EAL and/or English-support program, CCAS provides students who are not considered proficient in the language of instruction with additional support.