Bilingual Policy

(Spanish version)

ENGLISH AS A SECOND LANGUAGE INSTRUCTION

There are two main ways to learn a second language: through language acquisition or language learning. Antofagasta International School has adopted the first approach, as language acquisition involves learning the language through meaningful, everyday situations that foster the gradual development of communicative competence in a natural and purposeful environment.

Children who are exposed to English as the regular language of instruction and interact daily with native English-speaking teachers acquire the language naturally, fluently, and with relatively little effort, especially when the process begins at an early age. Students whose second language develops through daily experience generally achieve a higher level of communicative competence than those who learn it primarily through formal study.

Formal English as a Second Language instruction (ESL Approach) is a conscious process of acquiring language knowledge that requires effort and dedication. We believe, however, that it is an essential instructional tool that supports and strengthens students’ language development within the classroom.

For this reason, our students first acquire English naturally through immersion and later refine and strengthen their proficiency using ESL strategies. This combination enables them to achieve fluent communication while developing a deep understanding of both the English language and the cultures associated with it.

IMPLEMENTATION OF THE BILINGUAL PROGRAM

1. Preschool Education

Our students are exposed to English from the very beginning of their school experience, starting at Playgroup (3 years of age). In every classroom, children are guided by bilingual Early Childhood Education teachers who gradually introduce classroom instructions, vocabulary, basic communicative functions, and non-verbal communication skills. These non-verbal skills become an important communication tool and a shared language when students later begin learning with native English-speaking teachers.

Students learn through visual and phonetic support using Big Books, songs, rhymes, stories, and project-based learning experiences. This approach prepares them for the next stage of their education, where learning becomes increasingly academic.

During Preschool, students also develop early English language readiness skills that prepare them to successfully meet the academic demands of English-medium instruction upon entering Primary School. Emphasis is placed on the development of pre-reading and pre-writing skills, while continually expanding students’ communicative abilities in English.

2. Lower School – Grades 1 to 5

Beginning in Grade 1, all core academic subjects are taught in English by native English-speaking teachers from countries such as Canada, Australia, New Zealand, the United States, and the United Kingdom.

In Language Arts, the school follows a Balanced Literacy Approach, through which students are exposed to all the essential components required for comprehensive English language development. This approach also equips students with literacy strategies and skills that can be transferred across other subject areas.

English is the language of instruction throughout Grades 1 to 5, with the exception of Spanish Language and Literature, Music, and Physical Education, which are taught in Spanish by specialist teachers.

We believe this model greatly benefits our students, as it provides authentic opportunities to use English naturally and confidently through daily interaction with native English-speaking teachers.

3. Middle and High School (Grades 6 to 12)

During Grades 6, 7, and 8, students continue studying several subjects in English using English-language textbooks and methodologies that maintain English as the primary language of instruction. At the same time, the following subjects are taught in Spanish:

  • Physical Education
  • Spanish Language and Literature
  • Music
  • Visual Arts
  • Chilean History and Geography

From Grade 9 (Year 1 of High School) through Grade 12 (Year 4 of High School), all subjects are taught in Spanish, with the exception of English Language Arts, in accordance with the requirements established by the Chilean Ministry of Education.

Nevertheless, throughout most of these grade levels (Grades 7–12), students read and analyze classical literature in both English and Spanish. Students also study syntax, morphology, and semantics appropriate to their developmental level. Each instructional unit includes a structured writing workshop designed to strengthen students’ written communication skills.

Although students experience full English immersion from an early age, English continues to be their second language because their family and social environments primarily function in Spanish, their native language.

For this reason, beginning in Grade 6, we introduce a more explicit English as a Second Language (ESL) component. Within this framework, students systematically develop the four essential language skills:

  • Reading
  • Writing
  • Listening
  • Speaking

In addition, the program incorporates a CLIL (Content and Language Integrated Learning) methodology, integrating language development with academic content across different disciplines.

Students’ English proficiency is validated through the internationally recognized Cambridge English Qualifications.

Students are expected to sit for the Cambridge First Certificate in English (FCE) during Grade 9 (Year 1 of High School). Later, in Grade 11 (Year 3 of High School), they complete the certification process by taking the Cambridge English: Advanced (CAE) examination.

Students also have the opportunity to take the Cambridge English: Proficiency (CPE) examination, the highest level of English certification awarded by Cambridge University. However, due to its exceptional level of difficulty and the candidate profile required, this certification is optional and is not a graduation requirement at Antofagasta International School.