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A school  is Monolingual when it expected to comply with majority language norms.
The following indicators will help you to recognize when the school is Monolingual :

“Language of school only” policy

Students with same language are separated

Displays only in language of the school

No additional language or home language programmes

Home languages rarely acknowledged

Students may be reprimanded for using home languages

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What do we call the school who offers two languages (the language of instructions and an additional language)?

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What do we call the school who offers two languages (the language of instructions and an additional language)?

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This an accommodating school where School accommodates other languages recognizing their potential benefits.

The following indicators will help you to recognize when the school is an accommodate school:

Home language use is endorsed

Classroom language is the priority

Home language and culture celebrated

Additional and home language programmes available

Support for students new to the language of instruction

Some translations available

Students encouraged to use home languages with friends

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This is an  Inclusive  learning community .
The following indicators will help you to recognize when the school is an accommodate school:

Language policy has a multilingual focus

Student language portraits in use

Planning integrates home and additional languages as a resource

Literacy in multiple languages is promoted

Parents and other community members are involved in language learning

Family language backgrounds inform assessment

Translanguaging practices evident

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Does the PYP Programme support the idea or require a school to work towards multilingualism?

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Does the PYP Programme support the idea or require a school to work towards multilingualism?

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The new S&P programme highlights the need of one more language in order to foster intercultural understanding through communicating  in a variety of ways.
You can refer to the section in the S&P programme  "Culture through policy implementation (0301)" under the following practice:

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)

The school implements and reviews a language policy that is aligned with IB language policy guidelines. (0301-04-0100)

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)

The school identifies in its language policy a variety of physical and virtual resources used to facilitate language development. (0301-04-0300)

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)

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What aspects we should be working on in order to make sure that our school is a multilingual school?

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What aspects we should be working on in order to make sure that our school is a multilingual school?

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The school should be including in its action plan a section that contains all requirements toward being a multilingual school. This section should be divided to :
1. Environment, for example:

Parents are comfortable using home languages in school.

Celebrations and special events include all the languages and cultures of the school.

Student artwork represents the diversity of the learning community.

A multilingual welcome sign is visible at the entrance of the school.

A data chart about languages in school is prominent.

Signs and pictures at the entrance and around the school reflect the languages and diversity of the learning community.

Notices are multilingual.

Student displays include pictures and languages which reflect the diversity of languages and cultures among the learning community.

Name cards, table cards etc are displayed in different languages.

Multilingual staff and student interactions can be heard around school.

Conversations about multilingual language use are a normal part of the school day

2. Learning and teaching , for example:

Students can choose to use home languages for learning when appropriate.

Students can choose to interact with others in home languages.

Students are encouraged to use translanguaging strategies.

Assessment and feedback take into account the language abilities and needs of students and families.

Homework is seen as an opportunity for multilingual development

3. Resources, for example:

Resources are available in many languages, such as: songs, music, poetry, rhymes

Dual language books

Books and visuals

Technology commonly used to support access to different languages

Translation tools.

Multilingual alphabet and number charts.

Money in different currencies for play and learning

4.  Library, for example:

Home language and multilingual books.

Newspapers and magazines in different languages.

Seen as a hub for exploring languages.

The school leadership is knowledgeable about multilingualism and invested in its promotion.

5.   School administration  and procedures , for example:

The school has a focus on removing barriers to multilingualism.

Home language programmes are valued and are an integrated part of the language practices of the school.

On arrival the language experiences of students are recorded and used to inform learning.

Home language buddy system in place for newly arriving children and also for their families.

Students are trained to act as language buddies.

Staff languages are documented and the information shared so they can be used as a school resource.

Data about the community’s languages is collected and shared with everyone.

Up-to-date research in multilingualism informs decisions about inclusion for all students, and the development of all their languages.

Professional development supports staff in meeting the learning and teaching needs of multilingual students.

New staff inductions include training in working in a multilingual school.

6. School documents , for example:

School mission and vision reflect the multilingual nature of the school community.

Language policy reflects nature of multilingualism in the learning community and addresses needs of everyone (see Guidelines for school self-reflection on its language policy on the programme resource centre).

School improvement attends to languages and inclusion.

School records and shares information about each student’s language profile and development (for example, in the student language portrait).

Efforts are made to inform parents about school events, the curriculum and their child’s progress in home languages.

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