在全球化的教育背景下，语言不仅是沟通的工具，更是连接文化的桥梁。

WIS的CAL（Chinese as an Additional Language）课程，致力于为母语非中文的学生构建一条从语言习得到文化认同的完整路径。

无论是初入校园的懵懂孩童，还是已经初步掌握中文的少年，CAL课程都将以系统性的支持，帮助他们在真实语境中自信表达，在深度探究中理解中国。

PYP阶段的CAL（Chinese as an Additional Language）课程旨在为母语非中文的学生提供系统、循序渐进的中文语言与文化学习支持，教学对象覆盖不同年级与不同语言起点的学习者。

CAL通过分层教学满足学生的个体差异：在语言课中，学生根据年级组合与语言水平参与学习（1–2年级、3–5年级分组），完成不同难度的学习任务，设定清晰而适切的语言学习目标，重点发展听、说、读、写等核心语言能力。

CAL语言课程采用 pull-out 形式开展，并与PYP的UOI探究单元紧密结合，在真实、有意义的学习情境中帮助学生理解并运用中文，支持其整体学习与课堂参与。

除语言课程外，CAL文化课程每周单独开设，为每个年级提供系统的文化学习体验，内容涵盖中国传统节日、艺术形式与经典作品等。同时，文化课也会与CLL课程协同开展跨学科学习活动，如陶瓷创作、传统手工与项目式学习，让学生在实践中理解文化内涵。

此外，学生还将亲身感受中国书法的魅力，通过观察、体验与书写，体会汉字结构之美与文化精神，在语言学习中建立更深层次的文化连接。

MYP 中文语言习得课程（CAL）专门为了以中文作为非母语的国际学生开设。课程以MYP六大全球主题为框架，帮助学生在真实情境中使用中文，与他人沟通、解决实际问题，并通过多样的学习方式理解与表达中国文化。

为了满足国际学生在语言水平、文化背景等方面的差异，CAL课程采用分层教学模式。学生在同一单元主题下，根据语言能力获得相应难度的学习材料：

※ 初学或发展阶段的学生能获得更易理解的基础材料，夯实根基；

※ 具备较高水平的学生则会接受更具挑战性的任务，拓展思维。

这种方式不仅提升了不同语言水平学生的学习效率，也让他们能够从不同角度思考主题、提出多样化的解决方案，并在共同议题下激发更具创造性的想法。

考虑到国际学生多元的文化背景，CAL课程特别注重融入中国文化，帮助学生更深入地了解他们所生活的国家。

同时，我们同样注重引导学生用中文表达多元文化，例如CAL 世界餐厅活动，学生们化身 “文化使者”，自主组队展示不同国家与地区的特色美食。

例如，在“古诗学习”单元中，学生以探究问题为起点，了解中国诗歌与文学的发展历史，并分组研究不同时代的诗人、诗作和文学作品。通过探究，学生更加认识到唐诗在中国诗歌史中的重要地位。最终，他们以海报与展示的形式表达自己的理解，欣赏古诗的艺术之美与文化内涵

从 PYP的兴趣启蒙到MYP的深度探究，CAL课程始终坚持“语言与文化并重”。

我们希望，通过CAL课程的学习，学生不仅能掌握中文这一交流工具，更能通过语言这把钥匙，打开了解中国文化的大门，成长为通过多语言与世界自信对话的全球公民。

In the context of globalized education, language is not merely a tool for communication but a bridge connecting cultures.

The WIS CAL (Chinese as an Additional Language) programme is committed to building a complete pathway from language acquisition to cultural identity for non-native Chinese speakers.

Whether they are young learners new to campus or adolescent students who have gained basic proficiency in Chinese, the CAL program will provide systematic support to help them express themselves confidently in authentic contexts and gain an understanding of China through in-depth exploration.

The PYP CAL (Chinese as an Additional Language) programme is designed to support non-native Chinese speakers by providing structured and progressive language and cultural learning. The course serves students across different grade levels and language proficiencies, with the key aim of supporting language development while enhancing access to learning across the curriculum.

CAL language lessons employ a differentiated approach, grouping students by grade bands and language levels (Grades 1–2 and Grades 3–5). Learners engage in learning tasks with varied goals and levels of challenge, ensuring meaningful progress for every student.

Delivered through a pull-out model, CAL language learning is closely connected to the PYP Units of Inquiry (UOI), allowing students to develop and apply Chinese in authentic and purposeful contexts.

In addition to language lessons, CAL cultural classes are offered weekly for each grade level, introducing students to Chinese festivals, arts, and cultural works. These cultural lessons also collaborate with the CLL (Chinese Language & Literature) lesson through integrated activities such as ceramics and hands-on projects, providing rich, experiential learning opportunities.

Students will also explore the art of Chinese calligraphy, experiencing the beauty of Chinese characters and deepening their cultural understanding through observation, practice, and creative expression.

The MYP Chinese as an Additional Language (CAL) course is specifically designed for international students who are learning Chinese as a language acquisition subject. Grounded in the MYP framework, the course encourages students to learn Chinese through Six Global Contexts, enabling them to use the language to communicate effectively in China, address authentic real-life challenges, and express their understanding of Chinese culture through creative tasks.

To meet the diverse needs of international learners—including varying language levels and cultural backgrounds—the CAL course adopts a differentiated instructional approach. Students are grouped according to their proficiency levels and provided with tiered learning materials aligned with the same overarching unit and theme.

This approach allows all students, regardless of level, to engage with the same topic from different perspectives, propose a range of solutions, and generate creative ideas while working toward shared learning goals.

Given the rich cultural diversity within our international student community, the CAL course places strong emphasis on incorporating Chinese culture to help students better understand the country in which they live.

Meanwhile, we also attach great importance to guiding students to express diverse cultures in Chinese. For instance, during the CAL World Restaurant Event, students act as “cultural ambassadors,” forming teams independently to showcase specialty foods from various countries and regions.
For example, in the Ancient Poetry unit, students begin by exploring inquiry questions related to the history of Chinese poetry and literature. Working collaboratively, they investigate famous poets, poems, and literary works from various dynasties. Through this process, students develop a deeper appreciation of the significance of Tang poetry in China’s literary tradition. They then create posters and deliver presentations to share their interpretations, showcasing their appreciation for the artistic beauty and expressive power of classical Chinese poetry.

From sparking interest in the PYP to fostering deep inquiry in the MYP, the CAL programme consistently adheres to equal emphasis on Language and Culture.

We hope that through the CAL programme, students will not only master Chinese as a communication tool but also use language as a key to open the door to understanding Chinese culture, growing into global citizens who can converse confidently with the world.