现代主义的语言观也认为，多语学习对于发展学习者的读写能力和多重文化素养极为重要，能够促进他们在行动、感知、态度和能力上的转变，甚至影响持续一生。因此，金生积极践行“一人一语言（OPOL）”的双语学习模式，坚持不懈地通过多元策略全面支持幼儿发展第二语言能力。

The modern linguistic concepts recognize that multilingualism is greatly important for development of literacy and multiculturalism. This can contribute to the transformation of a child’s actions, perceptions, attitudes and abilities, and even have a lifelong impact. Therefore, King’s has been actively practicing the “OPOL” bilingual learning model and persisting in facilitating children’s second language development through multiple  strategies. 

在金生，外教均来自英文为母语的国家，持有TEFL证书以及深圳市外专局颁发之资质文件，此前拥有与儿童互动的丰富经验。他们不仅是第二语言教师的身份，还要全面为孩子的身心健康、社会交往、科学素养、艺术审美等发展负责并作出引导——换句话说，外教其实是使用英语作为沟通语言的幼儿教师，他/她在班上承担着班主任的重要角色。

At King’s, English teachers come from native English-speaking countries and hold TEFL qualifications and documents from the Shenzhen Bureau of Foreign Affairs. They have rich experience interacting with children. They not only act as second language teachers, but are also responsible for children’s health, social interaction, scientific literacy, and aesthetic quality. In other words they are actually kindergarten teachers using English and they play an important role as head teachers. 

国际文凭小学项目鼓励学习者在真实和有意义的环境中学习，语言也不例外。作为英文班主任，外教全天在班上组织孩子进行Phonics以及各种围绕超学科主题开展的探究学习，重视教学活动设计的趣味性与幼儿的参与性。他们与中文教师共同备课，协作教学，为孩子们创设一个富有邀请性、鼓励探究发生之学习环境，同时在环境中留下孩子学习与思考的具体凭证。

The IB primary program encourages students to learn in true and meaningful situationss; this is also prioritized by our language learning program. English teachers organize Phonics and trans-disciplinary theme inquiry lessons so that they are interesting and engaging for the students. They cooperate with Chinese teachers to prepare for lessons, to provide an inviting and inquisitive environment for kids, and to leave an indelible impression on their students. 

经过一段时间的探索与梳理，金生已经构建了一套比较严谨的英文教学体系。通过应用丰富多样的教学形式与教学策略，我们为孩子提供综合趣味性、相关性、挑战性和重要性于一身的英文学习体验。

After a period of exploration and analyzation, King’s has created a set of rigorous English teaching programs. By using a variety of teaching formats and strategies, we provide children with great English learning experiences that are interesting, relevant, challenging and important.

幼儿园阶段的英文学习属于启蒙教育，全浸式的双语环境能够将英文教学融入到每一个探究环节中，让孩子在轻松、有趣、舒适的氛围中掌握IB课程倡导的学习方法（ATL），包括社交技能、自我管理技能、沟通技能、思考技能、研究技能及其相应的子技能。例如，K3的孩子们围绕 超学科主题“All living things go through a process of change（所有生物都经历一个变化的过程）” 展开了长达10周的深度学习，表现出对生命循环的强烈兴趣。为此，外教Steph特意创设了蝌蚪观察角，与孩子们共同观察、讨论和记录其生长变化。

At the Kindergarten level, English learning is part of a foundational education. King’s full immersive English environment integrates English learning into every inquiry process，allowing children to master the approaches to learning in a relaxed, interesting and comfortable atmosphere. These approaches include social skills, self-management skills , communication skills, thinking skills, research skills and related affiliate skills. For example, K3 children have been learning the trans-disciplinary theme “all living things go through a process of change” for 10 weeks; it was very close study of the circle of life. To prepare for the theme, Teacher Steph set up a special tadpole observation corner to observe, discuss and record the growth and change.

外教充分尊重孩子的好奇与探究欲望，通过教学支架他们的探究，引导他们运用综合、分析、应用等思考技能。孩子们有一天突然发现小蝌蚪看起来不太活跃，似乎健康出了问题，他们通过big discuss的形式探讨了可能存在的影响因素，在这个过程中练习聆听与表达，发展积极的人际关系与协作，并为改善小蝌蚪的生存环境采取了积极的举措。

English teachers fully respect children’s curiosity; they guide children to apply thinking skills such as synthesizing, analyzing, and applying. The children found the tadpoles looked unhealthy. They discussed the possible influencing factors with a big discussion, in which they practiced listening and expression, developed interpersonal relationships and collaboration, and took positive action to improve the tadpoles’ living environment.

我们参照现代语言学理论，将孩子的英文学习外化表现分为语音、语汇、语法、语用四个维度，拟订了科学的英文学习效果衡量体系。教师通过线上线下相结合的形式，对孩子学习英文的效能展开综合了过程性评价与形成性评价的多维多层次学习评估。孩子的第二语言学习效能与家校协作密不可分，因此我们格外关注家园共育，为孩子家庭语言环境的营造与应用提供专业指导。

 With reference to modern linguistic theories, we set externalized English language targets by dividing children's English learning performance into four divs：phonology, vocabulary, grammar and pragmatics.Teachers conduct multi-level assessment of children's English learning ability by combining online and offline forms, implementing different processes and by conducting formative evaluation. Therefore, we pay special attention to the co-education between home and school and provide professional guidance on the home language environment for children.