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USAAC

Multilingual Education Accreditation (MEA)

📌 Purpose: align with research-based guidance from UNESCO on mother-tongue and multilingual education, the CEFR proficiency framework, and evidence on CLIL and other immersion models.

💡 Tip: Be honest and thorough. Attach supporting documents for a stronger application!

📍 Section 1: Leadership & Institutional Commitment

  1. 1.Is multilingual education explicitly embedded in the school’s mission, vision or strategic plan?
  2. 2.What policy frameworks guide sustainable bilingual / multilingual growth (e.g., national language policy, CEFR alignment)?
  3. 3.Does leadership allocate a dedicated budget for language programmes, faculty development and cultural exchanges?
  4. 4.How are partnerships with universities, cultural institutes or international schools leveraged to enhance language offerings?
  5. 5.Are targets for student proficiency (CEFR A1-C2 or equivalent) set and reviewed annually?
  6. 6.What mechanisms ensure equitable access to bilingual tracks for learners of all backgrounds?
  7. 7.Does the school conduct regular audits of physical, digital and human resources supporting multilingual goals?
  8. 8.How are parents and the wider community engaged in supporting language learning and cultural events?
  9. 9.Is progress toward MEA goals reported transparently to stakeholders each year?
  10. 10.What contingency plans protect language programmes during disruptions (staff turnover, remote learning, funding cuts)?

📍 Section 2: Curriculum, Pedagogy & Faculty Development

  1. 11.Do core subjects use dual-language instruction or CLIL to integrate content and language?
  2. 12.How are student language-development plans tailored to individual proficiency levels?
  3. 13.Are certified bilingual / multilingual teachers provided with ongoing training in immersion and second-language acquisition?
  4. 14.What AI-driven or AR/VR tools support adaptive language practice and assessment?
  5. 15.Does the curriculum include explicit cross-cultural competence and intercultural-communication outcomes?
  6. 16.Are formal, standardised assessments (e.g., DELF, DELE, HSK, TOEFL) used to benchmark progress alongside CEFR levels?
  7. 17.How is authentic literature and media from target-language cultures embedded across subjects?
  8. 18.Do faculty participate in exchange programmes or observe best-practice schools abroad?
  9. 19.Are digital portfolios or badges used to document students’ multilingual achievements?
  10. 20.What systems exist for teachers of different languages to collaborate on transdisciplinary projects?

📍 Section 3: Student Experience, Global Competence & Evaluation

  1. 21.Are immersive experiences (language clubs, cultural festivals, study-abroad or virtual exchanges) available to all learners?
  2. 22.How do students apply multilingual skills in real-world contexts such as Model UN, debates, or community outreach?
  3. 23.Is technology (chatbots, speech-recognition apps) used to provide instant feedback and personalised learning paths?
  4. 24.Do students participate in international certification or dual-diploma programmes (e.g., IB Bilingual Diploma)?
  5. 25.How are multicultural celebrations used to reinforce linguistic identity and mutual respect?
  6. 26.Are AI analytics employed to track growth and adjust instruction for each language learner?
  7. 27.What opportunities exist for peer tutoring or language-buddy systems across grade levels?
  8. 28.Is student voice collected on the effectiveness and inclusivity of language programmes?
  9. 29.How are alumni outcomes (university language credits, international careers) tracked to gauge long-term impact?
  10. 30.Does the school engage in research or publish case studies on innovative multilingual practices?