Language acquisition

I. Course description and aims

The ability to communicate in more than one language is essential to the concept of an international education that promotes intercultural understanding, and is central to the IB’s mission. The study of additional languages in the MYP provides students with the opportunity to develop insights into the features, processes and craft of language and the concept of culture, and to realize that there are diverse ways of living, behaving and viewing the world.

Acquiring an additional language and exploring and reflecting on the cultural perspectives of our own and other communities:

• is central to developing critical thinking and international-mindedness
• provides an intellectual framework to support personal development, cultural identity and conceptual understanding
• greatly contributes to the holistic development of students and to the strengthening of lifelong learning skills
• equips students with the necessary multiliteracy skills and attitudes to communicate successfully in various global contexts.

The aims of MYP language acquisition are to encourage and enable students to:

• gain proficiency in an additional language while supporting maintenance of their mother tongue and cultural heritage
• develop a respect for, and understanding of, diverse linguistic and cultural heritages
• develop the communication skills necessary for further language learning, and for study, work and leisure in a range of contexts
• develop multiliteracy skills through the use of a range of learning tools
• develop an appreciation of a variety of literary and non-literary texts and to develop critical and creative techniques for comprehension and construction of meaning
• recognize and use language as a vehicle of thought, reflection, self-expression and learning in other subjects
• understand the nature of language and the process of language learning
• gain insight into the cultural characteristics of the communities where the language is spoken
• gain an awareness and understanding of the perspectives of people from own and other cultures
• develop curiosity, inquiry and a lifelong interest in, and enjoyment of, language learning.

II. Curriculum overview

The MYP promotes inquiry in language acquisition by developing conceptual understanding within global contexts.

Key concepts such as communication, connections, creativityand culturebroadly frame the MYP curriculum.

Related concepts promote deeper learning grounded in specific disciplines. Examples of related concepts in MYP language acquisition include word choice, conventions and idiom.

Students explore key and related concepts through MYP global contexts.

• Identities and relationships
• Orientation in space and time
• Personal and cultural expression
• Scientific and technical innovation
• Globalization and sustainability
• Fairness and development

The MYP curriculum framework offers schools flexibility to determine engaging, relevant, challenging and significant content that meets local and national curriculum requirements. This inquiry-based curriculum explores factual, conceptual and debatable questions in the study of language acquisition.

MYP language acquisition is a compulsory component in every year of the MYP, except for bilingual students who pursue courses of study in multiple languages in the MYP language and literature subject group.

The MYP requires at least 50 hours of teaching time for each subject area in each year of the programme. For students participating in MYP eAssessment, the IB recommends 70 hours of guided learning each year in MYP years 4 and 5

III. Assessment Criteria

Criterion A Listening:
Comprehending spoken language presented in multimodal text encompasses aspects of listening
and viewing. The process involves the student in interpreting and constructing meaning from
spoken and multimodal text to understand how images and other spatial aspects presented with
oral text interplay to convey ideas, values and attitudes. Engaging with text requires the student to
think creatively and critically about what is viewed, and to be aware of opinions, attitudes and
cultural references presented in the visual text. The student might, for example, reflect on feelings
and actions, imagine himself or herself in another’s situation, or gain new perspectives and develop
empathy, based on what he or she has understood in the text
Criterion B Reading
Comprehending written language presented with multimodal text encompasses aspects of reading
and viewing. It involves the student in constructing meaning and interpreting written, spatial and
visual aspects of texts to understand how images presented with written text interplay to convey
ideas, values and attitudes. Engaging with text requires the student to think creatively and critically
about what is read and viewed, and to be aware of opinions, attitudes and cultural references
presented in the written text. The student might, for example, reflect on feelings and actions,
imagine himself or herself in another’s situation, gain new perspectives and develop empathy,
based on what he or she has understood in the text.
Criterion C Speaking
In the language acquisition classroom, students will have opportunities to develop their
communication skills by interacting on a range of topics of personal, local and global interest and
significance, with the support of spoken, written and visual texts in the target language
(multimodal texts). When speaking in the target language, students apply their understanding of
linguistic and literary concepts to develop a variety of structures, strategies and techniques with
increasing skill and effectiveness. This is the use of the language system, including their use of
grammar, pronunciation and vocabulary
Criterion D Writing
This objective relates to the correct and appropriate use of the written target language. It involves
recognizing and using language suitable to the audience and purpose, for example, the language
used at home, the language of the classroom, formal and informal exchanges, and social and
academic language. When writing in the target language, students apply their understanding of
language, form, mode, medium and literary concepts to express ideas, values and opinions in
creative and meaningful ways. They develop a variety of structures using strategies (spelling,
grammar, plot, character, punctuation, voice, format, audience) and techniques with increasing
skill and effectiveness