OVERVIEW OF LANGUAGE DEVELOPMENT
The IB acknowledges the crucial role of language in an IB education and, as such, is committed to providing language development for all CP students.
The aims of language development are to:
These aims are applicable to all students, regardless of the level of linguistic proficiency they have when they begin the CP. Language development is designed to accommodate all students and ensure they are exposed to a language other than their best language that will assist and further their understanding of the wider world.
The aims of language development are to:
- enable students to understand and use the language they have studied in context
- encourage an awareness and appreciation of the different perspectives of people from other cultures
- provide students with a basis for further study, work and leisure through the use of an additional language
- provide the opportunity for enjoyment, creativity and intellectual stimulation through knowledge of an additional language.
These aims are applicable to all students, regardless of the level of linguistic proficiency they have when they begin the CP. Language development is designed to accommodate all students and ensure they are exposed to a language other than their best language that will assist and further their understanding of the wider world.
Objectives
In language development, the objectives are organized into four communicative processes:
1. Oral communication
2. Visual interpretation
3. Reading comprehension
4. Writing
Detailed objectives for each phase can be found within students' packets. Students should demonstrate growth within each of these objectives over the course of the Language Development experience.
1. Oral communication
2. Visual interpretation
3. Reading comprehension
4. Writing
Detailed objectives for each phase can be found within students' packets. Students should demonstrate growth within each of these objectives over the course of the Language Development experience.
Language Portfolio
All students will be creating an online Language Portfolio using weebly. The language portfolio serves as documentation of student learning activities and provides evidence of language engagement and development. It should be updated regularly and will be regularly checked.
Language Phases
Teaching and learning in language development is organized into six phases. The phases represent a developmental continuum of additional language learning and are used as a tool in identifying the level of proficiency in the target language. As students progress through the six phases, they are expected to develop the competencies to communicate appropriately and effectively in an increasing range of social, cultural and academic contexts, and for an increasing variety of audiences and purposes. The language phases utilize common reference points with statements of expected performance. The phases of language proficiency range from phase 1, where the learner is an emergent communicator, to phase 6, being a proficient communicator.
Each phase provides an overview of expected competencies. A best-fit approach is used to ascertain the language ability of students. Students may commence their language development in any phase on the continuum and may exit from any phase on the continuum. There is no requirement for students to move from one phase to the next, only that they have evidence of language development in the target language.
Each phase provides an overview of expected competencies. A best-fit approach is used to ascertain the language ability of students. Students may commence their language development in any phase on the continuum and may exit from any phase on the continuum. There is no requirement for students to move from one phase to the next, only that they have evidence of language development in the target language.
Language Proficiency Table
The language proficiency table provides a guide to assessing students’ level of ability. It provides teachers with six holistic statements describing a student’s achievement against the objectives towards being:
Students' completed Language Portfolio will be due near the end of their senior year, and will evidence at least 50 hours of work towards Language Development, ideally within their career pathway.
- emergent communicator—phases 1 and 2
- capable communicator—phases 3 and 4
- proficient communicator—phases 5 and 6.
Students' completed Language Portfolio will be due near the end of their senior year, and will evidence at least 50 hours of work towards Language Development, ideally within their career pathway.
