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Language acquisition in the MYP aims to develop a respect for, and understanding of, other languages and cultures, and is equally designed to equip the student with a skills base to facilitate further language learning.
Language acquisition in the MYP aims to develop a respect for, and understanding of, other languages and cultures, and is equally designed to equip the student with a skills base to facilitate further language learning.
Curriculum Overview
Curriculum Overview
Key Concepts
CommunicationConnectionsCreativityCultureKey Concepts
Related Concepts
Phases 1-2 Audience, Context, Conventions, Form, Function, Meaning, Message, Patterns, Pronunciation, Purpose, Structure, Word ChoicePhases 3-4Audience, Context, Conventions, Empathy, Form, Function, Idiom, Meaning, Message, Point of view, Purpose, Structure, Word ChoiceRelated Concepts
Global contexts
Identities and relationshipsOrientation in space and timePersonal and cultural expressionScientific and technical innovationFairness and development.Globalisation and sustainabilityGlobal contexts
Aims | Command Terms
Aims | Command Terms
The aims of the teaching and learning of MYP language acquisition are 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 student’s communication skills necessary for further language learning, and for study, work and leisure in a range of authentic contexts and for a variety of audiences and purposes
enable the student to develop multiliteracy skills through the use of a range of learning tools, such as multimedia, in the various modes of communication
enable the student to 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
enable the student to recognize and use language as a vehicle of thought, reflection, self-expression and learning in other subjects, and as a tool for enhancing literacy
enable the student to understand the nature of language and the process of language learning, which comprises the integration of linguistic, cultural and social components
offer insight into the cultural characteristics of the communities where the language is spoken
encourage an awareness and understanding of the perspectives of people from their own and other cultures, leading to involvement and action in their own and other communities
foster curiosity, inquiry and a lifelong interest in, and enjoyment of, language learning.
MYP Command Terms define a range of learning objectives and assessment criteria in MYP subject groups. These instructional verbs indicate the level of thinking and type of performance (or behaviour) that is required of students. They are closely related to general and subject-specific ATL skills, and they make explicit a shared academic vocabulary that informs teaching and learning.
LA_Command termsObjectives
Objectives
A
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 visualtext. 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.B
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 andviewed, 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.C
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.D
D
Writing
This objective relates to the correct and appropriate use of the written target language. It involvesrecognising 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 avariety of structures using strategies (spelling, grammar, plot, character, punctuation, voice, format, audience) and techniques with increasing skill an effectiveness.Assessment Criteria and Strands & Assessment Levels and Descriptors
Assessment Criteria and Strands & Assessment Levels and Descriptors
The MYP structures additional language learning in phases so that the complexity and range of language profiles that students bring to their MYP classroom is acknowledged and fostered.
The MYP structures additional language learning in phases so that the complexity and range of language profiles that students bring to their MYP classroom is acknowledged and fostered.
Subject groups must address all strands of all four objectives at least twice in each year of the MYP.
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