MYP EUROPEAN LANGUAGES

Language acquisition

MYP Spanish/French Language Acquisition is a programme designed by the International Baccalaureate for students to learn Spanish/French within a continuum, from Phase 1 to Phase 6. You can start the programme as a beginner, with very limited or no exposure to the language, continue to the capable level, and complete it at the proficient level.

Here you have a summary of the main components of the programme.

Key Concepts

Communication

Connections

Creativity

Culture

Related Concepts

Phases 1-2

Audience, Context, Conventions, Form, Function, Meaning, Message, Patterns, Pronunciation, Purpose, Structure, Word Choice

Phases 3-4

Audience, Context, Conventions, Empathy, Form, Function, Idiom, Meaning, Message, Point of view, Purpose, Structure, Word Choice

Global contexts

Identities and relationships

Orientation in space and time

Personal and cultural expression

Scientific and technical innovation

Fairness and development.

Globalisation and sustainability

Objectives

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.

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.

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

Writing

This objective relates to the correct and appropriate use of the written target language. It involves

recognising 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 an effectiveness.

Aims | Command Terms

The aims of the teaching and learning of MYP language acquisition are to:

gain proficiency in an additional language while supporting the 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 terms.pdf

Assessment Criteria and Strands & Assessment Levels and Descriptors for phases 1 - 4

The MYP structures additional language learning in phases so that the complexity and range of language profiles that students bring to their MYP classroom are acknowledged and fostered.

The inquiry statement should serve as the driving force guiding the purpose of an entire unit. It acts as the backbone that provides coherence to the chosen concepts and the overall context. In many cases, we design units with a focus on the lexical and grammatical content that we subsequently evaluate at the end. However, for MYP subjects, conceptual learning holds more significance than content-based learning. Broadly speaking, it is the concepts that stay with our students in the long term. These concepts are divided into two groups: key concepts, which facilitate interdisciplinary connections, and related concepts, which are specific to each subject. At a higher level, there is also a global context within which all other concepts selected for each unit are framed.

Inquiry statement

Conceptual learning: The IB Diploma Programme is characterized by its focus on conceptual learning and teaching. All subject groups have a set of concepts that make learning integrative.

Traditionally, there has been a thematic curriculum based on content, on "what" should be taught and "what" students should learn. Following the research studies of Lynn Erickson, the International Baccalaureate has adapted this approach to its subjects. In broad terms, teaching through concepts helps learners remember in the long term. Concepts facilitate learning through inquiry and questioning, as curiosity inherent in learners is embedded within the concepts.

In the IB DP, there are two types of concepts: key concepts and related concepts. Key concepts are the most important and general ones that bring all subjects together in an integrative manner. Related concepts are specific to each subject.

Key Concepts

Four key concepts that begin with the letter "C"

Global Contexts: "The global context is the guiding thread, the reason why we are studying this unit."

In the PAI/MYP, all teaching and learning occur within a context that makes learning meaningful. Both the teacher and the student should constantly question the reason behind a particular unit or topic, that is, the global context. Thanks to the global context, we can answer questions such as: Why are we learning this? or Why is this topic important for me or for the world?

Questions:

"Who am I? What is my relationship with the world? How do I relate to others? What aspects shape my identity? Why do I connect with some people more than others?"

Where do we live? What is our environment? Where do we come from? Where are we going? What is our common history? What is my individual history?"

"What is the role of creativity in our world? Why and for what purpose do we create? What influence does the historical and cultural context have on creativity?"

"What can we do to promote recycling in our school? What cooperative relationships exist among different countries? What international solidarity organizations exist in various regions of the world? How can we help those around us? How can we assist the less fortunate?"

Assessment Models and Rubrics

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