Language acquisition guide

For use from September 2014/January 2015

Language acquisition guide
For use from September 2014/January 2015
 Middle Years Programme
Language acquisition guide

Published May 2014

Updated September 2014, September 2016, February 2017, September 2017

Published on behalf of the International Baccalaureate Organization, a not-for-profit

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© International Baccalaureate Organization 2014

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 IB mission statement
The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who
help to create a better and more peaceful world through intercultural understanding and respect.

To this end the organization works with schools, governments and international organizations to develop
challenging programmes of international education and rigorous assessment.

These programmes encourage students across the world to become active, compassionate and lifelong
learners who understand that other people, with their differences, can also be right.
Contents

Introduction 1
Purpose of this guide 1

Language acquisition in the MYP 2

Programme model 2
Nature of language acquisition 4
Language acquisition across the IB continuum 5
Aims 7
Objectives 8
Planning a progression of learning 11
Interdisciplinary learning 16
MYP projects 17

Written and taught curriculum 18

Requirements 18
Planning the language acquisition curriculum 20
Teaching and learning through inquiry 36
Subject-specific guidance 42

Assessed curriculum 47
Alignment of objectives and criteria 47
Assessment criteria overview 48
Language acquisition assessment criteria: Phase 1 49
Language acquisition assessment criteria: Phase 2 57
Language acquisition assessment criteria: Phase 3 65
Language acquisition assessment criteria: Phase 4 73
Language acquisition assessment criteria: Phase 5 81
Language acquisition assessment criteria: Phase 6 89
MYP eAssessment 97

Appendices 107
Related concepts in language acquisition 107
Language acquisition glossary 109
MYP command terms for language acquisition 115
Selected reading 116

Language acquisition guide

Introduction

Purpose of this guide

This guide is for use from September 2014 or January 2015, depending on the start of the school year.

This document provides the framework for teaching and learning in language acquisition in the Middle
Years Programme (MYP) and must be read and used in conjunction with the document MYP: From principles
into practice (May 2014), which includes:

• general information about the programme

• the MYP unit planner, with guidance for developing the curriculum that is relevant for all subject
groups
• detailed information about approaches to learning
• advice that supports access and inclusion (including accommodations for students with learning
support requirements)
• a statement on academic honesty.

In MYP publications, requirements appear in a text box like this one.

Additional resources
Teacher support materials (TSMs) are available in the programme resource centre (https://resources.ibo.org).
The TSM for language acquisition contains support for developing the written, taught and assessed curriculum.
It provides examples of good practice, including subject-group overviews, assessment tasks and markschemes,
as well as student work with teacher comments.

An optional process of externally moderated assessment can lead to IB MYP course results for language
acquisition, and these results can contribute to the awarding of an IB MYP certificate. More information is
available in the annual publication Middle Years Programme Assessment procedures.

A range of publications that support the MYP are available at the IB store (http://store.ibo.org).

Acknowledgments
The IB gratefully acknowledges the generous contributions of IB World Schools and a global community of
educators who collaborate in the development of the Middle Years Programme.

Language acquisition guide 1

Language acquisition in the MYP

Programme model

Figure 1
Middle Years Programme model

The MYP is designed for students aged 11 to 16. It provides a framework of learning that encourages students
to become creative, critical and reflective thinkers. The MYP emphasizes intellectual challenge, encouraging
students to make connections between their studies in traditional subjects and the real world. It fosters the
development of skills for communication, intercultural understanding and global engagement—essential
qualities for young people who are becoming global leaders.

2 Language acquisition guide

 Programme model

The MYP is flexible enough to accommodate the demands of most national or local curriculums. It builds
upon the knowledge, skills and attitudes developed in the IB Primary Years Programme (PYP) and prepares
students to meet the academic challenges of the IB Diploma Programme (DP) and the IB Career-related
Programme (CP).

The MYP:

• addresses holistically students’ intellectual, social, emotional and physical well-being

• provides students with opportunities to develop the knowledge, attitudes and skills they need in
order to manage complexity and take responsible action for the future
• ensures breadth and depth of understanding through study in eight subject groups
• requires the study of at least two languages to support students in understanding their own cultures
and those of others
• empowers students to participate in service with the community
• helps to prepare students for further education, the workplace and a lifetime of learning.

Language acquisition guide 3

Language acquisition in the MYP

Nature of language acquisition

Learning to speak another’s language means taking one’s place in the human
community. It means reaching out to others across cultural and linguistic
boundaries. Language is far more than a system to be explained. It is our most
important link to the world around us. Language is culture in motion. It is
people interacting with people.
Savignon (1983)
The ability to communicate in a variety of modes in more than one language is essential to the concept of an
international education that promotes multilingualism and intercultural understanding, both of which are
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.

The acquisition of the language of a community and the possibilities to reflect upon and explore cultural
perspectives of our own and other communities:

• is valued as central to developing critical thinking, and is considered essential for the cultivation of
intercultural awareness and the development of internationally minded and responsible members of
local, national and global communities
• is integral to exploring and sustaining personal development and cultural identity, and provides an
intellectual framework to support conceptual development
• 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, enabling them to communicate
successfully in various global contexts and build intercultural understanding.
To assist in achieving these broader goals, this guide provides both teachers and students with clear aims
and objectives for MYP language acquisition, as well as details of internal assessment requirements.

4 Language acquisition guide

Language acquisition in the MYP

Language acquisition across the IB continuum

The IB continuum of international education provides a progression of learning for students aged 3 to 19.
MYP language acquisition builds on experiences in language learning that students have gained during their
early years. In IB World Schools offering the PYP, all students have the opportunity to learn more than one
language from at least the age of 7. In the MYP, students learn at least two languages and are encouraged to
learn more. Knowledge, conceptual understanding and skills will have been developed in the PYP through
transdisciplinary units of inquiry or independent language inquiry. The six skill areas in PYP language—
listening, speaking, reading, writing, viewing and presenting—are further developed through the MYP
years. Students wishing to continue on to the DP will be grounded in at least one additional language, and
will have developed an inquiring, reflective approach to language learning.

The DP offers a comprehensive range of language courses in two groups.

• Group 1—studies in language and literature

• Group 2—language acquisition
Students may study one group 1 and one group 2 subject, or two group 1 subjects. The MYP language
acquisition subject group and the DP group 2 courses share some common aims, namely to:

• encourage students to gain competence in an additional language with the long-term goal of
multilingualism
• enable students to develop lifelong learning skills
• encourage students to develop an awareness and understanding of the perspectives of people from
other cultures.
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.

In all four IB programmes, language learning is recognized as a developmental process in which students
have opportunities to build on prior knowledge and skills in order to help them progress to the next phase
of language development.

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. Students beginning their
MYP studies may have exited from any of the five phases of PYP language or may have no prior knowledge
or experience of the language to be studied in the MYP.

The pathways to further study are multiple; for example, phases 4, 5 and 6 allow for a smooth transition
from MYP language acquisition courses to DP group 2 courses—and, for a number of students, to group 1
courses. The MYP framework for the language acquisition subject group reflects the concepts and skills of
the presumed knowledge for these DP courses.

MYP students continuing on to the DP will have developed not only an inquiring and reflective approach to
language learning but also multiliteracy skills that they will be able to apply and extend in their DP language
courses.

MYP language acquisition courses should be planned with consideration of the students’ possible pathways
to the DP and further study. In IB World Schools that also offer the DP and/or the CP, the courses should

Language acquisition guide 5

Language acquisition across the IB continuum

provide clear pathways to the specific language courses on offer. By the end of the MYP language acquisition
course, students should be empowered for success in further formal study of languages. The knowledge,
skills and attitudes that students develop in language acquisition courses provide a meaningful foundation
for these further studies and the world of work in global economies and international business.

For a comprehensive outline of the continuum of language and learning within the four IB programmes, as
well as a common pedagogy for language and learning, please see Language and learning in IB programmes
(updated August 2012).

Table 1 shows possible IB continuum pathways from MYP through to DP studies in language.

Note: This is an indication only—it is up to schools to decide the minimum requirements for
progression from MYP to DP language courses.

MYP DP

Phase 1 Ab initio

Phase 2 Ab initio (in rare cases)

Language B SL

Phase 3 Language B SL

Phase 4 Language B SL/HL

Phase 5 Language B SL/HL

Phase 5 It is recommended the student has at Language A: literature SL

least one semester in MYP language
Language A: language and literature SL
and literature before starting these
DP courses. Literature and performance SL

Phase 6 It is recommended the student has at Language A: literature SL/HL

least one semester in MYP language
Language A: language and literature SL/HL
and literature before starting these
DP courses. Literature and performance SL

Table 1
Possible IB continuum pathways

6 Language acquisition guide

Language acquisition in the MYP

Aims

The aims of all MYP subjects state what a teacher may expect to teach and what a student may expect to
experience and learn. These aims suggest how the student may be changed by the learning experience.

An overarching aim of teaching and learning languages is to enable the student to become a critical and
competent communicator.

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 own and other
cultures, leading to involvement and action in own and other communities
• foster curiosity, inquiry and a lifelong interest in, and enjoyment of, language learning.

Language acquisition guide 7

Language acquisition in the MYP

Objectives

In the context of the language acquisition subject-group framework, to be multiliterate is defined as being
able to understand and use print-based and digital spoken, written and visual text. Meaning in text is
constructed and presented in linguistic mode but also in visual, auditory, gestural and spatial mode (Evans
et al. 2008a: 2). These various modes must all be understood in combination with each other and are
increasingly combined to construct meaning. The current generation of students are required to integrate a
variety of literacy skills and to have an awareness of increasingly complex and diverse linguistic and cultural
contexts in which to communicate and negotiate meaning. Therefore, to be multiliterate not only requires
an understanding of spoken, written and visual text but also an understanding of the interplay of these
various modes in a text.

The objectives of any MYP subject state the specific targets that are set for learning in the subject. They
define what the student will be able to accomplish as a result of studying the subject.

The objectives of MYP language acquisition encompass the factual, conceptual, procedural and
metacognitive dimensions of knowledge. The student’s knowledge and understanding will be developed
through:

• learning language
• learning through language
• learning about language (Halliday 1985).
This, in turn, helps students learn how to learn. The cognitive, linguistic and sociocultural aspects of
communication are intertwined in each of the four objectives. The student is expected to develop the
competencies to communicate appropriately, accurately and effectively in an increasing range of social,
cultural and academic contexts, and for an increasing variety of purposes.

“Processes are what help mediate the construction of new knowledge and understandings and play an
especially important role in language and communication.” (Lanning 2013: 19). They are designed to enable
students to become multiliterate by developing their oral literacy (oracy), visual literacy (visuacy) and
written literacy (literacy).

The language acquisition subject-group objectives represent some of the essential processes of language
and have been organized under the same four communicative processes for each of the six phases in order
to assist teachers with planning, teaching and assessing. They are as follows.

A Comprehending spoken and visual text

B Comprehending written and visual text

C Communicating in response to spoken and/or written and/or visual text

D Using language in spoken and/or written form

In order to meet these objectives, teachers will need to concentrate on each of the macro-skills of language:
listening, speaking, reading, writing, viewing and interpreting. These skills are very much interactive and
interrelated, though in some instances teachers may wish to deal with them as discrete skills.

8 Language acquisition guide

 Objectives

The objectives for the six phases of the language acquisition subject group are provided in this
guide and their use is mandatory. When planning units of work, the objectives specific to the phase
should be referenced.

Each objective is elaborated by a number of strands; a strand is an aspect or indicator of the learning
expectation. The strands are subsets of each whole objective and must be considered when planning,
teaching, assessing and reporting on the student’s language development and communicative competence.
These aspects focus on purpose, context, language control and accuracy.

All strands in each objective should be addressed through the units planned for each phase of the course,
at a conceptually and linguistically appropriate level for that phase. All strands of the unit’s objectives
should also be addressed in the task(s) that are part of that unit.

The objectives for each phase relate directly to the assessment criteria for the corresponding phase and are
found in the “Assessed curriculum” section of this guide.

Subject groups must address all strands of all four objectives at least twice in each year of the MYP.

A Comprehending spoken and visual text

Comprehending spoken and visual text encompasses aspects of listening and viewing, and involves the
student in interpreting and constructing meaning from spoken and visual text to understand how images
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, gain new perspectives and develop empathy,
based on what he or she has understood in the text.

In order to reach the aims of language acquisition, as appropriate to the phase, students should be able to:

• listen for specific purposes and respond to show understanding

• interpret visual text that is presented with spoken text
• engage with the text by supporting opinion and personal response with evidence and examples from
the text.

B Comprehending written and visual text

Comprehending written and visual text encompasses aspects of reading and viewing, and involves the
student in constructing meaning and interpreting written and visual text 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 and/or visual 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.

Language acquisition guide 9

Objectives

In order to reach the aims of language acquisition, as appropriate to the phase, students should be able to:

• read for specific purposes and respond to show understanding

• interpret visual text that is presented with written text
• engage with the text by supporting opinion and personal response with evidence and examples from
the text.

C Communicating in response to spoken and/or

written and/or visual text
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, and
responding to spoken, written and visual text in the target language.

In order to reach the aims of language acquisition, as appropriate to the phase, students should be able to:

• interact and communicate in various situations

• express thoughts, feelings, ideas, opinions and information in spoken and written form
• speak and write for specific purposes.

D Using language in spoken and/or written form

This objective relates to the correct and appropriate use of the spoken and 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, social and academic language.
When speaking and writing in the target language, students apply their understanding of linguistic
and literary concepts to develop a variety of structures, strategies (spelling, grammar, plot, character,
punctuation, voice) and techniques with increasing skill and effectiveness.

In order to reach the aims of language acquisition, as appropriate to the phase, students should be able to:

• organize thoughts, feelings, ideas, opinions and information in spoken and written form
• develop accuracy when speaking and writing in the target language.

10 Language acquisition guide

Language acquisition in the MYP

Planning a progression of learning

Teaching and learning in the language acquisition subject group is organized into six phases. The phases
represent a developmental continuum of additional language learning. Depending on their prior additional
language-learning experiences, students may commence their language acquisition course in any phase on
the continuum and may exit from any phase on the continuum.

Phase-specific language acquisition objectives

Phase 1 Phase 2 Phase 3 Phase 4 Phase 5 Phase 6

In order to In order to In order to In order to In order to In order to

reach the aims reach the aims reach the aims reach the aims reach the aims reach the aims
of language of language of language of language of language of language
acquisition, acquisition, acquisition, acquisition, acquisition, acquisition,
students students students students students students
should be able should be able should be able should be able should be able should be able
to: to: to: to: to: to:

Objective A: Comprehending spoken and visual text

i. identify show under- show under- construct analyse evaluate

basic facts, standing of standing of meaning and draw and draw
messages, messages, information, and draw conclusions conclusions
main main main conclusions from from
ideas and ideas and ideas and from information, information,
supporting supporting supporting information, main main
details in details in details, main ideas and ideas and
everyday familiar and draw ideas and supporting supporting
situations situations conclusions supporting details details in
in familiar details in in social social and
and some familiar and and some academic
unfamiliar unfamiliar academic situations
situations situations situations

ii. recognize recognize understand interpret analyse interpret

basic basic conventions conventions conventions the author’s
conventions conventions choice of style,
format and
ideas to suit
an intended
audience and
purpose

Language acquisition guide 11

Planning a progression of learning

Phase 1 Phase 2 Phase 3 Phase 4 Phase 5 Phase 6

iii. engage with engage with engage with engage with engage with engage with
the spoken the spoken the spoken the spoken the spoken the spoken
and visual text and visual text and visual text and visual text and visual text and visual text
by identifying by identifying by identifying by identifying by analysing by evaluating
ideas, ideas, ideas, ideas, ideas, ideas,
opinions and opinions and opinions and opinions and opinions and opinions and
attitudes and attitudes and attitudes and attitudes and attitudes and attitudes and
by making by making by making a by making a by making a by making a
a personal a personal response to response to response to response to
response to response to the text based the text based the text based the text based
the text. the text. on personal on personal on personal on personal
experiences experiences experiences experiences
and opinions. and opinions. and opinions and opinions
from a global from a global
perspective. perspective.

Objective B: : Comprehending written and visual text

i. identify identify basic show under- construct analyse evaluate

basic facts, facts, main standing of meaning by and draw and draw
messages, ideas and information, identifying conclusions conclusions
main supporting main stated and from from
ideas and details, ideas and implied information, information,
supporting and draw supporting information, main main
details conclusions details, main ideas and ideas and
and draw ideas and supporting supporting
conclusions supporting details details
details,
and draw
conclusions

ii. recognize recognize understand interpret basic analyse basic interpret

basic aspects basic basic conventions conventions the author’s
of format conventions conventions including including choice of style,
and style, including including aspects of aspects of format and
and author’s aspects of aspects of format and format and ideas to suit
purpose for format and format and style, and style, and an intended
writing style, and style, and author’s author’s audience and
author’s author’s purpose for purpose for purpose
purpose for purpose for writing writing
writing writing

iii. engage with engage with engage with engage with engage with engage with
the written the written the written the written the written the written
and visual text and visual text and visual text and visual text and visual text and visual text
by identifying by identifying by identifying by identifying by analysing by evaluating
ideas, ideas, ideas, ideas, ideas, ideas,
opinions and opinions and opinions and opinions and opinions and opinions and
attitudes and attitudes and attitudes and attitudes and attitudes and attitudes and
by making by making by making a by making a by making a by making a
a personal a personal response to response to response to response to
response to response to the text based the text based the text based the text based
the text. the text. on personal on personal on personal on personal
experiences experiences experiences experiences
and opinions. and opinions. and opinions and opinions
from a global from a global
perspective. perspective.

12 Language acquisition guide

 Planning a progression of learning

Phase 1 Phase 2 Phase 3 Phase 4 Phase 5 Phase 6

Objective C: Communicating in response to spoken and/or written and/or visual text

i. respond respond respond respond respond respond

appropriately appropriately appropriately appropriately appropriately appropriately
to simple to spoken to spoken to spoken to spoken to spoken
short phrases and/or written and/or written and/or written and/or written and/or written
and/or visual and/or visual and/or visual and/or visual and/or visual
text in a text in a range text in a range text in a range text in a wide
limited range of familiar of familiar and of social range of social
of familiar and some unfamiliar and some and academic
situations unfamiliar situations academic situations
situations situations

ii. interact in interact interact in engage in engage in engage in

simple and in basic rehearsed and rehearsed and rehearsed and unrehearsed
rehearsed structured unrehearsed unrehearsed unrehearsed and complex
exchanges, exchanges exchanges exchanges to exchanges to exchanges on
using on a limited on a limited share ideas share ideas a wide range
verbal and variety of variety of on topics on a range of topics of
non-verbal aspects aspects of personal of topics of personal
language within familiar within familiar and global personal and global
situations and some significance and global significance
unfamiliar significance
situations

iii. use basic use phrases to express express express ideas, express a wide
phrases to communicate ideas and ideas and opinions and range of ideas,
communicate ideas, feelings, and feelings, and feelings, and opinions and
ideas, feelings and communicate communicate communicate feelings, and
feelings and information information information information in communicate
information in familiar in familiar in simple and a wide range information in
on a variety situations and some complex texts of situations a wide range
of aspects unfamiliar in familiar and of social and
of everyday situations unfamiliar academic
topics situations contexts

iv. communicate communicate communicate communicate communicate communicate

with a sense of with a sense of with a sense of with a sense of with a sense with a sense
audience. audience. audience and audience and of register, of register,
purpose. purpose. purpose and purpose and
style. style.

Objective D: Using language in spoken and/or written form

i. write or speak write or speak write or speak write or speak write or speak write or speak
using a basic using a basic using a range using a range using a range using a wide
range of range of of vocabulary, of vocabulary, of vocabulary, range of
vocabulary, vocabulary, grammatical grammatical complex vocabulary,
grammatical grammatical structures and structures and grammatical complex
structures and structures and conventions; conventions; structures and grammatical
conventions; conventions; when when conventions; structures and
when when speaking, speaking, when conventions;
speaking, speaking, use clear use clear speaking, use when
use clear use clear pronunciation pronunciation intonation and speaking,
pronunciation pronunciation and intonation and intonation fluency uses oratory
and intonation and intonation technique

Language acquisition guide 13

Planning a progression of learning

Phase 1 Phase 2 Phase 3 Phase 4 Phase 5 Phase 6

ii. organize basic organize organize organize organize organize

information information information information information information
and use a and ideas and and ideas and and ideas into and ideas; use and ideas; use
range of basic use a range of use a range of a structured a wide range a wide range
cohesive basic cohesive basic cohesive text; use a of cohesive of cohesive
devices devices devices wide range devices devices
of cohesive
devices

iii. use language use language use language use language use language use language
to suit the to suit the to suit the to suit the to suit the to suit the
context. context. context. context. context. context.

Progression along the continuum

For the purpose of planning, teaching and assessment, the language acquisition skills are also mapped on
continuums to show clearly the expectations for each phase. Learning targets have been set for each phase,
and underneath the expectations are examples of what constitutes evidence to indicate the student is
ready to progress to the next phase of learning.

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. This is demonstrated by:

• the variety and sophistication of vocabulary and structures used

• the scope of situations in which the language is used
• the increasing length of text spoken, read and written
• the increasing complexity of text spoken, viewed, read and written
• the increasing variety of forms of both fiction and non-fiction handled.
As students develop their understanding, increasing cognitive and skills demands are also set. These are
expressed as command terms. Table 2 illustrates this progression along the additional language learning
continuum.

Phase 1 Phase 2 Phase 3 Phase 4 Phase 5 Phase 6

In a limited In a limited In familiar In familiar and In social In social and

range of range of and some unfamiliar situations academic
everyday familiar unfamiliar situations and some situations
situations situations situations academic
situations

Some aspects Some aspects Appropriate Appropriate Appropriate Appropriate

of register of register register register register register

A very limited A limited A limited A range of A range of A wide

range of range of range of interpersonal interpersonal range of
interpersonal interpersonal interpersonal and cultural and cultural interpersonal
and cultural and cultural and cultural contexts contexts and cultural
contexts contexts contexts contexts

14 Language acquisition guide

 Planning a progression of learning

Phase 1 Phase 2 Phase 3 Phase 4 Phase 5 Phase 6

Use basic Use basic Use language Use language Use language Use oratory
vocabulary language accurately accurately accurately and technique
effectively

Simple short Simple texts A limited A range of A range of A wide range

texts range of texts texts texts of texts

Interact in Interact Interact in Engage Engage Engage

simple and in basic rehearsed and actively actively actively
rehearsed rehearsed unrehearsed
exchanges and some exchanges
unrehearsed
exchanges

Understand Understand Understand Interpret and Analyse and Evaluate and

and respond and respond and respond respond respond respond

Identify and Recognize and Understand Construct Construct Evaluate

recognize understand meaning/ meaning/
interpret analyse

Table 2
Progression along the additional language learning continuum

Language acquisition guide 15

Language acquisition in the MYP

Interdisciplinary learning

Interdisciplinary teaching and learning is grounded in individual subject groups and disciplines, but extends
disciplinary understanding in ways that are:

• integrative—bringing together concepts, methods, or modes of communication from two or more

subject groups, disciplines or established areas of expertise to develop new perspectives
• purposeful—connecting disciplines to solve real-world problems, create products or address
complex issues in ways that would have been unlikely through a single approach.
Interdisciplinary teaching and learning builds a connected curriculum that addresses the developmental
needs of students in the MYP. It prepares students for further academic (inter)disciplinary study and for life
in an increasingly interconnected world.

The MYP uses concepts and contexts as starting points for meaningful integration and transfer of knowledge
across subject groups and disciplines. Fostering interdisciplinary teaching and learning in the MYP (2014)
contains more information, including a detailed process for planning and recording interdisciplinary units.

MYP schools are responsible for engaging students in at least one collaboratively planned
interdisciplinary unit for each year of the programme.

Language acquisition offers many opportunities for interdisciplinary teaching and learning. Possible
interdisciplinary units in this subject group could include inquiries into:

• visual and performing art forms from the culture of the language being studied (arts)
• interactive multimedia products that can be used to communicate linguistic concepts (design)
• sports and games from the culture of the language being studied (physical and health education)
• the interpretation of concepts such as time, place and space in the cultural context of the language
being studied (individuals and societies).
Interdisciplinary learning can take place through large- and small-scale learning engagements. Authentic
interdisciplinary learning often requires critical reflection and detailed collaborative planning. However,
teachers and students can also make interdisciplinary connections through spontaneous learning
experiences and conversations.

All MYP subject group teachers are responsible for developing meaningful ongoing opportunities
for interdisciplinary teaching and learning.

16 Language acquisition guide

Language acquisition in the MYP

MYP projects

The MYP community project (for students in years 3 or 4) and MYP personal project (for students in year 5)
aim to encourage and enable sustained inquiry within a global context that generates new insights and
deeper understanding. In these culminating experiences, students develop confidence as principled,
lifelong learners. They grow in their ability to consider their own learning, communicate effectively and take
pride in their accomplishments.

Courses in language acquisition help students to develop key approaches to learning (ATL) that lead to
success and enjoyment in the MYP projects. In language acquisition, students have important opportunities
to practise ATL skills, especially communication skills. Being able to read for comprehension, and critically,
are essential aspects of language acquisition.

Language acquisition offers many opportunities for learning through action. Language acquisition could
inspire community projects and personal projects that have as their goal:

• to develop a series of language lessons for a self-taught language course for the target language
being studied by the student
• to create an awareness campaign on an issue of personal, local or global significance and to conduct
and communicate the campaign in multiple languages, including the target language being studied
by the student
• to write a storybook and initiate a buddy-reading programme in the target language with younger
learners in the school community
• to create a recipe book that represents the cultural heritage of the target language being studied by
the student.

Language acquisition guide 17

Written and taught curriculum

Requirements

MYP language acquisition is a compulsory component of the MYP in every year of the programme.

It is a requirement that schools provide sustained language learning in at least two languages for each year
of the MYP.

Students must be able to study at least:

• one additional language (or a second language from the language and literature subject
group) sustained across the entire year in each year of the MYP
• the same additional language in each year of the MYP, or achieve a satisfactory proficiency in
phase 4 in order to transfer to another language. (It is up to each individual school to determine
the grade deemed as satisfactory for the transfer to be approved.)

The IB strongly recommends that, wherever possible, students should work towards being multilingual by:

• achieving the objectives for language and literature in both languages

• maintaining and developing their mother tongue by studying it as one of the language options.
Schools must allocate the teaching hours necessary to meet the requirements of MYP language acquisition.

The MYP requires at least 50 hours of teaching time for each subject group in each year of the
programme.

In practice, more time is often necessary to meet subject-group aims and objectives and to provide for the
sustained, concurrent teaching that enables interdisciplinary study.

For students pursuing IB MYP course results that can contribute to the awarding of the IB MYP certificate,
language acquisition courses should include at least 70 teaching hours in each of the final two years of the
programme (MYP year 4 and MYP year 5).

Considering the objectives and standards expected for each phase in MYP language acquisition, more hours
than the minimum figure per year are recommended, though this may vary depending on school location,
student background and whether the additional language studied is also the language of instruction of the
school. (If the language studied is not the language of instruction, schools may need to consider allocating
more time.) Schools must ensure that students are given sufficient time and continuous instruction to
allow them the opportunity to meet the objectives for language acquisition.

The language acquisition course should provide a linguistic and academic challenge for students in order to
give them the best possible educational experience. Students should be given the opportunity to develop
their language skills to their full potential, as well as the possibility of progressing through the phases over
the course of the MYP.

18 Language acquisition guide

 Requirements

Where there are students for whom the school’s language of instruction and the language studied in the
language acquisition course are additional languages, schools should provide an effective strategy to
support language development. Please see the document Learning in a language other than mother tongue
in IB programmes (April 2008) for further information.

In order to establish a course structure and implement the language acquisition subject-group courses in
the school, teachers should use their discretion when determining placement, progression and pathways
for their students.

“Languages carousel” courses

The IB encourages schools to counsel students about their choices for language acquisition courses before
the start of the MYP. Examples of good practice include:

• giving students a placement test to determine in which phase they will continue with language
acquisition from a previous educational experience
• organizing an “Introduction to the MYP” orientation as part of the enrolment process that includes
information about language acquisition courses
• setting up a “languages carousel” in the final year of primary education, during which students can
experience a brief introduction to each language acquisition course offered in the MYP.

If local circumstances require, schools may offer introductory MYP language acquisition courses. If
necessary, the course(s) can be structured as a “languages carousel”, under the following conditions.

• The introductory course(s) can only be offered in MYP year 1.

• The introductory course(s) must in total meet the minimum number of hours required for the
subject group (50 hours).
• Each language in the carousel must have an equal number of teaching hours, and all languages
ideally will be taught concurrently.
• All introductory language courses must conclude before students choose their language
acquisition course for the remainder of the MYP.

After the introductory courses are completed, students must choose one of the languages from the carousel
and continue with that language throughout the programme, or until they demonstrate a satisfactory
proficiency in phase 4 and begin the study of another language.

Language acquisition guide 19

Written and taught curriculum

Planning the language acquisition curriculum

Integrating knowledge, understanding and skills in

language acquisition
IB World Schools are responsible for developing and structuring MYP language acquisition courses that
provide opportunities for students to meet the aims and objectives of the programme. Each school’s
circumstances, including local and national curriculum requirements, determine the organization of
language acquisition within the school.

MYP standards and practices require schools to facilitate and promote collaborative planning for the
purpose of curriculum development and review.

When planning units of work to address the objectives in MYP language acquisition, teachers will need to
detail what students will know (factual knowledge such as grammar rules, topic-specific vocabulary, cultural
facts and artifacts) and what students will understand (conceptual knowledge such as the principles and
big ideas arising from the subject matter studied or the features and processes of language) in order to
communicate in the target language. The concepts become the building blocks students need to transfer
and apply their knowledge and understanding to a variety of contexts, and to communicate this knowledge
and understanding in familiar and unfamiliar situations.

The purposes and targets for learning language engage students in various productive, receptive and
interactive processes of oral, visual and written communication. These processes are often carried out
as interactional and transactional processes, simultaneously rather than as discrete skills. The student is
receiving, constructing, creating and sharing meaning, using language to relate to others, to relate their
experiences to others, as well as to communicate a message. Although teachers may plan and teach the
specific skills separately and explicitly (as organized in the objectives), students will demonstrate their
understanding by applying and using various language processes in combination with each other, and in a
range of authentic situations, such as:

• requesting and providing information

• giving and receiving ideas and opinions
• creating and sharing a suggestion, a solution or a story
• understanding and responding to a message or an idea
• listening to, and discussing, a problem
• viewing and interpreting an idea or issue presented.
In order to meet the language acquisition subject-group objectives, teachers will need to concentrate on
each of the macro-skills of language—listening, speaking, reading, writing and viewing—and to ensure that
units planned provide ample opportunities for students to practise and develop all these skills.

20 Language acquisition guide

 Planning the language acquisition curriculum

Phases
Teaching and learning in the language acquisition subject group is organized in six phases. The phases do
not correspond to particular age groups or MYP years. When planning the language acquisition curriculum,
teachers will need to decide the most suitable phase in which to place individual students or a group of
students, as informed by the achievable exit point for the students and the language learning pathways
available to the students.

It is at the school’s discretion how to group students into the six phases. However, it is essential to consider
first and foremost a reasonable differentiation and manageable combination of proficiencies in one
class. The school should take into account the demands on the teacher to concentrate on the needs of all
the students and to plan appropriate teaching strategies and learning experiences for all. Teachers should
take note of the following recommendations.

• Students should be grouped in no more than two consecutive phases in one class together.
• Students with no prior knowledge of the additional language they wish to study in the MYP should
start in phase 1.
• In most cases, students exiting from phase 4 will have had the equivalent of at least four years of
additional language learning.
• Students should spend time in the phase 5 or 6 language acquisition classroom to develop some of
the foundation skills needed in the language and literature course.
• Phase 6 will not be the typical exit level for most students.
For example:

• beginner students of the language could be grouped in a phase 1 and 2 class together
• intermediate students of the language could be grouped in a phase 2 and 3 class together or a phase 3
and 4 class together
• proficient students could be grouped in a phase 4 and 5 class together or a phase 5 and 6 class
together.
Schools could also decide to offer only phases 2, 4 and 6, or only phases 1, 3 and 5. This will depend on:

• whether the school has a three-, four- or five-year programme, and

• whether the students are beginners in the additional language when they start the MYP.
Teachers may find it helpful to place students in an earlier phase as a transitional step before grouping them
in two broader consecutive phases. For example:

• a number of students follow phase 1 objectives and learning experiences grouped in the class with
phases 2 and 3. After a period of time within the school term or semester, the phase 1 students merge
with the phase 2 and 3 group.
It is possible for a student to exit the programme from any phase based on individual progress and
achievement throughout each school year. Schools should choose the phase that offers the student:

• an academically challenging course

• the most opportunities to achieve in the subject
• the most suitable pathways for further study.

Language acquisition guide 21

Planning the language acquisition curriculum

Placement
Placement is informed by knowledge of the student’s language profile. Schools should create a language
portrait template that students and their families can complete when they join the MYP. This will help
language teachers and all teachers to know and understand the language background, the language
experience and the language needs of the student. Schools could also design a placement test to determine
the phase and/or the language courses the student will follow at the school. The language portrait could be
the first document collected and collated in a language portfolio.

The language acquisition continuums and the MYP language acquisition global proficiency table (in
this section) are two useful tools for grouping students in their appropriate language courses.

Progression
Once students are grouped in phases, teachers will need to plan and articulate the course vertically to
ensure units of work will enable students to:

• realize the aims of learning the target language

• reach the objectives for the phase
• achieve the proficiency levels required by the phase at the point of exit from the MYP.
The language acquisition continuums will help teachers with this planning and mapping. Teachers should
also consider the vertical mapping created by the school, as well as considerations from other areas of the
curriculum.

Learning experiences that have been formatively assessed using the language acquisition continuums,
and performances of understanding that have been summatively assessed using the assessment
criteria rubrics (in the “Assessed curriculum” section), provide crucial evidence of students’ progress and
achievement.

Pathways
When structuring and planning the course, teachers should keep in mind:

• the options for language learning in the DP, the CP or other further education
• the school’s minimum requirements for progression from school year to school year
• possible progression to MYP language and literature
• MYP certification requirements.
The language acquisition continuums, MYP language acquisition global proficiency table and
assessment criteria rubrics are all important tools when considering these points.

22 Language acquisition guide

 Planning the language acquisition curriculum

Tools to assist in planning the language acquisition

curriculum
The language acquisition continuums, the MYP language acquisition global proficiency table and the
assessment criteria rubrics are essential tools for teachers to use when determining placement, marking
progression and establishing language learning pathways for their students. The diagram below illustrates
at what point in the process of planning, teaching and learning, and assessment these decisions will be
made, and the tools that will be most helpful for teachers to use.

tea
ch
g Continuums
in

in
nn

gan
pla

Determining Marking

d le
placement progression

arning

MYP global Assessment

proficiency criteria rubrics

table

Establishing
pathways

assessing

Figure 2
Tools to assist in planning the language acquisition curriculum

Language acquisition guide 23

Planning the language acquisition curriculum

MYP language acquisition global proficiency table

The purpose of the MYP language acquisition global proficiency table (see Table 3 below) is to provide
teachers with statements indicating the competencies expected of students in each phase of the MYP
language acquisition subject group. The table provides six holistic statements describing a student’s
achievement against the course objectives towards being an emergent communicator, a capable
communicator and a proficient communicator. The characteristics of a communicator in each phase of the
course are described through a statement explaining what the student should be able to do by the end of
the phase.

The MYP language acquisition global proficiency table is both a reference and a tool. It states the language
acquired in a broad sense and can help teachers:

• to determine the possible language acquisition course groupings for each year of the MYP
• to identify in which phase a student or a group of students should commence their MYP language
acquisition course
• to identify a realistic exit phase for a student or a group of students by the final year of the MYP
(whether the school is offering a three-, four- or five-year programme), taking into consideration each
school’s unique context and structure
• to interpret and report on students’ achievements in their language acquisition course:
–– at the end of a phase or MYP year
–– on completion of the MYP
–– when transferring to or from another school or programme.
When devising the MYP language acquisition global proficiency table, the following international standards
were used as reference points.

• Council of Europe. 2001. Common European Framework of Reference for Languages: Learning, Teaching,
Assessment.
• American Council on the Teaching of Foreign Languages. 2011. Standards for Foreign Language Learning
in the 21st Century.

24 Language acquisition guide

 Emergent communicator Capable communicator Proficient communicator

Phase 1 Phase 2 Phase 3 Phase 4 Phase 5 Phase 6

Emergent communicators Emergent communicators Capable communicators Capable communicators Proficient communicators Proficient communicators
in phase 1 understand in phase 2 understand in phase 3 understand in phase 4 understand and in phase 5 analyse specific in phase 6 evaluate the
and respond to simple and respond to simple and respond to a limited respond to a variety of information, ideas, opinions important information, details
phrases, statements spoken and written variety of spoken and spoken and written texts. and attitudes presented and ideas presented in spoken,
and questions. They texts. They identify written texts. They They interpret specific in oral, visual and written written and visual language
identify basic messages, messages, facts, opinions, understand specific information, main ideas language. They draw in social and academic

Language acquisition guide

facts, opinions, feelings feelings and ideas information, main and some detail presented conclusions, infer information contexts. They analyse the
and ideas presented presented in oral, visual ideas and some detail in complex oral, visual and and recognize implied information, draw conclusions
in oral, visual and and written language, presented in oral, visual written language, draw opinions and attitudes. and make inferences about
written language, and and demonstrate their and written language, conclusions and recognize They respond and react to ideas, opinions and attitudes
demonstrate their comprehension in and demonstrate their implied opinions and attitudes questions and ideas in a range implied in a wide range of
comprehension in short oral and written comprehension in a in texts read and viewed. of spoken, visual and written spoken, visual and written
simple oral and written form. They interact to limited range of oral They engage in conversation texts. They engage actively texts. They engage actively
phrases. They convey share information in a and written forms. They and write structured text in conversations in social and in conversations in social
basic information in limited range of familiar engage in conversation to share informative and some academic situations and academic situations
a limited range of situations, using basic and write structured text organized ideas on topics to contribute substantial to contribute substantial
everyday situations, language appropriate to express their ideas, of personal interest and information containing information and give detailed
using oral and written to a limited range of opinions and experiences global significance, in a relevant and focused ideas analysis and explanation.
language appropriate to interpersonal and cultural in a range of familiar range of interpersonal and supported by examples and They organize information
a very limited range of contexts. They are aware and some unfamiliar cultural contexts. They can illustrations. They organize and ideas logically and
interpersonal and cultural that language varies situations, in a limited communicate substantial information and ideas into a effectively to communicate
contexts. They begin to according to purpose and range of interpersonal information containing clear and effective structure to their understanding, opinions
be aware that language audience. and cultural contexts. relevant and developed ideas express their understanding and perspectives to a wide
use is connected to a They understand that and justified opinions on and opinions on topics of range of audiences, and for a
purpose and an audience. they can speak and write events, experiences and some personal interest and global variety of social and academic
in different ways for concepts explored in class. significance. They interpret purposes.
different purposes and They identify aspects of format and are able to adapt aspects
audiences. and style, and speak and write of format, register and style of
with a clear sense of audience language.
and purpose.

Table 3
MYP language acquisition global proficiency table

25
Planning the language acquisition curriculum
Planning the language acquisition curriculum

Language acquisition continuums

The IB recognizes that students in IB World Schools have rich, complex and diverse language profiles. They
come to the MYP with a range and variety of language learning experiences. Students may:

• already have knowledge of another language and skills for language learning that they bring to the
classroom
• have studied the additional language in their PYP or other primary curriculum and wish to continue
studying the same language
• have studied an additional language in their PYP or other primary curriculum but wish to commence
the study of another additional language
• be learning in the MYP in a country where the target language is the host language but not the first
language of the student
• be learning in the MYP where the medium of instruction at school is the second or third language of
the student
• have no previous experience of learning another language prior to starting in the MYP
• have lived in a country where the target language was spoken prior to joining the MYP
• have started in the MYP in a later year (MYP year 2, 3 or 4) and be commencing a new language or
continuing with another language studied previously
• have an identified learning support requirement and require special consideration for their language
learning.

Continuums as a tool for planning and monitoring

progress
Continuums provide visual representations of developmental stages of
learning, and can be very useful for teachers and students when applied to
skills development. They show a progression of achievement and can identify
where a student has reached in relation to that learning process.
MYP: From principles into practice (May 2014)
Continuums are useful as:

• a diagnostic tool, to assist teachers in planning language learning experiences and in placement of
students in groups
• a formative assessment tool, to monitor and assess students’ language progress
• a planning tool, to refer to when designing a unit of work.
The continuums make explicit the specific expectations in each area of communication in each phase. They
state the learning targets that can be set for the students to support them to progress to the next phase.
The expectations take into account the limited content, context and proficiency in the target language in
the earlier phases. Learning outcomes and learning experiences should be conceptually and linguistically
appropriate for that phase.

The “evidence” list is not exhaustive, nor is it a prescribed list of operations to be performed and assessed.
They should be used as indicators or examples of suitable evidence to guide planning of teaching strategies

26 Language acquisition guide

 Planning the language acquisition curriculum

and learning experiences in the unit, and through which the appropriate concepts and content will be
taught. They are indicators of the types of actions, behaviours and skills students will demonstrate as
evidence of the knowledge, understanding or skill acquired from the learning experiences.

The developmental phases do not reflect progressions organized by age or year of the MYP. For the reasons
listed previously, a student in MYP year 5 may be studying the target language in phase 1 or in phase 6. The
overall expectation is a generic statement that encapsulates the expected learning in a broad, holistic sense.
This is given in each of the continuum tables that follow in this section.

The three areas of communication (oral, visual and written) are represented by four continuums.

• Listening and speaking

• Viewing and interpreting
• Reading comprehension
• Writing
Oral communication (listening and speaking) is represented on one continuum to emphasize the interactive
and reciprocal aspect of this objective, while still allowing for the tracking of listening as a distinct receptive
skill.

Visual interpretation is represented on one continuum to acknowledge the close connection between
understanding the meaning in visual text and interpreting that meaning to convey ideas or opinions in oral
or written form. The focus for this objective is to construct meaning from visual text that is presented with
spoken and/or written text.

Students’ learning experiences in reading comprehension and writing will involve them in analysing text,
engaging with ideas and opinions in the text, structuring their ideas, responding to—and sharing—ideas
and opinions, whether orally or in written form, as well as reading for enjoyment in the target language.
These two complex skills are represented on separate continuums to facilitate planning and teaching the
specific strategies and techniques, as well as comprehensively tracking the development of these two skills.

Language acquisition guide 27

Planning the language acquisition curriculum

Listening and speaking continuum

Phase One Two Three

Specific The student should be able to: The student should be able to: The student should be able to:
expectations • understand and respond to • understand and respond to • understand and respond to a
for the end of simple, short spoken texts simple spoken texts limited range of spoken texts
the phase • communicate information in • communicate information • communicate information
a limited range of everyday containing relevant ideas containing relevant ideas and
situations and some details in a limited some detail in familiar and
• request and provide range of familiar situations some unfamiliar situations
information in a limited range • request and provide • request and provide
of everyday situations information in a limited information in familiar and
• use language appropriate range of familiar situations some unfamiliar situations
to a very limited range of • use language appropriate • use language appropriate to a
interpersonal and cultural to a limited range of limited range of interpersonal
contexts interpersonal and cultural and cultural contexts, and for
• use some aspects of register contexts a limited range of purposes
in formal and informal oral • use some aspects of register and audiences
communication in formal and informal oral • use appropriate register in
• use basic vocabulary communication formal and informal oral
accurately • use basic language communication
• interact in simple and accurately • use language accurately
rehearsed exchanges • interact in basic • interact in rehearsed and
using comprehensible rehearsed and some unrehearsed exchanges
pronunciation and intonation/ unrehearsed exchanges using comprehensible
correct tone. using comprehensible pronunciation and
pronunciation and intonation/correct tone.
intonation/correct tone.

Evidence This will be evident when the This will be evident when the This will be evident when the
student: student: student:
• follows classroom directions • follows classroom routines • follows multi-step directions
and routines and two-step instructions • listens and speaks in small-
• understands basic phrases and • participates in a dialogue/ group and whole-class
expressions and uses them to role play about a familiar interactions and short talks
interact situation, without the use of • interacts in pair work,
• participates in a dialogue a model information gap and role-play
about an everyday situation • listens and shows activities
using a model understanding of the • picks out main points
• uses gestures, actions, body meaning of a song or a in a story, song, or short
language and/or words to simple story told informational text told
communicate • expresses feelings and • retells a story or event shared
• recognizes some signs and opinions
• uses vocabulary for a specific
symbols • describes personal situation or purpose (an
• names familiar objects, people experiences and exchanges invitation, a telephone call)
and uses words for classroom, ideas about topics of
• uses language to explain,
school and home routines personal interest and
inquire and compare
everyday life
• uses appropriate forms • expresses thoughts, ideas
of address, gestures and • understands phrases and
and opinions in a discussion
greetings expressions for familiar
with others about topics
situations and uses them to
• makes simple statements to of personal interest and
interact
describe family members, pertinent to everyday life
everyday routines • makes a presentation with
• makes a presentation and
the help of a model or
• makes a simple presentation can answer some follow-
questions and can answer
with the help of visual aids up questions posed by the
some simple questions
and a model. audience.
posed by the audience.

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 Planning the language acquisition curriculum

Four Five Six

The student should be able to: The student should be able to: The student should be able to:
• understand, interpret and respond • understand, analyse and respond • understand, analyse, evaluate and
to a range of spoken texts to a range of spoken texts respond to a wide range of spoken
• communicate information, ideas • communicate information, ideas texts
and opinions in familiar and and opinions in social situations • communicate information,
unfamiliar situations and some academic situations ideas and opinions in social and
• request and provide information in • request and provide information in academic situations
a range of spoken contexts a range of spoken contexts • request and provide information in
• use language appropriate to a • use language appropriate to a a wide range of spoken contexts
range of spoken interpersonal and range of spoken interpersonal and • use language appropriate to a wide
cultural contexts, and for a range of cultural contexts, and for a range of range of spoken interpersonal and
purposes and audiences purposes and audiences cultural contexts, and for a wide
• use appropriate register in formal • use appropriate register in formal range of purposes and audiences
and informal oral communication and informal oral communication • use appropriate register in formal
• use language accurately • use language accurately and and informal oral communication
• engage actively in oral effectively • understand and use appropriate
production using comprehensible • engage actively in oral oratory technique
pronunciation and intonation/ production using comprehensible • engage actively in oral
correct tone. pronunciation and intonation/ production using comprehensible
correct tone. pronunciation and intonation/
correct tone.

This will be evident when the student: This will be evident when the student: This will be evident when the student:
• follows main points in an • follows main points in • understands main points and some
announcement announcements, news reports, talk details in TV shows, documentaries,
• listens to others responsively by shows or advertisements news reports, announcements and
asking questions about some • listens to a variety of sources for advertisements heard
concrete and abstract topics pleasure and information, and • interacts comfortably
• listens to a story told and shows shows understanding by reporting • participates in a debate
understanding by anticipating or back, summarizing and interpreting
• listens to others critically and asks
predicting events and ideas what was heard
questions
• expresses and defends a point of • uses idiomatic and some colloquial
• uses language to inform, entertain
view expressions
and influence others about topics
• begins to paraphrase and • listens to text read or viewed, related to personal interest and
summarize makes inferences and draws global significance
conclusions about events and ideas
• verbalizes thinking and explains • uses idiomatic, colloquial and
related to topics of personal and
reasons for a story or information formal language as the purpose
global significance
heard about topics of personal and and audience require
some of global significance • participates in a discussion,
• follows a lecture or a presentation
individual or group presentation
• gives a talk or presentation to and summarizes, makes notes and
and shares ideas, reflections and
small and large groups (about a restructures information
opinions with the audience.
book read or a film watched) and • watches a film and synthesizes
answers unprepared questions ideas and perspectives presented.
posed by the audience.

Language acquisition guide 29

Planning the language acquisition curriculum

Viewing and interpreting continuum

Phase One Two Three

Specific The student should be able to: The student should be able to: The student should be able to:
expectations • identify basic messages • understand messages • understand information
for the end of presented in simple visual presented in visual texts presented in visual texts
the phase texts • understand main ideas and • understand main ideas and
• identify main ideas and supporting details in visual supporting details, and draw
supporting details in simple texts presented with spoken conclusions from visual texts
visual texts presented with and/or written text presented with spoken and/
spoken and/or written text • understand specific or written text
• identify specific information, information, ideas, opinions • understand specific
ideas, opinions and attitudes, and attitudes, presented in information, ideas, opinions
presented in simple visual visual texts with spoken and/ and attitudes, presented in
texts with spoken and/or or written text visual texts with spoken and/
written text • recognize visual conventions or written text
• recognize basic visual used in texts • understand visual
conventions used in texts • understand and respond to conventions used in texts
• understand and respond to simple visual texts. • understand and respond to a
simple visual texts. limited range of visual texts.

Evidence This will be evident when the This will be evident when the This will be evident when the
student: student: student:
• uses images to help make • uses images to help make • uses images to help make
meaning of oral and/or meaning of oral and/or meaning of oral and/or
written text written text written text
• makes simple interpretations • makes simple interpretations • make links between the
of the meaning and purpose of the meaning and purpose images and the purpose of
of visual texts (for example, of various print-based, digital the text
signs, posters, picture books, and electronic texts (for • identifies some of the
websites) on familiar topics, example, cartoons, simple features of the text chosen
illustrations with oral and advertisements) for a purpose
written text messages • lists some features of the • finds his or her own
• lists some features of the visual text (for example, examples to share
visual text (for example, colour, text layout, sound understanding
colour, text layout, sound effects, shape, sequence)
• understands meaning of
effects) • finds his or her own examples informational texts using
• finds his or her own examples to share understanding. visual images (for example,
to share understanding. in brochures, news items,
posters) and explains the
effect and purpose of the
visual elements
• identifies a point of view in
the text.

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 Planning the language acquisition curriculum

Four Five Six

The student should be able to: The student should be able to: The student should be able to:
• construct meaning from • analyse information presented in • evaluate information presented in
information presented in visual visual texts visual texts
texts • analyse main ideas and supporting • evaluate main ideas and supporting
• construct meaning from main details, and draw conclusions from details, and draw conclusions from
ideas and supporting details, and visual texts presented with spoken visual texts presented with spoken
draw conclusions from visual texts and/or written text and/or written text
presented with spoken and/or • analyse specific information, ideas, • evaluate specific information, ideas,
written text opinions and attitudes, presented opinions and attitudes, presented
• interpret specific information, in visual texts with spoken and/or in visual texts with spoken and/or
ideas, opinions and attitudes, written text written text
presented in visual texts with • analyse visual conventions used in • evaluate visual conventions used
spoken and/or written text texts in texts
• interpret visual conventions used • understand, analyse and respond • understand, analyse, evaluate and
in texts to a range of visual texts. respond to a wide range of visual
• understand, interpret and respond texts.
to a range of visual texts.

This will be evident when the student: This will be evident when the student: This will be evident when the student:
• uses images to help make meaning • uses images to help make meaning • uses images to help make meaning
of oral and/or written text of oral and/or written text of oral and/or written text
• explains why some of the features • views critically and explains why • finds some of his or her own
of the text have been chosen for a some visual texts are effective examples to share understanding
particular purpose and audience, and others not (for example, in by explaining the effect and
and explains how the conventions advertising, posters, newspaper meaning
used influence our attitude and reports) • shares cultural perspectives and
opinions (for example, in photos • explores how the conventions used explores stereotypes presented in
with text, news reports with in visual texts create literal and visual texts with written and oral
images, excerpts of films, websites) symbolic meaning text
• finds his or her own examples to • finds his or her own examples to • discusses a wide range of visual
share understanding share understanding by describing language formats, why they were
• makes inferences from explicit and the effect and meaning. created and the conventions the
implicit information. creator used
• discusses possible overt and
subliminal messages.

Language acquisition guide 31

Planning the language acquisition curriculum

Reading comprehension continuum

Phase One Two Three

Specific The student should be able to: The student should be able to: The student should be able to:
expectations • identify basic facts in simple • understand basic facts in • understand specific
for the end of written texts written texts information, ideas, opinions
the phase • identify main ideas and • understand main ideas and and attitudes, presented in
supporting details in written supporting details, and written texts
texts draw some conclusions from • understand main ideas and
• recognize basic aspects of written texts supporting details, and draw
format and style • recognize basic aspects of conclusions from written
format and style texts
• understand and respond to
simple written texts. • understand and respond to • understand aspects of format
simple written texts. and style in texts
• understand and respond to a
limited range of written texts.

Evidence This will be evident when the This will be evident when the This will be evident when the
student: student: student:
• shows an understanding of • shows an understanding of • shows an understanding of
short simple texts by reading simple texts by reading and a limited range of texts by
and responding to questions responding to questions or reading and responding to
or completing activities completing activities about questions or completing
about the texts the texts activities about the texts
• maybe needs to read • reads text and, for example, • reads text and, for example,
multiple times classifies, describes, explains, gives examples, explains,
• reads text and, for example, sequences, gives examples illustrates, interprets,
lists, defines, labels, draws, • reads text of 400–500 words compares, retells
locates, selects, matches, and answers questions about • reads text of 600–700 words
states information main ideas and supporting and understands specific
• reads text of 200–300 details. information, ideas, opinions
words and answers simple and attitudes.
questions about it.

32 Language acquisition guide

 Planning the language acquisition curriculum

Four Five Six

The student should be able to: The student should be able to: The student should be able to:
• interpret specific information, • analyse specific information, ideas, • evaluate specific information, ideas,
ideas, opinions and attitudes, opinions and attitudes, presented opinions and attitudes, presented
presented in written texts in written texts in written texts
• interpret main ideas and • analyse main ideas and supporting • evaluate main ideas and supporting
supporting details, and draw details, and draw conclusions from details, and draw conclusions from
conclusions from written texts written texts written texts
• interpret aspects of format and • analyse aspects of format and style • evaluate aspects of format and
style in written texts in written texts style in written texts
• understand, interpret and respond • understand, analyse and respond • understand, analyse, evaluate and
to a range of written texts. to a range of written texts. respond to a wide range of written
texts.

This will be evident when the student: This will be evident when the student: This will be evident when the student:
• shows an understanding of a range • shows an understanding of a range • shows an understanding of a
of texts by reading and responding of texts by reading and responding wide range of texts by reading
to questions or completing to questions or completing and responding to questions or
activities about the texts activities about the texts completing activities about the
• reads texts and, for example, • reads texts and, for example, breaks texts
paraphrases, summarizes, restates, down, compares and contrasts, • reads texts and, for example,
predicts, interprets, illustrates, deduces, infers, illustrates, selects, criticizes, argues,
reports, concludes reorganizes, distinguishes concludes, decides, evaluates,
• reads text of 800–900 words and • reads text of 900–1,000 words and judges, justifies
interprets specific information, analyses main ideas, opinions and • reads text of 1,300–1,500 words
ideas, opinions and attitudes. attitudes, and details in the text and evaluates specific information,
• lists and explains the effect of the ideas, opinions and attitudes.
use of various stylistic devices or
literary features in the text.

Language acquisition guide 33

Planning the language acquisition curriculum

Writing continuum
Phase One Two Three

Specific The student should be able to: The student should be able to: The student should be able to:
expectations • communicate information in • communicate information • communicate information
for the end of a limited range of everyday containing relevant ideas containing relevant ideas and
the phase situations and some details in a limited some details in familiar and
• request and provide range of familiar situations some unfamiliar situations
information in a limited range • request and provide • request and provide
of everyday situations information in a limited range information in familiar and
• use language appropriate of familiar situations some unfamiliar situations
to a very limited range of • use language appropriate • use language appropriate
interpersonal and cultural to a limited range of to a limited range of
contexts interpersonal and cultural interpersonal and cultural
• understand and use basic contexts contexts, and for a limited
language conventions • understand and use basic range of purposes and
accurately language conventions audiences
• use some aspects of register accurately • understand and use
in formal and informal • use some aspects of register language conventions
written communication. in formal and informal accurately
written communication. • use appropriate register in
formal and informal written
communication.

Evidence This will be evident when the This will be evident when the This will be evident when the
student: student: student:
• writes 100–150 words • writes 100–150 words • writes 200–250 words
• writes simple phrases and • writes a dialogue/role play • writes short narratives or
sentences about an everyday about a familiar situation, recounts
situation using a model with and without a writing • keeps a journal or diary
• labels familiar objects, frame or model
• expresses thoughts, ideas
people and writes words for • expresses feelings and and opinions about topics
classroom, school and home opinions in writing in simple of personal interest and
routines format such as postcard, pertinent to everyday life.
• makes simple statements to letter, email
describe family members, • describes personal
everyday routines. experiences and ideas about
topics of personal interest
and everyday life.

34 Language acquisition guide

 Planning the language acquisition curriculum

Four Five Six

The student should be able to: The student should be able to: The student should be able to:
• communicate information, ideas • communicate information, ideas • communicate information,
and opinions in familiar and and opinions in social situations ideas and opinions in social and
unfamiliar situations and some academic situations academic situations
• request and provide information in • request and provide information in • request and provide information in
a range of written contexts a range of written contexts a wide range of written contexts
• use language appropriate to a • use language appropriate to a • use language appropriate to a wide
range of interpersonal and cultural range of interpersonal and cultural range of interpersonal and cultural
contexts, and for a range of contexts, and for a range of contexts, and for a wide range of
purposes and audiences purposes and audiences purposes and audiences
• understand and use language • understand and use language • understand and use language
conventions accurately conventions accurately and conventions accurately, effectively
• use appropriate register in effectively in writing and creatively in writing
formal and informal written • use appropriate register in • use appropriate register in
communication. formal and informal written formal and informal written
communication. communication.

This will be evident when the student: This will be evident when the student: This will be evident when the student:
• writes 200–250 words • writes 300–400 words • writes 300–400 words
• writes a book report, a review • writes a simple discursive or • understands elements of a story
or a simple cause–effect essay, expository essay with the help of a and writes his or her own
newspaper article writing frame or model • writes various types of essays
• expresses thoughts and explains • writes about events and ideas with the help of a writing frame or
reasons about topics of personal related to topics of personal and model
and some of global significance global significance • writes to inform, entertain and
• writes a formal letter. • writes a formal letter (for example, influence others about topics
to an editor). related to personal interest and
global significance.

Language acquisition guide 35

Written and taught curriculum

Teaching and learning through inquiry

Inquiry, in the broadest sense, is the process that is used to move to deeper levels of understanding. Inquiry
involves speculating, exploring, questioning and connecting. In all IB programmes, inquiry develops
curiosity and promotes critical and creative thinking.

The MYP structures sustained inquiry in language acquisition by developing conceptual understanding
in global contexts. Teachers and students develop a statement of inquiry and use inquiry questions
to explore the subject. Through their inquiry, students develop specific interdisciplinary and disciplinary
approaches to learning skills.

Students will be able to interact and transact in the target language when they have a command of
the grammar and vocabulary specific to a topic or situation, and an understanding of how language
works in context. Conceptual, factual and procedural knowledge are all essential to the process of
acquiring language.

Conceptual understanding
A concept is a “big idea”—a principle or notion that is enduring, the significance of which goes beyond
particular origins, subject matter or place in time. Concepts represent the vehicle for students’ inquiry
into the issues and ideas of personal, local and global significance, providing the means by which they can
explore the essence of language acquisition.

Concepts have an important place in the structure of knowledge that requires students and teachers to
think with increasing complexity as they organize and relate facts and topics.

Concepts express understanding that students take with them into lifelong adventures of learning. They
help students to develop principles, generalizations and theories. Students use conceptual understanding
as they solve problems, analyse issues, and evaluate decisions that can have an impact on themselves, their
communities and the wider world.

In the MYP, conceptual understanding is framed by prescribed key and related concepts. Teachers
must use these concepts to develop the curriculum. Schools may identify and develop additional
concepts to meet local circumstances and curriculum requirements.

Key concepts
Key concepts promote the development of a broad curriculum. They represent big ideas that are both
relevant within and across disciplines and subjects. Inquiry into key concepts can facilitate connections
between and among:

• courses within the language acquisition subject group (intradisciplinary learning)

• other subject groups (interdisciplinary learning).

36 Language acquisition guide

 Teaching and learning through inquiry

Table 4 lists the key concepts to be explored across the MYP. The key concepts contributed by the study of
language acquisition are communication, connections, creativity and culture.

Aesthetics Change Communication Communities

Connections Creativity Culture Development

Form Global interactions Identity Logic

Perspective Relationships Systems Time, place and space

Table 4
MYP key concepts

These key concepts provide a framework for language acquisition, informing units of work and helping to
organize teaching and learning.

Communication
Communication is the exchange or transfer of signals, facts, ideas and symbols. It requires a sender, a
message and an intended receiver. Communication involves the activity of conveying information or
meaning. Effective communication requires a common “language” (which may be written, spoken or non-
verbal).

Through the exploration of language and the process of learning language, we exchange, express and
transform information, facts, ideas, meanings and opinions. Communication is the basis of what makes us
human and bridges communities across the globe; it is the essence of this discipline.

Connections
Connections are links, bonds and relationships among people, objects, organisms or ideas.

Linguistic and literary connections exist across time, cultures and across oral, visual and written texts. This
concept is central to the study of language and allows for the exploration of language, applying knowledge
of, and about, the language, and relationships between text, creator and audience.

Creativity
Creativity is the process of generating novel ideas and considering existing ideas from new perspectives.
Creativity includes the ability to recognize the value of ideas when developing innovative responses to
problems; it may be evident in process as well as outcomes, products or solutions.

Creativity is nurtured through the process of learning language as this process involves us in divergent
thinking, applying ideas, taking risks and expressing ourselves in order to relate to, and interact with, the
world.

Culture
Culture encompasses a range of learned and shared beliefs, values, interests, attitudes, products, ways of
knowing and patterns of behaviour created by human communities. The concept of culture is dynamic and
organic.

Learning the language of a community provides opportunities to embrace diversity, to interact with
sensitivity and empathy, and to participate in meaningful global interactions, which in turn develops
sociocultural competence and intercultural awareness leading to international-mindedness.

Other key concepts can also be important in language acquisition, including identity, perspective, form,
time, place and space.

Language acquisition guide 37

Teaching and learning through inquiry

Related concepts
Related concepts promote deep learning. They are grounded in specific disciplines and are useful for
exploring key concepts in greater detail. Inquiry into related concepts helps students develop more complex
and sophisticated conceptual understanding. Related concepts may arise from the subject matter of a unit
or the craft of a subject—its features and processes.

Table 5 lists related concepts for the study of language acquisition. Teachers are not limited to the related
concepts listed in this chart and may choose others when planning units, including from other subject
groups.

Phases 1–2

Accent Audience Context Conventions Form Function

Meaning Message Patterns Purpose Structure Word choice

Phases 3–4

Audience Context Conventions Empathy Function Idiom

Meaning Message Structure Point of view Purpose Word choice

Phases 5–6

Argument Audience Bias Context Empathy Idiom

Inference Point of view Purpose Stylistic Theme Voice

choices

Table 5
Related concepts in language acquisition

The appendix contains a glossary of these related concepts for language acquisition.

Global contexts for teaching and learning

Global contexts direct learning towards independent and shared inquiry into our common humanity and
shared guardianship of the planet. Using the world as the broadest context for learning, MYP language
acquisition can develop meaningful explorations of:

• identities and relationships

• orientation in space and time
• personal and cultural expression
• scientific and technical innovation
• globalization and sustainability
• fairness and development

Teachers must identify one of these global contexts for teaching and learning, or develop additional
contexts that help students explore the relevance of their inquiry (why it matters).

38 Language acquisition guide

 Teaching and learning through inquiry

Many inquiries into language acquisition concepts naturally focus on personal and cultural expression,
and identities and relationships. However, courses in this subject group should, over time, offer students
multiple opportunities to explore all MYP global contexts in relation to the aims and objectives of the
subject group.

Statement of inquiry
Statements of inquiry set conceptual understanding in a global context in order to frame classroom inquiry
and direct purposeful learning. Table 6 shows some possible statements of inquiry for MYP language
acquisition units.

Statement of inquiry Key concept Possible project/study

Related concepts
Global context

Myths, legends and folk tales • Connections Myths, legends and folk tales
connect people across the • Theme, point of view, unit
world, using universal themes empathy
that express traditions, beliefs
• Identities and relationships
and values.

Poetry and song are forms of • Creativity Poetry and song unit
creative expression that reflect • Form, meaning, patterns
personal, social and cultural
• Personal and cultural
experiences over time.
expression

Persuasive texts, for example, • Communication Advertising or media unit

in marketing and politics, use • Bias, form, function
language intended to influence
• Personal and cultural
our behaviour and decisions.
expression

Language plays an important • Connections Ecotourism unit

role in promoting sustainable • Point of view, function,
and eco-friendly forms of context, message
tourism, and is the key to
• Globalization and
working collaboratively on
sustainability
efforts to reduce the negative
effects of traditional tourism.

The language spoken in the • Culture Language skills focus unit

street reflects the dynamic social • Idiom, patterns, meaning
environments in which people
• Orientation in space and
make themselves understood.
time

Table 6
Example statements of inquiry

Language acquisition guide 39

Teaching and learning through inquiry

Inquiry questions
Teachers and students use statements of inquiry to help them identify factual, conceptual and debatable
inquiry questions. Inquiry questions give direction to teaching and learning, and they help to organize and
sequence learning experiences.

Table 7 shows some possible inquiry questions for MYP language acquisition units.

Factual questions: Conceptual questions: Debatable questions:

Remembering facts and topics Analysing big ideas Evaluating perspectives and
developing theories

• What are some elements • What can I learn from a • Are myths universally true?
common to myths, myth? • How do advertisements
legends and folk tales? • How can we be influence our behaviour
• What are the features of a persuaded? and decisions?
successful advertisement? • How can I relate to this • To what extent can my
• What does this personal narrative? personal narrative interest
narrative communicate? • How does street language someone else?
• How much slang is there evolve? • What place does street
in my language, and how language have in society?
acceptable is its usage?

Table 7
Examples of factual, conceptual and debatable questions

Approaches to learning
All MYP units of work offer opportunities for students to develop and practise approaches to learning
(ATL) skills. These skills provide valuable support for students working to meet the subject-group aims and
objectives.

ATL skills are grouped into five categories that span the IB continuum of international education. IB
programmes identify discrete skills in each category that can be introduced, practised and consolidated in
the classroom and beyond.

While ATL skills are relevant across all MYP subject groups, teachers may also identify ATL skill indicators
especially relevant for, or unique to, a particular subject group or course.

Table 8 suggests some of the indicators that can be important in language acquisition.

40 Language acquisition guide

 Teaching and learning through inquiry

Category Skill indicator

Thinking skills • Interpret data.

• Use brainstorming and visual diagrams to generate new ideas and
inquiries.
• Create original works and ideas; use existing works and ideas in new
ways.

Social skills • Practise empathy.

• Use social media networks appropriately to build and develop
relationships.

Communication skills • Use a range of speaking techniques to communicate with a variety of

audiences.
• Use appropriate forms of writing for different purposes and
audiences.
• Read a variety of sources for information and for pleasure.

Self-management skills • Use appropriate strategies for organizing complex information.

• Understand and use sensory learning preferences (learning styles).

Research skills • Use memory techniques to develop long-term memory.

• Seek a range of perspectives from multiple and varied sources.
• Communicate information and ideas effectively to multiple
audiences using a variety of media and formats.

Table 8
Examples of language acquisition-specific skill indicators

Well-designed learning engagements and assessments provide rich opportunities for students to practise
and demonstrate ATL skills. Each MYP unit explicitly identifies ATL skills around which teaching and learning
can focus, and through which students can authentically demonstrate what they are able to do. Formative
assessments provide important feedback for developing discrete skills, and many ATL skills support students
as they demonstrate their achievements in summative assessments of subject-group objectives.

Table 9 lists some specific ATL skills that students can demonstrate through performances of understanding
in language acquisition.

Approaches to learning

Communication (communication): Read critically and for comprehension.

Thinking (creative thinking): Create original works and ideas.

Table 9
Examples of language acquisition demonstrations of ATL skills

Language acquisition guide 41

Written and taught curriculum

Subject-specific guidance

The languages offered by the school for study in this subject group may be modern languages or classical
languages. If offering a classical language, sign language or revival/heritage language, please refer to the
joint publications for these three language courses.

The language acquisition course should:

• engage a student in the study of many aspects of the language and culture of a community
• develop students’ language; specifically their reading, writing, listening, speaking and critical literacy
skills
• provide a linguistic and academic challenge for students in order to give them the best possible
educational experience and develop their language skills to their full potential
• offer a study of a wide range of text types, writing styles and techniques. In the later phases
(phases 4–6), text types should be literary and non-literary.
–– Literary texts can be visual, written or spoken, contemporary or traditional; they should use
language in aesthetic, imaginative and engaging ways—to entertain, to evoke empathy, to
express cultural identity and to reflect on ideas and issues.
–– Non-literary texts can be visual, written or spoken, contemporary or traditional; they should
use language in precise and accurate ways to inform, to transact, to report on ideas, events
and issues, to explain, analyse, argue, persuade and express an opinion. A non-literary text can
be, for example, an advertisement; an opinion column; an extract from an essay; an electronic
text (such as social networking sites, blogs); a brochure (such as a public information leaflet); an
extract from a memoir, diary or other autobiographical text.

Designing formative and summative assessment tasks

In addition to the learning experiences suggested in the continuums, formative and summative tasks should
provide students and teachers with feedback on development of the specific skills objectives and concepts
in language acquisition. Table 10 gives suggested task types and guidelines for designing assessment tasks
to assess progress and achievement of the four objectives in language acquisition.

42 Language acquisition guide

 Task type Objective Phase 1 Phase 2 Phase 3 Phase 4 Phase 5 Phase 6

A comprehension Can be used to All questions and All questions and All questions and All questions and All questions and All questions and
task comprising assess objective A answers may be answers may be answers must answers must answers must answers must
spoken and visual in mother tongue, in mother tongue, be in the target be in the target be in the target be in the target
text in the target language of language of language. language. language. language.
language with instruction or the instruction or the
questions relating target language. target language.

Language acquisition guide

to both

A comprehension Can be used to Text length should Text length should Text length should Text length should Text length should Text length should
task comprising assess objective B be between 200 be between 400 be between 600 be between 800 be between 900 be between 1,300
written and visual and 300 words. and 500 words. and 700 words. and 900 words. and 1,000 words. and 1,500 words.
text in the target
All questions and All questions and All questions and All questions and All questions and All questions and
language with
answers may be answers may be answers must answers must answers must answers must
questions relating
in mother tongue, in mother tongue, be in the target be in the target be in the target be in the target
to both
language of language of language. language. language. language.
instruction or the instruction or the
target language. target language.

An interactive Can be used to 1½–2 minutes 2–3 minutes 3–4 minutes 3–4 minutes 4–5 minutes 4–5 minutes

oral task (the assess objectives
number of C and D
minutes indicates
expected student
speaking time)

A writing task Can be used to Writing piece Writing piece Writing piece Writing piece Writing piece Writing piece
assess objectives must be must be must be must be must be must be
C and D between 100 and between 100 and between 200 and between 200 and between 300 and between 300 and
150 words. 150 words. 250 words. 250 words. 400 words. 400 words.

Table 10

43
Subject-specific guidance

Suggested task types and guidelines for designing assessment tasks

Subject-specific guidance

Character and non-Roman alphabetical languages

These notes provide specific guidance for teachers of character and non-Roman alphabetical languages
being studied in the language acquisition subject group. While it is not possible to provide a complete list of
all languages in these two categories that are available for study in the MYP, languages currently studied by
MYP students that fall into these categories include, but are not limited to, the following.

Arabic Khmer

Chinese Korean

Hebrew Russian

Hindi Thai

Japanese Urdu

All languages in the language acquisition subject group share the same aims, broad objectives and
assessment criteria. The information in this section must be used in conjunction with the framework
for teaching and learning in language acquisition, as well as all the requirements set for the language
acquisition subject group, as outlined in this guide. The modifications made do not constitute an exemption
from any requirements or guidelines set for Roman alphabetical languages.

The following specific features of character and non-Roman languages have been identified as a rationale
for the modifications. Teachers of these languages may choose to apply these modifications, as appropriate
or necessary, depending on the context in which these languages are learned.

• The language has a writing system that is alphabetical but non-Roman and therefore requires students
to learn to write and read a new alphabet.
• The language has a writing system that uses symbols for consonants and vowels (syllabic) or uses
symbols for concepts or ideas (ideographic) and therefore requires students to learn to write and read
a new script and may involve different reading processes.
• The language is tonal: different tones distinguish different meanings. Accuracy of tone to distinguish
meaning requires more specific attention and a longer amount of time to master.

Modifications
Students need more time to become proficient in character and non-Roman languages, particularly if
the student’s first language is a Roman alphabetical language. Teachers are able to make the following
modifications to the objectives and assessment criteria.

B Comprehending written and visual text

In the strand referring to understanding and responding to written texts, the use of a transliteration/
Romanization guide, such as the Chinese “Pinyin” system, is supported up to and including phase 3, and for
Japanese Romaji, in phase 1 only.

The number of characters students are expected to read and comprehend has been modified. Please refer
to Table 11 in this section.

44 Language acquisition guide

 Subject-specific guidance

C Communicating in response to spoken and/or written and/or

visual text
In the strand referring to the use of comprehensible pronunciation and intonation, for tonal languages
“intonation” is replaced by “correct tone”.

D Using language in spoken and/or written form

The number of characters students are expected to write has been modified. Please refer to Table 12 in this
section.

Equivalency tables
Phase Roman Chinese Korean Japanese Non-Roman
alphabetical language language language alphabetical
languages and languages
Arabic

1 200–300 words 150–250 200–300 100–200 80–240 words

characters characters characters

2 400–500 250–400 400–500 200–350 240–400

3 600–700 400–600 550–600 350–500 400–560

4 800–900 600–700 650–750 600–700 560–720

5 900–1,000 700–850 800–900 700–800 720–800

6 1,300–1,500 850–1,000 950–1,000 800–1,000 800–900

Table 11
MYP language acquisition word–character equivalency suggested for length of reading comprehension texts

Phase Roman Chinese Korean Japanese Non-Roman

alphabetical language language language alphabetical
languages and languages
Arabic

1 100–150 words 50–100 130–200 100–200 60–120 words

characters characters characters

2 100–150 100–150 130–200 200–250 80–140

3 200–250 200–250 270–330 250–300 100–160

4 200–250 250–350 270–330 300–400 160–220

5 300–400 350–400 400–530 400–600 220–280

6 300–400 400–500 400–530 600–800 280–400

Table 12
MYP language acquisition word–character equivalency suggested for length of writing tasks

Language acquisition guide 45

Subject-specific guidance

Resources
The choice of resources within a school should reflect the languages and the range of ages and abilities
within that school. Schools also need to ensure that there is:

• an adequate range and number of resources for teachers, as well as students

• a good choice of supplementary materials and “graded readers” in the target language
• a variety of teaching materials from the country/countries where the target language is spoken for use
in the additional language classroom.
The school library has an essential role to play in providing these, and other, resources. As well as providing
up-to-date and appropriate resources for both teachers and students, the school library should provide
opportunities for students to access material to support subject-specific and interdisciplinary units of
work, and to develop information literacy skills. The library is key in providing world literature, information
in different languages, and in providing rich opportunities for students to develop and communicate
their understanding in multimodal and multimedia ways. Information and communication technology
(ICT) should be used, when appropriate, as an important means of expanding students’ knowledge of the
world in which they live, gaining access to a broader range of language resources and as a new channel for
developing skills. All teachers have the responsibility to teach students to use electronic media critically so
that students are aware of the uses and limitations of the data.

Teachers may wish to include the use of one or more of the following ICT applications in their language
acquisition course.

Assistive/adaptive technology Language learning software/CDs

CD-ROMs for research Podcasts/MP3s/audio files

Computer algebra systems Presentations (PowerPoint®, Prezi®)

Databases and spreadsheets Programming languages

Dynamic geometry software Simulations and virtual re-enactments

Games as learning tools/facilitators Subject content-specific software

Graphic display calculators (GDCs) Use of computer-aided design (CAD)

Graphic organizers Video and video editing

Graph plotter software Videoconferencing

Internet search engines to source materials Word processing or desktop publishing

46 Language acquisition guide

Assessed curriculum

Alignment of objectives and assessment criteria

In the MYP, assessment is closely aligned with the written and taught curriculum. Each strand from MYP
language acquisition has a corresponding strand in the assessment criteria for this subject group. Figure 3
illustrates this alignment and the increasingly complex demands for student performance at higher
achievement levels.

Achievement level Level descriptor

0 The student does not reach a standard described by any of the descriptors
below.

D Using language 1–2 The student:

in spoken and/or i.  h as difficulty to write/speak using a basic range of vocabulary,

g r a m m a t i c a l s t r u c t u r e s a n d c o nv e n t i o n s ; w h e n s p e a k i n g ,

written form uses pronunciation and intonation with many errors, making
understanding difficult
At the end of phase 3, students should be able to:
ii. organizes limited information and ideas, and basic cohesive devices
are not used
i. write and/or speak using a range of vocabulary,
grammatical struc tures and conventions; iii. makes minimal use of language to suit the context.
when speaking, use clear pronunciation and
3–4 The student:
intonation
i. writes/speak s using a basic range of vocabular y, grammatical
ii. organize information and ideas and use a range
structures and conventions, with some inappropriate choices; when
of basic cohesive devices
speaking, uses pronunciation and intonation with some errors, some
iii. use language to suit the context. of which make understanding difficult

ii. organizes some information and ideas, and uses a limited range of
basic cohesive devices, not always appropriately

iii. uses language to suit the context to some degree.

5–6 The student:

i. writes/speaks making good use of a basic range of vocabulary,

grammatical structures and conventions, generally accurately;
when speaking, uses pronunciation and intonation with some errors,
though these do not interfere with comprehensibility

ii. organizes information and ideas well, and uses a limited range of
basic cohesive devices accurately

iii.  usually uses language to suit the context.

7–8 The student:

i. writes/speak s ef fectively using a basic range of vocabular y,

grammatical structures and conventions accurately; occasional
errors do not interfere with communication. When speaking,
uses clear pronunciation and excellent intonation, mak ing
communication easy

ii. organizes information and ideas clearly, and uses a range of basic
cohesive devices accurately; there is a logical structure and cohesive
devices add clarity to the message

iii. uses language effectively to suit the context.

Figure 3
Language acquisition objectives and criteria alignment

Language acquisition guide 47

Assessed curriculum

Assessment criteria overview

Assessment for language acquisition in all years of the programme is criterion-related, based on four equally
weighted assessment criteria:

Criterion A Comprehending spoken and visual text Maximum 8

Criterion B Comprehending written and visual text Maximum 8

Criterion C Communicating in response to spoken and/or written and/or visual text Maximum 8

Criterion D Using language in spoken and/or written form Maximum 8

Subject groups must assess all strands of all four assessment criteria at least twice in each year of
the MYP.

In the MYP, subject-group objectives correspond to assessment criteria. Each criterion has eight possible
achievement levels (1–8), divided into four bands that generally represent limited (1–2); adequate (3–4);
substantial (5–6); and excellent (7–8) performance. Each band has its own unique descriptor that teachers
use to make “best-fit” judgments about students’ progress and achievement.

This guide provides the required assessment criteria for phases 1 to 6 of MYP language acquisition.
In response to national or local requirements, schools may add criteria and use additional models of
assessment. Schools must use the appropriate assessment criteria as published in this guide to report
students’ final achievement in the programme.

Teachers clarify the expectations for each summative assessment task with direct reference to these
assessment criteria. Task-specific clarifications should clearly explain what students are expected to know
and do. They might be in the form of:

• a task-specific version of the required assessment criteria

• a face-to-face or virtual classroom discussion
• a detailed task sheet or assignment.

48 Language acquisition guide

Assessed curriculum

Language acquisition assessment criteria: Phase 1

Criterion A: Comprehending spoken and visual text

Maximum: 8
At the end of phase 1, students should be able to:

i. identify basic facts, messages, main ideas and supporting details

ii. recognize basic conventions
iii. engage with the spoken and visual text by identifying ideas, opinions and attitudes and by making a
personal response to the text.

Achievement level Level descriptor

0 The student does not reach a standard described by any of the descriptors
below.

1–2 The student:

i. identifies minimal basic facts, messages, main ideas and supporting
details
ii. has limited awareness of basic conventions
iii. engages minimally with the spoken and visual text by identifying
few ideas, opinions and attitudes; has difficulty making a personal
response to the text.
The student shows limited understanding of the content, context and
concepts of the text as a whole.

3–4 The student:

i. identifies some basic facts, messages, main ideas and supporting
details
ii. has some awareness of basic conventions
iii. engages adequately with the spoken and visual text by identifying
some ideas, opinions and attitudes and by making some personal
response to the text.
The student shows some understanding of the content, context and
concepts of the text as a whole.

Language acquisition guide 49

Language acquisition assessment criteria: Phase 1

Achievement level Level descriptor

5–6 The student:

i. identifies most basic facts, messages, main ideas and supporting
details
ii. has considerable awareness of basic conventions
iii. engages considerably with the spoken and visual text by identifying
most ideas, opinions and attitudes and by making a personal response
to the text.
The student shows considerable understanding of the content, context
and concepts of the text as a whole.

7–8 The student:

i. clearly identifies basic facts, messages, main ideas and supporting
details
ii. has excellent awareness of basic conventions
iii. engages thoroughly with the spoken and visual text by identifying
ideas, opinions and attitudes and by making a personal response to
the text.
The student shows thorough understanding of the content, context and
concepts of the text as a whole.

50 Language acquisition guide

 Language acquisition assessment criteria: Phase 1

Criterion B: Comprehending written and visual text

Maximum: 8
At the end of phase 1, students should be able to:

i. identify basic facts, messages, main ideas and supporting details

ii. recognize basic aspects of format and style, and author’s purpose for writing
iii. engage with the written and visual text by identifying ideas, opinions and attitudes and by making a
personal response to the text.

Achievement level Level descriptor

0 The student does not reach a standard described by any of the descriptors
below.

1–2 The student:

i. identifies minimal basic facts, messages, main ideas and supporting
details
ii. has limited awareness of basic aspects of format and style, and
author’s purpose for writing
iii. engages minimally with the written and visual text by identifying
few ideas, opinions and attitudes; has difficulty making a personal
response to the text.
The student shows limited understanding of the content, context and
concepts of the text as a whole.

3–4 The student:

i. identifies some basic facts, messages, main ideas and supporting
details
ii. has some awareness of basic aspects of format and style, and author’s
purpose for writing
iii. engages adequately with the written and visual text by identifying
some ideas, opinions and attitudes and by making some personal
response to the text.
The student shows some understanding of the content, context and
concepts of the text as a whole.

5–6 The student:

i. identifies most basic facts, messages, main ideas and supporting
details
ii. has considerable awareness of basic aspects of format and style, and
author’s purpose for writing
iii. engages considerably with the written and visual text by identifying
most ideas, opinions and attitudes and by making a personal response
to the text.
The student shows considerable understanding of the content, context
and concepts of the text as a whole.

Language acquisition guide 51

Language acquisition assessment criteria: Phase 1

Achievement level Level descriptor

7–8 The student:

i. clearly identifies basic facts, messages, main ideas and supporting
details
ii. has excellent awareness of basic aspects of format and style, and
author’s purpose for writing
iii. engages thoroughly with the written and visual text by identifying
ideas, opinions and attitudes and by making a personal response to
the text.
The student shows thorough understanding of the content, context and
concepts of the text as a whole.

52 Language acquisition guide

 Language acquisition assessment criteria: Phase 1

Criterion C: Communicating in response to spoken

and/or written and/or visual text
Maximum: 8
At the end of phase 1, students should be able to:

i. respond appropriately to simple short phrases

ii. interact in simple and rehearsed exchanges, using verbal and non-verbal language
iii. use basic phrases to communicate ideas, feelings and information on a variety of aspects of everyday
topics
iv. communicate with a sense of audience.

Achievement level Level descriptor

0 The student does not reach a standard described by any of the descriptors
below.

1–2 The student:

i. makes limited attempt to respond to simple short phrases and basic
information in spoken and/or written and/or visual text; responses are
often inappropriate
ii. interacts minimally in simple and rehearsed exchanges, using verbal
and non-verbal language
iii. uses minimal basic phrases to communicate ideas, feelings and
information on a limited range of aspects of everyday topics
iv. communicates with a limited sense of audience.

3–4 The student:

i. responds to simple short phrases and basic information in spoken
and/or written and/or visual text, though some responses may be
inappropriate
ii. interacts to some degree in simple and rehearsed exchanges, using
verbal and non-verbal language
iii. uses some basic phrases to communicate ideas, feelings and
information on a limited range of aspects of everyday topics
iv. communicates with some sense of audience.

5–6 The student:

i. responds appropriately to simple short phrases and basic information
in spoken and/or written and/or visual text
ii. interacts considerably in simple and rehearsed exchanges, using
verbal and non-verbal language
iii. uses basic phrases to communicate ideas, feelings and information on
some aspects of everyday topics
iv. communicates with a considerable sense of audience.

Language acquisition guide 53

Language acquisition assessment criteria: Phase 1

Achievement level Level descriptor

7–8 The student:

i. responds in detail and appropriately to simple short phrases and
basic information in spoken and/or written and/or visual text
ii. interacts confidently in simple and rehearsed exchanges, using
verbal and non-verbal language
iii. uses basic phrases effectively to communicate ideas, feelings and
information on a variety of aspects of everyday topics
iv. communicates with an excellent sense of audience.

54 Language acquisition guide

 Language acquisition assessment criteria: Phase 1

Criterion D: Using language in spoken and/or

written form
Maximum: 8
At the end of phase 1, students should be able to:

i. write and/or speak using a basic range of vocabulary, grammatical structures and conventions; when
speaking, use clear pronunciation and intonation
ii. organize basic information and use a range of basic cohesive devices
iii. use language to suit the context.

Achievement level Level descriptor

0 The student does not reach a standard described by any of the descriptors
below.

1–2 The student:

i. has difficulty to write/speak using a basic range of vocabulary,
grammatical s truc tures and conventions; when sp eak ing,
uses pronunciation and intonation with many errors, making
understanding difficult
ii. organizes limited basic information, and basic cohesive devices are
not used
iii. makes minimal use of language to suit the context.

3–4 The student:

i. writes/speaks using a basic range of vocabulary, grammatical
structures and conventions, with some inappropriate choices; when
speaking, uses pronunciation and intonation with some errors, some
of which make understanding difficult
ii. organizes some basic information and uses a limited range of basic
cohesive devices, not always appropriately
iii. uses language to suit the context to some degree.

5–6 The student:

i. writes/speaks making good use of a basic range of vocabulary,
grammatical structures and conventions, generally accurately;
when speaking, uses pronunciation and intonation with some errors,
though these do not interfere with comprehensibility
ii. organizes basic information and uses a limited range of basic cohesive
devices accurately
iii. usually uses language to suit the context.

Language acquisition guide 55

Language acquisition assessment criteria: Phase 1

Achievement level Level descriptor

7–8 The student:

i. writes/speaks effectively using a basic range of vocabulary,
grammatical structures and conventions accurately; when speaking,
uses clear pronunciation and excellent intonation, making
communication easy
ii. organizes basic information clearly and uses a range of basic cohesive
devices accurately
iii. uses language effectively to suit the context.

56 Language acquisition guide

Assessed curriculum

Language acquisition assessment criteria: Phase 2

Criterion A: Comprehending spoken and visual text

Maximum: 8
At the end of phase 2, students should be able to:

i. show understanding of messages, main ideas and supporting details

ii. recognize basic conventions
iii. engage with the spoken and visual text by identifying ideas, opinions and attitudes and by making a
personal response to the text.

Achievement level Level descriptor

0 The student does not reach a standard described by any of the descriptors
below.

1–2 The student:

i. shows minimal understanding of messages, main ideas and
supporting details
ii. has limited awareness of basic conventions
iii. engages minimally with the spoken and visual text by identifying
few ideas, opinions and attitudes; has difficulty making a personal
response to the text.
The student shows limited understanding of the content, context and
concepts of the text as a whole.

3–4 The student:

i. shows some understanding of messages, main ideas and supporting
details
ii. has some awareness of basic conventions
iii. engages adequately with the spoken and visual text by identifying
some ideas, opinions and attitudes and by making some personal
response to the text.
The student shows some understanding of the content, context and
concepts of the text as a whole.

Language acquisition guide 57

Language acquisition assessment criteria: Phase 2

Achievement level Level descriptor

5–6 The student:

i. shows considerable understanding of messages, main ideas and
supporting details
ii. has considerable awareness of basic conventions
iii. engages considerably with the spoken and visual text by identifying
most ideas, opinions and attitudes and by making a personal response
to the text.
The student shows considerable understanding of the content, context
and concepts of the text as a whole.

7–8 The student:

i. shows excellent understanding of messages, main ideas and
supporting details
ii. has excellent awareness of basic conventions
iii. engages thoroughly with the spoken and visual text by identifying
ideas, opinions and attitudes and by making a personal response to
the text.
The student shows thorough understanding of the content, context and
concepts of the text as a whole.

58 Language acquisition guide

 Language acquisition assessment criteria: Phase 2

Criterion B: comprehending written and visual text

Maximum: 8
At the end of phase 2, students should be able to:

i. identify basic facts, main ideas and supporting details, and draw conclusions
ii. recognize basic conventions including aspects of format and style, and author’s purpose for writing
iii. engage with the written and visual text by identifying ideas, opinions and attitudes and by making a
personal response to the text.

Achievement level Level descriptor

0 The student does not reach a standard described by any of the descriptors
below.

1–2 The student:

i. identifies minimal basic facts and main ideas but few supporting
details; is not able to draw conclusions
ii. has limited awareness of basic conventions including aspects of
format and style, and author’s purpose for writing
iii. engages minimally with the written and visual text by identifying
few ideas, opinions and attitudes; has difficulty making a personal
response to the text.
The student shows limited understanding of the content, context and
concepts of the text as a whole.

3–4 The student:

i. identifies some basic facts, main ideas and supporting details; is not
always able to draw conclusions
ii. recognizes some basic conventions including aspects of format and
style, and author’s purpose for writing
iii. engages adequately with the written and visual text by identifying
some ideas, opinions and attitudes and by making some personal
response to the text.
The student shows some understanding of the content, context and
concepts of the text as a whole.

5–6 The student:

i. identifies most basic facts, main ideas and supporting details, and
draws conclusions
ii. recognizes most basic conventions including aspects of format and
style, and author’s purpose for writing
iii. engages considerably with the written and visual text by identifying
most ideas, opinions and attitudes and by making a personal response
to the text.
The student shows considerable understanding of the content, context
and concepts of the text as a whole.

Language acquisition guide 59

Language acquisition assessment criteria: Phase 2

Achievement level Level descriptor

7–8 The student:

i. clearly identifies basic facts, main ideas and supporting details, and
draws conclusions
ii. clearly recognizes basic conventions including aspects of format and
style, and author’s purpose for writing
iii. engages thoroughly with the written and visual text by identifying
ideas, opinions and attitudes and by making a personal response to
the text.
The student shows thorough understanding of the content, context and
concepts of the text as a whole.

60 Language acquisition guide

 Language acquisition assessment criteria: Phase 2

Criterion C: Communicating in response to spoken

and/or written and/or visual text
Maximum: 8
At the end of phase 2, students should be able to:

i. respond appropriately to spoken and/or written and/or visual text

ii. interact in basic structured exchanges
iii. use phrases to communicate ideas, feelings and information in familiar situations
iv. communicate with a sense of audience.

Achievement level Level descriptor

0 The student does not reach a standard described by any of the descriptors
below.

1–2 The student:

i. makes limited attempt to respond to simple short phrases or basic
information in spoken and/or written and/or visual text; responses are
often inappropriate
ii. interacts minimally in basic structured exchanges
iii. uses minimal phrases to communicate ideas, feelings and information
in a limited range of familiar situations
iv. communicates with a limited sense of audience.

3–4 The student:

i. responds to simple short phrases and some basic information in
spoken and/or written and/or visual text, though some responses
may be inappropriate
ii. interacts to some degree in basic structured exchanges
iii. uses some phrases to communicate ideas, feelings and information in
a limited range of familiar situations; ideas are not always relevant or
detailed
iv. communicates with some sense of audience.

5–6 The student:

i. responds appropriately to simple short phrases and basic information
in spoken and/or written and/or visual text
ii. interacts considerably in basic structured exchanges
iii. uses phrases to communicate ideas, feelings and information in some
familiar situations; ideas are relevant and detailed
iv. communicates with a considerable sense of audience.

Language acquisition guide 61

Language acquisition assessment criteria: Phase 2

Achievement level Level descriptor

7–8 The student:

i. responds in detail and appropriately to simple short phrases and
basic information in spoken and/or written and/or visual text
ii. interacts confidently in basic structured exchanges
iii. uses phrases effectively to communicate ideas, feelings and
information in a variety of familiar situations; ideas are relevant,
detailed and include examples
iv. communicates with an excellent sense of audience.

62 Language acquisition guide

 Language acquisition assessment criteria: Phase 2

Criterion D: Using language in spoken and/or

written form
Maximum: 8
At the end of phase 2, students should be able to:

i. write and/or speak using a basic range of vocabulary, grammatical structures and conventions; when
speaking, use clear pronunciation and intonation
ii. organize information and ideas and use a range of basic cohesive devices
iii. use language to suit the context.

Achievement level Level descriptor

0 The student does not reach a standard described by any of the descriptors
below.

1–2 The student:

i. has difficulty to write/speak using a basic range of vocabulary,
grammatical s truc tures and conventions; when sp eak ing,
uses pronunciation and intonation with many errors, making
understanding difficult
ii. organizes limited basic information and ideas, and basic cohesive
devices are not used
iii. makes minimal use of language to suit the context.

3–4 The student:

i. writes/speaks using a basic range of vocabulary, grammatical
structures and conventions, with some inappropriate choices; when
speaking, uses pronunciation and intonation with some errors, some
of which make understanding difficult
ii. organizes some basic information and ideas, and uses a limited range
of basic cohesive devices, not always appropriately
iii. uses language to suit the context to some degree.

5–6 The student:

i. writes/speaks making good use of a basic range of vocabulary,
grammatical structures and conventions, generally accurately;
when speaking, uses pronunciation and intonation with some errors,
though these do not interfere with comprehensibility
ii. organizes basic information and ideas well, and uses a limited range
of basic cohesive devices accurately
iii. usually uses language to suit the context.

Language acquisition guide 63

Language acquisition assessment criteria: Phase 2

Achievement level Level descriptor

7–8 The student:

i. writes/speaks effectively using a basic range of vocabulary,
grammatical structures and conventions accurately; occasional
errors do not interfere with communication. When speaking, uses
clear pronunciation and excellent intonation, making communication
easy
ii. organizes basic information and ideas clearly, and uses a range of
basic cohesive devices accurately; there is a logical structure and
cohesive devices add clarity to the message
iii. uses language effectively to suit the context.

64 Language acquisition guide

Assessed curriculum

Language acquisition assessment criteria: Phase 3

Criterion A: Comprehending spoken and visual text

Maximum: 8
At the end of phase 3, students should be able to:

i. show understanding of information, main ideas and supporting details, and draw conclusions
ii. understand conventions
iii. engage with the spoken and visual text by identifying ideas, opinions and attitudes and by making a
response to the text based on personal experiences and opinions.

Achievement level Level descriptor

0 The student does not reach a standard described by any of the descriptors
below.

1–2 The student:

i. shows minimal understanding of information, main ideas and
supporting details, and is not able to draw conclusions
ii. has limited understanding of conventions
iii. engages minimally with the spoken and visual text by identifying
few ideas, opinions and attitudes; has difficulty making a response to
the text based on personal experiences and opinions.
The student shows limited understanding of the content, context and
concepts of the text as a whole.

3–4 The student:

i. shows some understanding of information, main ideas and supporting
details, and draws some conclusions
ii. has some understanding of conventions
iii. engages adequately with the spoken and visual text by identifying
some ideas, opinions and attitudes and by making some response to
the text based on personal experiences and opinions.
The student shows some understanding of the content, context and
concepts of the text as a whole.

Language acquisition guide 65

Language acquisition assessment criteria: Phase 3

Achievement level Level descriptor

5–6 The student:

i. shows considerable understanding of information, main ideas and
supporting details, and draws conclusions
ii. has considerable understanding of conventions
iii. engages considerably with the spoken and visual text by identifying
most ideas, opinions and attitudes and by making a response to the
text based on personal experiences and opinions.
The student shows considerable understanding of the content, context
and concepts of the text as a whole.

7–8 The student:

i. shows excellent understanding of information, main ideas and
supporting details, and draws conclusions
ii. has excellent understanding of conventions
iii. engages thoroughly with the spoken and visual text by identifying
ideas, opinions and attitudes and by making a response to the text
based on personal experiences and opinions.
The student shows thorough understanding of the content, context and
concepts of the text as a whole.

66 Language acquisition guide

 Language acquisition assessment criteria: Phase 3

Criterion B: Comprehending written and visual text

Maximum: 8
At the end of phase 3, students should be able to:

i. show understanding of information, main ideas and supporting details, and draw conclusions
ii. understand basic conventions including aspects of format and style, and author’s purpose for writing
iii. engage with the written and visual text by identifying ideas, opinions and attitudes and by making a
response to the text based on personal experiences and opinions

Achievement level Level descriptor

0 The student does not reach a standard described by any of the descriptors
below.

1–2 The student:

i. shows minimal understanding of information, main ideas and
supporting details, and is not able to draw conclusions
ii. has limited understanding of basic conventions including aspects of
format and style, and author’s purpose for writing
iii. engages minimally with the written and visual text by identifying
few ideas, opinions and attitudes; has difficulty making a response to
the text based on personal experiences and opinions.
The student shows limited understanding of the content, context and
concepts of the text as a whole.

3–4 The student:

i. shows some understanding of information, main ideas and supporting
details, and draws some conclusions
ii. understands some basic conventions including aspects of format and
style, and author’s purpose for writing
iii. engages adequately with the written and visual text by identifying
some ideas, opinions and attitudes and by making some response to
the text based on personal experiences and opinions.
The student shows some understanding of the content, context and
concepts of the text as a whole.

5–6 The student:

i. shows considerable understanding of information, main ideas and
supporting details, and draws conclusions
ii. understands most basic conventions including aspects of format and
style, and author’s purpose for writing
iii. engages considerably with the written and visual text by identifying
most ideas, opinions and attitudes and by making a response to the
text based on personal experiences and opinions.
The student shows considerable understanding of the content, context
and concepts of the text as a whole.

Language acquisition guide 67

Language acquisition assessment criteria: Phase 3

Achievement level Level descriptor

7–8 The student:

i. shows excellent understanding of information, main ideas and
supporting details, and draws conclusions
ii. clearly understands basic conventions including aspects of format
and style, and author’s purpose for writing
iii. engages thoroughly with the written and visual text by identifying
ideas, opinions and attitudes and by making a response to the text
based on personal experiences and opinions.
The student shows thorough understanding of the content, context and
concepts of the text as a whole.

68 Language acquisition guide

 Language acquisition assessment criteria: Phase 3

Criterion C: Communicating in response to spoken

and/or written and/or visual text
Maximum: 8
At the end of phase 3, students should be able to:

i. respond appropriately to spoken and/or written and/or visual text

ii. interact in rehearsed and unrehearsed exchanges
iii. express ideas and feelings, and communicate information in familiar and some unfamiliar situations
iv. communicate with a sense of audience and purpose.

Achievement level Level descriptor

0 The student does not reach a standard described by any of the descriptors
below.

1–2 The student:

i. makes limited attempt to respond to spoken and/or written and/or
visual text; responses are often inappropriate
ii. interacts minimally in rehearsed and unrehearsed exchanges
iii. expresses few ideas and feelings and communicates minimal
information in familiar and some unfamiliar situations
iv. communicates with a limited sense of audience and purpose.

3–4 The student:

i. responds to spoken and/or written and/or visual text, though some
responses may be inappropriate
ii. interacts to some degree in rehearsed and unrehearsed exchanges
iii. expresses some ideas and feelings and communicates some
information in familiar and some unfamiliar situations; ideas are not
always relevant or detailed
iv. communicates with some sense of audience and purpose.

5–6 The student:

i. responds appropriately to spoken and/or written and/or visual text
ii. interacts considerably in rehearsed and unrehearsed exchanges
iii. expresses ideas and feelings and communicates information in familiar
and some unfamiliar situations; ideas are relevant and detailed
iv. communicates with a considerable sense of audience and purpose.

Language acquisition guide 69

Language acquisition assessment criteria: Phase 3

Achievement level Level descriptor

7–8 The student:

i. responds in detail and appropriately to spoken and/or written and/
or visual text
ii. interacts confidently in rehearsed and unrehearsed exchanges
iii. effectively expresses a wide range of ideas and feelings and
communicates information in familiar and some unfamiliar situations;
ideas are relevant and opinions are supported by examples and
illustrations
iv. communicates with an excellent sense of audience and purpose.

70 Language acquisition guide

 Language acquisition assessment criteria: Phase 3

Criterion D: Using language in spoken and/or

written form
Maximum: 8
At the end of phase 3, students should be able to:

i. write and/or speak using a range of vocabulary, grammatical structures and conventions; when
speaking, use clear pronunciation and intonation
ii. organize information and ideas and use a range of basic cohesive devices
iii. use language to suit the context.

Achievement level Level descriptor

The student does not reach a standard described by any of the descriptors
0
below.

The student:
i. has difficulty to write/speak using a basic range of vocabulary,
grammatical s truc tures and conventions; when sp eak ing,
uses pronunciation and intonation with many errors, making
1–2 understanding difficult
ii. organizes limited information and ideas, and basic cohesive devices
are not used
iii. makes minimal use of language to suit the context.

The student:
i. writes/speaks using a basic range of vocabulary, grammatical
structures and conventions, with some inappropriate choices; when
speaking, uses pronunciation and intonation with some errors, some
3–4 of which make understanding difficult
ii. organizes some information and ideas, and uses a limited range of
basic cohesive devices, not always appropriately
iii. uses language to suit the context to some degree.

The student:
i. writes/speaks making good use of a basic range of vocabulary,
grammatical structures and conventions, generally accurately;
when speaking, uses pronunciation and intonation with some errors,
5–6 though these do not interfere with comprehensibility
ii. organizes information and ideas well, and uses a limited range of
basic cohesive devices accurately
iii. usually uses language to suit the context.

Language acquisition guide 71

Language acquisition assessment criteria: Phase 3

Achievement level Level descriptor

The student:
i. writes/speaks effectively using a basic range of vocabulary,
grammatical structures and conventions accurately; occasional
errors do not interfere with communication. When speaking, uses
clear pronunciation and excellent intonation, making communication
7–8 easy
ii. organizes information and ideas clearly, and uses a range of basic
cohesive devices accurately; there is a logical structure and cohesive
devices add clarity to the message
iii. uses language effectively to suit the context.

72 Language acquisition guide

Assessed curriculum

Language acquisition assessment criteria: Phase 4

Criterion A: Comprehending spoken and visual text

Maximum: 8
At the end of phase 4, students should be able to:

i. construct meaning and draw conclusions from information, main ideas and supporting details
ii. interpret conventions
iii. engage with the spoken and visual text by identifying ideas, opinions and attitudes and by making a
response to the text based on personal experiences and opinions.

Achievement level Level descriptor

0 The student does not reach a standard described by any of the descriptors
below.

1–2 The student:

i. has difficulty constructing meaning from information or main ideas
and supporting details; is not able to draw conclusions
ii. has difficulty interpreting conventions
iii. engages minimally with the spoken and visual text by identifying
few ideas, opinions and attitudes; has difficulty making a response to
the text based on personal experiences and opinions.
The student shows limited understanding of the content, context and
concepts of the text as a whole.

3–4 The student:

i. constructs some meaning and draws some conclusions from
information, main ideas and some supporting details
ii. interprets some conventions
iii. engages adequately with the spoken and visual text by identifying
some ideas, opinions and attitudes and by making some response to
the text based on personal experiences and opinions.
The student shows some understanding of the content, context and
concepts of the text as a whole.

Language acquisition guide 73

Language acquisition assessment criteria: Phase 4

Achievement level Level descriptor

5–6 The student:

i. constructs considerable meaning and draws conclusions from
information, main ideas and supporting details
ii. interprets most conventions
iii. engages considerably with the spoken and visual text by identifying
most ideas, opinions and attitudes and by making a response to the
text based on personal experiences and opinions.
The student shows considerable understanding of the content, context
and concepts of the text as a whole.

7–8 The student:

i. constructs ex tensive meaning and draws conclusions from
information, main ideas and supporting details
ii. interprets conventions
iii. engages thoroughly with the spoken and visual text by identifying
ideas, opinions and attitudes and by making a response to the text
based on personal experiences and opinions.
The student shows thorough understanding of the content, context and
concepts of the text as a whole.

74 Language acquisition guide

 Language acquisition assessment criteria: Phase 4

Criterion B: Comprehending written and visual text

Maximum: 8
At the end of phase 4, students should be able to:

i. construct meaning by identifying stated and implied information, main ideas and supporting details,
and draw conclusions
ii. interpret basic conventions including aspects of format and style, and author’s purpose for writing
iii. engage with the written and visual text by identifying ideas, opinions and attitudes and by making a
response to the text based on personal experiences and opinions.

Achievement level Level descriptor

0 The student does not reach a standard described by any of the descriptors
below.

1–2 The student:

i. has difficulty constructing meaning by identifying stated information
or main ideas and supporting details; is not able to draw conclusions
ii. has difficulty interpreting basic conventions including aspects of
format and style, and author’s purpose for writing
iii. engages minimally with the written and visual text by identifying
few ideas, opinions and attitudes; has difficulty making a response to
the text based on personal experiences and opinions.
The student shows limited understanding of the content, context and
concepts of the text as a whole.

3–4 The student:

i. constructs some meaning from stated and some implied information,
main ideas and supporting details; draws some conclusions
ii. interprets some basic conventions including aspects of format and
style, and author’s purpose for writing
iii. engages adequately with the written and visual text by identifying
some ideas, opinions and attitudes and by making some response to
the text based on personal experiences and opinions.
The student shows some understanding of the content, context and
concepts of the text as a whole.

5–6 The student:

i. constructs considerable meaning by identifying stated and implied
information, main ideas and supporting details, and draws conclusions
ii. interprets most basic conventions including aspects of format and
style, and author’s purpose for writing
iii. engages considerably with the written and visual text by identifying
most ideas, opinions and attitudes and by making a response to the
text based on personal experiences and opinions.
The student shows considerable understanding of the content, context
and concepts of the text as a whole.

Language acquisition guide 75

Language acquisition assessment criteria: Phase 4

Achievement level Level descriptor

7–8 The student:

i. constructs extensive meaning by identifying stated and implied
information, main ideas and supporting details, and draws conclusions
ii. interprets basic conventions including aspects of format and style,
and author’s purpose for writing
iii. engages thoroughly with the written and visual text by identifying
ideas, opinions and attitudes and by making a response to the text
based on personal experiences and opinions.
The student shows thorough understanding of the content, context and
concepts of the text as a whole.

76 Language acquisition guide

 Language acquisition assessment criteria: Phase 4

Criterion C: Communicating in response to spoken

and/or written and/or visual text
Maximum: 8
At the end of phase 4, students should be able to:

i. respond appropriately to spoken and/or written and/or visual text

ii. engage in rehearsed and unrehearsed exchanges to share ideas on topics of personal and global
significance
iii. express ideas and feelings, and communicate information in simple and complex texts
iv. communicate with a sense of audience and purpose.

Achievement level Level descriptor

The student does not reach a standard described by any of the descriptors
0
below.

1–2 The student:

i. makes limited attempt to respond to spoken and/or written and/or
visual text; responses are often inappropriate
ii. engages minimally in rehearsed and unrehearsed exchanges; ideas
are not always related to topics of personal and global significance
iii. expresses few ideas and feelings, and communicates minimal
information in simple and complex texts
iv. communicates with a limited sense of audience and purpose.

3–4 The student:

i. responds to spoken and/or written and/or visual text, though some
responses may be inappropriate
ii. engages to some degree in rehearsed and unrehearsed exchanges to
share some ideas on topics of personal and global significance
iii. expresses some ideas and feelings, and communicates some
information in simple and complex texts; ideas are not always relevant
or detailed
iv. communicates with some sense of audience and purpose.

5–6 The student:

i. responds appropriately to spoken and/or written and/or visual text
ii. engages considerably in rehearsed and unrehearsed exchanges to
share ideas on topics of personal and global significance
iii. expresses ideas and feelings, and communicates information in simple
and complex texts; ideas are relevant and detailed
iv. communicates with a considerable sense of audience and purpose.

Language acquisition guide 77

Language acquisition assessment criteria: Phase 4

Achievement level Level descriptor

7–8 The student:

i. responds in detail and appropriately to spoken and/or written and/
or visual text
ii. engages confidently in rehearsed and unrehearsed exchanges to
share a variety of informative and organized ideas on topics of
personal and global significance
iii. effectively expresses a wide range of ideas and feelings, and
communicates information in simple and complex texts; ideas are
relevant and developed, and opinions are supported by examples
and illustrations
iv. communicates with an excellent sense of audience and purpose.

78 Language acquisition guide

 Language acquisition assessment criteria: Phase 4

Criterion D: Using language in spoken and/or

written form
Maximum: 8
At the end of phase 4, students should be able to:

i. write and/or speak using a range of vocabulary, grammatical structures and conventions; when
speaking, use clear pronunciation and intonation
ii. organize information and ideas into a structured text; use a wide range of cohesive devices
iii. use language to suit the context.

Achievement level Level descriptor

0 The student does not reach a standard described by any of the descriptors
below.

1–2 The student:

i. has difficulty to write/speak using a range of vocabulary, grammatical
structures and conventions; when speaking, uses pronunciation and
intonation with many errors, making understanding difficult
ii. organizes limited information, and cohesive devices are not used
iii. makes minimal use of language to suit the context.

3–4 The student:

i. writes/speaks using a range of vocabulary, grammatical structures and
conventions, with some inappropriate choices; when speaking, uses
pronunciation and intonation with some errors, some of which make
understanding difficult
ii. organizes some information and ideas, and uses a limited range of
cohesive devices, not always appropriately
iii. uses language to suit the context to some degree.

5–6 The student:

i. writes/speaks making good use of a range of vocabulary, grammatical
structures and conventions, generally accurately; when speaking,
uses pronunciation and intonation with some errors, though these
do not interfere with comprehensibility
ii. organizes information and ideas well, and uses a limited range of
cohesive devices accurately
iii. usually uses language to suit the context.

Language acquisition guide 79

Language acquisition assessment criteria: Phase 4

Achievement level Level descriptor

7–8 The student:

i. writes/speaks effectively using a range of vocabulary, grammatical
structures and conventions accurately; occasional errors do
not interfere with communication. When speaking, uses clear
pronunciation and excellent intonation, making communication easy
ii. organizes information and ideas clearly into a well-structured text;
uses a range of cohesive devices accurately, adding clarity and
coherence to the message
iii. uses language effectively to suit the context.

80 Language acquisition guide

Assessed curriculum

Language acquisition assessment criteria: Phase 5

Criterion A: Comprehending spoken and visual text

Maximum: 8
At the end of phase 5, students should be able to:

i. analyse and draw conclusions from information, main ideas and supporting details
ii. analyse conventions
iii. engage with the spoken and visual text by analysing ideas, opinions and attitudes and by making a
response to the text based on personal experiences and opinions from a global perspective.

Achievement level Level descriptor

0 The student does not reach a standard described by any of the descriptors
below.

1–2 The student:

i. has difficulty analysing information or main ideas and supporting
details; is not able to draw conclusions
ii. has difficulty analysing conventions
iii. engages minimally with the spoken and visual text by analysing few
ideas, opinions and attitudes; has difficulty making a response to
the text based on personal experiences and opinions from a global
perspective.
The student shows limited understanding of the content, context and
concepts of the text as a whole.

3–4 The student:

i. analyses adequately and draws some conclusions from information,
main ideas and supporting details
ii. analyses some conventions
iii. engages adequately with the spoken and visual text by analysing
some ideas, opinions and attitudes and by making some response to
the text based on personal experiences and opinions from a global
perspective.
The student shows some understanding of the content, context and
concepts of the text as a whole.

Language acquisition guide 81

Language acquisition assessment criteria: Phase 5

Achievement level Level descriptor

5–6 The student:

i. analyses considerably and draws conclusions from information, main
ideas and supporting details
ii. analyses most conventions
iii. engages considerably with the spoken and visual text by analysing
most ideas, opinions and attitudes and by making a response to
the text based on personal experiences and opinions from a global
perspective.
The student shows considerable understanding of the content, context
and concepts of the text as a whole.

7–8 The student:

i. analyses thoroughly and draws conclusions from information, main
ideas and supporting details
ii. analyses conventions
iii. engages thoroughly with the spoken and visual text by analysing
ideas, opinions and attitudes and by making a response to the
text based on personal experiences and opinions from a global
perspective.
The student shows thorough understanding of the content, context and
concepts of the text as a whole.

82 Language acquisition guide

 Language acquisition assessment criteria: Phase 5

Criterion B: Comprehending written and visual text

Maximum: 8
At the end of phase 5, students should be able to:

i. analyse and draw conclusions from information, main ideas and supporting details
ii. analyse basic conventions including aspects of format and style, and author’s purpose for writing
iii. engage with the written and visual text by analysing ideas, opinions and attitudes and by making a
response to the text based on personal experiences and opinions from a global perspective.

Achievement level Level descriptor

0 The student does not reach a standard described by any of the descriptors
below.

1–2 The student:

i. has difficulty analysing information or main ideas and supporting
details; is not able to draw conclusions
ii. has difficulty analysing basic conventions including aspects of format
and style, and author’s purpose for writing
iii. engages minimally with the written and visual text by analysing few
ideas, opinions and attitudes; has difficulty making a response to
the text based on personal experiences and opinions from a global
perspective.
The student shows limited understanding of the content, context and
concepts of the text as a whole.

3–4 The student:

i. analyses adequately and draws some conclusions from information,
main ideas and supporting details
ii. analyses some basic conventions including aspects of format and
style, and author’s purpose for writing
iii. engages adequately with the written and visual text by analysing
some ideas, opinions and attitudes and by making some response to
the text based on personal experiences and opinions from a global
perspective.
The student shows some understanding of the content, context and
concepts of the text as a whole.

Language acquisition guide 83

Language acquisition assessment criteria: Phase 5

Achievement level Level descriptor

5–6 The student:

i. analyses considerably and draws conclusions from information, main
ideas and supporting details
ii. analyses most basic conventions including aspects of format and
style, and author’s purpose for writing
iii. engages considerably with the written and visual text by analysing
most ideas, opinions and attitudes and by making a response to
the text based on personal experiences and opinions from a global
perspective.
The student shows considerable understanding of the content, context
and concepts of the text as a whole.

7–8 The student:

i. analyses thoroughly and draws conclusions from information, main
ideas and supporting details
ii. analyses basic conventions including aspects of format and style, and
author’s purpose for writing
iii. engages thoroughly with the written and visual text by analysing
ideas, opinions and attitudes and by making a response to the
text based on personal experiences and opinions from a global
perspective.
The student shows thorough understanding of the content, context and
concepts of the text as a whole.

84 Language acquisition guide

 Language acquisition assessment criteria: Phase 5

Criterion C: Communicating in response to spoken

and/or written and/or visual text
Maximum: 8
At the end of phase 5, students should be able to:

i. respond appropriately to spoken and/or written and/or visual text

ii. engage in rehearsed and unrehearsed exchanges to share ideas on a range of topics of personal and
global significance
iii. express ideas, opinions and feelings, and communicate information in a wide range of situations
iv. communicate with a sense of register, purpose and style.

Achievement level Level descriptor

0 The student does not reach a standard described by any of the descriptors
below.

1–2 The student:

i. makes limited attempt to respond to spoken and/or written and/or
visual text; responses are often inappropriate
ii. engages minimally in rehearsed and unrehearsed exchanges; ideas
are not always related to topics of personal and global significance
iii. expresses few ideas, opinions and feelings, and communicates
minimal information in various situations
iv. communicates with a limited sense of register, purpose and style.

3–4 The student:

i. responds to spoken and/or written and/or visual text, though some
responses may be inappropriate
ii. engages to some degree in rehearsed and unrehearsed exchanges to
share some ideas on topics of personal and global significance
iii. expresses some ideas, opinions and feelings, and communicates
some information in a range of situations; ideas are not always
relevant or detailed
iv. communicates with some sense of register, purpose and style.

5–6 The student:

i. responds appropriately to spoken and/or written and/or visual text
ii. engages considerably in rehearsed and unrehearsed exchanges to
share ideas on topics of personal and global significance
iii. expresses ideas, opinions and feelings, and communicates information
in a range of situations; ideas are relevant and detailed
iv. communicates with a considerable sense of register, purpose and
style.

Language acquisition guide 85

Language acquisition assessment criteria: Phase 5

Achievement level Level descriptor

7–8 The student:

i. responds in detail and appropriately to spoken and/or written and/
or visual text
ii. engages confidently in rehearsed and unrehearsed exchanges to
share a variety of informative and organized ideas on a range of
topics of personal and global significance
iii. effectively expresses a wide range of ideas, opinions and feelings,
and communicates information in a wide range of situations; ideas
are relevant and developed, reflecting a good understanding of the
topic. Opinions are supported by examples and illustrations
iv. communicates with an excellent sense of register, purpose and style.

86 Language acquisition guide

 Language acquisition assessment criteria: Phase 5

Criterion D: Using language in spoken and/or written

form
Maximum: 8
At the end of phase 5, students should be able to:

i. write and/or speak using a range of vocabulary, complex grammatical structures and conventions;
when speaking, use intonation and fluency
ii. organize information and ideas; use a wide range of cohesive devices
iii. use language to suit the context.

Achievement level Level descriptor

0 The student does not reach a standard described by any of the descriptors
below.

1–2 The student:

i. has difficulty to write/speak using a range of vocabulary, complex
grammatical structures and conventions; speaks with many errors
in intonation and pronunciation, affecting fluency and making
understanding difficult
ii. organizes limited information, and cohesive devices are not used
iii. makes minimal use of language to suit the context.

3–4 The student:

i. writes/speaks using a range of vocabulary, complex grammatical
structures and conventions, with some inappropriate choices;
speaks with some errors in intonation and pronunciation, affecting
fluency and sometimes making understanding difficult
ii. organizes some information and ideas, and uses a limited range of
cohesive devices, not always appropriately
iii. uses language to suit the context to some degree.

5–6 The student:

i. writes/speaks making good use of a range of vocabulary, complex
grammatical structures and conventions, generally accurately;
speaks with fluency and some errors in intonation, though this does
not interfere with comprehensibility
ii. organizes information and ideas well, and uses a range of cohesive
devices accurately
iii. usually uses language to suit the context.

Language acquisition guide 87

Language acquisition assessment criteria: Phase 5

Achievement level Level descriptor

7–8 The student:

i. writes/speaks effectively using a range of vocabulary, complex
grammatical structures and conventions accurately; occasional
errors do not interfere with communication. Speaks with excellent
intonation and fluency, making communication easy
ii. organizes information and ideas into a clear and effective structure;
uses a wide range of cohesive devices accurately, enhancing the
development of ideas
iii. uses language effectively to suit the context.

88 Language acquisition guide

Assessed curriculum

Language acquisition assessment criteria: Phase 6

Criterion A: Comprehending spoken and visual text

Maximum: 8
At the end of phase 6, students should be able to:

i. evaluate and draw conclusions from information, main ideas and supporting details
ii. interpret the author’s choice of style, format and ideas to suit an intended audience and purpose
iii. engage with the spoken and visual text by evaluating ideas, opinions and attitudes and by making a
response to the text based on personal experiences and opinions from a global perspective.

Achievement level Level descriptor

0 The student does not reach a standard described by any of the descriptors
below.

1–2 The student:

i. has difficulty evaluating information or main ideas and supporting
details; is not able to draw conclusions
ii. has difficulty interpreting the author’s choice of style, format and
ideas to suit an intended audience and purpose
iii. engages minimally with the spoken and visual text by evaluating few
ideas, opinions and attitudes; has difficulty making a response to
the text based on personal experiences and opinions from a global
perspective.
The student shows limited understanding of the content, context and
concepts of the text as a whole.

3–4 The student:

i. evaluates adequately and draws some conclusions from information,
main ideas and supporting details in social and academic situations
ii. adequately interprets the author’s choice of style, format and ideas to
suit an intended audience and purpose
iii. engages adequately with the spoken and visual text by evaluating
some ideas, opinions and attitudes and by making some response to
the text based on personal experiences and opinions from a global
perspective.
The student shows some understanding of the content, context and
concepts of the text as a whole.

Language acquisition guide 89

Language acquisition assessment criteria: Phase 6

Achievement level Level descriptor

5–6 The student:

i. evaluates considerably and draws conclusions from information, main
ideas and supporting details in social and academic situations
ii. interprets to some degree the author’s choice of style, format and
ideas to suit an intended audience and purpose
iii. engages considerably with the spoken and visual text by evaluating
most ideas, opinions and attitudes and by making a response to
the text based on personal experiences and opinions from a global
perspective.
The student shows considerable understanding of the content, context and
concepts of the text as a whole.

7–8 The student:

i. evaluates thoroughly and draws conclusions from information, main
ideas and supporting details in social and academic situations
ii. interprets the author’s choice of style, format and ideas to suit an
intended audience and purpose
iii. engages thoroughly with the spoken and visual text by evaluating
ideas, opinions and attitudes and by making a response to the
text based on personal experiences and opinions from a global
perspective.
The student shows thorough understanding of the content, context and
concepts of the text as a whole.

90 Language acquisition guide

 Language acquisition assessment criteria: Phase 6

Criterion B: Comprehending written and visual text

Maximum: 8
At the end of phase 6, students should be able to:

i. evaluate and draw conclusions from information, main ideas and supporting details
ii. interpret the author’s choice of style, format and ideas to suit an intended audience and purpose
iii. engage with the written and visual text by evaluating ideas, opinions and attitudes and by making a
response to the text based on personal experiences and opinions from a global perspective.

Achievement level Level descriptor

0 The student does not reach a standard described by any of the descriptors
below.

1–2 The student:

i. has difficulty evaluating information or main ideas and supporting
details; is not able to draw conclusions
ii. has difficulty interpreting the author’s choice of style, format and
ideas to suit an intended audience and purpose
iii. engages minimally with the written and visual text by evaluating few
ideas, opinions and attitudes; has difficulty making a response to
the text based on personal experiences and opinions from a global
perspective.
The student shows limited understanding of the content, context and
concepts of the text as a whole.

3–4 The student:

i. evaluates adequately and draws some conclusions from information,
main ideas and supporting details
ii. adequately interprets the author’s choice of style, format and ideas to
suit an intended audience and purpose
iii. engages adequately with the written and visual text by evaluating
some ideas, opinions and attitudes and by making some response to
the text based on personal experiences and opinions from a global
perspective.
The student shows some understanding of the content, context and
concepts of the text as a whole.

Language acquisition guide 91

Language acquisition assessment criteria: Phase 6

Achievement level Level descriptor

5–6 The student:

i. evaluates considerably and draws conclusions from information,
main ideas and supporting details
ii. interprets to some degree the author’s choice of style, format and
ideas to suit an intended audience and purpose
iii. engages considerably with the written and visual text by evaluating
most ideas, opinions and attitudes and by making a response to
the text based on personal experiences and opinions from a global
perspective.
The student shows considerable understanding of the content, context
and concepts of the text as a whole.

7–8 The student:

i. evaluates thoroughly and draws conclusions from information, main
ideas and supporting details
ii. interprets the author’s choice of style, format and ideas to suit an
intended audience and purpose
iii. engages thoroughly with the written and visual text by evaluating
ideas, opinions and attitudes and by making a response to the
text based on personal experiences and opinions from a global
perspective.
The student shows thorough understanding of the content, context and
concepts of the text as a whole.

92 Language acquisition guide

 Language acquisition assessment criteria: Phase 6

Criterion C: Communicating in response to spoken

and/or written and/or visual text
Maximum: 8
At the end of phase 6, students should be able to:

i. respond appropriately to spoken and/or written and/or visual text

ii. engage in unrehearsed and complex exchanges on a wide range of topics of personal and global
significance
iii. express a wide range of ideas, opinions and feelings, and communicate information in a wide range of
social and academic contexts
iv. communicate with a sense of register, purpose and style.

Achievement level Level descriptor

0 The student does not reach a standard described by any of the descriptors
below.

1–2 The student:

i. makes limited attempt to respond to spoken and/or written and/or
visual text; responses are often inappropriate
ii. engages minimally in rehearsed and unrehearsed exchanges; ideas
are not always related to topics of personal and global significance
iii. expresses few ideas, opinions and feelings, and communicates
minimal information in various social and academic contexts
iv. communicates with a limited sense of register, purpose and style.

3–4 The student:

i. responds to spoken and/or written and/or visual text, though some
responses may be inappropriate
ii. engages to some degree in rehearsed and unrehearsed complex
exchanges to share some ideas on topics of personal and global
significance
iii. expresses some ideas, opinions and feelings, and communicates
some information in a range of social and academic contexts; ideas
are not always relevant or detailed
iv. communicates with some sense of register, purpose and style.

5–6 The student:

i. responds appropriately to spoken and/or written and/or visual text
ii. engages considerably in rehearsed and unrehearsed complex
exchanges to share ideas on topics of personal and global significance
iii. expresses ideas, opinions and feelings, and communicates information
in a range of social and academic contexts; ideas are relevant and
detailed
iv. communicates with a considerable sense of register, purpose and
style.

Language acquisition guide 93

Language acquisition assessment criteria: Phase 6

Achievement level Level descriptor

7–8 The student:

i. responds in detail and appropriately to spoken and/or written and/
or visual text
ii. engages confidently in rehearsed and unrehearsed complex
exchanges to share a variety of informative and organized ideas on
a range of topics of personal and global significance
iii. effectively expresses a wide range of ideas, opinions and feelings,
and communicates information in a wide range of social and
academic contexts; ideas are relevant and developed, reflecting a
good understanding of the topic. Opinions are supported by examples
and illustrations
iv. communicates with an excellent sense of register, purpose and style.

94 Language acquisition guide

 Language acquisition assessment criteria: Phase 6

Criterion D: Using language in spoken and/or

written form
Maximum: 8
At the end of phase 6, students should be able to:

i. write and/or speak using a wide range of vocabulary, complex grammatical structures and conventions;
when speaking, use oratory technique
ii. organize information and ideas; use a wide range of cohesive devices
iii. use language to suit the context.

Achievement level Level descriptor

0 The student does not reach a standard described by any of the descriptors
below.

1–2 The student:

i. has difficulty to write/speak using a range of vocabulary, complex
grammatical structures and conventions; speaks with many errors
in intonation and pronunciation, affecting fluency and making
understanding difficult
ii. organizes limited information, and cohesive devices are not used
iii. makes minimal use of language to suit the context.

3–4 The student:

i. writes/speaks using a range of vocabulary, complex grammatical
structures and conventions, with some inappropriate choices;
speaks with some oratory technique
ii. organizes some information and ideas, and uses a range of cohesive
devices, not always appropriately
iii. uses language to suit the context to some degree.

5–6 The student:

i. writes/speaks making good use of a range of vocabulary, complex
grammatical structures and conventions, generally accurately; uses
good oratory technique
ii. organizes information and ideas well, and uses a wide range of
cohesive devices accurately
iii. usually uses language to suit the context.

Language acquisition guide 95

Language acquisition assessment criteria: Phase 6

Achievement level Level descriptor

7–8 The student:

i. writes/speaks effectively using a wide range of vocabulary, complex
grammatical structures and conventions accurately; occasional
errors do not interfere with communication. Speaks with excellent
oratory technique
ii. organizes information and ideas into a logical and well-structured
text; uses a wide range of cohesive devices accurately and
effectively
iii. uses language effectively to suit the context.

96 Language acquisition guide

Assessed curriculum

MYP eAssessment

Students seeking IB MYP course results for language acquisition courses must complete an ePortfolio in
which they demonstrate their achievement of the subject group’s objectives. For each assessment session,
the IB publishes a partially completed language acquisition unit planner (including required assessment
tasks) that teachers must develop and deliver in their own contexts. The recommended teaching time for
the ePortfolio unit is approximately 20 hours.

The resulting portfolio of student work is marked by the student’s teacher(s), based on the school’s internal
standardization of judgments against MYP language acquisition assessment criteria for year 5. Successful
results can contribute to students’ attainment of the IB MYP certificate.

A process of external moderation assures accurate and consistently applied standards.

Optional eAssessment in language acquisition is offered at three levels, assessed by the teacher using the
criteria published in this guide as follows.

• Emergent level—Phase 2 criteria

• Capable level—Phase 4 criteria
• Proficient level—Phase 5 criteria

Using partially completed unit planners

Partially completed unit planners contain the following completed sections, which must remain unchanged
in their development by schools.

• Global context and exploration

• Key concept
• Related concept(s)
• Statement of inquiry
• A factual, conceptual and debatable inquiry question (indicative of additional questions that may be
developed and added to by teachers and students)
• Summative assessment task(s)
• Relationship between summative assessment tasks and statement of inquiry
With the exception of emergent level learners, all tasks developed from the unit planners must be linked to
the global context for the session.

For language acquisition courses available for IB-validated assessment, partially completed unit planners
are published by each examination session for emergent, capable and proficient level learners. The planners
provide the parameters of the summative assessment tasks.

Upon their publication, the IB unit plans are to be completed by the teacher responsible for teaching the
unit and managing the summative assessment. Where more than one teacher is involved, this should be
done collaboratively.

Language acquisition guide 97

MYP eAssessment

Teachers must ensure that all student work submitted for eAssessment is prepared according to IB
requirements. In particular, students and teachers are responsible for understanding all IB academic honesty
requirements, especially those relating to authenticity and intellectual property. Teachers must explain
clearly to students and parents that all work submitted for school-based assessment—including MYP
ePortfolios—must be the candidate’s own authentic and individual work. Teachers must use appropriate
means to ensure that each candidate’s work is, in their professional judgment, authentic. If a candidate does
submit work for assessment that is not authentic, the school must follow its internal policy for dealing with
academic honesty issues.

Plagiarism and collusion are unprincipled breaches of IB regulations, potentially subjecting candidates
to consequences for academic misconduct. In addition, inauthentic student work can distort assessment
results and potentially disadvantage all students in the school’s cohort by unfairly skewing its moderation
sample.

When awarding criterion level totals, teachers must base their judgment of student achievement entirely
on the completed candidate work that is to be presented for moderation. Reported achievement levels
should not be influenced by the teacher’s previous experience with the candidate or by work that is not
represented in the candidate’s ePortfolio.

If more than one teacher is responsible for assessment, an internal standardization process should be
used to ensure that all candidates are marked to the same standard. Teachers are encouraged to keep a
record of their comments about the candidate’s work to explain the levels they have awarded (especially
where marginal judgments are made) as they help the examiner support the teacher’s judgments. Teacher
comments should be uploaded with work that is selected as part of the moderation sample. Once criterion
level totals have been submitted for all candidates, IBIS will select which ePortfolios must be uploaded for
moderation by the IB. The content of each ePortfolio is limited to the summative assessment task(s) required
by the IB’s partially completed unit planner for the relevant session.

Topic list
For language acquisition, the MYP identifies a range of topics that constitute one of the variables that
authors consider when they create the partially completed unit planners. These topics are at a lower level
of specification than the formal syllabus of a similar subject in the IB Diploma Programme, and they leave
considerable leeway for schools to develop their own written curriculum according to MYP requirements.

In their local development of the MYP curriculum, schools are not limited to these topics. This list does not
constitute the exclusive IB-approved curriculum for MYP years 4–5.

At emergent level, themes will be independent of the global context developed on the published
unit plan.

At capable and proficient level, themes are associated with the chosen global context for the
eAssessment session.

98 Language acquisition guide

 MYP eAssessment

Emergent Capable/Proficient

My personal world The world around us Ideas and issues of global

significance*

Self, family and friends Personal relationships Love and friendship

Introductions Appearance and character Youth
Personal information Generations and the generation
gap
Descriptions
Conflict and peace

House and home Home life Migrants and migration

Pets Racism and prejudice
Extended families Social and political structures

Daily activities Routines, responsibilities and Rites of passage

lifestyles
Dates Beliefs and superstitions
Telling time Politeness and etiquette

School life and school routine School life and school matters Education
Peer pressure Matters of equality, access and
inclusion

Weekend and leisure activities Sports, pastimes and New technologies

entertainment
Weather Science and technology
Inventors and inventions
Seasons Sports and ethics
Fashion
Clothing Drugs

Culture of food, eating and Food, health and fitness Health and well-being
drinking
Taking care of myself and others Medicine and ethics
Healthy choices
Poverty and famine

My neighbourhood and City life and rural life Community life and service as
community action
The environment
Social justice
Taking care of my
neighbourhood The global village
Natural disasters Global conservation initiatives
Global warming

Celebrations and traditions Cultural and intercultural Cultural diversity

connections
Special days and festivals Stereotypes
Culture and identity
Food for special occasions Discrimination
Social and religious events

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Emergent Capable/Proficient

My personal world The world around us Ideas and issues of global

significance*

The World Wide Web The role of the internet e-learning

Language tools online 21st-century skills
The world of work

In and around town Holidays Our future

Travel and transport Studying and living abroad Ecology
Shopping—transacting and Traveller abroad scenarios Sustainability
interacting in different places
Travel and tourism Conservation

Pen pals and the (Spanish/ Personal narratives and Writer’s craft
French/Chinese/Arabic/English/ storytelling
Poetry and song
Dutch/Indonesian/Italian/Hindi/
Myths, legends and folk tales
German)-speaking world Novel and film study
Personal histories and journeys

Language Media Oratory as a genre for

personal, social and political
First language and additional Advertising
communication
language connections
Reporting on the news
World events and issues
Language-learning skills
Current affairs and past events
Propaganda
Facts and artifacts of the target
Bias in the media
language and culture Censorship

*Current matters and future scenarios that have an impact at a regional, national and/or international
level

Assessment tasks
There are four distinct summative assessment tasks for ePortfolios in language acquisition.

Task 1: Aural comprehension task

This task is assessed against all strands of criterion A (Comprehending spoken and visual text). The spoken
and visual texts and comprehension questions are selected and developed by the school and are unseen/
unheard by the student in advance of the assessment. The texts chosen should be appropriate to the
students’ phase of language acquisition and allow achievement at the highest levels of criterion A. The
texts chosen must be linked to each other and to the global context for the session (with the exception of
emergent level texts). One of the texts must contain one or more visual element(s).

The questions and responses must be in written form and emphasis should be placed on the students’
ability to communicate their understanding rather than on how accurately they use the target language.
The questions must address all texts. There is no time limit prescribed for the completion of this task, and
students may listen to the audio text as many times as required.

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For each of the phases, the following conditions apply.

Emergent Capable Proficient

Number of texts 1 or 2 1 or 2 2 or 3
*at least one must
contain visual
element(s)

Total length of 5 minutes 7 minutes 10 minutes

spoken text

Question and May be in mother Must be in target Must be in target

response language tongue, language of language language
instruction or target
language

Task 2: Written comprehension task

This task is assessed against all strands of criterion B (Comprehending written and visual text). The written
and visual texts and comprehension questions are selected and developed by the school and are unseen/
unheard by the student in advance of the assessment. The texts chosen should be appropriate to the
students’ phase of language acquisition and allow achievement at the highest levels of criterion B. The
texts chosen must be linked to each other and to the global context for the session (with the exception of
emergent level texts). One of the texts must contain one or more visual element(s). For proficient level only,
one of the texts must be literary in nature.

The questions and responses must be in written form and emphasis should be placed on the students’
ability to communicate their understanding rather than on how accurately they use the target language.
The questions must address all texts.

For each of the phases, the following conditions apply.

Emergent Capable Proficient

Number of texts 1 or 2 1 or 2 2 or 3
*at least one must
*one must be a literary
contain visual
text
element(s)

Total length of Roman alphabetical: Roman alphabetical: Roman alphabetical:

written text 400–500 words 800–900 words 900–1,000 words
Chinese: Chinese: Chinese:
250–400 characters 600–700 characters 700–850 characters
Non-Roman Non-Roman Non-Roman
alphabetical: alphabetical: alphabetical:
240–400 words 560–720 words 720–800 words

Question and May be in mother Must be in target Must be in target

response language tongue, language of language language
instruction or target
language

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Task 3: Interactive oral task

This task is assessed against all strands of criterion C (Communicating in response to spoken and/or written
and/or visual text) and criterion D (Using language in spoken and/or written form). The six tasks will be
created by the IB and published in the partially completed unit planner for each examination session.

The interactive oral must take place between the student and the teacher on an individual basis and the
tasks must not be seen by the student prior to the assessment. Each task will be presented in a different
format consisting of one written text, one visual text and one written–visual text.

A 10-minute preparation period should precede the recording of each student’s interactive oral. During this
time, students must decide which one of the tasks they wish to discuss. They may make notes to refer to
during the recording.

Teachers should ensure that the conversation allows students to demonstrate communication skills at the
highest levels of achievement for criteria C and D and that the student speaks for the required length of
time. The audio recording must be a single, genuine and uninterrupted conversation and should be of good
quality with minimal background noise.

For each of the phases, the following conditions apply.

Emergent Capable Proficient

Preparation time 10 minutes 10 minutes 10 minutes

Total length of 5 minutes—of which 6 minutes—of which 7 minutes—of which

recording 2–3 minutes must be 3–4 minutes must be 4–5 minutes must be
the student speaking the student speaking the student speaking

Task 4: Writing task

This task is assessed against all strands of criterion C (Communicating in response to spoken and/or written
and/or visual text) and criterion D (Using language in spoken and/or written form). The tasks will be created
by the IB and published in the partially completed unit planner for each examination session.

Each task will be presented in a different format with one written text, one visual text and one written–
visual text, which must not be seen by the student prior to the assessment. Students choose one text to
respond to—it is not necessary that all students in a class or school complete the same task. The writing
task may be literary (for example, writing a short story) or non-literary (for example, writing an article, letter,
editorial, speech, brochure or essay).

The work produced should be entirely the student’s own with no formative input from others. If the task is
completed using word processing software, all spellcheckers should be disabled. There is no time limit
for the completion of this task.

For each of the phases, the following conditions apply.

Emergent Capable Proficient

Word range Roman alphabetical: Roman alphabetical: Roman alphabetical:

100–150 words 200–250 words 300–400 words
Chinese: Chinese: Chinese:
100–150 characters 250–350 characters 350–400 characters
Non-Roman alphabetical: Non-Roman alphabetical: Non-Roman alphabetical:
80–140 words 160–220 words 220–280 words

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Planning for assessment

Teachers are responsible for choosing the written, visual and audio texts required for tasks 1 and 2 and for
creating questions that allow achievement at the highest levels of the appropriate criterion. A markscheme
should be created for each of these tasks.

It is not necessary for ePortfolio tasks to be completed consecutively or in a particular order. However, for all
tasks, students should be made aware of the date, time and location of their assessments. Teachers should
ensure that students are aware of the specific expectations of each task, the assessment criteria and the
achievement levels against which their work will be assessed.

The following conditions must be maintained for all of the assessments.

• All assessments must be completed under direct teacher supervision. Students must not communicate
or collaborate with each other during any of the assessments.
• The use of dictionaries or digital aids is not permitted in any task; if the task is word processed,
spellcheckers must be disabled.
• The interactive oral must take place between the student and the teacher on an individual basis.
• Every effort should be made to ensure the recording of the interactive oral is of a good quality with
minimal background noise.
• Teachers must ensure that all material used for the aural and written comprehension tasks is fully
acknowledged.
• Students must not have access to or see any assessment material in advance of any task.
• Schools must put measures in place to prevent communication between students who have
performed and assessment task and those who are yet to do so.

Language acquisition subject-specific grade

descriptors
Subject-specific grade descriptors serve as an important reference in the assessment process. Through
careful analysis of subject-group criteria and the general grade descriptors, they have been written to
capture and describe in a single descriptor the performance of students at each grade for each MYP subject
group.

Subject-specific grade descriptors are also the main reference used to select grade boundaries for each
discipline in each assessment session. During this process, the grade award team compares student
performance against descriptors of achievement at grades 2 and 3; 3 and 4; and 6 and 7 (other boundaries
are set at equal intervals between these key transitions). The grade award process is able to compensate
for variations in challenge between ePortfolio tasks and in standards applied to marking (both between
subjects and for a particular subject across sessions) by setting boundaries for each discipline and
examination session, with reference to real student work.

Subject-specific grade descriptors tie eAssessment to criterion-related assessment and to MYP assessment
criteria and level descriptors, which put the programme’s criterion-related assessment philosophy into
practice.

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Emergent
Grade Descriptor

7 Produces high-quality, frequently innovative work using a wide range of language.

Communicates comprehensive understanding of basic linguistic concepts and
contexts through the effective use of language in response to a wide variety of
written, spoken and visual texts. Consistently demonstrates critical and creative
thinking to understand and construct language. Frequently transfers knowledge and
applies skills, with independence and expertise, in a variety of complex classroom and
real-world situations.

6 Produces high-quality, occasionally innovative work using a wide range of language.

Communicates extensive understanding of basic linguistic concepts and contexts
through the effective use of language in response to a variety of written, spoken
and visual texts. Demonstrates critical and creative thinking, frequently with
sophistication, to understand and construct language. Transfers knowledge and
applies skills often with independence and accuracy, in a variety of familiar and
unfamiliar classroom and real-world situations.

5 Produces generally high-quality work using a range of language. Communicates good

understanding of basic linguistic concepts and contexts through the effective use of
language in response to a variety of written, spoken and visual texts. Demonstrates
critical and creative thinking, sometimes with sophistication, to understand and
construct language. Usually transfers knowledge and applies skills in familiar
classroom and real-world situations, with some independence.

4 Produces good-quality work using range of language. Communicates basic

understanding of most linguistic concepts and contexts through the use of language
in response to a variety of texts, with few misunderstandings and minor gaps. Often
demonstrates critical and creative thinking to understand and construct language.
Transfers some knowledge and applies some skills in familiar classroom situations, but
requires support in unfamiliar situations.

3 Produces work of an acceptable quality using a basic range of language.

Communicates basic understanding of many linguistic concepts and contexts through
the use of language, with occasional significant misunderstandings or gaps. Begins
to demonstrate some basic critical and creative thinking to understand and construct
language. Begins to transfer knowledge and apply skills, requiring support even in
familiar classroom situations.

2 Produces work of limited quality using a very basic range of language. Communicates
limited understanding of some linguistic concepts and contexts with significant gaps
in understanding. Demonstrates limited evidence of critical and creative thinking to
understand and construct language. Limited evidence of transfer of knowledge and
application of skills.

1 Produces work of a very limited quality. Conveys many significant misunderstandings

or lacks understanding of most linguistic concepts and contexts. Very rarely
demonstrates evidence of critical or creative thinking to understand and construct
language. Very inflexible, rarely shows evidence of knowledge or skills.

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Capable
Grade Descriptor

7 Produces high-quality, frequently innovative work using a wide range of language.

Communicates comprehensive understanding of linguistic concepts and contexts
through the effective use of language in response to a wide variety of written, spoken
and visual texts. Consistently demonstrates sophisticated critical and creative thinking
to interpret and construct language. Frequently transfers knowledge and applies skills
with independence and expertise in a variety of complex classroom and real-world
situations.

6 Produces high-quality, occasionally innovative work using a wide range of language.

Communicates extensive understanding of linguistic concepts and contexts through
the effective use of language in response to a variety of written, spoken and visual
texts. Demonstrates critical and creative thinking, frequently with sophistication, to
interpret and construct language. Transfers knowledge and applies skills, often with
independence and accuracy in a variety of familiar and unfamiliar classroom and real-
world situations.

5 Produces generally high-quality work using a range of language. Communicates

good understanding of linguistic concepts and contexts through the effective use of
language in response to a variety of written, spoken and visual texts. Demonstrates
critical and creative thinking, sometimes with sophistication, to interpret and
construct language. Usually transfers knowledge and applies skills in familiar
classroom and real-world situations, with some independence.

4 Produces good-quality work using a range of language. Communicates basic

understanding of most linguistic concepts and contexts through the use of language
in response to a range of written, spoken and visual texts, with few misunderstandings
and minor gaps. Often demonstrates critical and creative thinking to interpret and
construct language. Transfers some knowledge and applies some skills in familiar
classroom situations, but requires support in unfamiliar situations.

3 Produces work of an acceptable quality using a basic range of language.

Communicates basic understanding of many linguistic concepts and contexts through
the use of language, with occasional significant misunderstandings or gaps. Begins to
demonstrate some critical and creative thinking to interpret and construct language.
Begins to transfer knowledge and apply skills, requiring support even in familiar
classroom situations.

2 Produces work of limited quality using a very basic range of language. Communicates
limited understanding of some linguistic concepts and contexts with significant gaps
in understanding. Demonstrates limited evidence of critical and creative thinking
to interpret and construct language. Limited evidence of transfer of knowledge and
application of skills.

1 Produces work of a very limited quality. Conveys many significant misunderstandings

or lacks understanding of most linguistic concepts and contexts. Very rarely
demonstrates evidence of critical or creative thinking to interpret and construct
language. Very inflexible, rarely shows evidence of knowledge or skills.

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Proficient
Grade Descriptor

7 Produces high-quality, frequently innovative work using rich and varied language.

Communicates comprehensive, nuanced understanding of linguistic concepts and
contexts through the effective use of language in response to a wide variety of literary
and non-literary texts. Consistently demonstrates sophisticated critical and creative
thinking to analyse and construct language. Frequently transfers knowledge and
applies skills, with independence and expertise, in a variety of complex classroom and
real-world situations.

6 Produces high-quality, occasionally innovative work using rich and varied language.

Communicates extensive understanding of linguistic concepts and contexts through
the effective use of language in response to a wide variety of literary and non-literary
texts. Demonstrates critical and creative thinking, frequently with sophistication, to
analyse and construct language. Transfers knowledge and applies skills often with
independence and accuracy in a variety of familiar and unfamiliar classroom and real-
world situations.

5 Produces generally high-quality work using some rich and varied language.
Communicates good understanding of linguistic concepts and contexts through the
effective use of language in response to a variety of literary and non-literary texts.
Demonstrates critical and creative thinking, sometimes with sophistication, to analyse
and construct language. Usually transfers knowledge and applies skills in familiar
classroom and real-world situations, with some independence.

4 Produces good-quality work using a range of language. Communicates basic

understanding of most linguistic concepts and contexts through the use of language
in response to a range of literary and non-literary texts, with few misunderstandings
and minor gaps. Often demonstrates critical and creative thinking to analyse and
construct language. Transfers some knowledge and applies some skills in familiar
classroom situations, but requires support in unfamiliar situations.

3 Produces work of an acceptable quality using a basic range of language.

Communicates basic understanding of many linguistic concepts and contexts through
the use of language, with occasional significant misunderstandings or gaps. Begins to
demonstrate some critical and creative thinking to analyse and construct language.
Begins to transfer knowledge and apply skills, requiring support even in familiar
classroom situations.

2 Produces work of limited quality using a very basic range of language. Communicates
limited understanding of some linguistic concepts and contexts with significant gaps
in understanding. Demonstrates limited evidence of critical and creative thinking
to analyse and construct language. Limited evidence of transfer of knowledge and
application of skills.

1 Produces work of a very limited quality. Conveys many significant misunderstandings

or lacks understanding of most linguistic concepts and contexts. Very rarely
demonstrates evidence of critical or creative thinking to analyse and construct
language. Very inflexible, rarely shows evidence of knowledge or skills.

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Related concepts in language acquisition

Related concept Definition

Accent Accent refers to the pronunciation of a language, usually in a geographical or socio-

economic context in a first language. It encompasses spoken communication. In
a target language, the first language accent may influence accent in the target
language.

Argument Argument refers to the coherent backdrop of reasoned text that may or may not
involve disagreement, debate or persuasion.

Audience Refers to whomever a text or performance is aimed at: the reader, the listener, the
viewer.

Bias Bias refers to a conscious distortion or exaggeration, which usually expresses

prejudice or partiality.

Context The social, historical, cultural and workplace settings in which a text or work is
produced.

Conventions Conventions are the characteristics of a literary or non-literary genre. These features
may, of course, vary between languages. Each genre has recognizable techniques,
referred to as literary or linguistic conventions, and writers use these conventions,
along with other features, in order to achieve particular artistic ends.

Empathy Empathy refers to an attitude of understanding, an emotional identification with a

person, character, argument or situation.

Form Form refers to the linguistic shape communication may take. It is the mould that is
filled with linguistic content.

Function Function refers to the purpose and/or use of communication.

Idiom Idiom is unique to each language. It refers to a manner of speaking or to specific

expressions whose meaning differs from the meaning of its individual components.

Inference Information in a text that goes beyond what is first understood or apparent, to
identify what may be thought, expressed or considered correct. It is the layer of text
that is often referred to as “between the lines”.

Meaning Meaning refers to what is communicated, by intention or by implication, using

any range of human expression. It is sometimes referred to as “message”. Meaning
includes “layers of meaning”, nuance, denotation, connotation, inference, subtext.

Message A communication in writing, speech, verbal or non-verbal language. The message

can also be an underlying theme or idea.

Patterns Patterns refers to use of language and style, which can be functional, decorative or
social. They reflect the unique characteristics of a language.

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Related concept Definition

Point of view The particular perspective brought by a composer, responder or character within a
text to the text or to matters within the text. It also entails the position or vantage
point from which the events of a story seem to be observed and presented to us.
When exploring this concept, students will, for example, consider positioning, voice
and tone.

Purpose The purpose for communicating can be, for example, to entertain, to recount, to
socialize, to inquire, to inform, to persuade, to explain, to instruct.
In literary terms, the creator’s intentions in producing the text. This concept could
also engage students in exploration of meaning, thesis/argument, gender, age, bias,
persuasive techniques, function, critical stance, message.

Structure Structure refers to the organization, pattern and elements of text, in any format. It
promotes comprehension and effectiveness of communication. For example, this
may involve an introduction, development and conclusion (as in some types of
formal essay)

Stylistic choices A creator makes choices about what they are going to describe and how to describe
it in order to create effect.
It is an umbrella term covering literary and non-literary features: linguistic devices
(for example, rhetorical, syntax, repetition); literary devices (for example, symbolism,
metaphor, simile); visual devices (for example, colour, texture, symbolism,
foregrounding).

Theme Theme refers to a dominant subject, thread or idea that is conveyed through a text
form.

Voice This concept relates to both a reader’s experience of a work of literature and a
writer’s style when producing text. Voice is the characteristic speech and thought
patterns of a narrator; a persona, which conveys his or her attitude, personality, and
character.

References
Baldick, C. 2008. The Concise Oxford Dictionary of Literary Terms. UK. Oxford University Press.

Cambridge Dictionaries Online: http://dictionary.cambridge.org/.

Collins Dictionary online: http://www.collinsdictionary.com/.

Oxford Dictionary online: http://oxforddictionaries.com/.

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Language acquisition glossary

Term Definition

Accuracy Accuracy, appropriateness and effect in writing refers to use of transitional

devices, tenses, word use and word order, accents, register and spelling. Accuracy,
appropriateness and effect in speaking refers to use of transitional devices, tenses,
word use and word order, register, pronunciation and intonation.

Aspects of style The use of literary devices such as register, tone, alliteration, onomatopoeia,
exaggeration, genre, metaphor, simile, and so on.

Cohesive The grammatical and/or lexical items that give coherence to the text as a whole, as
devices well as punctuation and paragraphing.

Communication Oral communication encompasses all aspects of listening and speaking. Oral skills
are essential for language development, for learning and for relating to others.
Listening (the receptive mode) and speaking (the expressive mode) work together
in a transactional process between listeners and speakers. Oral communication
enables students to construct meaning through the process of articulating
thoughts and internalizing meaning from speech in a variety of ways. Role plays,
interviews, oral presentations, discussions, debates, lectures, speeches and drama
are all examples of learning experiences in which students may engage in order
to develop their oral communication skills both as speakers and listeners. Some
oral communication tasks will involve a single, main speaker whereas other oral
communication tasks will involve multiple, interacting speakers. Speakers may be
face-to-face or digital participants in oral exchange.
Visual communication encompasses all aspects of viewing and interpreting text
and multimedia in a variety of situations and for a range of purposes and audiences.
Visual texts are constructed to convey meaning and engage viewers in accessing
information and interpreting thoughts, ideas and feelings. They allow students to
understand the interplay of image and language to convey cultural facts, ideas,
values and attitudes. Visual texts may be paper, electronic or live, observable
forms of communication constructed to present information. Learning to interpret
this information and to understand and use different media develops invaluable
skills. Symbols and signs, graphs, tables, diagrams, leaflets, brochures, posters,
advertisements, cartoons, comics, graphic novels, television programmes, films,
music video clips, newspapers, magazines, websites and dramatic interpretations
are all examples of visual text types with which students may engage in order to
develop their visual interpretation skills.

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Language acquisition glossary

Term Definition

Communication Written communication encompasses all aspects of reading and writing. Reading
(continued from is constructing meaning from text by making inferences and interpretations. The
previous page) process of reading is interactive and involves the reader’s purpose for reading, the
reader’s prior knowledge and experience, as well as the author’s techniques and
effects. The ability to read and comprehend fiction and non-fiction is essential for
the process of inquiry. Students need to be able to identify, synthesize and apply
useful and relevant information from written text. When students engage or interact
with the text, they make connections, reflect on feelings and actions, imagine
themselves in another’s situation, gain perspectives and develop empathy. Writing
is a way of expressing ourselves. It allows us to develop, organize and communicate
thoughts, feelings, ideas, opinions and information. Fiction and non-fiction in a
variety of genres, for example, short stories, novels, biographies, autobiographies,
diaries, letters, cartoons, graphic novels, poetry, song lyrics, drama, screenplays,
advertisements, blogs, emails, websites, brochures, leaflets, editorials, interviews,
magazine articles, reports, instructions and guidelines are all examples of text types
with which students may engage in order to develop their written communication
skills both as readers and writers.
Note: The examples above do not constitute a definitive list, and teachers may wish
to incorporate other text types into classroom practice.

Constructing Constructing meaning refers to creating an understanding about something;

meaning interpreting facts, an opinion, an idea or an event that has been read, viewed,
listened to. The next step is to interact or engage with the text; this is when students
relate the event or idea or experiences to their own experiences, ideas, opinions. It
is hoped that students can empathize as a result of the understandings and insights
gained.

Context The constellation of events and situational factors (physical and others), both
internal and external to a person, in which acts of communication are embedded
(Council of Europe 2001). Interpersonal and cultural contexts are embedded in all
communication between two or more people. The cultural contexts are the learned
behaviours and rules that frame these interactions. In the early phases, the simple
interpersonal and cultural contexts may include ways of greeting and forms of
address, gestures, eye contact, body language and personal space considerations.
In the later phases, they may include negotiating, solving problems, agreeing and
disagreeing.

Continuum A tool to identify and map a student’s language development.

A diagnostic tool to assist teachers in planning language learning experiences
for students, and for monitoring and assessing their language development.
Recognizing that learners enter the programme at different ages and with varying
levels and domains of language experience, a sequence of development phases
enables the teacher to identify current levels and plan learning experiences leading
on to subsequent phases.

Critical literacy The ability to question, challenge and evaluate the meanings and purposes of texts.
The skills to compose, respond to, analyse and evaluate written, spoken, visual and
multimedia texts from various perspectives. It involves an understanding of the
ways in which values and attitudes are communicated through language, including
how subject matter, point of view and language embody assumptions about issues
such as culture, gender and ethnicity.

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 Language acquisition glossary

Term Definition

Critical stance A perspective or point of view taken by a reader or viewer. It involves the reader or
viewer questioning the position presented in a text and developing his or her own
ideas in response to the text.

Critical thinking Specific cognitive skills, such as analysing and interpreting, used to consider ideas,
arguments and points of view, and to reach a conclusion.

Digital text Text read or viewed by electronic means.

Format This is the text type. Examples of written formats are: magazine, letter, book,
brochure, newspaper, chart, journal, email, text message. Examples of spoken text
types are: performance, speech, radio report, TV programme, screencast. Examples
of visual text types are: poster, magazine, website, postcard, brochure, gesture, sign,
diagram, graph, film.

Genre Genre refers to a style, category or type of literature that can be further categorized
into fiction and nonfiction.

Graded readers Fiction and non-fiction books that have been written specifically for language
learners with scaffolded or modified plot, vocabulary, grammar and visual text to
support the written text.

Grammar The set of rules governing how words and their component parts combine to form
sentences.
In MYP language acquisition, this encompasses word order, sentence structure,
parts of speech, morphology, phonetics, as applicable to the language.

Infer To go beyond information in a text to identify what may be thought, expressed or

considered correct.

Language Language refers to vocabulary and grammatical structures. It is assumed that as

students move through the phases, they will use language that demonstrates
increasing levels of sophistication and complexity.

Language Language conventions refer to the structures and features of a variety of texts and
conventions includes spelling, grammar and punctuation, sentence structure, paragraphing and
format, and referencing style. In writing, format can be further defined to include
purpose, sense of audience, text type (essay, short story, letter), structure and
organization of the text.

Language of This is the language in which the majority of a school’s curriculum is delivered. A
instruction school can have more than one language of instruction.

Literary and In the MYP language subject groups, literary texts can include, but are not limited
non-literary to, biographies, autobiographies, diaries and journals, poetry, song lyrics, fairy tales,
texts fables and myths, prose (short stories and novels, including abridged and modified
versions), cartoons, plays, graphic novels, screenplays. They can also include fiction
and non-fiction genres such as letters, speeches, oral traditions, essays, drama,
travelogues.
Non-literary texts can include, but are not limited to, newspaper and magazine
articles, advertisements, blogs, emails, websites, brochures, leaflets, editorials,
interviews, reports, instructions, guidelines and other texts of an informational
nature.

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Language acquisition glossary

Term Definition

Literature The definition of literature varies between different cultures and languages. In most
cultures, literature includes poetry, prose (short stories and novels), mythology
and drama. Additionally, in some cultures, literature also includes autobiography,
biography, graphic novels, travelogues, satires, essays, letters, literary non-fiction,
speeches, oral traditions, screenplays, film and television programmes, such as
drama series. In MYP language acquisition, literature can include all of the above,
and schools need to determine what constitutes literature within the context of
their language course(s).

Mode The medium used to communicate the message: in written mode, on paper or in
electronic format; in spoken mode, live or in electronic format; in visual mode, in
electronic format, live or printed.

Mother tongue The term “mother tongue” is used in the research literature in various ways. It
may denote the language learned first and/or the language identified with as a
“native” speaker. For the purpose of the MYP, “mother tongue” includes both
these definitions, and describes the language that the student uses at home and/
or outside the classroom environment. Those students whose mother tongue is
not the language of instruction may study their mother tongue as their second
language option. This course of study supports students to develop their mother
tongue, sustain cognitive and academic development and maintain their cultural
identity.

Multilingualism A term used to describe complex, rich, dynamic language portraits that include a
range of abilities/proficiencies in more than one language.

Multiliteracies Engaging with text in multimodal ways to construct meaning.

Multiliteracies provide a bridge between the real-life texts of the community and
school texts, and encourage a real-world, interdisciplinary approach to learning
through the use of disciplined knowledge. Using a multiliteracies approach enables
students to understand, use and critically evaluate the multimodal texts of the
current generation. These complex texts incorporate elements of linguistic, visual,
spatial, audio and gestural design.

Multimodal text A text in which meaning is constructed and presented/represented in multiple

ways, for example, written and/or visual text (such as in a cartoon, website, TV
programme, graphic novel, advertisement, poster, music video, magazine).

Oracy The ability to speak, and to understand spoken language.

Oratory A combination of pronunciation, intonation, tone, pitch, inflection, pace, pausing,

technique voice control, volume, projection, body language, gesture and eye contact (as
applicable to the language being studied).

Phase A stage of language learning development as indicated by a standard or proficiency

reached. Phases 1 to 6 on the language learning continuum do not directly
correspond to the years of study in the MYP or to the age of students in the
programme.

Print-based text Text read or viewed by paper means.

Proficient Able to use a discrete skill successfully, in context, according to established criteria.

112 Language acquisition guide

 Language acquisition glossary

Term Definition

Pronunciation Clarity of articulation, not accent.

Recognize Identify through patterns or features.

Register The use of tone, pace, volume, pitch, inflection, fluency/fluidity, vocabulary,
grammar and sentence structure that give the correct degree of formality
appropriate for the specific context and audience. In some languages there will be
more levels of register than just “formal” and “informal”.

Sense of Sense of audience is linked to register. This refers to tone, vocabulary, grammar and
audience sentence structure, and their appropriateness for the situation.

Situation Situation refers to the context in which the communication takes place or the
purpose of the communication; it may refer to the linguistic, social or cultural time
and place.
Everyday situations include classroom routines and activities, family life and home
routines.
Familiar situations include topics of more personal concern or interest; students
will have the knowledge, the language and the experience to communicate more
confidently about these personal world-type topics, which may be ideas or issues.
Unfamiliar situations include contexts beyond the scope explored through the
unit; students may have more limited knowledge and experience of these contexts,
which will require language learned to be applied to a new situation or idea. The
language required may also be more abstract. This may include global challenges
and more globally significant ideas.
Rehearsed and unrehearsed refers to structured or practised models or frameworks,
for example, a dialogue or role-play format. In any interaction, the student is
expected to speak with spontaneity.
Social situations may be in the classroom, the playground, the home, participating
in a drama, a role play or dialogue, an interview, a celebration.
Academic situations may include listening, note taking, participating in a lecture,
a presentation, a discussion, a debate, making a speech, conducting a survey or
interview, giving an oral response to literature or giving a report or review of a
book read or a film viewed, participating in group work and projects. This list is not
exhaustive but serves to help teachers when planning learning experiences and
assessment tasks.

Style Style refers to the manner in which the author of the text has used language to
suit his or her purpose or intention. This can include the author’s use of vocabulary,
grammar, register, syntactical elements and literary devices.

Target language The language being studied.

Text A visual, oral or written construct. For the purposes of MYP language acquisition,
a text may be written, viewed or spoken, and may or may not include graphic
or pictorial information. Text types can be informational or literary, for example,
speeches, letters, cartoons, advertisements, news reports, magazine and newspaper
articles, short and long prose, and so on.

Language acquisition guide 113

Language acquisition glossary

Term Definition

Transitional Structures, systems or words used to connect and organize ideas, with the effect of
devices guiding the reader through a text. What is considered as appropriate structure or
convention will be dependent on the language.

Understand Comprehend the meaning or significance of something and explain it in a different

way.

Viewed Able to be seen, shown or looked at for display, scrutiny or critical consideration.

Visual context The purpose(s) for and situation(s) in which the text has been created or is read.
For example, the social and cultural features and factors of the text. Where and
why is it viewed and interpreted? What factors influence the understanding and
interpretation of the visual text in combination with the spoken and/or written text?
Does the visual text communicate a message, add meaning or explanation, or offer
a perspective on a topic?

Visual The structures, features, layout and design elements of visual text. It can include the
convention use of colour, texture, line, shape and form, symbolism, sound effects and music,
body language, special effects, costume, camera angles and movement.

Visual literacy For the purposes of MYP language acquisition, visual literacy is not limited to
modern mass media and new technologies. It can refer as much to reading signs
and symbols as graphic novels. Visual literacy is the ability to evaluate, apply or
create conceptual visual representations, and to understand the knowledge that is
communicated by the visual.

Visual text Any text that includes an image or a series of static or moving images, for
example, a sign, symbol, poster, brochure, CD or book cover, newspaper article
with pictures, website, film, TV programme, PowerPoint® presentation. In MYP
language acquisition, visual text is viewed together with oral and/or written text to
interpret, analyse and evaluate information, ideas, opinions, emotions and attitudes
presented.

World literature In the MYP, this refers to literature from different parts of the world, cross-cultural
works and/or works in translation.

114 Language acquisition guide

Appendices

MYP command terms for language acquisition

The table below illustrates some of the most commonly used command terms in MYP language acquisition.

Command term Definition

Analyse Break down in order to bring out the essential elements or structure. (To identify
parts and relationships, and interpret information to reach conclusions.).

Evaluate Make an appraisal by weighing up the strengths and limitations.

Identify Provide an answer from a number of possibilities. Recognize and state briefly a
distinguishing fact or feature.

Interpret Use knowledge and understanding to recognize trends and draw conclusions from
given information.

Synthesize Combine different ideas in order to create new understanding.

On-screen examinations in language acquisition will draw from the full list of MYP command terms
that is available in MYP: From principles into practice.

Language acquisition guide 115

Appendices

Selected reading

American Council on the Teaching of Foreign Languages. 2011. Standards for Foreign Language Learning in
the 21st Century. Third edition. Alexandria, Virginia, USA. ACTFL.

Christie, F and Derewianka, B. 2008. School Discourse. London, UK. Continuum International Publishing
Group.

Council of Europe. 2001. Common European Framework of Reference for Languages: Learning, Teaching,
Assessment. Cambridge, UK. Cambridge University Press.

Council of Europe. Autobiography of Intercultural Encounters. http://www.coe.int/lang-autobiography.

Council of Europe. From linguistic diversity to plurilingual education: Guide for the development of language
education policies in Europe. http://www.coe.int/t/dg4/linguistic/Guide_niveau2_EN.asp?.

Cummins, J. 2000. Language, Power and Pedagogy. Clevedon, UK. Multilingual Matters.

Edwards, V. 2009. Learning to be Literate: Multilingual Perspectives. Clevedon, UK. Multilingual Matters.

Ellis, R. 1994. The Study of Second Language Acquisition. Oxford, UK. Oxford University Press.

Ellis, R. 2005. “Principles of instructed language learning”. Asian EFL Journal. Vol 7, number 3. Pp 9–24.

Evans, D, Griffiths, A, Stokes, D and Tuckey, J. 2008a. First Steps Viewing Map of Development. Perth, Western
Australia. Department of Education and Training.

Evans, D, Griffiths, A, Stokes, D and Tuckey, J. 2008b. First Steps Linking Assessment, Teaching and Learning.
Perth, Western Australia. Department of Education and Training.

Halliday, M. 1985. Three Aspects of Children’s Language Development: Learning Language, Learning through
Language, Learning about Language. Unpublished manuscript. Sydney, Australia. University of Sydney,
Department of Linguistics.

Hammill Institute on Disabilities. 2009. “Multiliteracies: Beyond reading and writing”. Word of Mouth. Vol 21,
number 2. Pp 1–16.

Hu, A and Byram, M, (eds). 2009. Intercultural Competence and Foreign Language Learning. Clevedon, UK.
Multilingual Matters.

Johnson, K. 2009. Second Language Teacher Education: A Sociocultural Perspective. New York, New York, USA.
Routledge.

Kramsch, C. 1993. Context and Culture in Language Teaching. Oxford, UK. Oxford University Press.

Krashen, SD. Second Language Acquisition and Second Language Learning. 1981. Pergamon Press Inc. Internet
edition December 2002. http://www.sdkrashen.com/SL_Acquisition_and_Learning.

Lanning, LA. 2013. Designing a Concept-based Curriculum for English Language Arts: Meeting the Common
Core With Intellectual Integrity, K-12. London, UK. Corwin.

Savignon, S. 1983. Communicative Competence: Theory and Classroom Practice. Reading, Massachusetts, USA.
Addison Wesley.

116 Language acquisition guide

 Selected reading

Shen, HH. 2010. “Imagery and verbal coding approaches in Chinese vocabulary instruction”. Language
Teaching Research. Vol 14, number 4. Pp 485–99.

Unsworth, L. 2001. Teaching Multiliteracies Across the Curriculum. Maidenhead, UK. Open University Press.

Vygotsky, L. 1999. Thought and Language. Cambridge, Massachusetts, USA. The MIT Press.

Whittaker, R, O’Donnell, M and McCabe, A, (eds). 2006. Language and Literacy: Functional Approaches.
London, UK. Continuum International Publishing Group.

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