IB CAREER-RELATED PROGRAM

LANGUAGE DEVELOPMENT GUIDE

Skyline High School

PURPOSE
“The IBCP recognizes that students have diverse language profiles. They begin their IBCP
studies with a range and variety of language learning experiences. Students may:
 already have knowledge of another language and skills for language learning
 have studied another language in their MYP or other middle school program and wish
to continue studying the same language
 have studied another language in their MYP or other middle school program but wish
to commence the study of a different language
 wish to continue with a language they started in primary school
 have no previous experience of learning another language prior to starting the IBCP
 have an identified special learning need and require special consideration for their
language learning.
IBCP language development is designed to ensure that all students, no matter what their
background, have access to and are exposed to a language program that will assist and further
their understanding of the wider world. It aims to provide students with the necessary skills and
intercultural understanding to enable them to communicate in an environment where the
language studied is spoken. This process encourages learners to go beyond the confines of the
classroom, expanding their awareness of the world and fostering respect for cultural diversity.
Language development should, where possible, be appropriate for the context of the students’
career-related studies. It should be challenging and enjoyable as well as relevant to a student’s
needs and aspirations. Language development should be designed to develop students' linguistic
abilities through the development of receptive, productive and interactive skills.”
(www.ibo.org/ibcc).
 LANGUAGE DEVELOPMENT REQUIREMENTS
In order to obtain an IBCP Certificate, students must complete the Language Development
component of the IBCP core. The Langue Development requirements include the following:
1. Students must spend a minimum of 50 concurrent hours over the course of two years on
tasks related to their language development. Either in a language course or independently.
2. Students will complete a language development portfolio over the course of junior and
senior year. The portfolio will incorporate language development tasks to enable students
to reflect on their experiences and to document evidence of their growing skill base
(requirements to follow).
3. Students will be assessed on progress towards language goals through the IB MYP
framework of “language phases” since each student will have a unique knowledge and
understanding of the culture they are studying. will have his or her own knowledge and
understanding of the language and culture so assessment of

PORTFOLIO COMPONENTS
1. Profile
 Self-Assessment of the language proficiency
 Language and culture questionnaire
 Language B objectives
 Post-Assessment of the language proficiency
2. Experiences/Tasks
 Journal entries
 Assessments
 Films and Television series in target language
 Webinars and other online language delivery websites
 Class Projects
 Reflections on target language and cultural aspects of societies/communities where the
language is spoken (total of 3 reflections, one page minimum, typed)
o What activities did you complete? Please be specific.
o Did you find additional resource this month? If so, please explain their relevance to
your language development
o What are you learning about yourself through language development?
o What new information have you learned about yourself or your language?
o Discuss ways the new information learned impacts you as a student on your future
career?
o What challenges did you face this month? How can you overcome them?
o How are you feeling about your progress towards the language development goals
you set in the beginning?
3. Evidence: Document achievement in language development. Provide examples of:
 Tasks
 Podcasts
 Assessments
 Certificates
 Emails
 Letters of acknowledgement
 Report card
It is the student’s responsibility to demonstrate and provide evidence in the language portfolio
that he or she developed his or her language acquisition from the initial phase to the next phase
level.
 LANGAGE DEVELOPMENT PROCESS
Step: Due Date: Administrator:
1. Choose a target language (must be one in which the student is not March PPS Teacher, IBCP
fluent) Junior Year Coordinators

Junior PPS Teacher

2. Complete the Self-Assessment of Language Proficiency Year

3. Complete the Language and Culture Questionnaire February PPS Teacher,

Junior Year Mentors

4. Meet with your Language Mentor to develop Language February PPS Teacher,
Development Goals Junior Year Mentors
 All IBCP students will work with a mentor to serve as a
Language Development supervisor. You may choose
your mentor (must speak the language of study) or the
IBCP Coordinator can help you find a mentor.
 Complete the Language Development Goals sheet. Goals
will be developed in the first meeting between the student
and mentor and will be based on the learning objectives in
each of the four communicative processes:
 Oral Communication
 Visual Interpretation
 Reading Comprehension
 Writing

5. Create your Language Portfolio Ongoing, PPS Teacher,

March Mentors, IBCP
Year 1 – Coordinators
January
Year 2

6. Make regular entries in the Experiences Reflection journal. Ongoing, PPS Teacher,
 Your reflection journal must. You may record your Monthly, Mentors
reflections in a variety of ways, including podcasts, March
videos, poems, letters, comic strips, collages, blogs, or Year 1 –
any other media that is suitable. If you are not sure, ask January
your mentor, the PPS teacher, or the IBCP coordinators! Year 2

7. Collect evidence of language development. Ongoing, PPS Teacher,

 Evidence must be collected to show your progress in the Monthly, Mentors
language studied. Some examples of evidence include: March
letters, emails, class assignments, and certificates of Year 1 –
language completion activities outside of school, letters of January
 acknowledgement, audio files. Again, if you are not sure, Year 2
ask the IBCP coordinators, the PPS teacher, or your
mentor!

8. Update the Language Development Progress Form through Ongoing, PPS Teacher,
meetings with your mentor and PPS teacher. March Mentors
Year 1 –
January
Year 2
9. Complete the Post Self-Assessment of Language Proficiency to January PPS Teacher,
show the growth that has occurred in each competency over the Year 2 Mentors
course of the language development process. (Specific

10. Complete and Submit the Language Portfolio to the IBCP January PPS Teacher,
coordinators for internal assessment. All IBCP students must Year 2 Mentors, IBCC
submit a Language Portfolio, which will be assessed by a panel. Coordinators
Panel members may include the IBCP Coordinator, IB
Coordinator, language teachers, and other IB/IBCP teachers.
 LANGAGE DEVELOPMENT PLAN

Name:
IBCP Career Track:
Graduation Year:

Proposed Language:

Proposed Format and Explanation:

Proposed Timeline:

Proposed Mentor, Title, and Email:

By signing below, I acknowledge that I understand all the requirements of the Language
Development component of the core. I understand that the teacher will provide “limited”
mentorship through this process and guidance through the Personal and Professional Skills
course. I also understand that if all components of the Language Development core are not
completed and assessed the IBCP Certificate will not be issued.

Student Signature: ________________________________ Date:______________

Parent Signature: _________________________________ Date:______________

Teacher Signature: ________________________________ Date:_____________