English, French, Spanish, German

 

Nature of the subject

Group 2 consists of two modern language courses—language ab initio and language B—that are offered in four languages: English, French, German and Spanish. Language ab initio and language B are language acquisition courses designed to provide students with the necessary skills and intercultural understanding to enable them to communicate successfully in an environment where the language studied is spoken. This process encourages the learner to go beyond the confines of the classroom, expanding an awareness of the world and fostering respect for cultural diversity.

The two modern language courses—language ab initio and language B—develop students’ linguistic abilities through the development of receptive, productive and interactive skills.

The degree to which students are already competent in the language and the degree of proficiency they wish to attain by the end of the period of study are the most important factors in identifying the appropriate course.

LANGUAGE AB INITIO

Language ab initio is a language acquisition course designed for students with no prior experience of the target language, or for those students with very limited previous exposure. It should be noted that language ab initio is offered at SL only.

At the language ab initio level, a student develops receptive, productive and interactive communicative skills. Students learn to communicate in the target language in familiar and unfamiliar contexts.

Receptive: Students understand, both aurally and in writing, simple sentences and some more complex sentences relating to the five prescribed themes and related topics. They understand simple authentic and adapted written and audio texts and related questions in the target language.

Productive: Students express information fairly accurately, in both writing and in speech, using a range of basic vocabulary and grammatical structures. They communicate orally and respond appropriately to most questions on the five prescribed themes and related topics.

Interactive: Students understand and respond clearly to some information and ideas within the range of the five prescribed themes and related topics. They engage in simple conversations. They use strategies to negotiate meaning and foster communication.

 

Prescribed themes

Five prescribed themes are common to the syllabuses of language ab initio and language B; the themes provide relevant contexts for study at all levels of language acquisition in the DP, and opportunities for students to communicate about matters of personal, local or national, and global interest.

The five prescribed themes are:

• IDENTITIES

(Personal attributes , Personal relationships, Eating and drinking , Physical wellbeing)

• EXPERIENCES

( Daily routine, Leisure, Holidays, Festivals and celebrations)

• HUMAN INGENUITY

( Transport, Entertainment, Media, Technology)

• SOCIAL ORGANIZATION

(Neighbourhood, Education , The workplace , Social issues)

• SHARING THE PLANET

( Climate, Physical geography ,The environment, Global issues)

The themes allow students to compare the target language and culture(s) to other languages and cultures with which they are familiar. The themes also provide opportunities for students to make connections to other disciplinary areas in the DP. Students and teachers of language ab initio with experience of the Primary Years Programme (PYP) or the MYP will recognize that the themes are inspired by the transdisciplinary themes of the PYP and the global contexts of the MYP. In this way, the DP language ab initio course can enhance the continuity of the educational experience of long-standing IB students, while also being suitable for students who are new to the IB.

Language acquisition aims

The following aims are common to both language ab initio and language B.

1. Develop international-mindedness through the study of languages, cultures, and ideas and issues of global significance.

2. Enable students to communicate in the language they have studied in a range of contexts and for a variety of purposes.

3. Encourage, through the study of texts and through social interaction, an awareness and appreciation of a variety of perspectives of people from diverse cultures.

4. Develop students’ understanding of the relationship between the languages and cultures with which they are familiar.

5. Develop students’ awareness of the importance of language in relation to other areas of knowledge.

6. Provide students, through language learning and the process of inquiry, with opportunities for intellectual engagement and the development of critical- and creative-thinking skills.

7. Provide students with a basis for further study, work and leisure through the use of an additional language

8. Foster curiosity, creativity and a lifelong enjoyment of language learning.

Assessment objectives

The following assessment objectives are common to both language ab initio and language B. The level of difficulty of the assessments, and the expectations of student performance on the tasks, are what distinguishes the three modern language acquisition courses.

1. Communicate clearly and effectively in a range of contexts and for a variety of purposes.

2. Understand and use language appropriate to a range of interpersonal and/or intercultural contexts and audiences.

3. Understand and use language to express and respond to a range of ideas with fluency and accuracy.

4. Identify, organize and present ideas on a range of topics.

5. Understand, analyse and reflect upon a range of written, audio, visual and audio-visual texts.

 

Syllabus outline

Language ab initio is a language acquisition course designed for students with no prior experience of the target language, or for those students with very limited previous exposure. It should be noted that language ab initio is offered at SL only.

In the language ab initio course, students develop the ability to communicate in the target language through the study of language, themes and texts. In doing so, they also develop conceptual understandings of how language works. Communication is evidenced through receptive, productive and interactive skills across a range of contexts and purposes that are appropriate to the level of the course.

The study of language requires careful attention to forms, structures, functions and conceptual understandings of language. Knowledge of vocabulary and grammar—the what of language—is reinforced and extended by understanding the why and how of language: audience, context, purpose, meaning.

Students expand the range of their communication skills by understanding and producing a wide variety of oral and written texts for audiences, contexts and purposes associated with academic and personal interests. For the development of receptive skills, language ab initio students must study authentic texts that explore the culture(s) of the target language.

A key aim of the language ab initio course is to develop international-mindedness through the study of language, culture, and ideas and issues of global significance. Explicit links to TOK strengthen the ability to communicate in the target language by increasing students’ self-awareness as inquirers in their own language learning process. As appropriate to the level of the course, communication skills are reinforced through the other categories of approaches to learning skills: thinking, research, social and self-management skills.

Texts

In theory, a text is anything from which information can be extracted, including the wide range of oral, written and visual materials present in society. For example:

• single and multiple images, with or without written text

• non-literary and literary written texts and extracts

• broadcast media texts: films, radio and television programmes, and their scripts

• oral texts: presentations, debates, interviews, speeches, recorded conversations and their transcripts

• electronic texts that share aspects of the above areas: text messaging, web pages and blogs, social media and video-sharing websites.

For the purposes of teaching and learning in a language acquisition course, the language ab initio and language B syllabuses organize written, visual, audio and audio-visual texts into three broad categories: personal, professional and mass media texts. The guiding principle for using texts in the DP language acquisition courses is to develop students’ receptive, productive and interactive skills in the target language by focusing their attention on the ways in which good communicators consider the audience, context and purpose of what they want to say or write in the process of choosing and developing an appropriate text type to convey a message.

Teachers should provide frequent opportunities for students to understand and use a variety of text types in relation to the prescribed themes and topics, as well as the content contained within the language specific syllabuses.

Assessment outline

First assessment 2020

Assessment component Weighting

39460185192. assessment (2 hours 45 minutes) 75%

Paper 1 (1 hour) 25%

85106226253599. skills—writing (30 marks)

Two written tasks of 70–150 words each from a choice of three tasks, choosing a text type for each task from among those listed in the examination instructions.

Paper 2 (1 hour 45 minutes) 50%

Receptive skills—separate sections for listening and reading (65 marks)

1. Listening comprehension (45 minutes) (25 marks)

2. Reading comprehension (1 hour) (40 marks)

Comprehension exercises on three audio passages and three written texts, drawn from all five themes.

Internal assessment 25%

This component is internally assessed by the teacher and externally moderated by the IB at the end of the course.

Individual oral assessment

A conversation with the teacher, based on a visual stimulus and at least one additional course theme. (30 marks)

 

Formative assessment

The students are expected to show their understanding of the language as well as the development of all the skills taught throughout the two-year course. Thus, they are assessed through a wide range of assignments inside and outside the classroom, such as essays, grammar and vocabulary tests, oral commentaries, debates, listening comprehension and reading tasks.

LANGUAGE B

Aims

The aims of the language B course reflect those of group 2 listed above but are to be defined within the parameters of the language B syllabus. The range of contexts, purposes, language skills and texts to be taught are listed in “Syllabus content”. The use of appropriate language and the breadth of intercultural understanding to be demonstrated are also defined within the syllabus content.

More specifically, Language B courses aim to:

1. Develop international-mindedness through the study of languages, cultures, and ideas and issues of global significance.

2. Enable students to communicate in the language they have studied in a range of contexts and for a variety of purposes.

3. Encourage, through the study of texts and through social interaction, an awareness and appreciation of a variety of perspectives of people from diverse cultures.

4. Develop students’ understanding of the relationship between the languages and cultures with which they are familiar.

5. Develop students’ awareness of the importance of language in relation to other areas of knowledge.

6. Provide students, through language learning and the process of inquiry, with opportunities for intellectual engagement and the development of critical- and creative-thinking skills.

7. Provide students with a basis for further study, work and leisure through the use of an additional language.

8. Foster curiosity, creativity and a lifelong enjoyment of language learning.

Assessment objectives

There are 5 assessment objectives for the Group 2 languages, and more specifically Language B. The level of difficulty of the assessments, and the expectations of student performance on the tasks, are what distinguishes the two different Language B levels.

Students should be able to:

1. Communicate clearly and effectively in a range of contexts and for a variety of purposes.

2. Understand and use language appropriate to a range of interpersonal and/or intercultural contexts and audiences.

3. Understand and use language to express and respond to a range of ideas with fluency and accuracy.

4. Identify, organize and present ideas on a range of topics.

5. Understand, analyse and reflect upon a range of written, audio, visual and audio visual texts.

Syllabus outline

Language B is a language acquisition course developed at two levels — standard level (SL) and higher level (HL) — for students who are at a B1 or B2 level of acquisition in the target language. While acquiring a language, students will explore the culture(s) connected to it.

In the language B course, students develop the ability to communicate in the target language through the study of language, themes and texts. In doing so, they also develop conceptual understandings of how language works. Communication is evidenced through receptive, productive and interactive skills across a range of contexts and purposes that are appropriate to the level of the course.

The study of language requires careful attention to forms, structures, functions and conceptual understandings of language. Knowledge of vocabulary and grammar—the what of language—is reinforced and extended by understanding the why and how of language: audience, context, purpose, meaning.

Students expand the range of their communication skills by understanding and producing a wide variety of oral and written texts for audiences, contexts and purposes associated with academic and personal interests. For the development of receptive skills, language B students must study authentic texts that explore the culture(s) of the target language. In addition, the study of two literary works is required at HL.

A key aim of the language B course is to develop international-mindedness through the study of language, culture, and ideas and issues of global significance. As appropriate to the level of the course, communication skills are reinforced through the other categories of approaches to learning skills: thinking, research, social and self-management skills. The focus of these courses is language acquisition and intercultural understanding.

The syllabus for Language B courses focuses on five themes, which provide relevant contexts for study at all levels of language acquisition in the DP, and opportunities for students to communicate about matters of personal, local or national, and global interest.

The five prescribed themes are:

• identities (lifestyles, health and wellbeing, beliefs and values, subcultures, language and identity)

• experiences (leisure activities, holidays and travel, life stories, rites of passage, customs and

traditions, migration)

• human ingenuity (entertainment, artistic expressions, communication and media, technology, scientific innovation)

• social organization (social relationships, community, social engagement, education, the working world, law and order)

• sharing the planet (environment, human rights, peace and conflict, equality, globalization, ethics, urban and rural environment)

The themes allow students to compare the target language and culture(s) to other languages and cultures with which they are familiar. The themes also provide opportunities for students to make connections to other disciplinary areas in the DP.

Assessment outline – Standard level

External assessment	75%
Paper 1 (1 hour 15 minutes): Productive skills One writing task of 250–400 words from a choice of three, each from a different theme, choosing a text type from among those listed in the examination instructions.	25%
Paper 2 (1 hour 45 minutes): Receptive skills – Listening & Reading Listening comprehension (45 minutes) Reading comprehension (1 hour) Comprehension exercises on three audio passages and three written texts, drawn from all five themes.	50%
Internal assessment Internally assessed by the teacher and externally moderated by the IB.	25%
Individual oral assessment A conversation with the teacher, based on a visual stimulus, followed by discussion based on an additional theme.

Assessment outline – Higher level

External assessment	75%
Paper 1 (1 hour 30 minutes): Productive skills One writing task of 450–600 words from a choice of three, each from a different theme, choosing a text type from among those listed in the examination instructions.	25%
Paper 2 (2 hours): Receptive skills – Listening & Reading Listening comprehension (1 hour) Reading comprehension (1 hour) Comprehension exercises on three audio passages and three written texts, drawn from all five themes.	50%
Internal assessment Internally assessed by the teacher and externally moderated by the IB.	25%
Individual oral assessment A conversation with the teacher, based on an extract from one of the literary works studied in class, followed by discussion based on one or more of the themes from the syllabus.

The students are expected to show gradual progress in their understanding of the language as well as the development of all the skills taught throughout the two-year course. Thus, they are assessed through a wide range of assignments inside and outside the classroom, such as various types of written production, advanced language activities and quizzes, oral commentaries and debates, reading comprehension on a variety of text types focused on the course topics, practice on past exam papers.

ATL SKILLS

I. Communication skills

How can students communicate through interaction?

Exchanging thoughts, messages and information effectively through interaction

• Give and receive meaningful feedback

• Use intercultural understanding to interpret communication

• Use a variety of speaking techniques to communicate with a variety of audiences

• Use appropriate forms of writing for different purposes and audiences

• Negotiate ideas and knowledge with peers and teachers

• Collaborate with peers and experts using a variety of digital environments and media

• Share ideas with multiple audiences using a variety of digital environments and media

How can students demonstrate communication through language?

Reading, writing and using language to gather and communicate information

• Read critically and for comprehension

• Read a variety of sources for information and for pleasure

• Make inferences and draw conclusions

• Write for different purposes

• Preview and skim texts to build understanding

• Take effective notes in class

• Make effective summary notes for studying

• Find information for disciplinary and interdisciplinary inquiries, using a variety of media

• Organize and depict information logically

• Structure information in summaries, essays and reports

 

Social

II. Collaboration skills

How can students collaborate?

Working effectively with others

• Use social media networks appropriately to build and develop relationships

• Practise empathy

• Delegate and share responsibility for decision-making

• Help others to succeed

• Take responsibility for one’s own actions

• Manage and resolve conflict, and work collaboratively in teams

• Build consensus

• Listen actively to other perspectives and ideas

• Negotiate effectively

• Encourage others to contribute

• Exercise leadership and take on a variety of roles within groups

• Give and receive meaningful feedback

• Advocate for one’s own rights and needs

Self-management

III. Organization skills

How can students demonstrate organization skills?

Managing time and tasks effectively

• Plan short- and long-term assignments; meet deadlines

• Create plans to prepare for summative assessments (examinations and performances)

• Set goals that are challenging and realistic

• Plan strategies and take action to achieve personal and academic goals

• Bring necessary equipment and supplies to class

• Keep an organized and logical system of information files/notebooks

• Select and use technology effectively and productively

IV. Affective skills

How can students manage their own state of mind?

Managing state of mind

• Mindfulness

– Practise focus and concentration

– Practise strategies to develop mental focus

– Practise strategies to overcome distractions

– Practise being aware of body–mind connections

• Perseverance

– Demonstrate persistence and perseverance

• Emotional management

– Practise strategies to overcome impulsiveness and anger

– Practise strategies to prevent and eliminate bullying

– Practise strategies to reduce stress and anxiety

• Self-motivation

– Practise analysing and attributing causes for failure

– Practise managing self-talk

– Practise positive thinking

• Resilience

– Practise “bouncing back” after adversity, mistakes and failures

– Practise “failing well”

– Practise dealing with disappointment and unmet expectations

– Practise dealing with change

V. Reflection skills

How can students be reflective?

(Re) considering the process of learning; choosing and using ATL skills

• Develop new skills, techniques and strategies for effective learning

• Identify strengths and weaknesses of personal learning strategies (self-assessment)

• Demonstrate flexibility in the selection and use of learning strategies

• Try new ATL skills and evaluate their effectiveness

• Consider content

• Consider ATL skills development

• Consider personal learning strategies

• Consider ethical, cultural and environmental implications

Research

VI. Information literacy skills

How can students demonstrate information literacy?

Finding, interpreting, judging and creating information

• Collect, record and verify data

• Access information to be informed and inform others

• Make connections between various sources of information

• Understand the benefits and limitations of personal sensory learning preferences when accessing, processing and recalling information

• Use memory techniques to develop long-term memory

• Present information in a variety of formats and platforms

• Evaluate and select information sources and digital tools based on their appropriateness to specific tasks

• Understand and use technology systems

• Use critical-literacy skills to analyse and interpret media communications

• Understand and implement intellectual property rights

• Create references and citations, use footnotes/endnotes and construct a bibliography according to recognized conventions

• Identify primary and secondary sources

VII. Media literacy skills

How can students demonstrate media literacy?

Interacting with media to use and create ideas and information

• Locate, organize, analyse, evaluate, synthesize and ethically use information from a variety of sources and media (including digital social media and online networks)

• Demonstrate awareness of media interpretations of events and ideas (including digital social media)

• Make informed choices about personal viewing experiences

• Understand the impact of media representations and modes of presentation

• 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

• Compare, contrast and draw connections among (multi)media resources

Thinking

VIII. Critical-thinking skills

How can students think critically?

Analysing and evaluating issues and ideas

• Practise observing carefully in order to recognize problems

• Gather and organize relevant information to formulate an argument

• Recognize unstated assumptions and bias

• Interpret data

• Evaluate evidence and arguments

• Recognize and evaluate propositions

• Draw reasonable conclusions and generalizations

• Test generalizations and conclusions

• Revise understanding based on new information and evidence

• Evaluate and manage risk

• Formulate factual, topical, conceptual and debatable questions

• Consider ideas from multiple perspectives

• Develop contrary or opposing arguments and synthesize them to create new understanding

• Propose and evaluate a variety of solutions

• Identify obstacles and challenges

• Identify trends and forecast possibilities

IX. Creative-thinking skills

How can students be creative?

Generating novel ideas and considering new perspectives

• Use brainstorming and visual diagrams to generate new ideas and inquiries

• Consider multiple alternatives, including those that might be unlikely or impossible

• Create novel solutions to authentic problems

• Make unexpected or unusual connections between objects and/or ideas

• Make guesses, ask “what if” questions and generate testable hypotheses

• Apply existing knowledge to generate new ideas, products or processes

• Create original works and ideas; use existing works and ideas in new ways

• Practise flexible thinking—develop multiple opposing, contradictory and complementary arguments

• Practise visible thinking strategies and techniques

• Generate metaphors and analogies

X. Transfer skills

How can students transfer skills and knowledge across disciplines and subject groups?

Using skills and knowledge in multiple contexts

• Use effective learning strategies in subject groups and disciplines

• Apply skills and knowledge in unfamiliar situations

• Inquire in different contexts to gain a different perspective

• Compare conceptual understanding across multiple subject groups and disciplines

• Make connections between subject groups and disciplines

• Combine knowledge, understanding and skills to create products or solutions

• Transfer current knowledge to learning of new technologies

• Change the context of an inquiry to gain different perspectives