Aims of Language Acquisition

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.

From: Language Acquisition Subject Guide


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 intercultural understanding. In all IB programs, the role of language is valued as central to developing critical thinking, which is essential for the cultivation of intercultural awareness, international-mindedness and global citizenship. Language is integral to exploring and sustaining personal development and cultural identity, and provides an intellectual framework to support conceptual development. The IB acknowledges that learning additional languages greatly contributes to the holistic development of students and to the strengthening of lifelong learning skills. Language is central to learning, as well as to literacy. The purpose of Language Acquisition is to enable students to become competent in a language other than their mother tongue, and is based around proficiency in speaking, reading and writing. This knowledge should in turn develop understanding of and nurture respect for cultures other than their own.




Adapted from MYP Language Acquisition Guide


Grade 6, Year 1
Unit Title: Cultural Impact of Weather
Key Concept: Connections
Related Concept: Message and Purpose
Global Context: Scientific and Technical Innovation (The interaction between people and the natural world)

Statement of Inquiry: An analysis of weather patterns in countries around the globe can reveal the purpose of interactions between diverse people and their natural world.

Overview: This quarter, students will use survival Spanish to investigate how weather patterns in countries around the globe impact cultural practices.



Spanish Q1 6th Grade Making Friends Unit GRASP
  • ØGoal: Your task is to write and perform a skit making friends with a new student.

  • ØRole: You are either the new student or a returning student.

  • ØAudience: The target audience is the rest of the class. You need to convince them that you would be comfortable introducing yourself in Spanish.

  • ØSituation: The context you find yourself in is a school where only Spanish is spoken.

  • ØProduct/Performance: The written product is the script. The performance is the making friends skit acted out in front of the class.

  • ØStandards & Criteria for Success: Your product and performance will be judged by a rubric.

Key Words:
Are you new? = Eres nuevo(a).
Yes, I am new. = Si, soy nuevo(a).
Me llamo_ = My name is _. Como te llamas? = What’s your name?
These are my friends. = Estos son mis amigos.
Mucho gusto = Nice to meet you.




SPANISH Q1 6th Making Friends SKIT GRASP RUBRIC
Language Acquisition Phase 1
Criterion C: Communicating in response to spoken, written, and 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
Achievement level descriptor
Task specific clarifications
0
The student does not reach a standard described by any of the descriptors below.
No standards met.
1-2
The student:
i. makes limited attempt to respond to simple short phrases and basic information in spoken, written and 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.
During the skit the student makes limited/minimal (1)attempts to speak and does so often inappropriately when 3 times was required. The performer often forgets their lines and messes up the timing for others in the skit and speaks in a way that does not show confidence or evident practice.
3-4
The student:
i. responds to simple short phrases and basic information in spoken, written and 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.
During the skit the student makes limited (1-2)attempts to speak and does so with some inappropriate responses when 3 times was required. The performer sometimes forgets their lines and messes up the timing for others in the skit and speaks in a way that shows limited confidence and practice.
5-6
The student:
i. responds appropriately to simple short phrases and basic information in spoken, written and 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.
During the skit the student makes considerable (3-4)attempts to speak and does so with appropriate responses. The performer remembers their lines and shows confidence when speaking and evident practice.
7-8
The student:
i. responds in detail and appropriately to simple short phrases and basic information in spoken, written and 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.
During the skit the student speaks in detail and does so with appropriate and varied responses. The performer effectively remembers their lines and shows confidence when speaking. An excellent amount of practice is evident.

Language Acquisition Phase 1
Criterion D: Using language in spoken and written form (Maximum: 8)
At the end of phase 1, students should be able to:
i. write and 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
Achievement level descriptor
Task specific clarifications
0
The student does not reach a standard described by any of the descriptors below.
No standards met.
1-2
The student:
i. has difficulty to write/speak using a basic range of vocabulary, grammatical structures and conventions; when speaking, 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.
The script shows that the student had difficulty creating grammatically correct sentences as it contains many errors (4-5). The student writes minimal/limited lines (1-2) when 3-4 for each person was required. Words that make the conversation natural are not used.
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.
The script shows that the student made some inappropriate choices when trying to create grammatically correct sentences as it contains some errors (3-4). The student writes some/limited lines (2-3) when 3-4 for each person was required. Words that make the conversation natural are not appropriate 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.
The script shows that the student made good choices when trying to creating generally accurate sentences as it contains some errors (1-2). The student writes limited lines (3) when 3-4 for each person was required. Words that make the conversation natural are usually accurate.
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.
The script shows that the student made effective choices to create grammatically accurate sentences. The student writes limited lines (3) when 3-4 for each person was required. Words that make the conversation natural are accurate and effectively used. The script is clearly organized with excellent intonation during delivery.




Grades 7 and 8Years 2 and 3 Quarter 2

Unit Title: Cultural Impact of Weather
Key Concept: Communication
Related Concept: Purpose and Audience
Global Context: Identities and Relationships (Health and Well Being)

Statement of Inquiry: The health and well being of others can be improved through bilingual communication to a broad audience.
Overview: This quarter, students will be learning about food through a social justice lens by examine the equality of access to healthy food around the city of Chicago.


Spanish Q1 7th/8th Grade Food Unit GRASP
  • ØGoal: Your task is to write and perform a restaurant skit using your knowledge of breakfast food vocabulary, present tense conjugations of the verbs to like and to prefer and basic greetings.

  • ØRole: You are either the waiter/waitress, a child expressing their likes or dislikes or an adult ordering for themselves and the children.

  • ØAudience: The target audience is the rest of the class. You need to convince them that you would be comfortable ordering food at a restaurant using only Spanish.

  • ØSituation: The context you find yourself in is a restaurant where only Spanish is spoken.

  • ØProduct/Performance: The written product is the script. The performance is the restaurant skit acted out with props in front of the class.

  • ØStandards & Criteria for Success: Your product and performance will be judged by a rubric.




SPANISH Q1 7th/8th Restuarant SKIT GRASP RUBRIC
Language Acquisition Phase 1
Criterion C: Communicating in response to spoken, written, and 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
Achievement level descriptor
Task specific clarifications
0
The student does not reach a standard described by any of the descriptors below.
No standards met.
1-2
The student:
i. makes limited attempt to respond to simple short phrases and basic information in spoken, written and 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.
During the skit the student makes limited/minimal (1)attempts to speak and does so often inappropriately when 3 times was required. The performer often forgets their lines and messes up the timing for others in the skit and speaks in a way that does not show confidence or evident practice.
3-4
The student:
i. responds to simple short phrases and basic information in spoken, written and 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.
During the skit the student makes limited (1-2)attempts to speak and does so with some inappropriate responses when 3 times was required. The performer sometimes forgets their lines and messes up the timing for others in the skit and speaks in a way that shows limited confidence and practice.
5-6
The student:
i. responds appropriately to simple short phrases and basic information in spoken, written and 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.
During the skit the student makes considerable (3-4)attempts to speak and does so with appropriate responses. The performer remembers their lines and shows confidence when speaking and evident practice.
7-8
The student:
i. responds in detail and appropriately to simple short phrases and basic information in spoken, written and 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.
During the skit the student speaks in detail and does so with appropriate and varied responses. The performer effectively remembers their lines and shows confidence when speaking. An excellent amount of practice is evident.

Language Acquisition Phase 1
Criterion D: Using language in spoken and written form (Maximum: 8)
At the end of phase 1, students should be able to:
i. write and 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
Achievement level descriptor
Task specific clarifications
0
The student does not reach a standard described by any of the descriptors below.
No standards met.
1-2
The student:
i. has difficulty to write/speak using a basic range of vocabulary, grammatical structures and conventions; when speaking, 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.
The script shows that the student had difficulty creating grammatically correct sentences as it contains many errors (4-5). The student writes minimal/limited lines (1-2) when 3-4 for each person was required. Words that make the conversation natural are not used.
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.
The script shows that the student made some inappropriate choices when trying to create grammatically correct sentences as it contains some errors (3-4). The student writes some/limited lines (2-3) when 3-4 for each person was required. Words that make the conversation natural are not appropriate 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.
The script shows that the student made good choices when trying to creating generally accurate sentences as it contains some errors (1-2). The student writes limited lines (3) when 3-4 for each person was required. Words that make the conversation natural are usually accurate.
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.
The script shows that the student made effective choices to create grammatically accurate sentences. The student writes limited lines (3) when 3-4 for each person was required. Words that make the conversation natural are accurate and effectively used. The script is clearly organized with excellent intonation during delivery.