Language Acquisition Teacher Support Material For Use From S en - PDF

Language acquisition teacher support material
(for use from September 2020/January 2021)

(for use from September 2020/January 2021)
Middle Years Programme
Published February 2020

Updated May 2020, October 2020
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Introduction
How to use this teacher support material
This teacher support material (TSM) is designed to accompany the MYP Language acquisition guide
(September 2020). It is intended to give practical help to support teachers’ understanding and
implementation of the subject group framework.
The TSM is divided into two sections.
• Written curriculum
• Assessed curriculum.
For further information on each of these sections, please refer to MYP: From principles into practice.
Please note that the materials provided are examples only. They have been included to demonstrate how
teacher planning and tasks and student work may appear. They do not form part of a mandatory curriculum
for schools. Teachers may wish to use these examples as a guide to support the design of appropriate units
of work and assessment tasks.
Any examples of student work included in this TSM are authentic and are presented in their original style,
which may include spelling, grammatical and any other errors.
Please note that the assessment criteria used in this material corresponds to the MYP Language acquisition
guide, and are for first use in first assessment from May 2022.
Acknowledgment
Thanks are due to the experienced MYP practitioners who worked so carefully on the content.
Language acquisition teacher support material 1

Written curriculum
MYP unit planning process
Using the examples provided, teachers are advised to refer to MYP: From principles into practice.
Using the MYP unit planner

Each unit plan should:
• stand alone as a significant, engaging, relevant and challenging opportunity for learning
• enable students to demonstrate development towards subject group objectives
• be driven by a statement of inquiry that is conceptually-based and contextually-framed
• develop factual, conceptual and debatable inquiry questions
• involve students in a range of learning experiences planned in response to teacher and student inquiry
questions
• build on students’ prior knowledge
• encounter meaningful academic content
• help students and teachers to develop attributes of the IB learner profile
• include a summative assessment which gives students an opportunity to demonstrate their
achievement of the unit’s objectives
• invite students to reflect on their learning and encourage them to engage in principled action.
This next video takes teachers through the process of planning an MYP unit.
Middle Years Programme: The unit planning process
2 Language acquisition teacher support material

Written curriculum
Examples of MYP language acquisition unit plans
Summary table of example unit plans. Click on the unit title in the table to see an example of a completed
unit planner.
Examp Level Unit title Objective Types of assessment

le tasks
1 Emergent level Friends around us and A, B, C, D Listening
the world Reading
Speaking
Writing
2 Capable level Striving for a better A, B, C, D Listening
world Reading
Speaking
Writing
3 Proficient level Climate action A, B, C, D Listening
Reading
Speaking
Writing

Written curriculum
Examples of language acquisition subject group

overviews
For details of the subject group overview components, please refer to MYP: From principles into practice.
Below is an example of how a subject group overview may be presented.
Unit Key Related Global context Statement Objectives ATL skills Content
title concept concept(s) and exploration of inquiry
The following are examples of overviews for language acquisition.
Emergent level overview

Unit title Key Related Global Statement of Objectives Content
concept concept(s) context and Inquiry Students will Students will
exploration Students will be able to: know:
understand that:
Unit title to Communi Form Use of a Effective ABCD Specify the
be cation Patterns global communication linguistics
determined context (and depends on aspects to be
by the exploration) knowledge of covered in this
teacher. is not linguistic form unit.
Statement mandated for and patterns.
of inquiry language
Connec- Form Making ABCD Specify the
could be acquisition
tions Patterns connections and linguistics
used in a phase 1 or
finding patterns aspects to be
range of phase 2 unit
makes it easier to covered in this
units. planners. If
learn a language. unit.
the use of a
Unit title to Connec- Pronun- global Clear ABCD Specify the
be tions ciation context is pronunciation is linguistics
determined Purpose appropriate important for aspects to be
by the and effective, effective covered in this
teacher. it is communication. unit.
Statement encouraged. For example:
of inquiry
• Nouns
could be
used in a
range of
units.
Unit title to Commu- Conventions Conventions may ABCD Specify the
be nication determine the linguistics
Structure
determined way a aspects to be
by the communication is covered in this
teacher. structured. unit.
Statement
of inquiry
could be

Examples of language acquisition subject group overviews

understand that:
used in a
range of
units.
Unit title to Culture Function There can be a ABCD Specify the
be Form connection linguistics
determined between the form aspects to be
by the of a word and its covered in this
teacher. function. unit.
Statement
of inquiry
could be
used in a
range of
units.
Unit title to Connec- Meaning Messages ABCD Specify the
be tions Message communicated in linguistics
determined linguistic and aspects to be
by the non-linguistic covered in this
teacher. ways connect to unit.
Statement make meaning. For example:
of inquiry
• An inquiry
could be
into
used in a
modes of
range of
communi-
units.
cation.
Unit title to Commu- Form Successful ABCD Specify the
be nication Message communication linguistics
determined requires use of aspects to be
by the the correct covered in this
teacher. grammatical form unit.
Statement and well-
of inquiry organized texts.
could be
used in a
range of
units.
Teachers should determine which approaches to learning (ATL) skills are suitable for the unit.

Capable level overview

understand that:
Unit title to Culture Conventions Orientation in Idiomatic ABCD Specify the
be Idiom space and language varies linguistics
determined time across regions aspects to be
by the Exploration: and cultures. covered in this
teacher. cultural unit.
Statement heritage For example:
of inquiry
• Regional
could be
language
used in a
use
range of
units. • Youth
culture
Variants of a
language
(target
language
use from
different
geographic
areas and or
cultural
groups)
Unit title to Connec- Purpose Personal and We make ABCD Specify the
be tions Message cultural connections linguistics
determined expression through the aspects to be
by the Exploration: creative covered in this
teacher. the way we communication unit.
Statement express of purposeful
of inquiry feelings messages.
could be
used in a
range of
units.
Unit title to Creativity Structure Personal and Creative use of ABCD Specify the
be Empathy cultural language and an linguistics
determined expression effective structure aspects to be
by the Exploration: can prompt covered in this
teacher. the way in empathy. unit.
Statement which we
of inquiry express ideas
could be
used in a
range of
units.


understand that:
Unit title to Commu- Audience Personal and Creative use of ABCD Specify the
be nication Word choice cultural language and linguistics
determined expression careful word aspects to be
by the Exploration: choice can covered in this
teacher. the ways in improve audience unit.
Statement which we engagement for
of inquiry express ideas, effective
could be beliefs and communication
used in a values of ideas, beliefs
range of and values.
units.
Proficient level overview

understand that:
Unit title to Commu- Bias Personal and Critical literacy ABCD Specify the
be nication Message cultural enables us to linguistics
determined expression detect underlying aspects to be
by the Exploration: messages of bias covered in this
teacher. critical intended to unit.
Statement literacy manipulate the For example:
of inquiry reader/viewer/
An inquiry into
could be listener.
language used
used in a
in persuasive
range of
media texts:
units.
• formats of
adverti-
sing texts
• recogni-
zing bias
—analysis
of
language,
word
choice,
perspec-
tives, style
Unit title to Connec- Meaning Personal and Sometimes when ABCD Specify the
be tions Voice cultural expressing linguistics
determined expression feelings and aspects to be
by the values, there is a


understand that:
teacher. Exploration: greater covered in this
Statement the ways in connection unit.
of inquiry which we between voice For example:
could be express and meaning
An inquiry into
used in a feelings and than between
use of
range of values words and
intonation
units. meaning.
• excla-
matory
phrases or
sentences
• mood
Unit title to Connec- Point of view Personal and Connecting to an ABCD Specify the
be tions Audience cultural audience through linguistics
determined expression use of analysis aspects to be
by the Exploration: and argument covered in this
teacher. analysis and can help change unit.
Statement argument their perspective For example:
of inquiry on an issue.
An inquiry into
could be
how language
used in a
is used to
range of
express
units.
different point
of views or
perspectives in
different
multimodal
texts.
• Modal
verbs
• Condition
al tense
• Subjunc-
tive form ...
etc
Writing and
making
speeches
Writing: blogs,
guides
Unit title to Creativity Stylistic Orientation in Language in ABCD Specify the
be choices space and songs is a creative linguistics
determined Theme time expression which aspects to be
by the Exploration: uses stylistic covered in this
teacher. people’s choices to convey unit.
Statement inter- themes about the For example:
of inquiry inter-


understand that:
could be connected- connectedness of An inquiry into
used in a ness people. themes and
range of language in
units. pop songs.
An extension of
language and
comprehension
skills.
Oral/visual/
audio text
analysis—
music video.
Unit title to Culture Argument Fairness and Language used in ABCD Specify the
be Inference development comics promotes linguistics
determined Exploration: inferential aspects to be
by the relationships thinking and covered in this
teacher. between coherent unit.
Statement human reasoning about For example:
of inquiry communities issues relating to An inquiry into
could be human
language used
used in a communities.
in comical texts
range of
in the target
units.
language and
the social topics
these texts
address.
Unit title to Commu- Audience Identities and Reasoning and ABCD Specify the
be nication Purpose relationships ethical linguistics
determined Exploration: judgement aspects to be
by the reasoning enables the target covered in this
teacher. and ethical audience to unit.
Statement judgement determine the For example:
of inquiry purpose of a
An inquiry into
could be persuasive
different types
used in a communication.
of media texts
range of
used to
units.
promote
campaigns on:
• unhealthy
or healthy
lifestyles
and habits
• healthy
eating
• physical
activity


understand that:
• mental
health and
resilience

Assessed curriculum
Designing tasks for language acquisition
For students to meet the language acquisition objectives, teachers need to concentrate on each of the
macro skills of language—listening, speaking, reading, writing and viewing—and ensure that units planned
provide ample opportunities to practise and develop all of these skills and that assessment tasks are
designed to provide students with maximum opportunity to demonstrate their understanding.
An integrative assessment approach during formative assessment is recommended as the teaching and
learning in the unit progresses so as to strengthen feedback loops and prepare students for the summative
assessments. Integrated assessments foster autonomous learning through feedback by engaging students
actively in co-constructing knowledge. Learners are then able to:
• actively interpret, negotiate and make meaning
• make connections when engaging with the four communicative processes during a unit of study.
It is important to remember that as students progress through the 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 in:
• the variety and sophistication of vocabulary and structures used and understood
• 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 accessed.
There are also increasing cognitive demands set as understanding is developed. These should be reflected
in the type of text chosen as well as in the type of task designed.
Managing the phases

Emergent level (phases 1–2): For eAssessment, all questions and answers must be in the target language.
For school-based summative assessment, questions and answers may be in mother tongue, language of
instruction or the target language. Students should be supported to use the target language as they
progress in the emergent phase.
Capable and proficient levels (phases 3–4, phases 5–6): Question and response language must be in the
target language.
The examples given illustrate the types of materials suitable for each phase. These are examples only and
do not constitute an exhaustive list or set questions that must be included in a task. The examples are
not exclusively for the phase in which they are given; for example, materials for phase 1 are also suitable as
lower level of phase 4, or materials in phases 5 and 6 might be the same or only slightly different depending
on the task.
Teachers must bear in mind that languages employ time tenses and structures differently and they will
therefore have to present questions in a style and format that is authentic and appropriate for each phase
and language.

Assessed curriculum
Multimodality in language acquisition
The proliferation of multimodal texts has the potential to engage students and teachers in new ways of
learning that go beyond simple access of texts. Language acquisition teaching and learning with
multimodal texts aims at shifting views of learning away from understanding language as the only
legitimate resource for communicating and demonstrating learning, by explicitly including semiotically-
informed social interactionist perspectives on language learning. This is achieved by having some
fundamental understandings about texts and a common language or “metalanguage” for teachers and
students to describe and interrogate (engage with) multimodal texts in purposeful ways.
Examples:
Modes are material means for making meaning and they are culturally shaped.
• Combinations of modes can enable a richer, fuller meaning to be communicated.
Words and images often have the same communicative functions:
• constructing representations of the world
• interacting with and relating to others
• bringing representations together into the kind of larger wholes we recognize as coherent texts or
communicative events.
This shared understanding and common language to talk about texts helps students to understand:
• the structures and elements used to convey meanings presented
• the structures and design elements used
• the semiotic resources made available in socio-cultural contexts
• the ideological influences that alter one’s perceptions and interpretations
• how to construct their own multimodal texts effectively.
Fundamental understandings about texts

1. All texts are consciously constructed and have purposes (social, cultural, political or economic).
2. Texts will continue to change as society and technology changes.
3. All texts are multimodal, and all multimodal elements of a text need to be attended to because
important meanings are not only conveyed through the written word.
4. Texts can be interactive, linear or non-linear. For example, paper texts, are read page by page,
therefore are linear, whereas digital texts are consumed idiosyncratically and are therefore non-
linear.
5. Texts may be intertextual texts, whether they be paper, live or digital, and may draw or make
reference to other texts to make meaning.
6. Texts are tending to become more screen-like as design and designing become more central to the
production of texts.
7. Texts can be created by the consumer as they navigate the original digital text using the links in
digital texts to produce hypertexts.
8. The social and cultural background of individuals influences the production of, and engagement
with, text i.e. they may respond quite differently to texts in school and in other contexts.
9. A text may have several possible meanings—depending on the social, cultural, economic or political
background/experiences of the reader/viewer and the context in which texts are consumed. An
individual’s response to a text should be considered rather than the adoption of a single, authorized
interpretation.

Fundamental understandings about texts

10. The consumer interacts with the text to actively construct the meaning of the text.
The author of a text constructs it in a particular way in order to convey certain meanings. However,
the consumer of a text reconstructs the text in his or her individual way in order to gain meaning. The
consumer is an active participant in meaning-making rather than a passive receiver. It is important
that teachers make students realize that they have an important (active) role in the construction of
meaning in any given text.
11. The complexity of multimodal texts means that we must consciously differentiate our focus of
attention across the semiotic systems.
When we interact with a text, we may focus on a given semiotic system as part of our analysis.
However, all the semiotic systems may play a part of the meaning-making process while engaging
with a text. It is important not to focus on the one semiotic system, or the same semiotic system,
when interpreting a text. This helps us to know when to engage with the text in a particular way.
12. No text is neutral. Any text has a message or belief to convey and is, as a result, not neutral.
Every producer of a text expects that the consumer will learn something from engaging with the text.
Therefore, every text has a particular purpose that is designed to change the consumer in some way.
The consumer should always be asking themselves important questions such as, “What is this text
trying to get me to do or believe?”
Adapted from BULL, G and ANSTEY, M. 2019. Elaborating Multiliteracies through Multimodal Texts: Changing
Classroom Practices and Developing Teacher Pedagogies. London: Routledge. Available from: https://
doi.org/10.4324/9781315149288.
Examples of vocabularies to help discuss and

analyse multimodal texts in a systematic way
Term Definition Examples
Mode A socially-produced, cultural resource which • colour
humans can draw on to make meaning • image
material so that they can communicate with
• layout (for example, modular versus
others
linear)
• writing
Semiotic More general term than “language” used to • certain colours
resource(s) cover anything available in a particular • types of image
culture for making meaning. Similar to
• types of layout (for example, modular
“mode”
versus linear)
• different kinds of writing (for example,
genre).
Affordance What different semiotic resources allow the • English requires/enables
communicator to do; what they make communicators to say “it” is raining,
possible in terms of meaning. The whereas a photograph or sound
differences between affordances of different recording would offer this information
modes are significant. in different ways and would intrinsically
convey information (for example, about
the intensity of the rain)
Sign A term used to refer to a unit of meaning in • words (written)
any mode. A sign combines what is meant • words (spoken)

Term Definition Examples

(the signified) with the material form given • gestures
to that meaning (signifier). • images
• musical notes and phrases, for
example, an ambulance might mean
danger, help, urgency, sickness …
Multimodal Modes that are shaped over time into • film combines visual mode, gestural
texts/ familiar cultural forms mode in the form of action, and sound
Multimodal in the form of speech and music
ensembles
Medium A substance through which meaning is • mediums include video, image, text,
realized and through which it becomes audio
available to the users’ modes of delivery. • for example, film, newspaper, billboard,
Mediums incorporate semiotic, sociocultural radio, television, theatre, classroom.
and technological practices.
Determining suitability of multimodal texts for

teaching and learning
Language acquisition teachers should collaboratively inquire into these fundamental understandings, to
help them determine the origin, content and the purpose of a particular text. Analysing the multimodal
resource prior to use ensures that it is suitable for teaching and learning and also informs whether students
have the appropriate knowledge and skills to use it effectively. This process can also be enhanced by asking
key questions for engaging with the multimodal texts that can be used in discussions between teachers,
teachers and students and by the students themselves. This use of dialogic talk enhances teaching and
learning with multiliteracies and multimodality and promotes inquiry in the classroom.
Question to determine suitability of texts for teaching and learning.
• What was your purpose for using the text?
• Where or when have you come across this topic or subject before? What did you do?
• What do you already know that might help?
• What else do you need to know or find out that might help you?
• Have you used a text like this before? How did you use it?
• What prior experiences can help you here?
• Which semiotic systems were used in the construction of this text?
• Have you engaged with these semiotic systems in texts like this before? How does this help you?
• What is the purpose in using each semiotic system in the construction of the text?
• Have you used this technology or software before, or something similar? How does that prior
experience help you?

A framework for understanding and discussing

how meaning is constructed in spoken and written
multimodal texts
Multimodal Perceptual level Focus: What interactions Implications
text strands Focus: Expressing and does the text help to Focus: How does the
developing ideas establish? multimodal text structure
(Who, what, where, when, and organization prioritize
why?) and background
meanings?
Multimodal texts are
organized to create a
cohesive, coherent whole,
through choices of salience
(what the viewer’s
attention is drawn to first),
colour, and viewing path.
Questions to • What is here to be • How are ideas and • How are perspectives,
text perceived—seen, meaning being points of view, idealized
These heard? represented? audiences and agendas
questions help • What are the salient • What semiotic embedded into the
teachers to features of the resources are being image?
select the elements present— drawn on to represent • How are these made
appropriate symbols, line, size, this meaning? clear or obscured by
multimodal colour, shape, etc? • How do multimodal design?
texts for • How distinguishable elements represent • How are users
learning are different elements meaning on their own? positioned to take up,
from one another? • How do they represent reject, or transform
• How are elements “laid meaning together? these ideologies or
out” (organized) in agendas?
relation to one another
and across the image?
Questions to • What do I see? • What are the • How does it make me
students • Who do I see? relationships between feel? Why?
These the images and the • Is the image
• What is the main colour
questions language (spoken/ demanding my
used for the image?
allow for written)? attention as a viewer?
• What size is the image?
teacher/learner • Why do I think this • Is the image inviting me
talk, allow • Where is … ? colour was selected? to look and not directly
learners to • What is the image of? • How do the images demanding my
formulate own relate to the spoken/ attention?
questions and written words? • How does this image
to take control
• How is the image make me feel/think?
of their
positioned or framed, • How does this affect
learning.
for example in terms of the viewer?
distance from myself as
• How does the
a viewer?
positioning affect the
viewer? Are my eyes

Multimodal Perceptual level Focus: What interactions Implications

text strands Focus: Expressing and does the text help to Focus: How does the
developing ideas establish? multimodal text structure
(Who, what, where, when, and organization prioritize
why?) and background
meanings?
Multimodal texts are
organized to create a
cohesive, coherent whole,
through choices of salience
(what the viewer’s
attention is drawn to first),
colour, and viewing path.
• How are the different drawn to a part of the
elements positioned in image?
the image? • Why do I think the
• Is one individual item image is framed this
larger or significantly way?
smaller than the others?
Why?
• Why is the image/visual
making me feel this
way?
• What are the
participants demanding
from each other/from
me?
Identifying, interpreting and analysing information in texts

Identifying, interpreting and analysing information in texts applies to all the level of MYP language
acquisition. Next is an example of what this may look like.
Identifying
• Locating, recognizing information on spoken/written multimodal text
• Matching captions, labels to spoken/written words
• Forming opinions about events, situations in the spoken/written multimodal text
Interpreting
• Describing equivalent meaning, for example how captions, labels, colours related to spoken/written
words
• Describing elaborated meaning, for example additional information about participant or process
represented in both spoken or written multimodal text
• Making assumptions about events, situations and issues in the spoken/written multimodal text, for
example how the characters are thinking and feeling?
Analysing
• Detecting and describing complementary meaning where visual and spoken/written text add to each
other, for example additional participants or processes in the visual or spoken/written language
Example: a legend (written) adds more information to a map
• Examining and describing divergent meaning, for example where visual and spoken/written
contradict each other and give reasons for this

• Examining and discussing how the meaning of the whole text can be more than the sum of the
meaning of the parts
• Drawing conclusions about events, situations and issues in the spoken/written multimodal text
Understanding conventions and connections in multimodal texts

We view, read and interpret spoken and written multimodal texts in terms of our understanding of
conventions. Different text types are not fixed or discrete but rather, what distinguishes them from each
other is the distinctive pattern or conventions. Conventions have to do with what is presented, based on
the agreed expectations that have already been established within a certain genre.
• How is the text presented?
• How does the text presentation influence:
▪ our expectations?
▪ interpretation of what we view and read?
▪ making of meaning?
▪ how we share meaning?
Texts can be connected in different ways, such as:
• identifying links to our own personal worlds
• exploring common experiences, stories and ideas
• sharing the same context
• sharing the same style, genre and codes and conventions.
Example 1
Using explicit information (stated information) and implicit information (information requiring inference) to
interpret and analyse written multimodal texts.
These questions combine prior knowledge about texts, identifying explicit and implicit information and
interpretation of connections and conventions.
• What do you see on the text?
• Who is Pam?
• Where does Pam live?
• Who is Jill?
• Who Is Bob?

• What kind of text is this?

• How would you describe Jill’s holiday location?
• Who does Jill live with?
• What do you think of the postcard message? What conventions have been broken in this text?
• What new information do you learn through the broken text conventions?
• What is the purpose of this text?
• If you were the one sending this message to your friend, how would you have communicated?
• Design your own message. (This could be assessed for criterion D.)
• In what context would this message have been more purposeful?
Example 2
Texts need to allow students to identify the purpose for creation of the text based on the language used or
the setting/mood created.
For example, if a teacher chooses to present a text in the form of a blog in the emergent level, some of the
reasons for that could be that:
• the author wanted to express his or her personal opinion to a large, global audience
• the questions would address the layout and the relationship between text and image(s) used in the
blog, as well as the effect on the viewer/reader.
In the upper capable and in the proficient levels students can explore different ways in which texts can be
interpreted, critically analyse and evaluate ways in which different ideas and perspectives are presented in
texts and draw their own conclusions and judgements about these texts.

Assessed curriculum
Objective A: Listening
Comprehending spoken language presented with multimodal and visual text encompasses aspects of
listening and viewing. It involves the student in interpreting and constructing meaning from spoken and
visual multimodal text to understand how images and other spatial aspects presented with oral text
interplay to convey ideas, values and attitudes. Engaging with text requires the student to think creatively
and critically about what is viewed, and to be aware of opinions, attitudes and cultural references presented
in the visual text. The student might, for example, reflect on feelings and actions, imagine himself or herself
in another’s situation, 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 or level, students should be
able to:
• demonstrate understanding of explicit and implicit spoken information in multimodal texts
▪ What is the content of the text? What details in the spoken language relate to the big ideas and
explicit features of the multimodal text? (message: literal (explicit) and implicit)
• demonstrate understanding of conventions
▪ What language conventions can be heard? For example, form of address, greetings.
▪ What behavioural conventions can be seen? For example, dress code, gestures—shaking hands,
bowing.
• demonstrate understanding of relationships between the various components of the multimodal text
▪ What are the relationships between the various components of the multimodal text? Do they
share the same context?
▪ Does the text link to the student’s personal world?
Perceptual level Structural analytical level Ideological analytical level

Recalling items of information • Constructing meaning from • Implications
information • Making connections (read/
view beyond the lines)
• What are our assumptions?
• What are cultural
perspectives?
• Questions using “what”, • Select true statements • What is the author’s
“who”, “where”, “when” to • Match two halves of one perspective on this topic?
ask for factual information in sentence relating to ideas in (perspective)
texts the text • How did the speaker in the
• Choose the correct answer • Select a heading from the list video feel about ... (attitude)?
from multiple choices which matches a section or • How would you feel if this
• Gap-filling exercise (for paragraph in the passage happened to you?
example, sentence • The passage states that … (perspective)
completion) occur because ... • Using specific information
• List three events that • What does it mean when … from the text, describe what
happened in the text said “......” (oral language actions the listen/viewer
• Put the events in meaning) would take.
chronological order

Objective A: Listening

Recalling items of information • Constructing meaning from • Implications
information • Making connections (read/
view beyond the lines)
• What are our assumptions?
perspectives?
• Match the statement with • What words best describe the • Are there similarities and/or
the correct speaker speaker’s tone of voice? differences in …
• Name one of the activities in (cynical, concern, optimistic,
the text excited …)

Assessed curriculum
Objective B: Reading
Comprehending written language presented with multimodal text encompasses aspects of reading and
viewing. It involves the student in constructing meaning and interpreting written, spatial and visual aspects
of texts to understand how images presented with written text interplay to convey ideas, values and
attitudes. Engaging with text requires the student to think creatively and critically about what is read and
viewed, and to be aware of opinions, attitudes and cultural references presented in the written text. The
student might, for example, reflect on feelings and actions, imagine himself or herself in another's situation,
gain new perspectives and develop empathy, based on what he or she has understood in the text.
In order to reach the aims of language acquisition, as appropriate to the phase or level, students should be
able to:
• demonstrate understanding of explicit and implicit written information in multimodal texts
▪ What is the content?
▪ What details in the written language relate to the big ideas and explicit features of the
multimodal text? (message: literal/explicit, implicit)
• demonstrate understanding of conventions
▪ What is the text type?
▪ What are the language conventions used in the multimodal text? For example, formal and
informal language, punctuation, word choice.
▪ What is the communicative purpose of the text?
▪ Who is the intended audience?
▪ What text conventions are used in the multimodal text? For example, use of colour, structure,
format—layout and physical organization of the text.
• demonstrate understanding of relationships between the various components of the multimodal text
▪ Do they share the same context?
▪ Does the text link to the student’s personal world?

• Recalling items of • Constructing meaning from • Implications
information information • Making connections
• Recognizing text • Remember that information can be (read/view beyond the
format communicated using different lines)
modes • What are our
assumptions?
perspectives?
• Questions using “what”, • Select true statements • What is the author’s
“who”, “where”, “when” • Match two halves of one sentence perspective on this
to ask for factual relating to ideas in the text topic? (perspective)
information in texts • How did the author feel
• Select a heading from the list which
• Choose the correct matches a section or paragraph in the about ... (attitude)?
answer from multiple passage • How would you feel if
choices this happened to you?
• The passage states that ... occur
because ... (perspective)

Objective B: Reading

• Recalling items of • Constructing meaning from • Implications
information information • Making connections
• Recognizing text • Remember that information can be (read/view beyond the
format communicated using different lines)
modes • What are our
assumptions?
perspectives?
• Gap-filling exercise (for • What does the sentence “....” mean? • Using specific
example, sentence (written language meaning) information from the
completion) • Find in the text that word/phrase in the text, describe what
• List three events that target language that best expresses the actions the listen/viewer
happened in the text meaning of each of the following would take
• Put the events in English words/phrases (written • Are there similarities

chronological order language meaning) and/or differences in
….?
• Name three activities … • Choose the most appropriate title from
mentioned in the text a list • What actions might the
audience aspire to take
after reading the text?

Assessed curriculum
Objective C: Speaking
In the language acquisition classroom, students will have opportunities to develop their communication
skills by interacting on a range of topics of personal, local and global interest and significance, with the
support of spoken, written and visual text in the target language (multimodal texts). When speaking in the
target language, students apply their understanding of linguistic and literary concepts to develop a variety
of structures, strategies and techniques with increasing skill and effectiveness. This is the use of the
language system, including their use of grammar, pronunciation and vocabulary. The speaking task in MYP
language acquisition must be interactive.
In order to reach the aims of language acquisition, as appropriate to the phase, students should be able to:
• use spoken language to communicate and interact with others
▪ Appropriate language (vocabulary and grammar) will be influenced by the following questions.
▪ What is the role of the student/speaker?
▪ What is the context?
▪ Who is the audience?
▪ What is the purpose of the interaction?
▪ What is the message?
• demonstrate accuracy, clarity and fluency in speaking
▪ Consider the following questions.
▪ How accurately is the language used?
▪ To what extent is the language of the conversation intelligible?
• communicate clearly and effectively
▪ How well organized and complete is the communication of information?
▪ How are the relevant information and ideas communicated?
The development of oral communication skills must be evenly interspersed throughout the course and
should include:
• time for students to develop their oral communication skills
• time for one-to-one interaction between the teacher and each student so that the student becomes
comfortable communicating in the target language with the teacher
• time for students to review and monitor their own progress, and for teachers to offer feedback
• time for the teacher to explain to students the requirements of the internal assessment (important for
students requiring MYP certification).
Designing an interactive oral task

Below are some examples of possible statement starters/prompts. Refer to the requirements for each level
in the assessment section of the language acquisition guide.
Emergent communicator (phases 1–2)

Tell me about/comment on ...
Describe/outline ...
Identify ...

Example
In a unit on locations and directions, students are presented with a map.
• Referring to this map, describe the route you would take to get from the library to the supermarket.
Example
• Which subjects do you like and dislike in school and why?
Capable communicator (phases 3–4)

In what ways ...
Explain/discuss ...
Use a statement of fact, followed by a request for an expression of opinion/reflection
Example
In a unit on culture and identity/fashion, students are presented with a stimulus material of images of
people wearing different clothing inspired by aspects of their social lives.
• “We are what we wear.”
Discuss the images and caption.
Proficient communicator (phases 5–6)

Argue/examine ...
To what extent ...
Compare and contrast ...
Statements of opinion, followed by a request for an evaluation/analysis/justification/synthesis
Example

In a unit on advertising and propaganda—responsible consumerism:

• Describe and discuss some examples of responsible consumerism, and the benefits and limitations of
this practice, with your teacher.
• It is believed that advertising applies many different propaganda techniques in order to influence
consumers. Referring to this advertisement, identify and analyse the techniques used and evaluate
their effectiveness.

Assessed curriculum
Objective D: Writing
This objective relates to the correct and appropriate use of the 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, and social and academic language.
When writing in the target language, students apply their understanding of language, form, mode, medium
and literary concepts to express ideas, values and opinions in creative and meaningful ways. They develop a
variety of structures using strategies (spelling, grammar, plot, character, punctuation, voice, format,
audience) and techniques with increasing skill and effectiveness.
In order to reach the aims of language acquisition, as appropriate to the phase, students should be able to:
• use written language to communicate with others
▪ Appropriate language (vocabulary and grammar) will be influenced by the following questions.
▪ What is the role of the student/writer?
▪ Who is the audience?
▪ What is the purpose of the written text?
▪ What is the message?
• demonstrate accurate use of language conventions
▪ How accurately is the language used?
▪ To what extent is the language comprehensible?
• organize information in writing
▪ Does the student use an appropriate format?
▪ To what extent are cohesive devices used in the organization of the text?
• communicate information with a sense of audience and purpose.
▪ How are the relevant information and ideas communicated?
▪ How well does the student communicate so that the text makes sense to the reader?
There are also increasing cognitive demands set as understanding is developed. These should be reflected
in the type of text chosen as well as in the type of task designed.
These productive skills give students opportunities to communicate their knowledge, ideas and opinions,
share information, and use language accurately and appropriately in response to prompts or stimuli.
Designing a writing task

Context of the task
Below are some examples of writing prompts.
Emergent communicator (phases 1–2)

Example 1
How does the weather affect our activities?

You are just starting your spring break: you have one week of free time. On the first day of the holiday, you
write a letter to your best friend who has moved to another city. Explain how you plan to spend your time,
giving specific examples of at least four activities. The weather forecast is as follows.
• Saturday–Sunday: sunny; 16–20 degrees Celsius/60.8–68 degrees Fahrenheit
• Monday–Tuesday: sunny; 25–30 degrees Celsius/77–86 degrees Fahrenheit
• Wednesday–Thursday: rainy; 18–22 degrees Celsius/64.4–71.6 degrees Fahrenheit
• Friday–Sunday: overcast; 22–25 degrees Celsius/71.6–77 degrees Fahrenheit
Example 2
You are interviewing the organizer of an event held at your school. Write the dialogue of the interview.
Capable communicator (phases 3–4)

Example 1
“School uniforms are designed to create equal environments in schools”. Considering this statement, write
a letter to the principal/head of your school, expressing your opinion about the school uniform/dress code
at your school.
Example 2
Your school is proposing to change the school rules about uniforms so that students are allowed to wear
casual clothes. Discuss the advantages and disadvantages of this.
Proficient communicator (phases 5–6)

Example 1
How does a communicator’s style and choice impact the audience he or she is targeting? Imagine that you
are the leader of a country (of your choice). Your country has undergone a natural disaster that has
destroyed most food sources, but no human life. Apply your understanding of communication styles by
writing a speech that you will give to your nation. Demonstrate an analysis of the situation that will provide
reassurance and give your citizens direction over the course of the next few days.
Example 2
As part of your Service as Action, write a blog entry about what it means to be a responsible consumer.

Language–specific information
Arabic
Students are encouraged to use Modern Standard Arabic. However, because of the different dialects that
exist, students are allowed to use a simplified variety of Modern Standard Arabic, which adopts a
vocabulary repertoire that is largely common to Standard Arabic, together with the dialect variety with
which they are most familiar. In oral work in Modern Standard Arabic, students should not be penalized for
what might be regarded as less than perfect grammatical accuracy. For example, deviating from standard
pronunciation, standard negation rules or standard rules for case endings should not negatively affect the
student’s overall performance. In written work students should produce or respond to text in Modern
Standard Arabic although lexical variations from different dialects are acceptable.
Chinese
For writing purposes, students can produce text, or respond to text, in either traditional or simplified
character form. Although consistency in the use of characters is expected, it is understood that some
students may have been taught both types and that, as a consequence, some confusion may arise. Students
should not be penalized for lapses in consistency.
Hindi
Students are encouraged to use standard Hindi and avoid Anglicism whenever possible in order to
maintain consistency in language use. Yet, due to the extensive presence of certain vocabulary items in
certain text types such as blogs, words that are broadly used socially will be acceptable. Note that texts that
require the use of more academic terms will need to display such variety of language. Students should not
be penalized for utilizing terms that are commonly used in Hindi-speaking communities around the world
or across states in India.
Indonesian
The forms of Indonesian that students are expected to know need to stay relatively faithful to Bahasa
Indonesian, Standard Indonesian. However, in the later phases, students also need to be aware of the
differences between written and spoken Indonesian and, in particular, of the increasing use of new forms of
the language in spoken situations in the mass media.

Assessed curriculum
Examples of assessment tasks
Summary
Level Title Example Objective Type of task
Emergent level Friends around us 1 A: Listening Formative
(phase 1 and 2) and the world
2 B: Reading Formative
Capable level Striving for a better 3 A: Listening Formative
(phase 3 and 4) world
4 A: Listening Summative
7 B: Reading Summative
Proficient level Climate action 8 A: Listening Formative
(phase 5 and 6)
9 A: Listening Formative
10 A: Listening Summative
12 B: Reading Summative
The assessment tasks for objectives C and D can be found under “Examples of MYP language acquisition
unit plans” in the written curriculum section.

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Language acquisition teacher support material

(for use from September 2020/January 2021)

Published February 2020

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

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How to use this teacher support material

Language acquisition teacher support material 1

MYP unit planning process

Using the MYP unit planner

2 Language acquisition teacher support material

Examples of MYP language acquisition unit plans

Examp Level Unit title Objective Types of assessment

Language acquisition teacher support material 3

Examples of language acquisition subject group

The following are examples of overviews for language acquisition.

Emergent level overview

4 Language acquisition teacher support material

Unit title Key Related Global Statement of Objectives Content

Language acquisition teacher support material 5

Capable level overview

6 Language acquisition teacher support material

Unit title Key Related Global Statement of Objectives Content

Proficient level overview

Language acquisition teacher support material 7

Unit title Key Related Global Statement of Objectives Content

8 Language acquisition teacher support material

Unit title Key Related Global Statement of Objectives Content

Language acquisition teacher support material 9

Unit title Key Related Global Statement of Objectives Content

10 Language acquisition teacher support material

Designing tasks for language acquisition

Managing the phases

Language acquisition teacher support material 11

Multimodality in language acquisition

Fundamental understandings about texts

12 Language acquisition teacher support material

Fundamental understandings about texts

Examples of vocabularies to help discuss and

Language acquisition teacher support material 13

Term Definition Examples

Determining suitability of multimodal texts for

14 Language acquisition teacher support material

A framework for understanding and discussing

Language acquisition teacher support material 15

Multimodal Perceptual level Focus: What interactions Implications

Identifying, interpreting and analysing information in texts

16 Language acquisition teacher support material

Understanding conventions and connections in multimodal texts

Language acquisition teacher support material 17

• What kind of text is this?

18 Language acquisition teacher support material

Perceptual level Structural analytical level Ideological analytical level

Language acquisition teacher support material 19

Perceptual level Structural analytical level Ideological analytical level

20 Language acquisition teacher support material

Perceptual level Structural analytical level Ideological analytical level

Language acquisition teacher support material 21

Perceptual level Structural analytical level Ideological analytical level

• Put the events in English words/phrases (written • Are there similarities