Language Policy
Nazarbayev Intellectual School of Astana
Language Policy
Language policy regarding mother tongue support, clarity about achieving language proficiency and application of policy
Introduction
The Nazarbayev Intellectual School of Astana seeks the development of Kazakh, Russian and English. Kazakh is the official state language, acquisition of which is the duty of every member of the school community; Russian is a language of interethnic communication; and English is developed within the school as it is necessary for integration into the global economy.
According to the presidential decree on 2011 educational spheres in Kazakhstan should implement trilingual policy (Adilet.kz, 2011). Thus all the Nazarbayev Intellectual Schools follow the language policy and apply trilingual educational model. NISA IB works according to the national policy and has three languages as Kazakh, Russian and English. Language policy constitutes an integral part of the academic process in the school.
We believe that all three of these languages - Kazakh, Russian and English - have an important role to play in the future of Kazakhstan; therefore fluency in three languages is a central aim of the school. Our students will need high-level language abilities to succeed in higher education and beyond.
As Kazakhstan is the multinational country, in the school there will be support of other mother tongue languages, such as: Korean, Uzbek, Tatar, Uygur and etc.
Aim
To provide a guide for the implementation and development of the trilingual education model and other languages offered in the school that contributes towards high-quality learning and that corresponds to international standards.
General Provisions
1) The Language Policy is the common property of the school and should be developed collaboratively by all members of the school community, including the senior management team, teachers, parents and students.
2) The Language Policy will be subject to review annually.
Standards
Standards guiding the development of the NISA and IB Language Policy include:
1) The best of Kazakhstani and international practice;
2) International Baccalaureate Organization standards and practices, such as:
a) Support for mother tongue advancement;
b) Support for second- and third-language acquisition; and,
3) The principles of additive-multilingualism (the positive influence of studying more than one language on the student’s general level of literacy).
NISA Educational Programmes
Educational programmes at NISA are constituted in the following manner in Middle School (from year 7):
- All languages are differentiated according to the students’ ability. In order to create a sense of belonging to one community, to balance and increase interest to learn languages Kazakh and Russian streams will be gradually phased out. The process of phasing out of the Kazakh and Russian streams will be pilot at NISA. This process will start from 2015-2016 academic years in grades 9 and 10. Then it will continue in 2016-2017 academic years (see Appendixes 1.2, 1.3).
In the Middle school, currently languages are distributed in the following way, as per the NIS organization’s trilingual policy (see Appendix 1.1).
2. In NISA language learning is divided into two groups. Group one – Language and literature, group two – Language acquisition. The division of students into Kazakh, Russian and English language levels will be according to their level of language proficiency as shown through diagnostic tests and taking into account professional judgment of language teachers.
3. All students will have at least one language and literature course in one of the three languages. Every student has language profile which indicates level of proficiency (See Appendix 2).
Language acquisition students will be divided into phases according to their language proficiency, starting from phase 1 till phase 6. It is presented in the MYP language acquisition global proficiency table. “It is both a reference and a tool. It states the language acquired in a broad sense and can help teachers:
- to determine the possible language acquisition course groupings for each year of the MYP
- to identify in which phase a student or a group of students should commence their MYP language acquisition course” (See Appendix 3).
If a student reaches phase 6 he or she will have choice to continue studying Language and literature. Transfer from MYP to DP will be according to the table IB continuum pathways (See Appendix 4).
4. Language support will be organized for students of different nationalities. Students with language needs will be identified in the beginning of the year and the language coordinator will work with them to create a plan to support their individual needs (See Language Profile in Appendix 2).
DP students will continue their trilingual studies in the following manner:
1. DP students who are proficient in English and Russian will be encouraged to take both English A and Russian A. English B will be an option for those students who require a higher level of support in the language of instruction.
2. All IB students will also complete, in addition to the DP courses, the national program in Kazakh Language and Literature.
3. The school will consider offering additional Group 2 languages (e.g. French, Spanish ab init.) as the school expands, in order to promote multilingualism and to provide greater student choice in their selection of subjects. We will review it each year to evaluate if student interests, resources, and scheduling will permit additional courses.
Implementation of Programmes
At NISA, the goal of trilingualism will be supported by the following policies:
1. Integrate non-mother tongue languages outside the classroom, particularly in extracurricular activities, such as drama club, choir, sports lessons, and the book club;
2. International team-teachers will be language resources in the classroom to help students with different language strengths;
3. Provide appropriate information resources in all three languages, and emphasize the use of authentic texts over ESL materials in language learning and resourcing of the school information center and library;
4. Ensure that all significant school documentations are translated in three languages;
5. Encourage overseas travel and study for all students and teachers to participate in conferences, contests, seminars to learn and practice English;
6. Language teachers will be assigned to support teachers in non-language classes when needed as identified by lesson observations. In addition, teachers wanting language support can request it. Support can consist of class visits and one-on-one meeting outside of the class.
7. School will provide mother tongue support(NOT language of instruction) to the students of different ethnicities.
The Roles of Stakeholders
All members of the school community - including the senior management team, teachers, students and parents - are expected to contribute to the implementation and development of the Language Policy across the life of the school. We maintain, as IB does, that all teachers are language teachers, and in this environment, all teachers are language learners as well. Therefore:
1. All student and teachers are expected to make measurable yearly progress in official languages of the school languages and they need to be aware of using them;
2. It is the school’s responsibility to support staff in language learning and to make allowances for members at an early stage in their language acquisition process;
3. All teachers should be aware that they are language teachers. Local teachers are expected to have IELTS and KazTEST certificates.
4. All teachers should pay attention to language within their subjects through glossaries, trilingual term lists, etc.
5. Parents will fully support the implementation of the language policy in schools, as well as the desire of students to master three languages.
6. At school, the answers to the request of parents and other documents are given in the national language or in the same language of the request.
Appendix 1.1 Languages of instruction
Language of instruction |
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Classes and subjects |
7 |
8 |
9 |
10 |
12 |
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Kazakh |
Russian |
Kazakh |
Russian |
Kazakh |
Russian |
Kazakh |
Russian |
Eng |
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I. |
Language A and B |
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1 |
Kazakh A |
Kazakh |
Kazakh |
Kazakh |
Kazakh |
Kazakh |
Kazakh |
Kazakh |
Kazakh |
Kazakh |
2 |
Kazakh B |
Kazakh |
Kazakh |
Kazakh |
Kazakh |
Kazakh |
Kazakh |
Kazakh |
Kazakh |
Kazakh |
3 |
Russian A |
Russian |
Russian |
Russian |
Russian |
Russian |
Russian |
Russian |
Russian |
Russian |
4 |
Russian B |
Russian |
Russian |
Russian |
Russian |
Russian |
Russian |
Russian |
Russian |
Russian |
5 |
English A |
English |
English |
English |
English |
English |
English |
English |
English |
English |
6 |
English B |
English |
English |
English |
English |
English |
English |
English |
English |
English |
II. |
Math |
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7 |
Math |
Kazakh |
Russian |
Kazakh |
Russian |
English* |
English* |
English* |
English* |
English |
III |
Sciences |
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8 |
Biology |
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Kazakh |
Russian |
English* |
English* |
English* |
English* |
English |
9 |
Physics |
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|
Kazakh |
Russian |
English* |
English* |
English* |
English* |
English |
10 |
Chemistry |
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|
Kazakh |
Russian |
English* |
English* |
English* |
English* |
English |
11 |
Sciences |
Kazakh |
Russian |
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IV |
Individuals and societies |
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12 |
World history |
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English |
English |
English |
English |
English |
13 |
History of Kazakhstan |
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|
Kazakh |
Kazakh |
Kazakh |
Kazakh |
Kazakh |
Kazakh |
|
14 |
Social studies |
English |
English |
English |
English |
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15 |
Kazakhstan in contemporary world |
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Kazakh |
16 |
Economics |
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English |
English |
English |
English |
English |
17 |
ITGS |
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English |
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18 |
Kazakh studies |
Kazakh |
Kazakh |
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19 |
Geography |
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Kazakh |
Kazakh |
Kazakh |
Kazakh |
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V |
Arts and Design |
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20 |
Visual arts |
Kazakh |
Russian |
Kazakh |
Russian |
English |
English |
English |
English |
English |
21 |
Drama |
Kazakh |
Russian |
Kazakh |
Russian |
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|
|
|
English |
22 |
Design |
Kazakh |
Russian |
Kazakh |
Russian |
Kazakh |
Russian |
Kazakh |
Russian |
English |
VI |
Physical education |
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23 |
Physical education |
Kazakh |
Kazakh |
Kazakh |
Kazakh |
Kazakh |
Kazakh |
Kazakh |
Kazakh |
Kazakh |
24 |
Basic military training |
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Kazakh |
Kazakh |
Kazakh |
VII |
IB requirement |
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25 |
ТоК |
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English |
*Depending upon availability of teachers available for teaching in English In all classes, there may be team teaching with international teachers teaching in English |
Appendix 1.2 Proposed planning for phasing out
Distribution of language balance according to the subjects (2015-2016 academic years)
Grades |
Languages |
Hours |
Subjects |
9th grade |
Kazakh |
5 |
Kazakh (3), Geography (1), Kazakh History (1) |
Russian |
5 |
Russian (3), PE (2) |
|
English |
20 |
All others |
|
10th grade |
Kazakh |
5 |
Kazakh (3), Geography (1), Kazakh History (1) |
Russian |
5 |
Russian (3), PE (2) |
|
English |
20 |
All others |
Table of phasing out of the Kazakh and Russian streams and distribution of languages balance according to the subjects (2015-2016 academic years)
|
Classes and subjects |
7 |
8 |
9 |
10 |
||
I. Language A and B |
Kazakh A/B |
Kazakh |
Russian |
Kazakh |
Russian |
Kazakh Russian 3 hours |
|
Russian A/B |
Kazakh |
Russian |
Kazakh |
Russian |
|||
English A/B |
English |
English |
English |
English |
English 4 hours |
||
II. Math |
Math |
Kazakh |
Russian |
Kazakh |
Russian |
English 4 hours |
|
III. Sciences |
Biology |
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English* 2 hours |
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Physics |
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English* 2 hours |
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Chemistry |
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English* 2 hours |
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Sciences |
Kazakh |
Russian |
Kazakh |
Russian |
n/a |
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IV.Individuals and societies |
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n/a |
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World history |
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English 1.5 hours |
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History of Kazakhstan |
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Kazakh |
Kazakh |
Kazakh 1 hour |
Kazakh 2 hours |
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Social studies |
English |
English |
English |
English |
n/a |
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Kazakhstan in contemporary world |
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n/a
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Economics |
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English 1 hour |
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ITGS |
n/a |
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Kazakh studies |
Kazakh |
Kazakh |
n/a |
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Geography |
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|
Kazakh |
Kazakh |
Kazakh 1 hour |
n/a |
|
V.ArtsandDesign |
Visual arts |
Kazakh |
Russian |
Kazakh |
Russian |
English 2 hours |
|
Drama |
Kazakh |
Russian |
Kazakh |
Russian |
n/a |
||
Design |
Kazakh |
Russian |
Kazakh |
Russian |
n/a |
||
IT |
n/a |
English 1.5 hours |
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VI. Physical education |
Physical education |
Kazakh |
Kazakh |
Kazakh |
Kazakh |
Russian 2 hours |
|
*Depending upon availability of teachers available for teaching in English In all classes, there may be team teaching with international teachers teaching in English |
Appendix 1.3 Proposed planning for phasing out
Distribution of languages balance according to the subjects (2016-2017 academic years)
Grades |
Languages |
Hours |
Subjects |
7th grade |
Kazakh |
12,5 |
Kazakh(3), Science (4.5), Kazakh studies (3), Technology (2) |
Russian |
11 |
Russian (3), Math (4), Visual arts (1), Drama (1), PE (2) |
|
English |
6,5 |
English (4), Social Studies (2,5) |
|
8th grade |
Kazakh |
12,5 |
Kazakh(3), Science (4.5), Kazakh studies (3), Technology (2) |
Russian |
11 |
Russian (3), Math (4), Visual arts (1), Drama (1), PE (2) |
|
English |
6,5 |
English (4), Social Studies (2,5) |
|
9th grade |
Kazakh |
5 |
Kazakh(3), Geography (1), Kazakh History (1) |
Russian |
5 |
Russian (3), PE (2) |
|
English |
20 |
All others |
|
10th grade |
Kazakh |
5 |
Kazakh(3), Geography (1), Kazakh History (1) |
Russian |
5 |
Russian(3), PE (2) |
|
English |
20 |
All others |
Distribution of languages balance according to the subjects (2016-2017 academic years)
Classes and subjects
|
7 |
8 |
9 |
10 |
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7a, 7b, 7c, 7d 7e, 7f, 7g |
8a,8b,8c,8d 8e,8f |
9a,9b,9c 9d,9e,9f |
10a,10b,10c 10e,10d,10e |
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|
I. Language A and B |
Kazakh A/B |
Kazakh 3 hours |
Kazakh 3 hours |
Kazakh 3 hours |
Kazakh 3 hours |
|
|
Russian A/B |
Russian 3 hours |
Russian 3 hours |
Russian 3 hours |
Russian 3 hours |
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English A/B |
English 4 hours |
English 4 hours |
English 4 hours |
English 4 hours |
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|
II. Math |
Math |
Russian 4 hours |
Russian 4 hours |
English 4 hours |
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III. /Sciences |
Biology |
|
Kazakh 1.5 hours |
English 2 hours |
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Physics |
Kazakh 1.5 hours |
English 2 hours |
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Chemistry |
Kazakh 1.5 hours |
English 2 hours |
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Sciences |
Kazakh 4.5 hours |
n/a |
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IV. Individuals and societies |
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n/a |
English 1.5 hours |
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World history |
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History of Kazakhstan |
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Kazakh 2 hours |
Kazakh 1 hour |
Kazakh 2 hours |
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Social studies |
English 2.5 hours |
English 2.5 hours |
n/a |
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Economics |
n/a |
English 1 hour |
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Kazakh studies |
Kazakh 3 hours |
n/a |
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Geography |
n/a |
Kazakh 1 hour |
Kazakh 1 hour |
n/a |
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V. Arts and Design |
Visual arts |
Russian 1 hour |
Russian 1 hour |
English 2 hours |
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IT |
n/a |
English 1.5 hours |
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Drama |
Russian 1 hour |
Russian 1 hour |
n/a |
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Design |
Technology Kazakh 2 hours |
Technology Kazakh 2 hours |
n/a |
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VI. / Physical education |
Physical education |
Russian 2hours |
Russian 2 hours |
Russian 2 hours |
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*Depending upon availability of teachers available for teaching in English In all classes, there may be team teaching with international teachers teaching in English |
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Appendix 2
Language Profile: For Students
We would like to ask you to help us by answering the following questions concerning your language history, use and proficiency and mother tongue.
This is not a test, so there are no right or wrong answers. Please answer every question and give your answers sincerely. Thank you very much for your help!
I. Biographical Information
Name: _____________________________________________________
Gender: Male / Female
Date of Birth: _____/_____/________
Place of Birth: ____________________________
Year Started: ____________________________
II. Mother Tongue
What is/are your mother tongue(s)? (The language you grew up speaking.)
____________________________
Do you speak a second language at home? Yes/No
____________________________
Do you need mother tongue support? Yes/No
III. Language History
In this section, you should answer to some factual questions about your language history by placing a check in the appropriate box.
1. |
At what age did you start learning the following languages? |
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Kazakh |
Since birth |
1 |
2 |
3 |
4 |
5 |
6 |
7 |
8 |
9 |
10 |
11 |
12 |
13 |
14 |
15 |
16 |
17 |
18 |
|
Russian |
Since birth |
1 |
2 |
3 |
4 |
5 |
6 |
7 |
8 |
9 |
10 |
11 |
12 |
13 |
14 |
15 |
16 |
17 |
18 |
|
English |
Since birth |
1 |
2 |
3 |
4 |
5 |
6 |
7 |
8 |
9 |
10 |
11 |
12 |
13 |
14 |
15 |
16 |
17 |
18 |
|
Other (indicate what language(s))
|
|
Since birth |
1 |
2 |
3 |
4 |
5 |
6 |
7 |
8 |
9 |
10 |
11 |
12 |
13 |
14 |
15 |
16 |
17 |
18 |
|
Since birth |
1 |
2 |
3 |
4 |
5 |
6 |
7 |
8 |
9 |
10 |
11 |
12 |
13 |
14 |
15 |
16 |
17 |
18 |
|
|
Since birth |
1 |
2 |
3 |
4 |
5 |
6 |
7 |
8 |
9 |
10 |
11 |
12 |
13 |
14 |
15 |
16 |
17 |
18 |
IV. Language Proficiency
In this section, you should rate your language proficiency by giving marks from 1 to 6.
Proficiency |
Kazakh Reading |
Kazakh Writing |
Kazakh Oral Communication |
Russian Reading |
Russian Writing |
Russian Oral Communication |
English Reading |
English Writing |
English Oral Communication |
example |
3 |
2 |
5 |
2 |
2 |
3 |
1 |
1 |
2 |
Start of Grade 7 |
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End of Grade 7 |
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End of Grade 8 |
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End of Grade 9 |
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End of Grade 10 |
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End of Grade 11 |
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End of Grade 12 |
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Key
1 |
2 |
3 |
4 |
5 |
6 |
Very weak |
Weak |
Average |
Strong |
Very strong |
Excellent |
Appendix 3
Table 3 MYP language acquisition global proficiency table |
Table 3. Language B guide. (2011, March 1).
Appendix 4
Phase |
MYP Year 5 |
DP Entry |
Phase 1 |
|
Ab initio |
Phase 2 |
|
Ab initio (in rare cases) Language B SL |
Phase 3 |
|
Language B SL |
Phase 4 |
|
Language B SL/HL |
Phase 5 |
|
Language B SL/HL |
Phase 5 |
It is recommended the student has at least one semester in MYP language and literature before starting these DP courses
It is recommended the student has at least one semester in MYP language and literature before starting these DP courses |
Language A: literature SL Language A: language and literature SL Literature and performance SL |
Phase 6 |
Language A: literature SL/HL Language A: language and literature SL/HL Literature and performance SL |
Table 4 IB continuum pathways |
Table 4. Language B guide. (2011, March 1).
Table 4 shows the IB continuum pathways from MYP through to DP studies in language. It starts from MYP Year 5. “MYP students continuing on to the DP will have developed not only an inquiring and reflective approach to language learning but also multi-literacy skills that they will be able to apply and extend in their DP language courses” (Language B guide. 2011)
Reference:
1) Language B guide. (2011, March 1). Retrieved September 1, 2013
2) Adilet.kz 2011, Retrieved from: http://adilet.zan.kz/rus/docs/U1100000110/links)