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Language Acquisition in MYP - French, German & Norwegian

Key Components of the Program 

The MYP Language Acquisition curriculum is designed to help students develop their proficiency in a new language through reading, writing, speaking, and listening. The program is structured into phases, allowing students to progress at their own pace, from basic communication to advanced fluency. By exploring a variety of texts, cultural contexts, and real-life situations, students build their ability to understand and express ideas effectively in another language. 

Goals of the Program in the Subject 

The program aims to cultivate multilingualism and intercultural understanding, enabling students to communicate confidently in a globalized world. It fosters an appreciation for different languages and cultures, encouraging empathy and open-mindedness. By developing critical and creative language skills, students gain the ability to interact in diverse social and academic contexts. 

Approach to Teaching the Subject 

Language Acquisition in the MYP is taught through an interactive and immersive approach that emphasizes communication and real-world application. Lessons integrate listening, speaking, reading, and writing skills through inquiry-based learning, collaboration, and cultural exploration. Teachers use authentic materials, technology, and experiential activities to create engaging language-learning experiences that connect students to global perspectives. 

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The six phases of Language Acquisition in the Middle Years Programme (MYP) are designed to cater to students with varying levels of language proficiency. These phases do not correspond to specific age groups or MYP year levels, allowing students to begin at any phase based on their prior experiences and progress as they develop their language skills.

A brief overview of each phase:

  1. Phase 1: Students interact in simple and rehearsed exchanges, using basic vocabulary and structures in a limited range of everyday situations.
  2. Phase 2: Students engage in basic rehearsed and some unrehearsed exchanges, using language accurately in familiar situations.
  3. Phase 3: Students interact in rehearsed and unrehearsed exchanges, using language accurately in familiar and some unfamiliar situations.
  4. Phase 4: Students engage actively in familiar and unfamiliar situations, using language accurately and appropriately.
  5. Phase 5: Students communicate effectively in social situations and some academic contexts, using a range of texts and appropriate register.
  6. Phase 6: Students demonstrate proficiency in social and academic contexts, using a wide range of texts and sophisticated language structures

These phases help students develop the competencies to communicate effectively in various social, cultural, and academic contexts.