Language & Literature – English Language Acquisition – French and Spanish

Language and Literature – English

English is the language of instruction and general conversation at Stratford Hall. Most of our students study English A Higher Level for their diploma. MYP teachers support the idea that they are both subject teachers and English teachers, and they are committed to helping students develop excellence in their communication skills. For more information on our school language philosophy, please ask to see a copy of our language policy.

MYP language and literature builds on experiences in language learning that students have gained during the PYP. Knowledge, conceptual understanding, and skills (listening, speaking, reading, writing, viewing, and presenting) are further developed through the MYP years.

Assessment

Criterion A: Analyzing

Students are assessed on their ability to demonstrate an awareness of the function of language through critical and creative writing; an understanding of the works studied; and an effective response to literature.

Criterion B: Organizing

Students are assessed on their ability to express ideas with clarity and coherence; structure arguments in a sustained and logical fashion; and support these arguments with relevant examples.

Criterion C: Producing text

Students are assessed on their ability to produce texts that demonstrate thought, imagination, and sensitivity while considering new perspectives from personal engagement with critical creative processes.

Criterion D: Using language

Students are assessed on their ability to use language for a variety of purposes, including description, analysis and persuasion. Appropriate register and language should be chosen, according to intention and audience.

Language Acquisition – French and Spanish

In the MYP, students choose either French or Spanish as their language of acquisition. Students entering the MYP this year will choose either French or Spanish for the remainder of their time in the MYP. Our French LANGUAGE ACQUISITION and Spanish programs are designed to prepare students for French SL and AT STRATFORD HALL INCLUDES: Spanish SL in the Diploma Programme. PYP: Spanish Our Phases MYP: French and Spanish DP: French or Spanish or a combination At Stratford Hall, we use the MYP model that assesses performance in of Self-Taught A1 and English Language Acquisition at six different phases. The phases represent a developmental continuum of additional language learning. Depending on their prior additional language-learning experiences, students may commence their language acquisition course in any phase on the continuum and may exit from any phase on the continuum. Language Acquisition teachers work with students and parents to determine which phase of instruction is appropriate.

In the Diploma Programme, each student will select three higher level subjects and three standard level subjects to study. Students who are in phases 1-3 of their Language Acquisition in Grade 10 would be guided towards the study of that same language at the standard level in the DP. Alternatively, they might choose to study a different second language in Grade 11. Students in phases 4 or 5 of their Language Acquisition in Grade 10 would have the option to study this language at the standard or higher level in the DP. Students who achieve a strong performance in phase 6 of their second language at Grade 10 are considered to have achieved proficiency in line with expectations for Language A in the DP.

PHASE 1

i ii iii i ii iii In order to reach the aims of language acquisition, students should be able to:

PHASE 1

identify basic facts, messages, main ideas and supporting details in everyday situations recognize basic conventions engage with the spoken and visual text by identifying ideas, opinions and attitudes and by making a personal response to the text

PHASE 1

identify basic facts, messages, main ideas and supporting details recognize basic aspects of format and style, and author’s purpose for writing engage with the written and visual text by identifying ideas, opinions and attitudes and by making a personal response to the text

PHASE 2

In order to reach the aims of language acquisition, students should be able to:

PHASE 2

show understanding of messages, main ideas and supporting details in familiar situations recognize basic conventions engage with the spoken and visual text by identifying ideas, opinions and attitudes and by making a personal response to the text

PHASE 2

identify basic facts, main ideas and supporting details, and draw conclusions recognize basic conventions including aspects of format and style, and author’s purpose for writing engage with the written and visual text by identifying ideas, opinions and attitudes and by making a personal response to the text

PHASE 3

In order to reach the aims of language acquisition, students should be able to:

PHASE 3

show understanding of information, main ideas and supporting details, and draw conclusions in familiar and some unfamiliar situations understand conventions engage with the spoken and visual text by identifying ideas, opinions and attitudes and by making a response to the text based on personal experiences and opinions

PHASE 3

show understanding of information, main ideas and supporting details, and draw conclusions understand basic conventions including aspects of format and style, and author’s purpose for writing engage with the written and visual text by identifying ideas, opinions and attitudes and by making a response to the text based on personal experiences and opinions

PHASE 4

In order to reach the aims of language acquisition, students should be able to:

PHASE 4

construct meaning and draw conclusions from information, main ideas and supporting details in familiar and unfamiliar situations interpret conventions engage with the spoken and visual text by identifying ideas, opinions and attitudes and by making a response to the text based on personal experiences and opinions

PHASE 4

construct meaning by identifying stated and implied information, main ideas and supporting details, and draw conclusions interpret basic conventions including aspects of format and style, and author’s purpose for writing engage with the written and visual text by identifying ideas, opinions and attitudes and by making a response to the text based on personal experiences and opinions

PHASE 5

In order to reach the aims of language acquisition, students should be able to:

PHASE 5

analyze and draw conclusions from information, main ideas and supporting details in social and some academic situations analyze conventions engage with the spoken and visual text by analyzing ideas, opinions and attitudes and by making a response to the text based on personal experiences and opinions from a global perspective

PHASE 5

analyze and draw conclusions from information, main ideas and supporting details analyze basic conventions including aspects of format and style, and author’s purpose for writing engage with the written and visual text by analyzing ideas, opinions and attitudes and by making a response to the text based on personal experiences and opinions from a global perspective

PHASE 6

In order to reach the aims of language acquisition, students

OBJECTIVE A: COMPREHENDING SPOKEN AND VISUAL TEXT

should be able to:

PHASE 6

evaluate and draw conclusions from information, main ideas and supporting details in social and academic situations

interpret the author’s choice of style, format, and ideas to suit an intended audience and purpose

engage with the spoken and visual text by evaluating ideas, opinions and attitudes and by making a response to the text based on personal experiences and opinions from a global

OBJECTIVE B: COMPREHENDING WRITTEN AND VISUAL TEXT

perspective

PHASE 6

evaluate and draw conclusions from information, main ideas and supporting details

interpret the author’s choice of style, format and ideas to suit an intended audience and purpose

engage with the written and visual text by evaluating ideas, opinions and attitudes and by making a response to the text based on personal experiences and opinions from a global perspective

i

ii

iii

iv i ii iii

OBJECTIVE C: COMMUNICATING IN RESPONSE TO SPOKEN, WRITTEN, AND VISUAL TEXT PHASE 1

respond appropriately to simple short phrases interact in simple and rehearsed exchanges, using verbal and non-verbal language use basic phrases to communicate ideas, feelings and information on a variety of aspects of everyday topics communicate with a sense of audience

PHASE 1

write and speak using a basic range of vocabulary, grammatical structures and conventions; when speaking, use clear pronunciation and intonation organize basic information and use a range of basic cohesive devices use language to suit the context

PHASE 2

respond appropriately to spoken, written and visual text in a limited range of familiar situations interact in basic structured exchanges on a limited variety of aspects within familiar situations use phrases to communicate ideas, feelings and information in familiar situations communicate with a sense of audience

PHASE 2

write and speak using a basic range of vocabulary, grammatical structures and conventions; when speaking, use clear pronunciation and intonation organize information and ideas and use a range of basic cohesive devices use language to suit the context

PHASE 3

respond appropriately to spoken, written and visual text in a range of familiar and some unfamiliar situations interact in rehearsed and unrehearsed exchanges on a limited variety of aspects within familiar and some unfamiliar situations express ideas and feelings, and communicate information in familiar and some unfamiliar situations communicate with a sense of audience and purpose

PHASE 3

write and speak using a range of vocabulary, grammatical structures and conventions; when speaking, use clear pronunciation and intonation organize information and ideas and use a range of basic cohesive devices use language to suit the context

PHASE 4

respond appropriately to spoken, written and visual text in a range of familiar and unfamiliar situations engage in rehearsed and unrehearsed exchanges to share ideas on topics of personal and global significance express ideas and feelings, and communicate information in simple and complex texts in familiar and unfamiliar situations communicate with a sense of audience and purpose

PHASE 4

write and speak using a range of vocabulary, grammatical structures and conventions; when speaking, use clear pronunciation and intonation organize information and ideas into a structured text; use a wide range of cohesive devices use language to suit the context

PHASE 5

respond appropriately to spoken, written and visual text in a range of social and some academic situations engage in rehearsed and unrehearsed exchanges to share ideas on a range of topics of personal and global significance express ideas, opinions and feelings, and communicate information in a wide range of situations communicate with a sense of register, purpose and style

PHASE 5

write and speak using a range of vocabulary, complex grammatical structures and conventions; when speaking, use intonation and fluency organize information and ideas; use a wide range of cohesive devices use language to suit the context

PHASE 6

respond appropriately to spoken, written and visual text in a wide range of social and

academic situations engage in unrehearsed and complex exchanges on a wide range of topics of personal and global

significance express a wide range of ideas, opinions and feelings, and communicate information in a wide range of social and academic contexts

communicate with a sense of register,

OBJECTIVE D: USING LANGUAGE IN SPOKEN AND WRITTEN FORM

purpose and style

PHASE 6

write and speak using a wide range of vocabulary, complex grammatical structures and conventions; when speaking, uses oratory technique

organize information and ideas; use a wide range of cohesive devices

use language to suit the context