IMG_0436Language is fundamental to learning and permeates the entire PYP curriculum. By learning about language, and learning through language, we develop an appreciation of the richness of language and a love of literature. Language is also a key factor in the development of international understanding and, as such, has a major role in a PYP classroom. The PYP classroom values and supports the mother tongue and the language of instruction and provides access to other languages. Language is the major connecting element across the curriculum. All teachers are teachers of language in the PYP.

IMG_0689The PYP classroom extends beyond the classroom walls to all learning experiences. The teacher plans in collaboration with other classroom teachers, T.A.’s and specialists. ELA and foreign language teachers play an important role in reinforcing, supporting and extending the classroom work. Language is also a major connection between home and school. In the PYP classroom cooperative activities optimize the development of all the languages.

There is also a connection with the wider community. The host country’s language and literature is addressed, helping everyone to appreciate the culture of the host country.

“Overall expectations in Language

IMG_0700Acknowledging that learning language is a developmental process, the Language Scope and Sequence  presents a set of developmental continuums that are designed as diagnostic tools to assist teachers in planning language learning experiences for students,  and in monitoring students’ development throughout the primary years.  Consideration of the range of language learning situations that exist in PYP schools is reflected in this document.

The language continuum has been organized into five developmental phases,  with each phase building upon and complementing the previous one.  The continuum make explicit the conceptual understandings that need to be developed at each phase. For example, a 9 year old with well-developed mother-tongue ability may quickly show evidence of some, but not all,  of the learning outcomes identified in the early phases when moving into a new language of instruction; a child beginning school at age 3 may spend several years consolidating understanding to demonstrate consistently the learning outcomes identified in the initial phase.