IBCP Language Portfolio 2

What is Language Development?

"Language development is designed to ensure that all students have access to, and are exposed to, a second language
that will assist and further their understanding of the wider world. Students are encouraged to extend or begin a second
language that suits their needs, background and context. Language development aims to provide students with the
necessary skills and intercultural understanding to enable them
to communicate in an environment where the language studied
is spoken. This process encourages learners to expand their
awareness of the world and fosters respect for cultural
diversity," (www.ibo.org). Language
Reflective Development
Through the Language Development component of the IBCP Project
core, all students will complete a language development
portfolio over the course of their junior and senior
years. Students must spend a minimum of 50 concurrent hours
Approaches to Community
(over the two years) on tasks related to their language Learning and Service
development portfolio. This portfolio will incorporate language
development tasks to enable students to reflect on their
experiences, and to document evidence of their growing skill
base. Because each student will have his or her own knowledge
and understanding of the language and culture to be studied,
IBCP will utilize the IB MYP framework of language phases in
order to assess progress toward language goals.

Progress towards completion of the Language Development component of the IBCC core will be monitored by the
mentors, as well as by the IBCC Coordinators and ATL teacher. Please see below for more details on assessment.

The Language Development Process

All IBCP students must complete the following:

PROFILE:

Self-Assessment One Read through the phases of language proficiency and circle where you feel you are prior to
starting your language classes. Be sure to circle one for Receptive, Productive, and Interactive.

Language Development Goals - Complete the Goals form. Use the language of the phases from your self-assessment to
help you formulate your goals for your language learning. This document is also on my website.

Language/Culture Questionnaire - Complete the attached Cultural and Language Profile. The Word document that you
can type into is on my website if you prefer to complete it that way.

EXPERIENCES:

Journals - Over the course of your language learning, you are required to journal about what you are learning and how
you are going about reaching your goals. These journals should be a minimum of of a page and eight sentences. They
should discuss how you feel you are progressing and what you are learning. You CAN include images and visuals to
support your thoughts. You must have a MINIMUM of 12 journal entries over your 2 years. I have provided you with
keyboard shortcuts and questions that can help guide you in your journal inside this packet.
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EVIDENCE:

You should provide evidence of learning throughout your years of foreign language classes. Classes. This could be all
kinds of different activities and/or projects you made while in your foreign language classes. You should have a
minimum of 6 items within your portfolio from different levels of learning. Some possible suggestions:
a. Family Tree
b. Labeling the Home
c. Worksheets
d. Cultural Projects
e. Cultural Fair Participation (Pictures of your Work)
f. A Day in the Life Project (See Example)

Once you have selected/completed your 6 items, you will need to create a table of contents for work samples.
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Name: ______________________________________ Date Completed: ______________
Language Development Goals Form
After completing the SelfAssessment of Language Proficiency and the Language & Culture Questionnaire, meet with your
Language Development teacher/supervisor to develop your Language Development Goals based on
Language B Objectives and are organized into four communicative processes Oral Community, Visual
Interpretation, Reading Comprehension, and Writing. Students may also reference the three communicative competencies
Receptive, Productive, and Interactive).

Communicative Process Goal (Using statements similar to and in terms of Phases 16 from
the Self-Assessment of Language Proficiency)

Oral Communication

This objective encompasses all aspects of listening and speaking.

It refers to the student constructing meaning through the process of
internalizing meaning and articulating thoughts using speech in a
variety of ways in the target language. The student is expected to
be able to listen and respond, interact socially, and speak for
specific purposes.

Visual Interpretation

This objective involves the student in interpreting and constructing

meaning from visual texts (such as posters, maps, graphics, films)
to understand how images presented with oral and written text
interact to convey ideas, values, and attitudes. Engaging with
visual 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 is
expected to be able to interpret, and engage with, visual text that is
presented with spoken and written text and to support his or her
opinion and personal response with evidence and examples from
the text.

Reading Comprehension

This objective refers to enabling the student to construct meaning

from written texts by making inferences and interpretations.
Engaging with written text requires the student to think creatively
and critically about what is read, and to be aware of opinions,
attitudes, and cultural references presented in the written text. The
student is expected to be able to understand information, interpret,
and engage with, written text and to support his or her opinion
with personal response with evidence and examples from the text.

Writing

This objective relates to the developmental process of writing. The

student is expected to be able to organize and express thoughts,
feelings, ideas, opinions, and information in writing, write for
specific purposes and develop accuracy when writing in the target
language.
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Language and Culture

At the beginning of language development, students should create a personal language and cultural
profile by completing a language and culture questionnaire.

Please answer the following questions to help you develop your language and cultural profile.

Question Put Your Answer Here

What language (s) do you use?

What can you do and not do with your

language(s)?

What is your cultural background?

Do you belong to more than one culture?

What language(s) are spoken in your culture(s)?

Do you have friends from different cultural

backgrounds than you?

How do you feel when you encounter different

cultural experiences?

What do you believe is the relationship between

language and culture?

Why is learning another language considered

important?

What language (s) other than your own have you

previously studied?

What language will you study in language

development?

Why have you chosen that specific language for

language development?

How do you think you will use your target

language in the future?

What challenges do you feel you may encounter in

your language studies?

How will you meet these challenges?

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