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Today, we’ll discuss how assessment works in MYP Language Acquisition. It’s important as it helps you prepare for the next stage of your education.
Why is assessment so important in language learning?
Great question! It's crucial because it ensures you understand the language and can communicate effectively. We evaluate you on specific criteria, not against each other, to maintain fairness.
What are those criteria?
We have four criteria: A, B, C, and D. Remember this acronym: ABCD—A for Comprehension of spoken and visual text, B for Written comprehension, C for Communication responses, and D for Using language effectively.
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Now, let's talk about the phases of language acquisition. They range from beginner to proficient communicators.
What phase do we typically see in Grade 10?
Most students in Grade 10 are in phases 4 to 6. If you're struggling, don't worry! We can adapt our learning to help you move between phases.
How do I know which phase I'm in?
You can assess your phase through specific tasks and teacher feedback, assessing your speaking, writing, and comprehension skills.
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Let's break down the four assessment criteria. Who remembers what Criterion A focuses on?
It’s about understanding spoken and visual texts, right?
Excellent! We assess how well you comprehend and respond to different types of audio and visual sources. What about Criterion B?
That’s comprehension of written texts.
Correct! This criterion is all about reading comprehension. Now, can someone tell me what Criterion C is?
It's about responding to different texts.
Precisely! It's crucial to show clarity in your communicative responses. Lastly, who can explain Criterion D?
It’s about creating original texts.
Exactly! This criterion revolves around producing coherent, structured texts.
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Now that we know the criteria, let's look at some task types. Who can recall what a listening comprehension task might involve?
Listening to a podcast and answering questions?
Yes! And reading response tasks may involve summarizing an article. Can anyone suggest an example of a writing task?
Writing a diary entry or a social media post!
That's right! These tasks help showcase your comprehension and creativity within the language.
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In MYP Language Acquisition, assessment focuses on students’ ability to communicate in an additional language through four key criteria. This section outlines these criteria, the phases of language acquisition, and the distinct assessment tasks designed to evaluate students' language skills.
This section reviews the assessment criteria crucial for students studying an additional language in the MYP framework. As students progress through the six phases of language acquisition, from emergent communicators to proficient communicators, their skills are evaluated through four distinct assessment criteria:
Assessments in this section also indicate the holistic approach of the MYP curriculum, preparing students for the transition to the diploma program through the development of effective communication skills.
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Language Acquisition in the MYP is aimed at students learning an additional language (not their mother tongue). The goal is to develop students' ability to communicate in the target language and to appreciate linguistic and cultural diversity.
The MYP's Language Acquisition program is designed specifically for students who are learning a language that is not their first language. This endeavor helps students become more proficient in communicating in that language. Additionally, it encourages them to understand and appreciate the various cultural contexts in which that language is used. This not only enhances their language skills but also broadens their worldview by introducing them to diverse cultural backgrounds.
Imagine a student studying Spanish in school. This program will help them learn not just the words and grammar of Spanish, but also about the cultures of Spanish-speaking countries. As they learn to communicate, they will also gain an understanding of traditions, customs, and ways of life that are vital to those cultures.
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Language Acquisition is structured in six phases, which are not necessarily linked to grade levels but to students’ language proficiency:
• Phases 1–2: Emergent communicators
• Phases 3–4: Capable communicators
• Phases 5–6: Proficient communicators
Students in Grade 10 usually fall in Phases 4–6, depending on their prior exposure and development.
Language Acquisition is divided into six distinct phases. These phases categorize students based on their language proficiency rather than their age or grade level. Emergent communicators are typically beginning learners who are starting to use the language, while capable communicators have a stronger grasp of the language and can engage in more complex conversations. Proficient communicators are those who are very comfortable using the language and can understand and express nuanced ideas. Most Grade 10 students find themselves in the capable to proficient communicator phases, reflecting their prior experience and development in acquiring the language.
Think of learning a new language like learning to ride a bicycle. At first, you might just be learning to balance while someone holds the bike for you – that's like being an emergent communicator. As you practice more and take off the training wheels, you become a capable communicator, able to pedal and steer without assistance. Finally, when you've mastered complex tricks and can ride smoothly in traffic, you're a proficient communicator, just like someone who has a deep understanding of the language.
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Key Concepts
Criterion A: Focuses on understanding spoken and visual texts.
Criterion B: Involves comprehending written texts.
Criterion C: Concerns communicating effectively in response to various texts.
Criterion D: Related to producing original spoken and written texts.
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A listening comprehension task could involve listening to a podcast and answering multiple-choice questions based on it.
In a reading response task, students might read a short story and write a summary or personal reflection.
Use mnemonics, acronyms, or visual cues to help remember key information more easily.
To learn a new tongue, hear and see; A, B, C, D—together we speak!
Imagine a student named Alex who journeys through language; he starts from just listening (Criterion A), progresses to reading (Criterion B), then begins to write (Criterion C), and finally, he tells stories fluently (Criterion D).
Use the acronym ABCD: A for Listening, B for Reading, C for Responding, D for Creating.
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Review the Definitions for terms.
Term: Language Acquisition
Definition:
The process of learning a new language beyond one's mother tongue.
Term: Criterion
Definition:
A principle or standard by which something may be judged or decided.
Term: Oral Interaction
Definition:
Speaking and engaging in conversations to demonstrate language competence.
Term: Formative Feedback
Definition:
Assessment feedback intended to help students improve their learning and skills.
Term: Proficient Communicators
Definition:
Learners who demonstrate advanced skills in using the target language effectively.