Guiding+Principles

= Guiding Principles = = = = = = =

IB Learner Profile - A Language Perspective
Students use language as the primary medium of inquiry to learn about language and through language ||
 * **Inquirers **

They use language precisely and skillfully in the context of higher-level thinking. ||
 * **Thinkers **

They are confident users of oral and written language forms, in a variety of situations. ||
 * **Communicators **

They are willing to attempt to read, write or speak in situations where they may not feel totally competent. ||
 * **Risk Takers **

They understand the internal structure of language and the various influences on its development. They have experienced a wide range of literature. ||
 * **Knowledgeable **

They are aware that language is powerful, that it can have a profound effect, and that it must therefore be used responsibly ||
 * **Principled **

They show responsible, caring attitudes toward the use of language and they value literature for the insight it gives into the feelings of others. ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Caring **

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">The respect differences and similarities between language and dialects. They are aware of the use of language as an expression of bias and strive to maintain an objective stance. ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Open minded **

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">They are aware of the need for an educated person to be an effective communicator. They use literature for learning and leisure. ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Balanced **

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">They reflect on their own levels of language development in their mother tongue and other language. They consciously work at improving their language proficiency. ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Reflective **

**This is what a PYP Language classroom looks like:**
 * Inquiry-based, where everyone appreciates both the aesthetic and functional uses of language.
 * Language is clearly in evidence in all its forms.
 * There is a busy hum of discussion.



Differentiated Instruction
It is acknowledged that while Arabic is the mother tongue of some students within the program, it is not the language of instruction. Therefore at the PYP and MYP levels all students will folow the Language B program. However, differentiation within the Language B programs will enable mother tongue students who have successfully folowed the L1A track to take both English and Arabic as Language A subjects in the Diploma Program. Language B

Levels: L1 B – Arabic heritage speakers. May speak colloquial Arabic better than MSA. May not read or write Arabic. L2 A – Arabic language learner. Has studied the language for at least one year. L2 B – Beginning Arabic language learners. ||
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 10pt; mso-ascii-theme-font: minor-latin; mso-bidi-font-size: 9.0pt; mso-hansi-theme-font: minor-latin;">L1 A – Mother tongue speakers of Arabic. Close to grade level in reading, writing, speaking and listening.