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Language Acquisition Skills for IB Students

The document summarizes key approaches to learning in an IB Program-Lang Acquisition English B course. It discusses the development of thinking skills like metacognition and critical thinking through language acquisition activities. It also emphasizes using research skills to explore language topics from different perspectives. Additionally, it highlights the importance of communication skills to effectively exchange ideas in various contexts. The document stresses social skills for classroom interactions and collaboration, as well as self-management skills like goal-setting and independent learning.

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Domenica Paredes
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92 views1 page

Language Acquisition Skills for IB Students

The document summarizes key approaches to learning in an IB Program-Lang Acquisition English B course. It discusses the development of thinking skills like metacognition and critical thinking through language acquisition activities. It also emphasizes using research skills to explore language topics from different perspectives. Additionally, it highlights the importance of communication skills to effectively exchange ideas in various contexts. The document stresses social skills for classroom interactions and collaboration, as well as self-management skills like goal-setting and independent learning.

Uploaded by

Domenica Paredes
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd

LOGOS ACADEMY

English Department
IB Program-Lang Acquisition English B
2nd & 3rd
Approaches to learning

Thinking skills
Through language acquisition, students develop a body of thinking skills that may include, but are not limited to,
metacognition, reflection, critical thinking, creative thinking and transfer. The development of higher-order thinking
skills, rather than the simple memorization of content, is integral to the language learning process. This may be
achieved through approaches to teaching, such as the use of collaborative, enquiry-based tasks to provide students
with the opportunity to explore language and structures relating to a given theme. Learners are better equipped for
their future roles as global citizens when given the opportunity to analyse, synthesize and evaluate language topics
from their own and different perspectives.

Research skills
In language acquisition, research allows students to use authentic sources to explore questions from different
cultural perspectives and to expand their linguistic and intercultural knowledge in any direction that presents a
particular interest for them. Research skills may include critical thinking, problem solving, analysis and sharing of
ideas (which could involve selecting a topic of interest in order to explore one of the language acquisition course’s
five themes or concepts), finding, validating and evaluating sources, as well as paraphrasing and citing in an
academically honest way. Students also need to present their work, and reflect on their experience, in a way that
demonstrates a positive attitude to learning. One of the many ways in which students can develop their research
skills is through the completion of an extended essay in the target language.

Communication skills
Communication is at the heart of language acquisition. Effective communicative interactions using the spoken and
written forms of a language entail: interpretation and negotiation of meaning; coherent exchange of ideas; and the
ability to inform, describe, narrate, explain, persuade and argue to a variety of audiences and in different contexts.
Not only does effective communication allow students to develop their linguistic skills and self-confidence, it also
promotes intercultural understanding through the examination of the interrelationship between language and
culture, and promotes international-mindedness through an increased awareness of the use of the target language
in a variety of countries and regions.

Social skills
To function effectively in the language acquisition classroom, students need to be adept at both peer-related and
adult-related social communication and behaviour. These skills are closely related to communication skills and also
to attributes of the IB learner profile, such as being open-minded, for example, through students showing
appreciation for the culture(s) of the target language. A particularly important skill within the category of social skills
is collaboration, which can be a catalyst to higher-order thinking and should, therefore, be at the forefront of
teachers’ minds when they are planning units of work for language acquisition classes.

Self-management skills
Students should set their own goals and reflect on their progress as they grow and improve their linguistic and
cultural competence. They should demonstrate initiative, perseverance and a strong willingness to learn
independently. An example could be students going beyond classroom requirements and using the language in real-
life situations, or seeking out native speakers in the local community with whom to practise.

https://www.ibo.org/ English B Guide 2020

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