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Multilingualism, the use of two or more languages, will be encouraged and supported through the development of multilingual learning environments and multilingual communities, affirming student identity and agency.

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HI team. Thanks for sharing your thoughts on this platform. I LOVE the “mapping” of your reflections. I have never used padlet in this manner. I usually used the “bookshelf” template. I love how language is more “explicit” in the enhancements. I wonder what the language profiles of students will end up looking like? My hope is that schools who currently offer Language B for 30 minutes per week will reconsider. To me, this is not enough time to make connections or appreciate a language and the different aspects of the language, including culture. Furthermore, I hope schools allow students to learn more in their mother tongue.  Thanks!
Chris

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The teacher identifies  language learning opportunities and co-constructs learning goals within and across units of inquiry, and learning engagements

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The student language portrait captures a student'sanguage backgrounds, experiences and goals. It may also include students’ perspectives and preferences, interviews with families and examplesof language competencies in home and family languages. This information informs planning, enabling teachers to tap into the knowledge and strengths of students and facilitate further language development.

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Through language, students:
• express identity
• develop international mindedness
• become literate
• become effective inquirers
• communicate.

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Language has the power to bring the learning community closer together and overcome boundaries. It excites and invites communication in many ways, supporting and strengthening relationships and the building of international-mindedness.

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Students who see and hear their own languages within the learning environment, and who are encouraged to actively make links to their prior linguistic experiences, connect more quickly to the community and their own learning.

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Every PYP learning community has a unique linguistic and cultural profile that forms thebasis for its language policy and curriculum.

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By providing opportunities for students to make connections between their languages and to draw on prior knowledge, the teacher facilitates effective learning while affirming identity.

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Translanguaging is the process by which language students actively draw on all their linguistic resources to communicate and make meaning 

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Language learning and teaching immerses students in the interplay between learning language, learning through language and learning about language 

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Language learning includes the development of the home and family languages, the languages of the school, additional languages and the development of literacy.

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Through learning additional languages, students become cognitively more flexible, creative and better at problem-solving. 

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The term “multilingualism” in the PYP refers to linguistic ability in more than one language, and recognizes that each of a student’s languages may be developed to different levels, and within different contexts, depending on their social and academic experiences. 

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The Primary Years Programme (PYP) beliefs and values about language are embedded implicitly throughout the learner profile and explicitly through the attribute of “communicator”, as well as in the IB’s approaches to learning.

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LANGUAGE

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Language learning and teaching are social acts, dependent on relationships with the self and others, with context, with the environment, and with the world. 