IBCP Language Portfolio

Guidelines

IBCP Language Portfolio

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,"
Language Development
(www.ibo.org).
Community
and
Project
Service
Approaches
Reflective
to
Learning
Through the Language Development component of
the IBCP 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 (over the two
years) on tasks related to their language
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:

IBCP Language Portfolio

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.

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.

IBCP Language Portfolio

IBCP Language Portfolio

IBCP Language Portfolio

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

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.

Goal (Using statements similar to and in terms of

Phases 16 from the Self-Assessment of Language
Proficiency)

IBCP Language Portfolio

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.

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

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

Put Your Answer Here

IBCP Language Portfolio

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?

IBCP Language Portfolio

IBCP Language Portfolio

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