language portfolio - ibcp pps language portfolio 3 the portfolio: a brief summary section 1: profile

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  • Language portfolio

    International Baccalaureate Career-related Certificate

  • Language portfolio

    International Baccalaureate Career-related Certificate

  • Published August 2012

    Published on behalf of the International Baccalaureate Organization, a not-for-profit educational foundation of 15 Route des Morillons, 1218 Le Grand-Saconnex, Geneva,

    Switzerland by the

    International Baccalaureate Organization (UK) Ltd Peterson House, Malthouse Avenue, Cardiff Gate

    Cardiff, Wales CF23 8GL United Kingdom

    Phone: +44 29 2054 7777 Fax: +44 29 2054 7778 Website:

    © International Baccalaureate Organization 2012

    The International Baccalaureate Organization (known as the IB) offers four high-quality and challenging educational programmes for a worldwide community of schools, aiming to create a better, more peaceful world. This publication is one of a range of materials produced to support these programmes.

    The IB may use a variety of sources in its work and checks information to verify accuracy and authenticity, particularly when using community-based knowledge sources such as Wikipedia. The IB respects the principles of intellectual property and makes strenuous efforts to identify and obtain permission before publication from rights holders of all copyright material used. The IB is grateful for permissions received for material used in this publication and will be pleased to correct any errors or omissions at the earliest opportunity.

    All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, without the prior written permission of the IB, or as expressly permitted by law or by the IB’s own rules and policy. See

    IB merchandise and publications can be purchased through the IB store at General ordering queries should be directed to the Sales and Marketing Department in Cardiff.

    Phone: +44 29 2054 7746 Fax: +44 29 2054 7779 Email:

    International Baccalaureate Career-related Certificate Language portfolio

    International Baccalaureate, Baccalauréat International and Bachillerato Internacional are registered trademarks of the International Baccalaureate Organization.

  • IB mission statement The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.

    To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment.

    These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.

    IB learner profile The aim of all IB programmes is to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world.

    IB learners strive to be:

    Inquirers They develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning. They actively enjoy learning and this love of learning will be sustained throughout their lives.

    Knowledgeable They explore concepts, ideas and issues that have local and global significance. In so doing, they acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines.

    Thinkers They exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions.

    Communicators They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. They work effectively and willingly in collaboration with others.

    Principled They act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities. They take responsibility for their own actions and the consequences that accompany them.

    Open-minded They understand and appreciate their own cultures and personal histories, and are open to the perspectives, values and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the experience.

    Caring They show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service, and act to make a positive difference to the lives of others and to the environment.

    Risk-takers They approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their beliefs.

    Balanced They understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others.

    Reflective They give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development.

    © International Baccalaureate Organization 2012

  • Language portfolio


    Introduction to the language portfolio 1

    The portfolio: A brief summary 3

    Section 1: Profile 4

    Section 2: Experiences 8

    Section 3: Evidence 9

    Appendices 10

    Appendix 1: Self-assessment 10

    Appendix 2: Language and culture 14

    Appendix 3: Language B objectives 15

    Appendix 4: Language development progress form 21

  • Language portfolio 1

    Introduction to the language portfolio

    Language development encourages students to improve or develop their language proficiency in a language other than their best language or mother-tongue language. Language development can be accessed by students in a variety of ways including, but not limited to, a timetabled course, an online course or as a monitored self-study. Further information about language development can be found in the IBCC Core guide (2012).

    All IBCC students are required to maintain and complete a language portfolio as evidence of their engagement with language development. The language portfolio is used to chart a student’s progress in developing language skills and intercultural experiences while providing an opportunity for students to develop reflective practice.

    The language portfolio is for private use by students to reflect on their learning; it is not a formally assessed document. However, students may use the language portfolio as evidence of, and engagement with, their target language to present to a prospective employer or educational institution. Students are required to continually update their language portfolio during language development as a means of providing evidence of language learning. The language portfolio can be created and maintained online or as a journal or file.

    The language portfolio consists of three sections: “Profile”, “Experiences” and “Evidence”. Each component of the language portfolio has a vital role in assisting students to understand their level of language competency, reflect on their language learning and intercultural skills, and provide evidence of developing language skills.

    The “Profile” section of the language portfolio encourages students to identify their language learning through the use of the language phases and language objectives given in the MYP Language B guide (2012). At the start of language development, students map their language skills against the language phases to identify their current language abilities. By self-assessing against the language phases, students are also assisting their teacher/supervisor in determining the correct entry point for language development.

    Through an understanding of the language objectives, students will be able to identify both short-term and long-term goals in their language development. At the conclusion of their language development, students use the language objectives to demonstrate progress in their target language.

    The “Experiences” section of the language portfolio allows students to document their journey in language development. This section should incorporate a variety of reflections on the activities/tasks/assessments they have engaged in, their learning experiences, their understanding of other cultures, and their future goals with the target language. This section of the language portfolio should demonstrate that the student has actively engaged in language development.

    The “Evidence” section of the language portfolio requires students to document their work and achievements in language development. Evidence that would form a selection of developmental markers could include, but is not limited to, examples of tasks and assessments, letters, emails, certificates and letters of acknowledgment.

    There should be consultations between students and language development teachers or supervisors, where each student’s language development progress is discussed and appropriate encouragement and advice is given. These consultations should be briefly documented on a simple progress form (see “Appendix 4”) and placed in the student’s language portfolio. If any conce


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