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Language Acquisition Cheat Sheet by

Key concepts, related concepts and specific objectives
language     pai     myp

Key concepts

Comm­uni­cat­ion
Commun­ication is the exchange or transfer of signals, facts, ideas and symbols. It requires a sender, a message and an intended receiver. Commun­ication involves the activity of conveying inform­ation or meaning. Effective commun­ication requires a common “language” (which may be written, spoken or non- verbal). Through the explor­ation of language and the process of learning language, we exchange, express and transform inform­ation, facts, ideas, meanings and opinions. Commun­ication is the basis of what makes us human and bridges commun­ities across the globe; it is the essence of this discip­line.
Conn­ect­ions
Connec­tions are links, bonds and relati­onships among people, objects, organisms or ideas. Linguistic and literary connec­tions exist across time, cultures and across oral, visual and written texts. This concept is central to the study of language and allows for the explor­ation of language, applying knowledge of, and about, the language, and relati­onships between text, creator and audience.
Crea­tiv­ity
Creativity is the process of generating novel ideas and consid­ering existing ideas from new perspe­ctives. Creativity includes the ability to recognize the value of ideas when developing innovative responses to problems; it may be evident in process as well as outcomes, products or solutions. Creativity is nurtured through the process of learning language as this process involves us in divergent thinking, applying ideas, taking risks and expressing ourselves in order to relate to, and interact with, the world.
Cult­ure
Culture encomp­asses a range of learned and shared beliefs, values, interests, attitudes, products, ways of knowing and patterns of behaviour created by human commun­ities. The concept of culture is dynamic and organic. Learning the language of a community provides opport­unities to embrace diversity, to interact with sensit­ivity and empathy, and to partic­ipate in meaningful global intera­ctions, which in turn develops socioc­ultural competence and interc­ultural awareness leading to intern­ati­ona­l-m­ind­edness.
Other key concepts can also be important in language acquis­ition, including identity, perspe­ctive, form, time, place and space.

Criterion A: Compre­hending spoken and visual text

Phase 4
Phase 5
Phase 6
i. construct meaning and draw conclu­sions from inform­ation, main ideas and supporting details
i. analyse and draw conclu­sions from inform­ation, main ideas and supporting details
i. evaluate and draw conclu­sions from inform­ation, main ideas and supporting details
ii. interpret conven­tions
ii. analyse conven­tions
ii. interpret the author’s choice of style, format and ideas to suit an intended audience and purpose
iii. engage with the spoken and visual text by identi­fying ideas, opinions and attitudes and by making a response to the text based on personal experi­ences and opinions.
iii. engage with the spoken and visual text by analysing ideas, opinions and attitudes and by making a response to the text based on personal experi­ences and opinions from a global perspe­ctive.
iii. engage with the spoken and visual text by evaluating ideas, opinions and attitudes and by making a response to the text based on personal experi­ences and opinions from a global perspe­ctive.

Criterion B: Compre­hending written and visual text

Phase 4
Phase 5
Phase 6
i. construct meaning by identi­fying stated and implied inform­ation, main ideas and supporting details, and draw conclu­sions
i. analyse and draw conclu­sions from inform­ation, main ideas and supporting details
i. evaluate and draw conclu­sions from inform­ation, main ideas and supporting details
ii. interpret basic conven­tions including aspects of format and style, and author’s purpose for writing
ii. analyse basic conven­tions including aspects of format and style, and author’s purpose for writing
ii. interpret the author’s choice of style, format and ideas to suit an intended audience and purpose
iii. engage with the written and visual text by identi­fying ideas, opinions and attitudes and by making a response to the text based on personal experi­ences and opinions.
iii. engage with the written and visual text by analysing ideas, opinions and attitudes and by making a response to the text based on personal experi­ences and opinions from a global perspe­ctive.
iii. engage with the written and visual text by evaluating ideas, opinions and attitudes and by making a response to the text based on personal experi­ences and opinions from a global perspe­ctive

Criterion D: Using language in s-w form

Phase 1
Phase 2
Phase 3
i. write and/or speak using a basic range of vocabu­lary, gramma­tical structures and conven­tions; when speaking, use clear pronun­ciation and intonation
i. write and/or speak using a basic range of vocabu­lary, gramma­tical structures and conven­tions; when speaking, use clear pronun­ciation and intonation
i. write and/or speak using a range of vocabu­lary, gramma­tical structures and conven­tions; when speaking, use clear pronun­ciation and intonation
ii. organize basic inform­ation and use a range of basic cohesive devices
ii. organize inform­ation and ideas and use a range of basic cohesive devices
ii. organize inform­ation and ideas and use a range of basic cohesive devices
iii. use language to suit the context.
iii. use language to suit the context.
iii. use language to suit the context.
Phase 4
Phase 5
Phase 6
i. write and/or speak using a range of vocabu­lary, gramma­tical structures and conven­tions; when speaking, use clear pronun­ciation and intonation
i. write and/or speak using a range of vocabu­lary, complex gramma­tical structures and conven­tions; when speaking, use intonation and fluency
i. write and/or speak using a wide range of vocabu­lary, complex gramma­tical structures and conven­tions; when speaking, use oratory technique
ii. organize inform­ation and ideas into a structured text; use a wide range of cohesive devices
i. organize inform­ation and ideas; use a wide range of cohesive devices
ii. organize inform­ation and ideas; use a wide range of cohesive devices
iii. use language to suit the context.
ii. use language to suit the context.
iii. use language to suit the context.
 

Related concepts

Phases 1-2
Accent
Audience
Context
Conven­tions
Form
Function
Meaning
Message
Patterns
Purpose
Structure
Word choice
Phases 3-4
Audience
Context
Conven­tions
Empathy
Function
Idiom
Meaning
Message
Structure
Point of view
Purpose
Word choice
Phases 5-6
Argument
Audience
Bias
Context
Empathy
Idiom
Inference
Point of view
Purpose
Stylistic choices
Theme
Voice

Criterion A: Compre­hending spoken and visual text

Phase 1
Phase 2
Phase 3
i. identify basic facts, messages, main ideas and supporting details
i. show unders­tanding of messages, main ideas and supporting details
i. show unders­tanding of inform­ation, main ideas and supporting details, and draw conclu­sions
ii. recognize basic conven­tions
ii. recognize basic conven­tions
ii. understand conven­tions
iii. engage with the spoken and visual text by identi­fying ideas, opinions and attitudes and by making a personal response to the text.
iii. engage with the spoken and visual text by identi­fying ideas, opinions and attitudes and by making a personal response to the text.
iii. engage with the spoken and visual text by identi­fying ideas, opinions and attitudes and by making a response to the text based on personal experi­ences and opinions.

Criterion B: Compre­hending written and visual text

Phase 1
Phase 2
Phase 3
i. identify basic facts, messages, main ideas and supporting details
i. identify basic facts, main ideas and supporting details, and draw conclu­sions
i. show unders­tanding of inform­ation, main ideas and supporting details, and draw conclu­sions
ii. recognize basic aspects of format and style, and author’s purpose for writing
ii. recognize basic conven­tions including aspects of format and style, and author’s purpose for writing
ii. understand basic conven­tions including aspects of format and style, and author’s purpose for writing
iii. engage with the written and visual text by identi­fying ideas, opinions and attitudes and by making a personal response to the text.
iii. engage with the written and visual text by identi­fying ideas, opinions and attitudes and by making a personal response to the text.
iii. engage with the written and visual text by identi­fying ideas, opinions and attitudes and by making a response to the text based on personal experi­ences and opinions

Criter­ion­C:C­omm­uni­cating in response to s-w-v text

Phase 1
Phase 2
Phase 3
i. respond approp­riately to simple short phrases
i. respond approp­riately to spoken and/or written and/or visual text
i. respond approp­riately to spoken and/or written and/or visual text
ii. interact in simple and rehearsed exchanges, using verbal and non-verbal language
ii. interact in basic structured exchanges
ii. interact in rehearsed and unrehe­arsed exchanges
iii. use basic phrases to commun­icate ideas, feelings and inform­ation on a variety of aspects of everyday topics
iii. use phrases to commun­icate ideas, feelings and inform­ation in familiar situations
iii. express ideas and feelings, and commun­icate inform­ation in familiar and some unfamiliar situations
iv. commun­icate with a sense of audience.
iv. commun­icate with a sense of audience.
iv. commun­icate with a sense of audience and purpose
Phase 4
Phase 5
Phase 6
i. respond approp­riately to spoken and/or written and/or visual text
i. respond approp­riately to spoken and/or written and/or visual text
i. respond approp­riately to spoken and/or written and/or visual text
ii. engage in rehearsed and unrehe­arsed exchanges to share ideas on topics of personal and global signif­icance
ii. engage in rehearsed and unrehe­arsed exchanges to share ideas on a range of topics of personal and global signif­icance
ii. engage in unrehe­arsed and complex exchanges on a wide range of topics of personal and global signif­icance
iii. express ideas and feelings, and commun­icate inform­ation in simple and complex texts
iii. express ideas, opinions and feelings, and commun­icate inform­ation in a wide range of situations
iii. express a wide range of ideas, opinions and feelings, and commun­icate inform­ation in a wide range of social and academic contexts
iv. commun­icate with a sense of audience and purpose.
iv. commun­icate with a sense of register, purpose and style.
iv. commun­icate with a sense of register, purpose and style.

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