ISJ April 2016: Learning to read – Where does it happen?
Pedagogical practices in International Baccalaureate (IB) schools are guided by a set of standards and practices, which are used in the evaluation of IB programmes. These standards and practices require that teaching and learning address the diversity of student language needs and that teaching and learning demonstrate that all teachers are responsible for the language development of students (IB, 2010; IB, 2008; IB, 2009).
Furthermore, the IB language policy uses Halliday’s (1985) description of the three strands of language and learning to guide language instruction across all subject areas in all four IB programs: learning language; learning through language; and learning about language. Teachers in all grade levels and across all subject areas are responsible for the language development of students in an IB programme.