IB Learner Profile
The profile of the learner is the core of MAS and IB establishments. It reflects the qualities of a student body with an international mind and a positive attitude towards learning which opens doors to diverse cultures and perspectives. Our learning community aspires to demonstrate the attributes of the profile and urges the learner to commit to exhibiting it in all aspects of learning
Inquirers: Learners will develop their natural curiosity for language learning. They will employ linguistic skills to gather information and seek conceptual understanding.
Knowledgeable: Learners will become aware of the different language registers they should use in different situations.
Thinkers: Learners will use their language skills to express their thoughts vividly and make decisions in different languages.
Communicators: Learners will be competent in using oral and written language in their different registers and will demonstrate their listening and presentation skills with confidence.
Principled: Learners will consciously respect other cultures and value learning other languages.
Open-minded: Learners will acknowledge the equality of all languages and respect their varieties.
Caring: Learners will maintain empathy and caution when using languages as they will understand that the choice of words used can affect others.
Risk-takers: Learners will be challenged to read, speak and write in the languages they are learning.
Balanced: Learners will appropriately use their language skills to express themselves orally and in writing and produce a variety of texts.
Reflective: Learners will reflect on the language acquisition process and strive to improve their skill set.
Philosophy & Purpose of Language
Language wraps itself around, in, through,and between everything that we teachers and learners do in the classroom. (Ritchhart 2002: 141) “The development of language is fundamental to the instinctive human need to communicate.” (Learning and Teaching, IBO)
Language is fundamental to learners' intellectual, social, cultural, and emotional development and transcends curriculum areas. All MAS teachers are considered language teachers as they share the responsibility for language learning in partnership with learners and their parents. Through the IB language programme, we aim to develop confident, curious, highly proficient, and enthusiastic readers, writers, viewers, presenters, speakers, and listeners.
Literacy is the foundation of learning at MAS: the ability to read, write, listen, speak, and think critically across subject areas and grade levels. Literacy is taught authentically and in context through units of inquiry that support acquiring knowledge and skills, conceptual development, and growth as a learner. These contexts vary but often involve real-life scenarios, native speakers, the local area, and a wide variety of text types. We aim to promote language learning through inquiry, allowing learners to connect, explore, and investigate.
Our school creates a challenging and motivating multilingual environment where English is the language of instruction. We perceive language as a tool for making meaning of the world. Every learner has an individual and cultural set of experiences, skills, and interests that must be considered in the teaching and learning process.
We consider multilingualism and the development of critical literacy crucial factors in fostering international mindedness through promoting cultural identity, intercultural awareness, and global citizenship. It is vital for all teachers to educate learners beyond academics and to provide experiences through literature, language, and other activities to promote a broader understanding and appreciation of language to guide learners to become productive members of society.
As an international school situated in Amman, we are strongly committed to providing learners with access to English language learning and utilizing the country and community for language and cultural experiences throughout the curriculum. Equally important to the school is the belief that learners can maintain and develop their mother tongue(s). The acquisition of additional languages enables learners to develop lifelong language-learning skills and explore different cultural perspectives
In order to better prepare our learners for future standardized testing, we align all of our content and examinations with IB Standards. This means learners must be explicitly aware of the standards they are
expected to meet. These standards are presented in three keyways: introducing the standards inside the classroom for easy reference; including the standards in every lesson plan; and including the standards on every test administered.
The Modern American School offers an international curriculum to its diverse school population. The main language of instruction is English; however, all communication with parents is done in both Arabic and English.
Language of Instruction
All subjects are delivered in English except Arabic, Jordanian History and Religious Studies, except those who do not speak Arabic.
The progression from MYP into DP language levels is summarised in the table below:
At the end of each academic year, horizontal and vertical meetings are conducted with coordinators and division principals to discuss the level of language attainment for each Year 5 learner moving to IBDP. The purpose of these meetings is to decide on the distribution of Year 5 learners into the different English and Arabic language courses.
Emergent
Phase 1
Phase 2
Capable
Proficient
Phase 3
Phase 4
Phase 5
Phase 6
Ab initio
Ab initio (in rare cases)
Language B SL
Language B SL
Language B SL/HL
Language B SL /HL
Language A: literature SL
Language A: literature SL
Source: Language Acquisition across the IB continuum’, IB (2020).
DP language courses offered by the school
While studying the Diploma Programme, students are expected to learn at least two languages to achieve a full diploma - their home language (their first and best language) and a foreign language (their second language). It is crucial that all IBDP students have the chance to study their home language(s) and the school will provide support to them in this respect. By Language A, we understand the student’s first and best language, and by Language B, we understand the student’s second language.
Group 1: Studies in language and literature – Language A
English A Literature SL
Arabic A Literature SL
Group 2: Language acquisition
English B SL/HL
Arabic B SL/HL
French Ab initio (Online through Pamoja)*
Spanish Ab initio (Online through Pamoja)*
*The Ab Initio option is available exclusively to IBDP students who have neither prior knowledge of the language nor have resided in a country where the language is spoken as a mother tongue for more than three years.
Students must be appropriately placed into DP acquisition courses according to their current level of proficiency. Therefore, before entering the Diploma Programme, students must take a placement test in the foreign language that they want to study for group 2.
Mother
tongue
in the IB Diploma classes
It is expected that every student takes a first language (Language A) course in their most competent language, which is normally the language students have been exposed to since birth. For the majority of students, this language is Arabic. Therefore, Arabic A Literature is offered as a Group 1 subject, ensuring that students’ mother tongue is developed under the guidance of the subject teacher(s) and central to the development and maintenance of the learners’ cultural identity. In cases where a foreign student’s first language is English, the school also offers English A. The only condition for opening an English A section is a minimum enrollment of three students.
Learning of the host country language (Arabic for non-native students)
Arabic A Literature may be studied by students of foreign backgrounds provided that their language skills are good enough to understand, analyses and interpret literature and produce written assignments. Otherwise, students may be offered additional lessons of the Arabic language to improve their skills to such a level at which studying Arabic as DP Group 1 subject is possible and doesn’t impose unnecessary burden on them.
Second language teaching
As a second language, students may study English B at either a standard level or a higher level. The goal for our students is to become proficient in English by the time they have completed secondary education. With this in mind, students are exposed to a variety of teaching methods and techniques, used in various contexts, supported by different teaching aids and resources that aim at developing all aspects of language competence to ensure they become what the IB expects them to be – communicative, internationallyminded young people who can use a language for many purposes, with a clear intention and achieving the intended result. Developing English is crucial in the case of our school, where it’s the language of instruction in the IBDP. Therefore, English will be developed across different disciplines, serving as a means of communication and as a working language at the school, fulfilling its mission.
In case the student is taking English A as their first language, Arabic B is offered a second language with the condition that at least three students enroll in this class.
To support multilingualism and provide students with broader opportunities for language acquisition, the Modern American School offers Spanish and French ab initio courses through the online learning platform Pamoja. This option allows students to pursue an additional language that may not be available on campus, while still receiving a structured and high-quality learning experience. By integrating online learning into the curriculum, MAS ensures that students expand their global communication skills, embrace cultural diversity, and strengthen one of the core values of international education—developing as multilingual and internationally minded learners.
Our Students are eligible candidates for the IB bilingual diploma if
● They complete two languages selected from the studies in language and literature subject group and obtain a 3 or a higher grade.
● They complete one of the subjects from the individuals and societies or sciences subject groups in a language that is not the same as the candidate's group 1 language and obtain a 3 or a higher grade.
Language Principles & Practices
We employ a variety of teaching styles and learning techniques to enable students to access the whole curriculum, cater to the variety of learning styles within each class, and ensure the progression and reinforcement of skills and concepts.
Learning engagements are planned for learners to:
• Integrate prior and new knowledge
• Acquire and use a range of learning skills
• Reflect on their successes and challenges
• Evaluate conflicting evidence and think critically
Recognizing that language usage contributes to cognitive knowledge, learners will:
• Develop their knowledge and understanding of language through purposeful use in listening, speaking, reading and writing.
• Learn to speak, read and write developmentally, progressing across a continuum of skills in each area. Endeavour to express themselves confidently in a variety of situations.
• Be given the opportunity to take part in other language instruction as is deemed necessary for globally mobile learners
• Be encouraged to seek and use resources in their first language, as necessary, to help in the understanding of academic content.
• Respect each other as valued members of the school community regardless of their first language.
• Develop an appreciation of literature and a variety of texts.
• Establish links between subjects, cultures, and other areas of experience
• Use Language as a vehicle for thought, creativity, reflection, learning and self-expression.
Language Methodology
Our school recognizes the importance of incorporating language teaching and learning through a transdisciplinary programme of inquiry to promote inquiry-based language learning. Mastery of the essential language skills—reading, writing, listening, speaking, and viewing—is a vital part of a learner’s overall development.
Language practices and aspects:
• Reading
• Oral language and expression
• Writing
• Viewing and presentation abilities
• Listening
Reading Practices:
• Reading takes place in all subject areas, and learners read across the curriculum whenever appropriate.
• A variety of practices are used when planning for instruction, including, but not limited to, guided reading groups, differentiated reading instruction, word lists, graphic organizers and the use of levelled reading material.
• Learners are encouraged to read for information, read for pleasure, read aloud expressively, discuss, analyze, and compare the texts they read.
• Learners are exposed to a variety of genres, including multicultural literature, poetry, plays, short stories, newspapers, magazines and informational texts.
• Learners learn how to understand, interpret and respond to the ideas, attitudes and feelings expressed in various texts, to think critically about what they read as they make predictions and inferences based on information that is both explicit and implicit in a text.
• Teachers promote and incorporate supplementary reading incentives and support programmes.
• Vocabulary building techniques are used across the curriculum whenever appropriate.
Oral Language and Expression Practices:
• Teachers model correct language use in conversation, while remaining sensitive to the learners’ cultural backgrounds and mother tongues.
• Learners are provided with opportunities to develop and utilize oral language beyond everyday classroom conversations. This is achieved through oral presentations, assemblies, debates, speeches, role-play, poetry recitations, songs, listening and performing arts.
• Teachers plan activities that expose learners to conventions of oral language and aid them in responding appropriately to a range of contexts and audiences.
Writing Practices:
• Learners’ innate desire to communicate through writing will be fostered by giving real purpose to their writing, and by exposing them to varied, challenging and meaningful writing opportunities.
• Teachers promote the writing process (planning, drafting, editing, proofreading, revising and publishing).
• Learners are encouraged to focus on meaning first rather than accuracy and to enjoy the writing process.
• Learners are involved in learning engagements to express themselves in writing through different genres.
• Learners are presented with opportunities to acquire, develop and use language specific to relevant subject areas.
• Constructive feedback from teachers, peers is continuously given to support the development of writing.
• Teachers model and offer instruction in the correct use of language conventions, including spelling, grammar, rules of punctuation and handwriting.
• Teachers incorporate a variety of spelling strategies including spelling conventions and patterns, high frequency words and unit-related vocabulary.
Viewing and presenting practices:
• Learners create visual presentations and use multimedia in a variety of situations and for a range of purpose and audience.
• Learners are provided with opportunities to view high quality performances in a variety of media.
• Students produce responses that demonstrate an understanding of audio texts.
• Students interact with the teacher using a range of language structures and registers appropriate to the audience
Roles and Responsibilities
Learners’ Role:
As communicators, learners engage with language at school in multiple contexts and modes. They listen, read, speak, perform, write and view text in order to construct meaning, explore and share new understandings and knowledge.
Teachers’ Role:
• Scaffold language within learning to facilitate successful access to the resources needed in the pursuit of learners’ inquiries.
• Use language to provoke learners’ thinking and interest to promote independent, motivated learners.
• Create personalize support for learners when necessary.
• Ensure that learners obtain the appropriate linguistic tools to learn.
• Engage learners in discussions, dialogue, debates, genre studies, reflective journals and presentations.
Parents’ Role:
At MAS, Parents are an integral part of our community and play an important role as one of our stakeholders. Being partners in the learning process provides tremendous support for language learning. Our school communicates regularly with parents through various ways, including Parents Handbook, emails, newsletters, SMS messages, orientations, printed letters, and phone calls to continuously interact and maintain proficiency in delivering and developing their children’s academic language. Parents are involved and contacted in case of any concerns regarding their children’s language proficiency or any assessment needed.
As a school, we believe that open communication channels between the MAS community and parents are essential and crucial. If we see any concerns regarding language acquisition and/or progression related to
language for any learner, the school directly contacts parents and discusses options for support and/or any further assessment that might be needed after getting their approval.
Learners are subjected to observation and assessment and accordingly meet with the parents to discuss the type of support to give the learner, which can be in the form of differentiation or inclusive arrangement.
Sustained Reading
A wide range of literature is provided within the school libraries to support and supplement classroom resources. The aim is to help learners become independent and committed readers through free interaction with a variety of texts in order to develop literacy skills and the ability to engage critically with literature.
Learners engage in reading activities during language lesson. They can choose their own preferred reading material; however, the teacher ensures it targets their level of language.
Digital resources
As a blended learning school, MAS embraces technology as an integral part of language teaching, which aims to enhance the learning experience. MAS learners utilize technology in accordance with the school’s AI Use Policy to investigate, elaborate, communicate, collaborate, and, more importantly, take ownership of their learning.
Interactive boards in classrooms can help reinforce an understanding of languages and texts. MAS believes that technology can motivate and empower language learners by providing them with rich, authentic, and relevant contexts for language development at all levels of instruction. This includes eBooks, Beyond Classroom (MAS Online Platform), and the resources available therein.
Library programme / Media Centre
Learners have the choice to visit the Library during the school day to borrow any books they choose. The Librarian work closely with teachers, learners, parents, and the school administration to ensure the availability of curricular and support materials that are necessary for the development of languages. The Librarian organize workshops for teachers and learners so that they can effectively access all resources. Resources are selected in collaboration with teachers, coordinators, and principals and are continuously evaluated to ensure they meet the school programmes’ requirements
The school library includes English and Arabic fiction, non-fiction and periodicals. Several online databases are also available for easier access to different resources and to aid in the development of language.
Professional Development
MAS implements a rigorous and ongoing professional development program to help teachers improve their skill sets and learn innovative teaching strategies in languages. MAS believes that teachers need to be able to prepare their learners for success in a changing world. They also need to be able to teach learners how to use emerging technologies, how to navigate through evolving profession, how to communicate effectively to different audiences, and how to think critically and solve problems. The MAS Professional Development Program encompasses both in-house training and official IB training on how to use language teaching and learning effectively inside classrooms.
Links to other school policies
This policy has been produced in accordance with the school’s admissions, assessment, and inclusion policies.
• Admissions policy - Since English is the main language of instruction in DP classes, students take a written language placement test in English before they enter the programme to estimate their level of proficiency, followed by an interview in English.
• Assessment policy—Both formative and summative assessments should be used at all stages of the course. Pre-assessment and self-assessment are crucial for expanding students’ knowledge and building on what they already know. Teachers are also required to employ criteria-based assessment for all subjects.
• Inclusion policy—Teachers are required to apply differentiation strategies for SEN learners during all classes to respond to their individual educational needs and facilitate their learning. The above policies should be referred to for more details.
Language Policy Review
The policy is subject to review every year to ensure it aligns with the school language profile, other school policies, and all relevant documentation published by the IB. The policy is reviewed at a general faculty meeting held yearly, and any observations or suggestions from the staff shall be communicated to the policy committee. The review shall also be concerned with evaluating the effectiveness of the language policy as a working document.
Last review May 2025
