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Integrating DP core with language B

What makes the DP truly unique is the DP core which constitutes three components- theory of knowledge (TOK), creativity, activity, service (CAS), and the extended essay (EE).

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The core does not exist in isolation and is at its best when it can be integrated into the different DP subjects. In this section, you will find subject-specific guidance and actionable resources on how to integrate the core into the language B course.

What’s included inside:

Extended essay for language B

“You can never understand one language until you understand at least two.”

– Geoffrey Willans

If students write an EE in language B, they can be sure about learning a ton about the target language! It also increases their intercultural understanding and promotes international-mindedness.

Extended Essay in Language B

An EE in language acquisition gives students an opportunity to:

If you are supervising a student writing their EE in language B, it is important to note that the research and analysis components hold more weight than the student’s language proficiency. Students will pick from one of three categories when writing an EE in language B – language, culture and society, and literature. Students must select only one of the categories to complete their EE in language B.

Column 1Column 2Column 3
Category 1LanguageOpportunity to engage with a particular linguistic aspect in greater detail.
Category 2Culture and SocietyOpportunity to focus on one aspect of the target culture, linked to either a linguistic detail or a cultural artifact, promoting reflection on the culture of the target language and the learner’s role in the linguistic community.
Category 3LiteratureOpportunity to explore one or more works of literature in order to widen their understanding of the target language and culture from a literary angle.

Understanding the different categories of language B extended essays

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TOK integration made easy

The theory of knowledge (TOK) course plays a special role in the DP by providing students with an opportunity to reflect on knowledge through the central question: “How do we know what we know?”. Let’s begin by taking a look at the TOK course and how you can integrate TOK into your language B classes.

Connecting language B to the TOK themes and areas of knowledge

Explorations in TOK are organized around five themes and five areas of knowledge as shown below:

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Language B lends itself very organically to the TOK optional theme- knowledge and language. This theme offers students a chance to reflect on the role of languages in their lives. During the language B course, in order to draw explicit connections to the TOK theme, you are required to create opportunities for students to reflect on how similar or different their native language and culture is compared to target languages and cultures. The TOK course provides a framework of knowledge questions that you can use to further these student explorations.

To help you get started with your TOK integrations, we have grouped some knowledge questions to the different language B themes and subtopics, along with suggested resources you can use in class. You can use these as a sample to work with your teaching teams to come up with your own connections!

Theme: Identities

Explore the nature of the self and what is to be human.

Subtopics: Language and identity bilingualism

TOK knowledge questions:

  • To what extent does the expectation of code-switching threaten true diversity?
    • Watch this TED Talk: The cost of Code-switching, to explore the cost of code-switching.
  • Do people from different linguistic or cultural backgrounds live, in some sense, in different worlds?
    • Watch this TED Talk: Language shapes the way we think, to explore the impact of language on our world perspectives.
  • If you speak more than one language, is what you know different in each language?
    • Watch this TED Talk: How languages you speak shape your thoughts, to explore the impact of language on thought processes.
  • What knowledge might be lost if the whole world shared one common language?
  • How are metaphors used in the construction of knowledge?
    • Read this this article: Metaphors (BBC Article): The words that help us understand the world to explore how metaphors help us make sense of the world.

Download this handy slide deck to explore more connections between language B themes and TOK!

TOK integrations to language B themes

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CAS connections to language B

Whether you are a subject teacher or a CAS advisor, thinking of ways to integrate CAS into classroom teaching is key.

In the following section, we have grouped some possible CAS connections according to the different language B themes and subtopics which you can explore with your students. You will also find suggested activities that you can share with your students for CAS inspiration!

Theme: Experiences

Explore and tell the stories of the events, experiences, and journeys that shape our lives.

Subtopics: Leisure, holidays and travel, customs and traditions, migration, rites of passage

Suggested CAS activities:

  • Organize a trip for your class to a country where the target language is an official language to be able to interact with the target culture.
  • Write a blog about the places you have visited and the languages you have learned/spoken and the different traditions you came to know/discover.
  • Organize an international fair/parade of the nations at school where internationalism and different cultures and traditions are celebrated.
  • Volunteer with an NGO that works with refugees and immigrants to help and learn more about their home country and culture.
  • Volunteer to write an article about graduation to post in the school newspaper or website and connect it to what you have learned on rites of passage.

Download this handy slide deck to explore more suggested activities that draw links between language B themes and CAS!

CAS connections to language B

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Disclaimer: This guide has been produced independently of and not endorsed by the IB. Toddle’s resources seek to encourage sharing of perspectives and innovative ideas for classroom teaching & learning. They are not intended to be replacements for official IB guides and publications. Views and opinions expressed by the authors of these resources are personal and should not be construed as official guidance by the IB. Please seek assistance from your school’s IB coordinator and/or refer to official IB documents before implementing ideas and strategies shared within these resources in your classroom.