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Language ab initio

  • Language ab initio provides students with the necessary skills and intercultural understanding to enable them to communicate successfully in an environment where the language studied is spoken.
  • Encourages the learner to go beyond the confines of the classroom, expanding an awareness of the world and fostering respect for cultural diversity.
  • Develops students’ linguistic abilities through the development of receptive, product and interactive skills by providing them opportunities to respond and interact appropriately in a defined range of everday situations.
  • Intercultural understanding: ability to demonstrate an understanding of cultural diversity and/or similarity between the target culture(s) and the student’s own.
  • Develop students’ intercultural understanding
  • Enable students to understand and use the language they have studied in a range of contexts and for a variety of purposes
  • Encourage, via the study of texts and through social interaction an awareness and appreciation of the different perspectives of people from other cultures
  • Develop students’ awareness of the role of language in relation to other areas of knowledge
  • Develop students’ awareness of the relationship between the languages and cultures with which they are familiar
  • Provide students with a basis for further study, work and leisure through the use of an additional language
  • Provide the opportunity for enjoyment, creativity and intellectual stimulation through knowledge of an additional language

Each language ab initio course has its own language-specific syllabus

The three common elements in each syllabus are:

  • Vocabulary lists under topic headings
  • A list of prescribed grammar
  • A list of the instructions for the written examination papers

The language ab initio syllabus comprises three interconnected areas:

  • Language
  • Themes
  • Texts

    • To what extent does membership of a group(a cultural group, a gender group or another group) affect how we come to linguistic knowledge?
    • Are there factors to consider between individuals within a group and between groups?
    • To what extent does the learning environment have an impact on the way an additional language is acquired?
    • How is perception encoded differently in different languages(for example, color orientation)? What does this tell us about the relationship between perception, culture, reality and truth?
    • How are values encoded differently in different languages?

    Paper 1
    Receptive skills. Understanding of four written texts. Text-handling exercises

    Paper 2
    Productive skills. Two compulsary writing exercises

    Written Assignment
    A piece of writing 200-300 words, in the target language carried out under teacher guidance

    Individual Oral
    Interactive skills. Presentation, follow-up questions and general conversation

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