Primary Years Programme Making the PYP happen - ITARI

Making the PYP happen
Good language practice
What is a PYP language classroom like
The PYP language classroom is a place where language in all its forms is clearly in evidence. There is a
busy hum of discussion. The observer is tempted by the inviting book corner, well stocked with reference
books, picture books, story books, poetry books, children’s self-made books and books in a variety of
languages. Displays include a wide variety of print, including students’ writing, author of the month,
questions from the current unit of inquiry, posters, charts, calendars, memoranda and instructions. The
listening centre is freely accessible, with a range of fiction and non-fiction audio cassettes available. The
clearly labelled writing centre is equipped with a range of materials and equipment—a word processor and
printer, a typewriter, different types of paper, envelopes, blank forms, card, bookbinding tape and
ready-made blank books.
How does a PYP language classroom work
Students are engrossed in books at tables, in the book corner and in the quiet area outside the classroom;
they move purposefully between the classroom and the quiet area as the task demands, switching readily
from individual study to group discussion, seeking advice and comment from peers and teacher as needed.
Writing is a significant activity in classes of all ages, with younger students comfortably making
independent attempts at spelling, and delighting in sending letters, annotating pictures and making books,
while older students work at various stages of the writing process, drafting, revising and editing imaginative
stories, expressive poetry, science reports, personal journals and reading responses.
The teacher switches flexibly between individual, group and whole class work. The underlying organization
and sense of purpose are clear. The teacher moves easily among the students, working with a group to
brainstorm pre-writing ideas, sitting for a while longer to help a reluctant writer to begin, pausing to assist
with an individual editing question, gathering specific students for a group conferencing session, turning to
advise on an appropriate reference source, collecting the whole class for a summarizing session. The teacher
models appropriate behavioural and learning attitudes, speaking and listening respectfully, referring to
reference sources when appropriate, enthusiastically sharing ideas about a favourite novel, posing questions
on the current unit of inquiry, skillfully guiding students’ lines of questioning, encouraging divergent
thinking, sensitively supporting all individuals to aim for their best.
Language is the medium of inquiry. In an inquiry-based PYP classroom, teacher and students enjoy using
language, appreciating it both aesthetically and functionally. Literature is an integral part of the
curriculum—a series of books read as an author study, host-country fairy tales as part of a social studies
unit, a biography as the base for a science investigation, early years counting stories as reinforcement for
mathematics development, comparison of illustration techniques to encourage acquisition of art skills.
Books are not only enjoyed, they are also discussed and analysed, compared and contrasted.
Why is a PYP language classroom the way it is
Language is a key factor in the development of international understanding and, as such, has a major role in
a PYP classroom. PYP students will commonly be familiar with two or more languages, the learning of each
being interdependent. The PYP classroom values and supports the mother tongue and the language of
instruction and also aims to extend the students’ access to other languages.
The PYP classroom is flexible enough to cater for a wider than usual range of language and literacy
development: because there are so many variables in the students’ backgrounds and experience, it is likely
that, even in a single age group of students, there will be enormous diversity in their levels of language and
literacy development. This is further affected by the fact that students may often be working in their second
or third language; but the fundamental objectives of responsible, competent, confident communication are
common to each.
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