Nature of the subject
Language B guide 9
• As a CAS experience, a student can extend engagement with the language acquisition theme of “sharing
the planet” (for example, environment) by conducting a separate activity in learning the names of organic
and human-made materials in the target language. The student could then walk around the school to
collect human-made waste (for example, plastic) that is discarded during one day, and then display it.
• In a series of CAS experiences relating to the language acquisition theme of “social organization” (for
example, social relationships, community, social engagement), a student interacts with elderly target
language speakers, over a number of visits, to collect sayings, idioms or adages used by the older
generations. These could then be shared in an article on the school or programme blog.
• Students can develop a CAS project linked to the language acquisition theme of “experiences”
(for example, migration) in which they engage with members of a local refugee population. The
students could collaborate in an investigation of how migrants balance negotiating a new culture with
maintaining their cultural heritage. An outcome of this interaction could be the creation of a mural
representing the cultural balance.
It is important to note that a CAS experience can be a single event or may be an extended series of events.
However, CAS experiences must be distinct from, and may not be included or used in, the student’s diploma
course requirements.
Additional suggestions on the links between DP subjects and CAS can be found in the Creativity, activity,
service teacher support material.
Language B and the extended essay
Writing an extended essay(EE) in a language of acquisition provides students with an excellent opportunity
to explore one aspect of their chosen language in greater depth and to increase their intercultural
understanding and international-mindedness. In line with the IB’s focus on approaches to teaching and
learning(ATL), the EE in a language of acquisition provides opportunities for students to develop their
thinking, research and self-management skills while, at the same time, focusing on an aspect of language
that is of particular personal interest and challenge.
Students must select one of the three distinct categories outlined below in order to develop a manageable
research question for their EE. A simplified summary, with examples, is provided in the table below. For full
details of requirements, teachers and students must refer to the Extended essay guide (first assessment 2018).
• Category 1 (“language”) offers the opportunity to engage with a particular linguistic aspect in greater
detail.
• Category 2 (“culture and society”) allows the student to focus on one aspect of the target culture,
linked to either a linguistic detail or a cultural artifact, and complements perfectly the learner profile
for language acquisition, promoting reflection on the culture of the target language and the learner’s
role in the linguistic community.
• Category 3 (“literature”) provides an opportunity for students to explore one or more works of literature
in order to widen their understanding of the target language and culture from a literary angle.
Category Nature Description Example
1 Language A specific analysis of language, its
use, structure, development, and
so on. It is normally related to its
cultural context or a specific text.
“Le parler jeune”: An analysis of
the vocabulary and expressions
common in the language of youth
in France today.
2A Culture and
society
A socio-cultural analysis of the
impact of a particular issue on the
form or use of the language based
on an examination of language use.
An analysis of the way in which
the advent of internet marketing
in China has had an impact on the
language.