The IBDP is notoriously tough, and for good reason. Perhaps understandably, students (and their parents) will look to game the system if they can when it comes to course selection. After all, they want to give themselves the best chance of a top score that will guarantee them a place at their dream college. All students are required to select a language in group 1, usually their strongest, and one in group 2. For the latter, it is advised that students should be “comfortably” able to handle the Standard Level course if they are already at CEFR A2-B1 or CEFR B1-B2 for Higher Level (Language B guide). The Ab Initio course is an option for those who are beginners in a language.

So, what then for students who are at C1 or even C2, advanced or proficient levels of the language? While students have the right to select their DP subjects, we, as teachers, have a role to play in guiding them in this choice.

The Language B guide states that students should be “placed into a course that is most suited to their language development needs and that will provide them with an appropriate academic challenge.” What is “appropriate” is, of course, somewhat subjective, so we need to consider the language profile of each student. If they have studied English and in English as the language of instruction for several years, they will likely have developed the academic language required to study their other DP subjects in English. While it’s generally considered to take students 7 years to develop their Cognitive Academic Language Proficiency (CALP), this can be achieved in considerably less time. When this is combined with the English language students acquire through their interactions with their peers (in multilingual environments where English is the lingua franca) and exposure to English language content such as movies, music, and social media, many English language learners will be ready to tackle the rigours of English A, even if it’s only at SL, by the time they embark on the DP. 

“Appropriate”, then, suggests a degree of difficulty in handling the assessment components in the English B course. This would, in turn, suggest gaps in vocabulary and grammatical knowledge and conceptual understanding. If a student scores 7s in the writing, reading, listening, and speaking components at the start of the course, is there much point in taking the subject for another two years? While it’s possible to provide greater rigour through the selection of course materials, this isn’t always possible if you have a range of levels in a class. Instead, what can happen is students aren’t suitably challenged. For some, this can lead to demotivation, but for others, it is a chance to coast, to see the subject as a safe option, but not one that demands much effort or attention. This can then lead to difficulties with classroom dynamics; you are faced with the students who want and need to be there and those who don’t.

But if an advanced English learner chooses to take English B instead of A, shouldn’t they be rewarded for their years of learning? Well, not necessarily. As IB teachers, we have a duty to model and encourage all aspects of the Learner Profile. We want our students to be inquirers in order to become more knowledgeable when it comes to language learning; if they’re already at a proficient level, there is much less to be curious about. We also want them to take risks with their learning by stepping out of their comfort zone and trying something new or more challenging. It is, therefore, our duty to be principled and encourage our students to do the same when choosing the most appropriate course for them.

When assessing a student’s English level, scores in English assessments prior to the DP can be a good indicator. MYP E-assessments, IGCSE ESL, TOEFL, EIKEN, Cambridge exams, and the Duolingo English test are all valid measures, and multiple metrics are often available. I have also found it extremely useful to give students a baseline assessment at the start of the course using past paper 1 and 2 reading and listening. This can help identify students who are not going to make much progress throughout the course if they are already achieving the highest scores. It also allows me to measure value added to other students over the duration of the course, something school leaders always like to see!

It should be said that English is a special case among IB subjects. As English is the language of instruction in most DP schools around the world, the chances that students will have reached C1 or C2 level are higher compared to other languages. Furthermore, the same issue doesn’t apply in any other subject group. It’s highly unlikely that a student will become a physics genius through their daily interactions in middle and high school, so we don’t have to worry about ensuring an appropriate level of challenge. A recent benchmarking study by the IB provides a clear overview of the comparable CEFR levels of each grade in English A and B, SL and HL (see below). If a student is in a position to take on English A, they should be encouraged to do so. This is further supported by the fact that universities would most likely look more favourably on a student with two languages A and may question why an applicant who has spent many years in a school or schools with English as the medium of instruction opted to take English B instead of stretching themselves. In short, it doesn’t portray the type of risk-taking inquirer these institutions are looking for.
 

As English B teachers, we love it when our students get 7s, but it feels a little hollow when we feel a student hasn’t made much progress in reaching this level. We need to ensure that students are placed appropriately according to their level and that this is clearly communicated to parents well in advance. A related issue is whether a student should take SL or HL, but the same principles apply. If a student is already at B2 level, the SL course would be a waste of time. Why go through the motions of lesson planning, assessment design, marking, and feedback if a student is already virtually guaranteed the top mark? What use is it for the student to spend 150 hours (the recommended teaching time for SL) working at a level that is below their ability? If we want to prepare students for the demands of higher education and the world beyond, we need to challenge them and encourage them to challenge themselves.

Joe O'Callaghan