Abstract
The International Baccalaureate Primary Years Programme supports the learning of languages and cultures, but the role of the additional language within this programme is often unclear. There remains a great variability in schools regarding the frequency of lessons and the way that the additional language is taught within the Primary Years Programme. Better defining the role and place of the additional language teaching within the PYP is important in helping the International Baccalaureate, schools and teachers to create curriculum content and teaching materials in order to meet the needs of families and students within schools. This article investigates perceptions of community members with respect to the place and purpose of additional language teaching within the Primary Years Programme.
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