Suggests and addresses the need for further curriculum development within the IB PYP in terms of additional (often foreign) language learning within the diverse community of International schools that follow the IB curriculum, in order for schools to become more explicit and unified in their language policies. Includes suggestions for how additional language learning can be linked to the process of inquiry and the promotion of the core values of the IB, embodied in the PYP learner profile.
Martin and Rose make reference to how genre based approaches have been hugely successful in Australian schools. They recognise that introducing a genre based approach causes problems in English language programs: how can knowledge and skills be effectively learnt and to teach this knowledge an skills. Advocating a top down approach in contrast to a traditional bottom up approach to language teaching, Martin and Rose discuss Rothery's model of deconstruction, joint construction and independent construction to illustrate how talk and dialogue can be used to successfully allow learners to become independent in reading and writing themselves.