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Language is at the core of human identity. We inhabit our languages in neurological, biological, ecological, cognitive, psycho-social and socio-cultural spaces. Language is therefore one of our main ways of knowing and being. Our languages define who we are, internally and externally. When students navigate multiple languages in their teenage years, they are working through multiple ways of knowing, learning and expressing themselves.This occurs in high stakes, pre and post-16 programmes, alongside the pressures of academic performance.

An IB world school is a complex ecosystem for diverse, multilingual students. Schools become powerful learning environments when they are able to support learners with balancing their multilingual identities, to survive and thrive. The explicit teaching of academic language proficiency and translanguaging, supports students’ understanding of themselves and others. How might the language of emotional regulation strengthen resilience and engagement? How might we tempt students to engage positively with a world of climate crises and conflict? How might we preserve joy and hope? This presentation argues that students need social-emotional resilience, ethical frameworks and linguistic support for wellbeing and an affirmed identity. A multilingual identity that skilfully negotiates their place and purpose in a VUCA world: of volatility, uncertainty, complexity and ambiguity.

Expected Outcomes:
The presentation will be supported by data and examples from the IB Support Program at West Island School, Hong Kong.

Connect: What we already know about the IBO’s vision ( ‘to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect,’) to wellbeing and multilingual language development.
Extend: This understanding to multilingualism - the role of a student’s many languages for wellbeing, affirming identity and agency.
Challenge: The idea that remedial work is all that is required to enable students to achieve potential. Challenge our system to create time and expertise for the holistic and transformative experience that all students deserve in an IB Programme.