Language ab initio updates

The new DP language ab initio course will be launched in February 2027 for first teaching in August 2027. First assessment will take place in May 2029.

Below you will find an overview of the course updates. For a technical breakdown of the DP curriculum and assessment methods for this course, read the language ab initio subject brief.

You also can view information on the current language ab initio course.

To view all subject briefs, visit the DP curriculum page.

Overview of the enhanced course

Language ab initio remains a course designed for students with no prior experience, or very limited experience, with the target language. Communication is the focus of the course. As students’ progress, communication becomes more successful and effective. This is evidenced through receptive, productive and interactive skills across a range of contexts and purposes that are appropriate to the level of the course.

The structure of the enhanced course remains the same as the current course—organized around five prescribed themes, with each theme having four prescribed topics. The themes and topics are the contexts by which students can connect their study of the target language to the DP core: TOK, CAS and EE. Approaches to teaching guide students through their engagements with these contexts, and approaches to learning skills are developed through these engagements.

Information on appropriate placement is provided in the Placement of students into language ab initio section of the subject guide and in the The importance of thoughtful and responsible placement decision section in the DP language courses: Overview and placement guidance document on the Programme Resource Centre (PRC).

Course enhancements

The curriculum review focused on enriching the learning and teaching experience by enhancing the existing elements of the curriculum and providing more clarity and teacher support. The subject guide features clearer language, connections to the IB language tenets, integration of critical thinking, and explanations of concepts and conceptual understanding in and for language acquisition.

New teacher support materials have been developed for critical thinking, formative assessment, reflection, listening and reading comprehension, and unit planning (guidance, enhanced templates, unit plan samples).

Teachers will notice easier navigation between the subject guide and the teacher support material, with links between documents and resources.

Continuity in the assessment model

There are no changes to the assessment model or the assessed components. All aspects of the external assessments (Paper 1 and Paper 2) remain the same as in the current course. For the internal assessment (individual oral), the wording of the second descriptors in level 5-6 of criteria B2 and C have been slightly revised to provide greater clarity and accessibility.