Looking for a MYP English tutor? This page explains IB Middle Years Programme English for students learning English as an additional language: the six phases, the four assessment criteria, the core skills and the bridge to DP Language B or English B, plus how to choose support.
IB MYP English Language Acquisition is one of the language acquisition subjects in the Middle Years Programme. It is designed for students in years one to five who are learning English as an additional language and who need to use English across the curriculum. The subject sits inside the MYP language acquisition framework, which organises learning into six proficiency phases. Students are placed in the phase that matches their current level, and they move through the phases as their skills develop.
Across every phase, the course builds three communicative modes. Receptive skills cover listening and reading, productive skills cover speaking and writing, and interactive skills cover conversation and collaborative tasks. Students meet these modes through varied text types, from everyday messages to literary and academic texts. This means the course supports daily communication as well as the language demands of other subjects, and it prepares students for DP Language B pathways.
Families often search for IB Middle Years Programme English and then wonder which English course their child is actually taking. What we can say clearly is this: English Language Acquisition is designed for learners of English as an additional language. It is built around proficiency phases, so teaching is matched to what a student can currently understand and produce, rather than to a single fixed starting point for everyone.
This page covers Language Acquisition only, and it does not describe other English courses in detail. If you are unsure which course your child follows, the most reliable step is to ask the school directly. Good questions are which English course your child is placed in, which phase they are working in, and what evidence the school used for that placement. Having those answers makes it much easier to plan support, whether at home or with a tutor.
The six phases describe a journey from supported, emergent communication to proficient, academic use of English. In phases one and two, students work with highly supported, predictable language on personal and familiar subjects. In phases three and four, they handle more complex texts, abstract ideas and academic registers with growing independence. In phases five and six, they operate with proficiency across complex, abstract and academic language demands.
Placement is based on a student's current ability to understand and produce English in familiar and unfamiliar situations. Progression varies by student and context. Phase movement is not tied to a single school year: a student may spend more than one year in a phase, or move through several phases in a year, depending on exposure, instruction and individual progress. Parents can treat the phase as a description of where their child is now, not as a label or a deadline.
The course is assessed through four criteria that mirror the four skills. Each one asks students to show what they can do with English in a realistic task. The short list below sets them out, and the points that follow explain how students can show their best work in each.
Understanding explicit and implicit information in spoken texts
Understanding explicit and implicit information in written texts
Communicating ideas, opinions and information in spoken interaction
Communicating in writing for different purposes and audiences
In listening and reading, students show understanding by identifying main ideas, supporting details, tone and implied meaning, and by pointing to the words or sounds that led them to an answer. In speaking and writing, students communicate for a purpose and an audience. That means choosing the right register, organising ideas clearly and explaining opinions rather than only stating them. Practising with the task type in mind, such as an email, a report or a presentation, helps students aim at the purpose each time.
Receptive skills grow through regular exposure to English in varied genres. For listening, that can mean announcements, interviews, podcasts and multimedia texts, where students learn to catch gist, detail and inference.
For reading, it means articles, stories, essays and academic texts, where students practise spotting main ideas, supporting details, tone and implied meaning. Short, frequent practice usually works better than one long session, because the ear and the eye both need repeated contact with the language.
Productive and interactive skills grow when students use English for real purposes. Speaking develops through discussions, presentations and collaborative tasks, with attention to clarity, structure and register.
Writing develops through emails, reports and narratives written for different audiences.
A helpful habit is to plan before speaking or writing, then review and improve afterwards. Reading feedback carefully and trying again is one of the most practical ways to make steady progress across all three modes.
Students in English Language Acquisition often meet similar difficulties. Some find it hard to follow spoken English at natural speed. Others read the words but miss implied meaning. Some know what they want to say but struggle to give a spoken answer structure, and many find that their writing has good ideas but unclear organisation. These are normal parts of learning an additional language, and each can be worked on step by step.
One-to-one online tutoring lets a tutor focus on the exact skill a student needs instead of the whole course at once.
We do not promise particular outcomes, because progress depends on the student, the school and the time given to practice. If you would like to talk it through, you can start a conversation with us.
A good starting point is to check that a tutor understands how the course works. Ask whether they know the six phases and the four criteria, and whether they can explain in plain language how your child's current phase shapes what to practise. A tutor who knows the framework can match the plan to the phase instead of using the same material for every learner.
Next, look at how feedback and communication work. Useful feedback is clear and specific, naming what a student did well and what to try next, ideally linked to the criteria. It also helps if a tutor can keep parents informed about what is being worked on. IB Tutoring Academy offers online IB tutoring from experienced subject tutors, and there is a consultation form on the site for getting started. Use any first conversation to ask about the points below.
English tasks are easier when they are planned across the school year. A simple approach is to list the listening, reading, speaking and writing tasks the school has set, mark the dates, and break larger tasks into smaller steps with a date for each.
Highlighters and a planner are enough. Students who see the whole year can notice which criteria need regular practice and avoid leaving everything to the last moment.
For MYP5 students, November and December can feel busy. Depending on the school timeline, students may be revisiting earlier units, using feedback to find recurring weaknesses in Criteria A to D, and thinking about DP or CP subject choices.
These points are general guidance and vary by school, so always follow your school's calendar.
The course also prepares students for DP Language B pathways, so understanding what the next programme will ask helps make the transition feel familiar rather than sudden.
You do not need to be fluent in English to help. The most useful thing is to make English part of everyday life in varied ways: short videos, podcasts, articles, stories or conversations that interest your child. Variety matters because the course uses many text types, and each one trains the ear and eye differently. Keep it enjoyable, and let your child choose some of the material.
Another simple habit is to ask your child to explain what they just heard or read, in their own words. This builds understanding and speaking at the same time, and you can listen for the main idea without judging the language. For larger tasks, help your child set up a calm routine with small steps. Finally, keep in open contact with teachers and any tutor, so everyone shares the same picture of where your child is and what comes next.
It is a language acquisition subject in the Middle Years Programme for students learning English as an additional language who need to use English across the curriculum. Learning is organised into six proficiency phases, and students are placed in the phase that matches their current level. The course builds listening, reading, speaking and writing through varied text types.
English Language Acquisition is designed for learners of English as an additional language. Because schools organise English courses in their own way, the best step is to ask the school which course your child follows, which phase they are placed in, and how that placement was decided.
Placement is based on current proficiency evidence, meaning how well a student understands and produces English in familiar and unfamiliar situations. The school decides placement, so ask the teacher. Progression varies by student, and a child may stay in a phase for more than one year or move through several in a year.
Criterion A is listening, B is reading, C is speaking and D is writing. Listening and reading focus on understanding explicit and implicit information. Speaking and writing focus on communicating ideas, opinions and information for different purposes and audiences, such as discussions, presentations, emails, reports and narratives.
A tutor can work one to one on the skill a student finds hardest, such as following spoken English, reading for implied meaning, structuring a spoken answer or organising writing. Sessions are online. We do not promise particular outcomes, but focused practice with clear feedback gives students a steady way to build confidence.
If you are looking for a MYP English tutor, start a conversation with IB Tutoring Academy. Tell us your child's phase, their current challenges and what you want to understand, and we will take it from there.