This study explores the evolution of language education within the International Baccalaureate (IB) Diploma Programme (DP) during the 21st century, specifically focusing on the major curriculum reforms of 2011–2012. The core of this reform involved the abolition of Language A2 and the introduction of "Language A: Language and Literature," which integrated non-literary texts and critical analysis into Group 1. Simultaneously, Language B was aligned with the Common European Framework of Reference for Languages (CEFR) and transitioned toward a concept-driven curriculum.
The research employs a qualitative literature review, analyzing official IB guides, policy documents, and theoretical literature to identify the shift in underlying educational philosophies. The study identifies four primary directions in these reforms: (1) a move from binary oppositions (such as native vs. foreign language) toward viewing language learning as a "language continuum"; (2) a transition from structuralist text views to social constructivism, where meaning is built through the interaction between context and the reader; (3) the introduction of critical literacy to analyze language in relation to power and ideology; and (4) the cultivation of transferable conceptual understanding.
The theoretical framework supporting these changes includes Cummins’ "additive bilingualism," Halliday’s functional linguistics, García’s "translanguaging," and the "critical literacy" theories of Freire and Janks. These theories collectively redefine language education as a means of fostering global citizenship.
The findings offer significant implications for Japanese language education. First, the IB’s integrated approach provides a model for reconciling the current division between "logical" and "literary" Japanese in the national curriculum. Second, the IB’s emphasis on additive bilingualism and translanguaging offers a vital pedagogical framework for supporting the increasing number of students in Japan who require Japanese as a Second Language (JSL) instruction, moving away from "subtractive" deficit models. Furthermore, the study advocates for the implementation of school-wide "Language Policies".
However, the study also identifies structural barriers to implementing such models in Japan, including a persistent "monolingual ideology," a lack of specialized teacher training, and a significant misalignment with traditional university entrance examinations. The paper concludes that while the IB model provides a valid direction for navigating globalization and diversity, its adoption requires critical reinterpretation and creative adaptation within the Japanese historical and institutional context.
Keywords: Language A and Language B, Language Education Reform, Multilingualism, Translanguaging, Critical Literacy, JNL / JSL Education.
