Inquiry And Language Teaching; Embracing A Conceptual Shift
Inquiry and Language Teaching;Embracing a Conceptual ShiftKyle Hawkins, Assistant Principal,International School of Zug & Luzern, SwitzerlandLorna Caputo, EAL Team Leader,International School of Zug & Luzern, Switzerland
Presentation Outline Background Language and the PYP Understanding Inquiry from an additionallanguage teacher’s perspective Engaging with Concept-Based Planning Taking Things Forward
Our“Teaching is never about ‘gettingit right.’ It’s about inquiry: usingchildren as our curricularExperienceinformants to continue to growand learn as professionals.”(Short, 1996, p 4)
Creating a shared understanding oflanguage in the PYP Activity 1:What do you think are the key PYP understandingsabout language learning, and additional languagelearning?
Our FocusConnected, Coherent,MeaningfulTransdisciplinary"LOD Cloud Diagram as of September2011" by Anja Jentzsch - Own work.Inquiry Based,Concept-Driven
Goodman’s Cueing Systems
Halliday’s Semiotic Process
“Language development is acontinuous process. Even the moveinto written language, which is oftenmade to seem as if it was a totallynew experience unrelated to whatthe child has already learned, issimply part of the same massiveproject in which every child isengaged; the construction of theability to mean.”(Halliday, 1980)
Language in the PYP andAdditional Language Learningin the PYP Responsive MeaningfulTaught through InquiryAuthentic contexts Underpinned withtheoretical framework of PYP Purposeful, structuredinquiryConcept-driven curriculumNot be decontextualisedAvoid set of skills orpredetermined programmeConnectedTransdisciplinaryReinforcing, supportingand extending theclassroom workBICS and CALPCulture and identityMother tonguedevelopmentEvery additionallanguage teacheris a PYP teacher(IBO, 2012; IBO, 2009b; IBO, 2008)
Understanding inquiry-based learningfrom an additional language teacher’sperspective Activity 2:What do you think are the main challenges thatadditional language teachers face when engagingwith inquiry-based learning as an approach?
Understanding the Challenges more prescribed, pre-planned approachestraditional didactic methods (PPP)product-focused approachesmay not see the value of constructivist approach tolearning or IBLfamiliarity with constructivist pedagogy and inductiveteaching methodologymay be hesitant to use approach with variednomenclaturenot much academic IBL discussion in fieldlanguage knowledge demandsfeel IBL means not focusing on language form andaccuracy(Caputo, 2014)
Additional Language Teaching Methods andHow they Connect to Inquiry1991
Additional Language Teaching Methods andHow they Connect to InquiryCommunicativeLanguageTeaching (CLT)Genre-BasedApproach1980sConsciousnessRaising (C-R)(Ellis, 2002)1990sInquiryLanguageLearningProcess(Caputo, 2014)(Caputo, 2014)
Inquiry Language-LearningProcess - ResearchCaputo, L. (2014) Using Inquiry-Based Learning toTeach Additional Languages in a High SchoolContext.Escalante Arauz, P. (2013) Inquiry-Based Learning ina Foreign Language Class: A proposal.Buhrow, B. (2006) Ladybugs, Tornadoes andSwirling Galaxies.Schwarzer, D. & Luke, C. (2001) Inquiry Cycles in aWhole Language Foreign Language Class: SomeTheoretical and Practical Insights.
Inquiry in the Additional LanguageClassroomIncreased emphasis: exploring or ‘noticing’authentic texts (oral andwritten)analyzingaligns with UOIactive deduction of meaningintellectual engagementcollaboration, negotiationauthentic communication(Caputo, 2014)
Engaging with Concept-BasedPlanning Activity 3:In your schools, to what extent do additional languageteachers (EAL and Language B) engage with conceptbased planning?
Why the Concept-Based Focus?Concept-based curriculum and instruction is a threedimensional design model that frames factual content andskills with disciplinary concepts, generalizations andprinciples. (H Lynn Erickson, 2012, p. 3)
The additional language teacher andplanning – key points All teachers are language teachers and all teachersare PYP teachers “the planner has been developed for use by allteachers [including] any single-subjectteachers” (Making the PYP Happen, page 31) Clear process within UOI and for stand-alonelanguage learning (PYP Language Scope and Sequence,2009b:7)
Engaging additional languageteachers with PYP planners Activity 4:How can you support additional language teacherswith using PYP planners? What are the essentialparts of the planner that they need to understand? Central ideasInquiry questionsKey conceptsLearning engagementsAssessmentsActionWhere do I add the grammar?Can I just copy and paste mythematic activities into theplanner?How can I teach language thataligns with UOIs with absolutebeginners?
Taking Things ForwardGoal fessionalDevelopmentAssessResources
Good luck, have a go, and let us know how youget on!Kyle.Hawkins@iszl.chLorna.Caputo@iszl.chThank you for listening and enjoy the rest ofthe conference.
CitationsBurke, C., Harste, J. & Short, K. 1996. Creating Classrooms for Authors and Inquirers. Portsmouth,NH: Heinemann.Caputo, L. 2014. Using Inquiry-Based Learning to Teach Additional Languages in a High SchoolContext in P. Blessinger & J. Corfora (Eds.) Inquiry-Based Learning for the Arts, Humanities andSocial Studies: A Conceptual and Practical Resource for Educators (Vol.2), UK: Emerald GroupPublishing.Ellis, R. 2002. Grammar teaching: Practice or consciousness-raising? In J.C. Richards & W.A.Renandya (Eds.), Methodology in Language Teaching An Anthology of Current Practice.Cambridge, UK: Cambridge University Press.Erickson, H.L. 2012. Concept-based teaching and learning. IBO Position Paper.Erickson, H.L. & Lanning, L.A. 2014. Transitioning to concept-based curriculm and instruction.Goodman, K.S.1967. “Reading: A psycholinguistic guessing game.” Journal of the Reading SpecialistVol 6, number 4.Halliday, M. 1980. “Three Aspects of Children’s Language Development: Learning Language,Learning through Language, Learning about Language”. Oral and Written LanguageDevelopment Research. Goodman, Y, Haussler, MH and Strickland, D (Eds). Urbana, Illinois,USA. National Council of Teachers of English.International Baccalaureate Organization. 2012. Language and learning in IB Programmes. Cardiff,UK. IBO.International Baccalaureate Organization. 2009. Making the PYP Happen: A curriculum framework forinternational primary education . Cardiff, UK. IBO.International Baccalaureate Organization. 2009b. Language scope and sequence. Cardiff, UK. IBO.International Baccalaureate Organization. 2008. Learning in a language other than mother tongue inIB programmes. Cardiff, UK. IBO.
The additional language teacher and planning - key points All teachers are language teachers and all teachers are PYP teachers "the planner has been developed for use by all teachers [including] any single-subject teachers" (Making the PYP Happen, page 31) Clear process within UOI and for stand-alone language learning (PYP Language Scope and Sequence,
John Dewey's Dual Theory of Inquiry and Its Value for the Creation of an Alternative Curriculum Fred Harris, independent scholar Abstract Dewey's theory of inquiry cannot be reduced to the pattern of inquiry common to both common-sense inquiry and scientific inquiry, which is grounded in the human life process, since such a reduction ignores
Guided inquiry in the Chemistry lAborAtory exPerienCe 15 The degree of inquiry is based on the amount of self-direction by the student compared to directions provided by the teacher. This concept is summed up in the following table: essential Features of Classroom inquiry and Their Variations Essential Feature Open Inquiry Guided Inquiry Structured
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Communicative Language Teaching- a case study with secondary high school learners of English Language" . 2.1 A brief history of English Language Teaching methods Language teaching or language education in its simplest form refers to the process of acquiring a new language. Language is the core of language teaching.
Institute for Inquiry 1 Learning Language within the Context of Science: The Institute for Inquiry's Approach to Professional Development Design This paper presents the Institute for Inquiry's approach to professional development that supports teachers in the integration of inquiry-based science and English language development.
The aim of this thesis is to apply the theoretical basis of communicative language teaching (CLT) to English pronunciation teaching within the context of Finnish school and curriculum for grades 7-9. Communicative language teaching is a prevailing teaching method used in English language teaching in Finland among many other Western countries.
Here are a few suggested references for this course, [2,19,22]. The latter two references are downloadable if you are logging into MathSci net through your UCSD account. For a proof that all p{ variation paths have some extension to a rough path see, [21] and also see [9, Theorem 9.12 and Remark 9.13]. For other perspectives on the the theory, see [6] and also see Gubinelli [10,11] Also see .
