Huiping Wu

Marymount International School London

Speaker 1

Implementing international mindedness in the lB Diploma Programme in UK second language Chinese classrooms

Implementing international mindedness in the lB Diploma Programme in UK second language Chinese classrooms Huiping Wu Marymount International School London Keywords: International mindedness, inquiry-based learning, international education, International Baccalaureate Diploma Programme, Chinese as a second language The aim of this research is to examine the enabling factors for the successful implementation of international mindedness (IM) in the International Baccalaureate Diploma Programme(IBDP) in Chinese as a second language classrooms in an international school in the UK. The research questions are: 1. How is international mindedness conceptualised in the International Baccalaureate Diploma Programme (IBDP)? 2. How do the teachers of Chinese as a second language of the International Baccalaureate Diploma Programme teach the concept of international mindedness in their Chinese lessons? 3. How do the students of Chinese demonstrate concepts related to international mindedness in their class work in the teaching and learning cycle? Hayden, Rancic and Thompson, UNESCO(2002),Oxfam(2006) have contributed new insights on IM which form part of my theoretical framework. I have been teaching IBDP Chinese B for a few years in the Marymount International School London. These classes are typical examples of the implementation of the IB Chinese B Diploma Programme. The research methodology includes classroom observation and classroom discourse analysis. The enabling factors that promote IM in teaching and learning include scaffolding, inquiry-based learning, research skills, critical thinking, collaborative learning, student-centred teaching, discussion of global citizenship and intercultural understanding. Students demonstrated IM by making moral judgments and applying interdisciplinary knowledge relating to social issues. I hope that this study will contribute a framework to promote IM and that such insights can inform and drive change and improvement in IB curriculum development and teacher training.

Implementing international mindedness in the lB Diploma Programme in UK second language Chinese classrooms

Implementing international mindedness in the lB Diploma Programme in UK second language Chinese classrooms. Huiping Wu Marymount International School London Keywords: International mindedness, inquiry-based learning, international education, International Baccalaureate Diploma Programme, Chinese as a second language The aim of this research is to examine the enabling factors for the successful implementation of international mindedness (IM) in the International Baccalaureate Diploma Programme(IBDP) in Chinese as a second language classrooms in an international school in the UK. The research questions are: 1. How is international mindedness conceptualised in the International Baccalaureate Diploma Programme (IBDP)? 2. How do the teachers of Chinese as a second language of the International Baccalaureate Diploma Programme teach the concept of international mindedness in their Chinese lessons? 3. How do the students of Chinese demonstrate concepts related to international mindedness in their class work in the teaching and learning cycle? Hayden, Rancic and Thompson, UNESCO(2002),Oxfam(2006) have contributed new insights on IM which form part of my theoretical framework. I have been teaching IBDP Chinese B for a few years in the Marymount International School London. These classes are typical examples of the implementation of the IB Chinese B Diploma Programme. The research methodology includes classroom observation and classroom discourse analysis. The enabling factors that promote IM in teaching and learning include scaffolding, inquiry-based learning, research skills, critical thinking, collaborative learning, student-centred teaching, discussion of global citizenship and intercultural understanding. Students demonstrated IM by making moral judgments and applying interdisciplinary knowledge relating to social issues. I hope that this study will contribute a framework to promote IM and that such insights can inform and drive change and improvement in IB curriculum development and teacher training.