Post on 25-Mar-2016
description
The implementation of international
mindedness in the IB Diploma Programme: A
qualitative case study of a Hong Kong second
language Chinese classroom
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IBAP Annual Conference 2013
LAU Kwok Ling
PhD candidate, Faculty of Education
The University of Hong Kong
22 March 2013
Aim of the study
This study aims at examining the concept of
ʻinternational mindednessʼ as it is evidenced in
the International Baccalaureate Diploma
Programme (IBDP) in a Chinese as a second
language classroom in an international school.
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Problem Statement
There are very few in-depth studies on examining
the IB philosophy of ʻ international mindedness ʼ in
Chinese as a second language in the IB Diploma
Programme in Hong Kong, thus this study will fill
the gap.
IB advocates promoting international mindedness,
however, the purpose of the assessment is mainly
focused on globally recognized university entrance
qualification.
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Research Methodology
The research methodology includes in-depth
semi-structured interviews, classroom
observation, classroom discourse analysis
(Christie, 2008), and text analysis of students'
work by using Systemic Functional Linguistics
(SFL) (Halliday,1994, 2000), Appraisal Theory
(Martin and White 2005).
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Research questions and Methodology
Research Questions Research methodology
• How do the teachers of
Chinese as a second
language of the International
Baccalaureate Diploma
Programme teach the
concept of international
mindedness in Chinese
lesson?
Classroom observation,
In-depth interview teachers with
semi-structured questions.
Classroom discourse analysis
(Christie, 2008) , Systemic
Functional Linguistics (SFL)
(Halliday, 1994, 2000) and
Appraisal theory (Martin and
White 2005) will be used.
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Research questions and Methodology
Research Questions Research methodology
• How do the students of Chinese
perform in class work and
individual writing after the
teaching and learning cycle?
Classroom observation,
In-depth interview students with
semi-structured questions.
Classroom discourse analysis
(Christie, 2008) , Systemic
Functional Linguistics (SFL)
(Halliday, 1994, 2000) and
Appraisal theory (Martin and
White 2005) will be used for
student text analysis.
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Literature Review
What is international mindedness?
Knowledge and understanding of the scientific
basis that identifies the earth’s environment as a
common entity of value to everyone
Recognition of the interconnectedness of human
affairs (in place and time) as part of the holistic
experience of life.
Human values that combine respect for other
ways of life with care and concern for the welfare
and well-being of people in general.
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Literature Review
What is international mindedness?
Hayden, Rancic and Thompson (2000, p.107) define
that international-mindedness, second language
competence, neutrality, open-minded flexibility of
thinking and action, attitude towards one’s value system
and culture, respect for others, and tolerance of the
behaviour and views of others are the key components
of international education.
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Literature Review
What is international mindedness?
McKenzie (1998:245-246) defined characteristics of
international mindedness as: world mindedness,
open mindedness, the promotion of a commitment
of world peace and development, respect for, and
tolerate of other cultures and cultural diversity,
leading possibly to ‘interculturality’.
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Literature Review
What is international mindedness?
Skelton (2007:380-388) defines international
mindedness as international cultural
understanding, the cultural connection, leaving
the self and institutionalisation, the awareness of
self in the West and East, and the awareness of
others co-existing in the world, the highest form
of good. He suggests that understanding,
appropriate knowledge and sharing these skills
with other subjects by authentic activities of
global issues.
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Literature Review
What is international mindedness?
Walker (2005) summarizes six important
characteristics of international education as
follows:
Communication: knowing how to access
information
Negotiation: the skills of persuading people to
comprise or change their minds
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Literature Review
What is international mindedness?
Political awareness: understanding why nations
have particular priorities
Cultural understanding: recognizing that different
groups have different mindsets.
Global issues: studying issues that impact across
nations
Criteria for truth: how do we judge what is right or
wrong? (p.1)
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The core values and attitudes of IB School Curriculum
The core values and attitudes of IB School Curriculum for enhancing Education for Peace include:
1. Human Rights and democracy
2. Cooperation and Solidarity
3. Preservation of Cultures
4. Self and others
5. Internationalism
6. Protection of the Environment
7. Spirituality UNESCO International Education Bureau (1999: 4).
http://www.ibe.unesco.org/publications/Innovation/inno100e.pdf
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Goal of International Education UNESCO (2004: 95) advocates that the basic principles
of international education are human rights, peace,
culture and understanding the United Nations system.
UNESCO (2004) points out that the ultimate goal of
international education is:
‘The acquisition of knowledge is based on the principle
of mutual understanding between nations; of peaceful
coexistence; of international understanding and by
understanding the growing world interdependence of
States with different social political systems.’ (p.95)
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Research Methodology
3.21 Choice of the Case Study School C has been authorized to offer the IB Chinese B
Diploma Programmes. Since the choice of the
representative cases contributes much to the external
validity of the case study, it is important to show that the
school in question is typical example of the
implementation of an IB Chinese Diploma Programme. I
shall focus on classroom discourse analysis Curriculum
Macrogenre in the Year 12 Chinese curriculum IB
Diploma classroom. The average of students age is 17
year old.
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Curriculum initiation In the preparation, teacher gave an orientation
of the unit plan objectives in the first lesson.
Teacher set the task and gave the instructions
about the aims of tasks, students were
expected to listen and understand the focus on
the task by group discussion and research and
group presentation of their findings and then
they have to write an exposition essay by
independent construction.
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Curriculum initiation Teacher: Have you even paid attention……other than
Hong Kong, we have discussed the events in Japan,
Middle East, what is the name of this land in North
Africa? Libya, very good, just Libya? What has happened
in Libya?
A male student: Civil war
Teacher: The political situation in Libya? Political
turmoil…this means the situation of the political system.
Unrest. What is the meaning of unrest? Turbulence.
What is the meaning of turbulence? Stable or not stable?
Student: Unstable.
Teacher encouraged students to participate in the
discussion by using open-end questions.
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Curriculum initiation Teacher: I think one of the reasons that were being mentioned
earlier has slightly affected the oil price. One reason. Anyone
know? OK. But I know you must be aware of the instability of
political situation in Libya is associated with the rise of oil prices,
so Japan's nuclear radiation also related to the rising oil price,
how?
Is that any relation between these three points (one, two and
three) that I just mentioned and rising oil prices?
Teacher: In fact, the events in this world tend to correlate with
each other. One, two, three, yes , you three just say that these
three events are correlated with each other. So what makes them
correlate with each other?
A male student: Disaster.
Teacher asked a focus question and student propose a response.
Teacher encouraged students’ thinking about the correlations
among the events.
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Curriculum initiation Teacher: Right, OK. Therefore, How does rising oil
prices related to those three issues mentioned earlier?
What do those issues mentioned earlier have in
common? All of the issues are energy issues. Energy
issues, well, energy issues cause a lot of other
problems, including: what are the problems that nuclear
radiation will cause? Is that any effect on the society?
A male student: This is due to the desire (-ve judgment)
of that person in Libya. He wants to seize power. He
believes (-ve judgment) that he could control the
resource in Libya.
Teacher: Yes. After he gains control of the resource in
Libya, then he will do business with other countries.
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Scaffolding in Curriculum Negotiation
Students were developing international
mindedness by using Chinese as a second
language.
Teacher scaffold the students to expand their
vocabulary by detailed reading. They wrote
down the key words and learn about the
solutions of global issues.
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Collaborative learning
In the regulative register, teacher divided the
students into groups after the discussion.
Teacher indicated students have enough ideas
to start the discussion by collaborative learning
in order to cultivate students’ confidence and
abilities in developing inquiry skills and critical
thinking skills.
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Inquiry based learning Teacher applied inquiry based learning to explore the
information and seeking truth by questioning. She used
open-end questions and open mindedness strategies in
the students’ discussion which can encourage students’
engagement and critical thinking in the evaluation of
Libya civil war, and nuclear power plant and making
judgment on social justice. Teacher is a role model of
students as a researcher and life long learner to pursue
the knowledge and truth by research.
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Self-reflection on personal beliefs and moral values
Teacher has open mindednenss to
encourage students to learn from the
peers through discussion and critical
thinking. Teacher uses probing questions
to engage students in self-reflection on
personal beliefs and values.
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Individual Construction
Independent writing: First, the economic system in many countries is based on energy,
such as Arab countries and Russia. If the energy resources in
these countries are used up, economic depression will occur and
cause unemployment as result. Social and health care services
will be lost and schools will be close. (negative appreciation)
Students analysis the reasons of overuse the natural resources,
which caused social and economic problems. A causative
process indicates the energy crisis caused economic recession,
unemployment, and cut the funding of social services and
medical care services, school closed. It also caused global food
crisis which caused violent protests and riots.
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Individual Construction:Independent writing:
Students analysis the reasons of overuse the natural resources,
which caused social and economic problems. A causative
process indicates the energy crisis caused economic recession,
unemployment, and cut the funding of social services and
medical care services, school closed. It also caused global food
crisis which caused violent protests and riots.
Essay Analysis of Student A
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Curriculum Closure
Peer Assessment
Teacher had marked the student essays before
the lesson and gave some essays to students for
peer assessments by groups. Students have to
explain the assessment reasons. Teacher
explained that student had shown different
opinions on social issues with good organisation
by using a lot of key words in exposition essay.
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Results and discussion
Assessment
This study provided evidence that students were
not only learning language but also developing
international mindedness, problem solving and
critical thinking skills through the research of
energy crisis and in different countries. Students
make negative judgements on social sanction in
ethics and they make positive recommendation:
caring and understanding.
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Results and discussion
In curriculum closure, students and teacher
give feedbacks
Students have:
global views to compare energy crisis with
different countries.
makes negative judgements on social sanction in
ethics.
positive recommendation: caring and
understanding.
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Results and discussion
It is very important that teacher to be a role
model to promote international mindedness.
She encourages students to learn and respect
different point of views on social issues. As
teacher is open-minded which will help students
to develop international mindedness and critical
thinking by inquiry based learning.
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Results and discussion
Vogotsky (1978: 86) indicated that “Zone of
proximal development as follows: is the distance
between the actual development level as
determined as by independent problem solving
and the level of potential development as
determined through problem solving under adult
guidance or in collaboration with more capable
peers.”
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Results and discussion
Christie (2006:166-167) indicated that teacher
and students shared the judgment on the
significant of the event in the pedagogic device.
Halliday points out (2007:187) that the second
language learning likes the first language
learning is a problem solving activity and
information processing.
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Results and discussion
In quality assurance, the IBO has to make sure that all IB schools follow the mission statement and promote the spirit of international education in the school authorization and evaluation processes. One IBO curriculum officer said.
“The school must have a mission philosophy that lies well with IB mission philosophy. When we go into a school for the authorization and evaluation processes, we talk to the school and ask them the questions. How do they ensure that the mission statement is included in the school mission statement? Are the schools promoting internationalism? ”
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Results and discussion
How do we promote international mindedness in
the school in teaching and learning?
The classroom learning atmosphere was opened
and positive with mutual respect and mutual trust.
Teacher and students need the ability to:
think globally;
cultivate intercultural understanding;
supported by the school leaders and parents
work co-operatively and take responsibilities in
society;
think in a critical and systemic way.
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Conclusion
Teacher and students need the ability to think
globally, work co-operatively and take
responsibilities in society; cultivate intercultural
understanding; think in a critical and systemic
way; resolve conflict in a non-violent manner.
The teaching and learning tradition and been
shifted to conceptualized the international
mindedness, global citizenship knowledge
acquisition as well as a shift towards
autonomous learning.
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Eastern and Western values of peaceful world
IBO’s mission statement is to create a better and
more peaceful world through education.”
As Liu (2000) argues that Neo-Confucian
philosophers promotes respecting different cultures,
multiculturalism, humanity’s “ultimate concern” or
compassion by sustainable development and
intercultural dialogue in a global village.
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