Strategies and Challenges of Pedagogical Leadership in CBTL implementation in IB MYP Language Acquisition (Mandarin): A Preliminary Report
In IB education, language acquisition plays an important role in furthering a student’s studies. This is because the knowledge, skills and attitudes that students develop in language acquisition courses provide a meaningful foundation for these further. Further, International Baccalaureate (IB) emphasises that Middle Year Programme language acquisition can develop meaningful explorations of identities and relationships, orientation in space and time, personal and cultural expression, scientific and technical innovation, globalization and sustainability, and fairness and development. Thus, the study of additional languages in the IB MYP provides students with the opportunity to develop insights into the features, processes and craft of language and the concept of culture, and to realize that there are diverse ways of living, behaving and viewing the world. In this study, data collection and analysis centred on identifying structural and pedagogic strategies that contribute to the teaching of the second language Chinese (Mandarin) using Concept based teaching and learning among the five IBMYP school settings. The core elements of the IB Programme Standards and Practices will act as a fulcrum to frame the analysis of this study. Triangulation of data from documents, interviews and observations will lead to ensure the internal validity and evidence against the IB Standards and Practices. Finally, the evidence examined will look for ascertaining as to how challenges and strategies identified might assist other IB schools that teach additional language using Concept based teaching and learning.