IB Teachers Implementing PYP Projects for Teaching Chinese as a Second Language: A Study with Picture Book Teaching as an Example

This study uses narrative inquiry to explore how IB teachers in the International Baccalaureate Primary Education Curriculum practice the curriculum design of Chinese as a second language in the PYP project through picture book teaching, and to understand the difficulties teachers encounter in the teaching process. and solution strategies and examine teachers’ self-growth in teaching. The research results are as follows: 1. Teachers use picture books as a tool for curriculum development. They not only allow children to hear (or see) the sentence patterns of the second language, but also participate in related exploratory activities through language learning, which is beneficial to cultivating children's "active exploration" and " The characteristics of learners who are "diligently thinking" and "good at communicating". 2. Through self-narration of teaching events, teachers can "timely reflect" on blind spots in teaching and actively adapt the teaching strategy of "inquiry-based learning", leading teachers to have a deeper understanding of their professional development. 3. Chinese teachers in the International Baccalaureate primary education stage should have cross-field knowledge, a multicultural and international perspective, and a new perspective on teaching Chinese as a second language, to adapt to the sustainable development of the IB-PYP project teaching.

Keywords

Teaching Chinese as a Second Language, Picture Books, International Baccalaureate Primary Years Programme Stage, Teacher’s teaching quality

source

International Journal of Chinese Language Education; Dec 2024; Issue No. 16; p.143-163

Language

Chinese