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Conference Paper: A case study of implementation of international mindedness in the International Baccalaureate Diploma Programme in Hong Kong second language Chinese classroom

TitleA case study of implementation of international mindedness in the International Baccalaureate Diploma Programme in Hong Kong second language Chinese classroom
Authors
Issue Date2012
PublisherUniversity of Technology Sydney.
Citation
The 39th International Systemic Functional Congress, Sydney, Australia, 16-20 July 2012. In Parallel Paper Abstracts, 2012, p. 19 How to Cite?
AbstractThis study aims at examining the concept of ‘international mindedness’ as it is evidenced in the International Baccalaureate Diploma Programme (IBDP) in a Chinese as a second language classroom in an international school. 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), Appraisal Theory (Martin and White 2005) and Bernstein’s topology of pedagogies of instruction. The findings show how the teacher in this study could be said to have demonstrated ‘international mindedness’ in her teaching, and how students expressed ‘international mindedness’ and how students expressed ‘international mindedness’ in their representations of values and knowledge. The study concludes that IB curriculum officers and educators should consider how to effectively promote international mindedness in IB curriculum and assessment development.
DescriptionConference Theme: 'to boldly go... '
Parallel Sessions
Persistent Identifierhttp://hdl.handle.net/10722/191716

 

DC FieldValueLanguage
dc.contributor.authorLau, KLen_US
dc.date.accessioned2013-10-15T07:21:24Z-
dc.date.available2013-10-15T07:21:24Z-
dc.date.issued2012en_US
dc.identifier.citationThe 39th International Systemic Functional Congress, Sydney, Australia, 16-20 July 2012. In Parallel Paper Abstracts, 2012, p. 19en_US
dc.identifier.urihttp://hdl.handle.net/10722/191716-
dc.descriptionConference Theme: 'to boldly go... '-
dc.descriptionParallel Sessions-
dc.description.abstractThis study aims at examining the concept of ‘international mindedness’ as it is evidenced in the International Baccalaureate Diploma Programme (IBDP) in a Chinese as a second language classroom in an international school. 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), Appraisal Theory (Martin and White 2005) and Bernstein’s topology of pedagogies of instruction. The findings show how the teacher in this study could be said to have demonstrated ‘international mindedness’ in her teaching, and how students expressed ‘international mindedness’ and how students expressed ‘international mindedness’ in their representations of values and knowledge. The study concludes that IB curriculum officers and educators should consider how to effectively promote international mindedness in IB curriculum and assessment development.-
dc.languageengen_US
dc.publisherUniversity of Technology Sydney.en_US
dc.relation.ispartof39th International Systemic Functional Congress 2012 Parallel Paper Abstractsen_US
dc.rightsCreative Commons: Attribution 3.0 Hong Kong License-
dc.titleA case study of implementation of international mindedness in the International Baccalaureate Diploma Programme in Hong Kong second language Chinese classroomen_US
dc.typeConference_Paperen_US
dc.identifier.emailLau, KL: h9997621@hku.hk-
dc.description.naturepostprint-
dc.identifier.hkuros225809en_US
dc.identifier.spage19en_US
dc.identifier.epage19en_US
dc.publisher.placeAustraliaen_US

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