The implementation of concept-based curriculum in Mandarin language classes at the International Baccalaureate Middle Years Programme

Abstract

Concept-based curriculum and instruction has attracted a lot of research attention. Concept-based curriculum differs from the traditional Objectives-based two-dimensional (2-D) content curriculum, which focus on facts and skills. The three-dimensional (3-D) concept-based curriculum adds the third dimensions of concepts and big ideas, while keeping the facts and skills to ensure that conceptual thinking and understanding are prominent in and drive curriculum design and instruction. Despite its strong theoretical foundations and the quick embracement from the practioning fields, there is a scarcity of research studies that investigate classroom implementation and the effects on student learning and development. A few research studies explore the effect of concept-based curriculum and instruction on the subjects of Social Studies, Physics, Laboratory, Calculus, Literacy and Mathematics and on student motivation. No studies have explored this issue in the context of second language learning. This study adds to this line of research by examining the implementation of concept-based curriculum and instruction in the subject of Mandarin language Acquisition in the instructional context of IB MYP (International Baccalaureate Middle Years Programme).

The effectiveness of a concept-based curriculum was compared to a traditional curriculum in the context of IB MYP Mandarin acquisition and explored the challenges arising from the implementation of a concept-based curriculum. The study was conducted at an international school in Hong Kong. Twenty intermediate-level learners of Mandarin from the secondary school participated in the study. Eight of the participants were in the experimental group where a 3-D concept-based curriculum was implemented and 12 of the participants were in the control group that followed the traditional 2-D content curriculum to study the same set of materials. The study adopted a quasi-experimental design over one year to compare the language acquisition results between the two groups. Students’ general Mandarin proficiency, using HSK tests, was measured prior to and after the intervention as the indicators of their language achievement. Students’ perceptions of their Mandarin learning experience were collected through the reflection entries and evaluation questionnaires. Teacher reflection diaries were added as a data source to triangulate the findings.

It was found that students in concept-based curriculum condition exhibited significantly greater development in their overall language proficiency over the one year of intervention. Although there were no significant differences in their language performance, as measured by MYP assessment criteria, in the target unit between students in the two conditions, the students in the concept-based curriculum condition demonstrated significant greater development in their conceptual understanding and also showed greater changes in their approaches to learning. Moreover, students in the concept-based curriculum condition expressed overall satisfaction with concept-based curriculum. However, student variation existed in terms of their perceptions of their learning experience in concept-based curriculum. The research identified a few challenges in the designing and implementation of concept-based curriculum.

The findings suggest that concept-based curriculum facilitates the students learn more coherently and deeply by connecting the facts, skills and understanding. Moreover, this research presents some frameworks and principles with regard to the designing and implementing of concept-based curriculum in teaching Chinese as a second language.