The implementation of international mindedness in the International Baccalaureate Diploma Programme in Hong Kong second language Chinese classrooms

Abstract

The aim of this study is to critically examine the enabling factors for the successful implementation of international mindedness (IM) in the International Baccalaureate Diploma Programme (IBDP) in a Chinese as a second language classroom in an international school. The research questions are: 1. How is international mindedness conceptualised in the International Baccalaureate Diploma Programme (IBDP)? 2. How do the teachers of Chinese as a second language of the International Baccalaureate Diploma Programme teach the concept of international mindedness in their Chinese lessons? 3. How do the students of Chinese demonstrate concepts related to international mindedness in their class work in the teaching and learning cycle?

To address the research questions, three experienced teachers from three typical IB World Schools were chosen for observation in Hong Kong. The research methodology includes classroom observation, classroom discourse analysis (Christie, 2005, pp.115-116),interviews and text analysis. Appraisal theory is used to analyse the values of IM concepts in interviews and classroom observations, and Systemic Functional Linguistics is used to conduct students’ text analysis. The research results identify some enabling factors that promote IM in teaching and learning. They include scaffolding, inquiry-based learning, research skills, critical thinking, collaborative learning, student-centered teaching, discussion of global citizenship and intercultural understanding. Students demonstrate the application of the concept of IM in their course works by making moral judgments and applying interdisciplinary knowledge relating to social issues. It is hoped that this study could provide a framework to promote IM in IBDP Chinese Language B teaching and to provide insights for the betterment of IB curriculum