AIE Conference in DOHA, QATAR Research Report Faculty of Education, The University of Hong Kong

A case study of implementation of international mindedness in the IB

Diploma Programme in a Hong Kong second language Chinese classroom

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AIE Conference in DOHA, QATAR Research Report

Faculty of Education,The University of Hong Kong

LAU Kwok LingPhD candidate, Faculty of Education, the University of Hong Kong

Supervisor Dr. Mark Shum21 October 2012

Abstract This study aims at examining the concept of

ʻinternational mindednessʼ 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 studentsʼ work by using Systemic Functional Linguistics (SFL) (Halliday, 1994), Appraisal Theory (Martin and White 2005).

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Abstract The findings show how the teacher in this study could

be said to have demonstrated ʻinternational mindedness’ in her teaching, and how students expressed ʻinternational 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.

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Statement of the problem

There are very few in-depth studies on examining the concept of ʻ international mindedness ʼ in Chinese as a second language in the IB Diploma Programme in Hong Kong, thus this study will fill the gap.

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Research questions and Methodology

Research Questions Research methodology

• How do the teachers of Chinese as a second language of the International Baccalaureate Diploma Programme implement international mindedness in teaching?

Classroom observation,In-depth interview teachers with semi-structured questions. Classroom discourse analysis (Christie, 2008) , Systemic Functional Linguistics (SFL) (Halliday, 1994) and Appraisal theory (Martin and White 2005) will be used.

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Research questions and Methodology

Research Questions Research methodology

• How do the students of Chinese as a second language of the Diploma Programme learn international mindedness in learning?

Classroom observation,In-depth interview students with semi-structured questions. Classroom discourse analysis (Christie, 2008) , Systemic Functional Linguistics (SFL) (Halliday, 1994) and Appraisal theory (Martin and White 2005) will be used for student text analysis. 6

Literature Review What is international mindedness?

Haywood (2007:86-87) suggests these components are essential to the process of international mindedness:

Curiosity and interest in the world around us, based on knowledge of the earth and on its human and physical geography.

Open attitudes towards other ways of life and a predisposition to tolerance as regards other cultures and their belief systems/

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Knowledge and understanding of the scientific basis that identifies the earth’s environment as a common entity of value to everyone

Recognition of the interconnectedness of human affairs (in place and time) as part of the holistic experience of life.

Human values that combine respect for other ways of life with care and concern for the welfare and well-being of people in general.

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Skelton (2007:380-388) defines international mindedness as international cultural understanding, the cultural connection, leaving the self and institutionalisation, the awareness of self in the West and East, and the awareness of others co-existing in the world, the highest form of good. He suggests that understanding, appropriate knowledge and sharing these skills with other subjects by authentic activities of global issues.

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Walker (2005) summarizes six important characteristics of international education as follows:

Communication: knowing how to access information

Negotiation: the skills of persuading people to comprise or change their minds

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Political awareness: understanding why nations have particular priorities

Cultural understanding: recognizing that different groups have different mindsets.

Global issues: studying issues that impact across nations

Criteria for truth: how do we judge what is right or wrong? (p.1)

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The core values and attitudes of IB School Curriculum The core values and attitudes of IB School

Curriculum for enhancing Education for Peace include:

1. Human Rights and democracy 2. Cooperation and Solidarity 3. Preservation of Cultures 4. Self and others 5. Internationalism 6. Protection of the Environment 7. Spirituality International Education Bureau, p.4 http://www.ibe.unesco.org/publications/Innovation/inno100e.pdf

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The core values and attitudes of IB School Curriculum

Values related to Self and Others · Self awareness, reliance, esteem, and

discipline · Respect and empathy in our relationship with

other; loving and caring · Moral courage · Open-mindedness, trust truthfulness, tolerance,

equanimity and reconciliation · Inquiry and creativity International Education Bureau, p.4 http://www.ibe.unesco.org/publications/Innovation/inno100e.pdf

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What is international mindedness?

The definitions of international mindedness can be summarized as communication, negotiation, knowledge, intercultural understanding, political awareness, curiosity and interest in global issues, open attitudes, criteria for truth, human values, critical thinking and problem solving skills, collaboration and creativity.

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Research Methodology 3.21 Choice of the Case Study School C was opened in 1983. School C has been

authorized as an IB school and it has been authorized to offer the IB Chinese B Diploma Programmes beginning in 1991.

Since the choice of the representative cases contributes much to the external validity of the case study, it is important to show that the school in question is typical example of the implementation of an IB Chinese Diploma Programme. I shall focus on Christie Classroom discourse analysis Curriculum Macrogenre in the Year 12 Chinese curriculum IB Diploma classroom. The average of students age is 17 year old.

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Curriculum initiation In the preparation, teacher gave an orientation

of the unit plan objectives in the first lesson. Teacher set the task and gave the instructions about the aims of tasks, students were expected to listen and understand the focus on the task by group discussion and research and group presentation of their findings and then they have to write an exposition essay by independent construction.

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Curriculum initiation Teacher: Have you even pay attention……other

than Hong Kong, we have discussed the events in Japan, Middle East, what is the name of this land in North Africa? Libya, very good, just Libya? What has happened in Libya?

A male student: Civil war Teacher: The political situation in Libya? Political

turmoil…this means the situation of the political system. Unrest. What is the meaning of unrest? Turbulence. What is the meaning of turbulence? Stable or not stable?

Student: Unstable.17

Curriculum initiation Teacher: I think one of the reasons that were being

mentioned earlier has slightly affected the oil price. One reason. Anyone know? OK. But I know you must be aware of the instability of political situation in Libya is associated with the rise of oil prices, so Japan's nuclear radiation also related to the rising oil price, how?

Is that any relation between these three points (one, two and three) that I just mentioned and rising oil prices?

Teacher: In fact, the events in this world tend to correlate with each other. One, two, three, yes , you three just say that these three events are correlated with each other. So what makes them correlate with each other?

A male student: Disaster. 18

Curriculum initiation Teacher: Very good! After this nuclear radiation accident, Japan's

nuclear power plants, nuclear radiation, what causes nuclear radiation in this accident? Since the nuclear power plant has been demanded and it has to be closed after it is demanded. It cannot produce electricity any longer. Because of this event, other countries that have nuclear power plants have to take some measures to prevent the same type of accident occur to them and some of them even have to consider closing down their nuclear power plants.

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Curriculum initiation Teacher: This is why so many countries such as America, European

countries, those NATO countries, China pay attention to Libya even they are so far away from Libya. That is due to their ulterior motives (別有用心的 ), right? Well, after the political unrest in this country, he is...

A male student: China has nothing to do with this issue. No, China has something…

Teacher: China has something to do with this issue. (Teacher indicated the Libya civil war affected the oil production.

Western countries had sent military troops to Libya. Students were not sure whether the Libya civil war has impact on Chinese. Thus, the teacher indicated that Chinese had relationship with Libya and Chinese workers worked in Libya.)

Teacher: Has someone from China even been to Libya? Yes… A male student: Yes.

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Curriculum initiation Teacher: Right, OK. Therefore, How does rising oil

prices related to those three issues mentioned earlier? What do those issues mentioned earlier have in common? All of the issues are energy issues. Energy issues, well, energy issues cause a lot of other problems, including: what are the problems that nuclear radiation will cause? Is that any effect on the society?

A male student: This is due to the desire (-ve judgment) of that person in Libya. He wants to seize power. He believes (-ve judgment) that he could control the resource in Libya.

Teacher: Yes. After he gains control of the resource in Libya, then he will do business with other countries.

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Curriculum initiation Teacher guided the students the correlation of the world

events. Students give the possible suggestions about the oil prices and civil war and the impact on the world because of the impact of globalisation.

In the further discussion, teacher guided the students to make a judgment and evaluation on America, European countries and NATO countries in Lybia’s civil war because of economic interest rather than fighting for social justice because of the impact of nuclear accident on energy crisis around the world.

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Scaffolding in Curriculum Negotiation Teacher: I also want to show you Greenpeace and the oil spill in

Gulf of Mexico. In these websites, the problems and solutions for energy and environmental issues are being included. Some of the special reports in this website are very useful. The terms are also available here. …Climate change, energy crisis and the solution to those issues, what we can do to help?

Teacher: This is the file that contains information about the food pollution as a result of Japan earthquake. Look, the threat of radiation is an impact. (-ve judgment) Then, in addition, the feeling of various countries (-ve AF) in regards of the earthquake in Japan, the situation after the earthquake and the panic buying of supplies are also contained in the file. Can all of you see those?

(Teacher scaffold the students to analysis energy crisis reasons and made the negative judgment and feeling, interdisciplinary of Greenpeace and the oil spill in Gulf of Mexico in the group discussion. )

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Curriculum initiation Rose (2007:8) indicates that teacher guided the students to

learn by discussion in an unfolding interaction in the scaffolding learning cycle. Teacher probed the questions about the current social issues at the beginning of the discussion in order to arouse students’ interest in the classroom interaction. The classroom learning atmosphere was opened and positive with mutual respect and mutual trust. Teacher encouraged students to express their opinions and make judgment in the discussion. Teacher is opened minded in the discussion and she affirmed the students in the discussion in order to encouraging and helping students to broaden international mindedness.

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Collaborative learning In the regulative register, teacher divided the

students into groups after the discussion. Teacher indicated students have enough ideas to start the discussion by collaborative learning in order to cultivate students’ confidence and abilities in developing inquiry skills and critical thinking skills.

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Curriculum Negotiation and Co- construction Group discussion: Male student C: When radiation accident occurred in a place, the food

that is produced from that place can be polluted by radiation as well. This causes people to lose confidence towards food from Japan. (-ve judgment) Therefore, after Fukushima‘s environment has been polluted by radioactive, Japanese cannot live in Fukushima, the agricultural industry in Fukushima is also influenced…as well as some gene transformation, for example, physically disability and intelligent disability.

Female student A: We can also try to use technology to solve the problem of radiation.

Male students E: We should have more research in order to find the solution, because currently, this is the second nuclear issue that is impacting the whole world. So, the current technology is not really that advance. (-ve judgment)

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Inquiry based learning Then, the teacher applied inquiry based learning to

explore the information and seeking truth by questioning. She used open-end questions and open mindedness strategies in the students’ discussion which can encourage students’ engagement and critical thinking in the evaluation of Libya civil war, and nuclear power plant and making judgment on social justice. Teacher is a role model of students as a researcher and life long learner to pursue the knowledge and truth by research.

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Interdisciplinary knowledge Teacher also guided the students to analysis energy

crisis reasons, and interdisciplinary knowledge in the group discussion. Students learn how to elaborate the reasons of energy crisis and then linked the issues and transfer the knowledge.

Students explore and elaborate more problems of relationships among social issues such as air pollution, health issues and the environmental issues caused by nuclear radiation. They were guided to develop organisation, elaboration and evaluation skills in the discussion.

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Self-reflection on personal beliefs and moral values

Teacher has open mindednenss to encourage students to learn from the peers through discussion and critical thinking. Teacher uses probing questions to engage students in self-reflection on personal beliefs and values.

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Individual Construction Independent writing:

First, the economic system in many countries is based on energy, such as Arab countries and Russia. If the energy resources in these countries are used up, economic depression will occur and cause unemployment as result. Social and health care services will be lost and schools will be close. (negative appreciation)

Students analysis the reasons of overuse the natural resources, which caused social and economic problems. A causative process indicates the energy crisis caused economic recession, unemployment, and cut the funding of social services and medical care services, school closed. It also caused global food crisis which caused violent protests and riots.

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Individual Construction:Independent writing:

Secondly, crisis will also occur in agricultural industry. People's ability to survive will be threatened as well. The excessive use of water and fertilizers will lead to a lack of food. If the lower class of the society unable to cope with those problems, there will be riots, looting, and so on. During the global food price crisis occurred in 2007 to 2008, we have already seen the occurrence of countless turmoil. The future energy crisis will lead to more riots and more looting. The world will not be stable.

Students analysis the reasons of overuse the natural resources, which caused social and economic problems. A causative process indicates the energy crisis caused economic recession, unemployment, and cut the funding of social services and medical care services, school closed. It also caused global food crisis which caused violent protests and riots.

Essay Analysis of Student A 31

Curriculum Closure Peer Assessment

Teacher had marked the student essays before the lesson and gave some essays to students for peer assessments by groups. Students have to explain the assessment reasons. Teacher explained that student had shown different opinions on social issues with good organisation by using a lot of key words in exposition essay.

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Male student A: I think that for the language that he uses for this essay, we give him 9 points because he uses the appropriate word, the flow of the sentences in his essay is good. I really love some of the sentences that he uses for his essay.

Teacher: Good! What about the second one? Teacher: The writer’s presentation and structure for the

entire essay? Male student A: The flow of the essay is very good. Teacher: Appropriate, work well with his topic? Teacher and students gave feedback on the

assessments in curriculum closure.


Teacher: This is normal, right? Secondly, I think he does better in the aspect of cultural

interaction for his essay since he has some questions for each topic that he discussed in the essay. +[Apprecn] He also thought about the solution for these issues. When he was doing this essay, he was able to present it in a very structured manner (first, second, third and conclusion) and his final conclusion of the essay is very convincing. Good. So what about message at the end of his essay? I think that he gave enough information for his essay . He also used many professional terms to support his essay, so I give him 9 points, ok? Yes, if I say it like that, do you think that our conclusion for paper 2 today is clearer?

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Results and discussion

In curriculum closure, students and teacher give feedbacks

Students have:

global views to compare energy crisis with different countries.

makes negative judgements on social sanction in ethics.

positive recommendation: caring and understanding.

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Results and discussion Student 3: For many of us, I think our daily discussion includes like

reading the news and what’s going on in the world being aware of what’s going on globally and so I don’t think we put extra time than be for our IB studies to do this learning but definitely I think the IB encourages us to do it or for Chinese it’s one thing. I think we have to do research about global, we have the tools to expand our knowledge about that subject.

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Results and discussion Interview with students: Do you think it does try that promote the feeling of like

sharing our values or making the world a better place. Because we don’t have an opportunity showing like as in exam paper, but then they still just like the idea behind the IB during program is to teach you how to think and so maybe by teaching individuals how to approach concerned global issues like you empower the students to analyze different problems in our world.

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Results and discussion Interview with teacher: Teacher: I think the meanings of mission statement are

very extensive. I hope children has international mindedness and open-minded and has courage to express their own views in the classroom discussion.

It is very important that teacher to be a role model to promote international mindedness. She encourages students to learn and respect different point of views on social issues. As teacher is open-minded which will help students to develop international mindedness and critical thinking by inquiry based learning.

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It is very important that teacher to be a role model to promote international mindedness. She encourages students to learn and respect different point of views on social issues. As teacher is open-minded which will help students to develop international mindedness and critical thinking by inquiry based learning.

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Vogotsky (1978: 86, Christie 2000, 125 ) indicated that “Zone of proximal development as follows: is the distance between the actual development level as determined as by independent problem solving and the level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers.”

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Christie (2006:166-167) indicated that teacher and students shared the judgment on the significant of the event in the pedagogic device.

Halliday points out (2007:187) that the second language learning likes the first language learning is a problem solving activity and information processing.

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Results and discussion In quality assurance, the IBO has to make sure

that all IB schools follow the mission statement and promote the spirit of international education in the school authorization and evaluation processes. One IBO curriculum officer said,

“The school must have a mission philosophy that lies well with IB mission philosophy. When we go into a school for the authorization and evaluation processes, we talk to the school and ask them the questions. How do they ensure that the mission statement is included in the school mission statement? Are the schools promoting internationalism? ”

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Results and discussion How do we promote international mindedness in

the school in teaching and learning? The classroom learning atmosphere was opened

and positive with mutual respect and mutual trust. Teacher and students need the ability to: think globally; cultivate intercultural understanding; supported by the school leaders and parents work co-operatively and take responsibilities in

society; think in a critical and systemic way.

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How do the sensitive political social issues can be assessed in the assessment?

I hope this study will contribute to promote effective implementation of international mindedness in teaching and learning Chinese as a second language in IB curriculum.

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Reference Christie, F. (2006). Pedagogy and the Shaping of Consciousness. London.

Continuum. Christie, F. & Derewianka, B. (2008). School discourse. London: Continuum. Halliday, M.A.K. (1978). Language as social semiotic: The social interpretation of

language and meaning. Australia: Edward Arnold (Australia) Pty Ltd. Halliday, M.A.K. (1994). An introduction to functional grammar. Australia: Edward

Arnold (Australia) Pty Ltd. Hallilday, M.A.K. (2000). An introduction to functional grammar. Beijing: Foreign

Language Teaching and Research Press. Haywood, T. (2007). A Simple Typology of International Mindedness and Its

Implications for Education. The SAGE Handbook of Research in International Education, London: SAGE Publications Ltd. Page. p.86-87.

IBO (2009). IB Learner Profile Booklet. http://www.ibo.org./mission (July 2, 2009) Martin, J.R. & Rose, D. (2002). Working with discourse. Beijing: Beijing University

Press. Martin, J.R. & White, P.R.R. (2005). The Language of Evaluation: Appraisal in

English: New York: Palgrave Macmillan. Morris (1996) The Hong Kong School Curriculum: Development, Issues and Policies.

Second edition. Hong Kong: Hong Kong University Press, p123-128. Skelton, M. (2007). International Mindedness and the Brain: The difficulties of

“Becoming”. The SAGE Handbook of Research in International Education, London: SAGE Publications Ltd. Page. p.380-388.

Walker, G. (2005). What I have learned about international education? Biennial Conference of IB Nordic Schools. Stockholm: 9 September 2005. (p.1-p.8)

AIE Conference in DOHA, QATAR Research Report Faculty of Education, The University of Hong Kong

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Transcript of AIE Conference in DOHA, QATAR Research Report Faculty of Education, The University of Hong Kong