Investigating inquiry-based teaching and learning approach by the ELT teachers in IB primary years programme: a case study in a private IB continuum school in Bangladesh

Abstract

Inquiry-based learning, widely used in the education of science and social subjects, may also be effectively employed in the teaching of the English language. In inquiry-based classrooms, the habit of memorizing information and rote learning is markedly diminished. It emphasizes the active participation of students in the teaching and learning process, ensuring they have significant, real-world experiences while becoming a self-learner. The paper will investigate the efficacy of inquiry-based learning employed by ELT teachers and their pedagogical strategies in the four language competencies in the Primary Years Programme from years 1 to 5 in an International Baccalaureate continuum school in Bangladesh. A qualitative methodology was employed to gather holistic evidence through interviews, classroom observations, and document analysis. Five teachers from grades 1 to 5 were intentionally interviewed as participants, and two classes from each grade were observed to collect data on their pedagogical practices in the four language skills. This inquiry involved the analysis of many documents, including lesson plans, class procedures, materials for weekly instruction, and both old and new student work examples. The Principal of the participant school was interviewed as the leader. The case study inquiry has demonstrated that the participating school provides the combination of English Medium Instruction (EMI) and English as an Additional Language (EAL), however only one kind is to be adhered in accordance with the International Baccalaureate Organization (IBO, 2018). The class observation and document analysis reveal that this participating school urgently needs a specialized EAL instructor to support in language learning. This study has examined how the beliefs and practices of teachers, as well as their principles, are either reinforced or contested in inquiry-based classrooms within the context of the International Baccalaureate Primary Years Programme (IB PYP). The investigation revealed that instructors utilized many pedagogical and specialized strategies for reading and watching, writing and creating, as well as speaking and listening. The use and frequency of each teaching technique varied across grade levels. This arises from their requirement for improved proficiency in 5 developing their technical pedagogical content knowledge, together with a lack of information exchange across different grade levels. Moreover, the reliance on excessive pen, paper, and print-exclusive materials for reading and research and to support ELT classes should be reduced which obstructed the execution of the inquiry-based approach. (IBO, 2018).This article has examined the substantial impact of teachers' professional experience and academic knowledge on their attitudes and practices. The findings reveal the presence of factors that support the inquiry-based framework, including a comprehensive curriculum such as WACE and various learning models like the Kath Murdoch cycle. However, these initiatives are impeded by the restricted time allocated for curriculum development, requiring an enhancement of teachers' planning and readiness.