Inquiry-Based Pedagogies, Multimodalities, and Multilingualism: Opportunities and Challenges in Supporting English Learner Success

Across curricular terrains in education in North America, the use of the term "inquiry" has become more prevalent than ever. This radical turn from traditional content curriculum toward inquiry-based approaches to teaching raises issues about the promise and potential challenges of contemp...

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Bibliographic Details
Published in:Canadian modern language review 2020-05, Vol.76 (2), p.139-154
Main Authors: Early, Margaret, Kendrick, Maureen
Format: Article
Language:English
Subjects:
Academic Language
Barriers
Bilingualism
Challenges
Communication
Concept Formation
Course Content
Curricula
Diversity
Educational Change
Educational Resources
Elementary Secondary Education
English (Second Language)
English as a second language
English as a second language instruction
English as a second language teaching methods
English language
English Language Learners
Information Technology
Inquiry
Inquiry method
Interviews
Kindergarten
Learning
Literacy
Multilingualism
Multimodality
Multiple Literacies
Opportunities
Parent Teacher Cooperation
Qualitative research
Questions
Recursion
Second Language Learning
Semi Structured Interviews
Student Attitudes
Teacher Attitudes
Teaching
Teaching Methods
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Summary:Across curricular terrains in education in North America, the use of the term "inquiry" has become more prevalent than ever. This radical turn from traditional content curriculum toward inquiry-based approaches to teaching raises issues about the promise and potential challenges of contemporary curriculum in K-12 L2 settings. This explorative qualitative study investigated the following research question: What are the opportunities and challenges for inquiry-based approaches to English language learners' (ELLs) language, literacies, and content learning, as mandated in twenty-first-century curriculum? Semi-structured interviews, with eight expert language and literacy educators, were conducted to generate data and a thematic analysis of the data was undertaken. The recursive analysis revealed three themes concerning opportunities afforded by an inquiry-based approach: enhance ELLs' understanding of content knowledge, give prominence to ELLs' languages and literacies and promote respect for diversity, and utilize digital tools to support ELLs' language and content learning and amplify their voices. Three themes concerning challenges emerged: educator resistance to change, underestimating required resources, and communicating with parents/guardians of ELLs. Implications are discussed for policy and practices regarding inquiry-based pedagogies, multimodalities, and multilingualism in supporting English learner success.
ISSN:0008-4506
1710-1131
DOI:10.3138/cmlr-2019-0025