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

• 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
• ISSN: 0008-4506; 1710-1131
• DOI: 10.3138/cmlr-2019-0025

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.