More than a second language: Leadership structure and pedagogic strategies in an Australian International Baccalaureate PYP additional language program

Abstract

Good second language classrooms in international schools are vehicles for fostering intercultural understandings as well as learning an additional language. This paper emanates from a study into the teaching of second languages undertaken across six countries in International Baccalaureate (IB) Primary Years Program schools. A range of languages, IB regions and language teaching approaches were investigated. This paper reports on the Australian case study. Three structural and pedagogic strategies that contribute to teaching a second language and fostering intercultural understandings are identified, including; school leadership, inquiry and concept based learning, and the inclusion of the school community. The findings highlight the compliance role of the IB Programme Standards and Practices for leadership, governance and management. It offers successful leadership and pedagogic strategies that may be useful for other schools engaged in teaching second languages as a means to nurturing intercultural understanding.