Many International Baccalaureate (IB) Primary Years Programme (PYP) schools provide English instruction to all students. The program has grown worldwide with a significant enrollment of students who speak a first language other than English, necessitating the need for an English as an Additional Language (EAL) curriculum. The IB’s philosophy of language acquisition is deeply integrated into its documents, school policies, and classroom practices. Consequently, all IB teachers, not just those who teach additional languages, are expected to have a basic understanding of how to teach English. Despite IB’s supportive-inclusive policies, EAL learners continue to face challenges in learning English.
There are competing perspectives on the most effective ways to support EAL learners, but there is some general agreement that several specific instructional approaches are more effective. Strategies such as asset- and inquiry-based teaching, leveraging students’ home language and incorporating translanguaging practices have shown promise compared to more traditional pedagogical strategies. To date, however, there is limited empirical evidence as to the extent to which IB PYP educators use these pedagogical strategies. Additionally, little is known about the cultural and structural factors that support or challenge their implementation.
Recognizing the critical role of IB PYP principal coordinators and teachers in implementing EAL policies and practices, this study adopts a qualitative methodology, incorporating document analysis, interviews and surveys with educators from eight IB PYP programs in eight countries. Findings reveal that in addition to instructional strategies, elements such as professional development, teacher collaboration, parental involvement and access to technology significantly influenced EAL learners’ experience, shaping both successes and challenges.
The greater demand for EAL programs calls for a deeper understanding of effective teaching approaches, as well as knowledge about the culture and structural factors that support and/or challenge educators’ efforts. This study provides important guidance for practitioners and school leaders as they attempt to enhance English language support in international educational settings.
","abstract_html":"<p>Many International Baccalaureate (IB) Primary Years Programme (PYP) schools provide English instruction to all students. The program has grown worldwide with a significant enrollment of students who speak a first language other than English, necessitating the need for an English as an Additional Language (EAL) curriculum. The IB’s philosophy of language acquisition is deeply integrated into its documents, school policies, and classroom practices. Consequently, all IB teachers, not just those who teach additional languages, are expected to have a basic understanding of how to teach English. Despite IB’s supportive-inclusive policies, EAL learners continue to face challenges in learning English.</p> <p>There are competing perspectives on the most effective ways to support EAL learners, but there is some general agreement that several specific instructional approaches are more effective. Strategies such as asset- and inquiry-based teaching, leveraging students’ home language and incorporating translanguaging practices have shown promise compared to more traditional pedagogical strategies. To date, however, there is limited empirical evidence as to the extent to which IB PYP educators use these pedagogical strategies. Additionally, little is known about the cultural and structural factors that support or challenge their implementation.</p> <p>Recognizing the critical role of IB PYP principal coordinators and teachers in implementing EAL policies and practices, this study adopts a qualitative methodology, incorporating document analysis, interviews and surveys with educators from eight IB PYP programs in eight countries. Findings reveal that in addition to instructional strategies, elements such as professional development, teacher collaboration, parental involvement and access to technology significantly influenced EAL learners’ experience, shaping both successes and challenges.</p> <p>The greater demand for EAL programs calls for a deeper understanding of effective teaching approaches, as well as knowledge about the culture and structural factors that support and/or challenge educators’ efforts. This study provides important guidance for practitioners and school leaders as they attempt to enhance English language support in international educational settings.</p>","abstract_has_math":false,"creators":["Goguadze, Valerian"],"institution":null,"degree_name":"PhD Leadership Studies","degree_level":"Dissertation: Open Access","degree_discipline":"Leadership Studies","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2024,"date_issued":"2024-12-12T08:00:00Z","date_published":"2024-12-12T08:00:00Z","updated_at":"2026-07-24T05:40:49Z","subjects":["multilingualism","inquiry-based learning","inquiry-based instruction","asset-based pedagogy","translaguaging","home language.","Bilingual, Multilingual, and Multicultural Education","Education","Elementary Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digital.sandiego.edu/dissertations/1039","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Goguadze, Valerian"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2025-01-09T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Leadership Studies"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation: Open Access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["PhD Leadership Studies"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["multilingualism","inquiry-based learning","inquiry-based instruction","asset-based pedagogy","translaguaging","home language.","Bilingual, Multilingual, and Multicultural Education","Education","Elementary Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digital.sandiego.edu/dissertations/1039"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Many International Baccalaureate (IB) Primary Years Programme (PYP) schools provide English instruction to all students. The program has grown worldwide with a significant enrollment of students who speak a first language other than English, necessitating the need for an English as an Additional Language (EAL) curriculum. The IB’s philosophy of language acquisition is deeply integrated into its documents, school policies, and classroom practices. Consequently, all IB teachers, not just those who teach additional languages, are expected to have a basic understanding of how to teach English. Despite IB’s supportive-inclusive policies, EAL learners continue to face challenges in learning English.
There are competing perspectives on the most effective ways to support EAL learners, but there is some general agreement that several specific instructional approaches are more effective. Strategies such as asset- and inquiry-based teaching, leveraging students’ home language and incorporating translanguaging practices have shown promise compared to more traditional pedagogical strategies. To date, however, there is limited empirical evidence as to the extent to which IB PYP educators use these pedagogical strategies. Additionally, little is known about the cultural and structural factors that support or challenge their implementation.
Recognizing the critical role of IB PYP principal coordinators and teachers in implementing EAL policies and practices, this study adopts a qualitative methodology, incorporating document analysis, interviews and surveys with educators from eight IB PYP programs in eight countries. Findings reveal that in addition to instructional strategies, elements such as professional development, teacher collaboration, parental involvement and access to technology significantly influenced EAL learners’ experience, shaping both successes and challenges.
The greater demand for EAL programs calls for a deeper understanding of effective teaching approaches, as well as knowledge about the culture and structural factors that support and/or challenge educators’ efforts. This study provides important guidance for practitioners and school leaders as they attempt to enhance English language support in international educational settings.
"]},{"key":"dc:title","label":"Title","values":["Acquisition of English by Additional Language Learners in Inquiry-Based Classrooms Within International Baccalaureate Primary Years Program Schools"]}]}],"canonical_facts":{"dc:creator":["Goguadze, Valerian"],"dc:date.available":["2025-01-09T08:00:00Z"],"dc:description.abstract":["Many International Baccalaureate (IB) Primary Years Programme (PYP) schools provide English instruction to all students. The program has grown worldwide with a significant enrollment of students who speak a first language other than English, necessitating the need for an English as an Additional Language (EAL) curriculum. The IB’s philosophy of language acquisition is deeply integrated into its documents, school policies, and classroom practices. Consequently, all IB teachers, not just those who teach additional languages, are expected to have a basic understanding of how to teach English. Despite IB’s supportive-inclusive policies, EAL learners continue to face challenges in learning English.
There are competing perspectives on the most effective ways to support EAL learners, but there is some general agreement that several specific instructional approaches are more effective. Strategies such as asset- and inquiry-based teaching, leveraging students’ home language and incorporating translanguaging practices have shown promise compared to more traditional pedagogical strategies. To date, however, there is limited empirical evidence as to the extent to which IB PYP educators use these pedagogical strategies. Additionally, little is known about the cultural and structural factors that support or challenge their implementation.
Recognizing the critical role of IB PYP principal coordinators and teachers in implementing EAL policies and practices, this study adopts a qualitative methodology, incorporating document analysis, interviews and surveys with educators from eight IB PYP programs in eight countries. Findings reveal that in addition to instructional strategies, elements such as professional development, teacher collaboration, parental involvement and access to technology significantly influenced EAL learners’ experience, shaping both successes and challenges.
The greater demand for EAL programs calls for a deeper understanding of effective teaching approaches, as well as knowledge about the culture and structural factors that support and/or challenge educators’ efforts. This study provides important guidance for practitioners and school leaders as they attempt to enhance English language support in international educational settings.
"],"dc:identifier":["https://digital.sandiego.edu/dissertations/1039"],"dc:subject":["multilingualism","inquiry-based learning","inquiry-based instruction","asset-based pedagogy","translaguaging","home language.","Bilingual, Multilingual, and Multicultural Education","Education","Elementary Education"],"dc:title":["Acquisition of English by Additional Language Learners in Inquiry-Based Classrooms Within International Baccalaureate Primary Years Program Schools"],"thesis:degree_discipline":["Leadership Studies"],"thesis:degree_level":["Dissertation: Open Access"],"thesis:degree_name":["PhD Leadership Studies"]},"updated_at":"2026-07-24T05:40:49Z"}