Inquiry-based Learning in the Interdisciplinary IB MYP Language Acquisition Class

Cigdem Eflanili, Jale Onur


The main objective of the study is to investigate the effect of inquiry-based learning in the frame of interdisciplinary teaching and learning on English class and the impact that it creates on the IB MYP Emergent and Capable Level students (Grade 5, 6, 7 and 8) in the selected IB continuum school, applying the IB MYP curriculum, in Turkey. Three levels of language proficiency are provided for language classes in IB MYP. The planning is established on the effective choice of a suitable level between Emergent, Capable, and Proficient levels. The set of objectives and each level’s needs are used to determine the expectations and set goals for the learners.

The study was conducted by using a mixed approach which uses data collected from194 middle school students and 8 IB MYP teachers. Each student completed the questionnaire on Inquiry-based Learning. There are 7 Focus Groups; 5 Focus Groups with a random sampling of middle school students and 2 Focus Groups of related subject area teachers. In line with the purpose of study, the selection of subject-area teachers is limited to English, Maths, and Science which use English as the language of instruction in the selected IB school. The data collected from each participant is analyzed with the help of SPSS 22. Under the light of this study, the answer to the question “How does inquiry-based learning affect the language learning process in the IB MYP Emergent and the IB MYP Capable levels?” is provided. The study is designed to be a comparative case study that focuses on the similarities and differences across the two IB MYP levels; Emergent and Capable and how they connect in terms of inquiry-based learning and language acquisition.

It is understood that a student who can benefit from the interdisciplinary learning experience is enriched in terms of the experience of making connections to the real world and showing appreciation of inquiry based learning.

Full Text:




  • There are currently no refbacks.

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright © SCHOLINK INC.   ISSN 2573-0401 (Print)    ISSN 2573-041X (Online)