Institute for Learning Sciences & Teacher Education

Social constructivist approaches to language learning in multilingual early and elementary years classrooms


This project aims to undertake a systematic review of the existing literature to identify successful models of professional development (PD) programs based on a social interactionist perspective to language learning in multilingual, bilingual and monolingual IB contexts. We propose furthermore to analyse existing research and collect and analyse further observation data from multiple international sites to report on the implementation of such PD programs in web-based and face-to-face modes with teachers following an IB program. The scope of this enquiry includes elementary and early years settings, focussing on learners from 5 to 11 years old. While the theoretical scope of the systematic review will include a range of language models, empirical analysis of effective classroom practice will focus on pedagogies underpinned and informed by systemic functional linguistics (SFL).


  • International Baccalaureate, US$35,000


Nov 2015- June 2016