English Learners' Conceptions of Self in an International Baccalaureate Middle Years Programme: A Narrative Inquiry

Abstract

The purpose of this narrative inquiry was to explore the experiences of English learners (ELs) participating in the International Baccalaureate Middle Years Programme (IB MYP) at a suburban middle school in Southeast Michigan. The International Baccalaureate Organization recognizes several key ideas that align with established theories of second language acquisition and culturally responsive pedagogy. While in theory, ELs should thrive in IB programs, little research is available on their experiences in American IB schools, and some research has brought to light discrepancies in the stated and actual language ideologies at play in such programs. The aim of this study was to document the lived and told stories of ELs who are participating in the IB MYP to identify how the program shapes their conceptions of self and acknowledges their academic, linguistic, and social needs. Findings suggest that key elements of the IB MYP, including the IB learner profile and focus on international-mindedness, contribute positively to participants’ strong identity as learners, self-esteem, and developing social and ethnic identities as multilingual students. Participants strongly believe their needs are being met, particularly through the efforts of individual teachers as they implement the IB approaches to teaching that remove barriers to learning and promote conceptual understanding of content through inquiry, real-life contexts, and collaboration. Examining the findings through the lens of LangCrit reveals that the IB MYP does not appear to overcome dominant cultural ideology that perpetuates meritocracy and traditional definitions of intelligence and success.