ERIC Number: ED464499
Record Type: RIE
Publication Date: 2001
Inquiry Cycles in a Whole Language Foreign Language Class: Some Theoretical and Practical Insights.
Schwarzer, David; Luke, Chris
Texas Papers in Foreign Language Education, v6 n1 p83-99 Fall 2001
This paper explores inquiry cycles as an innovative curricular framework in whole language foreign language classes. Whole language is an educational philosophy that advocates and espouses student-centered, activity-based learning. The inquiry cycle is a holistic method of teaching based on a question or set of questions that students themselves choose to explore. This curricular model, initially developed for elementary monolingual classrooms, includes the following stages: building from the known, taking time to find questions for inquiry, gaining new perspectives, attending to difference, sharing what was learned, planning new inquiries, and taking thoughtful action. A number of different approaches for implementing inquiry cycles are explained, ranging from a full implementation to a partial implementation with curricular engagements only. The paper addresses a number of possible drawbacks to the technique and present adaptations for using inquiry cycles in foreign language settings, particularly the beginning levels of instruction. Practical implications are outlined for foreign language teachers interested in incorporating this approach into their practice. (Contains 40 references.) (Author/SM)
Publication Type: Journal Articles; Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: Texas Univ., Austin. Foreign Language Education Program.
Note: Paper presented at the Texas Foreign Language Education Conference (Austin, TX, March 23-24, 2001). For the complete journal issue, see FL 027 255.