Environment for learning

I've been reflecting on the importance of creating a safe environment for learning, especially using an inquiry-based approach. It's so important that students feel like they are able to take risks in learning, especially in the sometimes vulnerable state of trying to learn a language. Successful language learners are always the most willing to make mistakes and be able to learn from them. I've been thinking about how even though young students have little language to work with in order to engage in student-led learning while using the language of instruction, they generally have much less social awareness to feel like they are in performance mode at all times. I recently watched a Ted Talk required for another PME course called "How to get better at the things you care about" by Eduardo Briceno in 2016. He discusses how classrooms tend to be more often in the "performance zone" rather than a "learning zone" in which students feel like they are put on the spot to perform the best of their ability, not prioritizing a growth mindset (Briceno, 2016). I notice how for Kindergarteners, this isn't as much of an issue making them much better risk takers in language learning since they are less concerned about performance and are more open to making mistakes.
I know that the process is messy and won't necessarily look the same as a classroom that isn't in the first year of language immersion. Building a safe, inviting, comfortable learning environment is the first step to implementing a growth mindset that invites risk taking and great potential for learning.


Briceno, (2016) "How to get better at the things you care about" https://www.ted.com/talks/eduardo_briceno_how_to_get_better_at_the_things_you_care_about

Innovation in language learning through an inquiry-based approach

As a French Immersion teacher, I often reflect on the different approaches used by teachers in teaching language. Having been in French Immersion myself, I think back at how I learned language in a school setting and how the program has evolved since then. The curriculum in BC has shifted towards inquiry-based learning and core competencies that can cater to different types of learners. This allows us to highlight student strengths and allow them to develop skills in asking relevant questions and learning meaningful material while remaining engaged.
For me, especially teaching Kindergarten students that most often don't have previous exposure to French, it brings up the question of how to go about teaching language in a meaningful, engaging way when the instruction relies on being very teacher-led to provide modelled language. I think about the structured teaching required to teach language and how it makes me reluctant to incorporate more inquiry-based learning that can be more student-led. I know that I am successful in teaching my students language as they have picked up conversational French by the end of the year, but I am looking to expand my program into one that can incorporate inquiry-based learning as efficiently as you could in a classroom where students are already fully communicating in the language of instruction. In order to be able to model language, I often have to give them the language they would need to discuss certain topics, which often makes it so I am directing or influencing the discussion. As my old students go on to upper grades and their language improves, I see that this doesn't remain an issue as they become more fluent and are able to converse freely. I have just found implementing inquiry-based learning in French Immersion Kindergarten to be challenging and am looking to expand my practice!