Using Inquiry-Based Learning to Support Newly-Arrived Chinese Intermediate-Aged Immigrant Students

An increasing number of Chinese students are coming to study in Ontario and many of them are adolescents who have been largely exposed to the Chinese education but are new to the Ontario learning environment. This qualitative research study examined the question: how is a small sample of Ontario intermediate teachers using an inquiry-based learning approach to support the learning needs of newly arrived Chinese students? Data was collected through semi-structured interviews with three Ontario intermediate teachers who have worked with a large number of Chinese immigrant students. Four themes emerged from the interview transcripts: challenges reportedly faced by newly-arrived Chinese intermediate- aged students; teachers’ interpretation and application of inquiry-based learning (IBL) approaches to support Chinese newcomer students; Chinese students’ reported responses to IBL; and challenges faced by teachers when supporting Chinese immigrant students. Implications for the Ontario education community and personal practice are discussed. Recommendations are made for the Ontario education community and teachers in particular