Speaker
Abstract section 3: Content/method
This interactive workshop uses a quick three-part structure: (1) theoretical foundation connecting inquiry learning, concept-based curricula, and ELL pedagogy; (2) demonstration of concept-based inquiry units with authentic questioning examples; (3) hands-on activity to experience the inquiry and conceptual-based learning. The facilitator will model scaffolding strategies for mixed-proficiency ELL classrooms and address common implementation challenges. Participants will receive a resource toolkit and classroom-ready activities for immediate implementation in their classrooms.
Abstract section 4: Outcomes/results
Participants will leave with:
1.Conceptual Understanding: How concept-based inquiry integrates language development with meaningful thinking and why this matters for English language learners.
2. Practical models and resources: Models and resources for designing units around transferable concepts and authentic questions that promote transfer beyond the classroom.
3. Scaffolding Strategies: Techniques for supporting mixed-proficiency ELLs within inquiry-based structures.
4. Classroom Resources: Resources and activities that can be used immediately while participants consider how to plan and prepare for further conceptual learning.
5. Mindshift Perspective: Recognition of how authentic exploration increases student agency, teacher empowerment, and transferable learning.
Abstract section 1: Relevance
Current ELL pedagogy increasingly recognizes that isolated grammar and vocabulary instruction disconnects language from meaningful thinking. Research on inquiry-based learning demonstrates enhanced motivation, deeper understanding, and improved transfer when students explore authentic questions. Concept-based curricula, grounded in Erikson's framework (Erikson, Lanning, & French, 2019), organize learning around enduring understandings and transferable concepts. For ELLs, this approach reduces cognitive overload by providing conceptual scaffolding while language acquisition occurs within purposeful contexts. When students perceive learning as authentic exploration, agency and empowerment increase.This workshop bridges inquiry learning, conceptual thinking, and student-centered exploration to create learning experiences that extend beyond the classroom.
Abstract section 2: Contribution/research questions
This practice-oriented workshop addresses a gap in secondary ELL instruction: how to integrate authentic inquiry, concept-based learning, and student agency. Participants will explore how framing learning around essential questions and transferable concepts shifts classroom culture from compliance-based to exploration-based. Participants will examine how this pedagogical mindshift increases both student empowerment and teacher efficacy, creating sustainable, meaningful English language instruction that extends beyond classroom walls and fosters genuine curiosity and ownership of learning.
Abstract section 5: References
Erikson, H. L., Lanning, L. A., & French, R. (2019). Concept-based curriculum and instruction for the thinking classroom (3rd ed.). Corwin Press.
| Title | Authentic Inquiry: Empowering ELLs Through Conceptual Learni |
|---|---|
| Teaching Context | Junior/senior high-school |