ENHANCING LANGUAGE PROFICIENCY THROUGH INTERACTIVE READING: A CURRICULUM PROPOSAL FOR PRIMARY YEARS PROGRAM STUDENTS IN AN IB BILINGUAL SCHOOL
Keywords:
Interactive reading program · Primary Years Program (PYP) · bilingual education · curriculum development · IB World School · language proficiencyAbstract
This report proposes the development of a supplementary interactive reading program for Primary Years Program (PYP) students (Grades 1–5) at a private IB Bilingual School in Changzhou, China. Situated within a bilingual setting that integrates the IB curriculum framework and the Chinese National Curriculum, the school serves a diverse population of local and international students. While the current English program enhances basic language skills and prepares students for CEFR-aligned assessments, it lacks opportunities for interactive and purposeful reading experiences. The proposed curriculum change addresses this gap by introducing a weekly interactive reading class utilizing a variety of resources, including leveled books, Raz-Kids, and Renaissance myON® Reader, with flexible lesson planning to meet students’ diverse needs. The initiative aims to strengthen students’ reading fluency, comprehension, critical thinking, and communication skills while fostering interpersonal development through collaborative activities. Drawing upon Tyler’s four-stage rationale for curriculum design, the program emphasizes formative assessment practices, promoting process-focused learning rather than solely outcome-based evaluations. Grounded in progressive educational theories and consistent with IB principles, the proposal stresses the importance of authentic learning contexts, emotional engagement, and the development of the IB Learner Profile attributes. By responding to the cognitive and linguistic needs of bilingual learners, the interactive reading program seeks to cultivate proficient readers, independent thinkers, and responsible global citizens. Ultimately, this curriculum development represents a well-informed, research-based innovation that aligns with current educational trends and addresses the evolving demands of 21st-century learning environments.
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