Inquiry-Based Social Classes and Language Learning Assessment
Bilal Khalid Khalaf

University of Anbar

Abstract

The cognitive process of learning is considered as the core element for acquiring and developing learners^ academic literacies (Baker, 2018). Numerous researches in the literature showed the significance for engaging learners in the learning context as a meaningful method for developing their cognitive literacies. However, learning through inquiry or inquiry-based learning (IBL) is considered as one of the constructive approaches that designed as a response for the demand on students-centre learning that accompanied with the present technological advance. Social learning classes adopted this approach of learning, but the studies for evaluating the efficiency of this instructional model in social classes are relatively small. The current research sheds some light on the role of inquiry-based learning in developing academic literacies in social classes, especially the field of translation studies. In addition, how the inquiry approach supports the roles of educators and literacy advisors in developing and assessing learners^ academic literacies had been reviewed. The present study concluded that inquiry-based learning is a pedagogical model of learning which approved its efficiency in developing learners^ academic literacies but, it requires further modifications in the social science classes. Lastly, this study set up the bases for researchers, instructional models, and curriculum designers and other beneficiaries to invest in this part of knowledge for further advantages.

Keywords: Inquiry-Based Learning, Literacy, Translator, Educator and Literacy Advisor

Topic: Language Education