Global Perspectives on Project-Based Language Learning, Teaching, and Assessment
Key Approaches, Technology Tools, and Frameworks
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This volume provides a comprehensive account of project-based language learning (PBLL) which showcases key theoretical approaches, empirical research, technological tools, and research-based frameworks to help further PBLL implementation and research. Taking its cue from the conclusions drawn from project-based learning more broadly, which point to the impact of project-based work on learning and development, discourse socialization, subject engagement, and collaborative skills, the book highlights how these discussions might be extended and enhanced within the context of language learning. The volume begins with discussions of philosophical and theoretical models of PBLL and is followed by case studies from contributors from a range of learning contexts and geographic regions which demonstrate these models in practice, with a focus on the implementation of technology in such instances. The book also introduces resources for aligning projects with government standards in the classroom but also frameworks for researching and assessing PBLL. This comprehensive collection is essential reading for students and researchers in language learning and teaching, language education, curriculum design, and applied linguistics.
Table of Contents
Part 1: Philosophical, Theoretical, and Empirical Models of PBLL 1. Philosophical Foundation, Theoretical Approaches, and Gaps in the Literature 2. Researching Project-Based Learning: A Review and a Look Ahead at Form and Function in Writing Part 2: Empirical Research on Technology-Mediated PBLL 3. Translanguaging in Project-Based Language Learning 4. Project-Based Learning in the Advanced German Class: Integrated Content and Language Learning 5. Plagues Infecting a Medical School: A Case for Authentic Video Games to Promote Motivation, Engagement, and Acquisition 6. Students Co-learning Linguistics through PBL: A Cross-Cultural Telecollaborative Implementation 7. What Do You Zinc About the Project?’: Examples of Technology-Enhanced Project-Based Language Learning 8. Bridging Cross-Cultural Teaching Practices with Technology-Enriched PBLL in Chinese as a Foreign Language Education Part 3: Frameworks for Technology-Mediated PBLL 9. A Framework for Learning with Digital Resources: Applications for Project-Based Language Learning 10. The Knowledge Framework: An Organizational Tool for Highlighting the "LL" in Technology-integrated PBLL 11. Using the Knowledge Framework and Genre Pedagogy for Technology-Enhanced Form-Function Project-Based Language Learning 12. A Research-Based Framework for Assessing Technology-Infused PBLL 13. Altering the View of Language Instruction in Project-Based Learning: Examining the Bilingual Teachers’ Unit Design Experience 14. Beyond Exams: Research-Based Dynamic, Technology-Mediated, Project-Based Framework for Meaningful Language Learning in a Secondary EFL Setting in China
Gulbahar H. Beckett is a professor at Iowa State University. She has conducted numerous studies and published widely including on project-based second/foreign language acquisition and socialization; content-based second/foreign language education; language policies; technology integrated teaching and learning; academic language and literacy socialization, and globalization.
Tammy Slater, an associate professor at Iowa State University, researches primarily using analytic methods drawn from Systemic Functional Linguistics. She has published widely on the development of academic language through content-based and project-based teaching and learning, particularly as these inform the field of education for English language learners.