This book showcases pedagogical tools for learning languages through interdisciplinary project-based learning (PBL). Chapters demonstrate a diverse range of PBL activities that help students build communities of practice within classroom settings, and across local and global communities.
Too often, learning a language can become a static endeavor, confined to a classroom and a singular discipline. But language is dynamic and fluid no matter the setting in which learning takes place. In acknowledging this, this volume explores how PBL and community-engagement pedagogies serve to combine learning goals and community service in ways that enhance student growth and facilitate second language development in an interdisciplinary, multilingual, and multicultural higher education learning environment. Chapters touch on activities and approaches including spoken-word poetry, environmental projects, social activism, study abroad, and in-service learning.
This book will be of interest to researchers, academics, and postgraduate students in the fields of language education, second language acquisition, higher education, and comparative and international education.
Table of Contents
List of Contributors
Chapter 1: Diversity and second language acquisition in the university classroom. A multilingual and multicultural setting.
María José Coperías-Aguilar
Chapter 2: Project-based learning: A five-stage framework to guide language teachers
Fredricka L. Stoller and CeAnn Chandel Myers
Chapter 3: A theoretical approach to project-based learning in community-based settings
Teaching and Learning
Chapter 4: Community bridges and interdisciplinary language learning projects: stepping out of comfort zones and building ways to grow
Susan G. Polansky
Chapter 5: Project-based & ELF-aware pre-service teacher education in Turkey: sample cases of discovery, creativity, interaction and multilingual and multicultural diversity
Elif Kemaloglu-Er and Yasemin Bayyurt
Immersion and the International
Chapter 6: Social activism Italian style: building a community of practice through language immersion and civic engagement while studying abroad
Chapter 7: Investigating environmental sustainability in an English writing course for international students. PBL as an on-ramp to academic belonging
Susan Huss-Lederman, Prajukti (juk) Bhattacharyya, and Brianna Deering
Heritage Learning and Language
Chapter 8: Project-based learning in the context of teaching heritage language learners
Maria Carreira, Claire Hitchins Chik, and Shushan Karapetian
Chapter 9: Círculo Juvenil de Cultura: A ten-year experiment in service learning and community engagement
Mariana Achugar, Felipe Gómez, and Kenya C. Dworkin y Méndez
Chapter 10: Multilingual justice in the streets and in the classroom: translating a digital timeline of US domestic worker organizing
Chapter 11: Language acquisition through service learning and community engagement: critical reflection, intercultural competence and action agency
Case Studies in Creative Communications
Chapter 12: ¿Y tú quién eres? Interviews as project-based learning at a multicultural college community
Adrián Gras-Velázquez, Julia Chindemi-Vila, and Ah-Young Song
Chapter 13: Every poem matters: world language acquisition and community building through spoken-word poetry
Chapter 14: Films for inclusion: LGBT+ perspectives in the French language classroom
Aurélie Chevant-Aksoy and Ericka Knudson
Adrian Gras-Velázquez is a Lecturer and Language Coordinator in the Spanish and Portuguese Department at Smith College, USA.