Description
This book investigates the argument for the significance and necessity of project-based learning and teaching (PBLT), as it becomes increasingly important in language education.
Drawing on research and professional literature spanning over 100 years, it explores the research foundations and the historical and theoretical antecedents of PBLT, articulating the application of PBLT as a valuable approach for second language education pedagogy and research. Utilizing qualitative classroom research conducted in Canada, it then moves to address key concerns surrounding the difficulties of effectively implementing PBLT with existing curriculum and keeping track of content acquisition, cognitive and social skills development, and language learning.
Authoritatively written, and offering fresh insight into how the field can be advanced by engaging second language (L2) students in deeper learning and higher order thinking with 21st-century PBLT contextually, situationally, and multimodally, it makes a valuable pedagogical and research contribution that benefits practitioners and researchers in the field. As such, it will appeal to researchers, faculty, and L2 professionals with interests in L2 education, multimodal teaching and learning, and applied linguistics.
Table of Contents
Acknowledgements
Chapter 1: Why Project-Based Learning and Teaching
Chapter 2: Philosophical Paradigms and Theoretical Perspectives
Chapter 3: Project-Based Learning and Teaching Goals and Evaluations: Philosophical, Cultural, and Linguistic Models
Chapter 4: Implementing Projects into Existing Curricula and Raising Awareness with the Project Framework
Chapter 5: A Project for Critical Thinking and Language Development with Social Studies Social Media
Chapter 6: Critical Project-Based Learning and Teaching for 21st Century with Five C’s
Index
