Project-Based Second and Foreign Language Education

Past, Present, and Future

Edited by:
Gulbahar H. Beckett, University of Cincinnati
Paul Chamness Miller Ph.D, Akita International University

A volume in the series: Research in Second Language Learning. Editor(s): Bogum Yoon, State University of New York at Binghamton.

Published 2006

Dewey's idea of Project-based Learning (PBL) was introduced into the field of second language education nearly two decades ago as a way to reflect the principles of student-centered teaching (Hedge, 1993). Since then, PBL has also become a popular language and literacy activity at various levels and in various contexts (see Beckett, 1999; Fried-Booth, 2002; Levis & Levis, 2003; Kobayashi, 2003; Luongo- Orlando, 2001; Mohan & Beckett, 2003; Weinstein, 2004). For example, it has been applied to teach various ESL and EFL skills around the world (e.g., Fried-Booth, 2002). More recently, PBL has been heralded as the most appropriate approach to teaching content-based second language education (Bunch, et al., 2001; Stoller, 1997), English for specific purposes (Fried-Booth, 2002), community-based language socialization (Weinstien, 2004), and critical and higher order thinking as well as problem-solving skills urged by the National Research Council (1999). Despite this emphasis, there is a severe shortage of empirical research on PBL and research-based frameworks and models based on sound theoretical guidance in general and second and foreign language education in particular (Thomas, 2000). Also missing from the second and foreign language education literature is systematic discussion of PBL work that brings together representative work, identifying obvious gaps, and guiding the field toward future directions. This, first of its kind, volume bridges these obvious gaps through the original work of international scholars from Canada, Israel, Japan, Singapore, and the US.

Foreword, Leo van Lier. Introduction, Project-Based Second and Foreign Language Education: Theory, Research, and Practice, Gulbahar H. Beckett. Part I: Overview, Theory, and Research. Establishing a Theoretical Foundation for Project-Based Learning in Second and Foreign Language Contexts, Fredricka Stoller. Photovoice and Freirean Critical Pedagogy: Providing a Liberatory Theoretical Framework to Project-Based Learning in Second Language Education, Mary Brydon-Miller. Beyond Second Language Acquisition: Secondary School ESL Teacher Goals and Actions for Project-Based Instruction, Gulbahar H. Beckett. Second Language Socialization Through an Oral Project Presentation: Japanese University Students’ Experience, Masaki Kobayashi. Instructor Experiences With Project Work in the Adult ESL Classroom: A Case Study, Doreen Doherty and Janet Eyring. Project Work as a Conduit for Change in the Newcomers Classroom, Rod Case. Project-Based English as a Foreign Language Education in China: Perspectives and Issues, Yan Guo. Part II: Application: Frameworks and Models. “Learners’ Lives as Curriculum”: An Integrative Project-Based Model for Language Learning, Gail Weinstein. Global Issue Projects in the English Language Classroom, George Jacobs and Kip A. Cates. Knowing the Other Through Multicultural Projects in School EFL Programs, Valerie Jakar. L'Immeuble: French Language and Culture Teaching and Learning Through Projects in a Global Simulation, Beatrice Dupuy. French Gastronomy Through Project Work in College Classes, Becky Brown. Integrating Second Language Standards Into Project-Based Instruction, Paul Chamness Miller. Assessing Projects as Second Language and Content Learning, Tammy Slater, Gulbahar H. Beckett, and Carolyn Aufderhaar. PART III: Future Directions. Linking Interpretive Research and Functional Linguistics: From Learning Projects to Teaching Projects, Bernard A. Mohan and Grace I-chia Lee.