Livestream + Zoom 1 60 minute Workshop
Oct 24, 2021 08:55 AM - 09:55 AM(Asia/Ho_Chi_Minh)
20211024T0855 20211024T0955 Asia/Ho_Chi_Minh Project-Based Language Learning: From Theory to Practice

While most language courses include something that falls under the general definition of a project, far fewer courses take advantage of a fully elaborated version of project-based language teaching (PBLT). When fully implemented, PBLT offers a flexible, student-centered, collaborative pedagogical approach that challenges students to engage with real-world problems. Rather than lasting only a single lesson, or coming at the end of an instructional unit, projects span an entire unit or perhaps even an entire course. Students are included as decision makers from start to finish, helping to determine the project's theme, outcome, and audience. Easily integrated into classes that are in-person or online, synchronous or asynchronous, PBLT is uniquely suited to the demands of our current educational moment. After a review of the literature showing PBLT can lead to gains in productive skills, autonomy, and motivation (Astawa, Artini, Nitiiasih, 2017; Shin, 2018) this presentation describes the steps to implement the full version of PBLT as outlined in Alan and Stoller (2005). Effective as it may be, PBLT is not a panacea; thus, the challenges to applying this approach, especially in the context of online education, are discussed and potential solutions are offered. The workshop's attendees will gain theoretical and practical insight into PBLT and will leave with a step-by-step approach that can be applied to expand current projects or redesign aspects of their curriculum to include substantial and engaging project work.

Livestream + Zoom 1 VietTESOL International Convention 2022 convention@viettesol.org.vn


While most language courses include something that falls under the general definition of a project, far fewer courses take advantage of a fully elaborated version of project-based language teaching (PBLT). When fully implemented, PBLT offers a flexible, student-centered, collaborative pedagogical approach that challenges students to engage with real-world problems. Rather than lasting only a single lesson, or coming at the end of an instructional unit, projects span an entire unit or perhaps even an entire course. Students are included as decision makers from start to finish, helping to determine the project's theme, outcome, and audience. Easily integrated into classes that are in-person or online, synchronous or asynchronous, PBLT is uniquely suited to the demands of our current educational moment. After a review of the literature showing PBLT can lead to gains in productive skills, autonomy, and motivation (Astawa, Artini, Nitiiasih, 2017; Shin, 2018) this presentation describes the steps to implement the full version of PBLT as outlined in Alan and Stoller (2005). Effective as it may be, PBLT is not a panacea; thus, the challenges to applying this approach, especially in the context of online education, are discussed and potential solutions are offered. The workshop's attendees will gain theoretical and practical insight into PBLT and will leave with a step-by-step approach that can be applied to expand current projects or redesign aspects of their curriculum to include substantial and engaging project work.

Virtual English Language Fellow
,
Regional English Language Office, U.S. Mission in Vietnam
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