ProjectBased Second and Foreign Language Education

Past, Present, and Future

Nonfiction, Reference & Language, Education & Teaching, Higher Education, Language Arts, Linguistics
Cover of the book ProjectBased Second and Foreign Language Education by , Information Age Publishing
View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart
Author: ISBN: 9781607527169
Publisher: Information Age Publishing Publication: September 1, 2006
Imprint: Information Age Publishing Language: English
Author:
ISBN: 9781607527169
Publisher: Information Age Publishing
Publication: September 1, 2006
Imprint: Information Age Publishing
Language: English

Dewey's idea of Projectbased Learning (PBL) was introduced into the field of second language education nearly two decades ago as a way to reflect the principles of studentcentered 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; FriedBooth, 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., FriedBooth, 2002). More recently, PBL has been heralded as the most appropriate approach to teaching contentbased second language education (Bunch, et al., 2001; Stoller, 1997), English for specific purposes (FriedBooth, 2002), communitybased language socialization (Weinstien, 2004), and critical and higher order thinking as well as problemsolving skills urged by the National Research Council (1999). Despite this emphasis, there is a severe shortage of empirical research on PBL and researchbased 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.

View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart

Dewey's idea of Projectbased Learning (PBL) was introduced into the field of second language education nearly two decades ago as a way to reflect the principles of studentcentered 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; FriedBooth, 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., FriedBooth, 2002). More recently, PBL has been heralded as the most appropriate approach to teaching contentbased second language education (Bunch, et al., 2001; Stoller, 1997), English for specific purposes (FriedBooth, 2002), communitybased language socialization (Weinstien, 2004), and critical and higher order thinking as well as problemsolving skills urged by the National Research Council (1999). Despite this emphasis, there is a severe shortage of empirical research on PBL and researchbased 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.

More books from Information Age Publishing

Cover of the book Preparing Teachers to Teach with Technology by
Cover of the book Advances in Longitudinal Methods in the Social and Behavioral Sciences by
Cover of the book SelfEfficacy Beliefs of Adolescents by
Cover of the book Participatory Methodologies to Elevate Children's Voice and Agency by
Cover of the book 10 Dilemmas in Teaching with Discussion by
Cover of the book Race Lessons by
Cover of the book The Professor's Guide to Taming Technology by
Cover of the book Learning Through Visual Displays by
Cover of the book The Dark Side of Technological Innovation by
Cover of the book Creating Opportunities for Change and Organization Development in Southern Africa by
Cover of the book Effective Group Problem Solving by
Cover of the book Toward Assessing Business Ethics Education by
Cover of the book Educating Teachers and Tomorrow’s Students through Service-Learning Pedagogy by
Cover of the book New Knowledge Creation Through ICT Dynamic Capability by
Cover of the book The 'Other' Students by
We use our own "cookies" and third party cookies to improve services and to see statistical information. By using this website, you agree to our Privacy Policy