A Paradigm Shift for Language Education Project-Based Learning and Teaching (Routledge Research in Language Education)

Cover
Half Title
Series Page
Title Page
Copyright Page
Table of Contents
Acknowledgments
Chapter 1: Why Project-Based Learning and Teaching
	Origins of Project-Based Learning and Teaching
		Definitions
	Content-Based Instruction, Content and Language Integrated Learning, Task-Based Language Teaching, and Project-Based Learning and Teaching
		Content-Based Instruction
		Content and Language Integrated Learning
		Task-Based Language Teaching
		Project-Based Learning and Teaching
	Summary
	Overview of the Other Chapters
	Significance of the Book
	References
Chapter 2: Philosophical Paradigms and Theoretical Perspectives
	Two Paradigms in Linguistics
	Assumptions about Language Learning and Teaching
		Content-Based Instruction, Content and Language Integrated Learning, and Task-Based Language Teaching: Psycholinguistics Second Language Acquisition View and Formalist/Structuralist Paradigm
		Content-Based Instruction
		Content and Language Integrated Learning
		Task-Based Language Teaching Assumptions
		Theoretical Perspective for Task-Based Language Teaching
	Summary and Critique
		Project-Based Learning and Teaching: The Language Socialization View in a Functionalist Paradigm
	Language Socialization View
	Functionalist Paradigm
	The Need for a Paradigm Shift with “The Next Big Thing”: Project-Based Learning and Teaching
	References
Chapter 3: Project-Based Learning and Teaching Goals and Evaluations: Philosophical, Cultural, and Linguistic Models
	Rationale, Purpose, and Theoretical Framework
		Rationale for and Purpose of the Study
		Theoretical Framework
	Research Literature on Goals and Evaluations of Project-Based Learning and Teaching
		Goals Reported in General Education Literature
		Goals Reported in the Second Language Acquisition Literature
		Comparing General Education and Second Language Acquisition Goals
		General Education and English as Second Language Teachers’ Evaluations
		General Education and English as Second Language Students’ Evaluations
	The Current Study: Methods of Inquiry
		Ontological Assumptions
		Project-Based Learning and Teaching as a Language Socialization Activity
		Design of the Study
		Research Site
		The Participants
		Data Collection Procedures
		Data Analyses
	Findings and Discussion
		Teachers’ Goals for Project-Based Learning and Teaching
		Beyond Comprehensible Output
		Teacher\'s Evaluations of Project-Based Learning and Teaching
			Incidental Learning
			Beyond the Basics
		Students’ Evaluations of Project-Based Learning and Teaching
			Students’ Positive Evaluations
			Students’ Mixed Evaluations
			Students\' Negative Evaluations
		The Projects Implemented in the Study
	Explaining the Discrepancies: Background Conditions and Philosophical, Cultural, and Linguistic Models
		Background Conditions
		Philosophical Model: Traditional Versus Progressive
		Cultural Models: North American Versus Chinese
		The Linguistic Model: Language/Content Integration Versus Separation
	Conclusion and Implications for Research and Teachers
		Implications for Research
		Implications for Teachers
	References
Chapter 4: Implementing Projects into Existing Curricula and Raising Awareness with the Project Framework
	Needs for Project-Based Learning and Teaching and Guidance for Implementation
		Needs for Project-Based Learning and Teaching
		Needs for Project-Based Learning and Teaching Implementation Guidance
		Goals of the Study
		Theoretical Framework
	The Current Study
		Contexts of the Study
		The Participants
		Data Sources and Analysis
	Findings
		Students’ Appropriation and Evaluation of the Project Framework
		Students’ Evaluations of Project-Based Learning and Teaching
	Conclusion and Implications
	References
Chapter 5: A Project for Critical Thinking and Language Development with Social Studies Social Media
	Background
	Conceptual/Theoretical Frameworks
	Why Teach Critical Thinking, Language Form and Function, and Deeper Learning with a Social Media Project?
		What Is Critical Thinking?
		Who Needs Critical Thinking and Why?
		How Is It Done?
	Gaps to Be Addressed for Critical Thinking Cultivation
	Cultivating Critical Thinking with a Project-Based Learning Approach
	Covid-19 Vaccination Social Media Project for Critical Thinking
	Developing Critical Thinking Language Form and Function
	Conclusion and Suggestions for Research and Practice
	References
Chapter 6: Critical Project-Based Learning and Teaching for 21st Century with Five Cs
	Background
	Five Cs of the 21st-Century Skills: Definitions and Rationale
		Critical Thinking
		Creativity
		Collaboration
		Communication
		Competencies in Digital Literacy
	Language Socialization View and Systemic Functional Linguistics Paradigm
		Language Socialization View
		Systemic Functional Linguistics Paradigm
		Project-Based Learning and Teaching for the Five Cs
	Project ideas for the Five Cs
		Critical Thinking Project Idea
		Creativity Project Idea
		Collaboration Project Idea
		Communication Project Idea
		Competency in Digital Literacy Project Idea
	Conclusion and Directions for Further Work
	References
Index