Project-Based Learning in Second Language Acquisition

Building Communities of Practice in Higher Education
Herausgeber: Gras-Velazquez, Adrian

• Broschiertes Buch

Produktbeschreibung

This book showcases pedagogical tools for learning languages through interdisciplinary project-based learning (PBL). Chapters demonstrate a diverse range of PBL activities that help students build communities of practice within classroom settings, and across local and global communities. Too often, learning a language can become a static endeavor, confined to a classroom and a singular discipline. But language is dynamic and fluid no matter the setting in which learning takes place. In acknowledging this, this volume explores how PBL and community-engagement pedagogies serve to combine learning goals and community service in ways that enhance student growth and facilitate second language development in an interdisciplinary, multilingual, and multicultural higher education learning environment. Chapters touch on activities and approaches including spoken-word poetry, environmental projects, social activism, study abroad, and in-service learning. This book will be of interest to researchers, academics, and postgraduate students in the fields of language education, second language acquisition, higher education, and comparative and international education.

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Produktdetails

• Verlag: Routledge
• Seitenzahl: 286
• Erscheinungstermin: 31. März 2021
• Englisch
• Abmessung: 229mm x 152mm x 16mm
• Gewicht: 418g
• ISBN-13: 9780367785000
• ISBN-10: 0367785005
• Artikelnr.: 61210026

Autorenporträt

Adrian Gras-Velázquez is a Lecturer and Language Coordinator in the Spanish and Portuguese Department at Smith College, USA.

Inhaltsangabe

List of Contributors
Acknowledgements
Introduction
Adrián Gras-Velázquez
PART I
Theoretical Intersections
Chapter 1: Diversity and second language acquisition in the university
classroom. A multilingual and multicultural setting.
María José Coperías-Aguilar
Chapter 2: Project-based learning: A five-stage framework to guide language
teachers
Fredricka L. Stoller and CeAnn Chandel Myers
Chapter 3: A theoretical approach to project-based learning in
community-based settings
Emily Skalet
PART II
Teaching and Learning
Chapter 4: Community bridges and interdisciplinary language learning
projects: stepping out of comfort zones and building ways to grow
Susan G. Polansky
Chapter 5: Project-based & ELF-aware pre-service teacher education in
Turkey: sample cases of discovery, creativity, interaction and multilingual
and multicultural diversity
Elif Kemaloglu-Er and Yasemin Bayyurt
PART III
Immersion and the International
Chapter 6: Social activism Italian style: building a community of practice
through language immersion and civic engagement while studying abroad
Bruno Grazioli
Chapter 7: Investigating environmental sustainability in an English writing
course for international students. PBL as an on-ramp to academic belonging
Susan Huss-Lederman, Prajukti (juk) Bhattacharyya, and Brianna Deering
PART IV
Heritage Learning and Language
Chapter 8: Project-based learning in the context of teaching heritage
language learners
Maria Carreira, Claire Hitchins Chik, and Shushan Karapetian
Chapter 9: Círculo Juvenil de Cultura: A ten-year experiment in service
learning and community engagement
Mariana Achugar, Felipe Gómez, and Kenya C. Dworkin y Méndez
PART V
Civic Partnerships
Chapter 10: Multilingual justice in the streets and in the classroom:
translating a digital timeline of US domestic worker organizing
Michelle Joffroy
Chapter 11: Language acquisition through service learning and community
engagement: critical reflection, intercultural competence and action agency
Alison Maginn
PART VI
Case Studies in Creative Communications
Chapter 12: ¿Y tú quién eres? Interviews as project-based learning at a
multicultural college community
Adrián Gras-Velázquez, Julia Chindemi-Vila, and Ah-Young Song
Chapter 13: Every poem matters: world language acquisition and community
building through spoken-word poetry
Inés Arribas
Chapter 14: Films for inclusion: LGBT+ perspectives in the French language
classroom
Aurélie Chevant-Aksoy and Ericka Knudson