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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.
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.
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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
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
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