Read more
"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"--
List of contents
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
About the author
Adrian Gras-Velázquez is a Lecturer and Language Coordinator in the Spanish and Portuguese Department at Smith College, USA.
Summary
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.
