Why PBL?

Project-Based Learning (PBL) is a student-centered, dynamic, active and authentic learning approach in which students gain a deeper understanding and greater range of language skills by working for an extended period of time to explore and complete authentic, engaging and complex tasks in an interconnected way (Levy, 1997; Moss & Van Duzer, 1998; Stoller, 2002, 2006; Fragoulis, Tsiplakides, & Tsiplakides, 2009; Thomas, 2017).

PBL provides learners with a number of pedagogical benefits and involves a variety of approaches and methods, including Task-based, Communicative, Multiliteracies-based, Multimodal, Technology-based, Content-based, Standards-based, Geography/Place-based, Arts-based, and Community-based. Therefore, PBL has become a prominent language teaching approach at many levels and in various contexts (Beckett, 1999; Beckett & Miller, 2006; Fried-Booth, 2002; Kobayashi, 2003; Levis & Levis, 2003; Luongo Orlando, 2001; Mohan & Beckett, 2003; Weinstein, 2004).

Overall, many studies show the benefits and efficacy of PBL. Positive outcomes include increases in level of student engagement and motivation (Thomas, 2000; Walker & Leary, 2009), heightened interest in content, more robust development of problem-solving strategies and critical thinking (Beckett & Miller, 2006; Horan, Lavaroni, & Beldon, 1996; Mergendoller, Maxwell, & Bellisimo, 2006; Tretten & Zachariou, 1995), and greater depth of learning and transfer of skills to new situations (Hmelo-Silver, 2007; Thomas, 2000; Barron, et al., 1998). In addition, students can become independent and able to apply their skills to real-world tasks (Finkelstein et al., 2010; Kirschner, 2006). Through PBL experiences, students also improve their ability to work collaboratively and resolve conflicts (Beckett & Miller, 2006; ChanLin, 2008). Integrating authentic projects in language classrooms may have practical challenges for teachers. However, projects can lead language programs and courses in a way that reduces such challenges and limitations in several respects, such as limitations of language textbooks and challenges of incorporating the World-readiness Standards Goals for Learning Language (5Cs) (Lee-Smith, 2017).

The way PBL intersects with teaching approaches can be clearly illustrated. Pedagogically, PBL can strengthen the following principles and practices in relation to different approaches:

• Content-based Approach: Content selection for curricular needs (e.g., arts, film, media, geography/places, history, politics, economic practices, literature, social issues)
• Task-based Approach: Authenticity; real-world tasks; project tasks
• Communicative Approach: Emphasis on learning to communicate through interaction with the target language
• Community-based Approach: The linking of classroom language and cultural learning with language use; interacting with real speakers of the target language and culture outside the classroom
• Multiliteracies Practices: Creativity and Critical Thinking; multiple literacies; modes of meaning-making
• Learner-centered Approach: Active learning; fostering learner autonomy; the active involvement of the learners; real-world applications

Furthermore, PBL can be easily implemented for the Standards-based language and culture curriculum across languages and levels in higher education settings. By working through projects, students have opportunities to develop well-rounded 5 C Standard goal areas – Communication, Cultures, Connections, Comparisons and Communities (ACTFL 2015). At the center of language learning is Communication. Communicative competence cannot be fully achieved without gaining the knowledge and understanding of the Cultures. Knowledge of other languages and cultures affords individuals with Connections. Students are able to recognize that there are many ways to view the world through Comparisons and contrasts between the target and native languages and cultures. Ultimately, studying another language provides the student with ways to establish multilingual Communities both locally and internationally. Thus, PBL can help learners meet the standards effectively with real-life tasks such as arts appreciation; engaging with communities; community-service learning; multiliteracies practices; building critical thinking and analytical skills through media and technology; and enhancing intercultural competence through meaningful communication.