Project-Based Second and Foreign Language Education : Past, Present, and Future (PB)

Gulbahar H. Beckett

ISBN 10: 1593115059 / ISBN 13: 9781593115050

Edité par Information Age Publishing, 2006

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nach der Bestellung gedruckt Neuware - Printed after ordering - Dewey's idea of Project-based Learning (PBL) was introduced into the field of second language education nearly two decades ago as a wayto reflect the principles of student-centered teaching (Hedge, 1993). Since then, PBL has also become a popular language and literacyactivity at various levels and in various contexts (see Beckett, 1999; Fried-Booth, 2002; Levis & Levis, 2003; Kobayashi, 2003; LuongoOrlando, 2001; Mohan & Beckett, 2003; Weinstein, 2004). For example, it has been applied to teach various ESL and EFL skills around theworld (e.g., Fried-Booth, 2002). More recently, PBL has been heralded as the most appropriate approach to teaching content-based secondlanguage education (Bunch, et al., 2001; Stoller, 1997), English for specific purposes (Fried-Booth, 2002), community-based languagesocialization (Weinstien, 2004), and critical and higher order thinking as well as problem-solving skills urged by the National ResearchCouncil (1999). Despite this emphasis, there is a severe shortage of empirical research on PBL and research-based frameworks and modelsbased on sound theoretical guidance in general and second and foreign language education in particular (Thomas, 2000). Also missing fromthe second and foreign language education literature is systematic discussion of PBL work that brings together representative workidentifying obvious gaps, and guiding the field toward future directions. This, first of its kind, volume bridges these obvious gaps throughthe original work of international scholars from Canada, Israel, Japan, Singapore, and the US. N° de réf. du vendeur 9781593115050

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Titre : Project-Based Second and Foreign Language ...

Éditeur : Information Age Publishing

Date d'édition : 2006

Reliure : Taschenbuch

Etat : Neu

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Dewey's idea of Project-based Learning (Pbl) was introduced into the field of second language education nearly two decades ago as a way to reflect the principles of student-centered teaching (Hedge, 1993). Since then, Pbl has also become a popular language and literacy activity at various levels and in various contexts (see Beckett, 1999; Fried-Booth, 2002; Levis & Levis, 2003; Kobayashi, 2003; Luongo- Orlando, 2001; Mohan & Beckett, 2003; Weinstein, 2004). For example, it has been applied to teach various Esl and Efl skills around the world (e.g., Fried-Booth, 2002). More recently, Pbl has been heralded as the most appropriate approach to teaching content-based second language education (Bunch, et al., 2001; Stoller, 1997), English for specific purposes (Fried-Booth, 2002), community-based language socialization (Weinstien, 2004), and critical and higher order thinking as well as problem-solving skills urged by the National Research Council (1999). Despite this emphasis, there is a severe shortage of empirical research on Pbl and research-based frameworks and models based on sound theoretical guidance in general and second and foreign language education in particular (Thomas, 2000). Also missing from the second and foreign language education literature is systematic discussion of Pbl work that brings together representative work, identifying obvious gaps, and guiding the field toward future directions. This, first of its kind, volume bridges these obvious gaps through the original work of international scholars from Canada, Israel, Japan, Singapore, and the Us.