Speaker
Abstract section 2: Contribution/research questions
This presentation demonstrates how an interdisciplinary project-based learning (PBL) unit supports language learners in developing communicative competence through exploration of their local community. Elementary students investigated local places, gathered information, and created materials to introduce these locations. The project aimed to have students use English to share authentic information about their community with international visitors. Although implemented with elementary students, this project design can be adapted for learners in diverse educational contexts.
Abstract section 3: Content/method
This presentation begins with an overview of the context and objectives of this PBL unit. It then outlines the five stages of PBL: initiating the project with a driving question, building knowledge through inquiry, developing and creating project products, revising and improving through feedback, and presenting the final product to an audience. Examples of student work and classroom activities are provided, followed by reflections and recommendations for adapting the project in diverse educational settings.
Abstract section 5: References
Ellis, R. (2003). Task-based language learning and teaching. Oxford University Press.
Gruenewald, D. A., & Smith, G. A. (Eds.). (2008). Place-based education in the global age: Local diversity. Lawrence Erlbaum Associates.
Nunan, D. (2004). Task-based language teaching. Cambridge University Press.
PBLWorks. (2015). Gold standard PBL: Essential project design elements. Buck Institute for Education.
Sobel, D. (2004). Place-based education: Connecting classrooms and communities. Orion Society.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Abstract section 1: Relevance
This presentation examines how project-based learning (PBL) supports English language learners in developing communicative competence while linking language acquisition to their local community. The project is grounded in sociocultural learning theories (Vygotsky, 1978), which emphasize meaningful interaction and authentic language use contexts. Additionally, the design incorporates communicative language teaching (CLT) and task-based approaches that promote language use for practical purposes (Ellis, 2003; Nunan, 2004). Furthermore, the project integrates place-based education and intercultural awareness by encouraging students to explore and represent their community (Sobel, 2004; Gruenewald & Smith, 2008).
Abstract section 4: Outcomes/results
This presentation introduces an interdisciplinary project-based learning unit designed to promote the local community. It covers designing a community-based project through the five stages of PBL: developing a driving question, guiding student inquiry, supporting collaborative product creation, revising through feedback, and presenting work to an authentic audience. Examples of classroom activities and student work will be provided. Additionally, the integration of CLT and place-based learning into project design will be examined, along with strategies to adapt the project for diverse learners and educational contexts.
| Title | Community Ambassadors: A Project-Based Learning Approach |
|---|---|
| Commercial Promotion | No |
| Language | English |
| Teaching Context | General |