Project-Based Language Learning and CALL
From Virtual Exchange to Social Justice
Edited by
Michael Thomas [+–]
Liverpool John Moores University
Michael Thomas is Professor of Education and Chair of the Centre for Educational Research (CERES) at Liverpool John Moores University. Among his other books are Project-based Language Learning with Technology (Routledge, 2017) and Language Teaching with Video-based Technologies: Creativity and CALL Teacher Education (with Christel Schneider, Routledge, 2020).
Kasumi Yamazaki [+–]
University of Toledo, USA
Kasumi Yamazaki is Associate Professor of Japanese in the Department of World Languages & Cultures at the University of Toledo, USA. Her research focuses on a wide range of contemporary Computer-Assisted Language Learning (CALL) pedagogy and integration, namely, the use of 3D simulation games and virtual realities (VRs), the development of intelligent CALL (ICALL) systems, and the effectiveness of hybrid teaching curricula. Her areas of expertise include Computer-Assisted Language Learning (CALL), Technology Enhanced Language Learning, Japanese Language Pedagogy, English as a Second Language (ESL) Pedagogy. Dr Yamazaki currently serves as Editor-in-Chief of the journal Technology in Language & Teaching and Learning.
This book is the first substantive scholarly book on project-based and cross-curricular language learning using digital technologies. The book includes new empirical research on project-based language learning utilizing CALL technologies and conceptual and theoretical chapters that address new methodological approaches for researching project-based and cross-curricular language learning in digitally-mediated learning environments. This dual focus distinguishes the volume from previous books on project-based learning in which digital technologies have not been the main focus. CALL research involving a variety of languages is also offered.
The book is timely in that, inspired by OECD reports and curriculum reforms in several countries, a repositioning and re-evaluation of foreign language education in school-based education has been taking place in which foreign language learning is taught in a multi-disciplinary approach involving an emphasis on collaborative literacies, including problem-solving, civic engagement, social justice and telecollaboration. In this mix, language learning, particularly driven by developments in CLIL (content and integrated language learning), is being taught as one of several disciplines in a way that firmly emphasizes communication and creativity rather than a traditional functional approach.
Table of Contents
Chapter 1
Liverpool John Moores University
Michael Thomas is Professor of Education and Chair of the Centre for Educational Research (CERES) at Liverpool John Moores University. Among his other books are Project-based Language Learning with Technology (Routledge, 2017) and Language Teaching with Video-based Technologies: Creativity and CALL Teacher Education (with Christel Schneider, Routledge, 2020).
University of Toledo, USA
Kasumi Yamazaki is Associate Professor of Japanese in the Department of World Languages & Cultures at the University of Toledo, USA. Her research focuses on a wide range of contemporary Computer-Assisted Language Learning (CALL) pedagogy and integration, namely, the use of 3D simulation games and virtual realities (VRs), the development of intelligent CALL (ICALL) systems, and the effectiveness of hybrid teaching curricula. Her areas of expertise include Computer-Assisted Language Learning (CALL), Technology Enhanced Language Learning, Japanese Language Pedagogy, English as a Second Language (ESL) Pedagogy. Dr Yamazaki currently serves as Editor-in-Chief of the journal Technology in Language & Teaching and Learning.
This chapter explores project-based language learning with technology, arguing that more research on the subject is necessary at a time of significant disruption in education. In particular the chapter examines the claim that project-based learning has the potential to offer a multidisciplinary and creative approach to language learning.
PART I Project-based Language Learning and Virtual Exchange
University College Cork
Silvia Benini works as research assistant in the School of Languages, Literatures and Cultures at the University College Cork. Areas of research interest include CALL, Games-Based Learning, Intercultural Communication, Language Policy and Planning. She has published on ICT and Language Learning. Her latest co-authored publication is “Applying Digital Learning to facilitate Student Transitions within Higher Education Mobility Programmes: Implementing the ‘Digilanguages.ie’ portal” (2019). She is a committee member of IRAAL (Irish Association for Applied Linguistics) and member of CALS (Centre for Applied Language Studies).
Liverpool John Moores University
Michael Thomas is Professor of Education and Chair of the Centre for Educational Research (CERES) at Liverpool John Moores University. Among his other books are Project-based Language Learning with Technology (Routledge, 2017) and Language Teaching with Video-based Technologies: Creativity and CALL Teacher Education (with Christel Schneider, Routledge, 2020).
This chapter presents a literature review aimed at providing a critical evaluation of existing studies on project-based learning (PBL), virtual exchange learning and learning in 3D Virtual and immersive environments. Several different types of learning involving a student-centered approach are explored alongside 21st century competencies.
University of South Florida (PhD candidate)
Imelda Bangun has worked with adult immigrants, refugees, and international students for eight years as an educator and administrator. She is a Ph.D. candidate in Technology in Education and Second Language Acquisition at the University of South Florida and a literacy instructor at the Adult Education Center of Palm Beach County. Her research interests include CALL, e-learning, metacognition, L2 motivation, corpus, project-based learning, and multiliteracy.
University of South Florida (PhD candidate)
Adel Alfaifi is a Ph.D. student in Technology in Education and Second Language Acquisition at the University of South Florida with 4 years of Arabic-as-a-Foreign-Language teaching
experience. His research interests include authentic learning materials, foreign language
assessment, project-based learning, and CALL.
experience. His research interests include authentic learning materials, foreign language
assessment, project-based learning, and CALL.
Employing technology in PBL is challenging for many inexperienced EFL teachers. This chapter aims to juxtapose the language teaching practice of fostering social entrepreneurship in business English via telecollaboration in Indonesian and Saudi Arabian contexts by reviewing and synthesizing literature which focuses on technology-mediated PBL approaches.
4. Project-Based English Language Learning through Multimodal Videos: An Online Learning Case Study [+–]
Università Cattolica del Sacro Cuore, Milan
Valentina Morgana is Adjunct Professor of English Language and Linguistics at the Università Cattolica del Sacro Cuore in Milan. Her area of research focuses on Applied Linguistics, the English language teaching and learning in secondary and higher education. Her interests include mobile English language teaching and learning, technology-mediated task-based language teaching (TBLT) and the use of virtual exchanges in higher education internationalization. She is a qualified EFL secondary school teacher and a teacher trainer of pre-service and in-service courses. She graduated in Modern Languages from the Università degli Studi of Pavia and holds a Doctorate in Education from the Department of Languages of the Open University, UK.
This chapter describes the use of multimodal video projects with secondary school EFL learners in an online learning context during the COVID-19 pandemic. The study shows the implementation of such project as a response to learners’ needs, and its effects on learners’ English language and digital literacy skills.
PART II Project-based Language Learning in Pedagogical Contexts
Amirkabir University of Technology, Iran
Dr. Fatemeh Nami is an assistant professor in the Department of Foreign Languages in
Amirkabir University of Technology in Iran. She holds a Ph.D. in Teaching English
Language with a focus on computer assisted language learning (CALL). He research interests include: e-learning, interactive digital content authoring, problem and project-based learning, CALL teacher education, digital storytelling, and MALL, on which she has published several articles in scholarly journals, book chapters, and an edited volume.
Amirkabir University of Technology in Iran. She holds a Ph.D. in Teaching English
Language with a focus on computer assisted language learning (CALL). He research interests include: e-learning, interactive digital content authoring, problem and project-based learning, CALL teacher education, digital storytelling, and MALL, on which she has published several articles in scholarly journals, book chapters, and an edited volume.
This chapter reports on a study involving Masters level students in an online synchronous writing course in a university in Tehran and investigates their understanding of ethics in writing using a project-based approach. Findings identify several insights for teachers on potential of technology-enhanced PBL for language classrooms.
6. Incorporating Digital Projects into an Advanced Japanese Course: Effectiveness and Implementation [+–]
Kenyon College
Kai Xie is an Assistant Professor of Japanese at Kenyon College. She received her PhD in Japanese literature from the University of Washington and specializes in Sino-Japanese comparisons and interactions. She also holds a master’s degree in Japanese linguistics from Beijing Foreign Studies University. As a teacher of Japanese language, literature, and culture, she is interested in pedagogy, especially the use of technology in language and culture learning.
This chapter describes the use of digital video projects in an advanced Japanese language course, showing the effectiveness of these projects in developing language skills, deepening understanding of Japanese culture, and cultivating skills related to creativity, communication, collaboration, problem-solving and critical thinking. It also discusses the implementation of such projects.
National Institute for Documentation, Innovation and Educational Research), Rome
Letizia Cinganotto is a researcher at INDIRE (National Institute for Documentation, Innovation and Educational Research) in Rome, Italy. She holds a BA in foreign languages, MAs ELT, eLearning and multimedia learning, and a PhD in synchronic, diachronic and applied linguistics. She is a member of different working groups and scientific committees on CLIL and languages, both at national and international level. Her main research areas are language learning and teaching, CLIL, technology-enhanced learning, school innovation and teacher training. She is a member of the ECML
“pluriliteracies” consultancy team.
“pluriliteracies” consultancy team.
Starting from an overview of Content and Integrated Language Learning (CLIL), digital technologies and ‘pluriliteracies’, this chapter highlights the potential of the project-based CLIL approach. The second part of the chapter explores several projects involving a network of Italian schools that incorporate humanistic and/or scientific subjects and CLIL.
Kent State University
Rebecca Chism is an Associate Professor of Foreign Language Pedagogy and Pedagogy
Coordinator in Modern and Classical Language Studies at Kent State University in Kent, Ohio, U.S.A. She teaches undergraduate and graduate courses in second and foreign language teaching methods and approaches. Her research interests include best practices in teaching pre-and inservice teacher preparation, differentiated instruction, and computer mediated communication.
Coordinator in Modern and Classical Language Studies at Kent State University in Kent, Ohio, U.S.A. She teaches undergraduate and graduate courses in second and foreign language teaching methods and approaches. Her research interests include best practices in teaching pre-and inservice teacher preparation, differentiated instruction, and computer mediated communication.
Kent State University
Evan W. Faidley is a doctoral candidate of Higher Education Administration and the Graduate Student Career Liaison and Graduate Assistant for Graduate Studies at Kent State University. He also serves as an undergraduate and Upward Bound instructor of French, as well as a graduate adjunct instructor Higher Education Administration. Evan has over four years of experience in designing and delivering different curricula among different higher education institutional types, focusing on identity, linguistic, and cultural development through learning French. His research interests include second language acquisition, French higher education, career development, socialization of postsecondary students, and first-generation college student transitions.
The study investigates the implementation of an electronic portfolio (ePortfolio) project into a university-level intermediate French class in the USA. The researchers found that ePortfolios offered opportunities for linguistic and cultural knowledge construction and that they can serve as a useful tool for project-based learning in the world language classroom.
Part III Project-based Language Learning and Social Justice
Universidad Autónoma del Estado de Hidalgo, Mexico
Martha Guadalupe Hernández Alvarado, M.A. is a full-time instructor and researcher in the Linguistics Department at Universidad Autónoma del Estado de Hidalgo. She currently teaches courses on learning autonomy and teaching practice for the B.A. in English Language Teaching, a teacher preparation program for EFL teachers in Mexico.
Virginia Commonwealth University
Anton Brinckwirth is the Director of the World Studies Media Center at Virginia Commonwealth University. He has a Ph.D. in Education (Instructional Leadership) from VCU. Dr. Brinckwirth teaches Spanish through film and media and his primary teaching and research interests are Teletandem, Virtual Classroom, and Online International Exchange (OIE).
This chapter reports on the implementation and outcomes of a cinema-based Spanish-English teletandem exchange between two groups of displaced language learners in Mexico and the United States. The sessions allowed students to discuss the social justice issues presented in the films through project-based collaborative activities delivered in a transcultural setting.
Goldsmiths, University of London
Jim Anderson is Visiting Research Fellow in the Department of Educational Studies at Goldsmiths, University of London. His work focuses on: theories and methods of second language learning and bilingualism, including Content and Language Integrated Learning (CLIL); multilingualism and new literacies; and language policy. Underlying thisis a commitment to an integrated and inclusive approach to language and literacy education incorporating the areas of foreign and community/heritage language learning as well as English as an Additional Language and English mother tongue. Jim is co-director of the Critical Connections: Multilingual Digital Storytelling Project (2012 – ongoing).
Goldsmiths, University of London
Vicky Macleroy is a Reader in Education and Head of the Research Centre for Language, Culture and Learning at Goldsmiths, University of London. Her work focuses on language development and multilingualism; creative writing practices and poetry; multiliteracies and digital storytelling; and transformative pedagogy. Underpinning her research is a commitment to research methodologies that embrace collaborative and creative ways of researching. Vicky is co-director with Jim Anderson of an international literacy project ‘Critical Connections: Multilingual Digital Storytelling’ (2012-ongoing) that uses digital storytelling to support engagement with language learning and digital literacy.
The Critical Connections Multilingual Digital Storytelling project has shown how creative and critical use of digital media can enhance Project-Based Language Learning (PBLL). Translingual and transcultural in orientation, the project has enabled young people in different countries to become active citizens and storytellers in a digitally-mediated global community.
Chapter 11
Liverpool John Moores University
Michael Thomas is Professor of Education and Chair of the Centre for Educational Research (CERES) at Liverpool John Moores University. Among his other books are Project-based Language Learning with Technology (Routledge, 2017) and Language Teaching with Video-based Technologies: Creativity and CALL Teacher Education (with Christel Schneider, Routledge, 2020).
This chapter critically examines the potential role of project-based language learning (PBLL) in the context of the post-pandemic university, exploring how it might be used to provide an alternative to the focus on staff and students as consumers rather than citizens in the contemporary marketised university.
