Project-Based Language Learning and CALL
From Virtual Exchange to Social Justice
Michael Thomas [+–]
Liverpool John Moores University
Kasumi Yamazaki [+–]
University of Toledo, USA
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
PART I Project-based Language Learning and Virtual Exchange
experience. His research interests include authentic learning materials, foreign language
assessment, project-based learning, and CALL.
schools. The chapter published in this book is a result of a case study implemented during her research journey as a PhD student at Macquarie University. She has a Postgraduate Certificate in Linguistics Research and a Master of Applied Linguistics (TESOL) from Macquarie University. Thushara is currently registered as a Curriculum Writer/Reviewer at the NSW Education Standards Authority (NESA) for information technology and literacy (Primary). Her presentations and publications in Australia and Europe have explored the design and benefits of implementing telecollaborative learning projects in primary schools.
PART II Project-based Language Learning in Pedagogical Contexts
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.
“pluriliteracies” consultancy team.
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.
Part III Project-based Language Learning and Social Justice