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    Project-based learning (PBL) is a teaching method where students work in groups on an assigned topic to create a final product. It helps English language learners by integrating content and language learning through listening, speaking, reading and writing activities. PBL provides an authentic context for discussion and builds confidence through peer interaction and teacher feedback. While there are challenges like time constraints and reluctance to new methods, strategies like careful planning, professional development, and individualized scaffolding can help implement PBL and overcome obstacles. PBL has positive results such as long-term retention, increased confidence, communication skills, and preparation for career requirements.

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    Powerpoint summarizing the benefits of Project-Based Learning with English Language Learners

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    Pbl and Ells

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    Project-based learning (PBL) is a teaching method where students work in groups on an assigned topic to create a final product. It helps English language learners by integrating content and language learning through listening, speaking, reading and writing activities. PBL provides an authentic context for discussion and builds confidence through peer interaction and teacher feedback. While there are challenges like time constraints and reluctance to new methods, strategies like careful planning, professional development, and individualized scaffolding can help implement PBL and overcome obstacles. PBL has positive results such as long-term retention, increased confidence, communication skills, and preparation for career requirements.

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    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
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    Download as pptx, pdf, or txt
    57 views9 pages

    PBL and Ells

    Uploaded by

    Ashley H
    Project-based learning (PBL) is a teaching method where students work in groups on an assigned topic to create a final product. It helps English language learners by integrating content and language learning through listening, speaking, reading and writing activities. PBL provides an authentic context for discussion and builds confidence through peer interaction and teacher feedback. While there are challenges like time constraints and reluctance to new methods, strategies like careful planning, professional development, and individualized scaffolding can help implement PBL and overcome obstacles. PBL has positive results such as long-term retention, increased confidence, communication skills, and preparation for career requirements.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Flag for inappropriate content
    Download as pptx, pdf, or txt
    of 9

    and English Language

    Learners
    Ashley Harris

    What is Project-Based Learning


    (PBL)?

    PBL is a teaching method that involves the


    teacher assigning group work on a particular
    topic to students, who then carry out sequential
    tasks to create a final product.

    Attributes of PBL

    Students as leaders
    Actively engaged
    Information collected through research
    Collaboration
    Problem-solving
    Ongoing feedback from teacher
    Teacher as facilitator of groups

    How does it help ELLs?

    Integrates content and language


    Offers practice for listening, speaking, reading, and writing
    Provides an authentic setting for discourse
    Helps build confidence
    Supports ELLs through peer interaction and constructive teacher
    feedback

    How to Overcome Obstacles


    Challenges
    Time constraints
    Reluctance toward new methods
    Lack of ready-made resources
    Hesitation toward group work
    Need for extra direct instruction for
    ELLs
    Lack of facilities/technology
    Technical needs of students

    Strategies
    Team teaching and planning,
    timelines for students
    Professional development and training
    Numerous resources online
    Careful group placement, clear
    guidelines, and encouragement
    Individual scaffolding

    Grants

    Instruction on how to use tools and


    resources

    Positive Results
    Long-term retention of skills
    and objectives
    Increased confidence
    Communicative competence
    Preparation for job
    requirements
    Heightened student autonomy
    Peer relationships
    Empowerment

    References
    Ba, G. & Beyhan, . (2010). Effects of multiple intelligences supported project-based learning on
    students' achievement levels and attitudes towards English lesson. International Electronic Journal of
    Elementary Education, 2(3), 365-386.
    Campbell, S. (2012). The phenomenological study of ESL students in a project-based learning
    environment. International Journal of Interdisciplinary Social Sciences, 6(11), 139-152.
    Chang, L. & Lee, G. C. (2010). A team-teaching model for practicing project-based learning in high school:
    Collaboration between computer and subject teachers. Computers & Education,55(3), 961-969.
    Gibbes, M. & Carson, L. (2014). Project-based language learning: An activity theory analysis. Innovation in
    Language Learning & Teaching,8(2), 171-189. doi:10.1080/17501229.2013.793689
    Imtiaz, S. & Asif, S. (2012). "I almost learnt to learn": Promoting learner's autonomythrough project based
    learning in access classrooms. Language in India, 12(1), 24-45.

    References cont.
    Lattimer, H. & Riordan, R. (2011). Project-based learning engages students in
    meaningful work. Middle School Journal, 43(2), 18-23.
    Mikulec, E. & Miller, P. (2011). Using project-based instruction to meet foreign language
    standards. Clearing House: A Journal of Educational Strategies, Issues and Ideas, 84(3),
    81-86.
    Mills, N. (2009). A "Guide du Routard" simulation: Increasing self-efficacy in the
    standards through project-based learning. Foreign Language Annals, 42(4), 607-639.
    Omar, A., Taib, N., & Basri, I. (2012). Project-based learning: English carnival in
    Universiti Kuala Lumpur-Malaysia France Institute. English Teacher, 41(1), 27-41.
    Peregoy, S. F. & Boyle, O. (2005). Reading, writing, and learning in ESL: A resource book
    for K-12 teachers (4th ed.). Boston: Pearson/Allyn and Bacon.
    Yang, S. C. & Chen, J. J. (2014). Fostering foreign language learning through technologyenhanced intercultural projects. Language Learning & Technology, 18(1), 57-75.

    Graphics

    http://jonesvalleyteachingfarm.org/wp-content/uploads/2013/04/PBL-header.jpg
    http://www.coppellisd.com/domain/2173
    http://normsteachersblog.com/wp-content/uploads/2014/04/Miller-PBL-Assessment-Res
    ources-300x225.jpg

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