Becoming Little Scientists: Technologically-Enhanced Project-Based Language Learning

Autor/inn/en	Dooly, Melinda; Sadler, Randall
Titel	Becoming Little Scientists: Technologically-Enhanced Project-Based Language Learning
Quelle	In: Language Learning & Technology, 20 (2016) 1, S.54-78 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1094-3501
Schlagwörter	Science Instruction; Student Projects; Computer Mediated Communication; Videoconferencing; Qualitative Research; Second Language Learning; Second Language Instruction; English (Second Language); Teaching Methods; Program Descriptions; Physical Activities; Instructional Innovation; Hygiene; Eating Habits; Guidelines; Computer Assisted Instruction; Foreign Countries; Task Analysis; International Educational Exchange; Elementary School Students; Austria; Spain + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Schulprojekt; Computerkonferenz; Qualitative Forschung; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Teaching method; Lehrmethode; Unterrichtsmethode; Educational Innovation; Bildungsinnovation; Ernährungsgewohnheit; Essgewohnheit; Richtlinien; Computer based training; Computerunterstützter Unterricht; Ausland; Aufgabenanalyse; Internationaler Austausch; Österreich; Spanien
Abstract	This article outlines research into innovative language teaching practices that make optimal use of technology and Computer-Mediated Communication (CMC) for an integrated approach to Project-Based Learning. It is based on data compiled during a 10- week language project that employed videoconferencing and "machinima" (short video clips featuring virtual world avatars) to introduce young language learners (7 to 8 years old) to concepts of good and bad habits related to personal hygiene, physical activities, and eating. Within the Project-Based Language Learning approach (PBLL), the students gained new information about the topic under study, and this information was then used to communicate face-to-face (with classmates) and online (with telecollaborative partners) in the target language of English in order to resolve problems related to the topic. The authors provide a detailed overview of the project workflow as part of a qualitative study into the efficacy of the proposed pedagogical framework. (As Provided).
Anmerkungen	University of Hawaii National Foreign Language Resource Center. 1859 East-West Road #106, Honolulu, HI 96822. Tel: 808-956-9424; Fax: 808-956-5983; e-mail: llt@hawaii.edu; Web site: http://llt.msu.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01