Launching a Solidarity Campaign: Technology-Enhanced Project-Based Language Learning to Promote Entrepreneurial Education and Social Awareness

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Autor/inn/en	Dooly, Melinda; Masats, Dolors; Mont, Maria
Titel	Launching a Solidarity Campaign: Technology-Enhanced Project-Based Language Learning to Promote Entrepreneurial Education and Social Awareness
Quelle	In: Journal of Technology and Science Education, 11 (2021) 2, S.260-269 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Dooly, Melinda) ORCID (Masats, Dolors) ORCID (Mont, Maria)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2014-5349
Schlagwörter	Teaching Methods; Consciousness Raising; Second Language Learning; Second Language Instruction; Student Projects; Achievement Gains; Interdisciplinary Approach; Social Responsibility; Information Technology; Elementary School Students; Refugees; Art Education; Handicrafts; English (Second Language); Romance Languages; Multilingualism; Language Usage; Decision Making; 21st Century Skills; Social Values; Creative Thinking; Outcomes of Education; Economics Education; Foreign Countries; Empathy; Entrepreneurship; Fund Raising; Spain; Syria; Greece + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Bewusstseinsbildung; Zweitsprachenerwerb; Fremdsprachenunterricht; Schulprojekt; Achievement gain; Leistungssteigerung; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Soziale Verantwortung; Informationstechnologie; Flüchtling; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Handwerk; English as second language; English; Second Language; Englisch als Zweitsprache; Romanische Sprache; Mehrsprachigkeit; Multilingualismus; Sprachgebrauch; Decision-making; Entscheidungsfindung; Sozialer Wert; Kreatives Denken; Lernleistung; Schulerfolg; Wirtschaftskunde; Ausland; Empathie; Unternehmungsgeist; Fundraising; Spendensammlung; Spanien; Syrien; Griechenland
Abstract	To promote social consciousness and a sense of responsibility, educational proposals organised around the principles of technology-enhanced project-based language learning (Dooly & Sadler, 2016) should engage students in a process of reflecting upon and responding to crucial social issues. Thus, in this paper we will present a project carried out by two groups of primary education students who launched a solidarity campaign to collect money for four Syrian children living in a refugee camp in Greece. The project was implemented in a cross-disciplinary Arts and Crafts class taught through English and resulted in significant outputs in English (those addressed to the Syrian children) and in Catalan (those targeted at the local community). First, we outline the student-led project and then we analyse some fragments of student plurilingual practices during the project development that demonstrate their learning gains. Our findings reveal that our meaningful contextualised cross-disciplinary project favoured the natural integration of multiple skills, competences, and field knowledge form various disciplines while promoting a sense of social consciousness and empathy. First, it enabled children to put their plurilingual competence into play and take decisions regarding language choices to meet particular communicative objectives. Second, it contributed to the acquisition of 21st century knowledge, competence, and skills, while helping the learners gain social values. Third, it engaged learners in processes of problem solving, decision making and creative thinking that lead to the development of entrepreneurial competencies. To conclude we argue that when young learners are given responsibilities and opportunities to take up socially relevant challenges learning becomes meaningful for them and those around them. (As Provided).
Anmerkungen	Journal of Technology and Science Education. ESEIAAT, Department of Projectes d'Enginyeria c/Colom 11, 08222 Terrassa, Spain. e-mail: info@jotse.org; e-mail: info@omniascience.com; Web site: http://www.jotse.org/index.php/jotse
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01