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dc.contributor.authorDressler, Roswita
dc.contributor.authorDressler, Anja
dc.contributor.authorRaedler, Bernadette
dc.contributor.authorDimitrov, Kristina
dc.contributor.authorKrause, Garrett
dc.date.accessioned2021-03-01T20:45:49Z
dc.date.available2021-03-01T20:45:49Z
dc.date.issued2019-10-10
dc.identifier.citationDressler, R., Raedler, B., Dimitrov, K., Dressler, A., & Krause, G. (2020). Project-based learning in the advanced German class.In G. Beckett & T. Slater (Eds.), Global perspectives on project-based language learning, teaching, and assessment (pp. 69-84). doi:10.4324/9780429435096en_US
dc.identifier.isbn9780429435096
dc.identifier.urihttp://hdl.handle.net/1880/113124
dc.descriptionThis is an Accepted Manuscript of a book chapter published by Routledge in Global perspectives on project-based language learning, teaching, and assessment: Key approaches, technology tools, and frameworks on October 10, 2019, available online: http://www.routledge.com/9780429435096en_US
dc.description.abstractProject-based learning (PBL) provides authentic content and language learning in the second language classroom. Technology-infused PBL also creates opportunities for real-life application of the language and technology skills acquired. However, since PBL is often envisioned as group work, classes with small enrolments (fewer than 6 students) pose a challenge. In addition, the unfamiliarity of students and instructors with the characteristics of PBL can lead to struggles around autonomy, motivation, and flexibility. In this chapter, we examine one PBL course for advanced students of German at the post-secondary level through the lens of Stoller’s 10 characteristics of a PBL course. Since Stoller’s characteristics are drawn from PBL studies of large classes where students worked in groups, our study examines whether those characteristics still apply in smaller classes where students worked on individual projects. Through this action research into our own practice, we demonstrate whether the 10 characteristics can be applied to small classes and identify the challenges of PBL that arose in this context: student autonomy, role redefinitions, and instructor reflective practice. We envision how future research might address some of these challenges, examining ways to foster student autonomy through an understanding of role redefinitions in PBL courses and ways to strengthen reflective practice among post-secondary instructors.en_US
dc.language.isoengen_US
dc.publisherRoutledgeen_US
dc.rightsUnless otherwise indicated, this material is protected by copyright and has been made available with authorization from the copyright owner. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.en_US
dc.subjectproject-based learningen_US
dc.subjectsecond language learningen_US
dc.subjectsecond language pedagogyen_US
dc.subjectGermanen_US
dc.titleProject-based learning in the advanced German classen_US
dc.typebook parten_US
dc.publisher.facultyWerklund School of Educationen_US
dc.publisher.institutionUniversity of Calgaryen_US
dc.identifier.doi10.4324/9780429435096en_US
dc.publisher.policyhttps://www.routledge.com/our-products/open-access-books/publishing-oa-books/chaptersen_US
dc.publisher.hasversionacceptedVersionen_US
ucalgary.item.requestcopytrueen_US
ucalgary.scholar.levelFacultyen_US
ucalgary.scholar.levelGraduateen_US
ucalgary.scholar.levelUndergraduateen_US


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Unless otherwise indicated, this material is protected by copyright and has been made available with authorization from the copyright owner. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.