Students’ Perceptions on the Use of Project-Based Learning in CLIL: Learning Outputs and Psycho-Affective Considerations

Authors

DOI:

https://doi.org/10.5294/laclil.2021.14.1.3

Keywords:

project-based learning, content and language integrated learning, learning outcomes, psycho-affective factors, students’ collaboration

Abstract

The Content and Language Integrated Learning (CLIL) approach has become one of the most frequent teaching options used as a pivotal element of bilingual programs. Over the last two decades, a lot has been written about its characteristics, its potential, and the methodological approaches that should be used to encourage such programs. Since the main objective of CLIL is to improve the use of the foreign language as a vehicle for communication by students when accessing and manipulating content matter, it seems evident that methodological strategies should be promoted to provide the opportunity to maximize the use of the language within the classroom. In this respect, project-based learning (PBL) is depicted, in principle, as an ideal proposal for CLIL, since its implementation will entail an increase in language management. Especially concerning the content, this will result in an improvement in students’ ability to perform more comfortably in school and, presumably, more effectively. Nevertheless, there might not be such a straightforward cause-effect relationship and, therefore, it is necessary to dig deeper into the real impact of using PBL. This study is aimed at analyzing its influence from the students’ point of view, to drill down on their feelings and behavior towards PBL and how they tackle and solve the arising challenges. Results have shown interesting information about their views on the benefits of working by projects but also some concerns regarding the use of this teaching and learning model.

Downloads

Download data is not yet available.

Author Biography

Víctor Pavón-Vázquez, Universidad de Córdoba

Víctor Pavón-Vázquez is a member of the Committee for Language Accreditation within the CRUE (the national association of Rectors of Spanish universities), Head of the Dept. of English and German Philology, and President of the Language Policy Commission at the University of Córdoba.

References

Alan, B., & Stoller, F. L. (2005). Maximizing the benefits of project work in foreign language classrooms. English Teaching Forum, 43(4), 10–21.

Beckett, G. H. (2005). Academic language and literacy socialization through project-based instructions: ESL student perspectives and issues. Journal of Asia Pacific Communication, 15, 191–206. https://doi.org/10.1075/japc.15.1.12bec

Beckett, G. H., & Slater, T. (2005). The project framework: A tool for language, content, and skills integration. ELT journal, 59(2), 108–116. https://doi.org/10.1093/eltj/cci024

Beckett, G. H., & Slater, T. (2018). Technology-integrated project-based language learning. In C. Chapelle (Ed.), The encyclopedia of applied linguistics (pp.1–8). Wiley-Blackwell. https://doi.org/10.1002/9781405198431.wbeal1487

Blakemore, S. J., & Frith, U. (2011). Cómo aprende el cerebro. Las claves para la educación. Booket.

Blumenfeld, P. C., Soloway, E., Marx, R. W., Krajcik, J. S., Guzdial, M., & Palincsar, A. (1991). Motivating project-based learning: Sustaining the doing, supporting the learning. Educational Psychologist, 26(3–4), 369–398. https://doi.org/10.1207/s15326985ep2603&4_8

Brophy, J. E. (2013). Motivating students to learn. Routledge. https://doi.org/10.4324/9780203858318

Burnard, P., Gill, P., Stewart, K., treasure, E., & Chadwick, B. (2008). Analysing and presenting qualitative data. British Dental Journal, 204(8), 429–432. https://doi.org/10.1038/sj.bdj.2008.292

Cáceres, A., & Unigarro, D. (2007). Analysis of children’s English language learning evidences when engaging in project work. Profile, 8, 9–23.

Casan-Pitarch, R. (2015). Project Work in CLIL: A bibliographical review. Latin American Journal of Content and Language Integrated Learning, 8(2), 212–236. https://doi.org/10.5294/laclil.2015.8.2.7

Chambers, G. N. (1999). Motivating language learners. Multilingual Matters.

Coyle, D., Hood, P., & Marsh, D. (2010). CLIL content and language integrated learning. (Ed.). Cambridge University Press. https://doi.org/10.1017/9781009024549

Cuban, L. (2001). Oversold and underused: Computers in the classroom. Harvard University.

Dalton-Puffer, C. (2013). A construct of cognitive discourse functions for conceptualising content-language integration in CLIL and multilingual education. European Journal of Applied Linguistics, 1(2), 216–253. https://doi.org/10.1515/eujal-2013-0011

Davidson, R., & Begley, S. (2012). El perfil emocional de tu cerebro. Destino.

Dörnyei, Z. (2001). Teaching and researching motivation. Longman. https://doi.org/10.1075/hop.5.mot1

Dewey, J. (1933). Cómo pensamos. Paidós.

Dewey, J. (1897). My pedagogic creed. Bibliolife.

Eurydice. (2006). Content and language learning (CLIL) at school in Europe. European Commission.

Fried-Booth, D. (1990). Project work. Resource books for teachers. Oxford University Press.

Gras-Velázquez, A. (2020). Project-based learning in second language acquisition: Building communities of practice in higher education. Routledge. https://doi.org/10.4324/9780429457432

Grenfell, M. (Eds.). (2002). Modern languages across the curriculum. Routledge.

Hallermann, S., Larmer, J., & Mergendoller, J. (2011). PBL in the elementary grades: Step-by-step guidance, tools and tips for standards- focused K-5 projects. Buck Institute for Education.

Harris, J. (2001). Teachers as telecollaborative project designers: A curriculum-based approach. Contemporary Issues in Technology and Teachers Education, 1(3), 1–17

Heinecke, W. F., Blasi, L., Milman, N., & Washington, L. (1999). New directions in the evaluation of the effectiveness of educational technology. Presented at US Dpt. of Education secretary’s conference on educational technology: Evaluating educational effectiveness. http://www.ed.gov/rschstat/eval/tech/techconf99/whitepapers/paper8.html

Howell, R. T. (2003). The importance of the project method in technology education. Journal of Industrial Teacher Education, 4(3), 1–7.

Knoll, M. (1997). The project method: Its vocational education origin and international development. Journal of Industrial Teacher Education, 34(3), 59–80.

Krahnke, K. (1987). Approaches to syllabus design for foreign language teaching. Prentice Hall.

Larmer, J. (Ed.). (2015). Gold standard PBL: Project based teaching practices. Buck Institute for Education. Retrieved from: http://bie.org/about/what_pbl

Larmer, J., Mergendoller, J. R., & Boss, S. (2015). Setting the standard for project based learning: A proven approach to rigorous classroom instruction. ASCD.

Lasagabaster, D., & López, R. (2015). The impact of type of approach (CLIL versus EFL) and methodology (book-based versus project work) on motivation. Porta Linguarum, 41–57. https://doi.org/10.30827/Digibug.53737

Lenz, B., Wells, J., & Kingston, S. (2015). Transforming schools. Using project-based learning, performance assessment, and common core standards. Jossey-Bass.

Mackey, A., & Gass, S. M. (2005). Foreign language research. Methodology and design. Lawrence Erlbaum Associates.

Marqués, P. (2001). La enseñanza. Buenas prácticas. La motivación. http://tic.sepdf.gob.mx/micrositio/micrositio1/docs/materiales_estudio/u3_l2/La_ensenanza_buenas_practicas_la_motivacion.pdf.

Marsh, D., & Langé, G. (eds.) (1999). Implementing content and language integrated language - A research-driven foundation course reader. TIE-CLIL: University of Jyväskylä.

Marsh, D., & Marsland, B. (1999). Learning with languages. Continuing Education Centre: University of Jyväskylä.

Mehisto, P., Marsh, D., & Frigols, M. J. (2008). Uncovering CLIL. Content and language integrated learning in bilingual and multilingual education. Macmillan Education.

Meltzer, D., & Harris, M. (1990). Familia y comunidad. Spatia.

Met, M. (1998). Curriculum decision-making in content-based language teaching. In J. Cenoz and F. Genesee (eds), Beyond bilingualism: Multilingualism and multilingual education (pp. 35–63). Multilingual Matters.

Pavón, V. (2017). Enfoque metodológico y enseñanza plurilingüe. Plan Integral de Excelencia Educativa Oxford. Oxford University Press-España.

Pavón, V., & Ellison, M. (2013). Examining teachers’ roles and competences in Content and Language Integrated Learning (CLIL). Linguarum Arena, 4, 65–78.

Pease, J.B., & Hahn, M.B (2015). Detection of Introgression in a Five-taxon Philogeny. Systematic biology 64(4), 651–662.

Pérez-Gómez, A. I. (2007). La naturaleza de las competencias básicas y sus implicaciones pedagógicas. Cuadernos de educación: Cantabria.

Pozuelos, F. J. (2007). Trabajo por proyectos en el aula: descripción, investigación y experiencias. Ediciones MCEP. Cooperación Educativa.

Ribé, R. (2000). Introducing negotiation processes: an experiment with creative project work. In Breen, M. P. and Littlejohn, A. (Eds). Classroom decision-making. Negotiation and process syllabuses in practice (pp. 63–82). Cambridge University Press.

Rilling, J., Gutman, D., Zeh, T., Pagnoni, G., Berns, G., & Kilts, C. (2002). A neural basis for social cooperation. Neuron 35, 395–405.

Ringstaff, C., & Kelley, L. (2002). The learning return on our educational technology investment. A review of findings from research. Wested RTEC, http://www.wested.org/online_pubs/learning_return.pdf

Sierra, J. M. (2011). CLIL and project work: Contributions from the classroom: Content and language integrated learning. In Y. Ruiz de Zarobe, J. M. Sierra, & Gallardo del Puerto, F. (Eds.), Contributions to multilingualism in European contexts (pp. 211–239). Lang.

Slater, T., & Beckett. G. (2019). Integrating language, content, technology, and skills development through project-based language learning: blending frameworks for successful unit planning. MEXTESOL Journal, 43(1), 1–14.

Stoller, F. (1997). Project work. A means to promote language content. English Teaching Forum , 35(4), 41–42.

Stoller, F. (2006). Establishing a theoretical foundation for project-based learning in second and foreign language contexts. In G. H. Beckett, & P. C. Miller (Eds.), Project-based second and foreign language education: Past, present, and future (pp. 19–40). Information Age Publishing.

Stoller, F. L., & Myers, C. C. (2020). Project-based learning. A five-stage framework to guide language teachers. In A. Gras-Velázquez (Eds.). Project-based learning in second language acquisition: Building communities of practice in higher education (pp. 25–47). Routledge. https://doi.org/10.4324/9780429457432-3

Terrazas-Arellanes, F. E., Knox, C., & Walden, E. (2015). Pilot study on the feasibility and indicator effects of collaborative online projects on science learning for English learners. International Journal of Information and Communication Technology Education, 11(4), 31–50. https://doi.org/10.4018/IJICTE.2015100103

Thomas, J. W. (2000). A review of research on project-based learning. The Autodesk Foundation.

Vergara, J. J. (2015). Aprendo porque quiero. El aprendizaje basado en proyectos (ABP) paso a paso. SM.

Downloads

Published

2021-11-22

How to Cite

Sánchez-García, R., & Pavón-Vázquez, V. (2021). Students’ Perceptions on the Use of Project-Based Learning in CLIL: Learning Outputs and Psycho-Affective Considerations. Latin American Journal of Content &Amp; Language Integrated Learning, 14(1), 69–98. https://doi.org/10.5294/laclil.2021.14.1.3

Issue

Section

Articles