Best Practices in PBLL From Other Chinese Language Teachers
Dongdong Chen · 2024
This chapter describes six best practices in Project-Based Language Learning (PBLL) from other Chinese language teachers. The three projects implemented in secondary schools include one that engaged students to conduct research comparing Chinese and American sports culture, one that asked students to explore ways to tackle racial bias, and another that mobilized students to learn the subject of Asian Americans and Pacific Islanders. Of the three projects highlighting exemplary practices in universities, the first required students to produce a video of their own design and creation about Chinese calligraphy. The second project charged students to develop a survival guide website for prospective Chinese-speaking international students. The third project obliged students to deliver written and oral presentations on Chinese music and culture. By highlighting teachers’ scaffolding instruction and students’ end products, this chapter shows how each example focuses on both the process and the product, on individual and collaborative work outside the classroom, and on learning of language, content, and other skills simultaneously. The projects epitomize the essence of Digital Humanities–Augmented Technology-Enhanced Project-Based Language Learning approach.