Inquiry-based Projects in the Spanish Heritage Language Classroom: Connecting Culture and Community through Research

Belpoliti, Flavia; Fairclough, Marta

doi:10.1353/hpn.2016.0045

“…The finding that teachers successfully enacted their facilitative role is consistent with findings from Ruan andDu (2013), Liu (2018), and Belpoliti and Fairclough (2016). Teachers in Ruan and Du (2013) shifted from a traditional approach to a PBL student-centered approach.…”

Section: Participatory Action Research For Teacher Professional Developmentsupporting

confidence: 80%

“…While a lot of studies have been conducted to examine PBL using computer-assisted language learning (CALL) to enhance intercultural learning (e.g., Chen, 2019;Kusumaningputri & Widodo, 2018;Lenkaitis et al, 2019), a limited number of studies have used PBL to foster intercultural learning without CALL in teaching a foreign language. In the same line with studies on PBL in EFL learning, several studies have affirmed the benefits of PBL towards intercultural learning (Allen, 2004;Belpoliti & Fairclough, 2016;Feryok & Oranje, 2015;Liu, 2018;Ruan & Du, 2013;Worawong et al, 2017). For example, in Denmark, Ruan and Du (2013) investigated the implementation of a PBL approach in a Chinese culture course at Aalborg University.…”

Section: Previous Research In Pblmentioning

confidence: 74%

“…In another American context, Belpoliti and Fairclough (2016) reviewed the development and implementation of inquiry-based cultural projects in a Spanish Heritage Language (SHL)…”

Section: Previous Research In Pblmentioning

confidence: 99%

“…They provided students with background materials for cultural projects, chances for real-world intercultural interactions, and assisted the students in completing the projects. In the same vein, the instructor in Belpoliti and Fairclough (2016) guided students throughout each project process, such as discussing the general topic, summarizing, relating, and critically analyzing the information collected.…”

Section: Participatory Action Research For Teacher Professional Developmentmentioning

confidence: 99%

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<p>Intercultural competence (IC) is increasingly recognized globally as a goal of education. In Vietnam, despite emphasis on intercultural competence in national language education, research has shown the peripheral role of addressing culture in EFL classes although research on the topic of how to cultivate intercultural language teaching and learning (ICLTL) is growing. This study investigated affordances for intercultural learning through project-based learning (PBL) in an EFL program at a Vietnamese university. It followed an interpretive research paradigm and qualitative research approach. It included two related studies. Study 1 was an ethnography-informed study, which involved 14 teachers, 265 students, 6 graduates and their employers. Data were collected from classroom observations, student focus group interviews, and interviews with teachers, graduates and employers. This preliminary research revealed few opportunities for intercultural learning in this program. Specifically, it found that culture was rarely addressed, and the main instructional method for culture was fact transmission. Moreover, teachers showed limited understanding of ICLTL and students expressed the need for further culture learning. Study 2 was a participatory action research study, in which a semester-long project was introduced to foster intercultural learning. Study 2 included two workshops, one at the beginning and one in the middle of the project. In these workshops, the researcher and three teachers collaboratively learned about ICLTL, and planned PBL lessons. Drawing on a thematic analysis of classroom data and teachers’ and students’ reports, the findings showed teachers’ improved practices and understanding of ICLTL and PBL, and indications of students’ IC development throughout the project. This research contributes to the growing scholarship on ICLTL by providing evidence for the efficacy of PBL for intercultural learning. Additionally, the study highlights the impact of teacher professional development on teaching practice and extends understanding of how to incorporate PBL in a textbook-based and exam-oriented EFL context.</p>

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“…While a lot of studies have been conducted to examine PBL using computer-assisted language learning (CALL) to enhance intercultural learning (e.g., Chen, 2019;Kusumaningputri & Widodo, 2018;Lenkaitis et al, 2019), a limited number of studies have used PBL to foster intercultural learning without CALL in teaching a foreign language. In the same line with studies on PBL in EFL learning, several studies have affirmed the benefits of PBL towards intercultural learning (Allen, 2004;Belpoliti & Fairclough, 2016;Feryok & Oranje, 2015;Liu, 2018;Ruan & Du, 2013;Worawong et al, 2017). For example, in Denmark, Ruan and Du (2013) investigated the implementation of a PBL approach in a Chinese culture course at Aalborg University.…”

Section: Previous Research In Pblmentioning

confidence: 74%

Fostering intercultural learning through project-based learning in Vietnamese tertiary EFL classes: A participatory action research study

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<p>Intercultural competence (IC) is increasingly recognized globally as a goal of education. In Vietnam, despite emphasis on intercultural competence in national language education, research has shown the peripheral role of addressing culture in EFL classes although research on the topic of how to cultivate intercultural language teaching and learning (ICLTL) is growing. This study investigated affordances for intercultural learning through project-based learning (PBL) in an EFL program at a Vietnamese university. It followed an interpretive research paradigm and qualitative research approach. It included two related studies. Study 1 was an ethnography-informed study, which involved 14 teachers, 265 students, 6 graduates and their employers. Data were collected from classroom observations, student focus group interviews, and interviews with teachers, graduates and employers. This preliminary research revealed few opportunities for intercultural learning in this program. Specifically, it found that culture was rarely addressed, and the main instructional method for culture was fact transmission. Moreover, teachers showed limited understanding of ICLTL and students expressed the need for further culture learning. Study 2 was a participatory action research study, in which a semester-long project was introduced to foster intercultural learning. Study 2 included two workshops, one at the beginning and one in the middle of the project. In these workshops, the researcher and three teachers collaboratively learned about ICLTL, and planned PBL lessons. Drawing on a thematic analysis of classroom data and teachers’ and students’ reports, the findings showed teachers’ improved practices and understanding of ICLTL and PBL, and indications of students’ IC development throughout the project. This research contributes to the growing scholarship on ICLTL by providing evidence for the efficacy of PBL for intercultural learning. Additionally, the study highlights the impact of teacher professional development on teaching practice and extends understanding of how to incorporate PBL in a textbook-based and exam-oriented EFL context.</p>

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Multiliteracies Pedagogy and Heritage Language Teacher Education: A Model for Professional Development

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Multiliteracies Pedagogy and Language Learning

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Inquiry-based Projects in the Spanish Heritage Language Classroom: Connecting Culture and Community through Research

Cited by 23 publications

References 21 publications

Fostering intercultural learning through project-based learning in Vietnamese tertiary EFL classes: A participatory action research study

Fostering intercultural learning through project-based learning in Vietnamese tertiary EFL classes: A participatory action research study

Fostering intercultural learning through project-based learning in Vietnamese tertiary EFL classes: A participatory action research study

Multiliteracies Pedagogy and Heritage Language Teacher Education: A Model for Professional Development

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