https://www.youtube.com/watch?v=_Ld1x7j9ZA8
In adult ESL settings, we not only develop students' language and literacy skills, but we also prepare them for college, the workforce, and deeper community

https://www.sabes.org/event/46166
Description. This session will define project-based learning (PrjBL) and provide a rationale and strategies for implementing this approach with adult learners at various levels of literacy and language proficiency. You will explore the PrjBL process step by step, identify adaptations for different levels, and discuss how to apply these

https://community.lincs.ed.gov/group/20/bulletin/project-based-learning-conversation-patsy-egan
With Whom: Special guest Patsy Egan and all members of the English Language Acquisition and Teaching & Learning Communities. Patsy's Bio: Patsy Egan, PhD, is the director of ATLAS, ABE Teaching & Learning Advancement System, housed in the Hamline University School of Education in St. Paul, Minnesota. Her teaching and research focus on literacy

https://community.lincs.ed.gov/group/20/discussion/conversation-about-project-based-learning-patsy-egan
Welcome, Patsy Egan! We are looking forward to learning much from you this week about the topic of project-based learning. I know you have a great deal of experience in our field as a teacher and an instructional leader and that you have a special interest in project-based learning and its potential to engage adult learners and teachers.

https://www.pblworks.org/sites/default/files/2020-07/pblworks-research_duke-study-2020.pdf
Western Washington University where she serves as the Director of the Language, Literacy, and Cultural Studies Program. Grounded in sociocultural frameworks of learning and development, her research explores the intersections of young child-ren's language, literacy, and content area learning within project-based learning and inquiry approaches.

https://www.edutopia.org/article/simple-effective-framework-pbl
The framework is designed to provide educators who have no access to formal training with resources that enable them to enact PBL practices on their own by setting the criteria for the student experience using the following six elements. 1. Intellectual challenge and accomplishment. Students investigate challenging problems or issues over an

https://www.taylorfrancis.com/chapters/edit/10.4324/9780429457432-3/project-based-learning-fredricka-stoller-ceann-chandel-myers
Project-based learning has been advocated as an effective means for promoting purposeful language learning for more than three decades (e.g., Fried-Booth 1986; Haines 1989; Legutke and Thomas 1991; McPherron and Randolph 2013; Stoller 2006). It has also been billed as an excellent instructional approach for combining language and content

https://nflrc.hawaii.edu/pbll/
The NFLRC defines PBLL as a transformative learning experience designed to engage language learners with real-world issues and meaningful target language use through the construction of products that have an authentic purpose and that are shared with an audience that extends beyond the instructional setting. PBLL can be conceived as a series of

https://www.gse.upenn.edu/academics/research/penn-pbl
What is Project-Based Learning?Project-based learning (or PBL) is an approach to teaching and learning that has students take on real-world problems in authentic ways. It engages students in authentic roles like that of a scientist, historian, or mathematician to work on authentic problems, whether it be in their classrooms, communities, or societies, and to produce real

https://vlacs.org/vlacs-projects-pathway/
Project-based learning offers creative, real-world approaches to master competencies outside traditional courses. In each project, the student assumes the role of a particular career professional. They solve problems or address issues that someone in this career might face every day-and they master the content and skills of the competency.

https://books.google.com/books/about/Global_Perspectives_on_Project_Based_Lan.html?id=MQq1DwAAQBAJ
This volume provides a comprehensive account of project-based language learning (PBLL) which showcases key theoretical approaches, empirical research, technological tools, and research-based frameworks to help further PBLL implementation and research. Taking its cue from the conclusions drawn from project-based learning more broadly, which point to the impact of project-based work on learning

https://waesol.org/wp-content/uploads/2022/01/8.-Hainline-M.-Vahlstrom-T.-Picanco-K.-2021.-Developing-language-proficiency-through-project-based-learning.-WAESOL-Educator-462-17-21.pdf
Summary: The Project-Based Learning method was used to create a third-grade unit on animal habitats to con-textualize and incorporate strategies to develop language proficiency for English Learners (ELs). In this unit, stu - dents had several opportunities to engage in activities to help them acquire literacy skills in an inquiry-based,

https://onlinelibrary.wiley.com/doi/full/10.1002/9781118784235.eelt0427
Abstract. Project-based learning has a long history in education, and has more recently been adopted by language educators to teach a variety of content, skills, and language while socializing their English language learners into this style of classroom contexts. While technology has no doubt become part of what students and teachers include

https://onlinelibrary.wiley.com/doi/10.1002/9781405198431.wbeal1487
This entry defines project-based language learning (PBLL) as a student-centered, comprehensive approach that focuses on the development of language, content, and skills in an integrated and meaningful way. It also focuses on research that utilizes technology in its implementation. It lists criteria involved in the approach, provides a review of

https://www.sciencedirect.com/science/article/pii/S1877042811011402
Therefore, PjBL plays a significant role in exposing students to a meaningful learning process while they are engaged in completing their project. Bell (2010) states that project based learning (PjBL) promotes social learning as students practice and become proficient with the 21st century skills of communication, negotiation, and collaboration.

https://journals.sagepub.com/doi/full/10.3102/0002831220929638
The ideas driving project-based learning (PjBL) have a long history in American education dating back to the early 20th century during the Progressive Era (Kliebard, 2004).The progressive educator John Dewey helped popularize, at least in theory, approaches to education that were student-centered, had practical meaning and application, and, in his view, promoted democracy by providing students

https://www.routledge.com/Global-Perspectives-on-Project-Based-Language-Learning-Teaching-and-Assessment-Key-Approaches-Technology-Tools-and-Frameworks/Beckett-Slater/p/book/9781032088211
This volume provides a comprehensive account of project-based language learning (PBLL) which showcases key theoretical approaches, empirical research, technological tools, and research-based frameworks to help further PBLL implementation and research. Taking its cue from the conclusions drawn from project-based learning more broadly, which point to the impact of project-based work on learning

https://hep.gse.harvard.edu/9781682536421/core-practices-for-project-based-learning/
A Guide for Teachers and Leaders. by Pam Grossman, Zachary Herrmann, Sarah Schneider Kavanagh and Christopher G. Pupik Dean. Series: Core Practices in Education Series. 192 Pages, 6.00 x 9.00 in. Paperback. 9781682536421. Published: June 2021. $32.00.

https://www.amazon.com/Perspectives-Project-Based-Assessment-Routledge-Linguistics/dp/1032088214
Gulbahar H. Beckett is a professor at Iowa State University. She has conducted numerous studies and published widely including on project-based second/foreign language acquisition and socialization; content-based second/foreign language education; language policies; technology integrated teaching and learning; academic language and literacy socialization, and globalization.

https://mextesol.net/journal/public/files/4c403b19c093771c8c34d0db10b167df.pdf
In this article, the authors first summarize the literature on project-based language learning (PBLL), a sound approach to second language teaching, addressing its various benefits such as providing opportunities to develop language ... disciplinary literacy (e.g., Hafner, 2014). Fourth, just as there have been reports of students not clearly

https://cts.hse.ru/mirror/pubs/share/346387294.pdf
Project-based Learning: A Pathway to Language, Literacy, and Employability with Patsy Egan Ben Knight Director of Language Research and Consultancy, Cambridge ELT Dire 11th February, 2020. CAMBRIDGE UNIVERSITY PRESS Better Learning . Author: Maria Picazo Created Date:

https://eric.ed.gov/?id=ED427556%20
Project-based learning is an instructional approach that contextualizes learning by presenting learners with problems to solve or products to develop. For example, learners may research adult education resources in their community and create a handbook to share with other language learners in their program, or they might interview local employers and then create a bar graph mapping the

https://www.sabes.org/event/47411
This workshop aims to empower ESOL teachers in supporting learners' digital literacy development through project-based learning (PBL). The facilitator will share a framework for high-quality project-based learning (HQPBL) and model a project that engages English learners in using several technology tools and activities to accomplish the various tasks within the project.