This page contains research on community engaged language learning, experiential learning, and project-based language learning. It is categorized in three ways: alphabetically, by language, and by project. This is NOT even close to an exhaustive list. I will add to it as I have time.
Alphabetical List of PBLL Research
Allen, L. Q. (2004). Implementing a culture portfolio project within a constructivist paradigm. Foreign Language Annals, 37(2), 232–239. https://doi.org/10.1111/j.1944-9720.2004.tb02196.x [French, missing a public audience]
Azzad, N. (2024). A project-based learning curriculum for Spanish heritage language learners: Implications for written and oral development (https://keep.lib.asu.edu/items/191502). Arizona State University. https://keep.lib.asu.edu/items/191502 [Spanish]
Baker, L. (2019). Community-based service-learning in language education: A review of the literature. International Journal of Research on Service-Learning and Community Engagement, 7(1), 1–20. https://ijrslce.scholasticahq.com/article/11480.pdf
Belpoliti, F., & Fairclough, M. (2016). Inquiry-based projects in the Spanish heritage language classroom: Connecting culture and community through research. Hispania, 99(2), 258–273. JSTOR. https://www.jstor.org/stable/44112861 [Spanish]
Chavez, L. C. (2013). SIOP components: Application and assessment through PBL in a content-language college classroom. Latin American Journal of Content & Language Integrated Learning, 6(1), 37–54. https://doi.org/10.5294/laclil.2013.6.1.3
Cox, C. B., & Montgomery, C. (2019). A study of 21st century skills and engagement in a university Spanish foreign language classroom. Foreign Language Annals, 52(4), 822–849. https://doi.org/10.1111/flan.12426 [Spanish]
Cutter-Mackenzie, A. (2009). Multicultural school gardens: Creating engaging garden spaces in learning about language, culture, and environment. Canadian Journal of Environmental Education, 14(1), 122–135. https://eric.ed.gov/?id=EJ842 [ESL]
Fernández-Sanjurjo, J., Fernández-Costales, A., & Arias Blanco, J. M. (2017). Analysing students’ content-learning in science in CLIL vs. non-CLIL programmes: Empirical evidence from Spain. International Journal of Bilingual Education and Bilingualism, 1–14. http://www.tandfonline.com/doi/abs/10.1080/13670050.2017.1294142
Gaugler, K. M., & Matheus, C. C. (2019). Engineering engagement: Perceived L2 development and short-term service learning abroad. Foreign Language Annals, 52(2), 314–334. https://doi.org/10.1111/flan.12393 [Spanish]
Hanardi, L. G. (2017). A project-based assessment model of English for senior high school grade X. Indonesian Journal of English Language Studies (IJELS), 1(1), 113.
JaleniauskienĿ, E. (2016). Revitalizing foreign language learning in higher education using a PBL curriculum. Procedia-Social and Behavioral Sciences, 232, 265–275. https://doi.org/10.1016/j.sbspro.2016.10.014
Johnson, C. (2003). A perspective of the effectiveness of project based bilingual curriculum in personal empowerment of the adult English language learner: A case study. https://eric.ed.gov/?id=ED482588 {English]
Kemaloğlu, E. (2006). Project work: How well does it work? Assessments of students and teachers about main course project work at Yıldız Technical University School of Foreign Languages Basic English Department. Unpublished Master’s Thesis, Bilkent University, Ankara, Turkey. http://www.thesis.bilkent.edu.tr/0003127.pdf [ESL]
Kettanun, C. (2015). Project-based learning and its validity in a Thai EFL classroom. Procedia-Social and Behavioral Sciences, 192, 567–573. https://www.sciencedirect.com/science/article/pii/S187704281503565Xwww.sciencedirect.com/science/article/pii/S187704281503565X [EFL] Levine, G. S. (2004). Global simulation: A student-centered, task-based format for intermediate foreign language courses. Foreign Language Annals, 37(1), 26–36. https://doi.org/10.1111/j.1944-9720.2004.tb02170.x [German]
Liu, C. K. (2011). A useful framework for ESP classes: A case study of project-based language learning program. Proceedings of the 2011 International Conference and Workshop on English for Specific Purposes, 163–171. {ESP]
Lo, Y. Y., & Leung, C. (2022). Conceptualising assessment literacy of teachers in content and language integrated learning programmes. International Journal of Bilingual Education and Bilingualism, 0(0), 1–19. https://doi.org/10.1080/13670050.2022.2085028
Llombart-Huesca, A., & Pulido, A. (2017). Who needs linguistics? Service-learning and linguistics for Spanish heritage language learners. Hispania, 100(3), 348–360. https://www.jstor.org/stable/26387736 [Spanish] Luke, C. L. (2004). Inquiry-based learning in a university Spanish class: An evaluative case study of a curricular implementation [Thesis]. https://repositories.lib.utexas.edu/handle/2152/1133 [Spanish]
Martin, C. E. (2016). ?` como se dice “techie” en español?: An English language development curriculum to prepare Latinx high school students to enter San Francisco’s tech workforce. http://repository.usfca.edu/capstone/422/ [Spanish]
Matheus, C., & Gaugler, K. M. (2020). Fostering global mindedness in short-term community-based global learning programs: The importance of strategic design, collaboration, and reflection. Frontiers: The Interdisciplinary Journal of Study Abroad, 32(3), 156–181. https://doi.org/10.36366/frontiers.v32i3.583 [Spanish]
Miller, L., McCauley, J., & Mehta, S. (2018). Measuring the impact of community engagement: Development of the BACE scale. International Journal of Research on Service-Learning and Community Engagement, 6(1), 1–14. https://ijrslce.scholasticahq.com/article/6982.pdf
Montgomery, C., & Nielson, R. (2019). Fostering cultural competency through technology-infused pedagogical approaches to literary studies. ADFL Bulletin, 45(2), 97-114. doi: 10.1632/adfl.45.2.97 Retrieved from https://www.adfl.mla.org/bulletin/article/adfl.45.2.97 [Portuguese]
Pitura, J., & Monika, B.-K. (2018). Learning English while exploring the national cultural heritage: Technology-assisted project-based language learning in an upper-secondary school. Teaching English with Technology, 18(1), 37–52. https://www.ceeol.com/search/article-detail?id=606507 [English] Osa-Melero, L. (2020). Community engagement to the next level: The student takes full initiative. Pennsylvania Language Forum, Spring 2020, 19–21. [Spanish]
Reid, J., & Gilardi, F. (2016). Transmedia teaching framework: From group projects to curriculum development. In C. Goria, O. Speicher, & S. Stollhans (Eds.), Innovative language teaching and learning at university: Enhancing participation and collaboration (pp. 79–84). Research-publishing.net.
Rubio, L., & Esquivias-Arguelaguet, C. (2017). Using project-based language learning with your students. The Language Educator, 12(4), 28–32. [French, German, Spanish]
Rugsakorn, P. (2010). Managing curriculum change: Project-based language learning with Thai undergraduate English learners [PhD Thesis]. University of South Australia. [English]
Slater, T., & Beckett, G. H. (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. https://www.mextesol.net/journal/public/files/4c403b19c093771c8c34d0db10b167df.pdf [English]
Socciarelli, M., Takeuchi, A., & Müller, I. M. G. (2020). Developing learners’ critical thinking skills by exploring social issues in project-based language learning: Three proposals. TESOL Working Paper Series, 18, 18–57. https://www.hpu.edu/research-publications/tesol-working-papers/2020/2_socciarelli_takeuchi_muller_social.pdf [English]
Stoller, F. L., & CeeCee Ann Chandel, M. (2019). Project-based Learning: A Five-stage framework to guide language teachers. In A. Gras-Velazquez (Ed.), Project-Based Learning in Second Language Acquisition: Building Communities of Practice in Higher Education. Routledge. [English]
Sydorenko, T., Jones, Z., Daurio, P., & Thorne, S. (2020). Beyond the curriculum: Extended discourse practice through self-access pragmatics simulations. University of Hawaii National Foreign Language Resource Center Center for Language & Technology (Co-Sponsored by Center for Open Educational Resources and Language Learning, University of Texas at Austin), 24(2), 48–69. https://scholarspace.manoa.hawaii.edu/items/71a4ed57-0fa8-4b7c-b1ca-5d2a13d94a42 [Intensive English]
Tacelosky, K. (2013). Community-based service-learning as a way to meet the linguistic needs of transnational students in Mexico. Hispania, 96(2), 328–341. JSTOR. https://www.jstor.org/stable/23608330 [Spanish] Tete, M. F., Limongi, R., De Almeida, M. I. S., & Borges, C. (2014). Experiential learning as teaching strategy for entrepreneurship: Assessment of a Brazilian experience. International Journal of Innovation and Learning, 16(4), 428–447. https://www.inderscienceonline.com/doi/abs/10.1504/IJIL.2014.065547
Zeqiri, L. (2015). Investigating the influence of students’ project-based engagement on their achievements and their attitudes towards the ESP course. Journal of Foreign Language Teaching and Applied Linguistics, 1(3). http://eprints.ibu.edu.ba/2894/ [ESP]
Language-based List of PBLL Research
English
Johnson, C. (2003). A perspective of the effectiveness of project based bilingual curriculum in personal empowerment of the adult English language learner: A case study. https://eric.ed.gov/?id=ED482588 {English]
Liu, C. K. (2011). A useful framework for ESP classes: A case study of project-based language learning program. Proceedings of the 2011 International Conference and Workshop on English for Specific Purposes, 163–171. {ESP]
Pitura, J., & Monika, B.-K. (2018). Learning English while exploring the national cultural heritage: Technology-assisted project-based language learning in an upper-secondary school. Teaching English with Technology, 18(1), 37–52. https://www.ceeol.com/search/article-detail?id=606507 [English]
Rugsakorn, P. (2010). Managing curriculum change: Project-based language learning with Thai undergraduate English learners [PhD Thesis]. University of South Australia. [English]
Slater, T., & Beckett, G. H. (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. https://www.mextesol.net/journal/public/files/4c403b19c093771c8c34d0db10b167df.pdf [English] Stoller, F. L., & CeeCee Ann Chandel, M. (2019). Project-based Learning: A Five-stage framework to guide language teachers. In A. Gras-Velazquez (Ed.), Project-Based Learning in Second Language Acquisition: Building Communities of Practice in Higher Education. Routledge. [English]
Sydorenko, T., Jones, Z., Daurio, P., & Thorne, S. (2020). Beyond the curriculum: Extended discourse practice through self-access pragmatics simulations. University of Hawaii National Foreign Language Resource Center Center for Language & Technology (Co-Sponsored by Center for Open Educational Resources and Language Learning, University of Texas at Austin), 24(2), 48–69. https://scholarspace.manoa.hawaii.edu/items/71a4ed57-0fa8-4b7c-b1ca-5d2a13d94a42 [Intensive English] French
Rubio, L., & Esquivias-Arguelaguet, C. (2017). Using project-based language learning with your students. The Language Educator, 12(4), 28–32. [French, German, Spanish]
German
Levine, G. S. (2004). Global simulation: A student-centered, task-based format for intermediate foreign language courses. Foreign Language Annals, 37(1), 26–36. https://doi.org/10.1111/j.1944-9720.2004.tb02170.x [German]
Rubio, L., & Esquivias-Arguelaguet, C. (2017). Using project-based language learning with your students. The Language Educator, 12(4), 28–32. [French, German, Spanish]
Portuguese
Montgomery, C., & Nielson, R. (2019). Fostering cultural competency through technology-infused pedagogical approaches to literary studies. ADFL Bulletin, 45(2), 97-114. doi: 10.1632/adfl.45.2.97 Retrieved from https://www.adfl.mla.org/bulletin/article/adfl.45.2.97 [Portuguese]
Spanish
Azzad, N. (2024). A project-based learning curriculum for Spanish heritage language learners: Implications for written and oral development (https://keep.lib.asu.edu/items/191502). Arizona State University. https://keep.lib.asu.edu/items/191502 [Spanish]
Belpoliti, F., & Fairclough, M. (2016). Inquiry-based projects in the Spanish heritage language classroom: Connecting culture and community through research. Hispania, 99(2), 258–273. JSTOR. https://www.jstor.org/stable/44112861 [Spanish]
Fernández, V. M., & Osa-Melero, L. (2018). Community engagement pedagogy: A tool to empower heritage language and second language integration. Hispania, 100(5), 53–54. https://muse.jhu.edu/article/688420 [Spanish]
Gaugler, K. M., & Matheus, C. C. (2019). Engineering engagement: Perceived L2 development and short-term service learning abroad. Foreign Language Annals, 52(2), 314–334. https://doi.org/10.1111/flan.12393 [Spanish]
Llombart-Huesca, A., & Pulido, A. (2017). Who needs linguistics? Service-learning and linguistics for Spanish heritage language learners. Hispania, 100(3), 348–360. https://www.jstor.org/stable/26387736 [Spanish]
Martin, C. E. (2016). ?` como se dice “techie” en español?: An English language development curriculum to prepare Latinx high school students to enter San Francisco’s tech workforce. http://repository.usfca.edu/capstone/422/ [Spanish] Matheus, C., & Gaugler, K. M. (2020). Fostering global mindedness in short-term community-based global learning programs: The importance of strategic design, collaboration, and reflection. Frontiers: The Interdisciplinary Journal of Study Abroad, 32(3), 156–181. https://doi.org/10.36366/frontiers.v32i3.583 [Spanish]
Osa-Melero, L. (2020). Community engagement to the next level: The student takes full initiative. Pennsylvania Language Forum, Spring 2020, 19–21. [Spanish]
Rubio, L., & Esquivias-Arguelaguet, C. (2017). Using project-based language learning with your students. The Language Educator, 12(4), 28–32. [French, German, Spanish]
Tacelosky, K. (2013). Community-based service-learning as a way to meet the linguistic needs of transnational students in Mexico. Hispania, 96(2), 328–341. JSTOR. https://www.jstor.org/stable/23608330 [Spanish]
Swahili
Maganda, D. (2020). Learning that brings joy in an African language class: The power of reflection and service learning. In E. M. Lisanza & L. Muaka (Eds.), African Languages and Literatures in the 21st Century (pp. 101–125). Springer International Publishing. https://doi.org/10.1007/978-3-030-23479-9_5[Swahili]
Chavez, L. C. (2013). SIOP components: Application and assessment through PBL in a content-language college classroom. Latin American Journal of Content & Language Integrated Learning, 6(1), 37–54. https://doi.org/10.5294/laclil.2013.6.1.3
Hanardi, L. G. (2017). A project-based assessment model of English for senior high school grade X. Indonesian Journal of English Language Studies (IJELS), 1(1), 113. Kavlu, A. (2015). Project–based learning assessment methods comparison in undergraduate EFL classes. International Journal of Social Sciences & Educational Studies, 47. https://e-journal.usd.ac.id/index.php/IJELS/article/download/339/291 [ESL]
Kemaloğlu, E. (2006). Project work: How well does it work? Assessments of students and teachers about main course project work at Yıldız Technical University School of Foreign Languages Basic English Department. Unpublished Master’s Thesis, Bilkent University, Ankara, Turkey. http://www.thesis.bilkent.edu.tr/0003127.pdf [ESL]
Kettanun, C. (2015). Project-based learning and its validity in a Thai EFL classroom. Procedia-Social and Behavioral Sciences, 192, 567–573. https://www.sciencedirect.com/science/article/pii/S187704281503565Xwww.sciencedirect.com/science/article/pii/S187704281503565X [EFL] Lo, Y. Y., & Leung, C. (2022). Conceptualising assessment literacy of teachers in content and language integrated learning programmes. International Journal of Bilingual Education and Bilingualism, 0(0), 1–19. https://doi.org/10.1080/13670050.2022.2085028
Miller, L., McCauley, J., & Mehta, S. (2018). Measuring the impact of community engagement: Development of the BACE scale. International Journal of Research on Service-Learning and Community Engagement, 6(1), 1–14. https://ijrslce.scholasticahq.com/article/6982.pdf
Tete, M. F., Limongi, R., De Almeida, M. I. S., & Borges, C. (2014). Experiential learning as teaching strategy for entrepreneurship: Assessment of a Brazilian experience. International Journal of Innovation and Learning, 16(4), 428–447. https://www.inderscienceonline.com/doi/abs/10.1504/IJIL.2014.065547
Zeqiri, L. (2015). Investigating the influence of students’ project-based engagement on their achievements and their attitudes towards the ESP course. Journal of Foreign Language Teaching and Applied Linguistics, 1(3). http://eprints.ibu.edu.ba/2894/ [ESP]
Curriculum
Azzad, N. (2024). A project-based learning curriculum for Spanish heritage language learners: Implications for written and oral development (https://keep.lib.asu.edu/items/191502). Arizona State University. https://keep.lib.asu.edu/items/191502 [Spanish]
JaleniauskienĿ, E. (2016). Revitalizing foreign language learning in higher education using a PBL curriculum. Procedia-Social and Behavioral Sciences, 232, 265–275. https://doi.org/10.1016/j.sbspro.2016.10.014
Johnson, C. (2003). A perspective of the effectiveness of project based bilingual curriculum in personal empowerment of the adult English language learner: A case study. https://eric.ed.gov/?id=ED482588 {English]
Levine, G. S. (2004). Global simulation: A student-centered, task-based format for intermediate foreign language courses. Foreign Language Annals, 37(1), 26–36. https://doi.org/10.1111/j.1944-9720.2004.tb02170.x [German]
Liu, C. K. (2011). A useful framework for ESP classes: A case study of project-based language learning program. Proceedings of the 2011 International Conference and Workshop on English for Specific Purposes, 163–171. {ESP]
Martin, C. E. (2016). ?` como se dice “techie” en español?: An English language development curriculum to prepare Latinx high school students to enter San Francisco’s tech workforce. http://repository.usfca.edu/capstone/422/ [Spanish]
Reid, J., & Gilardi, F. (2016). Transmedia teaching framework: From group projects to curriculum development. In C. Goria, O. Speicher, & S. Stollhans (Eds.), Innovative language teaching and learning at university: Enhancing participation and collaboration (pp. 79–84). Research-publishing.net.
Rubio, L., & Esquivias-Arguelaguet, C. (2017). Using project-based language learning with your students. The Language Educator, 12(4), 28–32. [French, German, Spanish]
Rugsakorn, P. (2010). Managing curriculum change: Project-based language learning with Thai undergraduate English learners [PhD Thesis]. University of South Australia. [English]
Slater, T., & Beckett, G. H. (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. https://www.mextesol.net/journal/public/files/4c403b19c093771c8c34d0db10b167df.pdf [English]
Socciarelli, M., Takeuchi, A., & Müller, I. M. G. (2020). Developing learners’ critical thinking skills by exploring social issues in project-based language learning: Three proposals. TESOL Working Paper Series, 18, 18–57. https://www.hpu.edu/research-publications/tesol-working-papers/2020/2_socciarelli_takeuchi_muller_social.pdf [English]
Sydorenko, T., Jones, Z., Daurio, P., & Thorne, S. (2020). Beyond the curriculum: Extended discourse practice through self-access pragmatics simulations. University of Hawaii National Foreign Language Resource Center Center for Language & Technology (Co-Sponsored by Center for Open Educational Resources and Language Learning, University of Texas at Austin), 24(2), 48–69. https://scholarspace.manoa.hawaii.edu/items/71a4ed57-0fa8-4b7c-b1ca-5d2a13d94a42 [Intensive English]
Heritage Learners
Azzad, N. (2024). A project-based learning curriculum for Spanish heritage language learners: Implications for written and oral development (https://keep.lib.asu.edu/items/191502). Arizona State University. https://keep.lib.asu.edu/items/191502 [Spanish]
Belpoliti, F., & Fairclough, M. (2016). Inquiry-based projects in the Spanish heritage language classroom: Connecting culture and community through research. Hispania, 99(2), 258–273. JSTOR. https://www.jstor.org/stable/44112861 [Spanish]
Fernández, V. M., & Osa-Melero, L. (2018). Community engagement pedagogy: A tool to empower heritage language and second language integration. Hispania, 100(5), 53–54. https://muse.jhu.edu/article/688420 [Spanish]
Llombart-Huesca, A., & Pulido, A. (2017). Who needs linguistics? Service-learning and linguistics for Spanish heritage language learners. Hispania, 100(3), 348–360. https://www.jstor.org/stable/26387736 [Spanish]
Pitura, J., & Monika, B.-K. (2018). Learning English while exploring the national cultural heritage: Technology-assisted project-based language learning in an upper-secondary school. Teaching English with Technology, 18(1), 37–52. https://www.ceeol.com/search/article-detail?id=606507 [English]
Tacelosky, K. (2013). Community-based service-learning as a way to meet the linguistic needs of transnational students in Mexico. Hispania, 96(2), 328–341. JSTOR. https://www.jstor.org/stable/23608330 [Spanish]
Higher Ed
Allen, L. Q. (2004). Implementing a culture portfolio project within a constructivist paradigm. Foreign Language Annals, 37(2), 232–239. https://doi.org/10.1111/j.1944-9720.2004.tb02196.x [French, missing a public audience]
Cox, C. B., & Montgomery, C. (2019). A study of 21st century skills and engagement in a university Spanish foreign language classroom. Foreign Language Annals, 52(4), 822–849. https://doi.org/10.1111/flan.12426 [Spanish]
Gaugler, K. M., & Matheus, C. C. (2019). Engineering engagement: Perceived L2 development and short-term service learning abroad. Foreign Language Annals, 52(2), 314–334. https://doi.org/10.1111/flan.12393 [Spanish]
Stoller, F. L., & CeeCee Ann Chandel, M. (2019). Project-based Learning: A Five-stage framework to guide language teachers. In A. Gras-Velazquez (Ed.), Project-Based Learning in Second Language Acquisition: Building Communities of Practice in Higher Education. Routledge.
Maganda, D. (2020). Learning that brings joy in an African language class: The power of reflection and service learning. In E. M. Lisanza & L. Muaka (Eds.), African Languages and Literatures in the 21st Century (pp. 101–125). Springer International Publishing. https://doi.org/10.1007/978-3-030-23479-9_5 [Swahili]
Montgomery, C., & Nielson, R. (2019). Fostering cultural competency through technology-infused pedagogical approaches to literary studies. ADFL Bulletin, 45(2), 97-114. doi: 10.1632/adfl.45.2.97 Retrieved from https://www.adfl.mla.org/bulletin/article/adfl.45.2.97 [Portuguese] Soneson, D., Zilmer, C. (Eds.). (2018). Developing responsible global citizenship through Cultures and Languages Across the Curriculum (CLAC): Selected papers from the 2016 CLAC Conference. CLAC Consortium & Conference. University of Minnesota, Center for Advanced Research on Language Acquisition. K-12 Partnerships
Gaugler, K. M., & Matheus, C. C. (2019). Engineering engagement: Perceived L2 development and short-term service learning abroad. Foreign Language Annals, 52(2), 314–334. https://doi.org/10.1111/flan.12393 [Spanish]
Osa-Melero, L. (2020). Community engagement to the next level: The student takes full initiative. Pennsylvania Language Forum, Spring 2020, 19–21. [Spanish]
Simulations
Levine, G. S. (2004). Global simulation: A student-centered, task-based format for intermediate foreign language courses. Foreign Language Annals, 37(1), 26–36. [German]
STEAM
Gaugler, K. M., & Matheus, C. C. (2019). Engineering engagement: Perceived L2 development and short-term service learning abroad. Foreign Language Annals, 52(2), 314–334. https://doi.org/10.1111/flan.12393 [Spanish]
Cutter-Mackenzie, A. (2009). Multicultural school gardens: Creating engaging garden spaces in learning about language, culture, and environment. Canadian Journal of Environmental Education, 14(1), 122–135. https://eric.ed.gov/?id=EJ842 [ESL]
Fernández-Sanjurjo, J., Fernández-Costales, A., & Arias Blanco, J. M. (2017). Analysing students’ content-learning in science in CLIL vs. non-CLIL programmes: Empirical evidence from Spain. International Journal of Bilingual Education and Bilingualism, 1–14. http://www.tandfonline.com/doi/abs/10.1080/13670050.2017.1294142
Gaugler, K. M., & Matheus, C. C. (2019). Engineering engagement: Perceived L2 development and short-term service learning abroad. Foreign Language Annals, 52(2), 314–334. https://doi.org/10.1111/flan.12393 [Spanish] Study Abroad
Gaugler, K. M., & Matheus, C. C. (2019). Engineering engagement: Perceived L2 development and short-term service learning abroad. Foreign Language Annals, 52(2), 314–334. https://doi.org/10.1111/flan.12393
Matheus, C., & Gaugler, K. M. (2020). Fostering global mindedness in short-term community-based global learning programs: The importance of strategic design, collaboration, and reflection. Frontiers: The Interdisciplinary Journal of Study Abroad, 32(3), 156–181. https://doi.org/10.36366/frontiers.v32i3.583 [Spanish]
Theoretical Background
Beckett, G. H., & Slater, T. (2005). The project framework: A tool for language, content, and skills integration. ELT Journal, 59(2), 108–116. doi:10.1093/eltj/cci024 [English]
Deloria, V. & Wildcat, D. (2001). Power and place: Indian education in America. Golden, CO: Fulcrum Resources. Dewey, J. (1938/1997). Experience and education. New York: Simon & Schuster.
Dewey, J. (2001). The school and society & the child and the curriculum. Mineola, NY: Dover Publications, Inc.
Stoller, F. L., & CeeCee Ann Chandel, M. (2019). Project-based Learning: A Five-stage framework to guide language teachers. In A. Gras-Velazquez (Ed.), Project-Based Learning in Second Language Acquisition: Building Communities of Practice in Higher Education. Routledge.
Vygotsky, L. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.