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]
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
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]
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]
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]
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] 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]
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] Osa-Melero, L. (2020). Community engagement to the next level: The student takes full initiative. Pennsylvania Language Forum, Spring 2020, 19–21. [Spanish]
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.
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]
Language-based List of PBLL Research
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]
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]
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
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]
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]
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]
Topic-based List of PBLL Research
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]
Study Abroad
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.