Title Format Sponsor
Envisioning Project-Based Language Learning (PBLL) (2018 Online Symposium)
Audio-Visual
Web

Description

Project-Based Language Learning (PBLL) offers a framework for designing powerful, culturally contextualized experiences that create opportunities for learners to use their language to address real world needs that are personally meaningful to them. The PBLL Symposium brought together language educators, researchers, and innovators to explore the potential of PBLL to enhance and transform language education and provides an excellent introduction to this topic. This unique, FREE online event provided attendees with a broad overview of PBLL, engaging interactions with world language teachers who have implemented PBLL in their classrooms, and the chance to network with professionals who are passionate about this topic. Four interactive sessions were distributed across two days (i.e., two sessions per day) and recorded. The videos and presentation slides are available as open educational resources (OERs).

Resource Link
The Power of Project-Based Language Learning (PBLL) (2017 Online Symposium)
Audio-Visual
Web

Description

Project-based Language Learning (PBLL) means much more than having students create an advertisement, develop a review game, make a poster, or give a presentation. Rigorous PBLL requires a deep understanding of Gold Standard PBL (Buck Institute for Education, 2015), with special attention to the principles of Sustained Inquiry, Authenticity, Reflection, and A Public Audience. In the world language classroom, PBLL offers a framework for designing powerful, culturally contextualized language learning experiences that support learners in using their language to address “real world” needs/purposes that are personally meaningful to them. PBLL also presents unique challenges when compared to project-based learning (PBL) in other disciplines because the very means by which learners engage in project work--the target language--is also the object of their learning. On January 11-12, 2017, the Project-Based Language Learning (PBLL) Symposium brought together language educators, policymakers, researchers, and innovators for conversations regarding the potential of PBLL to enhance and transform language education. This unique, FREE online event provided attendees with a broad overview of PBLL, engaging interactions with world language teachers who have implemented PBLL in their classrooms, and the chance to network with professionals who are passionate about this topic. Four interactive sessions were distributed across two days (i.e., two sessions per day) and recorded. The video and presentation slides are available as open educational resources (OERs).

Resource Link
Project-Based Language Learning: Inspiring Teachers, Transforming Learning (2016 Online Symposium)
Audio-Visual
Web

Description

On January 12-15, 2016, the Project-Based Language Learning (PBLL) Symposium brought together experts, educational leaders, and world language teachers to foster the conversation on the potential for PBLL to transform and enhance language education. PBLL's intersections with content-based instruction, task-based language learning, and performance assessment make it an ideal conduit to ground language learning on real needs and measurable outcomes. We invited language educators, policymakers, researchers, and innovators to join the conversation and help further refine the PBLL framework by anchoring it to issues and ideas that are relevant to language education. This unique FREE online event provided attendees not only invaluable opportunities to access expertise in PBLL and engage in thought-provoking and constructive dialogues, but also a chance to network with professionals who are passionate about this topic. Eight engaging presentations were distributed across four days (i.e., two sessions per day) and recorded. The videos and presentation slides are available below as open educational resources (OERs).

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In 1990, the Department of Education established the first Language Resource Centers (LRCs) at U.S. universities in response to the growing national need for expertise and competence in foreign languages. Now, twenty-five years later, Title VI of the Higher Education Act supports sixteen LRCs, creating a national network of resources to promote and improve the teaching and learning of foreign languages.

LRCs create language learning and teaching materials, offer professional development opportunities for language instructors, and conduct and disseminate research on foreign language learning. All LRCs engage in efforts that enable U.S. citizens to better work, serve, and lead.

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