In this presentation, I provided a brief review of Project-Based Learning in second language teaching and calls for a more thorough examination of project based language learning (PBLL) as a holistic approach to English language education. First, PBLL is discussed in terms of PBL underlying principles and elements and how these components are compatible with key findings of SLA and different approaches and methods in English language teaching. Second, PBLL will be examined in practice through curriculum development and syllabus design. Finally, a number of activities will be demonstrated to illustrate how PBLL can be implemented in the language classrooms, particularly how cultural aspects can be integrated.

1. Cultivating Intercultural Competence
in Project Based Language Learning
Huy V. Phung
Department of Second Language Studies, UHM
Spring Conference 2016
Saturday, Feb 13 | Kapiolani Community College

2. Project Based Language Learning (PBLL)
Intercultural Competence (IC, I-see)
Cultivating IC in PBLL in Practice
1 What’s coming?
1
2
3

3. Project Based Language Learning (PBLL)
Intercultural Competence (IC, I-see)
Cultivating IC in PBLL in Practice
1 What’s coming?
1
2
3

4. Toward a definition of PBLL
Defining features of PBL & PBLL
Instructed SLA & PBLL
Toward a PBLL curriculum/syllabus
Project Based Language Learning1

5. 1
Projects require a goal where students must search for a method,
acquire skills and knowledge, accept failure and bounce back
from it, and keep trying until the goal is achieved. They learn
through experiences, more important, they learn how to research
and apply knowledge. Success is measured by the complexity of
the project and the ability to finish it. (Webb, 2007)
“
“
Toward a definition of PBLL
“knowledge, thinking, doing, and the contexts for learning are
inextricably tied” and “learning is partly a social activity; it takes
place within the context of culture, community, and past
experiences.” (p.2) (Markham et al., 2003)

6. Projects are multi-skill activities focusing on topics or themes rather
than on specific language targets…. Because specific language
aims are not prescribed, and because students concentrate their
efforts and attention on reaching an agreed goal, project work
provides students with opportunities to recycle known language and
skills in a relatively natural context.
~ (Haines,1989 cited in Stoller, 2006)
“
“
1 Toward a definition of PBLL
“A project is an extended task which usually integrates language skills work
through a number of activities. These activities combine in working towards
an agreed goal and may include planning, the gathering of information
through reading, listening, interviewing, etc., discussion of the information,
problem solving, oral or written reporting, and display.” (Hedge, 1993, p. 276)

7. Defining features of PBL & PBLL1
http://bie.org

8. o have a process and product orientation;
o be defined, at least in part, by students, to encourage student
ownership in the project;
o extend over a period of time (rather than a single class session);
o encourage the natural integration of skills;
o make a dual commitment to language and content learning;
~ Stoller, 2006
Defining features of PBL & PBLL1

9. o oblige students to work in groups and on their own;
o require students to take some responsibility for their own learning
through the gathering, processing, and reporting of information
from target language resources;
o require teachers and students to assume new roles and
responsibilities
o result in a tangible final product; and
o conclude with student reflections on both the process and the
product.
~ Stoller, 2006
Defining features of PBL & PBLL1

10. Gold Standard PBL Ellis, & Shintani (2014)
Student Voice & Choice 9. Instruction needs to take account of individual differences in learners.
10. Instruction need to take account of the fact that there is a subjective aspect to
learning a new language.
Reflection 10. Instruction need to take account of the fact that there is a subjective aspect to
learning a new language.
Critique & Revision 3. Instruction needs to ensure that learners also focus on form.
Public Product
11. In assessing learners’ L2 proficiency, it is important to examine free as well as
controlled production.
7. Successful instructed language learning also requires opportunities for output.
Challenging problem 5. Instruction needs to take into account the order and sequence of acquisition.
Sustained inquiry 6. Successful instructed language learning requires extensive L2 input.
Authenticity
2. Instruction needs to ensure that learners focus predominantly on meaning.
4. Instruction needs to be predominantly directed at developing implicit knowledge of the
L2 while not neglecting explicit knowledge.
Key Knowledge,
Understanding,
& Success skills
8. The opportunity to interact in the L2 is central to developing L2 proficiency.
1. Instruction needs to ensure that learners develop both a rich repertoire of formulaic
expressions and a rule-based competence.
Instructed SLA & PBLL1

11. Toward a PBLL curriculum/syllabus1

12. Input Output
Accuracy Fluency
Toward a PBLL curriculum/syllabus1
(Nation, 2007)
4 strands

13. Project Based Language Learning (PBLL)
Intercultural Competence (IC, I-see)
Cultivating IC in PBLL in Practice
1 What’s coming?
1
2
3

14. Intercultural language learning (ILL)
ACTFL standards for learning languages
What-How-Why of IC
Intercultural Competence (IC)2

15. Intercultural language learning (ILL)2
“Intercultural language learning involves developing with learners an
understanding of their own language(s) and culture(s) in relation to
an additional language and culture. It is a dialogue that allows for
reaching a common ground for negotiation to take place, and where
variable points of view are recognized, mediated, and accepted.”
(Liddicoat, Papademetre, Scarino, & Kohler, 2003, p. 46)
• active construction
• making connections
• social interaction
• reflection
• responsibility
5 principles of ILL

16. ACTFL standards for learning languages2

17. What-How-Why of IC2
© lift-report.de

18. Project Based Language Learning (PBLL)
Intercultural Competence (IC, I-see)
Cultivating IC in PBLL in Practice
1 What’s coming?
1
2
3

19. Virtual Excursion Project
Cultivating IC in PBLL in Practice3
In this hands-on project, students are expected to demonstrate four skills of the target
language by preparing a travel brochure to describe a favorite destination. Students are going to
do mini-research of a place of interest by collecting, processing and organizing information
about the place. At the end of the semester, students are required to deliver a brochure/website
(written skills) and to produce a virtual tour through a multimedia presentation in which students
will work as a tour guide to provide assistance, information and cultural, historical and
contemporary heritage interpretation to English-speaking visitors.
Project Description
How can IC be cultivated? Investigate, explain, and reflect…
• Products: sample brochures
• Practices: sample tours, interactions
• Perspectives: reflect, compare, transform

20. 1 References
Ellis, R., & Shintani, N. (2014). Exploring language pedagogy through second language acquisition research. Routledge
Hedge, T. (1993). Key concepts in ELT. ELT Journal, 47(3), 275-277. doi: 10.1093/elt/47.3.275
Liddicoat, A. J., Papademetre, L., Scarino, A., & Kohler, M. (2003). Report on intercultural language learning. Canberra:
ACT Commonwealth of Australia.
Markham, T., Larmer, J., & Ravitz, J. (2003). Project based learning handbook (2nd ed.). California: Buck Institute for Education
Nation, P. (2007). The four strands. International Journal of Innovation in Language Learning and Teaching, 1(1), 2-13.
Stoller, F. (2006). Establishing a theoretical foundation for project-based learning in second and foreign language contexts.
In G. H. Beckett & P. C. Miller (Eds.), Project-based second and foreign language education: Past, present, and future
(pp. 19-40). Connecticut: Information Age Pub.
The National Standards Collaborative Board. (2015). World-Readiness Standards for Learning Languages. 4th ed.
Alexandria, VA: Author. Retrieved from http://www.actfl.org/sites/default/files/pdfs/World-ReadinessStandardsforLearningLanguages.pdf
Webb, R. L. (2007). Power of projects. Retrieved August 12, 2013, from http://www.motivation-tools.com/downloads/
power_of_projects.pdf
Acknowledgement & Image credits
Dr. Crookes, SLS 610 Introduction to Second Language Teaching; © HITESOL Logo; Slide 07/© http://bie.org;
Slide 11/© New Tech Network; Slide 12/© abiloon.com; Slide 16/© ACTEFL; Slide 17/© NFLRC Hawai‘i & lift-report.de

21. Thank You!