Project-based learning is an instructional approach where students investigate and respond to an open-ended question, problem, or challenge over an extended period of time. It requires students to take ownership of their learning by asking questions, designing investigations, and producing various artifacts to demonstrate what they have learned. Effective project-based learning engages students in collaborative work, encourages natural integration of skills and content areas, and results in a tangible product or presentation.

1. Andrea Sanchez
Diana Arambulo
Fhernanda Cuesta

2. What is project-based
learning?

3. “Project-based learning is an approach in
which learners investigate a question, solve
a problem, plan an event, or develop a
product”
(Weinstein, 2006, in Beckett & Miller, p.161).

4.  have a process and product  require students to take some
orientation responsibility for their own learning
through gathering, processing, and
 be defined, at least in part, by reporting of information from target
students, to encourage student language resources
ownership in the project
 extend over a period of time  require teachers and students to
(rather than a single class assume new roles and
session) responsibilities (Levy, 1997)
 encourage the natural integration
of skills  result in a tangible final product
 make a dual commitment to  conclude with student reflection on
language and content learning both the process and the product.”
 oblige students to work in groups
and on their own
(Stoller, 2006, in Beckett & Miller, p.24)

6.  Project work focuses on content learning rather than on
specific language targets.
 Project work is student-centered.
 Project work is cooperative rather than competitive.
 Project work leads to the authentic integration of skills and
processing of information from varied sources, mirroring real-
life tasks.
 Project work culminates in an end product that can be shared
with others, giving the project a real purpose.
 Project work is potentially motivating, stimulating, empowering
and challenging.

7.  Learners using their own language
 Some learners doing nothing
 Groups working at different speeds
 Lack of enthusiasm in learners
 Learners fail to see the value in project-work
 A mismatch in expectations between learners
and teachers

8. “A tool that addresses the simultaneous learning of language,
content, and skills” whose primary purpose “is to show the students
the language, content, and skill development which occurs through
project work.” (Beckett, 2005, p.110)
 Graphic Planner
The graphic provides a structured frame to a project and allows
learners to categorize relevant language, content, and skills for
their project.
 Project Diary
The project diary encourages students to reflect on the language,
content, and skills they used during the week on their project.
 Benefits
79% of the learners in Beckett’s study noticed that they had
learned “language, subject matter content, and skills
simultaneously.” (Beckett, 2005, p.114).

11. Beckett, G.H. (2006). Beyond second language acquisition: Secondary school ESL teacher goals and
actions for project‐based instruction. In G.H. Beckett & P.C. Miller (Eds.), Project‐based second and
foreign language education: Past, present, and future (pp.55‐70). Greenwich, CT: Information Age
Publishing Inc.
Beckett, G.H. (2002). Teacher and student evaluations of project‐based instruction. TESL Canada
journal, 19(2), 52‐66.
Beckett, G.H. & Slater, T. (2005). The Project Framework: a tool for language, content, and skills
integration. ELT Journal, 59(2), 108‐116.
Fried‐Booth, D.L. (2002). Project work (2nd ed.). Oxford: Oxford University Press.
Miller, P.C. (2006). Integrating second language standards into project‐based instruction. In G.H. Beckett
& P.C.
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). Greenwich, CT: Information Age Publishing Inc.
Weinstein, G. (2001). Developing adult literacies. In M. Celce‐Murcia (Ed.), Teaching English as a second
or foreign language (3rd ed.) (pp.171‐186). Boston: Heinle & Heinle.
Weinstein, G. (2006). “Learners’ lives as curriculum:” An integrative project‐based model for language
learning. In G.H. Beckett & P.C. Miller (Eds.), Project‐based second and foreign language education:
Past, present, and future (pp.159‐165). Greenwich, CT: Information Age Publishing Inc.