Thank you for your article. I am a French teacher at the American School of New Delhi and I am currently preparing a COETAIL program (Certificate of educational technology and information literacy) . As part of my last course, I have decide to implement a PBL task. I am teaching a beginner group and our next unit is about ‘food’. I have been inspired by your article to ask the students to set up a restaurant in a francophone country. As a novice with PBL, I would be really grateful if you could give me some advice to ensure a succesful and enjoyable experience for my students : do you give your students any vocabulary or structures beforehand? how do you make sure that they communicate with each other in the target language (considering that I have a beginner group, they might use more English than French)? How do you assess them along the way? How do you track individual’s participation in the group? I’ll appreciate any advice, rubrics, resources I could use to help me set up that project. Merci beaucoup!
Hi Julie – you have some GREAT questions! Well done on experimenting with PBLL (project-based language-learning) as well.
I usually introduce a PBLL-aligned unit with some form of comprehensible input in the form of a story related to the learning targets and including a driving question for inquiry. For example, for this “food unit,” the driving question(s) is/are: How can we help to preserve the rich culinary heritage of the Francophone world? The learning targets are formulated in “I can statements” = I can + language function + theme. For example:
- I can describe how to prepare a recipe from the target culture.
I can ask and answer questions about the foods of the target culture.
I can help someone select a dish from a menu.
My story will model all these learning targets. I include key vocabulary and structures (not grammar! but syntactical relationships, or sentence frames) as a model of the language they will learn and produce. My story may have episodes as well, to break it down into segments, as all at once could be overload. I do not provide lists of words, I ask students to share out new words they are learning, and we create a word wall – usually on Padlet.com, but also the walls of the classroom. I am not keen on a “defined list” – I want students to own their vocabulary. There can be choices here.
Students work in groups of four ideally. More is too many, three is the least. They have assigned roles (decided by the group) to ensure everything is done well – project manager, secretary, questioner/clarifier, producer…). I help scaffold interpersonal communication between students with sentence frames – on Padlet and on paper. I also circulate around the room constantly, checking in with groups as they do their research. I ask and answer questions in French, and support their use of the target language. Students are encouraged to use target language as much as possible, but they are not required only to speak French.
I have rubrics for several things: collaboration, critical thinking, creativity, and of course communication: oral and written, in the three modes of communication – interpretive, interpersonal and presentational. I am working on updates of my rubrics, including making variations for novice, intermediate and advanced level fluencies. The ones I have made are on my website at https://drdmd.wordpress.com – see the tab labeled “PBLL” – note that this page is under construction, but there is a link to my old site where there is all I have posted so far. More to come on this! You will find a lot of resources there.
I am writing a “how to” book on PBLL, but it is in draft, not yet done. More to follow on this!
I hope this gets you started! Thanks for your post, and best wishes on your good work!