Towards a Project Based,Deep Approach to Language Learning
GOAL: Providing training to language instructors such that they can start exploring deep, project-based learning in their courses.
The deep approach to LCTL learning is project-based. Projects engage students in interrelated activities of individual or cooperative nature to accomplish tasks that are both open and concrete. They facilitate interpersonal exchanges thereby increasing motivation and creating environments that are rich in meaningful second language use. Real-world themes, issues, problems and actions stimulate intrinsic motivation and create reflective situations in ways that respect the autonomy of the student and are conducive to proficiency. Using a deep approach to language learning implies a paradigmatic change in the way instructors teach. The new approach is transdisciplinary and transformative in contrast to transmissive education. The deep approach is significantly related to an intention to understand deeply. It defines a situation in which the teacher is not the only source of inspiration and knowledge. The learners become curriculum builders. How can we adapt our normative teaching environments to such meaningful experiences? The workshop will attempt at finding practical answers to this question. After an exposé, language groups will brainstorm applications that match the principles of Tochon’s deep approach. Along the way, questions will be raised and answered to. The instructors will be organized as a participatory action research team with a forum for them to help each other creating solutions when problems arise all along the semester.
NCOLCTL/ALTA 2011 Workshop Schedule
- Deep Education as a Conceptual Framework
- Tochon’s Deep Approach to language learning
- Deep Teacher Planning - Organizing Deep Projects - Examples: Instructional Modules created for Turkish
- Project building and negotiation - Interrupting instruction to facilitate deep language learning – Deep assessment.