Dewey's idea of Project-based Learning (PBL) was introduced into
the field of second language education nearly two decades ago as a
way to reflect the principles of student-centered teaching (Hedge,
1993). Since then, PBL has also become a popular language and
literacy activity at various levels and in various contexts (see
Beckett, 1999; Fried-Booth, 2002; Levis & Levis, 2003;
Kobayashi, 2003; Luongo- Orlando, 2001; Mohan & Beckett, 2003;
Weinstein, 2004). For example, it has been applied to teach various
ESL and EFL skills around the world (e.g., Fried-Booth, 2002). More
recently, PBL has been heralded as the most appropriate approach to
teaching content-based second language education (Bunch, et al.,
2001; Stoller, 1997), English for specific purposes (Fried-Booth,
2002), community-based language socialization (Weinstien, 2004),
and critical and higher order thinking as well as problem-solving
skills urged by the National Research Council (1999). Despite this
emphasis, there is a severe shortage of empirical research on PBL
and research-based frameworks and models based on sound theoretical
guidance in general and second and foreign language education in
particular (Thomas, 2000). Also missing from the second and foreign
language education literature is systematic discussion of PBL work
that brings together representative work, identifying obvious gaps,
and guiding the field toward future directions. This, first of its
kind, volume bridges these obvious gaps through the original work
of international scholars from Canada, Israel, Japan, Singapore,
and the US.
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