Details

Autor(en) / Beteiligte

• Turnbull, Miles

Titel

Multidimensional project-based teaching in French second language (FSL): A process-product case study

Ist Teil von

• The Modern language journal (Boulder, Colo.), 1999-12, Vol.83 (4), p.548-568

Ort / Verlag

Boston, USA and Oxford, UK: Blackwell Publishers Inc

Erscheinungsjahr

1999

Quelle

ERIC

Beschreibungen/Notizen

• The study describes the pedagogical approaches of 4 Grade 9 core French teachers and compares students' results on tests of general French proficiency and achievement tests, based on the objectives of a multidimensional project-based instructional unit used by all 4 teachers. The observation data suggest that the 4 teacher participants were implementing this new multidimensional project-based approach in very different ways in their core French classes. Two teachers were classified as multidimensional project-based and 2 as less-multidimensional. Students from the multidimensional project-based classes obtained higher test scores than those in the less-multidimensional classes on some components of the French proficiency and achievement tests. It was not possible to conclude with certainty that project-based multidimensional teaching was the single cause of superior test performance by the students from the multidimensional project-based classes. Student involvement in curriculum decisions, a dual form-meaning focus, and teachers' uses of French are discussed as possible confounding factors. (Verlag).