Multidimensional Project-Based Teaching in French Second Language (FSL): A Process-Product Case Study  

Oleh:

Turnbull, Miles

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: The Modern Language Journal (sebagian Full Text & ada di JSTOR) vol. 83 no. 4 (Dec. 1999), page 548-568.
Fulltext: Vol 83 no 4 pp.548-568.pdf (675.93KB)

Ketersediaan

Perpustakaan PKBB Nomor Panggil: 405/MLJ/83 Non-tandon: 1 (dapat dipinjam: 0) Tandon: tidak ada

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Isi artikel

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 during the time I observed them. 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.

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