In the updated version of Common European Framework of Reference for Languages: Learning, Teaching, Assessment – Companion volume (Council of Europe, 2020), the action-oriented approach is highlighted as the most viable approach for learning languages. To translate this approach into practice, we applied the method of project-based language learning (PBLL) and devised two collaborative language learning projects for a group of second-year students enrolled in the EFL course (C1 language proficiency) at a technical university in the Baltic region. The projects were implemented online due to the COVID-19 pandemic. To ensure rigorous implementation of the method, we designed them on the basis of the research-informed Essential Project Design Elements for Gold Standard PBL (Boss & Larmer, 2018). Because PBLL projects aim to go beyond mere linguistic development of learners, the present study explores the students’ reflections in terms of three aspects: 1) acquisition of their major-related knowledge, 2) procedural aspects, and 3) development of general and communicative linguistic competences. Data was collected through the participants’ individual reflective learning journals. The inductive thematic analysis of their content revealed that the projects were perceived to be instrumental in gaining additional major-related knowledge in a meaningful way. Although online collaboration was a new experience, the students experienced it as a beneficial hands-on introduction to this way of working. While the learners were poor judges of their communicative linguistic development in an online environment, they indicated a number of general competences that the projects helped to develop. Importantly, the study draws attention to the research-informed project-based language learning elements and other aspects that need to be considered when implementing this method online.
Translanguaging was a relatively little-known concept 20 years ago, but has now become a ‘household name’ in
academic contexts. The body of research on translanguaging is ever-growing and the concept covers a vast field from bilinguals’
everyday language use to a theory of language and education. By means of a scoping literature review this study focuses on
translanguaging as a pedagogy within bilingual education and synthesises existing empirical research on the topic that was carried
out between 1990 and 2020.
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