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Current thinking in SLA methodology favors knowledge construction rather than simple instructivist learning as an appropriate paradigm for language learning. Within this context, project-based and task-oriented scenarios have often been regarded as the real forte of digital media and technology enhanced tools. Such approaches to learning are also rooted in the output hypothesis, which argues that learners should actively engage themselves in the negotiation and creation of ‘comprehensible output’ in order to develop linguistically and cognitively. In this seminar we shall explore the theoretical underpinning of TBL & PBL, consider how such approaches can be put into practice, and – in the true tradition of a hands-on approach – design a series of case studies and sample projects. |
