The Child Soldiers Project: Employing a Project-Based Learning and Teaching Curriculum

Abstract

In recent years, project-based learning and teaching (PBLT) has received a great deal of attention from educators around the world and is now establishing its place in the language learning classroom, as a means of providing a more realistic setting for learning. However, PBLT can be difficult to implement in the Asian context due to the focus on more traditional teaching methods which emphasize exams. This paper introduces the Child Soldiers Project created for a Japanese high school classroom by focusing on the steps involved in the curriculum design. Using various concepts drawn from curriculum design, content-based learning, and learner autonomy, the rationale for each step is discussed. Finally, the Child Soldiers Project is placed within a PBLT framework, and a case made for its efficacy. Although not a new approach to language learning, project-based learning and teaching (PBLT) has only received recognition as an effective educational pedagogy in the last twenty years (Beckett, 2006). A unified, concise definition is difficult, and it is generally described in terms of characteristics (Beckett, 2006; Stoller, 2006). For the purposes of this paper, the following eight characteristics were considered, based on Stoller (2006): PBLT should 1) maintain a focus on the project content, 2) consist of a series of manageable tasks, progressing in complexity and structured to provide opportunities to recycle knowledge and skills, 3) allow students to make some of their own choices throughout the project, 4) stimulate students’ interest, 5) afford each student the opportunity to contribute equally and to use their individual skills during group work, 6) ensure all students take responsibility and are held accountable for their work, 7) include activities which focus on form, as well as skills practice throughout the project, 8) provide students with continuous feedback and opportunities for reflection. This paper adds to the body of work on PBLT by introducing the Child Soldiers Project, implemented in a Japanese high school class. It demonstrates the successful implementation of a project in a language classroom, based on PBLT principles. The steps outlined maximize the development of students’ skills. Specific language learning targets are not set; instead, overall fluency and general academic skills are developed. Following a brief literature review and a description of the classroom context, the framework for the project design is introduced and each step is presented in detail. Finally, the paper discusses how the project satisfied the conditions for successful PBLT. Language Education in Asia, 2013, 4(2), 163-174. http://dx.doi.org/10.5746/LEiA/13/V4/I2/A06/Cusen