Life Beyond the Classroom: Project-Based Learning in a World Language Writing Course

Abstract

This article describes the implementation of project-based learning in an upper-level German as a Foreign Language writing course at a North American university. This pedagogical approach focuses on active learning, learner autonomy, collaboration among peers, tangible products, and developing transferable skills with meaningful, real-world tasks and assessment. It reimagines the traditional teacher-centered world language classroom with the goal of helping students to develop the skills and mindset necessary to be successful life-long learners in a variety of contexts. This pedagogical report maps out the course design, texts, activities, and assessment procedures in order to function as a resource that can be adapted by other instructors. It demonstrates the potential of this approach for improving students' linguistic and non-linguistic skills and contributes to the growing body of scholarship on best practices for project-based learning in the world language classroom.