Kip A. Cates: Professor in the Faculty of Regional Studies at Tottori University. B.A. in Modern Languages (University of British Columbia) and an M.A. in Applied Linguistics (Reading University, England).
George Jacobs: Board member and newsletter editor of the International Association for the Study of Cooperation in Education.
Cates and Jacobs state the importance of the human/cultural sensitivity that should be more focused on when learning a new language. It is easy to solely focus on the grammar and linguistic aspects of a language.
Furthermore, Cates and Jacobs state that the more global education introduced to language classes the better global citizens will be produced.
Furthermore, Cates and Jacobs state that the more global education introduced to language classes the better global citizens will be produced.
“Global Issue Projects in the English Language Classroom.” In G. H. Beckett & P. C. Miller (Eds.), Project-based second and foreign language education: Past, present, and future (pp. 167–178). Greenwich, CT: Information Age Publishing. (2006)
Paul Chamness Miller: Professor of Foreign Language Education in the Division of Teacher Education at the University of Cincinnati. Ph.D in Foreign Language Education (Purdue University).
Miller focuses on how staying true to the standards are an important aspect that sometimes gets lost in PBL planning,“…projects are not a fix to instructional difficulties.”
“Integrating Second Language Standards Into Project-Based Instruction.” In G. H. Beckett & P. C. Miller (Eds.), Project-based second and foreign language education: Past, present, and future (pp. 225–236). Greenwich, CT: Information Age Publishing. (2006)
Bernard Mohan: Doctorate in linguistics from the University of London. Emeritus Professor in the Department of Language and Literacy Education at the University of British Columbia. Areas of research include educational linguistics, language socialization, language learning and the computer and functional linguistics.
Grace I-chia Lee: Master's degree in TESL from the University of British Columbia. Taught high school English in Taiwan for 8 years.
Mohan and Lee discuss the importance of the connection between a teacher’s experiences of learning and teaching.
They view PBL as not a teaching method, but a natural way of engaging with our world.
Concepts of practice, reflection and action are emphasized.
“Linking Interpretive Research and Functional Linguistics: From Learning Projects to Teaching Projects.” In G. H. Beckett & P. C. Miller (Eds.), Project-based second and foreign language education: Past, present, and future (pp. 263–278). Greenwich, CT: Information Age Publishing. (2006)
Gail Weinstein: Professor in the English Department at San Francisco State University. Ph.D in Educational Linguistics from the University of Pennsylvania. Her research has focused on ethnography of language and literacy, adult and family literacy in multilingual communities, and learner-centered education for community building.
Weinstein describes the process of language acquisition in which learners’ lives become central to the learning process. She concludes that a PBL environment is most akin to the immersion technique late secondary students take, like a senior year abroad.
“Learners’ Lives as Curriculum: An Integrative Project Based Model for Language Learning.” In G. H. Beckett & P. C. Miller (Eds.), Project-based second and foreign language education: Past, present, and future (pp. 159–164). Greenwich, CT: Information Age Publishing. (2006)