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At the beginning of the discussion week the question I asked was:
Should we be teaching teenagers English through Project Work rather than via course book based study?
I put forward a rationale for using project work with teenagers and listed some pros and cons. I then asked the following questions:
Have you tried project work with teenagers? how have you coped with the "cons"? Is it time to ditch the course book -or would that be a step too far?
A number of people responded. some posed questions of their own and some gave us an insight into using projects and course books in a range of contexts. I'd like to summarise the points made and also add some comments of my own.
Project and language objectives/the syllabus
The project-based course -just as with any language course- must have a language syllabus. Chris gave me some excellent examples of how specific language areas can be integrated into a project on the local environment.
The difficulty for inexperienced teachers is in choosing which language to include and how to make sure that the activities have a language outcome. Rebecca described how she has worked out a syllabus for her 8-12 year olds (equally valid for older students) and reminded us that project work is an excellent way of recycling/revising language without the students feeling they're going over old ground.
For many people just starting out on project work the course book can form a very good base. Wendy Superfine pointed out that there is a place for the course book, depending on the teacher and the situation, and I would agree. She said that the CB can be used as a guide (a ready-made language syllabus) which can be adapted, extended and integrated with new materials and project activities. As she points out, such an approach, while being acceptable to the authorities, parents, etc., can be motivating for the students and lead to better results! Susan also argued for the use of the CB saying that it was not a matter of either/or. She felt that the CB can be used as a core from which to build mini-projects -in which more fashionable and transitory elements are introduced.
Jane felt that anything to enhance enjoyment of the class, and student participation, was worth doing -and has experience of doing just that. She mentioned the role that teenage language magazines can play in adding topicality and interest to this age group.
Chris posed the question "How can we make sure each member is usefully employed?" and how can we monitor specific learning outcomes -which leads to assessment...
Assessment
Wayne made the point that assessment is necessary -that language teachers are accountable not only to the students but to their parents, the school and government authorities, etc. As Helen said, this is especially true in the secondary state school where English is very much a school subject and must be assessed as such. The language learning outcomes should be assessed, (and assessable!) in a formal, accountable way as well as in an informal way.
Wayne also asked: how and what do we assess? Some concern was expressed that by doing projects we may put too much emphasis on the non-language elements of the work done and that it is difficult to reward (and give marks to) different elements, such as art work and a piece of writing, appropriately. I think it's important not to forget that the main learning objectives and outcomes ought to be language-based -that all activities are a means to an end. Art and craft work should be integrated into language work -and can be a way in which language can be sneaked in -but the class is not an art class and I would suggest that art work per se is not part of the formally assessed element of the English class.
Wendy gave lots of good ideas -self-assessment, contracts, a learner diary -as well as a great idea for a project. And Sandie described roles that involve language and suggested deciding the process and product together.
Rebecca pointed out that if students work in small groups they are more likely to make a contribution (peer pressure). She also gave a great project idea.
I do think assessment is a bug issue -and one that perhaps deserves a discussion week of its own. I can only recommend thinking about matching assessment with the methodology -i.e. via portfolios in which students collect samples of language work and list "can do" statements. The Council of Europe portfolio does this -and provides a "mark" with a descriptor.
There is nothing wrong in having the occasional knowledge test so long as assessment of skills is equally represented. I think we have a long way to go with some ministries and parents, though!
Resources
Eleanor made the controversial point that only well-resourced schools and well-motivated teachers could do projects. I agree about the teachers (it's hard work!) -but not the resources. As she admitted she had spent several happy years doing projects with minimal resources in rural India -based round their own village environment -which brings us full circle to the excellent example provided by Chris of how language work can be developed through a project on the local environment.
Thanks to all who contributed to the discussion and especially to those who provided examples of projects that work with teenagers. For some ideas on specific projects that can be used with teenagers (music, islands and photostories) can I be immodest and recommend Project with Young Learners (OUP) -the introduction has ideas for tying the language in with the project, evaluation, assessment and persuading parents (and students) that projects are a GOOD IDEA.
Diane
