Not Covering but Discovering: Agency and Shared Autonomy in Deep Project-Based Language Learning.

摘要

This dissertation is an autoethnographic study that narrates the lived experiences of a full-time instructor of Italian at a large public university. This dissertation investigates how, with the integration of deep project-based learning (DPbL) in the language learning classroom, teachers can cultivate autonomy and social agency through democratizing the foreign language curriculum with students at the helm. Using a design-based research methodology within a Deep Education theoretical framework, the scope of DPbL is to promote deep inquiry built upon student knowledge and interest in the target language and culture. It allows students to engage in inter- and transdisciplinary modes of content-based language learning in an approach where (grammatical) forms and lexicon are integrated into student-generated content. In this down-up approach, students collaboratively create and design research projects and evaluation rubrics based on their interests in the target language and culture.;As a result, ideas, linguistic exchange, construction and application of knowledge, and feedback are all multi-directional, flowing amongst students and teacher, creating a cross-collaborative, and more democratic classroom. DPbL requires the teacher to enact many different roles and to divest power and control over students and over outcomes but to instead focus on effort and process. An analysis of the results suggests that deep (or student-centered) project-based learning (DPbL) is one response to short-term, unsustainable learning that is teacher-directed and focused on assessments and outcomes, some of which are pre-determined. This research also presents a template that encompasses and realizes ACTFL's 21st Century Skills for educators to implement in their classroom, contributing to the lack of practical classroom-based research in learner autonomy. Implications of this study suggest that a language learning experience that is designed, created, and evaluated by students with teacher as guide may have significant impacts on their learning, motivations, accountability, and promote sustainable, lifelong learning experiences. Teaching language through projects is an innovative pedagogical approach that is process-oriented and centered on teaching for autonomy---both the autonomy of the student and of the teacher. Instead of "covering material", students instead "discover material" and share their discoveries in community-building project-based learning. It is education for depth, not breadth.