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The Dilemmas of Teaching Dilemmas in a Foreign Language Classroom

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Title: The Dilemmas of Teaching Dilemmas in a Foreign Language Classroom
Language: English
Authors: Ding, Ai-Chu Elisha, Qu, Pengtong, Glazewski, Krista, Bae, Haesol, Ergulec, Fatih, Nadir, Hamid, Brush, Thomas
Source: International Journal of Designs for Learning. 2021 12(3):86-101.
Availability: Indiana University. 107 South Indiana Avenue, Bryan Hall 203B, Bloomington, IN 47405. Tel: 317-274-5647; Fax: 317-278-2360; e-mail: ijdl@indiana.edu; Web site: https://scholarworks.iu.edu/journals/index.php/ijdl
Peer Reviewed: Y
Page Count: 16
Publication Date: 2021
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Descriptors: Second Language Learning, Second Language Instruction, Problem Based Learning, Instructional Effectiveness, Instructional Design, Teaching Methods, Interdisciplinary Approach, Native Language, Language Usage, Chinese, Elementary School Students, Classroom Communication, Lesson Plans, Material Development, Instructional Materials
ISSN: 2159-449X
Abstract: Problem-based learning (PBL) has been widely incorporated in STEM classrooms. Unfortunately, its effectiveness for foreign language teaching is less explored. This design case describes the design and implementation process of a Chinese PBL unit in a US elementary school along with the design considerations of teaching dilemma-centered instruction. We provide detailed accounts of our process of developing this PBL curriculum, learning materials, and the two rounds of implementations. We also reflected on the design process and examined the design dilemmas faced by this interdisciplinary design team. Findings show multiple design tensions, which include balancing the language and PBL teaching goals, balancing L1 and L2 use, and the communication challenges within a collaborative design project.
Abstractor: As Provided
Entry Date: 2022
Accession Number: EJ1330688
Database: ERIC
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  Data: The Dilemmas of Teaching Dilemmas in a Foreign Language Classroom
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  Data: <searchLink fieldCode="AR" term="%22Ding%2C+Ai-Chu+Elisha%22">Ding, Ai-Chu Elisha</searchLink><br /><searchLink fieldCode="AR" term="%22Qu%2C+Pengtong%22">Qu, Pengtong</searchLink><br /><searchLink fieldCode="AR" term="%22Glazewski%2C+Krista%22">Glazewski, Krista</searchLink><br /><searchLink fieldCode="AR" term="%22Bae%2C+Haesol%22">Bae, Haesol</searchLink><br /><searchLink fieldCode="AR" term="%22Ergulec%2C+Fatih%22">Ergulec, Fatih</searchLink><br /><searchLink fieldCode="AR" term="%22Nadir%2C+Hamid%22">Nadir, Hamid</searchLink><br /><searchLink fieldCode="AR" term="%22Brush%2C+Thomas%22">Brush, Thomas</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Designs+for+Learning%22"><i>International Journal of Designs for Learning</i></searchLink>. 2021 12(3):86-101.
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  Data: Indiana University. 107 South Indiana Avenue, Bryan Hall 203B, Bloomington, IN 47405. Tel: 317-274-5647; Fax: 317-278-2360; e-mail: ijdl@indiana.edu; Web site: https://scholarworks.iu.edu/journals/index.php/ijdl
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  Data: 16
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  Data: <searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Instruction%22">Second Language Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Problem+Based+Learning%22">Problem Based Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Effectiveness%22">Instructional Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Design%22">Instructional Design</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Interdisciplinary+Approach%22">Interdisciplinary Approach</searchLink><br /><searchLink fieldCode="DE" term="%22Native+Language%22">Native Language</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Usage%22">Language Usage</searchLink><br /><searchLink fieldCode="DE" term="%22Chinese%22">Chinese</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Classroom+Communication%22">Classroom Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Lesson+Plans%22">Lesson Plans</searchLink><br /><searchLink fieldCode="DE" term="%22Material+Development%22">Material Development</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Materials%22">Instructional Materials</searchLink>
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  Data: 2159-449X
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  Data: Problem-based learning (PBL) has been widely incorporated in STEM classrooms. Unfortunately, its effectiveness for foreign language teaching is less explored. This design case describes the design and implementation process of a Chinese PBL unit in a US elementary school along with the design considerations of teaching dilemma-centered instruction. We provide detailed accounts of our process of developing this PBL curriculum, learning materials, and the two rounds of implementations. We also reflected on the design process and examined the design dilemmas faced by this interdisciplinary design team. Findings show multiple design tensions, which include balancing the language and PBL teaching goals, balancing L1 and L2 use, and the communication challenges within a collaborative design project.
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