Open AccessThe Dilemmas of Teaching Dilemmas in a Foreign Language Classroom
Author(s) -
Ai-Chu Elisha Ding,
Pengtong Qu,
Krista Glazewski,
Haesol Bae,
Fatih Eruglec,
Hamid Nadir,
Thomas Brush
Publication year - 2021
Publication title -
international journal of designs for learning
Language(s) - English
Resource type - Journals
ISSN - 2159-449X
DOI - 10.14434/ijdl.v12i3.31554
Subject(s) - dilemma , curriculum , implementation , mathematics education , computer science , process (computing) , foreign language , instructional design , teaching method , design process , pedagogy , psychology , engineering , work in process , software engineering , programming language , philosophy , operations management , epistemology
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.