Project-Based Learning in the Algerian Secondary School Syllabuses and Textbooks
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Date
2011
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Abstract
The present work represents an attempt to investigate the implementation of ProjectBased
Learning in the Algerian Seconadry School syllabuses and their corresponding
textbooks, namely At the Crossroads, Getting Through and New Prospects. It strives to find
whether these instructional documents, issued within the framework of the recent reform of
the Educational System, favour the integration of the pedagogy of the project into English
Language Teaching. To this end, we have first conducted a thorough examination of the
syllabuses in relation to the principles of the project-based syllabus proposed by Finch (2008),
Nunan (2004) and others and Dubin’s and Olshtain’s framework for the components of the
language syllabus that they offered in their book bearing the title Course Design: Developing
Programmes and Materials for Language Learning (1986). We have then drawn attention to
the textbooks relying on Fredricka L. Stoller’s model (1997) for the completion of project
work in the language classroom. For the sake of collecting more information about the issue
addressed in this study, we have adopted a checklist as a research technique. Although some
drawbacks are noticed, our research findings reveal that the conception of learning proposed
in the textbooks and in the syllabuses they flesh out give prominence to Project-Based
Instruction
Description
136p.:ill;30cm.(+cd)+appendixes
Keywords
project work, Project-Based Learning, project-based syllabus,textbook.
Citation
Didactics