Multidimensional Project-based Second Language Teaching: Observations of Four Grade 9 Core French Teachers

Abstract

This article reports the results of detailed observations conducted in four Grade 9 core French classes during one school semester in one school district in Eastern Canada. These observations were part of a fieldbased process-product study conducted to examine reform in core French teaching. Results from classroom observations suggest that the four teacher participants were implementing multidimensional project-based (MPB) teaching in different ways in their core French classes. Two of the teachers organized their teaching around a final project that created an authentic context for the student activities. The other two teachers did not choose to teach towards a project, but did many of the prescribed activities. The teachers' uses of French and English and the amount of student input in activity choice are also discussed.