ABSTRACT
Adult English language learners in universities and community-based programs possess a vast repertoire of skills, interests, and needs that extend beyond the classroom. This introductory chapter demonstrates how Vygotsky’s sociocultural theory (1978) and a multicultural education framework inform project-based learning (PBL) and can be utilized to promote active class participation and community engagement. Incorporating an inquiry-based stance, the chapter will review PBL design considerations to engage learners in authentic tasks grounded in their community and interests. Using the aforementioned frameworks and classroom examples, this chapter will review strategies to create and maintain a participatory classroom culture with meaningful PBL opportunities that meet students’ complex language and literacy challenges. The chapter incorporates a further analysis to examine how PBL can be used enhance language learners’ independence and achievement as they navigate a new culture. Through collaborative and reflective learning and assessment, PBL is an effective strategy that supports language acquisition.
