Edutopia – Rachel Paparone
During a project-based learning (PBL) unit in my secondary French class last spring, I noticed with frustration that my learners were resorting—once again—to English to give feedback on their projects. I couldn’t imagine why. We had gone over the phrases they needed: ways to give suggestions, how to express opinions, how to ask questions. I had scaffolded vocabulary to identify different elements of the project. They could say they liked football and ask what someone was doing next weekend, so why couldn’t they transfer this skill to our project?