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Seventh International Conference on Immersion and Dual Language Education

February 6–9, 2019

The Westin Charlotte, Charlotte, NC, USA

Triangulating project-based learning, Performance Indicators, and counterbalance instruction to design a culturally relevant and a critical thinking curriculum

Saturday, February 9, 2019 at 11:15 AM–12:15 PM EST
Sharon (90)
Strand

Strand III: Program Design, Development and Evaluation

Immersion/Partner Language(s)

Not language specific

Level

Middle School/Junior High

Program Summary/Abstract Description

The presenters will discuss the process of adopting a native-speaker textbook as a resource for designing a curriculum. The curriculum development process integrated language and cultural learning expectations (NCSSFL-ACTFL Can-Do Statements), and the counterbalance grammatical cycle (Lyster, 2007) through projects that have challenged students to use critical thinking skills in Utah middle school Dual Language Immersion Portuguese programs.

The Integrated Performance Assessment (Adair‐Hauck et. al., 2006) inspired the creation of projects that also aimed to teach critical thinking skills. Some of the projects created were a learner’s parliament, a debate about water accessibility, and a YouTube video about bullying. This best practice discussion will offer an opportunity for teachers and researchers discuss designed units and reflect upon curriculum development guidelines for language teaching and learning.

Lead Presenter

Mrs Ivian Destro Boruchowski, Master, Utah Dual Immersion Program
Role/Title

Curriculum Consultant

Co-Presenters

Silvia JUhas, Bachelor, Utah Dual Immersion Program
Role/Title

Coordinator of Portuguese Program

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