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
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