| Title | Transforming language learning: Designing an innovative community-based language learning (CBLL) model for students’ learning experiences, learning outcomes, and community engagement |
|---|---|
| Faculty/College/Unit | Arts |
| Status | Completed |
| Duration | 3 Years |
| Initiation | 04/01/2020 |
| Completion | 03/31/2023 |
| Funding Details | |
| Year 1: Project Year | Year 1 |
| Year 1: Funding Year | 2020/2021 |
| Year 1: Project Type | Small TLEF |
| Year 1: Principal Investigator | Hsiang-ning Wang |
| Year 1: Funded Amount | 23,197 |
| Year 1: Team Members | Hsiang-ning Wang, Instructor, Asian Studies, Faculty of Arts |
| Year 1: Summary | Chinese is the largest language group in Canada after English and French; this three-year multi- dimensional community-based Chinese language learning and teaching project builds a course model that shifts away from classroom-based teaching and learning to community-based language learning (CBLL) and communication-focused pedagogy. It integrates community-engaged pedagogy and collaborative learning to address important learning needs mutually beneficial to both student learners and community members. By strengthening partnerships between students and their learning communities within UBC and beyond, this project works to improve students’ language confidence and performance, build up their intercultural competence, enhance their sense of community identity, and transform language pedagogy methods to make a stronger language program. With clear and thorough formative and summative assessments, the success of this course model will be expanded to a program-level scale and can be further applied to other language courses/programs at UBC and beyond. |
| Year 2: Project Year | Year 2 |
| Year 2: Funding Year | 2021/2022 |
| Year 2: Project Type | Small TLEF |
| Year 2: Principal Investigator | Hsiang-ning Wang |
| Year 2: Funded Amount | 15,032 |
| Year 2: Team Members | Hsiang-ning Wang, Instructor / Assistant Professor of Teaching, Asian Studies, Faculty of Arts |
| Year 2: Summary | Chinese is the largest language group in Canada after English and French. This three-year multi- dimensional community-based Chinese language learning and teaching project builds a course model that shifts away from classroom-based teaching and learning to community-based language learning (CBLL) and communication-focused pedagogy. It integrates community-engaged pedagogy and collaborative learning to address important learning needs that are mutually beneficial to both student learners and community members. By strengthening partnerships between students and their learning communities within UBC and beyond, even to international communities, this project works to improve students’ language confidence and performance, build up their intercultural competence, enhance their sense of community identity, and transform language pedagogy methods to make a stronger language program. With clear and thorough formative and summative assessments, the expected successful outcomes of this course model will be expanded to a program-level scale and can be further applied to other language courses/programs at UBC and beyond. |
| Year 3: Project Year | Year 3 |
| Year 3: Funding Year | 2022/2023 |
| Year 3: Project Type | Small TLEF |
| Year 3: Principal Investigator | Hsiang-ning Wang |
| Year 3: Funded Amount | 11,727 |
| Year 3: Team Members | Hsiang-ning Wang, Assistant Professor of Teaching, Asian Studies, Faculty of Arts |
| Year 3: Summary | This three-year multidimensional Chinese language learning and teaching project builds a course model that shifts away from classroom-based teaching and learning to community-based language learning and communication-focused pedagogy. To address important learning needs identified in pre-project research, the project integrates community-engaged pedagogy and collaborative learning, bringing students and community members together in dynamic and authentic learning environments. By strengthening partnerships between students and their learning communities within UBC and beyond, we work to improve students’ language confidence/performance, build intercultural competence, enhance community identity/interactions, and transform language pedagogy to make a stronger language program. Innovative learning approaches include development of robust working relationships with local communities and making undergraduates central to ongoing project development. After formative and summative assessments, the expected successful outcomes of this course model will be expanded to a program-level scale that can be further applied to other language courses and programs at UBC and beyond. |