Transforming language learning: Designing an innovative community-based language learning (CBLL) model for students’ learning experiences, learning outcomes, and community engagement

TitleTransforming language learning: Designing an innovative community-based language learning (CBLL) model for students’ learning experiences, learning outcomes, and community engagement
Faculty/College/UnitArts
StatusCompleted
Duration3 Years
Initiation04/01/2020
Completion03/31/2023
Funding Details
Year 1: Project YearYear 1
Year 1: Funding Year2020/2021
Year 1: Project TypeSmall TLEF
Year 1: Principal InvestigatorHsiang-ning Wang
Year 1: Funded Amount23,197
Year 1: Team Members

Hsiang-ning Wang, Instructor, Asian Studies, Faculty of Arts
Qian Wang, Senior Instructor / Director, Chinese Language Program, Asian Studies, Faculty of Arts
Pihua Lin, Lecturer, Asian Studies, Faculty of Arts
Xinxin Wu, Lecturer, Asian Studies, Faculty of Arts
Mingzhu Lu, Lecturer, Asian Studies, Faculty of Arts
Chien-ju Lin, Lecturer, Asian Studies, Faculty of Arts
Sheni Chen, Lecturer, 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 YearYear 2
Year 2: Funding Year2021/2022
Year 2: Project TypeSmall TLEF
Year 2: Principal InvestigatorHsiang-ning Wang
Year 2: Funded Amount15,032
Year 2: Team Members

Hsiang-ning Wang, Instructor / Assistant Professor of Teaching, Asian Studies, Faculty of Arts
Qian Wang, Senior Instructor / Director, Chinese Language Program, Asian Studies, Faculty of Arts
Pihua Lin, Lecturer, Asian Studies, Faculty of Arts
Lijung Lee, Visiting Lecturer, Asian Studies, Faculty of Arts
Any Lee, Visiting Lecturer, Asian Studies, Faculty of Arts
Yinghua Tasi, Visiting Lecturer, Asian Studies, Faculty of Arts
Mingzhu Lu, Lecturer, Asian Studies, Faculty of Arts
Duanduan Li, Associate Professor, Asian Studies, Faculty of Arts
Sheni Chen, Lecturer, Asian Studies, Faculty of Arts
Bosung Kim, Educational Consultant, Centre for Teaching, Learning and Technology
Trish Varao-Sousa, Evaluation and Research Consultant, Centre for Teaching, Learning and Technology / Scholarship of Teaching and Learning Facilitator
Susan Grossman, Director, Centre for Community Engaged Learning
Shadi Mehrabi, Community Engaged Learning Officer, Centre for Community Engaged Learning

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 YearYear 3
Year 3: Funding Year2022/2023
Year 3: Project TypeSmall TLEF
Year 3: Principal InvestigatorHsiang-ning Wang
Year 3: Funded Amount11,727
Year 3: Team Members

Hsiang-ning Wang, Assistant Professor of Teaching, Asian Studies, Faculty of Arts
Qian Wang, Senior Instructor / Director, Chinese Language Program, Asian Studies, Faculty of Arts
Pihua Lin, Lecturer, Asian Studies, Faculty of Arts
Chien-ju Lin, Lecturer, Asian Studies, Faculty of Arts
Mingzhu Lu, Lecturer, Asian Studies, Faculty of Arts
Lijung Lee, Sessional Lecturer, Asian Studies, Faculty of Arts
Any Lee, Sessional Lecturer, Asian Studies, Faculty of Arts
Yuchun Peng, Visiting Lecturer, Asian Studies, Faculty of Arts
Yi Chen, Visiting Lecturer, Asian Studies, Faculty of Arts
Hsiang-han Lin, Visiting Lecturer, Asian Studies, Faculty of Arts
Bosung Kim, Educational Consultant, Centre for Teaching, Learning and Technology
Trish Varao-Sousa, Evaluation and Research Consultant, Centre for Teaching, Learning and Technology / Scholarship of Teaching and Learning Facilitator
Susan Grossman, Director, Centre for Community Engaged Learning
Shadi Mehrab, Community Engaged Learning Officer, Centre for Community Engaged Learning

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.