engleski

Task/Project/Problem-based learning in LSP: How do they correspond to 21st century learning?

Globalisation and the development of new communication technologies have generated pressing demands on the field of LSP. Today, it is vital for LSP learners to master the 21st century skills - language skills, interpersonal skills, collaborative skills and critical thinking, essentially, some of the basic features of higher education. To address this challenge, we advocate the adoption of task-/problem-/project-based learning and teaching (TBLT/PBL/PjBL) along with multimodal learning/teaching, the approaches to education focused on the creative use of language, skills development as well as on the learner and the learning process itself. These approaches encourage the development of autonomy in students and their ability to self-direct their learning. In this paper we will first discuss the main features of the central points of TBLT/PBL/PjBL and multimodal learning/teaching and their relationship with self-directed learning (SDL). Then, the process and the structural framework for the TBLT/PBL/PjBL cycles as well as the strategies used in SDL will be analysed while different modes, multimodality and multimodal literacies will be defined. In addition, some suggestions for the implementation of the abovementioned approaches in class will be offered. Finally, we will discuss the feedback from the LSP teachers and language students, who participated in the TRAILs Summer/Winter School, with regard to task-/problem-/project-based learning and teaching as well as multimodal learning/teaching and self- directed learning.

autonomy in students ; multimodal learning/teaching ; self-directed learning ; task-/problem-/project-based learning and teaching

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