Project-Based Instruction in Teaching Chinese as a Foreign Language

Abstract

In this chapter, Cultural Historical Activity Theory (CHAT) is used as a framework to examine Project-Based Instruction (PBI) in a Chinese foreign language classroom at a U.S. high school. The implementation of PBI arose from an action research project that resulted from a teacher's perceived need to improve students' engagement, cultural knowledge, and communicative language skills. Data collected include interviews, surveys, classroom observations, teacher reflective journals, and student projects. Data is first analyzed thematically and then reframed from the perspective of CHAT. Findings reveal that PBI motivated students in learning, enhanced cultural understanding, and improved their language skills. Despite the positive evaluation of PBI, there are contradictions within the activity reported such as the tool of language as a barrier. Students wanted to keep traditional learning activity and PBI. Furthermore, analysis of the findings suggest that CHAT is a suitable framework for educational research.