Implementing project based learning in an english as a second language post-pandemic classroom

Abstract

This document explores and ponders the effects of using Project Based Learning as a teaching methodology in the English language classroom contextualized to the post-pandemic period, through a series of sequences intended to explore the approach to this methodology by practicing in the classroom elaborating communicative projects and activities that build up to a central project. Using a mixed approach to assess and reflect on the work done, this research follows three practice periods, with each one of them drawing familiarity from a different source. The main theory behind this approach is that by inducting the language using familiar activities learners contextualize the contents and acquire the target language easily. The results of this study were twofold; one being directly with the study the group, which came in contact with communicative activities and tried to exchange ideas in the second language. The second focused on my own competencies, making me more aware of the environment and the language used in the selected activities.