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| Format: | Recurso digital |
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Zenodo
2026
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| Online Access: | https://doi.org/10.5281/zenodo.19664694 |
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Table of Contents:
- <p>Project-Based Learning (PBL) has become one of the most influential learner-centered approaches in modern<br>language education. Its emphasis on authentic communication, collaboration, inquiry, and meaningful output has made<br>it particularly suitable for language teaching contexts where communicative competence and real-world language use<br>are central objectives. This article explores the historical development of Project-Based Learning in language teaching,<br>tracing its philosophical and pedagogical roots from progressive education to its contemporary applications in second and<br>foreign language classrooms. The paper examines how PBL evolved from general educational theory into a specialized<br>instructional approach in language pedagogy. It also discusses the major theoretical influences, methodological shifts,<br>and practical transformations that have shaped its development over time. The article argues that PBL has moved from<br>a supplementary classroom activity to a comprehensive instructional framework capable of integrating language, content,<br>and 21st-century skills. The historical perspective demonstrates that the rise of PBL in language education reflects<br>broader changes in educational thought, especially the shift from teacher-centered transmission models to learner-centered,<br>socially mediated, and experience-based learning environments</p>