PBL Spotlights
PBL for English Language Learners
We asked National Faculty, seasoned in teaching English
Language Learners, how PBL can enhance teaching and
learning for these students. Here’s what they had to say.
PBL is about opportunity and expectations, and to give all students access to engaging and
rigorous learning we must provide scaffolds that help them achieve their best. But often
teachers think that students must be able to achieve at a certain level before even
attempting to jump into PBL.
English Language Learners can sometimes be overlooked when thinking about who is
“ready” to do PBL, but all students are ready if armed with appropriate scaffolding by their
teacher. In fact, if we look at learning in terms of growth, EL students are likely to show
huge success due to how immersive PBL is in communication skills and critical thinking.
(Wolpert-Gowron, 2018)
PBL for English Language Learners gives students opportunities to shine and lead
in ways that traditional instruction might not allow. For example, a newcomer who
has starting English language skills collaborates with a group to construct a model
of a tiny home, demonstrating spatial aptitude and knowledge of blueprint design.
A student with emerging English language skills designs an indoor recess sensory
path, utilizing creativity, innovation and empathy, knowledge and skills that might
have gone unnoticed without the opportunity to create.
Research proves that what English Language Learners really need is thoughtful
engagement with authentic experiences in language. And PBL, as defined by the
Gold Standard, is just that. (Wolpert-Gowron, 2018)
A few pointers for teaching PBL for English Language
Learners:
Use proficiency levels to aid in scaffolding - It’s important to consider each
students' proficiency level in each literacy domain and intentionally build scaffolds
and opportunities for teaching and practice throughout the project.
© 2022 Buck Institute for Education
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See language and culture as an asset - Projects should reflect students' unique
interests, cultures and communities, when possible. Consider inviting experts that
reflect students’ backgrounds or native languages when possible. Elevate students’
home languages through texts, resources and experts.
Think about how language is used - When considering language objectives, also
consider how students are going to use language to demonstrate their learning,
then be intentional about providing language supports and opportunities for
practice. (ex. If the product is a podcast, give opportunities for oral rehearsal before
moving to writing, reversing the typical order of “write, memorize then present.”)
Create a culture of safety - Provide ample opportunities for student interaction and
structured conversations to promote language skills, and build in strategic grouping, think
alouds and ample wait time for responses. Consider small group versus whole group
discussions for safety in practicing new language skills.
Projects to explore.
The Moth, Grades 9-12
students use the writing process to craft a compelling personal narrative while
learning from expert storytellers, then performing them live at a “Moth-”style
event.
Community Voices, Grades 6-8
Students interview community members and gather both quantitative and qualitative
data, then present their stories as a means of inspiring others to take action.
Hunger, Grades K-12
Through research and investigation of content-specific materials, students explore,
analyze and propose solutions to a local or global hunger issue.
Resources to inspire.
English Learner Scaffolds for PBL
This tool is designed to support teachers in scaffolding content, process, and
language development for English Learners throughout a project.
PBL With English Language Learners: A Vital Need
© 2022 Buck Institute for Education
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National Faculty, Heather Wolpert-Gawron, gives English language teachers a call to
action, and to PBL, with practical strategies for making it work.
PBL for ELL
A video of a high school teacher using strategies with her class of English Language
Learners to improve English/native language fluency and critical thinking skills.
© 2022 Buck Institute for Education