Multidimensional project-based second language teaching: observations of four grade 9 core French teachers

Part of a special issue on new Canadian research into the teaching of French as a second language. A study investigated reform in core teaching of French in Canada. During one school semester in one school district, the study observed four ninth-grade core French classes. Findings suggested that the four classroom teachers implemented multidimensional project-based instruction in their core French classes in different ways. Findings demonstrated that two of the teachers organized their instruction around a final project that provided student activities with an authentic context. Although the other two teachers did many of the prescribed activities, they did not choose to teach toward a project. Other findings of the study are discussed.