This paper focuses on project-based instruction as an efficient way to address learners with varied backgrounds and levels of language skills. The goal is to provide examples of classroom activities that promote learner’s autonomy and responsibility, as well as require the use of meaningful and engaging tasks, integrating language and content-area skills and demanding high levels of language skills. They are designed to improve the language proficiency level of the Hindi learners by providing in- and out-of class opportunities for learning on an individual basis. In addition, the use of literature and other authentic materials are examined, on the one hand, as a basis for extensive input and context for production. On the other hand, they are explored as a basis for increasing general awareness of Hindi that leads the students to higher register sensitivity and more sophisticated communicative skills. In order for learning to really take place the instructional process focuses on the learners by involving them in decision-making at every stage of the projects, which boosts up their motivation, commitment and positive attitude.
This publication appeared in South Asia Language Pedagogy and Technology (SALPT) was published in 2008 by the South Asia Language Resource Center (SALRC) as a space to explore the creation and dissemination of new resources for teaching and research on South Asian languages, primarily via the World Wide Web, and pedagogical support for faculty through digital materials. The South Asia Language Resource Center (SALRC) was a collaborative effort funded by a grant from the U.S. Department of Education's International Education and Graduate Programs Service. The Language Resource Center at the University of Chicago was one of fifteen nationwide that exist to improve the capacity to teach and learn foreign languages effectively. SALRC primarily focused on the needs concerning South Asian language pedagogy in American universities.




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