Bridging languages and cultures. Project-based learning in english teacher training

Abstract

This study explores the impact of implementing Project-Based Learning (PBL) as an innovative pedagogical approach in Ecuadorian English as a Foreign Language (EFL) classrooms through a professional training program designed for in-service teachers. The initiative arises from the need to enrich English teaching practices beyond textbook-driven methods by integrating authentic content aligned with the principles of Global Citizenship. Conducted in collaboration with ECUATESOL and Yachay Tech University, the program sought to address persistent gaps in teacher preparation, such as overreliance on traditional instruction, limited training in active methodologies, and minimal student engagement in meaningful communication. Fifteen English teachers from the province of Imbabura participated in a three-phase process: (1) diagnostic assessment, (2) teacher training workshops, and (3) classroom implementation with mentoring. Mixed-method data collection included surveys, interviews, lesson-plan reviews, and classroom observations. Preliminary findings indicate increased teacher confidence, improved classroom management through collaborative projects, and heightened student motivation and participation. The program’s long-term goal is to scale the initiative nationwide through a Massive Open Online Course (MOOC) reaching over 2,500 teachers.