Legitimate Participation in PjBL: Opportunities for Supporting Students Social Bonds Across MLL Levels

• In Event: Student engagement in PBL and PjBL learning

Abstract

Legitimate participation, a social phenomenon associated with Project Based Learning (PjBL), links student reciprocal communication and emotion to support productive collaboration through social bonds. This study examines a 3rd grade dual language immersion (DLI) class where STEM instruction was delivered in English, and 26 students with varying English proficiency collaborated to design balloon-powered cars and explore motion. Data include observations, voice recordings, and journals documenting nonverbal communication events and related emotions. Analysis involves synthesizing data sources to produce a descriptive view of groups social and emotional dynamics across lessons considering students’ levels of English language proficiency. Findings reveal opportunities for teachers to support legitimate participation by facilitating PjBL in ways that strengthen student social bonds.

Authors

• Ella Yonai, University of Georgia

• Emily Adah Miller, University of Georgia