ABSTRACT
Teaching languages through projects is not new, but it is different from other current methods in English Language Teaching (ELT). As it gains more widespread popularity, especially as English is introduced to students at younger ages, it is critical for ELT professionals to examine how it can be implemented effectively while supporting both teachers and young learners. While there is a tendency to label other student-centred approaches under the umbrella of teaching through projects, especially as the use of topics in ELT is not a new concept, it needs to be distinguished from other methods such as task-based or content-based curricula. Using case studies of teaching through projects in use from a variety of countries and contexts, this chapter discusses using projects in a global ELT context, with particular focus on how it is being used by ELT professionals around the world. Further to this, this chapter will highlight the origins of teaching through projects and its rationale for use, exploring current critical issues and offering recommendations for best practice.
