Project-based Learning (Project-BL) has become increasingly popular in mainstream education with various models dedicated to the approach, however, there is a need for a Project-BL framework specifically designed for the second language learning context. The model offered here, called the 10Cs of Project-based Learning TESOL Curriculum, tailors Project-BL to the language classroom by utilizing principles from existing models while incorporating elements which specifically emphasise second language development. Further, it positions the target language as both the object and vehicle of learning, meaning students see the project as a meaningful enterprise with which to learn and use English with their peers. The curriculum promotes learner-centred, collaborative engagement, with the teacher acting as a guide throughout the process. The goals of the curriculum are to develop social and affective capacities, linguistic knowledge, communication skills, and to empower students to create projects that are original, purposeful, and rewarding. This article first briefly explains the background of Project-BL then details each stage of the curriculum, using an example project taken from a study conducted with Korean middle-students to exemplify each stage in the process. Finally, the benefits and challenges of the approach are examined through the perspectives of the study’s participants.

In Chinese primary EFL classrooms, translanguaging between English and Chinese is commonly used by teachers and students out of need for efficient communication, however, this practice has been and is still widely believed to hinder students’ English development. Although recent studies have revealed the benefits translanguaging offers for teaching and learning, little has been done to understand teachers’ perceptions and use of a translanguaging pedagogy in their formative assessment practices, which is expected to play a more important role than before in China’s primary education due to recent policy reform. To close this gap, this exploratory study conducted semi-structured interviews with 10 Chinese primary EFL teachers, who are varied in their geographical location and teaching experience. Adopting an abductive thematic analysis approach, data analysis aimed at understanding how translanguaging was used to facilitate the implementation of formative assessment. Through the lens of creativity, three essential types of translanguaging practices – translanguaging for meaning-making (through preparation and expansion), collaboration, and empowerment – were identified, which have the potential to facilitate different procedures of formative assessment by accelerating understanding and expression, stimulating critical thinking and exploration, maintaining interest and engagement, and promoting autonomy and peer learning.