The Impact of Technology-Enhanced Project-Based Learning on Newcomer Emergent Bilingual Students

This literature review explores the potential of technology-enhanced project-based learning (TEPBL) to support the academic and linguistic development of newcomer emergent bilingual students (NEBS) in middle school language arts classes. It examines the advantages of TEPBL for student engagement and learning, highlighting its ability to foster critical thinking, collaboration, and communication skills, while also acknowledging the challenges associated with implementing PBL, such as teacher preparedness, time constraints, and student difficulties with project management and inquiry-based learning. Additionally, the review considers the specific challenges faced by NEBS in TEPBL environments, including language barriers, cultural differences, and academic gaps.