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Through French and Spanish case studies, it shows comparable results: learner autonomy, learner community building, and learning that extends beyond the classroom. Digital-tool creative projects thus reposition MCL for arts and humanities and offer a replicable methodology for any language classroom.",{"@graph":14,"@context":64},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/galleries-of-language-maker-centered-learning-and-the-language-and-culture-classroom/596140/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/galleries-of-language-maker-centered-learning-and-the-language-and-culture-classroom/596140.png","ImageObject",300,407,{"name":42,"@type":43},"Guten tag","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-22","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":33},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58],{"name":59,"@type":60,"acceptedAnswer":61},"Why does the article argue that MCL can extend beyond STEM fields?","Question",{"text":62,"@type":63},"It demonstrates that language classrooms can be as receptive as STEM classrooms for applying MCL. 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Brenneis, and Sanam Nader-Esfahani 1  \nAbstract  \nThe use of digital exhibitions in two advanced language and culture courses within a liberal arts curriculum provides an innovative pedagogical approach to promoting language learning and critical analysis. This article proposes a pedagogy to incorporate Maker-Centered Learning (MCL), the framework that emerged from a Harvard Graduate School of Education research project, Agency by Design (AbD) in 2012, into language courses. Through the lens ofthe three indicators (“looking closely,” “exploring complexity,” and “finding opportunity”) and related descriptors put forward by the AbD project, the analysis of the two language courses—one French and the other Spanish—as case studies reveals how, despite differences in course objectives and design, they achieved similar results by (1) facilitating learner autonomy,(2) developing learner communities, and (3) fostering learning on a continuum by going beyond the classroom. We demonstrate that creative projects made possible through digital tools can generate opportunities for engaging with language, literature, and culture in ways that transform students into collaborators and creators of knowledge. This approach consequently displaces the MCL framework from its more traditional association with Science, Technology, Engineering and Maths (STEM) fields, and bolsters the claims of scholars who view the arts and humanities as equally fertile ground for its application. The pedagogical methodology detailed here could be replicated in any language classroom.  \nKeywords:CALL, LC2, Maker-Centered Learning, digital exhibits,  \nlearner autonomy, global learning communities.  \nAffiliations  \n1Amherst College, Massachusetts, USA.  \n[email: ](email: jkannan@amherst.edu)[jkannan@amherst.edu](email: jkannan@amherst.edu)  \nemail: [sbrenneis@amherst.edu](sbrenneis@amherst.edu)  \nemail: [snaderesfahani@amherst.edu](snaderesfahani@amherst.edu)  \ncalico journal vol 38.1 2021 43–78 [https://doi.org/10.1558/cj.40995](https://doi.org/10.1558/cj.40995)  \n© 2021, equinox publishing   \n44 Galleries of Language  \n1. Introduction  \nAs students of languages, cultures, and literatures navigate foreign linguistic and historical terrains, they face unfamiliar vocabulary, syntax, and contexts; unravel the possibilities hidden in a single word or cultural artifact; play with the plurality of meaning; and generate new connections and new interpretations. These students are no strangers to encountering and deciphering codes or building worlds. Nevertheless, the Maker movement, which is more frequently associated with engineering or computer hacking (Thomas & Besser, 2017), is often dismissed as a natural pedagogical approach for ComputerAssisted Language Learning (CALL) in the language and culture classroom.  \nEarly definitions of Maker education in works such as Design, make, play: Growing the next generation of STEM innovators (Honey & Kanter, 2013) confined its applications to STEM fields. The concept has since seen an upward trend (Halverson & Sheridan, 2014), and recent literature in higher education continues to showcase myriad examples from STEM (Bevan, Petrich, & Wilkinson, 2014; Dougherty, 2012, 2013a, 2013b) that perpetuate this association and exclude the humanities as a fertile ground for experimentation. May and Clapp (2017) bemoan the “limited scholarship that recognizes the connections between the Maker movement and arts learning.” Such connections do infact exist in the arts and humanities, however, and have tremendous potential in the language and literature classroom. This article demonstrates through a pedagogical reflection that linking Maker education with language teaching offers new possibilities to promote learner autonomy in this environment.  \nThe courses described here, one in French an","cbCaiadiUxCvSajO","https://ap.wps.com/l/cbCaiadiUxCvSajO","pdf",1189233,36,"English","# Introduction\n## Maker education and its traditional STEM association\n## Need for humanities-focused language learning\n## Study purpose and course context\n## Case studies and integration of digital exhibitions\n## MCL framework overview and analysis plan","[{\"question\":\"Why does the article argue that MCL can extend beyond STEM fields?\",\"answer\":\"It demonstrates that language classrooms can be as receptive as STEM classrooms for applying MCL. The approach enables engagement with language, literature, and culture through creative projects, supporting arts and humanities as fertile ground for MCL.\"}]","Galleries of Language: Maker-Centered Learning and the Language and Culture Classroom | PDF",1792082517,91]