Promoting awareness of social justice issues through technology-mediated project-based language learning

This chapter aimed at exploring how technology-mediated project-based language learning (PBLL) could be leveraged to foster 24 language learners’ awareness of social justice issues. Specifically, the study examined students’ perceptions regarding the potential benefits and challenges of technology-mediated PBLL for promoting social justice in a Spanish course. We used a grounded, iterative design and Teacher Action Research to analyze the data that comprised student-generated products (i.e., memes and written descriptions) and students’ perceptions of the benefits and challenges of using social justice projects in a Spanish course. In addition to revealing an array of perceived benefits and challenges of social justice projects for learning Spanish, the findings suggested the importance of using short, authentic multimodal texts and providing micro-scaffolding.

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