Full bibliography

In response to a call for PBLL to address language learners’ 21st-century needs, the present chapter showcases two examples of technology-assisted PBLL (TAPBLL) carried out in 100- and 300-level Spanish courses at a regional public university in the eastern United States. The TAPBLL using Generative AI chatbots in the lower-division Spanish course exemplified how content could be foregrounded in foreign language (FL) courses that might otherwise tend to overemphasize grammar. The TAPBLL using collaborative online international learning as a virtual exchange project in an (or the) upper-division course exemplifies how content can be prioritized early and often through projects that address learners’ 21st-century needs. When woven throughout the FL curriculum, TAPBLL can successfully build learners’ bilingualism, digital literacies, and cultural competence while at the same time working to counteract decreasing FL enrollments and imprudent narratives concerning the inapplicability of FL instruction to learners’ future academic and career goals.

Num Pages: 14