This self-paced online professional development course was designed to support instructors in Utah Valley University’s Portuguese Bridge Program in understanding and applying Project-Based Learning (PBL), Task-Based Language Teaching (TBLT), and Content-Based Language Learning (CBLL) in their classrooms. Audience: Instructors in the Portuguese Bridge Program at Utah Valley University

Responsibilities: Instructional Design, Research, Curriculum Development, Course Authoring

Tools Used: Canvas LMS, Google Docs, YouTube, Quizziz

Overview

A program evaluation conducted in October 2023 revealed that many Portuguese Bridge Program instructors were not yet using key instructional approaches—PBL, TBLT, and CBLL—despite these being foundational to the program’s goals. To close this gap, I created a self-paced professional development course that provides instructors with theory, examples, resources, and application opportunities, all grounded in communicative language teaching and current language acquisition research. The course empowers instructors to rethink their classroom practices by guiding them through structured, meaningful learning experiences designed to be directly applicable to their teaching contexts.

Process

This course was developed using the ADDIE model and designed entirely within Canvas LMS. Drawing on constructivist learning theory, the PD promotes reflective, interactive learning. Participants explore each methodology through multimedia content, structured discussions, quizzes, and step-by-step lesson planning assignments. Each module builds upon the previous, encouraging instructors to make direct connections to their classroom, culminating in the creation of original, standards-aligned lesson plans using PBL, TBLT, and CBLL frameworks.

Course Structure

Module 0: Introduction

Participants are welcomed, introduced to the goals and structure of the course, and complete a brief orientation quiz to check their understanding of the expectations.

Module 1: Task-Based Language Teaching (TBLT)

Instructors explore the purpose and process of TBLT, engage in discussions to define its core components, and work through quizzes and assignments to design a task-based Portuguese lesson.

Module 2: Project-Based Learning (PBL)

Educators differentiate between traditional projects and PBL, analyze case studies, and design their own PBL lesson. Assignments guide participants through integrating personal experiences and academic content for meaningful learning outcomes.

Module 3: Content-Based Language Learning (CBLL)

This module helps instructors identify what qualifies as “content” and how to incorporate it meaningfully. Through guided reflections, planning pages, and sample lessons, instructors develop their own CBLL lesson plan.

Module 4: Bringing It All Together

Participants reflect on the three methodologies and design a final project that integrates elements of PBL, TBLT, and CBLL. Assignments guide them through scaffolding, content selection, and lesson design.

Module 5: Feedback From the Learners

The course concludes with an anonymous PD evaluation, where instructors share their learning experiences and offer feedback for future improvements.

Results and Takeaways

The course was well-received by participants, who appreciated its structure, real-world examples, and pacing. Instructors reported gaining a clearer understanding of the methodologies and feeling more confident in their ability to implement them effectively. "This was the first time I felt like I could really see how these methods work in practice.”This PD course demonstrated the impact of customized, asynchronous training that respects educators' time while empowering their professional growth. It laid the foundation for more collaborative, communicative, and content-rich Portuguese language instruction across the program.