AbstractWhile communicative approaches promote collaboration in the classroom, linguistic and
cultural content knowledge is often regarded as information to be transferred most effectively
from teachers to learners. Applying sociocultural and socioconstructivist perspectives
and taking critical pedagogy into consideration, this chapter discusses the implementation
of curricular changes into two hybrid Spanish courses: an advanced writing course and a
beginning-level Spanish course. The use of social tools such as wikis, chats, and discussion
boards not only emphasized collaboration among participants but also generated and developed
content and linguistic knowledge in what is called the architecture of participation.
The pedagogical shift possible through the use of social tools reshaped the foreign language
context setting by expanding the physical classroom into a larger e-classroom and creating
writing communities that used a language of their own. Learners actively participated in
a community of writers in which, through dialogue, they created knowledge and achieved
common goals both through the integration of the group and through their own voice.
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