L2 Journal: An Open Access Refereed Journal for World Language Educators

The past four years have seen radical upheaval in language pedagogy due to restrictions imposed by the outbreak of COVID-19 and the advent of generative AI. Increasing evidence that remote learning options can be just as effective as in-person ones has additionally forced educators to re-evaluate and re-articulate the methods and purpose of in-person classroom instruction. This report suggests that a discovery-based framework can help transform classrooms into spaces in which students go beyond simple skill acquisition to become a community of learners through an increased focus on first-hand experiences. These experiences furthermore promote curiosity and ownership over projects in the target language, extending learning beyond the confines of the classroom. With discussion of a successful example conducted in Korean language classes, the article explores how discovery-based frameworks reinforce acquisition of the target language as a tool for cultivating students’ relationships with a broader community of speakers in a personally meaningful way. This report therefore underscores the efficacy, ethicality, and endurance of discovery-based frameworks in classroom instruction as a holistic pedagogical approach.