Participatory Web 2.0 applications such as weblogs, social networks, video portals and podcasts are rapidly achieving mainstream adoption in our media culture. These technologies offer foreign language learners in particular novel possibilities for language acquisition, not only in terms of passive reception but also – and more crucially – for their productive engagement with a foreign language. Using Web 2.0 technologies, the
language learner is the author and producer of his or her own foreign language content, and, in contradistinction to the insularity of the classroom, is provided with the much larger public stage of the Internet for the presentation of his or her unique personality, cultural identity, ideas and perspectives. Following a discussion of the impulses, possibilities and changes that result in classroom settings with the use of Web 2.0 applications, both in terms of project-based teaching and the presentation of learning contents, this paper aims to show – with reference to a real-world example (a school podcast project) – how participatory Web 2.0 applications can be integrated in project-based, processoriented foreign language lessons with a focus on the production of oral performances. The research activities underlying the development of the presented classroom project are additionally elucidated.