This paper investigates a novel approach to engaging second language learners in their studies. A university level General Education course, which uses Sports Communication as sustained content, is examined. The course uses a progressive pedagogy by way of content-based instruction to integrate vertical and horizontal learning and encourage learner autonomy as a way for students to become critically engaged with their course material. Typical learners' feedback about the course, from the linguistic, content and pedagogical perspectives, is presented. The learners' responses illustrate that they are able to develop critical language competencies if they are presented with contexts which stimulate them and are relevant to their popular cultural experiences.