This article describes a series of exploratory L1 to L2 dubbing projects for which students translated and used editing software to dub short American film and TV clips into their target language. Translating and dubbing into the target language involve students in multifaceted, high-level language production tasks that lead to enhanced vocabulary acquisition, register awareness, emphasis on concision, delivery practice, and mastery of paralinguistic elements. Such projects also increase learner motivation as students progress from teacher-directed, task-based instruction to self-initiated, task-based learning. Further experimental research should be conducted to generalize these findings and quantify the benefits of such dubbing projects. (Contains 1 note.)