<p>Science communication has become a core competency in undergraduate science education, shaping both academic success and professional readiness. For multilingual learners (MLLs), who represent a significant and growing proportion of the undergraduate student population, mastering these skills entails overcoming linguistic and cultural barriers. At the same time, the rapid integration of generative artificial intelligence (GenAI) tools, such as ChatGPT, is transforming how students engage with writing and communication tasks, raising both opportunities for support and concerns over academic integrity, equity, and critical analysis. This article begins by highlighting how traditional undergraduate assessment models risk obsolescence when GenAI can easily replicate surface-level outputs. We outline six ready-to-apply undergraduate assignments based on active learning pedagogical practices that emphasize process, reflection, and engagement over product alone. Drawing on active learning, we also propose an undergraduate-scaffolding model in which students progress from foundational writing to advanced dissemination, while critically engaging with GenAI tools. By aligning instruction with the realities of multilingual classrooms and a GenAI environment, universities can cultivate graduates equipped with science communication abilities that are enhanced rather than weakened by emerging technologies.</p>