Trend or Tool? New Developments in AI for Multilingual Learners

Teaching multilingual learners (MLs) means spending a lot of time engaged with words, and the current “word of the day” is artificial intelligence, or AI. The exploding attention to AI technologies warrants consideration in the same way we consider any teaching tool that can serve as a scaffold. AI is not one-size-fits-all, and it takes a human to drive it effectively—but used the right way, it can positively impact the teaching and learning experience.

Here are key things to think about when using AI in your ELD classroom:

• Multilingual learners bring a wide range of tech backgrounds to the language classroom. Some Newcomers may have very limited experiences with technology. Many have used devices such as cellular phones or tablets, but not necessarily for academic purposes. Still others may already be tech savvy, and can serve as the whiz who can troubleshoot for everyone else—even the teacher!

• • TIP: Invite students to explore the technologies available with Get Ready! , Connect, Bridges, or Engage to familiarize themselves with helpful tools and to play with language. Items such as the Virtual Chat and Partner Chats on the Supersite add extra opportunities for language practice. Pair students with greater proficiency in technology with those who have less experience.
  • TIP: Invite students to create their own avatar for Get Ready! or any other Vista program by using an AI image generator. This can be a fun way to lower the affective filter—allowing the “avatar” to be called on to answer questions and engage in “live” classroom activities.

• MLs benefit from digital tools that augment, enhance, or serve as bridges to language and literacy experiences. Meaningful uses of technology across domains (listening, speaking, reading, and writing) can help MLs develop higher levels of proficiency in both language and content.
  • TIP: Be cognizant of the importance of developing syntactic sense in language development. AI tools that alter readability levels may simplify language for comprehension, but may also offer MLs less exposure to authentic texts.
    • Get Ready! has audio of all reading and videos. “Connect to Language in Action” depicts people talking about the theme in authentic situations. These situations are scripted and acted out by recurring characters (and MLs have script copies to follow along with). You can use the existing Get Ready! content, then take the sentences and use an AI chatbot to expand the sentences into compound-complex sentences or modify them to simple sentences. Students can then compare the changes to the familiar video context. This contextualized approach to syntactic changes builds and expands linguistic knowledge.

• MLs may be challenged by the procedural language of technology. Students must keep up with directions on opening applications and more. MLs need to understand the language skills and vocabulary necessary to use the technology.

                  TIP:

• • Make a list of strong verbs to be used for the generative commands needed in AI. These may be different than terms students are used to using for search engines.
  • Model the finite language needed for creation. Use an example from your Vista program to show (vs. tell) students how to do this and how it may save time. For example, when an activity calls for an illustration, use an AI tool to generate the visual using specific thematic vocabulary and grammar (e.g., adjectives). In this way, the visual is generated almost instantly and students can focus forward on the unit language at hand. Check out our blog post “Unlocking the Potential of AI” for more information!

In essence, there are many opportunities to engage MLs with available technology, including AI tools. However, it is important to keep these opportunities contextualized to the units, working with the theme, scope, and sequence—which are all standards driven and evidence based for all language strategies. In addition to technology already available with Get Ready!, Connect, Bridges, or Engage (audio segments, videos, online items, and other resources), it is helpful to select AI tools that augment and cohesively connect the existing activities to practice and that reinforce the language and content goals of each unit. The ultimate goal is to use AI to foster communication and comprehension in a way that helps students grow in their academic success each day.

By Jenni Trujillo

Also read:

ChatGPT and AI in the World Language Classroom: Friend or Foe?

Evolving with GenAI: Assessments in the Language Classroom