It’s hard to ignore AI language tools (e.g., machine translation, ChatGPT) in language education contexts today: the latest versions of these tools are fast, ubiquitous, convenient, and increasingly accurate.
Without clear guidelines and concrete pedagogical models on how these tools can (and can’t) support language/culture learning and teaching, language instructors and learners alike often regard these tools with a mix of curiosity, confusion and even consternation.
One goal of the Language and AI initiative is to provide high quality, research-based instructional materials that critically and meaningfully approach AI language technologies in the language classroom.
This first set of resources, supported by a US Department of Education International Research and Studies Program grant (2023-2026), focuses on machine translation tools, with some additional guidelines and add-on activities focused on generative AI tools (e.g., ChatGPT) and other tools students may use in their language learning (e.g., Word Reference).
These materials are rooted in findings from research (including from the BLC team) and a robust theoretical framework, including ecological theory, digital literacies and global citizenship.
Specifically, the materials aim to:
-
Support the development of functional digital literacies, including
-
How MT tools work
-
How to use MT tools to support language learning for reading and writing
-
Support the development of critical digital literacies
-
Prepare students for global citizenship, including critical uses of MT in increasingly multilingual workplace contexts and the ethics of MT use
Team
Project Directors
Kimberly Vinall
Emily Hellmich
Partner Instructors
Elsa Elmahdy
Niko Euba
Cristina Farronato
Esmee van der Hoeven
Nora Koa
Karen Llagas
Li Liu
Margot Szarke
Consultants
Melissa Ko
Joel Walsh
Student Researchers
Kayla van Kooten
Arely Badillo Alvarado
Zara Brandt