Designing AI Support for Translanguaging in Classrooms: Where Theory and Practices Do and Don’t Align

• In Event: Transforming Classroom Spaces Through Translanguaging

Abstract

The present study aims to develop language technologies to support bi/multilingual learners. We surveyed teachers of bi/multilingual learners on their theoretical beliefs on translanguaging, current practices, and AI use. After performing an analysis of the 139 responses, we found the frequency with which teachers employ bi/multilingual and translanguaging practices in their classrooms is associated with their positive perception of bi/multilingualism and not with their perception of translanguaging. There is also a significant positive correlation between reported translanguaging practices and the frequency of technology use in the classroom. These findings inform the design of AI-based language technology to promote bi/multilingualism.

Authors

• Alina Guha, University of Wisconsin - Madison

• Kiyo White, University of Wisconsin - Madison

• Shamya Karumbaiah, University of Wisconsin - Madison

• Cynthia T. Baeza, University of Wisconsin - Madison

• Mariana Castro, University of Wisconsin - Madison

• Diego Xavier Roman, University of Wisconsin - Madison