AI in Multilingual Teacher Development: Preservice Teachers’ Critical Reflections and Pedagogical Transformations

• In Event: AERA Roundtable Session Saturday 9:50 am Four Seasons Ballroom 1
  In Roundtable Session: Innovations in Bi-/Multilingual Teacher Education: Artificial Intelligence (AI), Multimodality, and Beyond (Table 1)

Abstract

Abstract

This study examines pre-service multilingual teachers' experiences with Artificial Intelligence (AI) technologies as well as how these experiences inform their pedagogical practices with multilingual learners. Study participants include eight pre-service teachers from Mandarin- and Spanish-speaking backgrounds in a multilingual Change Laboratory setting. The data is composed of semi-structured interviews, reflective journals, participant observations, and AI-mediated curriculum artifacts developed by the research participants. The findings indicate that pre-service teachers perceive AI as a beneficial tool for language development and leveraged various AI technologies to design curricula for diverse multilingual students. However, participants also faced challenges ensuring culturally responsive and ethical uses of AI in their classrooms. The study has implications for the role of AI in multilingual teacher learning.

Authors

• Edward Rivero, Teachers College, Columbia University

• Peng Yin, University of California - Berkeley