Writing ‘Right’: Teacher praxis in the age of artificial intelligence

• In Event: AERA Roundtable Session Sunday 1:45 pm - Gold 3
  In Roundtable Session: Critical Approaches to Artificial Intelligence and Literacies

Abstract

In a previous paper, we discussed potential issues with using large language models (LLMs) as a tool for revision in multilingual classrooms. Primarily we explored the ways hegemonic whiteness could be reinscribed through the LLMs’ uncritical usage. In this work, we seek to understand the ways teachers and teacher educators can critically engage with LLMs to support multilingual students’ learning. We do this specifically by identifying approaches and strategies to be used in K-12 classrooms, evaluating their efficacy given the frameworks of translanguaging (García, 2011) and decoloniality (Tuck & Yang, 2013) we take up in our original paper. Finally, we make recommendations for teacher stances that can support these

Authors

• Victoria Henry, Teachers College, Columbia University

• Dorsa Ivana Fahami, Teachers College, Columbia University

• Adrienne Vitullo, Teachers College