World Language Matters

 “The only ‘disabling’ conditions that our pupils have are low expectations and assumptions made by adults.” This statement from David Wilson’s Language Learning and Students with Special Educational Needs resonates with my own experience and mirrors my interactions with students of varied educational needs, prompting a reevaluation of my perceptions and methods in addressing their potential. Students are often taken out of our world language classes to receive extra support and to avoid adding ‘the burden’ of learning another language to their busy schedules. But there is no evidence that this practice is beneficial to students with special needs. I once had an autistic learner who would attend my grade 5 French class with the support of his mother. He enjoyed my class and made relative progress as he kept completing the tasks I gave him. Would it have been beneficial for him...

At the American International School of Budapest (AISB), we are pioneering a unique journey into the integration of Artificial Intelligence (AI) in language education. The exploration of AI tools like ChatGPT-4 is offering insights into both the immense potential and the inherent challenges of AI in language learning. Our  experimentation with AI tools like ChatGPT-4 is opening up new avenues in language education, each revealing distinct benefits and challenges. In the realm of conversational practice, AI provides an interactive platform that allows students to engage in simulated dialogues. For instance, imagine French learners using ChatGPT-4 to practice conversations in a virtual Parisian café setting. The AI, with its vast database of linguistic patterns and cultural information, can simulate a realistic café experience, complete with ordering coffee and discussing local news or art. This immersive scenario helps students improve their fluency and grasp of French cultural con...