We are currently at a peak of inflated expectations regarding the arrival and diffusion of Artificial Intelligence (AI) in society, and, in particular, in education. Language is at once at the very centre of the current revolution, with large language models (LLMs) forming the basis of the mechanisms of chatbots and other applications, and at the same time language is particularly subject to the direct effects of the use of AI and non-human systems. This pivotal role is briefly examined, then the paper moves on to analyse the wide range of significantly helpful tools AI offers the language learner, and the concerns about this technology for teachers. After looking at specific opportunities for language practice and production, the part AI plays in translation is described, with reference to the effects this should have on our language teaching in the classroom. Over ten years ago Ostler asked whether language learning would ever be necessary again, now that automatic translation has become a cheap and virtually instantaneous reality for most users. It is understood that this development will be of great relevance to language teaching. The skills we need to develop in our students are different from those that were the focus of the communicative approach: language production (speaking and writing) will be less important, while the ability to understand both written and oral texts will be paramount. Teachers and students are faced with an infinity of choice in terms of materials and channels to employ in the educational process, and will need training to navigate this very new context. The linguistic basis to critical thinking will be emphasised, and it is suggested that our students should be trained in the vital life skill of discernment.
ARTIFICIAL INTELLIGENCE, REAL TEACHING. DEALING WITH THE NEW COMPLEXITIES OF LANGUAGE TEACHING
Richard Chapman
2024
Abstract
We are currently at a peak of inflated expectations regarding the arrival and diffusion of Artificial Intelligence (AI) in society, and, in particular, in education. Language is at once at the very centre of the current revolution, with large language models (LLMs) forming the basis of the mechanisms of chatbots and other applications, and at the same time language is particularly subject to the direct effects of the use of AI and non-human systems. This pivotal role is briefly examined, then the paper moves on to analyse the wide range of significantly helpful tools AI offers the language learner, and the concerns about this technology for teachers. After looking at specific opportunities for language practice and production, the part AI plays in translation is described, with reference to the effects this should have on our language teaching in the classroom. Over ten years ago Ostler asked whether language learning would ever be necessary again, now that automatic translation has become a cheap and virtually instantaneous reality for most users. It is understood that this development will be of great relevance to language teaching. The skills we need to develop in our students are different from those that were the focus of the communicative approach: language production (speaking and writing) will be less important, while the ability to understand both written and oral texts will be paramount. Teachers and students are faced with an infinity of choice in terms of materials and channels to employ in the educational process, and will need training to navigate this very new context. The linguistic basis to critical thinking will be emphasised, and it is suggested that our students should be trained in the vital life skill of discernment.I documenti in SFERA sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
