F.A.I.R. FOR ALL: AI’s impact on settlement & language learning

Two Canadian organizations, ARAISA (Atlantic Region Association of Immigrant Serving Agencies) and ISANS (Immigrant Services Association of Nova Scotia) are presenting a series of hour-long webinars for language instructors from September 2024 to March 2025. The webinars focus on Canadian settlement and language programs, referencing Federal Guidelines for AI’s emergence in the sector, LINC,the Canadian Language Benchmarks and Avenue.ca’s Program Standards for Technical Language Learning. The presenters stress the importance of instructors’ expertise. They also advocate for learning how AI tools can help in the classroom.

The webinars do not assume that viewers are expert users. They offer engaging introductions to and examples of using Generative AI in teaching language. Highlights of the webinars include the application of a principled, ethical, transparent approach to using AI; examples of how the presenters have created prompts to obtain the results they want; a first hand intro to Roshi.ai, a popular tool; and resources and reference lists.

You can either register and attend the live presentations on the dates noted in the link below or download the recordings at your leisure.

These are the titles of the webinars:

*”Faster:” Federal Guidelines, Considerations and Practical Examples of AI’s Emergence in the Settlement Sector

*Tools & Rules: AI for Innovative Language Instruction, Guidelines for Instructors, and Ethical Considerations

*AI in Practice – Turning Challenges into Opportunities

*Share Practical AI Experiences and Next Steps in Building a Community of Practice

*Working Smarter: Effective Material Production & Tailoring EAL Instruction to Individual Needs

*Addressing AI Use in Asynchronous Writing Tasks: Instructor Strategies & Program Adaptations

*Future Trends: AI in Education: Predict how AI will Shape Language learning, Classroom Dynamics, and Teacher Roles

Retrievable from:

https://araisa.ca/fa-i-r-for-all-ais-impact-on-settlement-language-learning/

Bridging Language Gaps: Empowering Newcomers to Canada through Mobile Microlearning

Jodrey, H. (2024). Bridging Language Gaps: Empowering Newcomers to Canada through Mobile Microlearning. ETAD (Educational Technology & Design) Summer Institute Proceedings 2024, Saskatoon, Canada.

This article examines and proposes the development of a mobile microlearning platform for LINC clients to support the development of language skills and integration into the community.

The article addresses the following questions (pp.3-4):

How can a mobile microlearning platform effectively address the needs and challenges  faced by LINC clients on waitlists, particularly in terms of accessibility, flexibility, and engagement? 

What design principles are essential for creating a user-centered, accessible online  microlearning platform informed by relevant learning theories? 

In what ways can AI-enhanced technologies, such as multimodal chatbots capable of  processing both speech and text input, be integrated into the platform to enhance  personalized and meaningful language learning and provide real-time feedback? 

How can the integration of digital literacy training within the platform ensure that LINC  learners are equipped with the necessary skills to fully engage with online learning and  succeed in a digital society? 

The author outlines the barriers that newcomers may face in accessing LINC programming, including significant waiting lists, delays in assessment, and difficulties in attending scheduled LINC classes due to work and family commitments.

 In response to these challenges the author describes how a mobile microlearning platform has the potential to support learners as they begin their language learning journey. Such a platform could be particularly helpful to learners in that it allows for microlearning, focussing on one concept at a time and therefore reducing cognitive load.  Accessing the platform on a smartphone could enable learners to engage in learning wherever and whenever they can. The integration of AI enhanced technologies such as multimodal chatbots in the platform could support learners in providing personalized learning and allowing learners to develop conversational skills. The use of multimodal chatbots could also help to reduce the anxiety which many language learners experience when practicing their language skills in front of others.

Although the development of such a mobile microlearning platform holds much promise the author emphasizes that such a platform should be seen as a complement and not as a replacement for formal language education. The author argues that further research is needed, focussing on the effectiveness and appropriateness of microlearning and AI chatbots in language education, the ethical considerations relating to the use of AI, and the scalability and adaptability of such a platform.

Retrievable from: https://harvest.usask.ca/items/2b3af241-6485-4884-824e-019be0f02397/full

Developing Targeted Technology Standards for Avenue language instructors, programs, and learners: an initiative of New Language Solutions

Allan, J., Healey, D., Hubbard, P., Kessler, G., McBride, R., Rajabi, S., and Sturm, M. (2024) Developing Targeted Technology Standards for Avenue language instructors, programs, and learners: an initiative of New Language Solutions. TESL Ontario Contact Magazine, 50 (1) 16-30.

Authors of this report in TESL Ontario’s Spring 2024 Contact magazine provide insight to New Language Solutions’ (NLS) approach to developing technology standards specifically targeted to instructors in Canada’s settlement language sector and that will be integrated into NLS’s online teacher training and leadership training. It describes the ongoing activities related to the standards that are intended to create a culture of continuous improvement around technology in learning environments. This includes regular reviews and updates of the standards as needed.

The report gives examples of the collaborative, online process the team used to trim the language in the standards and the performance indicators so they are as direct and clear as possible. The report links to a request form for the full set of standards but it also gives a brief overview of the seven standards along with a fuller example of “Standard 4, about digital literacy and digital citizenship for yourself and your learners.”.

The report outlines the evaluation process the standards followed, lays out the plan that will integrate the standards in instructor training and microcredentials, with the aim of sector-wide, consistent, deep understanding of the standards; and emphasizes ongoing initiatives that will generate data about the impact of the standards on programs.

A list of references is followed by a sample vignette that describes an instructor’s thoughts and experiences as she incorporates the standards into her instruction.

Building ESL Learners’ Digital Literacy Skills Using Internet Memes

Nguyen, N., Chambers, W., & Abbott, M. Building ESL Learners’ Digital Literacy Skills Using Internet Memes. TESL Canada Journal/Revue TESL du Canada, 39(1), 83-103.

This article examines and describes how internet memes can be used to support and enhance ESL learners’ digital skills. Internet memes are humourous and engaging ideas, images, and phrases that spread from person to person through online sharing, particularly on social media. (Here is a link to a short, clear explanation of memes: The Now- What is a Meme?)

Having provided a general introduction to memes and a description of popular internet memes the authors examine memes in the context of language learning in relation to the Digital Literacies Framework for Language Learning developed by Mark Pegrum and colleagues (Digital Literacies Revisited). This framework outlines the essential digital skills which language learners need to participate in a digital society, and focuses on four competencies, the ability to communicate; use information; collaborate; and re-design or create new meanings.

Based on this framework the authors provide a Meme Selection and Implementation Guide for ESL instructors. They also provide  an Exemplar Meme Task  for use with Intermediate ESL learners (CLBs 5-8; Common European Framework (CEFR) B1-2)  intended to support the development of language and digital literacy skills and which has also been piloted in a CLB 5 LINC class as part of a module on Canadian workplace culture

Retrievable from: https://teslcanadajournal.ca/index.php/tesl/article/view/1553

Strengthening Language Instruction for Newcomers to Canada: Learning from Experiences in Saskatoon

Nadia Maqbool. “Strengthening Language Instruction for Newcomers to Canada: Learning from Experiences in Saskatoon” M.Ed. Thesis. University of Saskatchewan, 2022.

This M.Ed. thesis from the University of Saskatchewan documents a very recent study examining the learning needs of new ESL LINC instructors as they begin their teaching careers.

The research questions focussed on what is expected of these instructors in their workplaces, the challenges they encounter and the supports they need. Using a qualitative research methodology, the researcher surveyed new ESL LINC instructors in Saskatoon to arrive at a clearer understanding of their experiences, and to identify potential actions to improve the overall orientation, training, and ongoing professional development process for ESL LINC instructors.

In general, these instructors indicated a need for more support and guidance in understanding the LINC system, the CLB and PBLA, and a need for more robust technical support in LINC programs, and enhanced support in the effective use of technology for online, blended, and remote teaching and learning.

Participants identified concerns about their unfamiliarity with digital technologies, lack of experience in online teaching, and the ongoing challenges of confronting technical issues in virtual classrooms. In addition, participants expressed concerns about the challenges of online and blended learning environments in working with learners at CLB Levels 1-4, and concurrent issues in supporting learners who may not have sufficient familiarity with digital technologies and have ongoing needs for technical supports.

Based on participant responses, the study includes recommendations for practices that could enhance the experience of new ESL LINC instructors, including assigning mentors to new instructors, providing clear instructions on online and blended learning, and a thorough orientation to software and applications in use in LINC classrooms.

Retrievable from : https://harvest.usask.ca/handle/10388/13827