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From Disrupted Classrooms to Human-Machine Collaboration? The Pocket Calculator, Google Translate, and the Future of Language Education
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In: L2 Journal, vol 14, iss 1 (2022)
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Abstract:
This article argues that consumer-oriented machine translation software applications are disrupting foreign language education. In order to mitigate this impact, the article provides guidance on how to transform teachers’ perceptions of online translators. This process is a critical precondition for the gradual and thoughtful implementation of online translators in the foreign language classroom. The first part of the articles will define the concept of disruption and use the pocket calculator as an historical example to illustrate challenges and solutions for an educational setting that was fundamentally impacted by a new technology. The second part will turn to the present and focus on the impact of online translators not only on ways humans communicate across languages in authentic real-world settings, but also on the foreign language classroom. In the third part, we will argue that a careful recalibration of educational objectives that will have to include the students’ ability to engage effectively in tasks that rely on human-machine collaboration will provide an opportunity to integrate online translators and related technologies into foreign language curricula. To this end, we propose that future generations of language learners need to develop specific competencies that will qualify them to effectively collaborate with online translators and related technologies. The conclusion will outline future leadership priorities for professional organizations and teacher training programs while acknowledging the limitations associated with the integration of the machine translation technologies into language learning environments.
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Keyword:
disruptive innovations; foreign language education; human-machine collaboration; instructional technology; Machine translation; second-language acquisition; teacher beliefs; teacher training
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URL: https://escholarship.org/uc/item/97s0t7wj
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| 2 |
КОМПОНЕНТНАЯ ХАРАКТЕРИСТИКА ЯЗЫКОВОЙ ЛИЧНОСТИ В ОБРАЗОВАТЕЛЬНОМ ПРОСТРАНСТВЕ ... : COMPONENT CHARACTERISTICS OF A LINGUISTIC PERSONALITY IN THE EDUCATIONAL SPACE ...
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| 3 |
Zum Ungleichgewicht digital vermittelten Sachunterrichts und sprachlich-kommunikativer Anforderungen ...
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| 4 |
RACIAL AND CULTURAL COMPETENCE THROUGH THE EYES OF PUBLIC-SCHOOL EDUCATORS
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In: Dissertations (2022)
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| 5 |
Zum Ungleichgewicht digital vermittelten Sachunterrichts und sprachlich-kommunikativer Anforderungen
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In: Sachunterricht in der Informationsgesellschaft. Bad Heilbrunn : Verlag Julius Klinkhardt 2022, S. 114-121. - (Probleme und Perspektiven des Sachunterrichts; 32) (2022)
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| 6 |
Introduction of Phonological Concepts in an Initial Teacher Education Literacy Unit
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In: Australian Journal of Teacher Education (2022)
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| 7 |
Factors Influencing Students' Willingness to Communicate in Korean Elementary School EFL Classrooms
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In: Networks: An Online Journal for Teacher Research (2022)
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| 8 |
Community Mapping 2.0: Using Technology to Raise Community Awareness
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In: Networks: An Online Journal for Teacher Research (2022)
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| 11 |
Exploring the links between student ethnicity, perceived SES and teachers' academic judgements ...
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| 12 |
Supplemental materials for paper: The Critical Review to Practical Inquiries of Action Research Framework ...
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| 13 |
Connecting to Figure Out How to Teach ESOL: A Grounded Theory ...
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| 14 |
Pre-service teachers’ attitudes toward the teaching of Mandarin in South Africa ...
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| 15 |
Pre-service teachers’ attitudes toward the teaching of Mandarin in South Africa ...
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| 16 |
Psychology of Language Teaching: A Brief Review with Sample Studies ...
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| 17 |
Psychology of Language Teaching: A Brief Review with Sample Studies ...
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| 18 |
Developing Teachers' Advocacy Skills for Multilingual Learners: An Examination of Advocacy in Simulated Environments and School Settings ...
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: University of Virginia, 2022
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| 19 |
Questioning the Sustainability of English-Medium Instruction Policy in Science Classrooms: Teachers’ and Students’ Experiences at a Hong Kong Secondary School
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In: Sustainability; Volume 14; Issue 4; Pages: 2168 (2022)
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| 20 |
Understanding Science Teachers’ Implementations of Integrated STEM: Teacher Perceptions and Practice
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In: Sustainability; Volume 14; Issue 6; Pages: 3594 (2022)
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