Heure: Vendredi, 23.05.2025: 10:30 - 11:00 Président(e) de session : Elke Schlote |
Salle: Seehorn |
M. Gonçalves & S. Melo & C. Flores
Promoting multilingualism through AI: a trans/lational-languaging project within Portuguese Heritage Language Teaching in Switzerland
Promoting multilingualism through AI: a trans/lational-languaging project within Portuguese Heritage Language Teaching in Switzerland
1Portuguese Embassy / Camões I.P.; 2Minho University Portugal
Teaching and learning languages transcend the mere transmission of linguistic and cultural knowledge. A socially responsible language education equips learners with the skills to communicate and interact efficiently and meaningfully in an increasingly multicultural and multilingual global context (Pijanowski & Brady, 2021).
Multilingual speakers may use different languages for different purposes (Cenoz & Gorter, 2021), therefore it is crucial to develop not only linguistic competencies, but also critical thinking, digital literacy, and analytical skills within the language classroom. In fact, switching between languages is an innate ability among active bilingual individuals (Muysken, 2000). Translanguaging, a pedagogical strategy which explores this ability in multilingual and multicultural contexts, has been claimed to be particularly effective in sustaining and enhancing bilingualism (Williams, 2002)
The project "Trans/lation-languaging into Host-Country School Languages" leverages Portuguese Youth Literature to promote multilingualism and intercultural competence. It explores how multilingual practices can enhance language instruction and intercultural knowledge, while maximizing multilingual learners’ linguistic resources in the development of both language proficiency and academic competencies. Within this didactic strategy, Portuguese heritage language learners in Switzerland (aged 12-18) engage in translating literary texts into their host country's languages (French, German, Italian). By using AI tools like ChatGPT and DeepL learners not only enhance their metalinguistic and translation skills but also develop critical thinking by evaluating AI-generated outputs.
This presentation outlines the project's key stages, includes a SWOT analysis of AI in heritage language education, and explores how learners’ and teachers' experiences influenced their views on multilingualism.
The outcomes indicate that learners not only improved their critical digital literacy and metalinguistic awareness but also increased their appreciation of linguistic and cultural diversity.