Using AI to Boost ELL/MLL Engagement: ChatGPT in Bilingual Health Education

Outline

1. Introduction (5 minutes)
- Content: Overview of session objectives, importance of AI in bilingual education, and key tools (ChatGPT, AI-generated assessments, reflection prompts).
- Engagement: Start with a poll to gauge audience familiarity with AI tools and ELL instruction.
- Process: Use a live poll (via tools like Mentimeter) to collect responses, followed by a brief discussion.

2. AI in Lesson Planning for ELLs (10 minutes)
- Content: Explanation of how AI (ChatGPT) can be used to generate lesson plans, differentiated assessments, and interactive classroom activities that align with A1-level English learners' needs.
- Engagement: Demo of an AI-generated lesson plan and short conversation prompts, focusing on a real-world bilingual Health Education example.
- Process: Participants will engage by viewing AI-generated content and discussing how it could be adapted for their own classrooms (peer-to-peer interaction).

3. AI-Generated Engagement Strategies (10 minutes)
- Content: Demonstration of AI-generated activities, such as greeting conversations, chants for prosody, and differentiated reflection prompts designed to increase student engagement.
- Engagement: Participants will role-play using AI-generated prompts (e.g., performing a chant for prosody or responding to an AI-generated reflection prompt).
- Process: Audience members will participate in small group activities, where they practice using the AI-generated materials and reflect on how these techniques could be applied in their own teaching.

4. Differentiated Instruction and Equity through AI (10 minutes)
- Content: Discussion on using AI to create culturally sensitive and differentiated assessments, with examples of how AI tools like ChatGPT can cater to A1-level English learners from diverse backgrounds.
- Engagement: Hands-on activity where participants use AI tools (via laptops or mobile devices) to create a differentiated assessment for a multilingual classroom.
- Process: Device-based activity where participants generate content using ChatGPT and share their outputs with the group for peer feedback.

5. Reflective AI Prompts and Fostering Student Agency (10 minutes)
- Content: Exploring how AI-generated reflection prompts help students take ownership of their learning and encourage metacognitive engagement in the classroom.
- Engagement: Participants will be given AI-generated reflection prompts and asked to reflect on their teaching experiences or student outcomes. They’ll then discuss their responses with a partner.
- Process: Group share or Peer-to-peer interaction and brief discussion to deepen understanding of how reflection can promote student agency.

6. Evaluating and Adjusting AI Strategies (10 minutes, depending on time)
- Content: Strategies for evaluating the effectiveness of AI-generated lesson plans, assessments, and engagement activities, and how to adjust instruction based on student feedback.
- Engagement: Participants will engage in a case study, evaluating sample student outcomes from AI-generated materials and suggesting adjustments for improvement.
- Process: Group discussion and case study analysis, with peer-to-peer collaboration on how to refine AI-generated activities for different classroom contexts.

7. Q&A and Final Reflection (5 minutes)
- Content: Open floor for questions and reflections on the session.
- Engagement: Participants are invited to ask questions and share key takeaways.
- Process: Open Q&A, allowing for clarification and further discussion on AI use in lesson planning and student engagement.

Supporting research

Research Supporting Chants for Prosody:

1. "Rhythm, Chants, and Songs: Prosody in Second Language Learning" by Paula Baranović (2016)
- This paper discusses how using rhythmic chants helps learners improve their prosody—intonation, stress, and rhythm—which are essential for natural-sounding language acquisition. Chants help students internalize language patterns through repetition and rhythm.
- [Access the paper here](https://hrcak.srce.hr/file/239764)

2. "Prosody in Second Language Learning and Teaching" by Munro, M. & Derwing, T. (2015)
- This research highlights the importance of prosody in language learning, showing how rhythmic activities, like chants, can enhance learners' ability to recognize and reproduce natural speech patterns.
- [Summary available here](https://www.cambridge.org/core/journals/annual-review-of-applied-linguistics/article/prosody-in-second-language-learning-and-teaching-recent-research-and-future-directions/08C4F65B6C5E20393C8BC58F5B1A00E0)

3. "Teaching Pronunciation: Using Rhymes and Chants for Improving Prosody" by Christiane Dalton and Barbara Seidlhofer (1994)
- This book chapter explores how rhymes and chants can be effectively used to improve learners’ prosodic features (stress, rhythm, and intonation), and how these techniques increase fluency and natural speech in second language learners.
- [Summary available here](https://www.worldcat.org/title/pronunciation/oclc/475070243)

Research Supporting Notebooks for Language Learning:

1. "The Role of Vocabulary Notebooks in Second Language Acquisition" by Schmitt, N. & Schmitt, D. (1995)
- This research shows how maintaining vocabulary notebooks helps language learners retain new vocabulary over time. Writing down new words, definitions, and example sentences provides cognitive reinforcement and supports memory retention.
- [Access the research summary here](https://academic.oup.com/eltj/article-abstract/49/2/133/367641?redirectedFrom=fulltext)

2. "Keeping a Language Learning Notebook: Tools for Learning and Reflection" by Lafford, B. (2007)
- The article highlights the benefits of language learning notebooks, including their role in encouraging active learning, reflection, and personalized language practice. Notebooks allow learners to track progress and set goals for language development.
- [Read the summary here](https://books.google.com/books/about/Foreign_Language_Learning_and_Social_Medi.html?id=pw2ccAAACAAJ)

3. "Notebooks in Language Learning: A Tool for Tracking Learning Progress" by A. Nation (2008)
- Nation’s research outlines the educational benefits of using notebooks as a way to track vocabulary, grammar, and writing skills. It helps students monitor their progress and revisit prior learning in a structured manner.
- [Summary here](https://www.cambridge.org/core/books/learning-vocabulary-in-another-language/27E1A7ED0CFA44CF4F4A33DCE935135B)

Supporting Research

1. “The Role of Artificial Intelligence in Education" (2019) by UNESCO
- This report explores the growing use of AI in education and its potential to enhance personalized learning, especially for language learners. It highlights how AI can support differentiation and create equitable learning environments.
- Accessible here: [UNESCO Report on AI in Education](https://unesdoc.unesco.org/ark:/48223/pf0000366994)

2. AI in Education: Opportunities and Challenges" (2020) by World Economic Forum
- This paper examines how AI can transform educational practices by automating routine tasks like lesson planning and assessment generation, freeing up teachers to focus on individual student needs.
- Available at: [World Economic Forum AI in Education](https://www.weforum.org/reports/ai-in-education)

3. Scaffolding and Learning: Its Role in Nurturing New Learners" by Vygotsky
- This foundational research in educational theory supports the use of scaffolding in learning, which is directly applicable to AI’s role in supporting A1-level learners by providing step-by-step assistance tailored to their proficiency.
- Summary available: [Vygotsky's Scaffolding Theory](https://www.simplypsychology.org/vygotsky.html)

4. AI for Educators" by Matt Miller (2023)
- This book provides practical strategies for integrating AI tools like ChatGPT into classroom instruction, specifically to enhance engagement and personalize learning for diverse student groups.
- Available at: [AI for Educators](https://ditchthattextbook.com/ai-in-education/)

5. "Artificial Intelligence in Education: Promises and Implications for Teaching and Learning" by Stanford University
- This research discusses how AI can be used to foster personalized learning environments and help educators make informed decisions about student progress, focusing on both academic and social-emotional learning outcomes.
- Accessible here: [Stanford AI in Education](https://hai.stanford.edu/sites/default/files/2020-09/Artificial%20Intelligence%20in%20Education.pdf)

6. "Technology and Second Language Learning: The Role of AI" by Stephen Krashen (2021)
- Krashen’s work emphasizes how AI-driven tools can support second language acquisition through interactive tasks, feedback loops, and personalized content delivery.
- Summary available: [Krashen's Second Language Acquisition](http://www.sdkrashen.com/)