AI-Inspired World Language Classroom Activities

The following activities are intended for world language classes ranging from beginner to upper-intermediate. The purpose is to support student language acquisition alongside AI literacy skills. These activities can be edited for different levels and languages. 

*Note: AI tools like ChatGPT are not equally “fluent” in all world languages. As instructors, you can test the tools beforehand and share your findings on its “fluency” or knowledge with your students.

Activity 1 : AI Ideas for the Beginner Language Classroom

Instructions for Implementation : 

Students will learn key terms relating to AI, how to use AI tools to facilitate language learning, and reflect upon appropriate AI use. The activities can be adjusted according to the level of the class.

1) 5 minutes: Have students work in small groups and ask ChatGPT to generate a vocabulary list in the target language about AI tools and technology.

AI-related vocabulary (French example):

• Artificial Intelligence – Intelligence artificielle (f)
• Automation – Automatisation (f)
• Digital Assistant – Assistant numérique (m)
• Everyday Life – Vie quotidienne (f)
• Generative AI – IA générative (f)
• LLM (Large Language Model) – Grand Modèle de Langue (GML) (m)
• Logiciel – Software (m)
• Machine Learning – Apprentissage automatique (m)
• Natural Language Processing – Traitement du langage naturel (m)
• Scary – Effrayant (adj)
• Speech Recognition – Reconnaissance vocale (f)
• Text Generation – Génération de texte (f)
• To prevent (someone from doing something) – Empêcher (v)
• To replace – Remplacer (v)
• To think, reflect – Réfléchir (v)

2) 5 minutes: As a class, decide on 10-15 vocabulary words that seem like the most relevant and encourage discussion.

3) 15-25 minutes: Use the new vocabulary to engage in one or more of the following activities

• Show a video (or part of a video) in the target language discussing AI technologies. (Ex: “Do French People Use AI? Easy French” YouTube Video https://www.youtube.com/watch?v=6xrRoIYZ6A0) 
  • Fill-in-the-blank activity: Select a portion of the video that uses some of the vocabulary words.  Remove the vocabulary words and ask students to fill in the blanks.
  • Video summary: Ask students to write a short summary of the video in French, using as many vocabulary words as possible. They can then use ChatGPT to check their grammar, highlight any mistakes, and turn it in for the instructor to check the accuracy of the tool. This could be helpful in demonstrating whether ChatGPT is “good” at the language.  If it is, students can learn from their mistakes, and if it isn’t, students can learn to be wary.
• Discussion questions (as a class, with partners or small groups):
  • Do you use AI in your daily life? 
  • What do you use AI for?
  • Do you think AI use helps or prevents student learning?
  • Do you think certain professions are endangered because of AI?
• Debate: Organize a debate on the pros and cons of AI in everyday life. Assign students to different sides and encourage them to use the vocabulary words in their arguments.
  
• Interview: Students can pair up and interview each other about their opinions on AI, using the vocabulary words. Record these interviews and play them back for the class. They can also be uploaded on Canvas and students can be encouraged to post responses on Canvas as well, if the class is hybrid or online.
• Culture: In class, the instructor can ask ChatGPT where the target language is spoken and what those regions, countries and/or cultures are like. As a class, the instructor can encourage discussion on the accuracy of the response provided by ChatGPT.  This can be done in English or in the target language, depending on the students’ level, but the purpose is to encourage critical thinking around the response provided and to highlight how ChatGPT can potentially provide harmful, inaccurate, and/or very generalized responses.  
• In-class composition: After working on some of the above activities, students can be asked to write an in-class composition reflecting on the initial discussion questions. Students could work on these in pairs or individually.  Similarly to the video summary, students could use ChatGPT to check their grammar.

Student Learning Outcomes: This activity is designed to support student vocabulary acquisition and spoken reflection for a beginner language class. Each of the activity options fosters the ACTFL’s Communication, Connections, and Comparisons goals to support World-Readiness Standards as students converse to learn about AI use and analyze the appropriate use of AI tools. Some of the proposed activities also develop ACTFL’s Cultures goal area as students reflect on AI uses in target language cultures.

Classroom Time Needed: 50 minutes

Preparation: Instructors will need to select which activity to pair with the initial vocabulary-building practice session.

AI Tool Used: ChatGPT

Assessment Considerations:This will depend on the activities selected and the level of the language class.  Most importantly, the activities are intended to provide vocabulary needed to engage in discussions about helpful and/or harmful AI use in the classroom.

Recommended Course Size: ~19 students max

Recommended Discipline(s): World languages

Student Role(s): Students will learn vocabulary related to AI tools and technologies and their everyday use.  Students will be encouraged to use ChatGPT for certain parts of the assignment, to either demonstrate how the tool can be used effectively in the classroom, or how the technology might be detrimental to their learning (for example, if it provides wrong or biased answers).

Instructor Role: Instructors will, on their own, play around with ChatGPT to determine its “fluency” in the target language. This way, instructors can demonstrate to students if the tool makes certain mistakes or if it is generally accurate. By including a short unit on AI tools and technologies, instructors can encourage reflection and discussion on current events while teaching students new vocabulary and communication skills. 

Activity 2: Imagined Inventions – Exploring AI in Intermediate Language Classes

Instructions for Implementation : Students will work in small groups to design an imagined invention. This invention can be realistic or fantastical. This activity works well within a technology unit for intermediate or novice learners or a unit teaching the comparative/superlative.

5 minutes: 

• Organize students into small groups of 3-4. 
• Students will brainstorm in the target language to invent a device as a team. 
• The device can be consumer oriented or for use in science or another professional field.

10 minutes: 

• Each group will prompt Microsoft’s Designer to generate an image of their invention
• Ask them to save 3 images that either best represent their invention, surprised them, and/or came out looking completely inaccurate from their intended device
• Students will then design a short slideshow with these images
• Each group will present their invention and describe their Designer images for 3-5 minutes.

20 minutes: Each group will present their invention. 

10 minutes: Student reflection in groups. This can be another target-language conversation, or you could ask students to write out short responses.

Possible Reflection Questions:

• How did you and your team decide upon your invention? Did you all agree on your creative process?
• What are its possible positive effects on society? Its negative effects? 
• Did the images that Designer generated meet your expectations? How so?
• Of the class presentations, which invention was the most creative? The most useful? The least useful? Why?

Student Learning Outcomes: This assignment is designed to develop the “Communication” goal per ACTFL’s World-Readiness Standards for an intermediate language class, but could be adapted to other languages and levels. Through reflective group work and a short class presentation, students will practice the three Communication defining standards of Interpersonal, Interpretive, and Presentational abilities. 

Classroom Time Needed: 50 minutes

Preparation: Let students know in advance they should bring their computers to class.

AI Tool Used: Microsoft Designer

Assessment Considerations: This activity could either be considered an informal practice activity counting towards the students’ participation grade, or it could be expanded into a broader assignment. 

Recommended Course Size: ~19 students max

Recommended Discipline(s): World Languages

Student Role(s): Students will work in groups to work with Microsoft Designer as part of a unit on technology or science. Using images generated to represent their imagined inventions, they will practice ACTFL Communication standards through target language exchanges in small groups, a class presentation, and a small group or individual reflection.

Instructor Role: The instructor will circulate to answer questions, ensure students remain in the target language, and facilitate conversations.

 

Activity 3: AI in Current Affairs for 3000-level Bridge Classes

Instructions for Implementation: 

10 minutes: After reading articles on global use of AI at home, students will discuss their reactions to the article(s) in pairs together during class time.

20 minutes: Each pair will co-author a short 200-word response paper.

10 minutes: Combine pairs into groups of four, and have the original pairs exchange response papers for editing.

10 minutes: Once the students have manually edited the response papers, have the groups ask ChatGPT to make editing suggestions for each paper. Students can then compare the versions. Instructors could also ask students to use ChatGTP to summarize the articles after reading them in class and provide key takeaways to enhance their understanding of the article or even to double check ChatGPT’s output.  

Examples of AI-related news articles:

• “Quelle place pour la francophonie canadienne dans l’intelligence artificielle?”
• “La législation pour réguler l’intelligence artificielle définitivement adoptée par l’Union européenne”
• “L’Intelligence artificielle peut-elle faire gagner : l’élection présidentielle de 2024 au Sénégal ?”

Student Learning Outcomes: This activity is designed to facilitate upper-intermediate students in a writing course bridging the 2000-level grammar sequence and upper level coursework. The activity supports ACTFL’s Communication goal area of the World-Readiness Standards through conversation and co-writing in class, as well as the Cultures goal area as students analyze the different cultural impacts of AI in different target language countries.

Classroom Time Needed: 50 minutes

Preparation: Instructors will find news articles relating to artificial intelligence from different authentic sources (French examples provided below). Have students read them before coming to class and/or during class, and discuss the articles. 

AI Tool Used: ChatGPT

Assessment Considerations: This activity could either be considered an informal practice activity counting towards the students’ participation grade, or it could be expanded into a broader assignment. 

Recommended Course Size: ~19 students max

Recommended Discipline(s): World Languages

Student Role(s): Students will explore the global impact of AI use in current affairs through target language articles, discuss the implications of AI in different cultural contexts, and utilize AI to support their own writing process.

Instructor Role: Instructors will select articles, facilitate discussion, and guide students through the reflective writing and editing process.