AI-Powered Instructional Planning for Integrated Content, Literacy, and English Language Development for K-12 Multilingual Learners
DOI:
https://doi.org/10.52242/gatesol.199Keywords:
English language development (ELD), English learners (ELs), multilingual learners, integrated unit planning, WIDA, English language arts/literacy, artificial intelligence (AI) in educationAbstract
This article explores the integration of content, literacy, and language development standards, outlining the steps to use an AI tool to generate standards-aligned unit goals and lesson objectives. It begins with a review of 2023 discussions among literacy and language development experts on applying the Science of Reading (SOR) to K-12 English learners [multilingual learners]. The article then examines the difference between the English language arts (ELA) and English language development (ELD) constructs, with reference to federal court cases, law, and guidance. Templates for integrating, not conflating, state ELA/literacy standards with the WIDA ELD Standards Framework are included, referencing two types of ELD lessons on the most prominent Language Function and Features in English, as well as complementary instruction on literacy skills. This article provides directions, prompts, and sample templates on how to use an AI tool, Google’s NotebookLM, to generate integrated unit goals and lesson objectives, but also reminders to prioritize student and staff privacy, data security, algorithmic transparency, and ethical considerations when selecting and using AI tools. The article concludes with a discussion of the future of integrated instruction and recommendations for policymakers and practitioners.
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