2025/07/15 by Barraza, Ruth
#Education
paper · doi:10.17605/osf.io/xk8en
This article assesses the potential impact of Artificial Intelligence (AI) on K-12 bilingual education and provides an actionable guide for educators. This paper discusses how AI may address some key opportunities related to differentiated instruction of multilingual learners, differentiation of language acquisition, and creating resources for emergent bilingual learning layouts. It is organized around existing theories that pertain to bilingual learners' educational experiences, to include Krashen's Input Hypothesis and developmentally appropriate discussion of Vygotsky's Sociocultural Theory. The article describes specific AI tools that promote speaking, listening, reading, and writing (e.g., conversational AI, adaptive platforms, simplified text). The paper also critiques ethical concerns (e.g., bias, privacy, integrity) and practical implications (e.g., digital divide, teacher preparedness) of using AI in K-12 education. The author's recollection of your mentor teacher's observation that "students try to get through hours as quickly as possible" illustrates student behaviors that support the need for thoughtfully engaging, educational experiences for multilingual learners, given the availability of AI in education. In summary, the article argues for human-centered and intentional uses of AI. It offers best practices, suggestions for future inquiry to arrive at appropriate agility, and integrative research to create fair, meaningful, and deeply engaging educational labs for emergent bilingual learners.