Less commonly taught languages (LCTLs) have traditionally lagged behind in terms of the availability of learning/teaching materials and of appropriate pedagogical models. For many languages, online tools, courses, and digital archives have been developed in recent years that offer opportunities for both formal instruction and self-study. Now the advent of generative AI offers additional possibilities for language practice and the creation of teaching materials. However, AI systems have less robust support for minority languages, especially for Indigenous languages. LCTL teachers and programs also confront the question of whether to adopt the emerging practice of pedagogical translanguaging, integrating learner use of first languages in instruction. For Indigenous communities, the intertwining of culturally significant localities and language, as well as experiences of colonialism, have in some cases led away from online learning options and Western innovations, including AI. The reality for today’s learners, however, is that they are living in a world in which AI and multilingualism are fast becoming universal and unavoidable aspects of everyday life across the globe. That fact needs to be considered in navigating technology and pedagogy choices in instructional settings.
Robert Godwin‐Jones (Sat,) studied this question.