Reimagined AI pedagogy for equity and diversity in multilingual classrooms

A case study of hope in comparative and international education

Bibliographic Data

ID21374176
AuthorsZ Babaci-Wilhite (0000-0003-3041-6544, University of California, Berkeley, corresponding author), Andrea Gasparini (0000-0001-6831-6093, Moltres (Norway)), Sam Mchombo (African Studies Association)
Year2025
Publication date2025-05-02
Open AccessYes
TypeARTICLE
VenueProspects (JOURNAL)
Journal identifiersISSN: 0033-1538 • E-ISSN: 1573-9090
PublisherSpringer Science and Business Media LLC (PUBLISHER)
DOI10.1007/s11125-025-09720-4
OpenAlexW4410033696
LanguageEN
Citations received2
References cited21

This article examines how technology can help bridge vocabulary gaps identified by Hart and Risley (2003) at Rice University, where children from different socioeconomic backgrounds were exposed to vastly different word counts. Learning languages with shared vocabulary can accelerate acquisition and be cost-effective. Traditional audio and video tools have limitations, but Artificial Intelligence (AI), particularly through Natural Language Processing (NLP) and Natural Language Understanding (NLU), enhances learning by focusing on context rather than isolated vocabulary. This approach aligns with design thinking in education. Beyond language skills, multilingual learning fosters cultural awareness and cognitive development. Integrating multidisciplinary subjects in multilingual classrooms supports diverse memory processes. This article also explores how students analyze “strong” words to construct meaning, contributing to a pedagogical model that promotes equity and diversity in language education

Comparative education · Cultural diversity · Diversity (politics) · Equity (law) · Higher education · International education · Pedagogy · Political science · Sociology · Teacher education · Education and Critical Thinking Development · Psychology

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