Our Why

Preparing our students to become fluent bilinguals is the mission of our community at Pasadena High School. As a World Languages teacher, I have observed that our students need authentic opportunities to practice language beyond reading and writing.

 

According to Dolors Masats (2017), learning a new language is best acquired through interaction and communicative expertise. He explains that today’s language acquisition thrives on both verbal and non-verbal interaction. In my classroom, my students practice writing and reading skills, but they are missing the authentic conversational piece. Speaking with classmates is not the same as having meaningful dialogue with a fluent Spanish speaker.

 

Change in education requires many contributions, and that is why I want to present to you in detail the need and benefits of enhancing our students’ learning in a Second Language classroom through an AI simulated conversation tool. With this innovation, my students would be able to practice conversations with a “fluent Spanish speaker” that adapts to their skill level and classroom content.

 

To frame this proposal more clearly, I want to apply the guiding questions of Why, How, and What:

 

Why = The Purpose:

What is our purpose, cause, or belief? We believe that preparing students to be fluent bilinguals is not just an academic goal but a life skill that empowers them in the global community. Why do we do what we do? We teach languages to break barriers, open cultural understanding, and give students confidence to thrive in diverse environments. Why is this important? Our purpose is not about test scores or grades alone; it is about ensuring that our students graduate with the skills to communicate effectively in real-world contexts.

 

How = The Process:

How do we do what we do? By creating innovative and safe spaces for students to practice Spanish, we set ourselves apart from traditional instruction. The integration of AI conversation tools allows us to provide authentic, low-anxiety, flexible practice tailored to each learner. What makes this different? Unlike peer conversations that often stop at basic exchanges, AI tools simulate fluent speakers, offering feedback, scaffolding, and real-life practice that students cannot easily access elsewhere.

 

What = The Result:

What do we do? We empower students to develop confidence, fluency, and communication skills that prepare them for the workforce and the global community. What is created? Students who can truly converse in Spanish, not just read or write it, and who see themselves as bilingual citizens ready for leadership, college, and career opportunities.

 

The benefits of this opportunity are significant. Students will gain conversational confidence in a flexible, anxiety-free environment. Just as “Siri,” “Echo,” or “Alexa” act as helpful assistants, our students will have a Spanish-speaking partner for practice. According to W.A. Piyumi et al. (2019), chat conversations reduce anxiety, increase flexibility, and match the communication trends of today’s students.

 

I propose that we begin with a pilot: creating free AI accounts (such as Perplexity and Claude) and testing them within a committee of World Languages educators and students. If the data proves beneficial, we can then explore paid versions. Many grants (federal and state) are available to help fund this innovation, and our committee would support applications, provide training for teachers, and collect ongoing feedback from educators and students.

 

Together, we can embrace innovation and create opportunities for our students that extend beyond the classroom walls.