Potentialities of Applied Translation for Language Learning in the Era of Artificial Intelligence

  1. Javier Muñoz-Basols 1
  2. Craig Neville 2
  3. Concepción Godev 3
  1. 1 Universidad de Sevilla,
  2. 2 University College Cork
    info

    University College Cork

    Cork, Irlanda

    ROR https://ror.org/03265fv13

  3. 3 The University of North Carolina
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Revista:
Hispania

ISSN: 0018-2133

Año de publicación: 2023

Título del ejemplar: Applied Translation in Spanish Language Teaching (SLT)

Volumen: 106

Número: 2

Páginas: 171-194

Tipo: Artículo

DOI: 10.1353/HPN.2023.A899427 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Hispania

Objetivos de desarrollo sostenible

Resumen

Artificial Intelligence (AI) and AI-powered machine translation bring opportunities and challenges for L2 educators and students. Most recently, the emergence of AI-based chatbots, such as ChatGPT, has led to calls for a revision of traditional teaching methods to prioritize reflective reasoning and critical thinking. This article studies the potentialities of Applied Translation (AT) to promote essential critical thinking skills needed to engage effectively with AI-based tools in the L2 classroom. We present the IMI+ framework (Integration, Multimodality, and Interaction) for integrating AT in language education, which helps support the development of digital literacy and critical thinking in L2 classrooms. Furthermore, given the challenges related to privacy and ethics inherent in these new technologies, we propose applying a Critical Ecological Approach (CEA) to AT to help learners navigate those challenges by identifying power imbalances and societal inequities. Finally, we explain how the seven articles in this special issue showcase the potential applications of AT in Spanish language education

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