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Article published In: Multilingual education or How to learn to teach multilingual learning:
Edited by Eva Vetter and Nikolay Slavkov
[AILA Review 35:1] 2022
► pp. 89–127

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Multilingualism, translanguaging and transknowledging

Translation technology in EMI higher education

 | University of South Australia
 | University of South Australia
 | University of South Australia
 | University of South Australia
 | University of South Australia
 | University of South Australia
 | University of South Australia
 | University of South Australia
 | University of South Australia
 | University of South Australia
Published online: 27 September 2022
DOI logo with link
https://doi.org/10.1075/aila.22011.heu
Abstract
Key findings, analysis and recommendations that have emerged from a research project, ‘Using Human Language Technology to enhance academic integrity, inclusivity, knowledge exchange, student diversity and retention’ at the University of South Australia conducted in 2019 are discussed in this article. The primary purpose of the project was to address some of the challenges and opportunities afforded by increasing student and teacher diversity at a predominantly English-medium Australian university through newly enhanced human language translation technology (HLT) also known as machine translation (MT). This technology is frequently used for the translation of human language, and it falls under the umbrella of Artificial Intelligence (AI) technologies. From the institution’s perspective, key aims of the project were to contribute to the university’s Digital Learning Strategy priorities and core values embedded in a structural transformation of the university. These include integrity, accountability, diversity, social justice, engagement and collaboration. The researchers’ objectives focussed on multilingual pedagogies using HLT to support knowledge exchange (transknowledging), and translanguaging for all students. These disrupt inequitable hierarchies, and position bi-/multilingual students as valuable resources for monolingual staff and students.
Article outline
  • Introduction and contextualisation
  • Situating the project – A wider context
  • Methodology and interventions
    • Interventions
    • Survey data
    • Focus group discussions and interviews
    • Feedback from teaching and research staff
    • Additional data
  • Findings and results: Analytical tools and process
  • Findings: How students use HLT
    • Widespread use
    • Different tools
    • Purposes and approaches in using HLT tools
    • Difficulty with HLT tools
    • Use outside of learning
  • Findings: How HLT connects with learning
    • Language learning
    • Content knowledge
    • Critical thinking
    • Findings: Value of knowledge from beyond Australia
    • Positives
    • Negatives
    • Transformation
  • Findings: How HLT connects with academic integrity
    • Supports academic integrity
    • Threatens academic integrity
    • Policy and staff attitudes
  • Findings: How academic English and HLT connect with confidence, inclusion and wellbeing
    • Intrapersonal
    • Interpersonal
    • Teaching
    • Further research on language and student wellbeing
  • Findings: Differences noted from among student cohorts
  • Contextualising the findings
  • Implications
  • Acknowledgements
  • Notes
  • References
References (37)
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