Coralis Mollitor
Enriching Second Language Acquisition for Emergent Bilinguals
Applied Digital Learning 2024-25
Resources for Digital Environments
In what ways can artificial intelligence impact the second language acquisition in an early-exit sixth grade bilingual classroom?
Introduction
When I first started this course, I was limited in the potential of the lessons this course was going to provide. I thought we were either creating a resource or learning about a digital tool without any focus. I didn't read the title is what I am trying to say. This course is about selecting a digital tool and giving it value in creating a learning environment. What I thought was another research class, ended up being more than that. In this course, you learn to publish your findings. It is the greatest leap into sharing one's knowledge after the ePortfolio itself. The publication journal puts all our talk to the test. If you are like me, constantly talking about sharing your beliefs, viewpoints, and solutions for sharing yet you never took the step in doing so be prepared because this course will put you to the test. You are going to walk-the-walk.
My innovation plan is in need of an update after taking this course and 5315: Action Research Plan. I didn't understand the impact and direction the ADL program was going to take. I started unaware of the plethora of forms a digital tool could take. I had so much to learn, I started too broad with no direction. Now eight courses in, I feel confident in what my goal for this plan is. I am understanding at a greater capacity the impact I am going to have for my audience. My targeted audience is the same from when I first started: bilingual teachers and language acquisition departments. The goal is still present: reshaping education for emergent bilingual students, or ELLs. The method has developed. No longer am I concentrating on incorporating a specific translanguaging time slot in a class schedule, now I am searching how to incorporate digital translanguaging skills and activities in all moments of learning. The shift I have taken is to move away from a moment to creating a journey.
Learned
I have learned different ways to share my thoughts with others in the community. I can publish journal articles or finally join the podcast life.
The research I did enlightened me of the potential in using AI technology in education. Even though the research is still in the beginning stages, I was able to find ways to use it in all domains of the language proficiency domains.
Success
The more I learn about AI and other resources, the more confident I am and my students are when using digital tools in our education. I have enjoyed learning more about my passion and how to make it work for others.
Working with my group was amazing! I relied heavily on my team and loved learning about their ideas. They helped me get research articles for my own journal and made me feel heard when discussing topics.
Growth
I struggled sitting down and do work this time around. I am reaching a burnout that is avoidable if I continued my growth mindset plan. I am very critical of myself and always questioned if what I produced is any good.
Overall, I need to comb through my work more carefully. For example, I titled my references as resources incorrectly, and I did not develop an idea in my journal article the first time. They are minor things.
Projects Preview
First step in this course is brainstorming and start one's writing. Here you will find my outline, the first thoughts in its undefined form. Alongside, the outline is my first draft with my groups review on my work.
In this assignment, I deep dive the benefits of AI technology and how they can be used as tools for emergent bilinguals in their academics and language acquisition via the development of a learning environment.
The culmination of the extensive research, revision, and collaboration, here is the journal publication that I am contemplating turning into NABE.
Thank you to my team members for helping me excel in this course. My team has been the support I needed to stay motivated and determined during this course. Learn about the indiivuals and their role here.
Summary-Reflection
This course's focus on publication and the different methods is empowering. Having the ability and knowledge to mold education is a dream. Education is scheduled for an upgrade and technology's potential is the software need to provide the best support for the user. While gaining the experience and mindset of publishing, I was able to learn more about AI and several new programs to support ELLs.
I have a new goal: I want to publish research and theories on the use of AI in emergent bilingual learning environments for BEAM. I want to find ways to make learning relatable to students while helping teachers.
For more information on the use of AI in language acquisition, check my page for 5315. While working on my publication and media project for this course, I was creating an Action Research Plan and Literature Review for my other class. I used the same tool for both classes. It worked out perfectly! Instead of dividing my resources and time in two different assignments, I was able to better understand one. The literature review was difficult because my research goal is very specific and AI has just been exposed to education in the last two years. Having done the journal draft was a blessing. I already had the foundation and some resources. Once I was done with my literature review, I had a better understanding on AI. I also knew what focus I wanted my media to have. I highly recommend to have these courses topics overlap. It made learning about my topic more enjoyable because I wasn't stressing about two separate courses. It felt like one big project. It was so similar, I would post under the wrong page my assignments. I had previously completed 5312, and learned about the learning philosophies and environments. When working on this course bring back those teachings, I didn't put two and two together at the time, fault of not reading carefully. Therefore keep in mind when writing for both 5315 and 5317, how your research will impact learning environments and align with the philosophies. I went back to my journal publication to add that component, it has extended the impact of my publishing.
Respectfully,
Coralis Mollitor
May 3, 2025
References
Baidoo-Anu, D & Owusu Ansah, L. (2023, December 31). Education in the era of generative artificial intelligence (AI): Understanding the potential benefits of ChatGPT in promoting teaching and learning. Journal of AI 7, (1). 52-62. file:///C:/Users/18173/Downloads/ssrn_id4572394_code5681117.pdf
Julien, G. (2024, May 29). How artificial intelligence (AI) impacts inclusive education. Educational Research and Reviews, 19 (6), 95-103. https://files.eric.ed.gov/fulltext/EJ1434316.pdf
McGuire, A., Qureshi, W., & Saad, M. (2024, September 30). A constructivist model for leveraging GenAI tools for individualized, peer-simulated feedback on student writing. International Journal of Technology in Education 7, (2).326-352. https://doi.org/10.46328/ijte.639
Minkyoung, K. & Adolf, L.. (2023, November 4). Adapting to the future: ChatGPT as a means for supporting constructivist learning environments. TechTrends 68. 37-64. https://doi.org/10.1007/s11528-023-00899-x
Mollitor, C. (2025, April 27). Artificial Interactions for Assistive Inquiry. Wix. https://coralismollitor.wixsite.com/enchanted-innovation/about-5-7
Topping, K.J, Gehringer, E, Khosravi, H, Gudipati, S, Jadhav, K & Susarla, S. (2025). Enhancing peer assessment with artificial intelligence. International Journal of Educational Technology in Higher Education, 22 (3). https://doi.org/10.1186/s41239-024-00501-1
Üstünbaş, U. (2024, June). Hey, GPT, can we have a chat? A case study on EFL learners’ AI speaking practice. International Journal of Modern Education Studies 8, (1). 91-107. https://files.eric.ed.gov/fulltext/EJ1436000.pdf