Some of my clients ask if I use AI tools when teaching ESL and/or editing communications documents.
So here is my policy:
I specialize in teaching classes of English as a Second (or Additional) Language that are logical and effective. To accomplish that, I often create exercises and assessments myself, in the role of teacher — doing the important thinking, strategizing, and teaching myself — especially when I conduct a “Needs Assessment” and set up curriculum and content.
I do, however, use some resources from Cambridge University Press, onestopenglish.com, and other online sources for grammar exercises, accent reduction theory and related topics.
I also, occasionally, consult AI to generate fresh angles to teach matters of English (listening, speaking, reading and writing). For example, I might use AI to:
- Research a topic and to generate and assess pedagogical methods for it (e.g. reputable sources for curriculum that I review myself).
- Provide insights into what learners (of a particular demographic) may need, in addition to reviewing learners’ LARC assessments (CLB levels) and conducting “needs assessments” at the outset of starting language classes.
- Occasionally, to brainstorm fresh examples, scenarios, stories, analogies, metaphors, turns-of-phrases, etc. to use when I teach.
- When editing communications copy, to review my original work for accuracy; and to suggest other edits and improvements.
If you provide me with information about yourself (as a learner or client) that is confidential, I will never input that information into an AI without your approval.
Bottom line: Regardless of how I use AI tools, my teaching will always be customized and will leverage my three+ years of teaching ESL; and, for communications clients, will leverage my 13+ years of editing and writing experience.
Do you have other questions about how ESL studies will occur in this AI age? Please write me an email! I’ll gladly discuss further and will set up classes that directly address your needs as a learner.