Integration von maschineller Übersetzung im Fremdsprachenunterricht

Chancen und Herausforderungen für Lernende auf niedrigem Sprachniveau

Abstract

Current studies point to uncertainty regarding the use of Machine Translation (MT) in classrooms (Udry & Berthele, 2023) and show inconsistent results on the necessary prior knowledge in foreign languages for meaningful use of MT in teaching (Carré et al., 2022; Klimova et al., 2023). However, there is consensus that successful educational use of MT can only be achieved if learners possess adequate MT-Literacy. This means understanding the technology, mastering its applications, and knowing how to integrate it sensibly into their learning process (O’Brien & Ehrensberger-Dow, 2020). Given that translation machines are used in many classrooms (Raaflaub & Reber, 2022), this paper emphasizes the need to develop MT-Literacy from the early stages of language learning. Based on findings from two projects at PHBern, an approach for integrating AI tools into writing tasks for lower secondary education is outlined.