Advancing Multilingual Education with Artificial Intelligence: A Case Study on Spanish Language Education in Chinese Universities

Yang Wu; Xiaodan Wang; Ling Tan

doi:10.5281/0vxnd893

Authors

Yang Wu College of Foreign Languages and Cultures, Sichuan University, Chengdu, Sichuan, China Author
Xiaodan Wang Lingnan University, Hong Kong, China Author
Ling Tan School of Languages, Xi’an Jiaotong-Liverpool University, Suzhou, Jiangsu, China Author

DOI:

https://doi.org/10.5281/0vxnd893

Keywords:

Spanish as a foreign language, multilingual AI integration, language teaching innovation, pedagogical methodologies

Abstract

While AI’s impact on English education is well-documented, its role in Spanish language teaching remains understudied, despite Spanish being the world’s second most spoken native language. This study explores Chinese university Spanish teachers’ attitudes, usage, and AI literacy regarding Generative AI and Translation AI. Interviews with 13 teachers revealed Translation AI's greater influence, attributed to the prevalent Grammar Translation Method (GTM) in Spanish instruction, contrasting with English's Communicative Language Teaching (CLT) approach. To enhance AI integration, we propose a dual strategy: top-down institutional support (e.g., teaching grants) and bottom-up professional development using a Spanish-specific TPACK framework, bridging theory and practice in Chinese universities.

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