Page 18 - ELG2307 Jul Issue 485

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SPECIAL FEATURE

Can technology narrow the equity
Can technology narr ow the equity

gap in English language education?
gap in English language education?

are available to many, others are being left
IMAGE COPYWRITE MAT WRIGHT behind; this digital divide must be tackled
as there are serious implications for social,
economic and educational well-being. Covid
19 has accelerated the move to online
learning, and teachers have demonstrated
remarkable flexibility and ingenuity in dealing
with this unexpectedly sudden change.
Nevertheless, many regions pointed out that
teachers and other stakeholders are not ready
or equipped to take full advantage of the
opportunities offered by online or blended
learning and there is an overwhelming
and global need for digital literacy to be
integrated into teacher training, and for other
stakeholders (parents, schools and education
systems) to have appropriate knowledge of
educational technologies in order to take
advantage of the huge possibilities they have
to offer.
Historically, technology has always played
a dual role in the equity gap, with those that
already are best placed to be in a position
to take advantage of technologies to have
more, and those that are marginalised in
danger of being further excluded. But modern
technologies have become increasingly
ubiquitous: mobile phones are now in the
hands of many of the world’s marginalised
peoples, who, theoretically, can now access
a wealth of English language content and
training through this medium which was
formally denied them. But to really benefit
from this, they need to have the digital and
critical skills to be able to sift through the vast
amount of resources available.
AI is likely to bring about an exponential
acceleration in language learning opportunities.
We are already seeing artificial intelligence
applied to areas of assessment that could make
mass testing much more affordable. UNESCO
believes that AI has the potential to address
some the biggest challenges in education today.
But we are also hearing many warnings about
AI, and how regulatory frameworks and policy
are not keeping pace with innovation. It seems
he use of technology in English Our primary research group for “The Future certain that AI has the potential to greatly
language teaching has a history as of English: Global Perspectives” – the 14 regional narrow the equity gap in English language
long as ELT itself, but technology roundtables conducted around the world – provision, although it is far from inevitable
Tcan mean different things in different stressed the importance of considering these that this will happen. Some might argue that
contexts. If we take technology to mean varying contexts, and the need to fully exploit to some extent the future of English is AI, but
anything that could be used by teachers to and develop the technologies available in each it is too early to say what effects on the equity
aid teaching and learning, for many, even of them. Roundtables expressed the enormous gap this will have.
today, this could be the humble blackboard. potential of technology to allow English
For others it might mean TV and radio. language learning to become more self-directed,
For millions, particularly since Covid 19, of social media to give students and young
it has meant online platforms for teaching people a more democratic voice, and of AI to Mike Solly is Head of English
and learning. Increasingly now, and in the support teaching and learning, particularly in Research and Insight at the
future, it is likely to mean AI systems such as assessing speaking skills at an affordable level British Council. He is one of
ChatGPT, simultaneous systems of translation and at scale. the authors of the Future of
for writing and speaking, and intelligent But the roundtables also stressed that English: Global Perspectives.
assessment systems. while the manifold advantages of technology
18 July 2023