As classrooms across the country become more linguistically diverse, educators face growing challenges. Ensure that all students, regardless of their English proficiency, have access to their learning, are fully involved and feel included. Today, Emergency Bilingual (EB) students also known as English Learners, It accounts for 10.6% of US public school students – Over 5.3 million people nationwide – Increases from 9.4% 10 years ago.
Language barriers can have a significant impact on these students’ academic achievement, classroom engagement, and social connections. English learners frequently Understand lessons, participate in discussions, and face challenges in completing assignmentswhich can lead to lower achievement and increased sense of isolation.
Traditional support for urgent bilingual students, such as peer translation, bilingual aides and simplified language, is often lacking in busy classrooms where time and resources are diminished. As a result, educators and researchers are exploring new strategies to ensure equitable participation for all students. Among these, AI-powered translation tools are emerging as promising solutionsprovides real-time language support that helps bridge communication gaps and promote a more comprehensive learning environment. But how do these tools affect daily classroom life?
For more information, Edsurge spoke with three members Olney Independent School District (OISD) Texas: Alyssa Bettsdistrict emergency bilingual coordinator. Veronica Fobbs7th grade science teacher. Elianis T., an EB student. They shared their experiences using TimeKettle X1 AI Interpreter HubA standalone, AI-driven translation device that provides real-time, two-way translation via earphones or on-screen text.
Edsurge: What language challenges did you face as a multilingual learner before using the AI interpreter? How did using this tool change communication and learning skills in your class?
Elianis: Before using the tool, I was unable to ask questions or talk to other students in the classroom. Now I understand my teacher better. This helped me communicate with the teacher about missing assignments in my class and allowed me to do it [assigned work] I myself, without someone needing to translate it for me.
I was able to communicate better with my classmates while working on the project. I feel more confident when working in groups because I can understand what is being discussed and communicate with others.
[The AI interpreter] Don’t forget to get used to it at first and take it to each class. But it changed the way I learned and made it easier to talk to my new classmates and friends while allowing me to stay at the top of my class.
How did the AI interpreter change your teaching and learning experience and help you create a more inclusive classroom?
Betts: The X1 will allow you to reach multilingual learners more accurately and reliably when adapting to the classroom. I have seen students gain confidence in talking to both teachers and classmates.
fobbs: I am sure I am connected to all my students on their level. Students seem to feel isolated. We measure this by the increase in class participation, which is the result of using this device. Students are more likely to approach me while they are working on assignment questions and class activities with peers. I like it [the AI interpreter] Make verbal instructions and communication easier to understand in real time. Students have not only seen, but they have heard of it. And, more importantly, it is understood!
How do you balance using AI translation technology to help students learn the language?
fobbs: I keep in mind that this is a bridge and not an alternative to language learning. AI can help students understand content and more complex instructions first, but I encourage verbal and verbal responses written in English as much as possible.
Betts: I’m working on creating a usage timeline for X1. This will be distributed at the fall of 2025 professional development.
Students who have been with OISD for more than a year have not received X1s for use in the classroom. This frees some units and allows teachers to maintain their devices in the classroom for communication without relying on personal mobile phones.
They also know that new entrants will be able to learn the language, knowing that they have a period of time they can use their devices, and that they cannot rely on them as crutches.
What are the new features and types of translation techniques developed for use in the classroom?
fobbs: It would be nice if the teacher could assign earpieces to connect to their own or individual units. It’s convenient to have it on hand as some students forget to bring their devices into class. It also allows non-bilingual teachers to understand what [emergent bilingual] Students say to each other during classroom setting.
What other communication settings did the AI interpreter help?
Betts: I personally used the X1 AI translation hub when communicating with my parents [Language Proficiency Assessment Committee] Meeting. It was great to see parents have the opportunity to discuss their concerns with their teachers and receive real-time feedback and express their appreciation for the education their children are receiving with OISD.
fobbs: It helped me with messaging. Real-time translation required little or no human translators and reduced message lag. This year, we were able to use the presentation mode available on the X1 device at the end of the year awards ceremony, giving English-speaking parents the opportunity to attend the ceremony and understand the sweet things that teachers are saying about their students.
