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The FLTMAG
IALLT’s free language technology magazine
Turning Text into Teaching Tools: Using Picsart’s AI Image Generator in the Language Classroom
By Natalia Ivashchenko, English Language Instructor and Exam Preparation Specialist DOI: https://www.doi.org/10.69732/XQZU5102 Introduction Visuals have long supported language teaching. They provide context, reduce ambiguity, and invite interpretation. Yet finding the right image for a particular lesson objective can be unexpectedly
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Portfolio-Based Assessment in the World Language Classroom
By Julia Simon, Spanish and EAL Teacher at the American Overseas School of Rome DOI: https://www.doi.org/10.69732/YXDS4511 The Problem: Apathy and the Assessment Trap Language teachers are often tasked with teaching groups of students all coming in at very different language
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Prompting With Purpose: Designing AI Interactions for Language Learning
By Amanda Dalola and Sabrina Fluegel, University of Minnesota DOI: https://www.doi.org/10.69732/FYWH5040 When ChatGPT burst onto the educational scene in November 2022, language teachers found themselves in a familiar position: curious, intrigued, and perhaps a little skeptical. Some saw exciting possibilities
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Should I (You?) Have a Seat at the AI Table?
By Jessika Foreshee DOI: https://www.doi.org/10.69732/TVGV3190 It was a Tuesday afternoon and I had just walked into a hot yoga class. The room was starting to fill up with fellow yogis, unrolling their mats and settling in. I had come to
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When Objects Speak: Exploring German Texts Through Object and Shadow Theater
By Pia Banzhaf DOI: https://www.doi.org/10.69732/NPOV9663 When teaching literature in a language classroom, one challenge is finding ways for students to move beyond reading about a text and instead engage with it as something lived, interpreted, and experienced. I wanted students
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Gamify Your Language Classroom in Seconds with Padlet Arcade
By Wenjing Huang, Chinese Teacher, George School DOI: https://www.doi.org/10.69732/HCOC4088 Introduction Arcade is a new feature in Padlet since February 2026. It is an AI-powered game creation platform that turns a topic, a file, a website content, or a YouTube video
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5 Takeaways from The AI Illusion: Why Machines Aren’t Creative by Luc Julia
By Gisele El Khoury, St. Lawrence University DOI: https://www.doi.org/10.69732/BZTI1063 Introduction This article presents 5 takeaways from the 2026 book The AI Illusion: Why Machines Aren’t Creative by Luc Julia (Wiley, ISBN: 9781394412174). Julia, an AI industry insider with over 35
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5 Takeaways from Designing Accessible Learning Content by Susi Miller
By Shannon Donnally Quinn, Michigan State University DOI: https://www.doi.org/10.69732/ETJO1569 This short article is part of a new series called “5 Takeaways”, in which the author of the article gives their reaction to a book or other type of media with
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Interview with Lauren Rosen: IALLT, AI, and the Future of Language Education
DOI: https://www.doi.org/10.69732/AWQC1960 In May 2026, I interviewed Lauren Rosen, IALLT (International Association for Language Learning Technology) President. We talked about her career, her vision for IALLT as its president, and her take on how technologies such as AI have changed
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What Language Teachers Should Ask Any AI Vendor Before Signing: A Checklist From Someone on the Other Side of the Table
By Maria Le Mura, Founder, Beyond Words DOI: https://www.doi.org/10.69732/WUQI7059 In a demo call last autumn, the Head of a World Language Department in the American Midwest asked me a question I had not been asked before. We had just finished
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From AI-Supported ESL Writing to Co-Researchers: Empowering Refugee Youth Through Youth Participatory Action Research (YPAR)
By Muhammad Ahmad, University at Buffalo DOI: https://www.doi.org/10.69732/KZKP4254 She had barely spoken during our first session together. When I introduced the project, she sat quietly, nodding along, but saying little. I didn’t push. I had worked long enough with refugee
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From Classroom to the Booth: Professionalizing the Novice Interpreter
By Cristina Pardo-Ballester, Iowa State University DOI: https://www.doi.org/10.69732/ILTP1621 Introduction Translation and interpreting are often grouped together, but they involve very different kinds of communication. Translation usually works with written texts. A translator has time to stop, think, revise, consult dictionaries,
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Cheating With AI? If You’re Serious About Language Learning, Sure!
By Richard Robin, George Washington University DOI: https://www.doi.org/10.69732/FTHK2466 In fall 2022, teachers across the globe woke up in a cold sweat to the debut of ChatGPT: this was the end of essay-writing, the death knell for homework, a stake in
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Lessons from a Year with Speakology AI in the Language Classroom
By Sarab Al Ani, Yale University DOI: https://www.doi.org/10.69732/SFZP9372 Over the past academic year, I have integrated Speakology AI into my curriculum for Intermediate Heritage Arabic learners—a project made possible through the Yale Poorvu Center AI Course Revision Grant. This grant
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