Leveraging AI To Enhance Literacy In Bi/Multilingual Learner Students: Insights & Applications

Overview

This interactive one-hour training explores how educators can strategically incorporate artificial intelligence (AI) tools to support literacy development in bi/multilingual learners. Participants will gain insight into current AI applications, ethical considerations, and practical classroom strategies. With a focus on language-rich, culturally sustaining pedagogy, the session equips educators to use AI as a supportive tool—not a replacement—to personalize instruction, increase engagement, and support vocabulary, comprehension, and writing skills in diverse learners.

Following this training, participants will be able to:

List at least three AI tools or features that support literacy instruction for bi/multilingual learners.
Describe at least two benefits and two limitations of using AI in literacy instruction.
Identify at least two instructional strategies that integrate AI to support reading or writing for bi/multilingual learners.

This course meets the requirement for Professional Development hours towards your ASHA renewal since it is approved by TSHA! You can count these hours towards ASHA renewal when you submit your Compliance Form.

It also meets ASHA continuing education requirements for professional development in culturally responsive, reflective, and collaborative practice. Note: 2 PDHs are required.

Curriculum

1 Section
3 Lessons
Lifetime

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Course Curriculum
4

Instructor

Alexis Lawton

Alexis Lawton, MS+30, CCC-SLP is a speech-language pathologist in Walterboro, South Carolina. She is an adjunct professor in the speech-language pathology program at West Coast University. She is the assistant director of programming of the South Carolina Multilingual Learner Network. She's also working on her PhD in literacy, language, and culture at Clemson University. Alexis' current research interests are bi/multilingualism, literacy, language, language difference vs disorder, culturally sustaining literacy pedagogies, and preparing SLP students to work with individuals with diverse communication and learning needs.