Language, Literacy, and Legacy: Exploring AI's Role in Cultural Narrative Preservation
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| Title: | Language, Literacy, and Legacy: Exploring AI's Role in Cultural Narrative Preservation |
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| Language: | English |
| Authors: | Elizabeth Falzone, Michael D’Angelo, Caitlin Riegel |
| Source: | AILACTE Journal. 2025 22:22-37. |
| Availability: | Association of Independent Liberal Arts Colleges for Teacher Education. 1903 Princeton Avenue, St. Paul, MN 55105. Tel: 651-690-8949; e-mail: erns0039@umn.edu; Web site: http://www.ailacte.org |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Adult Education |
| Descriptors: | Artificial Intelligence, Cultural Maintenance, Personal Narratives, English Learners, Language Skills, Digital Literacy, Skill Development, Story Telling, Adult Learning, Socioeconomic Status, Low Income, Second Language Learning, Community Characteristics, Reflection, Language Acquisition, Attitudes, Technology Uses in Education |
| ISSN: | 1945-9009 2837-1119 |
| Abstract: | With increased globalization, today's classrooms include students from different cultural backgrounds, speaking different languages, and with different technical skill sets. Innovative tools are needed to support both the preservation of culture and the development of essential skills for success in today's society. This study examines how generative artificial intelligence (AI) can support English language learners (ELLs) in preserving cultural narratives while developing language and digital literacy skills. Through a qualitative design, participants engaged in an AI-driven storytelling project, using tools like ChatGPT and Canva to create digital artifacts based on personal or traditional experiences. Data sources included story maps, digital artifacts, and a focus group. Thematic analysis of artifacts and focus group data revealed increased language skills, digital confidence, and cultural pride. While AI supported cultural expression, some limitations in cultural accuracy were noted. Findings suggest that AI can serve as a culturally responsive tool to enhance engagement, support language acquisition, and promote digital literacy. Implications for educator preparation programs (EPPs) include integrating authentic, multimodal assessments and school-community collaboration. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1492993 |
| Database: | ERIC |
| Abstract: | With increased globalization, today's classrooms include students from different cultural backgrounds, speaking different languages, and with different technical skill sets. Innovative tools are needed to support both the preservation of culture and the development of essential skills for success in today's society. This study examines how generative artificial intelligence (AI) can support English language learners (ELLs) in preserving cultural narratives while developing language and digital literacy skills. Through a qualitative design, participants engaged in an AI-driven storytelling project, using tools like ChatGPT and Canva to create digital artifacts based on personal or traditional experiences. Data sources included story maps, digital artifacts, and a focus group. Thematic analysis of artifacts and focus group data revealed increased language skills, digital confidence, and cultural pride. While AI supported cultural expression, some limitations in cultural accuracy were noted. Findings suggest that AI can serve as a culturally responsive tool to enhance engagement, support language acquisition, and promote digital literacy. Implications for educator preparation programs (EPPs) include integrating authentic, multimodal assessments and school-community collaboration. |
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| ISSN: | 1945-9009 2837-1119 |
