Abstract:

The uptick of interest in artificial intelligence (AI) has educators viewing large language models (LLMs) such as ChatGPT as a tool of torture as well as a tool with educational potential. New technologies provide new powers. New powers means new choices, for educators and for students. With this tool, four themes related to usage must be considered: accuracy, accessibility, privacy and ownership. The apparent ease of access and use for ChatGPT lends to linguistic translation of information but also generation of information on a topic of one’s choosing. In essence, the ‘Message ChatGPT…” prompt in chat.openai.com has been the access portal to Pandora’s box with ease of use and minimal accountability.

In examining the four themes surrounding a new technology, ChatGPT could serve as a support for Multiple Language learners (MLs). For the scope of this research MLs are considered to be any student for whom English is not their native language. The home language may be verbal or gestural (ASL). The broad scope of MLs in higher education means a large number of students are potentially disadvantaged in using these tools. How accurate is the content that is translated? How accessible is it for all students? Who theoretically ‘owns’ the information, and how private is it to use this technology? The accessibility of content is currently fraught with bias, and diverse representation is not yet reflected in the output of ChatGPT.

Future research in this area necessitates an examination of how ML students use ChatGPT, but also an examination of the accuracy of the content that ML students elicit from query input. Now unleashed, there is no walking backwards. The tool exists, it will grow, and become more refined and hopefully more representative of the diversity of all people. MLs are disadvantaged to varying degrees by linguistic capability. While MLs are not ‘disabled’ in the traditional meaning of the word, they are disadvantaged in the current educational setting. The examination of the usage of ChatGPT by MLs will provide both the opportunity to celebrate educational opportunity in the classroom as well as the opportunity for educators in higher education to improve the learning experience for MLs and, by extension, all students, by making education accessible. Given the evolution of education in America and the shifting demographics, it is time to consider the potential impact of the utilization of large language models (LLMs) by MLs as a means of levelling an English-based higher education playing field.

Keywords:

Multiple Language Learners, Large Language models, accessibility, diversity, ethics.