This SBIR Phase 1 project will create an educational technology that accelerates the acquisition of foundational English language skills by children (4 to 10 years old), by melding English and Spanish language instruction, delivered via a personalized digital learning platform. Using state-of-the-art text-to-speech and speech-to-text engines, students that are English Language Learners (ELL) will engage in deliberate literacy practice across the four modalities of language (listening, speaking, reading, writing). Over the last decade, the number of ELL students enrolling in public schools has steadily increased while there remains a shortage of bilingual or certified ELL teachers. Technology can help these teachers to personalize instruction and extend the school day which in turn increases engaged learning time. Achieving college and career readiness is an economic imperative for all students, especially ELL students given the importance of English communication skills to career success. While developing technologies for use in classrooms by young children can be a risky proposition due to the nature of the modern classroom, the reward far outweighs the risk. This project will produce a high-impact technology solution designed for young children that integrates the latest text-to-speech and speech-to-text technologies and is grounded in sound research about language skill acquisition across the four modalities.
The key innovation of this SBIR Phase 1 project is a plurilinguistic (e.g., Spanish and English) approach to literacy development across the four modalities of language (e.g., reading, writing, speaking, listening) where young students (aged 4-10 years old) are immersed in personalized learning experiences specifically tailored to support and accelerate language development. The first research goal is to test the feasibility for using and adapting proprietary English and Spanish language text-to-speech and speech-to-text engines with young children. The second research goal is to examine the impact of a dual-language personalized learning platform on children?s acquisition of foundational listening, speaking, reading, and writing skills. Participants will be ELL students whose first language is Spanish. The research is based on a plurilinguistic framework for second language acquisition; researchers hypothesize that a dual-language application that leverages students' first language to learn English will score significantly higher on independent measures of foundational literacy skills and self-efficacy for learning compared to students who are using an English-only personalized learning application. A mechanism of growth may be the amount of time students are immersed in deliberate practice of literacy skills. A dual-language personalized learning platform has the potential to extend teacher-led literacy instruction and increase the amount of time students spend engaged in learning English.
This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.
