Faculty & Institution
- Faculty: Brenda Sarmiento-Quezada
- Institution: Purdue University
- EPP area / program: Linguistics and multilingual learner preparation
Course Information
- Course title: EDCI 32650: Introduction to Linguistics and Language Acquisition
- Course duration: 16-week undergraduate semester course
- Implementation timing: Spring 2026 semester
AI Integration Overview
- Use case title: Linguistic Analysis and Instructional Planning with Bounded AI Support
- AI role: Structured thinking partner during instructional planning only
- AI tools used: ChatGPT, Copilot, Colleague AI; transcription tools such as Otter.ai for initial drafts only
- Purpose: Let teacher candidates experiment with AI-supported instructional expansion while preserving independent linguistic analysis, disciplinary noticing, and professional judgment.
Activity / Task Description
The focal assignment was the semester-long Linguistic Analysis and Instructional Planning (LAIP) Project. Students recorded and transcribed an English Learner speech sample, analyzed linguistic features, cross-linguistic transfer, and learner language patterns, and created an initial instructional plan without AI. Only after that work could they optionally use AI to generate instructional strategies, scaffolds, equity considerations, or alternative pedagogical approaches. Students documented what they accepted, adapted, rejected, or chose not to use.
Do / Do-Not Guidance
- Documented do’s: Bound AI to a specific assignment phase; treat AI as a thinking partner; require critical evaluation and documentation; make expectations explicit; allow students to opt out; use AI to strengthen teacher judgment.
- Documented do-nots: Do not introduce AI before core disciplinary work; do not assume students can critique AI outputs; do not treat AI literacy as only technical training; do not require uniform AI adoption; do not assume AI saves time; do not frame AI as replacing teacher expertise.
Evidence & Reflections
Sarmiento-Quezada reported that candidates often used AI as a “pedagogical mirror” or second opinion. Student reflections identified benefits for brainstorming and alternative strategies, but also limitations around learner specificity, developmental appropriateness, context, and professional judgment.
Materials Reviewed
- Use Case.docx
- BSQ_Deliverables .docx
- LAIP_Full_Version_AI.docx
- LAIP_Student_Quick_Guide_AI.docx
- SM1 – AI Workflow.docx
- SM2- Reflection Prompt.docx
- SM3 – AI Policy Language.docx
- SM4 – Example Activity .docx
- SM5- Key Takeaway.docx
- Spring 2026_EDCI 326_EPPCollab.docx
Library Tags
- EPP area: Linguistics and multilingual education
- AI integration type: Bounded instructional planning support, critical evaluation, reflection
- Student population: Undergraduate teacher candidates
- Implementation scale: Semester-long project with AI in one phase
- Materials available: Use case, syllabus, assignment guide, workflow, reflection prompt, policy language, deliverable form