By Dennis Adan and Mary Fuchs

ANY OF US who have heard the un- settling statistics about Hispanic stu- den t s -nea r ly 40

percent drop out before high school and fewer than half complete the normal high school program--know that these students' frustration in learning to speak and read English is the root of their problem. Yet there is a contradiction between na- tional programs that call for English to be the dominant language in bi- lingual instruction and research that suggests students must be familiar with their first language to be fully successful in thg second.

If bilingual programs prove to be politically unacceptable, or if we don't have the resources to get the job done, new developments in arti- ficial intelligence (AI) might help us reach some of the same goals. Uni- lingual English teachers can, for ex- ample, use some of the recently de- veloped AI tools to teach Spanish as a "foreign" language--from pre- school on.

A first step is to provide motivat- ing oral and visual learning activi- t ies in both English and Spanish through a kind of spontaneous ap- prenticeship with �9 and with machine intelligence. The Kurzweil Reading Machine is an example of an AI device that can read, speak, infer, and store in its memory sto- ries in several languages. This ma-

Dennis Adams is an associate pro- fessor o f educational studies, and Mary Fuchs is an instructor o f mathematics education at the Uni- versity o f Northern Colorado in Greeley.

30 TechTrends

m chine uses an advanced optical scanner to bring information to a reading-speaking program devel- oped by AI researchers.

Crucial to success is the coupling of this technology with teachers who are sensitive to cultural prece- dents and social rewards. Special- ized AI computer programs now are available that allow teachers to

Here are the addresses of sev- eral firms that can tell you more about the state of artifi- cial intelligence in education:

DSS Optionware 4 Barnard La. Bloomfield, Conn. 06002

The Human Edge Human Edge Software Corporation 2445 Faber PI. Palo Alto, Calif. 94303

Kurzweil Computer Products Cambridge, Mass. 02140

OZ: Management Control Fox & Geller, Inc. 604 Market St. Elmwood Park, N.J. 07407

Thoughtware Series Thoughtware 2699 South Bayshore Dr. Coconut Grove, Fla. 33133

Writing is Thinking Kapstrom, Inc. 5952 Royal La. Dallas, Tex. 75230

build on the bilingual student's learning style and culture.

The Reading Computer, built by a subsidary of Xerox Corp., is one of the first practical uses of artifi- cial intelligence--a type of "ex- pert" or "knowledge based" sys- tem. It can scan texts ih the lan- guage you choose, make linguistic inferences, and can read to a stu- dent via a voice-synthesizing de- vice. Children see and hear the

printed word in the desired lan- guage and make the connection to visual images and higher level thinking skills.

All this is possible because of knowledge-based computer sys- tems. Knowledge-based systems are computer programs that imitate human thought, compare various facts, and sift through their own "history" for similar situations. AI systems, such as the Reading Com- puter, can reason on the basis of the rule-governed knowledge they contain; there is even space for rule exceptions. These programs use a knowledge base and a reasoning component to process symbols rather than numbers. The knowl- edge base not only contains facts (as does a database) but operating rules based on that knowledge.

The Reading Computer has "vi- sual" capabilities that enable it to read various languages and recog- nize almost any typeface. It can make psycholinguistic inferences with a high degree of accuracy. There is a dictionary and a parallel set of rules for pronunciation; it can read at a rate of 250 words per min- ute. Students have control over the reading process and are able to ad- just the rate of speech as well as the sound of the speaking voice. They also can instruct the computer to go back and reread anything they specify. Although the reading com- puters are specific machines with their own sets of specialized pro- grams, it is possible to gain access to the information they contain with a regular microcomputer, either by direct connection or telephone lines.

Other artificial-intelligence sys- tems are being worked on that in- stantly can translate a teacher's En- glish-language voice into another language. At the moment, the choice is limited to Spanish, French, German, and Russian. A project conducted by Xerox in Palo Alto, Calif., is developing a fast

computer-based translation pipeline that reads text in one language and transcribes it into another. This would allow a teacher to place an English textbook on the computer and enable the child to see, hear, and interact with the words in En- glish and in the child's native lan- guage.

These and other knowledge- based systems are just beginning to come onto the microcomputer mar- ket. Some give expert advice on ev- erything from administration and learning to problem diagnosis and suggestions for remediation. Only the first AI learning systems are available today. Soon we will see a new wave of these innovative learn- ing products as AI programs gradu- ally touch every aspect of how our students learn to speak and read.

Once we begin to consider how an "intelligent" machine might see, hear, and think, it becomes possible to build on certain elements of this metaphor for human learning. Of course, some analogies between brains and computers are too super- ficial to be useful. Still, one of the most useful aspects of computers is that to really understand the way information is processed we have to ask some fundamental questions about our written and spoken lan- guage, And connecting the recent developments in artificial intelli- gence to students' language learn-

ing breaks new intellectual ground. The primary cause of the failure

of bilingual students to acquire sound language skills in English is not their lack of innate ability. Rather, we view it as a failure in in- stitutional methodology and motiva- tional techniques. Relying on extra drill and practice and rote-skill training has not been successful for the bulk of bilingual students. Like- wise, simply using computerized learning tools to replicate boring practice lessons provides little pay- off.

The new technology should not be used simply to extend the insti- tutional mistakes of the past. What was irrelevant to bilingual students in workbooks remains so on micro- computers. AI programs serve as one valid alternative to using com- puters as electronic worksheets or to teaching "computer literacy."

The earliest possible use of these new technological tools is crucial because of the unacceptable His- panic dropout rate. To make in- roads into this problem and to help bridge the language and cultural dif- ferences between the home and school (as well as learning problems raised by lack of motivation) we now have available to us the most

powerful learning tool ever invent- edEartificial intelligence. It can serve as a collaborator and a moti- vator that allows us to do for many what was done for a few, And the benefits will go to all our students.

AI language programs can create an exciting language arts envirOn- ment that can spur higher order thinking skills and systematic prob- lem-solving strategies. Children can use "intelligent" work stations to listen, respond, record, and contin- ually interact with two langhages--- and two sets of children's literature and social values. The bilingual support these AI language pro- grams could give to most of our classrooms is substantial.

The Reading Computer is simply the first example of how artificially intelligerit computer "knowledge systems" can be used by children to associate with more than one language heritage. When this tech- nology is used to amplify human multicultural contacts, we have a tool that allows bilingual students to develop self-esteem and a sense of identity.

Although education is saturated with political considerations, there is no social or political reason why Hispahic students can't be allowed a more solid base in their rich cul- tural and language heritage. In this regard, knowledge-based AI com- puter systems can serve us well. �9

FM-Radio Subcarriers to Help Teach English TECHNOLOGICAL BREAK- Key to the system is the use of FM subcarrier THROUGH in broadcasting soon will technology, which allows for the coupling of the offer those who do not speak English four-channel audio to graphics On a videotex tele- an opportunity tO learn English in their vision set or caJgle TV. The videotex systems can homes at their Own pace. Quadra be placed in use with Ordinary broadcast sound

Paced Learning Systems (QPLS) is a proprietary from a subcarrier. FM-radio digital system that will allow any FM ra- Miniaturization and digitalization techniques dio, educational television, cable, or LPTV station bring the cost of each QPLS home radio to less to broadcast four additional sound channels--se- than $25; total cost of an English course could be cretly on subcarriersmthat Can be heard only on less than $250. Because the course material would the QPLS home receivers, be recorded for broadcast at the station, the

Each QPLS radio will have five push buttons, course could be offered at different times during Once in operation, one channel would bring in the the day. The system also allows its operators to educational station's regular programming, and the turn off indiVidual home receivers from the broad- other channels would carry an English-language cast site, so they can call individual students fOr course at four levels of proficiency. Students testing or evaluation purposes. would have to keep abreast of exercises in a note- Although the system is not yet in use, QPLS of- book, which would complement the broadcast ficials, in conjunction with Pegasus Data Systems course. To receive the broadcast, a subscriber Of Middlesex, N.J., are discussing its applications would insert a digitally coded card into the radio, with educators and broadcast officials. �9

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