Machine Translation in Higher Education: Perceptions, Policy, and Pedagogy

Autor/in	Paterson, Kate
Titel	Machine Translation in Higher Education: Perceptions, Policy, and Pedagogy
Quelle	In: TESOL Journal, 14 (2023) 2, (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Paterson, Kate)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1056-7941
DOI	10.1002/tesj.690
Schlagwörter	Translation; Computational Linguistics; Second Language Learning; Second Language Instruction; English (Second Language); Personal Autonomy; College Students; Computer Software; Technology Uses in Education; Higher Education; Educational Policy; Language Variation; Teaching Methods; Learning Processes + Suchen Sie Ihr Suchwort? Linguistics; Computerlinguistik; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Individuelle Autonomie; Collegestudent; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Hochschulbildung; Hochschulsystem; Hochschulwesen; Politics of education; Bildungspolitik; Sprachenvielfalt; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess
Abstract	Multiple studies have shown that language learners and other students undertaking postsecondary studies in an additional language (L2) consult digital translation tools to complete course-related work despite general disapproval of their use by instructors. Significant improvements in the accuracy of machine translation (MT) along with their widespread use among students present ethical and pedagogical implications that have yet to be coherently addressed by instructors and institutions at the tertiary level. Recognizing MT as inextricable from L2 users' academic realities, this article reviews the current research on perceptions and purposes of its use in higher education institutions, discusses MT at the policy level (e.g., gaps in legislation related to academic integrity and, more broadly, inconsistencies between the aims of internationalization and the continued delegitimization of marginalized varieties of English), outlines various ways that MT can be harnessed to support learning (e.g., for vocabulary acquisition, writing, metalinguistic awareness, learner autonomy), and suggests ways forward in education, research, and theory on the intersection of MT and learning. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01