AI and multilingualism
Which existing AI tools, methods and pedagogical approaches are already suitable for promoting multilingualism in research and teaching? What new materials, task formats or support services are needed to effectively support lecturers and students in this field? The workshop ‘Taking Multilingualism into Account and Promoting It with AI: Resources, Methods and Tools’ led by Assoc. Prof. Mag. Mag. Dr. phil. Elke Höfler (University of Graz), which took place on 1 December 2025 as part of the research focus on Migration, Multilingualism and Transcultural Transformation.
Following a welcome address by the cluster spokespersons for the priority area’s stakeholders, Assoc. Prof. Mag. Dr. phil. Veronika Mattes and Assoc. Prof. Dr. phil. Anouschka Foltz M.A. M.A., the participants plunged straight into the topic together. The workshop began with a discussion focusing on previous experiences with artificial intelligence (AI) in the context of learning and teaching. The guiding question was “Quo vadis? – Where are education and multilingualism heading in the age of AI?” Building on this, the participants were given an insight into various AI-based language models such as ChatGPT, Gemini and Perplexity, and discussed their potential, limitations, typical errors and biases. Another key focus was on how to formulate effective questions and tasks for different AI tools.
In the afternoon, the theoretical knowledge was applied to concrete practical examples. Using multilingual abstracts, synopses and research diaries, participants examined how academic writing takes shape in different languages and how AI can support this process. In addition, AI-supported collections of academic writing aids were presented, compared and evaluated in terms of their educational value. Particular attention was paid to materials and methods that deliberately incorporate multilingualism, such as translanguaging texts—in which several languages are specifically combined—as well as assignment formats designed to promote language reflection in higher education teaching.
