How inclusivity can help develop machine translation (MT) literacy and autonomy
A Swiss experiment with learners of French
DOI:
https://doi.org/10.1558/isla.25503Keywords:
machine translation literacy, inclusivity, learners' autonomy, French as a foreign language, Universal Design of Instruction (UDI)Abstract
This article reports on the innovative design of an autonomy workshop that allowed us to accommodate the very diverse social and learning background of our students. We based the inclusive strategies on the Universal Design for Instruction (UDI) (Scott and Edwards 2018) and specifically worked on the choice of tools, the task creation process and the method of instruction. This design also help foster learners’ autonomy and their digital literacy, alongside most traditional language-related goals.
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