3 Tasks to Develop Critical GenAI Literacy in the Translation Classroom

Spark Talk

Abstract

Drawing from the principles of task-based language teaching (Willis, 1996; Long, 2015; Ellis, 2018), this presentation introduces three pedagogical tasks largely aimed at developing students’ critical literacy for the use of generative artificial intelligence in additional language learning and translator training. These involve comparing unassisted and genAI versions of a target text, employing pre-established prompts to improve a target text, and reflectively avoiding the use of genAI altogether. Task design and students’ general perceptions of the tasks are presented to enrich additional language and translation instructors’ possibilities for using new technologies.

Presenters

Marcela de Oliveira e Silva Lemos

Assistant Professor

Marcela Lemos is Assistant Professor of Portuguese at Utah State University. She has a Ph.D. in Portuguese from Indiana University Bloomington and a Ph.D. and M.A. in Literary Studies from the Federal University of Minas Gerais, Brazil. She teaches courses in Luso-Afro-Brazilian literatures, visual arts, and cultures, as well as in translation, interpretation, and Portuguese language. Her research is focused on the uses and understandings of images in contemporary Luso-Afro-Brazilian collective and postmemory. Dr. Lemos also researches the relationship between task difficulty and task complexity in the design of task-based/supported language and translation curricula.