My parents first came to the United States in the 1970s to escape the brutality and violence of Haitian dictator Francois Duvalier, or “Papa Doc” as he was known. Because their temporary visas had expired, they became “illegal immigrants.” My siblings and I remained in northern Haiti with our grandmother. It was only after the baby was born in America that my parents received green cards and we were able to petition to join them in New York City. I arrived in 1976 and spoke multiple languages by the age of 12. English was the only language I needed to succeed in this country.
Like many English learners at the time, my progress was painfully slow and I felt like an outsider. My school did not have classes for non-English speaking students, and teachers lacked guidance and training on how to support students like me.
Eventually, I learned English, graduated high school, earned degrees in chemistry, science education, and school administration, and became an educator, leading public schools in Chicago and Rochester, New York. Even in my current role as CEO of Digital Promise, I often imagine what those early days would have been like if we had AI tools that could instantly translate, scaffold, and support learning. Had I felt like an outsider for so long? Could my teachers and English-speaking classmates have been more patient with me? What other opportunities might have surfaced? And what about other students who were struggling with English more than I was? Could they have experienced a different and better outcome?
For district leaders currently considering strategies to support English language learners in K-12 schools, AI tools have the potential to provide immediate support. These tools not only support language acquisition, but also help classmates and teachers understand the complexities of English learners and their cultures.
Personal experience shows how difficult it can be for district leaders to determine which materials are most effective because English learners progress at different rates and struggle with different language areas. But artificial intelligence can help customize instruction by diagnosing individual strengths and weaknesses, adjusting difficulty in real time, and providing differentiated practice rather than one-size-fits-all lessons.
With the help of AI, district leaders can help ensure English learners receive targeted support that many classrooms cannot provide. This is also a boon for teachers who have little time to provide immediate and detailed feedback. Educators I spoke with expressed excitement about being able to leverage assistive technology to better support these students. In addition to teacher-led instruction, they now have access to specifically tailored AI-powered instruction on grammar, vocabulary, and sentence structure. Or a platform that provides conversation practice, pronunciation support, and builds dialogue scenarios that mimic conversations students might have at school or at the grocery store. early research Incorporating programs like Grammarly and ChatGPT into writing workshops can have a positive impact on secondary English learner students, with studies showing measurable improvements in writing fluency, grammar, coherence, and perhaps most importantly, confidence. However, these tools also come with risks, including student privacy and data concerns. Automatic grading system creates disparities for English learners;and using tools based on poorly trained datasets can introduce cultural bias and insensitivity.
The integration of AI into schools has never been more urgent. As of 2021, approximately 5.3 million students in the country are learning English. Imagine what AI can do to help them realize their full potential and help educators deliver innovative learning experiences.
Educators are already using AI-powered platforms to improve instruction. According to February's Education Week viewer surveyOf the 1,186 respondents, 60% said they were implementing AI in their classrooms. A recent study by the Walton Family Foundation and Gallup on how teachers are using AI tools in the classroom found that 6 in 10 teachers used AI tools for tasks such as lesson planning and preparation during the 2024-25 school year. District leaders need to take note. When used thoughtfully, these tools can help all students achieve measurable learning.
Many K-12 schools are hesitant to implement AI tools, but waiting too long can negatively impact student learning, including English language learners. Questions for students center on whether they have reliable access to the internet and devices that can support AI programs. This, in turn, leads to concerns that students may be unintentionally marginalized, resulting in missed opportunities to develop relationships with teachers and peers. But there are potential solutions. Educators should start small with pilot programs for English language learners, leverage existing digital infrastructure to integrate low-cost AI tools, and prioritize teacher training with the goal of understanding both the capabilities and limitations of these technologies.
All educators need to build skills to integrate AI effectively and ethically. To support the effective use of AI tools, state and local leaders should receive training to help guide their staff, including professional development focused on AI. State and philanthropic partners also have an important role to play. They can fund research that supports responsible training and recruitment in this field. Developers also have a role to play. By directly involving students, especially English language learners, in the design process and investing in the study of learner diversity, we can design AI tools to meet the needs of students, regardless of race, income, disability, or language.
To be clear, AI cannot replace educators, but it can be a powerful ally in the pursuit of academic excellence. District leaders must be bold to embrace AI in their schools to create deep, consistent, and powerful learning opportunities for all students, especially English learners. We can't afford to wait.
