The Multiliterate Mind

Avant MORE Learning, Liza Trejo, Marnina Falk Colman

The Multiliterate Mind will explore how multilingualism, multiliteracy, and proficiency intersect in a rapidly changing, AI-infused world. Through conversations with educators, researchers, and leaders across languages and continents, the podcast will reimagine what it means to teach, learn, and communicate in the 21st century. At the heart of the podcast lies Proficiency First Multiliteracies (PFM) — the theoretical framework guiding its vision. PFM looks at multilingualism and multiliteracy through a proficiency lens, positioning language ability as the foundation of meaning-making across languages, cultures, and modes. In this view: - Proficiency is not just a metric; it’s the process through which humans construct and share understanding. - Multiliteracies recognize that communication now spans written, oral, visual, and digital forms. - Proficiency First unites these ideas into a single, human-centered framework for learning in an AI-driven world.

Épisodes

  1. 18 MARS

    The Language Teacher's Superpower with Dr. Maylén R.R. Sullivan

    Dr. Sullivan begins by reflecting on her own language acquisition story. After moving from Cuba to the United States as a child, she learned English not through memorization drills but through immersion in stories, television, and authentic language input. That experience eventually became the foundation of her teaching philosophy. Instead of focusing solely on grammar-based instruction, she emphasizes language acquisition through meaningful communication, authentic materials, and real-world interaction with language. Throughout the conversation, we examine the shift from traditional grammar-focused instruction to proficiency-based learning. Dr. Sullivan explains how she realized early in her teaching career that many students could pass written assessments but were unable to actually communicate in the language. This realization led her to redesign her instruction to prioritize comprehension, authentic communication, and meaningful language use. A major part of this work involves formative assessment strategies that empower students rather than discourage them. Dr. Sullivan discusses how she developed “proficiency checks,” simplified assessments modeled after the STAMP test, that allow students to demonstrate what they can do with language in speaking and writing. These checkpoints help both teachers and students understand language growth over time and provide clear goals for improvement. The conversation also highlights the importance of literacy in language development. Dr. Sullivan explains that strong literacy skills in a student’s first language significantly accelerate second-language learning. This insight reinforces the importance of supporting and preserving students’ home languages rather than replacing them. When educators nurture multilingual literacy, they expand access, opportunity, and cultural understanding. We also explore how modern digital tools and media can support language acquisition. From streaming shows in different languages to using subtitles and multimodal content, today’s learners have more opportunities than ever to engage with authentic language input. Ultimately, this episode underscores a powerful message about education and human potential. Language learning is not about reaching a final destination. As Dr. Sullivan reminds us, even achievements like the Seal of Biliteracy are not the end of the journey. They are simply the beginning of a lifelong path toward deeper communication, cultural understanding, and global connection. Avant Assessment – https://www.avantassessment.com ACTFL Proficiency Guidelines – https://www.actfl.org Seal of Biliteracy – https://sealofbiliteracy.org 00:00 Podcast intro and setup 03:13 Meet Dr. Maylén R.R. Sullivan 05:07 Learning English after immigrating from Cuba 07:59 Peace Corps and global language experiences 10:32 Moving from grammar drills to language acquisition 16:14 How proficiency-based assessments work 18:46 Creating proficiency checks for students 25:07 The purpose of the Seal of Biliteracy 29:05 Why literacy supports language learning 34:04 Supporting multilingual learners in schools 36:58 Technology and media in language instruction 38:29 Leading professional development for teachers 46:09 Final reflections on learning without limits       Be sure to follow and tag Avant, The Language Proficiency Company on Facebook, Instagram, LinkedIn, and YouTube!

    42 min
  2. 4 MARS

    From Proficiency to Multiliteracy with Dr. Agustín Reyes-Torres

    We unpack what “multiliteracies” really means today: literacy as more than reading and writing, and instead a collection of social practices that help learners interpret and create meaning across modes like print, visuals, sound, gesture, space, and digital media. We talk about how teachers can lower barriers for learners by using multimodal texts like picture books, graphic novels, and storytelling practices that combine images, tone, expression, and guided questioning to support comprehension, confidence, and engagement. Dr. Reyes-Torres shares how he prepares preservice teachers to design learning sequences around picture books during teaching internships in diverse contexts, including multilingual urban classrooms and rural classrooms where multiple ages may learn together. We emphasize valuing students’ full linguistic repertoires, including heritage languages and dialect variation, as assets for meaning making. We also discuss AI as a tool that is already reshaping literacy education. Rather than pretending AI is not present, we explore using it ethically as a thinking partner to co-design learning pathways, personalize stories that reflect student identities, and deepen reflection through transparent prompting and documentation. We close with a powerful takeaway: literacy enables thinking, and thinking enables learning. If we want learners to transform knowledge rather than repeat it, multiliteracies must be at the center of language education.   Lit(T)erart, the research group: http://www.literart-researchgroup.com/ University of Valencia – https://www.uv.es/ Harvard Educational Review – https://hepg.org/her-home/ Middlebury Language Schools – https://www.middlebury.edu/language-schools/ University of Iowa – https://uiowa.edu/ Find Dr. Reyes-Torres on LinkedIn: http://www.linkedin.com/in/agustín-reyes-torres Dr. Reyes-Torres Book 📖  https://www.routledge.com/Multiliteracies-Multimodality-and-Learning-by-Design-in-Second-Language-Learning-and-Teacher-Education/Reyes-Torres-Brisk-Lacorte/p/book/9781032617008 00:00 Welcome + guest intro 01:31 Teaching journey and why it matters 04:24 Reader-text interaction and meaning making 07:22 Literacy as the foundation 10:48 Making literature accessible in L2 classrooms 12:44 Picture books, visual literacy, and teacher training 15:51 Multimodality beyond text and images 18:31 Multilingual classrooms and honoring repertoires 21:08 AI, ethics, and reflection-based learning 26:12 What multiliteracies means today 30:40 Digital literacy and student realities 41:48 Representation before communication 43:29 Final message for educators Be sure to follow and tag Avant, The Language Proficiency Company on Facebook, Instagram, LinkedIn, and YouTube!

    43 min
  3. 18 FÉVR.

    AI, Proficiency, and Student-Driven Language Learning with Dr. Ryan Allen and Tom Welch

    Ryan shares how he first hears about FILL through teacher conferences and immediately recognizes its potential for expanding language access. In his rural Delaware district, students traditionally only have Spanish, but they consistently ask for more options. When he connects with Tom in 2023, the combination of proficiency-based learning and emerging AI tools clicks into place, shaping both his classroom practice and his doctoral research. Tom explains that FILL grows out of dissatisfaction with traditional language instruction and the rigid course structures that often fail learners. He describes how the model is built around learning rather than seat time, empowering students to choose any language they want and earn credit based on demonstrated proficiency. We discuss how this solves major administrative challenges, including scheduling conflicts, declining enrollment in upper-level language courses, and teacher shortages. With FILL, the facilitator supports learners at any level without being tied to specific courses like “German 3” or “French 2.” Ryan walks us through what FILL looks like in practice. Learners select weekly focal topics, set can-do proficiency goals, and use AI tools like ChatGPT to generate personalized activity plans. They choose how to learn, track evidence of progress, and reflect weekly. We highlight that this approach teaches far more than language. It builds goal-setting, prompting skills, self-directed learning, and accountability. We also address challenges. Ryan notes early growing pains, including over-reliance on Duolingo and the balance between structure and flexibility. Through iteration, the model evolves to include structured weekly routines while preserving learner autonomy. Finally, we reflect on what gives us hope. We see higher retention beyond graduation requirements, increased motivation, expanded opportunities for heritage learners, and the possibility of truly learner-centered multilingual education. FILL shows us that AI does not replace educators. Instead, it amplifies what skilled facilitators can make possible when learning is built around the learner.   00:00 Welcome + introducing FILL 00:40 Meet Dr. Ryan Allen and Tom Welch 02:10 Ryan’s path to FILL and language access 04:45 Tom’s educator journey and dissatisfaction with traditional courses 07:40 What FILL is and why it matters 08:30 Administrative problems FILL solves (singletons, scheduling) 12:10 Teacher shortages and shrinking language programs 13:10 How FILL works day-to-day 15:30 Weekly goal sheets + can-do statements 20:40 Minecraft example and learner-driven topics 23:30 AI tools and prompting for learning plans 31:10 Asset-based assessment and mistake-making 34:00 Challenges: Duolingo dependence and balance of structure 37:20 Building routines: writing workshops + unplugged Thursdays 41:40 Results: earning graduation credit in one semester 43:40 ASL learner transformation story 46:50 Hope for the future of language learning 49:00 Plurilingual possibilities and structural change 50:30 Closing + neural network invitation   Welcome + what is FILL Meet Ryan Allen and Tom Welch Why traditional language courses fall short How FILL expands language access Proficiency-based credit vs seat time Weekly learner goal setting with AI Minecraft and learner-centered topics Asset-based assessment and confidence Challenges and refining the approach Student outcomes and success stories The future of multiliteracy and plurilingualism Wrap-up and resources   Dr. Ryan Allen is a high school teacher and researcher focused on how artificial intelligence can personalize language learning for adolescents. Through his work with Facilitated Interdependent Language Learning (FILL), he empowers students to choose any language they wish to study and earn graduation credit based on demonstrated proficiency rather than seat time.   Tom Welch is a lifelong educator and innovator who has spent his career pushing the boundaries of traditional schooling. A former Kentucky Teacher of the Year and high school principal, Tom is known for his bold, learner-centered leadership. These days, Tom focuses on Facilitated Interdependent Language Learning (FILL) and asset-based assessment, helping educators like Ryan personalize learning around student strengths and proficiency. A longtime leader in the National Council of State Supervisors for Languages, he champions a shift from schooling to true learning—powered by trust, technology, and learner agency. He also helps facilitate a weekly "Neural Network" Zoom gathering on Wednesday afternoons at 3 PM CT. Feel free to contact him for an invitation at  Tom Welch: twelchky@gmail.com Dr. Ryan Allen: ryan.allen@delmar.k12.de.us   Links Mentioned in this episode: Avant Assessment – https://www.avantassessment.com STAMP Language Proficiency Test – https://www.avantassessment.com/stamp Dr Allen's Blog Post  https://www.avantassessment.com/blog/how-the-avant-stamp-test-made-facilitated-interdependent-language-learning-fill AI prompt templates for teachers and learners: https://docs.google.com/document/d/1bHUcHKVApDDhsuQ0btn9PT1QcS4UlQ58iy8aWQc2V3Q/edit Ideas and prompts for writing, listening, and speaking practice: https://docs.google.com/presentation/d/1flqv2_mcqA5EKKJy2D37wu3NBVgsrLQPEKTRgriMlWw/edit Overview of how we leverage various AI tools and platforms: https://docs.google.com/presentation/d/1AOWLFslHLWqFGKXpTB3_FnzGF6ghybnm7FGXFsXt--w/edit Natural Readers (text-to-speech) – https://www.naturalreaders.com NotebookLM (Google AI learning tool) – https://notebooklm.google Duolingo – https://www.duolingo.com Perplexity AI – https://www.perplexity.ai National Council of State Supervisors for Languages (NCSSFL) – https://www.ncssfl.org   https://www.avantassessment.com/blog/how-the-avant-stamp-test-made-facilitated-interdependent-language-learning-fill   Be sure to follow and tag Avant, The Language Proficiency Company on Facebook, Instagram, LinkedIn, and YouTube!

    50 min
  4. 4 FÉVR.

    Why the Multiliterate Mind, Why Now? With David Bong

    We welcome David Bong, CEO and Co-Founder of Avant Language, and we celebrate Avant’s 25th anniversary with a toast. We begin with David’s personal language journey. He shares that language did not feel relevant in high school, but college changes everything when he becomes fascinated with Japan during the Vietnam War era. Living in Japan for roughly a decade and spending time in Hong Kong, he experiences the moment language “clicks” on a Tokyo commute, when a simple conversation opens an entirely new world. We connect that lived experience to why Avant exists. David explains how language and cultural misunderstandings in Japan can escalate into real workplace problems, including conflict, mistrust, and serious organizational fallout. Those patterns, combined with Sheila’s experience negotiating across cultures, push them to “change the way language is learned and taught.” In Eugene, Oregon, they partner with Dr. Carl Falsgraf, whose online proficiency assessment brings standards to life at scale. Together, we launch Avant on January 8, 2001, centered on the idea that proficiency is about what learners can actually do with language across reading, writing, listening, and speaking. From there, we move into the present moment: AI is reshaping communication, learning, and assessment. We challenge the assumption that translation tools will eliminate the need for human language learning, and we spotlight what AI still struggles to capture, especially culture, register, hierarchy, and what sits “inside” the words. We explore how writing changes when people routinely draft with AI, and we distinguish between assessing someone’s independent writing ability and assessing their ability to collaborate with AI while preserving voice and intent. We introduce the idea that teaching writing without AI remains essential, not as rejection, but as a foundation that makes AI use more effective and more authentic. Finally, we look ahead. We discuss how AI can merge assessment and learning through continuous, low-stress, data-rich practice, giving teachers better insight and more targeted support. We close with a simple call: language learning matters because it builds communication, cultural perspective, empathy, humility, and the human skills we keep saying we want.   00:00 Welcome to The Multiliterate Mind 00:31 Meet David Bong + Avant’s 25th anniversary toast 01:47 Why language did not connect in high school 02:17 Fascination with Japan and moving to Asia 02:59 The “first real conversation” moment in Japanese 03:54 How language misunderstanding drives real workplace risk 05:14 Why David and Sheila want to change language education 06:30 Building STAMP and launching Avant (Jan 8, 2001) 08:49 Proficiency: what we can actually do with language 10:32 AI, translation, and what culture adds beyond words 11:49 Writing in the AI era and what assessment should measure 16:24 Keeping voice and reducing “AI dialect” 21:04 What stays fundamental without AI 22:18 Merging assessment and learning with AI feedback 31:29 Making the case for language as a core subject 39:17 One takeaway: travel where you do not speak the language 39:37 Closing and call to action   Welcome + show mission Meet David + Avant at 25 David’s language origin story Language and culture at work Why Avant started What proficiency really means AI changes writing and assessment Voice, “AI dialect,” and authenticity Merging learning + assessment Why language belongs in core education Final takeaway + wrap Be sure to follow and tag Avant, The Language Proficiency Company on Facebook, Instagram, LinkedIn, and YouTube!

    34 min

Notes et avis

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À propos

The Multiliterate Mind will explore how multilingualism, multiliteracy, and proficiency intersect in a rapidly changing, AI-infused world. Through conversations with educators, researchers, and leaders across languages and continents, the podcast will reimagine what it means to teach, learn, and communicate in the 21st century. At the heart of the podcast lies Proficiency First Multiliteracies (PFM) — the theoretical framework guiding its vision. PFM looks at multilingualism and multiliteracy through a proficiency lens, positioning language ability as the foundation of meaning-making across languages, cultures, and modes. In this view: - Proficiency is not just a metric; it’s the process through which humans construct and share understanding. - Multiliteracies recognize that communication now spans written, oral, visual, and digital forms. - Proficiency First unites these ideas into a single, human-centered framework for learning in an AI-driven world.

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