Vignette d'image

Cotelli Kureth, Sara

Nom
Cotelli Kureth, Sara
Affiliation principale
Site web
Fonction
Directrice du Centre de langues et Professeure titulaire
Email
sara.cotelli@unine.ch
Identifiants
https://libra.unine.ch/handle/123456789/423
_
0000-0002-5213-2801

Résultat de la recherche

Filtres

2617
Réinitialiser les filtres

Paramètres

Voici les éléments 1 - 10 sur 43
  • Publication
    Accès libre
    Fostering transparency: a critical introduction of generative AI in students’ assignments
    (2025-05)
    Cotelli Kureth, Sara 
    ;
    Elisabeth Paliot
    ;
    Suzana Zink
    This article analyses a specific strategy designed to include generative artificial intelligence (GenAI) tools in students’ written assignments. While we recognise that GenAI tools represent a challenge for teachers in terms of their classroom use and the development of digital literacy among students, we believe that banning them is not a viable option. In our view, students need to develop a sustainable, critical approach to these tools, informed by the need to be transparent. With this in mind, we have thus developed, tested and evaluated a protocol for language learners in two Swiss universities. In our experiment, students were allowed to use any online tools available for their written assignments, but they were required to clearly highlight in their texts any output derived from text generators (ChatGPT), machine translation tools (DeepL), online corpora and online dictionaries in their texts. They also had to report on their writing process in an additional, meta-analytical paragraph. After submitting their assignments, students were asked to answer a questionnaire investigating their use of, and attitude to, GenAI tools as well as their transparency in completing the task. The data gathered allowed us to gauge students’ trustworthiness as to their self-reported tool use and to determine whether our protocol could help teachers preserve the take-home written assignment in the GenAI era. Finally, the analysis yielded interesting insights into students’ use of GenAI in L2 writing and highlighted different ways in which teachers can foster more transparency. This innovative action-research study brings much-needed data and offers practical guidance to language teachers interested in GenAI.
  • Publication
    Accès libre
    Comment développer la littéracie digitale des enseignant-es et des apprenant-es?
    (2025)
    Cotelli Kureth, Sara 
    ;
    Alice Delorme Benites
    ;
    Caroline Lehr
    ;
    Noghrechi, Hasti 
    ;
    Elizabeth Steele
    ;
    Elana Summers
    Cet article présente les résultats du projet ‘Digital Literacy in University Contexts’ dont l’objectif est de développer la littéracie digitale du personnel enseignant et estudiantin des hautes écoles suisses. Ces conclusions illustrent un modèle de littéracie en IA (Cardon et al. 2023) et nous permettent les suggestions suivantes pour développer, pour soi-mêmes et pour ses étudiant-es, l’application, l’authenticité, l’agentivité et la responsabilité dans leurs interactions avec les outils d’IAGen. Il est important de : - discuter entre pairs et avec les étudiant-es au sujet de l’IA ; - connaitre et présenter des informations sur : les détails techniques du système qui ont une influence sur l’usage ; les faiblesses des relectrices et relecteurs humains ; - inclure des tâches avec l’IA en classe.
  • Publication
    Accès libre
    Learning by doing: Intercultural lessons from a transnational course
    (2025)
    Cotelli Kureth, Sara 
    ;
    Sara Mattila
    ;
    Jana Čepičková
    ;
    Nathalie Kirchmeyer
    According to Dervin (2010), intercultural communication entails savoir-faire, savoir-analyser but also savoir-(ré)agir, in other words identifying actions in co-constructed discourses, being able to analyse discourses in terms of stereotypes, and being able to adapt one’s emotions and actions in intercultural settings. Acting and learning by doing thus play an important role in developing intercultural competencies. We strongly believe that students need to be challenged to act in multicultural settings and that is why we set up a transnational course jointly taught by three teachers from three European universities (Åbo Akademi University in Turku, Finland; University of West Bohemia in Plzen, Czech Republic; University of Neuchâtel, Switzerland). The goal of the course was to work in small international and multidisciplinary groups and to identify a sustainability challenge (within the framework of the UN sustainable development goals), define and investigate the challenge, as well as create and present a feasible solution, following the design sprint methodology . In this article, we want to analyse the pilot of this course and question how intercultural communication was presented to students, through self-assessment questionnaires and tasks and how it was enacted by students in small group discussions, debates and decision-making processes. Our main goal was to offer minimal guidance and to focus on the savoir-(ré)agir that the students would experience in their group work. To assess our approach, we rely on students’ and teachers’ reflective evaluations of the course and we will base our analysis on teachers’ logs, student interviews at the end of the course, students’ learning journals and two surveys filled in by students at the beginning of the course and the end. This will allow us to map an eventual change in students’ perspectives. With this protocol we wish to explore how much students need to be guided to develop their intercultural communication competence.
  • Publication
    Accès libre
    Policy on the use of Machine Translation (MT): A good model for wider policies on Generative AI (GenAI)?
    (2025)
    Cotelli Kureth, Sara 
    ;
    Elana Summers
    Since the advent of ChatGPT and other automatic text generators, educators from many disciplines, including language learning and teaching, have published numerous articles exploring this technology’s “pitfalls and potentials” (Barrot, 2023) and offering recommendations based on their own practice to teachers, users, and institutional decision-makers. But it is early days yet, and, while recognising the need to offer guidance, there is not enough scientific data to create evidence-based policies. Having been working on machine translation (MT) literacy (Bowker & Buitrago Ciro, 2019; Cotelli Kureth & Summers, 2023) for several years, we have developed guidelines for the use of machine translation (MT) tools in higher education, which have been implemented in a Swiss university. Given that MT tools share technical features with generative AI (GenAI) tools like ChatGPT, we believe that applied knowledge of the former could facilitate understanding of the latter. This article will draw on both our own experience and a thorough literature review of recommendations for the use of GenAI for higher education institutions (HEI) to map what guidelines on the use of GenAI should include and how they should be presented to teachers and users.
  • Publication
    Accès libre
    Intégrer GoogleTranslate comme support d’enseignement au niveau débutant : atelier pratique pour un public de réfugié·e·s ukrainien·ne·s
    (2024)
    Cotelli Kureth, Sara 
    ;
    Noghrechi, Hasti 
    Le dispositif didactique analysé et décrit dans cet article suit un objectif double : amener les participant·e·s à développer leur apprentissage en autonomie et leur littéracie en traduction automatique neuronale (TAN). Ces outils sont massivement utilisés par les migrant·e·s, mais pas toujours à bon escient. Il est donc crucial de cadrer et de thématiser leur utilisation dans les classes de langues, même au niveau débutant. Plusieurs types d’exercices ont été créés : 1. Pour introduire ces outils à la fois comme de bons modèles et des bases pour la communication ; 2. Pour montrer que la TAN a des limites (ne représente pas toute la langue ; peut proposer un output fautif) ; et 3. Pour fixer un cadre et des situations où l’utilisation de cette technologie n’est pas utile. L’évaluation de ce dispositif a montré son succès relatif, même si une introduction théorique à la TAN aurait pu permettre un meilleur développement de la littéracie en TAN des participant·e·s.
  • Publication
    Accès libre
    “I Looked It Up in DeepL”: Machine Translation and Digital Tools in the Language Classroom
    (Venise: Edizioni Ca'Foscari, 2023-12-07)
    Cotelli Kureth, Sara 
    ;
    Delorme Benites, Alice
    ;
    Haller, Mara
    ;
    Noghrechi, Hasti 
    ;
    Steele, Elizabeth
    This article looks at a widespread yet erroneous use of machine translation (MT): looking up single words, thus treating MT systems as online bilingual dictionaries (ODs). After a literature review of this trend in research about MT, we consider data from a large survey that we carried out in 2021 at all Swiss universities on MT use and users’ attitudes. When analysing users’ metalinguistic awareness, we discovered that nontranslators perceive the text to translate, mostly at word level, leading to the misuse of MT systems as ODs. Moreover, the survey results revealed confusion between the different digital tools for language learning, namely MT, online parallel corpora like Linguee and ODs. We therefore suggest broadening the scope of MT literacy to include training learners in general digital literacy to enable them to use such tools appropriately.
  • Publication
    Restriction temporaire
    "Coum'on étèila que kòoule... Come una stella cadente... Comme un étoile filante..." Mélanges à la mémoire de Federica Diémoz
    (Droz, 2023)
    Aquino-Weber, Dorothée 
    ;
    Cotelli Kureth, Sara 
    ;
    Kristol, Andres 
    ;
    Reusser-Elzingre, Aurélie 
    ;
    Sauzet, Maguelone 
    Passionnée par sa langue maternelle, le francoprovençal, Federica Diémoz a consacré sa carière académique à son étude sous toutes ses facettes. Scientifique polyvalente, elle a ainsi collaboré avec des collègues de nombreuses disciplines: ethnologie, ethnolinguistique, linguistique historique, sociolinguistique, étude du français régional et dialectologie, discipline de sa thèse de doctorat à l'Université de Neuchâtel en 2004. Professeure de dialectologie galloromane et de sociolinguistique dans cet établissement et directrice du Centre de dialectologie et d'étude du français régional entre 2014 et 2019, Federica Diémoz a marqué la dialectologie galloromane par son travail scientifique, son enseignement captivant et les nombreuses collaborations qu'elle a déployées en Suisse, en Europe et au Canada. Très affectés par sa tragique disparition, ses collègues et amis lui rendent hommage par les textes réunis dans ce volume. Ils représentent toutes les écoles scientifiques qui lui étaient chères.
  • Publication
    Accès libre
    How inclusivity can help develop machine translation (MT) literacy and autonomy
    (2023)
    Cotelli Kureth, Sara 
    ;
    Noghrechi, Hasti 
    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.
  • Publication
    Accès libre
    Locutions vaudoises (1913-1931), la première chronique de langage de Suisse romande
    (Droz, 2023)
    Cotelli Kureth, Sara 
    ;
    Nissille, Christel 
    Cet article présente la première chronique de langage de Suisse romande du début du 20e siècle: Les Locutions vaudoises d'Ernest Lugrin, publiées dans la Gazette de Lausanne entre 1913 et 1931. Après avoir introduit cette chronique dans le discours épilinguistique de la Suisse romande du 19e et du début du 20e siècle, nous analyserons le riche fontenu de ces articles volumineux qui mettent au premier plan les dialectalismes d'origine francoprovençale mais qui citent également d'autres types de régionalismes. Nous nous intéresserons également aux idéologies langagières qui émergent des Locutions vaudoises et à la façon dont les différentes langues et variétés de langues sont présentées: le français normatif (français de référence), le patois (dialecte francoprovençal) et le français régional.
  • Publication
    Accès libre
    Tackling the elephant in the language classroom: introducing machine translation literacy in a Swiss language centre
    (2023)
    Cotelli Kureth, Sara 
    ;
    Summer, Elana
    University students, especially language learners, have increasingly been using machine translation (MT) systems in the last decade and for all kinds of texts, including homework, assignments and exams. This ubiquity does not translate into visibility as few teachers address the subject in class. Several researchers have shown that MT systems, while technically very easy to access and use, are not always employed in a critical manner. They have therefore suggested that users should develop MT literacy skills. As part of a larger Swiss project on digital literacy in university contexts (DigLit), an action research project at the University of Neuchâtel Language Centre (UniNE LC) seeks to investigate whether delivering a 20-min presentation about machine translation in all L2 classes (French, German, English) at the beginning of the semester was sufficient to foster minimal MT literacy in language learners. All LC students were surveyed at the end of the semester. These survey results were compared with those from a survey of Swiss university students carried out in spring 2021 as part of the DigLit project. These results have allowed us to monitor and enhance the teaching of MT literacy skills in our LC.