DIGCOMPEDU KOMPETENCEOMRÅDE(R)

Digitale ressourcer

Målgruppe

Adult language educators working with migrants

Læringsmål:

• Use AI to create and adapt language learning materials (texts, dialogues, tasks) that are linguistically scaffolded for adult migrant learners at different proficiency levels.
• Critically evaluate and refine AI-generated materials, ensuring linguistic appropriateness, ethical use, and alignment with learners’ needs and teaching context

• The educator selects one of the four provided prompts included in this recipe, depending on the teaching purpose (e.g. text production, dialogue practice, discussion, or differentiated materials).
• The educator adjusts only the following elements: topic or theme (e.g. workplace, everyday services, current issue), learner language level, length or format (text, dialogue, task). The structure and pedagogical intent of the prompt remain unchanged.
• The educator reviews the AI-generated material with focus on: language level and clarity, relevance for the learners, cultural and contextual appropriateness. If needed, the educator may run the prompt again with small adjustments.

• The educator explains the purpose of the activity (e.g. reading practice, dialogue training, discussion, or writing) and introduces the topic.
• The educator selects one of the four provided prompts from the References & Resources section.
• The educator makes minimal contextual adjustments (topic, learner level, length or format).
• The AI generates a first version of the teaching material.
• The educator reviews the material and adjusts it if needed before classroom use.
• Learners work with the material through reading, dialogue, discussion, or short writing activities. Learners interact with the content, not directly with AI.

• This recipe supports differentiation and inclusion by design:
• The provided prompts allow educators to adjust language level (e.g. simplified vs. more complex output) without changing task structure.
• Materials can be adapted to different cultural and professional backgrounds by changing topics and examples.
• Educators may choose to use outputs: orally (discussion, role play), in writing, or through supported reading activities.

The following four prompts are provided as part of the recipe.

Prompt 1 – Field-Specific Text in Three Language Levels
Role:
You are a teacher in adult second language education (intermediate level).
Task:
Write a short professional text (approx. 600–700 characters) based on a Danish occupational field, for example cleaning, elderly care, warehouse work, office work, or kitchen work.
Adapt the text to three language levels:
Version A (Easy): short sentences and simple vocabulary
Version B (Medium): slightly longer sentences and more professional terms
Version C (Challenging): natural and authentic workplace language
Guidelines:
Keep key professional terms
Write in a neutral, clear, and informative style
Avoid technical details and unnecessary examples
Use correct Danish syntax and avoid loanwords
At the end:
State the source and year
Briefly explain how the language changes across the three versions
Create two tasks (e.g. one comprehension question and one vocabulary task)

Prompt 2 – Professional Mediation / Everyday Explanation
Role:
You are a teacher in adult basic literacy education. The AI acts as a professional mediator, producing short, reassuring texts about everyday topics such as digital mail or digital ID.
Task:
Write a text of approx. 600–700 characters that explains:
What digital mail is
How people use it in everyday life
Guidelines:
Use short, clear sentences and familiar words
Avoid technical terms and bureaucratic language
Use concrete examples (e.g. “You receive letters from the municipality in your digital mailbox”)
The text should support both reading and discussion
At the end:
Suggest two comprehension questions and one discussion question
Briefly explain why the language level is appropriate for beginner learners

Prompt 3 – Dialogue and Situational Practice
Role:
You are a teacher in adult second language education. The AI acts as a dialogue writer for oral practice and role play.
Task:
Write a dialogue of 10–20 turns between two people, for example:
a nurse and a patient who disagree
a citizen and a public service employee
a manager and an employee
Guidelines:
Use a realistic situation (e.g. illness, day off, work schedule)
Use natural spoken language and short sentences
Include relevant professional vocabulary when appropriate (e.g. shift schedule, message, working hours)
Avoid long explanations and overly complex grammar
At the end:
Create a word list with 5–7 key terms
Create two tasks:
Role play: Repeat the dialogue and switch roles
Language comprehension: What is the dialogue about? What do they decide?

Prompt 4 – Current Topic: Discussion and Writing
Role:
You are a teacher in adult second language education at intermediate or upper-intermediate level. The AI acts as an instructional designer, creating short, current texts with discussion and writing tasks.
Task:
Write an informative text (approx. 600–700 characters) about a current topic, for example:
local or municipal elections
well-being and health
green transition in the workplace
The text should support reading, discussion, and writing.
Source requirement:
Base the text on Danish sources (e.g. national media, labour organisations, public authorities)
State the source at the end as:
Inspiration: [website name + article title]
At the end:
Create three open discussion questions (“What do you think about…?”)
Create one writing task where learners write 4–5 lines about how the topic affects their own life or workplace