Mitigating English Language Teachers' Cognitive Load in Multilingual Classroom through AI-Automated Scaffolding: An Iterative Conceptual Framework

Teachers being the guide and facilitator always been captured with multiple roles following classroom instruction, student management, evaluation along with own professional acceleration. The complexity escalates when the teachers have to deal with the students of different cultural and linguistic origin. In India or other countries where English language is treated as second or foreign language, it becomes more burdensome for the teachers to produce a structured and meticulous learning experience for language learners. The cognitive load that excruciates teachers to unfold their fullest potential in developing innovative pedagogical and teaching strategies is matter of utmost concern in worldwide spectrum. With the insurgence of technological intervention some of the tasks have been dissolved, still the overwhelming burden of information processing hinders the overall professional development of teachers. The advent of artificial intelligence in the educational sector with its huge algorithmic data-driven machinery has enormous scope to alleviate the extra cognitive imposition of teachers especially in language domain where the diversity and complexities are much complicated. The exceptional capacities of enormous language translation, instantaneous feedback mechanism, morphological or lexical analysis of any literary text, pattern recognition can enable and empower teachers of later 21st century teachers with dynamic functional roles. The researchers in the research study explored the cognitive load of English language teachers in multilingual context and how it can be diminished with AI-mediated support mechanisms. A tentative conceptual framework has been proposed in this study using iterative modeling approach using data from secondary sources of peer reviewed research papers and articles, different authentic web sources and policy documents related to multilingualism in education across the world, specifically Indian context. The researchers also suggested the logical and practical applicability of this proposed framework in Indian language classroom with recommendation to adopt this framework to reconfigure the linguistic diversity in pluralistic society.