AI-powered earbuds enhance language access for newcomer students in local classrooms

KALAMAZOO, Mich.—With a growing number of students entering U.S. classrooms speaking little or no English, educators are looking for new ways to bridge communication gaps. At Western Michigan University, Dr. Robyn Edwards, assistant professor in the Department of Special Education and Literacy Studies, is leading a pilot project that harnesses artificial intelligence to support language access for newcomer multilingual learners in local schools. 

Funded through a 2024 instructional development project grant from the WMUx Office of Faculty Development, the project introduced TimeKettle X1 AI-powered translation earbuds into five schools in Portage and Ann Arbor, Michigan. The pilot sites—spanning elementary, middle and high school levels—offered a real-world learning environment to evaluate whether real-time translation could support comprehension, build confidence and foster a stronger sense of belonging for newcomer students, many of whom arrive with limited or no prior formal education after spending years in refugee camps. 

“Even as an ESL professional, I experienced firsthand how difficult it was to communicate with a student whose language I didn’t know,” says Edwards. “That moment made me realize how isolating it must be for classroom teachers—and even more so for the students. I wanted to find a solution that would feel immediate, personal and effective.” 

The project also extended into TEL 6310, a graduate-level English as a second language (ESL) methods course at WMU, where teaching English to speakers of other languages (TESOL) student-teachers piloted the devices in their own placements. In total, seven sets of AI earbuds were deployed across classrooms, reaching learners from fifth grade through high school. 

How the Technology Works 

The earbuds translate spoken English into a student’s home language in near real time, using built-in microphones and AI translation software. Contrary to initial expectations, teachers do not need to wear a transmitter or speak directly into a mobile device. Students simply insert the earbuds, which automatically pick up and translate the teacher’s voice. The translated audio plays through the earbuds, while a text transcription appears on a paired screen—no extra setup required by the teacher. 

The project explored several modes of use, including whole-group instruction, small-group activities and one-on-one support. Students also had the option to wear a single earbud to hear both English and their native language, helping reinforce language acquisition. 

Promising Outcomes—and Real Challenges

Feedback from student-teachers and their K-12 colleagues highlighted both the promise and limitations of the devices. In multiple cases, previously withdrawn students began to participate in class, complete assignments independently and even initiate conversations. 

“One student went from sitting quietly and unsure of what to do to being engaged and even participating in class,” says Colleen Jbeily, a WMU TESOL master’s student. “The best moment was when he pointed to the board—he wanted to share an answer. He solved the problem in front of the class, and you could see how proud he was. I already knew he was good at math, but the language barrier had always been in his way. This moment showed me just how much that was holding him back.” 

Another student had previously taken a “wait and see” approach in class—hesitating to participate and often waiting to follow his peers’ lead. But that changed once he began using the earbuds. 

“He’s now one of the first to get started, whether it’s working on sketches, submitting work on his computer, or tidying up,” says Maribeth Sonsara, a WMU TESOL master’s student. “The earbuds have really helped give him a sense of autonomy. It’s not a silver bullet, but it’s one more support in the toolbox.” 

Jbeily echoed Sonsara’s perspective. “This experience really opened my eyes to how powerful translation tools can be in supporting multilingual students,” she said. “If I had better access to this kind of technology, I’d use it all the time.” 

Still, the project wasn’t without hurdles. WiFi connectivity proved a major issue, with school firewalls blocking device access and requiring teachers to use personal hotspots. Students’ comfort with the technology also varied—some felt self-conscious or worried the devices would make them stand out. Teachers noted a learning curve in using the tools effectively and highlighted the need for training and thoughtful classroom integration. 

Findings and Next Steps 

Drawing from interviews, classroom observations and teacher reflections, Edwards outlined four key findings from the pilot: 

• Implementation success depends on learner profile and teacher judgment. Effective use of the earbuds requires careful consideration of each student’s language proficiency, age, personality and communication preferences, as well as the teacher’s ability to identify which learners will benefit most from the technology. 
• Teacher expertise in ESL strategies enhances effectiveness. The earbuds work best during extended teacher talk but are less impactful when not paired with targeted language scaffolding—highlighting the importance of ESL instructional training. 
• Earbuds support receptive language development and autonomy in introverted learners. Quiet students benefit from real-time, bilingual input that strengthens listening and reading comprehension while fostering confidence and independent engagement with classroom content. 
• Earbuds promote expressive language growth and connection in extroverted learners. Outgoing students use the technology to boost speaking and writing skills and to build stronger relationships with teachers—leading to deeper classroom participation and increased motivation. 

These findings will be presented at the Michigan Association for Bilingual Education (MABE) conference in May 2025, with plans to submit a proposal to the National Association for Bilingual Education (NABE) the following year. 

“Dr. Edwards’ project is a model for how faculty-led initiatives can translate into meaningful change,” says Dr. Ramona Lewis, associate director of the Office of Faculty Development. “This is exactly the kind of innovation our instructional development project grants are designed to support—creative approaches that strengthen teaching and deliver immediate benefits to learners.” 

Looking ahead, Edwards hopes to expand the program to additional school districts, improve device access and provide professional development for teachers. “Our long-term vision is to make this kind of technology standard—not as a replacement for ESL support  but as a supplemental tool to ensure no student feels left out.” 

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