Lifelong Adaptive Language-Acquisition Systems for Multilingual Special-Ed Classrooms

Abstract

In multilingual special‑education (special‑ed) classrooms, students frequently face the dual challenges of acquiring one or more additional languages while also requiring tailored instructional support for diverse learning needs. Traditional one‑size‑fits‑all approaches to second‑language instruction often fail to accommodate ongoing adaptation over the lifespan of learners who may transfer between languages, or whose cognitive, linguistic and affective profiles evolve over time. This paper proposes the design and evaluation of a lifelong adaptive language‑acquisition system (LALAS) tailored to multilingual special‑ed contexts: a system that continuously monitors learners’ progress, dynamically adjusts language tasks, scaffolds both first‑ and additional‑language pathways, and incorporates assistive‑tech features for learners with special educational needs. We present the theoretical foundation, a mixed‑method empirical study in multilingual special‑ed classrooms, and discuss key findings on learner engagement, language‑proficiency gains, and teacher perceptions. The study reveals that adaptive scaffolding and tailored feedback yield significant improvements in both receptive and productive language skills compared to static curricula, especially for students with additional learning needs. We argue that implementing lifelong adaptive systems is imperative for inclusive multilingual education and propose practical guidelines for system deployment, teacher training, and ongoing adaptation aligned with learner trajectories.