Using Social Robots to Teach Language Skills to Immigrant Children in an Oslo City District

TL;DR

This paper discusses a long-term study using social robots to assist immigrant children in Oslo with learning Norwegian, including tools for parental involvement to enhance language acquisition.

Contribution

It introduces a novel setup for a long-term, blinded study employing social robots and parental tools to improve language skills among immigrant children.

Findings

Robots can effectively support language learning in immigrant children.

Parental involvement tools enhance at-home language practice.

Long-term engagement shows promising improvements in vocabulary.

Abstract

Social robots have been shown to help in language education for children. This can be good aid for immigrant children that need additional help to learn a second language their parents do not understand to attend school. We present the setup for a long-term study that is being carried out in blinded to aid immigrant children with poor skills in the Norwegian language to improve their vocabulary. This includes additional tools to help parents follow along and provide additional help at home.