Students from across the country gathered to explore how generative artificial intelligence (AI) could make language learning more interactive during a national hackathon hosted by the University of Â鶹´«Ã½ at ²ÑÄå²Ô´Ç²¹â€™s (Tech Center).

The 2026 Hack the Language Flagship Hackathon, held at the University of Georgia April 10–11, brought together 45 students from 13 colleges and universities representing 15 Language Flagship programs. Participants worked in six languages: Arabic, Chinese, Korean, Persian, Portuguese and Russian.

Led by UH ²ÑÄå²Ô´Ç²¹ faculty members Molly Godwin-Jones and Richard Medina, students worked in multilingual teams to create AI-powered tools that build on InContext, a free educational app developed with support from the Tech Center to help language learners navigate cultural misunderstandings.

“This event gives students an opportunity to creatively and critically apply generative AI technology to authentic language learning challenges,” said Julio Rodriguez, director of the Tech Center and principal investigator of the national project. “By focusing on generative AI and intercultural communication, participants were able to imagine new ways of helping learners engage.”

Nine teams spent two days designing and testing ideas. Each team included at least one computer science student, while many participants also brought study abroad experience to the challenge.

Winning project: same language, different locations

The winning project, GeoNorm AI, transforms InContext language-learning scenarios into interactive AI conversations while helping learners understand how the same language is used differently across countries and regions.

Two additional teams earned honorable mention. A Day Abroad developed a game that challenges users to navigate real-world cultural situations. Study Abroad with a Cephalopod featured “Cece the Cephalopod,” a customizable octopus guide that helps students practice language and cultural skills through interactive study abroad simulations.

“We are always impressed with how far students go,” said project lead Godwin-Jones. “There’s really no predicting what they will come up with in response to challenges that they themselves have identified in their language learning journeys.”

The University of Â鶹´«Ã½ at ²ÑÄå²Ô´Ç²¹ welcomed language educators from around the world for the , held June 25–28.

More than 220 participants from 14 countries, ranging from K–12 teachers to university faculty, came together to explore how technology, especially generative AI, is shaping language teaching and learning.

Naiyi Xie Fincham, associate director of UH‘s (NFLRC), spoke about the transformative potential of generative AI in language instruction.

“With purposeful task design and a clear curriculum integration plan, regular conversational practice with a generative AI–powered agent offers a low-stakes, low-stress space for independent language learning—delivering personalized, level-appropriate feedback, fostering self-regulated learning skills, and providing teachers with concrete evidence of each learner’s proficiency development to enable tailored instruction.”

Engaging with AI

Many presentations focused on the use of AI tools in curriculum design, assessment and student engagement. These are areas where both NFLRC and (CLT) at UH ²ÑÄå²Ô´Ç²¹ already support educators with free resources and professional development.

“Our centers at UH ²ÑÄå²Ô´Ç²¹ are helping shape the future of language education by supporting educators in navigating the rapidly evolving AI landscape,” said Julio C. Rodriguez, director of CLT, NFLRC and the at UH ²ÑÄå²Ô´Ç²¹. “Whether it’s designing new tools, creating professional learning opportunities, or fostering collaboration, we’re committed to making AI a resource that enhances teaching and learning and helps realize human potential.”

Featured speaker Michele Anciaux Aoki, respected advocate for international education and world languages, called attention to the . However, Aoki also cautioned that AI should support but not replace human connection, underscoring the need to keep learning rooted in culture and community.

Reimagining language labs

FLEAT 8 audiences also heard from Carol Goss, who leads a language and intercultural learning center at Valparaiso University. She encouraged educators to reimagine language labs as collaborative, intercultural spaces, not just places to practice grammar drills.

Hosted by UH’s NFLRC and CLT, FLEAT 8 was co-organized with the International Association for Language Learning Technology and the Japan Association for Language Education and Technology.

The FLEAT conference happens every five years, alternating between Japan and the U.S., and highlights the growing connection between technology and world language education.

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Create an AI-powered experience that helps people learn a language outside the classroom—that was the challenge posed to students at the 2025 Flagship Hackathon, hosted by the University of Â鶹´«Ã½ at ²ÑÄå²Ô´Ç²¹â€™s (Tech Center).

UH hosted the national competition at Arizona State University that brought together 34 students from 12 institutions including UH ²ÑÄå²Ô´Ç²¹ and five language programs: Arabic, Chinese, Russian, Persian and German. Organized into six multilingual teams, the students had just two days to design a tech-based tool that supported language learning “in the wild”—meaning casual, real-world use such as studying abroad or chatting online.

“By hosting the Flagship Hackathon, UH ²ÑÄå²Ô´Ç²¹ affirms its national leadership in language technology innovation—bringing together students from across the country to tackle real—world challenges with AI, while exploring how technology can support lifelong, personalized language learning beyond the classroom,” said Julio Rodriguez, director of the UH Tech Center.

The winning project, Sl@ngQuest, is a chatbot that teaches users internet slang in the target language by pulling examples from authentic media. The team also created a how-to chapter for a digital Field Guide, complete with AI integration and multimedia elements.

An honorable mention went to Cultivating Friendships Abroad, a tool to help learners form meaningful connections while overseas.

The Tech Center’s annual Hackathon is known for its fast pace and creative energy. Faculty from UH such as Richard Medina and Molly Godwin-Jones lead the design of this year’s event together with former Tech Center interns, who helped mentor students to tackle language learning challenges through innovation. Each team included at least one computer science student to handle technical development.

The UH Tech Center is housed in the .