Keeping the Words Yours — Learning Languages Years 9–10
Subject adaptation · Years 9–10 · Learning Languages · Field-Based STEM · Tony Jones
In a language classroom, AI can produce fluent text in seconds. The question is whether fluency is the learning objective or the obstacle to it. The Boundary Card answers that question before any drafting begins.
1Name the boundaries
2Draft within limits
3Account for decisions
4Submit the card
Strategy — Boundary Card
At the start of any extended writing or production task in the target language, students complete a Boundary Card before any drafting begins.
The card has three boxes. AI may help with: specific named functions only — translation checking after drafting, vocabulary confirmation, grammar reference. AI may not do: generate sentences, draft responses, select vocabulary. I must show: at least one structural decision, one vocabulary choice I can explain, one piece of grammatical reasoning.
The completed Boundary Card is submitted at the briefing stage, before drafting opens. It is not revised after the task is complete.
At submission, students add one sentence to the card: one thing in this piece that I produced and can explain without reference to any tool. This sentence is the secured evidence point.
Year-Band Practice
Years 9–10 · Production tasksThe Boundary Card applies to any task where students write or speak in the target language for an assessed purpose. The "I must show" box is where the language learning lives. It should name specific, observable evidence — not a general statement of effort.
Years 9–10 · Comprehension tasksFor tasks involving source text comprehension, the Boundary Card identifies what students will attempt without tool assistance before checking their understanding. Attempting first is the condition for any tool use that follows.
Years 9–10 · Oral tasksFor spoken production, the card applies at the preparation stage. Students name what they will prepare independently and what they will confirm using a reference resource. Memorised AI-generated text is not preparation.
Implementation Notes
Decision checkpointThe "AI may help with" box must name specific, narrow functions. "Help with my work" is not a valid entry. "Check whether my verb conjugation is correct after I have attempted it" is.
Teacher judgement noteThe goal is not to eliminate tool use but to ensure students have done the generative linguistic work first. Vocabulary looked up after drafting produces different learning from vocabulary generated by AI in place of drafting.
Related frameworksBoundary Card (core) · Evidence Lock, Then Draft · The 90-Second Decision Vignette
