{'fraction_non_alphanumeric': 0.015927189988623434, 'fraction_numerical': 0.011376564277588168, 'mean_word_length': 4.945945945945946, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Perceptions and Practices of Machine Translation Among 6th-12th Grade World Language Teachers

Many researchers and educators have studied the use of Machine Translation (MT) in the L2 classroom, yet little data exists on World Language 6-12th grade educators’ perceptions of MT. This study inquires into the ways that middle school and high school L2 educators perceive MT and how educators are adapting their assignments in light of its use. The results of this study show that a punitive approach is prevalent, in that MT is largely banned, and that infractions result in a wide array of consequences for students. The findings also suggest that a more deliberate inclusion of MT practices in the L2 classroom would be beneficial to teachers and students. For this reason, the study concludes with pedagogical suggestions regarding the incorporation of MT in the L2 classroom.