Professor Richard Kern at UC Berkeley has dedicated his career to examining the intersections of language, culture, and technology. With a focus on language acquisition, the integration of technology in education, and the transformative power of international collaboration, his work has evolved alongside technological advancements. As a researcher, educator, and longtime contributor to the France-Berkeley Fund (FBF), Professor Kern has spearheaded projects that bridge cultural and linguistic divides while fostering innovative approaches to language learning. In this interview, he reflects on his academic journey, the impact of technology on education, and the enduring value of cross-cultural research collaborations.
Can you share your academic journey and how you became interested in French and language education?
Richard Kern: My path to French and language education was anything but straightforward. I initially majored in Latin American Studies at UC Santa Cruz and started taking French halfway through my undergraduate program, mostly to help with travel and reading menus. What began as a practical endeavor quickly turned into a passion, and I kept enrolling in French classes, eventually switching to a Romance Languages major.
After graduating, I spent two years teaching English in Europe—first in Spain, then in France. When I returned to the U.S., I wasn’t sure what to do next. I considered jobs in business and travel but eventually found myself teaching math and social studies in Spanish through a bilingual education program. It was there that my supervisor introduced me to the field of second language acquisition, a concept that was entirely new to me at the time. That conversation, along with a book recommendation, inspired me to apply for graduate school. I ended up at UC Berkeley, joining the School of Education’s program in Language, Literacy, and Culture, which allowed me to bridge my interests in French, education, and second language acquisition.
What inspired you to explore the intersection of technology and language education?
RK: My interest in technology began during my first academic position at the University of Texas at Austin. At the time, we were experimenting with a program called the Daedalus Interchange, a networked writing platform originally designed for English classes. It allowed students to engage in simultaneous, collaborative discussions, unlike the traditional classroom format where conversations are mediated by the teacher and proceed one at a time.
For language departments, this technology was transformative. Students could respond directly to one another without the teacher acting as an intermediary, creating a more dynamic and interactive learning environment. In foreign language learning, this shift was particularly significant—it allowed for richer, more authentic communication that better mirrored real-world interactions. That experience sparked my interest in exploring how technology could not just supplement language education but fundamentally reshape it, making it more student-centered and collaborative.
How has the France-Berkeley Fund supported your research and collaborations?
RK: The France-Berkeley Fund has been instrumental in fostering my long-term collaborations with colleagues in France, particularly Professors Christine de Villa and Nicolas Guichard at the University of Lyon. One of our early projects focused on using video conferencing as a tool for language learning, long before platforms like Zoom became ubiquitous.
The FBF supported conferences in Lyon and Berkeley where graduate students and faculty from both institutions could exchange ideas and research. These collaborations had a profound impact, particularly on the graduate students involved—many developed dissertations inspired by these exchanges, drawing on insights from both American and French academic traditions. What’s remarkable is that these relationships have endured well beyond the initial funding period. More than a decade later, the network of researchers that grew out of this collaboration is still active.
Can you share an example of how these collaborations enriched your work?
RK: One of the most exciting aspects of these collaborations was the opportunity to engage with different scholarly perspectives. At our FBF conferences, French and American researchers often approached the same topics from entirely different angles. French scholars, for example, tend to emphasize theoretical frameworks and sociocultural implications, while American researchers often focus on the practical applications of technology in education.
This interplay of ideas broadened our understanding of how technology can be used in language learning—not just as a tool, but as a way to reimagine classroom interactions and student engagement. One notable project involved students in Berkeley and France exchanging personal narratives about how their family histories intersected with major historical events. These discussions sparked deep, student-driven inquiries into history and culture, going far beyond traditional classroom assignments.
What is your perspective on the role of AI in language learning?
RK: AI is an incredibly dynamic and evolving field with both opportunities and challenges for language learning. On the one hand, AI tools can provide instant feedback, help students analyze grammar, and foster creativity by allowing them to experiment with sentence structures. These applications can make learning more interactive and engaging.
However, there’s also a risk of over-reliance. If students use AI to complete assignments without truly engaging with the material, it undermines their education. At Berkeley, we encourage using AI as a collaborative tool—something that enhances critical thinking and imagination rather than replacing them. I also believe educators should involve students in the process of navigating new technologies. When students teach their teachers about technology, it creates authentic opportunities for language use and fosters mutual respect in the classroom.
What are your current research interests, and where do you see your work heading?
RK: I’m revisiting a long-term study on the transformative impact of study abroad experiences. Years ago, I interviewed students at the beginning, middle, and end of their year abroad to understand how these experiences influenced their linguistic and cultural identities. Now, two decades later, I’m reconnecting with those same students to explore how their study abroad experiences have shaped their personal and professional lives.
I’m particularly interested in unpacking what people mean when they describe these experiences as “transformative.” The term is often used but rarely defined. By conducting follow-up interviews and analyzing material and cultural markers in their lives today, I hope to gain a deeper understanding of how study abroad influences individuals over the long term.
We thank Professor Richard Kern for sharing his insights and for his ongoing contributions to language education and cross-cultural collaboration.