The record starts in the lesson
The finalised transcript and session record keep the original context, so the teacher can return to what was said instead of reconstructing it from memory.
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REAL-TIME TEACHER-LED ADAPTIVE LEARNING
Built beside the teacher, never in the teacher's seat.
How the two sidecars split one lesson into learner support and teacher insight — and where the responsibility line runs.
Start from doubt
Most teachers do not trust AI in lessons. That is a reasonable place to start.
LingoSide is not built on enthusiasm for AI. It is built on a boundary: the lesson belongs to the teacher, and technology earns its place by serving that.
The human advantage
In May 2025, Duolingo CEO Luis von Ahn said teaching with AI was “a lot more scalable” than teaching with teachers, and that some school time would be more effective with AI teaching the student. Later that year, he said he did not believe AI could teach better than human teachers, praised their ability to add context and inspire, and said Duolingo plus a teacher is better than Duolingo alone. LingoSide starts from that human advantage — the lesson belongs to the teacher, and the product’s job is to strengthen it.
The work after the work
The lesson ends. Your evening doesn’t.
For many teachers, the lesson has a second shift: writing up what a learner reached for and missed, what to revisit next week, and what has changed since last month. That work is rarely billed, and it is easy to lose when the day runs long.
Evidence, not an automatic verdict
The record shows what was said and what support appeared. It does not file feedback or decide what the learner should receive.
Nothing to learn first
There is no prompt to write and no chat window to master. It works from the lesson you were already teaching, the way you were already teaching it.
Two sidecars
One shared lesson. Two deliberately different surfaces.
The sidecars do not compete. They translate one lesson into the kind of support each person needs, without blurring the two roles.
Learner sidecar
What will help me understand and answer on my own?
- Source text with translation directly beneath it
- A short cue, form or example when help is useful
- Saved phrases, corrections and active recall
- A personal learning history
Teacher sidecar
What is worth noticing, and what should I decide next?
- The same shared record of the lesson
- Moments that may deserve attention and their evidence
- Possible explanations and strategies
- Approve, edit or reject a teaching proposal — and see what it changed later
Why not one shared panel?
A universal panel would mix the learner’s private scaffolding with the teacher’s decisions. Two sidecars keep privacy with the learner and authority with the teacher, staying beside the conversation instead of turning the lesson into a dashboard.
Teaching proposals: approve, edit or reject
No AI proposal becomes teaching work without your decision.
A teaching proposal — what to correct, practise or come back to — arrives with the lesson moment behind it. You approve it, change it or throw it away, and the loop builds on your decision, not on the model’s confidence.
This decision covers teaching proposals — the teacher sidecar’s suggestions about teaching and later work. It does not cover the learner sidecar: source text, translation and short reply cues reach the learner directly while the conversation runs. Those cues are the learner’s private scaffolding for speaking, not teaching work you have assigned, and they do not wait for your approval.
AI proposes teaching work
A proposal for what to correct, practise or come back to appears in the teacher sidecar together with the evidence behind it: the moment in the lesson it came from.
You decide
Approve, edit or reject — the same three options for every teaching proposal that reaches you.
The lesson moves on
A proposal becomes teacher-directed learning work only after you approve it, and that decision is the evidence the rest of the learning loop is built to use.
Research on teachers and AI keeps finding the same thing: trust follows control. That is why approve, edit and reject sit at the centre of the teacher sidecar instead of behind a settings page — and why they are claimed over teaching proposals only, with the learner’s own cues named separately instead of folded into the same promise.
The relationship is the method
Technology remembers the thread. The relationship stays human.
A learner needs room to try, ask and make mistakes while the teacher remains the person who interprets the moment. LingoSide carries continuity and context — not the relationship itself.
Learner sidecarPrivate help to understand and answer
One shared lessonContext and continuity across the learning loop
Teacher sidecarJudgment, encouragement and direction
More room for attention
The sidecars keep translation, short cues and lesson context close, so less of the exchange has to become interface management and the teacher can stay with the learner.
Continuity without surveillance
The teacher can return to a phrase, correction or pattern with its original context. The record supports the conversation; it does not grade either person.
Support without role confusion
Private scaffolding helps the learner form an answer. Evidence and possible actions go to the teacher, who decides what belongs in teaching.
The product should make the teacher more present, not less necessary.
Teacher-led adaptive learning
You are already the adaptive engine.
Most adaptive systems try to adapt around the teacher. LingoSide starts from the opposite assumption: the most important adaptation already happens in the live lesson, through your attention and judgment.
THE ADAPTIVE ENGINE
You adapt the lesson. LingoSide helps that work carry forward.
You notice a hesitation, a blocked phrase, false fluency or a repair that finally lands. You change pace, return to the error or let the learner continue. LingoSide is designed to preserve the evidence around that decision for later recall and the next lesson.
LIVE LESSON · HUMAN JUDGMENT
Notice and respondHesitation · blocked phrase · false fluency · successful repaircontinuity, not automatic decisions
BETWEEN LESSONS · CONNECTED EVIDENCE
Return at the right timeOriginal context · spaced recall · evidence for your next decisionLESSON PATTERNS
Every lesson contains patterns. The teacher is the one who can read them.
A learner freezes before a word. You repair without interrupting. A difficult segment returns two weeks later. Teachers already recognise these moments. LingoSide is designed to keep their context and evidence connected, so you—not an automatic label—decide what they mean for the next lesson.
THE HELD BREATH
Before the first word
The learner freezes before speaking. The evidence is not only what was said, but where speech almost did not begin.
THE QUIET REPAIR
Repair without interruption
A prompt or recast lands inside the conversation. The original attempt, the teacher move and the resulting repair belong together.
THE DIFFICULT RETURN
The same hard place, later
A difficult segment returns after a delay. The next attempt helps the teacher decide whether to practise, reframe or move on.
THE TIDY TRANSCRIPT
When the text looks right
A clean transcript can hide a cut-off attempt, overlap or support that did the real work. Evidence needs the lesson context.
THE LANGUAGE SWITCH
When another language carries the thought
Code-switching keeps meaning moving, but can blur what the learner produced, understood or borrowed. Teacher interpretation restores the difference.
Not software patterns. Not automatic labels.
Here, a pattern means a recurring teaching situation. These five examples are a way to describe the lesson—not a finished taxonomy, a learner score or a claim that LingoSide already classifies it.
Keep the learning moment
A phrase the learner reached for, a correction, a useful cue and the surrounding words stay linked to their source in the lesson.
Set the target
Choose what deserves another attempt. Approve it, change it or reject it; adaptation follows your pedagogical decision, not an automatic verdict.
Retrieve, space, adjust
Selected material returns through active recall over time. The learner’s response becomes evidence for what you explain, practise or leave alone next.
Three foundations. No magic model.
The adaptive loop is built on learning science we can name.
These studies do not prove outcomes for LingoSide. They guide the design choices we are building and testing.
222 studies · 48,478 learners
Retrieve, do not just reread
A classroom meta-analysis found that quizzing produced a medium improvement in learning achievement (g = 0.499).
Yang et al. · Psychological BulletinSource checked48 experiments · 3,411 learners
Return over time
A second-language meta-analysis found medium-to-large benefits from spacing; longer intervals helped more on delayed tests.
Kim & Webb · Language LearningSource checked15 studies · 827 learners
Prompt self-correction
A classroom meta-analysis found durable benefits from oral feedback, with prompts outperforming simply supplying the corrected form.
Lyster & Saito · SSLASource checkedTiming, not volume
One learner wants correction now. Another wants to finish.
Some learners ask to be corrected immediately. Others find a correction mid-sentence disruptive and prefer to return to it after the exchange. The preference belongs to the learner; the pedagogical decision belongs to the teacher.
The lesson stays visible; the correction stays human
LingoSide does not grade the learner or issue corrections on its own. It keeps the lesson text and context available, so the teacher can decide what is worth revisiting and choose the moment that fits that learner.
The other half of the promise
What LingoSide does not do
A tool that listens to lessons owes teachers plain answers about its limits.
It does not take your seat
Suggestions are proposals. Teaching decisions stay with you, during the lesson and after it.
It does not grade you
Lesson evidence exists to support teaching. It is not a score, a ranking or a performance review of the teacher.
It does not report on you
No one else receives a report about how you taught. The teacher sidecar answers to the teacher.
It does not replace your method
LingoSide works from your lesson, beside the way you already teach — it brings no course, no script and no curriculum of its own.
LingoSide does not create or save an audio recording. Audio is processed live to produce text, and finalised transcript and session data are archived. Inform every participant and obtain permission before a lesson; local law and the platform you use may add requirements.
The question that comes up first
“Isn’t that cheating?”
Support becomes substitution when it supplies the very thing an activity is meant to test. LingoSide keeps help short and constrained, but the task — and the rule for using support — still belongs to the teacher.
Open answers stay open
For a personal or social question, help is an unfinished hint with a visible gap. It does not invent what the learner thinks, feels, remembers or plans.
Facts and forms stay small
An explicit factual question can receive one short, context-grounded answer; a taught form can appear as a short chunk. That is visible support, not proof of unaided performance.
The task sets the line
If an activity is testing unaided recall or performance, the learner should work without the sidecar. In supported conversation, the same short aid can keep the exchange moving. You decide what the activity permits.
For teachers, tutors and schools
More continuity for the teacher. More attention for the learner.
LingoSide sits beside human-led teaching, not in place of it. The learner remains in a real relationship with a teacher or conversation partner; the system carries forward the evidence that is difficult to track across isolated calls.
Talk to LingoSideThe responsibility stays clear
Human-led by design
LingoSide is built to take care of
- continuity across lesson evidence
- structuring selected lesson material
- surfacing patterns for review
- preparing context for future practice
The teacher remains responsible for
- judgment and interpretation
- the learner relationship
- instruction and feedback
- the direction of the lesson
The product carries continuity and analysis. The teacher keeps judgment, relationship and instruction.
REAL-TIME TEACHER-LED ADAPTIVE LEARNING
Carry the learning path forward without taking it away from the teacher.
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