System for integrated language learning and communication and method thereof, method for teaching para-auxiliary language

Abstract

Embodiments of the present disclosure provide a system (100) and method (300) for integrated language learning and communication and a method (400) for teaching an intermediary language to a user. The system (100) can include a user interface (102), and a control unit (106), in communication with the user interface (102) configured to: receive, using the user interface (102), a user input in a first language; convert, the user input into a para-auxiliary language input; analyze, using one or more language processing techniques, the para-auxiliary language input; prune, using the one or more language processing techniques, a set of letters of the user input corresponding to the first, para-auxiliary and / or a second language; and generate, using the one or more language processing techniques, an output response in the second language, corresponding to the user input.

Description

SYSTEM FOR INTEGRATED LANGUAGE LEARNING AND COMMUNICATIONAND METHOD THEREOF, METHOD FOR TEACHING PARA-AUXILIARY LANGUAGETECHNICAL FIELD

[0001] The present disclosure relates generally to the field of automated language learning and communication systems and methods. More particularly, the present disclosure relates to a system and a method for immersive and interactive learning experience, and a method for teaching a para-auxiliary language to a user.BACKGROUND

[0002] The following description includes information that may be useful in understanding the present disclosure. It is not an admission that any of the information provided herein is prior art or relevant to the presently claimed subject matter, or that any publication specifically or implicitly referenced is prior art.

[0003] With the development of smart loT (intemet-of-things) devices, robots and Internet enabled devices, there is an increasing need for automatic translation / interpretation techniques for text or speech via such smart devices, robots and Internet-enabled devices. While there have been numerous developments in the translation of simple text and literary content, challenges remain in the interpretation and translation of colloquial language and speech. Furthermore, the developed systems have not been adequately designed to support literacy enhancement and language acquisition efforts.

[0004] A variety of web and mobile applications, including language learning apps and platforms, offer resources such as language lessons, vocabulary exercises, and interactive features. These platforms typically provide structured lessons, vocabulary practice, and pronunciation guidance to help users learn new languages.

[0005] Translation software, such as machine translation algorithms and applications, enables users to translate text or speech between different languages. These tools may play a role in facilitating communication across language barriers.

[0006] Voice recognition and speech synthesis technologies allow devices to comprehend and process spoken language while generating human-like speech output. These technologies are commonly utilized in virtual assistants and language learning applications to enhance user interaction.

[0007] The cutting-edge technologies in the field of artificial intelligence today, such as Large Language Models (LLMs), are not specifically designed to support language learning. While they excel in general -purpose tasks, they often lack the specialized features necessary for effective language instruction.

[0008] Many existing language learning technologies emphasize one-way instruction, missing the crucial interactive and dynamic conversational aspects that are vital for language acquisition and practice. These technologies often offer a standard learning experience without the ability to tailor themselves to individual learning styles or adapt to varying levels of language proficiency.

[0009] Although some tools provide pronunciation guidance, achieving accurate pronunciation remains challenging, especially without real-time feedback and interaction. The complexity of understanding language nuances, cultural contexts, and idiomatic expressions is often inadequately addressed by current technologies. Furthermore, the lack of physical presence and tangible interaction in most language learning tools can limit the immersive experience that is essential for effective language acquisition.

[0010] These limitations highlight the opportunity for innovation to bridge the gaps and deliver a more interactive, personalized, and immersive language learning and communication experience.

[0011] In the field of language learning and communication, several innovative technologies exist but they fail to interpret and translate language effectively, especially in a manner that is as simple as possible for illiterate or less literate users. These shortcomings highlight the need for a solution that can facilitate language learning in a more accessible and user-friendly way.

[0012] Thus, there is a need for a system and method that provides an immersive and interactive learning experience for students, which is designed to teach normal, auxiliary, and para-auxiliary languages to both adult and child learners, enabling them to practice pronunciation, engage in conversations, and receive real-time feedback on their progress. Further, there is a need to offer support in disaster management and assist refugee populations, including those displaced by climate-related events, where efficient and accurate translation / communication is crucial.

[0013] All publications cited herein are incorporated by reference to the same extent as if each individual publication or patent application were specifically and individually noted as incorporated by reference. In cases where a definition or usage of a term in an incorporated reference is inconsistent with or contrary to the definition provided herein, the definitionprovided in this disclosure shall prevail.OBJECTS OF THE PRESENT DISCLOSURE

[0014] The following are some of the objectives of the present disclosure, which are addressed by at least one embodiment described herein.

[0015] An objective of the present disclosure is to provide a method and system that overcomes the aforementioned limitations of existing methods and techniques, offering an immersive and interactive learning experience.

[0016] Another objective of the present disclosure is to develop a web application and / or robotic system that delivers an immersive and interactive learning experience, enabling users to learn various normal, auxiliary, and para-auxiliary languages.

[0017] A further objective of the present disclosure is to provide a system and method for delivering an immersive and interactive learning experience, specifically designed for teaching normal, auxiliary, and para-auxiliary languages. This system allows users to practice pronunciation, engage in conversations, and receive real-time feedback on their progress.

[0018] Another objective of the present disclosure is to create a system and a method that provides a tangible and dynamic learning environment. This environment enhances user engagement and facilitates hands-on language practice, particularly for learning normal, auxiliary, and para-auxiliary languages.

[0019] It is yet another object of the present disclosure to provide a system and method for providing a tangible and dynamic learning environment that enhances engagement and facilitates hands-on language practice for the user for learning normal, auxiliary, and / or para-auxiliary languages. The advance in education that can be made by adopting the proposals in the present disclosure is similar to the advantages of the Internal Combustion Engine and the advantages of the Alternating Current (A / C) motor.

[0020] These and other objectives of the present disclosure will become readily apparent from the following detailed description, which is provided in conjunction with the accompanying drawings.SUMMARY

[0021] The present disclosure pertains to the field of automated language learning and communication systems and methods. Specifically, it relates to a system and method that offers an immersive and interactive learning experience, along with a method for teaching a para-auxiliary language to a user. This system holds significant potential for improvingliteracy levels and supporting disaster management efforts.

[0022] An aspect of the present disclosure pertains to a system for integrated language learning and communication. The system may comprise a user interface, an expressive processing unit (XPU) and a control unit in communication with the user interface and the expressive processing unit.

[0023] In an aspect, the control unit may further comprise a processor coupled with a memory that may store one or more instructions executable by the processor to: receive, using the user interface, a user input in a first language; convert, the user input into a paraauxiliary language input; analyze, using one or more language processing techniques, the para-auxiliary language input; prune, using the one or more language processing techniques, a set of letters of the user input corresponding to the first, para-auxiliary and / or a second language; and generate, using the one or more language processing techniques, an output response in the second language, corresponding to the user input.

[0024] Another aspect of the present disclosure pertains to a method for an immersive and interactive learning experience. The method may comprise the steps of: receiving, at a processor of a control unit, using a user interface, a user input in a first language; converting, at the processor, the user input into a para-auxiliary language input; analyzing, at the processor, using one or more language processing techniques, the para-auxiliary language input; pruning, at the processor, using the one or more language processing techniques, a set of letters of the user input corresponding to the first language, the para-auxiliary language and / or a second language; and generating, by the processor, using the one or more language processing techniques, an output response in the second language, corresponding to the user input.

[0025] In an aspect, the step of converting the user input into the para-auxiliary language input may further comprise the steps of: processing, using the one or more language processing techniques, the user input to generate a plurality of tokens and / or parts of speech for an auxiliary language; converting, using the one or more language processing techniques, the generated plurality of tokens and / or parts of speech for the auxiliary language into a plurality of tokens and / or parts of speech for the para-auxiliary language; and pruning, using the one or more language processing techniques, the converted plurality of tokens and / or parts of speech for the para-auxiliary language to obtain an intermediary output response corresponding to the para-auxiliary language.

[0026] In an aspect, the method may also comprise the step of translating, by the processor, using the translation unit, the auxiliary language into the para-auxiliary language.

[0027] Yet another aspect of the present disclosure pertains to a method for an immersive and interactive learning experience, the method being a learning method for teaching a user, a first or a second language using a para-auxiliary language. The method may comprise the steps of: teaching, using the system for integrated language learning and communication, an intermediary language as a combination of the first language and the para-auxiliary language corresponding to the first or the second language; and teaching, using the system for integrated language learning and communication, a second language based on the intermediary language.

[0028] In an aspect, the second language to be learnt by the user may be selected from a group comprising the first language, the second language, an auxiliary language, a paraauxiliary language, or the like.

[0029] Various objects, features, aspects and advantages of the inventive subject matter will become apparent from the following detailed description of preferred embodiments, along with the accompanying drawing figures in which like numerals represent like components.BRIEF DESCRIPTION OF THE DRAWINGS

[0030] In the figures, similar components and / or features may have the same or different reference labels. Further, various components of the same type may be distinguished by following the reference label with a second label that distinguishes among the similar components. If only the first reference label is used in the specification, the description is applicable to any one of the similar components having the same first reference label irrespective of the second reference label. The present disclosure may be described with the help of the below exemplary figures, however, the described exemplary figures do not restrict the scope of the present disclosure.

[0031] FIG. 1 illustrates an exemplary network architecture of the proposed system for an immersive and interactive learning experience to a user, to illustrate its overall working, in accordance with an embodiment of the present disclosure.

[0032] FIG. 2 illustrates exemplary functional units of a control unit associated with the proposed system, in accordance with an embodiment of the present disclosure.

[0033] FIG. 3 illustrates a flow diagram depicting the proposed method for an immersive and interactive learning experience to a user, in accordance with an embodiment of the present disclosure.

[0034] FIG. 4 illustrates a flow diagram depicting the proposed method for an immersive and interactive learning experience to a user, in accordance with another embodiment of the present disclosure.DETAILED DESCRIPTION

[0035] In the following description, numerous specific details are set forth in order to provide a thorough understanding of embodiments of the present disclosure. It will be apparent to one skilled in the art that embodiments of the present disclosure may be practiced without some of these specific details.

[0036] If the specification states a component or feature “may,” “can,” “could,” or “might” be included or have a characteristic, that particular component or feature is not required to be included or have the characteristic.

[0037] As used in the description herein and throughout the claims that follow, the meaning of “a,” “an,” and “the” includes plural reference unless the context clearly dictates otherwise. Also, as used in the description herein, the meaning of “in” includes “in” and “on” unless the context clearly dictates otherwise.

[0038] Exemplary embodiments will now be described more fully hereinafter with reference to the accompanying drawings. This present disclosure may, however, be embodied in many different forms and should not be construed as limited to the embodiments set forth herein. These embodiments are provided so that the present disclosure will be thorough and complete and will fully convey the scope of the present disclosure to those of ordinary skill in the art. Moreover, all statements herein reciting embodiments of the present disclosure, as well as specific examples thereof, are intended to encompass both structural and functional equivalents thereof. Additionally, it is intended that such equivalents include both currently known equivalents as well as equivalents developed in the future (i.e., any elements developed that perform the same function, regardless of structure).

[0039] While embodiments of the present disclosure have been illustrated and described, it will be clear that the present disclosure is not limited to these embodiments only. Numerous modifications, changes, variations, substitutions, and equivalents will be apparent to those skilled in the art, without departing from the spirit and scope of the present disclosure, as described in the claim.

[0040] Embodiments of the present disclosure pertain generally to the field of automated language learning and communication systems and methods. Specifically, the present disclosure relates to a system and a method for immersive and interactive learningexperience, and a method and a system for teaching a para-auxiliary language to a user.

[0041] In an aspect of the present disclosure, and as generally known, an auxiliary language or an international auxiliary language (also, abbreviated as IAL or contracted as auxlang) is a language meant for communication between people from all different nations, who do not share a common first language. The auxiliary language is primarily a foreign language and often a constructed language. The concept is related to but separate from the idea of a lingua franca (or dominant language) that people must use to communicate. The study of international auxiliary languages is called interlinguistics.

[0042] Also, a para-auxiliary language is a language that is designed to be a language intermediate between a particular natural language, such as Hindi or Tamil or the like, and an auxiliary / intemational auxiliary language, such as Esperanto. More formally, a para-auxiliary language is a constructed language that is designed to complement or enhance the use of a primary language, often for specific functions or purposes. Unlike fully developed auxiliary languages like Esperanto, which are intended to pursue political objectives, such as world peace, para-auxiliary languages are usually more specialized. Para-auxiliary languages may be created to facilitate certain types of communication, such as technical, scientific, or disaster related exchanges, or to assist in learning or processing other languages.

[0043] These languages are often simpler and more streamlined than natural languages, focusing on specific areas such as logical structure, ease of learning, or machine processing. They may also be designed to be easily translatable into or from a wide range of natural languages, making them useful as intermediary languages in multiple settings. Paraauxiliary languages import nouns, verbs, adjectives and other parts of speech directly from the natural language so as to make them easier to learn, by definition. Also, by definition, a para-auxiliary language is based on an existing auxiliary language, such as Esperanto. Paraauxiliary languages are described in further detail subsequently in the present disclosure.

[0044] In an embodiment of the present disclosure, a Responsive Automated Language Processing Helper (referred to as RALPH, hereafter) is proposed as an innovative system designed to enhance language education by providing an immersive and interactive learning experience. RALPH implements the systems and the methods described in the present disclosure to provide an immersive learning experience to users / students / leamers. RALPH enables users to engage in conversations in one language while receiving responses in another, fostering language comprehension and pronunciation skills. Whether used as a cloud-based web application or integrated into a robot, RALPH offers a versatile platform for students / users / leamers to practice and learn languages at their own pace, both inside andoutside the classroom. The integration of RALPH into a robot introduces a physical and dynamic element to language learning, enabling students to interact with a tangible entity that responds in real-time. This enhances engagement and provides opportunities for hands-on practice, creating a rich and personalized learning environment. The potential impact of RALPH in education parallels the revolutionary advancements of the Internal Combustion Engine and the A / C motor. This comparison is deliberate, as few innovations — whether in current use or historically — possess the transformative potential that RALPH offers. As a web application and / or a robotic system, RALPH can revolutionize language learning and communication, empowering learners with an effective and engaging language education tool.

[0045] For example, a lesson plan can be developed and provided for teaching students Hesperanto, a new para-auxiliary language as per the present disclosure. Hesperanto is an artificial language and may be considered similar to invented languages such as Sindarin and Quenya by J.R.R. Tolkien. Hesperanto has been designed to be extremely easy to learn and fairly simple lesson plans only would be required to teach such a language. Such lesson plans would be something that would have to be designed from scratch and no existing technology exists to automatically learn Hesperanto, since the concept of para-auxiliary language is itself novel and unique to the field.

[0046] RALPH allows users to engage in two-way conversations, fostering real-time interaction and dynamic language practice. This addresses the lack of interactivity in many existing language learning tools. RALPH also provides personalized education by adapting to individual learning styles, proficiency levels, and progress. It tailors lessons and exercises to meet the specific needs of each learner, overcoming the limited personalization found in current technologies. With RALPH, learners can practice pronunciation through conversational interactions, receiving real-time feedback and guidance. This overcomes the challenge of achieving accurate pronunciation in existing tools which often do not have interactive features.

[0047] Learners benefit from a physical and tangible learning environment that is integrated into a robotic system that can perform various non-language related functions. This addresses the lack of physical presence and engagement in many language learning technologies, enabling a more immersive and realistic language acquisition experience.

[0048] RALPH guides learners through a progressive curriculum, facilitating the development of reading, writing, comprehension, and communication skills. It overcomes the limitations of existing tools that often focus on specific language aspects without offering aholistic language learning approach.

[0049] By addressing these problems and providing innovative features, RALPH revolutionizes language learning by offering an interactive, personalized, and immersive solution that overcomes the limitations of existing technologies.

[0050] Referring to FIG. 1, an exemplary network architecture of the proposed system 100 (interchangeably referred to as system 100, herein) is depicted, where the proposed system 100 can be utilized for an immersive and interactive learning experience to a user, in accordance with an embodiment of the present disclosure.

[0051] The system 100 may include a user interface 102, an expressive processing unit (which is also interchangeably referred to as XPU) 104 and a control unit 106 in communication with the user interface 102 and the XPU 104. The XPU 104 may be any processing unit, integrated circuit, Intellectual Property (IP) core, modules, engines, or the like, specifically designed for implementing instructions, programs, routines, sub-routines, or the like, for the operation of the system 100. The XPU 104 may be implemented similarly to processing unit / engine(s) 208, as shown in FIG. 2. In some embodiments, the XPU 104 may be implemented independently of the control unit 106, as shown in FIG. 1. In other embodiments, the XPU 104 may be implemented within the control unit 106.

[0052] The control unit 106 may include a processor (such as processor 202 shown in FIG. 2) coupled with a memory (such as memory 204 shown in FIG. 2) that may store one or more instructions executable by the processor 202 to receive using the user interface 102, a user input in a first language, and convert the user input into a para-auxiliary language input. The processor may 202 be configured to analyze using one or more language processing techniques, the para-auxiliary language input. By analyzing the para-auxiliary language input, the processor 202 may determine modules / engines corresponding to a desired input-output language pair selected by a user. The modules / engines may be configured to implement the language processing techniques for pruning letters / characters based on the input-output language pair.

[0053] The processor 202 may be configured to prune, using the one or more language processing techniques, a set of letters / characters of the user input corresponding to the first language, a para-auxiliary language, and / or a second language. The processor 202 may prune the set of letters using the modules / engines identified during analysis of the paraauxiliary inputs. The processor 202 may generate, using the one or more language processing techniques, an output response in the second language, corresponding to the user input.

[0054] In the event of converting / to convert the user input into the para-auxiliary language input, the control unit 106 may (using the processor 202) process, using the one or more language processing techniques, the user input to generate a (first) plurality of tokens and / or a (first) parts of speech for an auxiliary language. The tokens and / or the parts of speech may correspond to computer-readable representations / identifiers or data structures associated with the auxiliary language. The control unit 106 may then convert the generated (first) plurality of tokens and / or (first) parts of speech for the auxiliary language into a (second) plurality of tokens and / or (second) parts of speech for the para-auxiliary language, using the one or more language processing techniques. The (second) plurality of tokens and / or the (second) parts of speech may also be implemented using computer-readable representations / identifiers or data structures. The control unit 106 may be configured to also prune the converted (second) plurality of tokens and / or (second) parts of speech for the paraauxiliary language to obtain an intermediary output response corresponding to the paraauxiliary language, using the one or more language processing techniques. The language processing techniques may be any artificial intelligence technique (or model / engine), a large language model, a large multimodal model, a diffusion model, a natural language processing technique, or the like, but not limited thereto. In some embodiments, the language processing techniques may be off-the shelf models known to those skilled in the art, which may or may not be adapted (such as through techniques such a fine-tuning, prompt engineering, and the like) specifically for operating on auxiliary language and / or para-auxiliary language in addition to natural languages. In some embodiments, the language processing techniques may be configured to generate one-to-one translations from a source / input language (as provided in the user input) and a target / output language (as indicated by the user through the user interface 102). In other embodiments, the language processing techniques may be configured to process and ‘understand’ the user inputs, and accordingly generate comprehended answers / replies to the user input. In an example, the language processing technique may be a large language model instruction tuned to have conversations with the user based on the user input.

[0055] Further, in the event of receiving / when receiving the user input, the control unit 106 may also be configured to receive, from / using the user interface 102, the desired input-output language pair by the user, where an input language may be the first language corresponding to the user input and an output language may be the second language corresponds to the output response. The output language may be selected from a group including the first language, the second language, the para-auxiliary language, and the like.

[0056] In some embodiments, the control unit 106 may be configured to receive the user input as any one or a combination of a speech input, a text input, a sign language input, or the like, using the user interface 102. The user input may be received through the user interface 102, which may be connected to hardware devices such as microphones, touchscreens, keyboards, cameras, and the like. The control unit 106 may then be configured to translate using a translation unit (not shown), the user input into a support language input, which may be analyzed by the control unit 106 for pruning. Further, when the user input is the speech input (i.e. in audio form), the speech input may be converted into the text input using a speech to text conversion method. The speech-to-text conversion technique may include, but is not limited to, an artificial intelligence technique, machine learning technique, or the like, which may be known to those skilled in the art. In some embodiments, the control unit 106 may be configured to translate, using the translation unit, the auxiliary language into the para-auxiliary language.

[0057] In some embodiment, when the input language is the first language, the input language may be either a normal language or an auxiliary language.

[0058] Further, in the event of generating / to generate the output response, the control unit 106 may be configured to generate, using the one or more language processing techniques, the output response as a speech output, a text output, a sign language output, or the like, corresponding to the user input.

[0059] While pruning the set of letters of the user input, the set of letters may correspond to a language any of the input language, the para-auxiliary language, the output language or the like.

[0060] Also, while converting the user input into the para-auxiliary language input, the para-auxiliary language may be any language selected from a group including Hesperanto, Tesperanto, Tesperanto, Hindu-Esperanto, Esparantanando, Termite-speranto, Anand-speranto, Esperantananda, or the like, but not limited thereto.

[0061] In an embodiment, the system 100 may include an actuator 108, which may be coupled in between the user interface 102, the XPU 104 and the control unit 106. In an exemplary embodiment, a first signal transmitted from the control unit 106, may be received by the actuator 108. Based on the first signal received, the actuator 108 may be configured to actuate / activate of the user interface 102, the XPU 104, and / or generally the system 100 for receiving the user input in the first language, converting the user input into the para-auxiliary language input, analyzing the para-auxiliary language input, pruning the set of letters of the user input corresponding to the first language, the para-auxiliary language and / or a secondlanguage, and generating the output response in the second language, corresponding to the user input. Further, the actuator 108 may also de-actuation / deactivate of the user interface 102, the XPU 104, and / or the system 100, once they are not in use. The actuator 108 may be implemented as an electrical or mechanical interface, such as a knob, a button, a switch, a slider, or the like. In some embodiments, the actuator 108 may be defined on the robot / robotic system which implemented the present disclosure.

[0062] In an exemplary embodiment, the control unit 106 may be configured to trigger a second signal, and upon receipt of the second signal, the actuator 108 can facilitate de-actuation of the user interface 102, the XPU 104, and / or the system 100. The actuator 108 can also enable selective actuation and de-actuation of the user interface 102, the XPU 104, and / or the system 100, based on the detected first signal by the control unit 106.

[0063] In an embodiment, the control unit 106 can be in communication with the user interface 102 and / or the XPU 104, through a network 110. Further, the network 110 can be a wireless network that can be implemented as one of the different types of networks, such as Intranet, Uocal Area Network (UAN), Wide Area Network (WAN), Internet, and the like. Furthermore, the network 110 can either be a dedicated network or a shared network. The shared network can represent an association of different types of networks that can use a variety of protocols, for example, Hypertext Transfer Protocol (HTTP), Transmission Control Protocol / Intemet Protocol (TCP / IP), Wireless Application Protocol (WAP), and the like. In other embodiments, the components of the system 100 may be configured to communicate using wired means, such as cables, wires, optical fibre cables, and the like.

[0064] In an embodiment, the system 100 may be implemented using any or a combination of hardware components and software components such as a cloud, a server 112, a computing system, a computing device, a network device and the like. Further, the control unit 106 can interact with the user interface 102 and / or the XPU 104, through a website or an (web) application (such as through the server 112 which may communicate with one or more user devices to provide the immersive and interactive learning experience enabled by the system 100). In an implementation, the proposed system 100 can be accessed by website or application that can be configured with any operating system.

[0065] In some embodiments, the system 100 may be adapted to teach users / students / leamers any desired language with an immersive and interactive experience. As stated, the system 100 may be either accessible to the users through a web-app on a physical computing device, or a robotic device. Particularly in embodiments having robotic devices, the system 100 may be able to teach users while providing physical touch and real-world interface with the system 100. The system 100 may be adapted to have conversations with the users to teach them the chosen / desired language, which adds to the immersion. To ‘teach’ the students, the system 100 may be configured to iteratively executed the aforementioned steps / fimctions / operations. For example, every input provided by the user, either provided through text or audio / speech, may be processed by the system 100 to generate output responses. The output responses may either be displayed on the user interface 102, or converted to audio through the user interface 102, which the user may consume. The output response may be a translation of the user input to the desired language selected by the user. The user may learn from the output response. The user may further iteratively provide user input to the system 100, and listen / read the output response to further their understanding and knowledge of the desired language.

[0066] Referring to FIG. 2, block diagram 200 represents exemplary functional units of the control unit 106. The control unit 106 can include one or more processor(s) 202. The one or more processor(s) 202 can be implemented as one or more microprocessors, microcomputers, microcontrollers, digital signal processors, central processing units, logic circuitries, and / or any devices that manipulate data based on operational instructions. Among other capabilities, the one or more processor(s) 202 are configured to fetch and execute computer-readable instructions stored in a memory 204 of the control unit 106. The memory 204 can store one or more computer-readable instructions or routines, which may be fetched and executed to create or share the data units over a network service. The memory 204 may include any non-transitory storage device including, for example, volatile memory such as RAM, or non-volatile memory such as EPROM, flash memory, and the like.

[0067] In an aspect, the control unit 106 may also include an interface(s) 206. The interface(s) 206 may include a variety of interfaces, for example, interfaces for data input and output devices, referred to as I / O devices, storage devices, and the like. The interface(s) 206 may facilitate communication of the user interface 102 and / or the XPU 104 with various devices coupled to the control unit 106. The interface(s) 206 may also provide a communication pathway for one or more components of the control unit 106. Examples of such components include, but are not limited to, processing unitZengine(s) 208 and database 210.

[0068] In an aspect, the processing unitZengine(s) 208 may be implemented as a combination of hardware and programming (for example, programmable instructions) to implement one or more functionalities of the processing unit / engine(s) 208. In examples described herein, such combinations of hardware and programming may be implemented inseveral different ways. For example, the programming for the processing unitZengine(s) 208 may be processor executable instructions stored on a non-transitory machine-readable storage medium and the hardware for the processing unitZengine(s) 208 may include a processing resource (e.g., one or more processors), to execute such instructions.

[0069] In the present examples, the machine-readable storage medium may store instructions that, when executed by the processing resource, implement the processing unitZengine(s) 208. In such examples, the control unit 106 can include the machine-readable storage medium storing the instructions and the processing resource to execute the instructions, or the machine-readable storage medium may be separate but accessible to the system 100 and the processing resource. In other examples, the processing unitZengine(s) 208 may be implemented by electronic circuitry. The database 210 may include data that is either stored or generated as a result of functionalities implemented by any of the components of the processing engine(s) 208. In an embodiment, the processing unitZengine(s) 208 may include a signal triggering unit 212, an actuating unit 214, a transmitting unit 216, and other units(s) 218. The other unit(s) 218 can implement functionalities that supplement applicationsZfunctions performed by the control unit 104.

[0070] In an embodiment, the signal triggering unit 212 may triggerZgenerateZtransmit a first signal to trigger the user interface 102, the XPU, 104 andZor the system 100 for receiving the user input in the first language, converting the user input into the para-auxiliary language input, analyzing the para-auxiliary language input, pruning the set of letters of the user input corresponding to the first language, the para-auxiliary language andZor a second language, and generating the output response in the second language, corresponding to the user input.

[0071] In an exemplary embodiment, the control unit 106 may be configured to trigger a second signal, and upon receipt of the second signal, the actuating unit 214 may facilitate de-actuation of the user interface 102, the XPU 104, andZor the system 100. The actuating unit 214 may enable selective actuation and de-actuation of the user interface 102, the XPU 104, andZor the system 100, based on the detected first signal by the control unit 106. The actuating unit 214 may also enable de-actuation of the user interface 102, the XPU 104, andZor the system 100, once they are not in use.

[0072] According to an exemplary embodiment, the transmitting unit 216 may facilitate transmission of the signals between the user interface 102, the XPU 104, andZor the system 100.

[0073] Referring to FIG. 3, a flow diagram of the proposed method 300 (interchangeably referred to as method 300, herein) is depicted, where the proposed method 300 can be utilized for an immersive and interactive learning experience to a user. The method 300 may include, at step 302, receiving, at a processor 202 of a control unit 106, using a user interface 102 (as shown in FIG. 1), a user input in a first language. At step 304, the method 300 includes converting, at the processor 202, the user input into a para-auxiliary language input. At step 306, the method 300 includes analyzing, at the processor 202, using one or more language processing techniques, the para-auxiliary language input. At step 308, the method 300 includes pruning, at the processor 202, using the one or more language processing techniques, a set of letters of the user input corresponding to the first language, the para-auxiliary language and / or a second language. At step 310, the method 300 includes generating, by the processor 202, using the one or more language processing techniques, an output response in the second language, corresponding to the user input.

[0074] Further, while / for converting the user input into the para-auxiliary language input, the method 300 may further include processing the user input to generate a plurality of tokens and / or parts of speech for an auxiliary language, using the one or more language processing techniques. The method 300 may also include converting the generated plurality of tokens and / or parts of speech for the auxiliary language into a plurality of tokens and / or parts of speech for the para-auxiliary language, using the one or more language processing techniques. The method 300 may further include pruning, using the one or more language processing techniques, the converted plurality of tokens and / or parts of speech for the paraauxiliary language to obtain an intermediary output response corresponding to the paraauxiliary language.

[0075] In another aspect, the method 300 may further include receiving, at the processor 202, using the user interface 102, a desired input-output language pair selected by the user. Here, an input language may be the first language corresponding to the user input and an output language may be the second language corresponding to the output response. Further, the output language may be any language including, but not limited to, the first language, the second language, the para-auxiliary language, or the like.

[0076] Additionally, the method 300 may include receiving, using the user interface 102, the user input as a speech input, a text input, a sign language input, or the like; and translating, using a translation unit, the user input into a support language input configured to be analyzed by the processor 202. When the user input is the speech input, the user input may be converted into the text input using a speech to text conversion method, via any speech-to-text conversion technique that may include, but is not limited to, an artificial intelligence technique, machine learning technique, or the like.

[0077] In an aspect, the input language, being the first language, may be a language including, but not limited to, a normal language or an auxiliary language.

[0078] Further, for generating the output response, the method 300 may including generating, by the processor 202, using the one or more language processing techniques, the output response as a speech output, a text output, a sign language output, or the like corresponding to the user input.

[0079] In some embodiments, for pruning the set of letters of the user input, the set of letters can correspond to a language including, but not limited to, the input language, the para-auxiliary language, the output language or the like.

[0080] Furthermore, while / for converting the user input into the para-auxiliary language input, the para-auxiliary language may be selected from a group including Hesperanto, Tesperanto, Hindu-Esperanto, Esparantanando, Termite-speranto, Anand- speranto, Esperantananda, or the like, but not limited thereto.

[0081] In an aspect, the method 300 may also include the step of translating, by the processor 202, using the translation unit, the auxiliary language into the para-auxiliary language.

[0082] Now, referring to FIG. 4, a flow diagram of the proposed method 400 (interchangeably referred to as method 400, herein) is depicted, where the proposed method 400 can be utilized for teaching a user, a first or a second language using a para-auxiliary language. The method 400 may be a learning method for teaching a user, a first or a second language using a para-auxiliary language. The method 400 may include, at step 402, teaching, using the system 100 for integrated language learning and communication, an intermediary language as a combination of the first language and the para-auxiliary language corresponding to the first or the second language, and at step 404, teaching, using the system 100 for integrated language learning and communication, a second language based on the intermediary language. In some embodiments, ‘teaching’ may include iteratively generating the output responses to the user inputs, such as using method 300.

[0083] In an aspect, the second language to be learnt by the user may be any language include, but not limited to, the first language, the second language, an auxiliary language, the para-auxiliary language, or the like.

[0084] The system 100 or the method 300, 400 as described in the present disclosure (RALPH) is a versatile system / method that revolutionizes language learning andcommunication.

[0085] In an embodiment of the present disclosure, a web application may implement the system 100 or the method 300, 400. The web application may be a cloud-based platform accessible through internet-connected devices. Users can access the application using their preferred web browser. Upon entering the application, users are presented with an intuitive user interface that guides them through the language learning process.

[0086] For example, a user selects their desired language pair, such as English to German. They begin a conversation with the system 100 (or the method 300, 400) by speaking or typing in English. The system 100 (or the method 300, 400) includes an advanced language processing algorithms which can analyze the input, understand the context, and generate appropriate responses in German, for example. The responses can be in written form or even spoken aloud through speech synthesis technology. Users can engage in interactive conversations, practice vocabulary, grammar, and pronunciation, and receive realtime feedback to enhance their language skills.

[0087] The system 100 (or the method 300, 400) as an integration into a robot introduces a physical and dynamic element to language learning. The robot serves as a tangible entity that interacts with users in real-time, creating a more engaging and immersive experience.

[0088] For example, in a classroom setting, a language teacher introduces the system 100 (or the method 300, 400) to a group of students. Each student has a terminal or device connected to a RALPH-integrated robot or the system 100 (or the method 300, 400) integrated robot. The language teacher guides the students through various language learning activities. For example, during a lesson focused on vocabulary, the students interact with the robot by asking questions, providing answers, or practicing conversations. The robot responds appropriately, providing feedback, corrections, and additional guidance in real-time. The physical presence of the robot enhances the engagement and facilitates hands-on learning.

[0089] The embodiment of the system 100 (or the method 300, 400) as a robot may be customized with various designs, sizes, and functionalities to cater to different learning environments and preferences. It can include features such as expressive facial expressions, gestures, and mobility to further enhance the interaction and create an immersive language learning experience.

[0090] The integration of the system 100 (or the method 300, 400) into a robot also enables students to continue practicing and learning beyond the classroom. They can interactwith the robot at home, reinforcing language skills and receiving ongoing support and guidance.

[0091] Below is an example of an adoption of words from Hindi (an Indian language) and how words can be written in Esperantanando, as per the proposed system 100 (or the proposed method 300, 400):

[0092] Writing in Esperantanando requires knowledge only of the Roman letters and the Arabic numerals. The language primarily uses the Harvard-Kyoto transliteration scheme, with some modest changes.

[0093] One of the basic motivating ideas in Esperantanando is that, for the 600+ million individuals who already know Hindi, there is no need to compel these individuals to learn a fresh set of nouns, verbs, adjectives, et cetera. Instead, we make the Learning Curve much shorter by importing wholesale a very large number of nouns, verbs, adjectives, et cetera, from Hindi.

[0094] Although ideally, we would have liked to have made Sanskrit the base language, since Sanskrit is not spoken by a very significant number of people any more compared to Hindi, the decision was taken to adopt words from Hindi instead.

[0095] The reason for choosing to use only the Roman letters and the Arabic numerals is that this language has been designed to help promote literacy and to maintain literacy. By learning these letters and numerals, students will also be able to pick up English, a language fairly prevalent in the Indian subcontinent.Writing in Esperantanando:

[0096] Writing in Esperantanando requires knowledge only of the Roman letters. The language primarily uses the Harvard-Kyoto transliteration scheme such as is used in the@akzaramukha@o translation tool, with some very modest changes. It is used in combination with Esperanto spelling.

[0097] A few examples to acclimatize the reader / user to this new language may be given as follows:

[0098] Example 1 - Cxu vi mangxis @dosa@oj por matenmagxo?

[0099] Translation 1 - Did you have dosas for breakfast?

[0100] Example 2 - Cxu vi mangxis @biryANi@o portagmagxo?

[0101] Translation 2 - Did you have biryani for breakfast?

[0102] Example 3 - Cxu vi @cal@as al la banko?

[0103] Translation 3 - Are you walking to the bank?

[0104] Example 4 - Cxu vi @de@as la @lal@a kaj @kAlA@a @Kindle@x?

[0105] Translation 4 - Can you give me the red and black Kindle?

[0106] Example 5 - Cxu vi @cal@as al via morto @dhixre_se@?

[0107] Translation 5 - Are you walking to your death slowly?

[0108] Other than the introduction of new nouns, verbs and adjectives, few structural changes have been made to the language. To avoid confusion or ambiguity, whenever we intend to refer to the original Esperanto, we will refer to it as Esperanto or as vanillaEsperanto.

[0109] Anyone who knows Esperanto can easily figure out what sentences in Esperantanando mean by referring to a Hindi-English dictionary, if they know English, or by looking up the Hindi-English dictionary followed by a look up of the English word itself. People who know only Hindi are often able to follow along and understand even entire stories with a very basic introduction to the language. Many Hindi dictionaries are available on the Internet, as for example 3, 4 and 5.Adoption of words from Hindi and how Words are written in Esperantanando:

[0110] Since Esperantanando is intended to be easy to learn, we have adopted the Harvard-Kyoto transliteration in toto as the way of writing vowels. It is to be noted that the “@’ symbol is utilized as a prefix for all words that are Esparantanando, as opposed to vanilla Esperanto. We call this process @AyAt@o, wherein the word “Ay At” would be recognizable to any speaker of Hindi as the word for “import”, and the imported words are called @AyAtashabd@o (plural: @AyAtashabd@oj).[oni] The rules for forming @AyAtashabd@oj are as follows. Imported words are formed basically by adding the -o suffix for nouns, the -i suffix for infinitives, the -e suffix for adverbs and the -a suffix for adjectives. Words that are in Esperantanando but not in vanilla Esperanto are formed quite simply.

[0112] Noun: The basic singular form of the noun (e.g. “dosa” as @dosa@ and “biryani” as @biryANI@) is adopted as such with no changes other than the addition of the “@” symbols and the obligatory “-o” at the end. The “@” is not pronounced; however, the “o” is. In other renderings, the content between the “@”s is rendered in one color whereas the other content is rendered in a second color. With the use of colors, the two portions of the content are disambiguated, thereby making the written Esperanto both easy to read and aesthetically appealing. The Harvard-Kyoto transliteration scheme is used to render the word from Hindi into Esparantananda. Examples of this are seen in the sentences in theIntroduction, e.g. “Cxu vi mangxis @dosa@oj por matenmagxo?”. Another example is the sentence “Cxu vi magxis @biryANI@o por vespermangxo?”. This includes @biryANI@, which is the Hindi word biryani imported into Esparantananda.

[0113] Adjectives: The basic masculine, singular form of the adjective (e.g. “kAlA” as “@kAlA@o”) is adopted as such with no changes other than the addition of the “@” symbols as prefix and suffix and the obligatory “-a” at the end. Again, the “@” is not pronounced; however, the “a” is. Where the word imported already has an “a” sound (in Esperanto), the “a” is pronounced twice. The Harvard-Kyoto transliteration scheme is used to render the word from Hindi into Esparantananda. Examples of this are seen in the sentences in the Introduction. Another example is the following sentence:, “Cxu vi @ kharld@as la @lal@a kaj @kAlA@a @Kindle@x?”.

[0114] Adverbs: The basic form of the adverb (e.g. “dhlre se” as “@dhixre_se@e”) is adopted as such with no changes other than the addition of the “@” symbols as prefix and suffix and the obligatory “-e” at the end. Blanks between words are rendered using a symbol in the middle.

[0115] English @AvAtAoi: Proper nouns such as “Paris”, “Calcutta”, “Chennai”, “Samsung”, “Firefox”, “Samsung Galaxy”, “Amazon”, “Kindle”, “Amazon Kindle”, “Gates” and “Jornada” in English are adopted as such. This is because these words are widely recognized. These words are called English @AyAt@oj. Any attempt to change the pronunciation of the word to better fit regular Esperanto phonology is, for us, a problem because even the name Bill Gates is widely recognized in India. How are these words formed? These words are imported by adding the obligatory @ in the beginning and the end and an -x suffix. The -x is not pronounced. Thus, we have the words @Samsung@x, @Calcutta@x and @Chennai@x. All these words pronounced exactly as in English. The pronunciation is preserved in order not to confuse listeners of the language, since any other pronunciation would be confusing. English is one of the most widely spoken languages in the world and any attempts to change the pronunciation of such words is really an “exception”, in some sense, since most people would expect words like “Calcutta” and “Paris” to pronounced in a certain way. Thus, the Zamenhof philosophy of avoiding exceptions has, in fact, been preserved.

[0116] Verbs: The basic infinite form of the adjective, with the -na suffix removed, (e.g. “dauD” as “@dauD@i”) is adopted as such with no changes other than the addition of the “@” symbols as prefix and suffix and the obligatory “-i” at the end. Again, the “@” is not pronounced; however, the “i”, of course, is. (It is to be noted the content can also be renderedusing colors, with the content between the “@” symbols rendered in one color and the content outside of the “@” symbols rendered in another. This allows for a written form of the language that is aesthetically pleasing.) The verbs are conjugated exactly as in Esperanto. The -i becomes -as for present tense, the -i becomes -is for past tense and the -i becomes -os for future tense. Thus, new verbs have been introduced, for example, for “speak”, “hear” and “see” which would be @bol@i, @sun@i and @dekh@i. And, so, one can render Julius Caesar’s “Veni, vidi, vici” as “@Ay@is, @dekh@is, @konker@is”. Again, the Harvard- Kyoto transliteration scheme is used to render the word from Hindi into Esparantananda. Examples of this are seen in the sentences in the Introduction, e.g. “Cxu vi @de@as la @lal@a kaj @kAlA@a @Kindle@x?”.VOWELS:

[0117] Hindi words are adopted as such in Esparantananda. Thus, Hindi vowels are also adopted as such.

[0118] Since Esperantananda is intended to be easy to learn, we have adopted the Harvard-Kyoto transliteration more or less in toto as the way of writing vowels. There are only three changes made. Where the sound ? is intended, that is, the capital letter “I” is needed, the letter combination “iX” can be used. Where the short CT sound (short IJ from Tamil) is needed, the letter combination “ex” is used. Where the short sound (short 3f[ from Tamil) is needed, the letter combination “ox” is used. It is to be noted that the “@’ symbol is prefixed and suffixed to each derived word and so these letter combination will occur only in @AyAtashabd@oj and so the letter combinations with “x” in them can be easily recognized and disambiguated by the fact that they will occur between the “@” symbols and because the “x” is not used in Harvard-Kyoto.

[0119] The following table summarizes how Esparantananda renders Vowels based on and very similar to the Harvard-Kyoto transliteration scheme. The only change is the use of “iX” for the long “I”; however, it is not necessary to know any of these new rules for using Esparantanada effectively. One could simply rely on Harvard-Kyoto itself for all purposes and simply not use these auxiliary transliteration rules.VowelsSonorants

[0120] Since Esperantanando is intended to be easy to learn, we have adopted the Harvard-Kyoto transliteration more or less in toto as the way of writing vowels. There is only change made. Where the capital letter “I” is needed, the letter combination “iX” can be used. It is to be noted that the “@’ symbol is prefixed and suffixed to each derived word and so these vowels will occur only in @AyAtashabd@oj and so the letter combination “iX” can be easily recognized and disambiguated by the fact that it will occur between the “@” symbols and because the “x” is not used in Harvard-Kyoto. It will be seen that all the vowels in Hindi and Sanskrit are correctly captured. This scheme has been developed in this manner so that @devanAgariX@oj @shabd@oj can be automatically converted to Esparantananda using computers and computational technology already available.CONSONANTS:

[0121] It has been noted before that Hindi words are adopted as such in Esparantananda. Thus, Hindi consonants are also adopted as such. Since Esperantananda is intended to be easy to learn, we have adopted the Harvard-Kyoto transliteration more or less in toto as the way of writing consonants as well.

[0122] It would be helpful to view an example of why the new “ x” scheme has been introduced. Consider the Hindi word '^I T. As speakers of Hindi know, it is usually written in Roman as 'Jahaaz'. However, some people might pronounce the word as “Jahaaj” as well, though other people would consider that to be incorrect. Some people simply write the word as “Jahaaj” too since that is how they pronounced it. All of these spellings can be used in Esperantananda.

[0123] A single word such as “JahAj” in Hindi can thus be adopted into Esperantananda with two or more spellings. As for pronunciation, the first '^T should be pronounced similar to the letter 'J' while the second (quite similar looking and rendered as' T) really has a little dot beneath it which sounds like the letter 'Z' phonetically; however, it can also be rendered as a simple ‘j’ in Hindi transliteration. When written in Esperantananda, the ‘z’ sound is rendered as “j.x”

[0124] The usage of 71 and similar words with dot underneath in front can be credited to the loan words from Parsi and Urdu.

[0125] Since Esperantananda is intended to be easy to learn, we have adopted the Harvard-Kyoto transliteration more or less in toto as the way of writing consonants a well. The following Table (Table 1) summarizes the rendering of Consonants into Esparantananda.TABLE 1

[0126] The changes made for the vowels are as follows:

[0127] When the letter combination “.x” follows the following letters, the letters are pronounced as in Urdu:• j .x is pronounced as the letter “z” • k.x is pronounced as the Urdu letter ‘k’ with a dot underneath (as written in@devanAgarI@o) .NUMERALS:

[0128] It has been noted before that Hindi words are adopted as such in Esparantananda. Hindu-Arabic numerals are also adopted as such. In addition, the Hindi words for the numbers are also imported as such. It would be interesting to see Esperantists use words such as “lakh” and “crore”, words which have a history of their own from before Esperanto. Table 2 summarizes the numerals as below:TABLE 2

[0129] The language has been designed so that any Hindi speaker with a modest knowledge of Esperanto, approximating around two weeks of learning, can start teaching mathematics using just a two week learning program. Thus, mathematics classes can be used to reinforce the students’ memory of Hindu-Esperanto.Comments on “The Fundamentals of Esperanto” by Zamenhof:

[0130] It will be noted that every sentence in Esperanto is a perfectly valid sentence in Esparantananda. However, the reverse is not the case. For example, the sentence “Cxu vi @cal@as al la banko?” will fail to parse in Esperanto. Thus, conceptually, the set of grammar rules for the production of various sentences in Esperanto are included in the set of grammar rules in Esparantananda. Thus, Esperanto is a proper subset of Esparantananda, with no exceptions.

[0131] Every leter in Esparantananda is pronounced exactly as Zamenhof intended it to be. Every single rule under Part B is followed. The only exception is where the word is imported directly from Hindi. In such a case, the “@” symbols give away quite easily that this is the case. This process of importing words directly into Esparanantanada is a very deliberate choice. This is for two reasons. First, the aim is to facilitate the learning of the language by teachers. Most competent individuals who have completed a bachelor’s degree appear to be able to pick up the basics of the language within two weeks. Second and more importantly, this leverages the knowledge base of the children and adult learners who already know Hindi. This is an example of the Leveraged Learning Paradigm, first articulated in the Digital Blue paper. In fact, every single rule of all Part B and all the rules in Part C are meticulously followed in Esparantananda.

[0132] An example of a sample Roseta Stone type text in English, and corresponding translations in Esperanto and Hesperanto are provided below.ENGLISH

[0133] Yesterday, I went to the AOL ashram. I live in Sobha Forest View Apartments. Sobha Forest View Apartments is called SFV for short. SFV is approximately 8 eight kilometers from the Ashram. I hailed an auto rickshaw on Ola to go to the Ashram. Then, I told the auto rickshaw driver to take me to the Ashram and drop me near the gate of the Ashram. The auto rickshaw wallah said: "okay". The autorickshaw wallah drove for 18 minutes. He dropped me near the gate of the Ashram. I got out of the car. Later, I went to Vishaala Cafe. I spent three wonderful hours there.ESPERANTO

[0134] Hierau, mi iris al la AOL-asramo. Mi logas en Sobha Forest View Apartments. Sobha Forest View Apartments nomigas mallonge SFV. SFV estas proksimume 8 kilometrojn de la Asramo. Mi salutis autorkison sur Ola por iri al la Asramo. Tiam, mi diris al la autorikisosoforo konduki min al la Asramo kaj faligi min proksime de la pordego de la Asramo. La autorikiso wallah diris: "bone". La autorikiso wallah veturis dum 18 minutoj. Li faligis min apud la pordego de la Asramo. Mi eliris la auton. Poste, mi iris al Vishaala Kafejo. Mi pasigis tri mirindajn horojn tie.HESPERANTO

[0135] Hierau, mi @ja@is al la @Art of Living@EN asramo. Mi @ji@as en @SobhaForest View Apartments@EN. @Sobha Forest View Apartments@EN @ka@@sankshiptha@ @nAma@ estas SFV. SFV estas proksimume @Atha@ kilometrojn de la Asramo. Mi @bulAis@ autorikson sur Ola por @jai@ al la Asramo. Tiam, mi @bolis@ al la autoriksosoforo @lei@ min al la Asramo kaj @utAri@ min proksime de la @darvAzao@ de la Asramo. La autorikisosoforo @bolis@: "Okay". La autoriksosoforo @aThAIs@ (18) minutoj veturis. Li @utAris@ min apud la @darvAzao@ de la Asramo. Mi @utaris@ la autorikson. Poste, mi @jais@ al Vishaala Kafejo. Mi @bitAis@ @teeno@ @adbhuta@ horojn tie.

[0136] The leveraged learning Paradigm would be an important paradigm to mention here. It has not been sufficiently appreciated by economists that children possess an almost miraculous capacity for language. The pace at which they can pick up new words and symbols is unmatched even by not just the majority, but the vast majority of adult learners of languages, including experts. If you can teach children how to use the language they actually already know, the process of making everyone in the Indian subcontinent literate, even now still a dream, can be made much simpler.

[0137] Further, it is also important that the personalized learning features of the system 100 and the method 300, which can adapt to individual learning styles, proficiency levels, and progress facilitates an improvement in the literacy outcomes, particularly in rural regions of any developing or developed country, for e.g., in the states of Bihar or Uttar Pradesh in India, or the sub-Saharan region of the Africa, or the like.

[0138] It will be appreciated by those of ordinary skill in the art that the diagrams, schematics, illustrations, or the like represent conceptual views or processes illustrating systems and methods embodying the present disclosure. The functions of the various elements shown in the figures may be provided through the use of dedicated hardware as well as hardware capable of executing associated software. Similarly, any switches shown in the figures are conceptual only. Their function may be carried out through the operation of program logic, through dedicated logic, through the interaction of program control and dedicated logic, or even manually, the particular technique being selectable by the entity implementing the present disclosure. Those of ordinary skill in the art further understand that the exemplary hardware, software, processes, methods, and / or operating systems described herein are for illustrative purposes and, thus, are not intended to be limited to any particular named.

[0139] It should be apparent to those skilled in the art that many more modifications besides those already described are possible without departing from the inventive concepts herein. The inventive subject matter, therefore, is not to be restricted except in the spirit ofthe appended claims. Moreover, in interpreting both the specification and the claims, all terms should be interpreted in the broadest possible manner consistent with the context. In particular, the terms “comprises” and “comprising” should be interpreted as referring to elements, components, or steps in a non-exclusive manner, indicating that the referenced elements, components, or steps may be present, or utilized, or combined with other elements, components, or steps that are not expressly referenced.

[0140] While the foregoing describes various embodiments of the present disclosure, other or further embodiments of the present disclosure may be devised without departing from the basic scope thereof. The scope of the present disclosure is determined by the claims that follow. The present disclosure is not limited to the described embodiments, versions or examples, which are included to enable a person with ordinary skill in the art to make and use the present disclosure when combined with information or knowledge available to the person with ordinary skill in the art.ADVANTAGES

[0141] The present disclosure provides a method and a system that obviates the above-mentioned limitations of the existing methods / techniques for an immersive and interactive learning experience.

[0142] The present disclosure develops a web application and / or a robotic system for providing an immersive and interactive learning experience to a user, enabling the user to learn various normal, auxiliary as well as para-auxiliary languages.

[0143] The present disclosure provides a system and method for delivering an immersive and interactive learning experience, specifically designed for teaching normal, auxiliary and / or para-auxiliary languages. The system allows the user to practice pronunciation, engage in conversations, and receive real-time feedback on the user progress.

[0144] The present disclosure provides a system and method that creates tangible and dynamic learning environment that enhances engagement and facilitates hands-on language practice, particularly for learning normal, auxiliary and / or para-auxiliary languages.

[0145] The present disclosure provides facilitates language learning in multiple major languages, enabling users to converse in one language while receiving responses in a same or another language.

Claims

I Claim:

1. A system (100) for integrated language learning and communication, the system (100) comprising: a user interface (102); and a control unit (106) in communication with the user interface (102), wherein the control unit (106) comprise a processor (202) coupled with a memory, wherein the memory (204) stores one or more instructions executable by the processor (202) to: receive using the user interface (102), a user input in a first language; and convert the user input into a para-auxiliary language input.

2. The system of claim 1, wherein the processor is further configured to: analyze using one or more language processing techniques, the para-auxiliary language input; prune using the one or more language processing techniques, a set of letters of the user input corresponding to the first language, a para-auxiliary language, and / or a second language; and generate using the one or more language processing techniques, an output response in the second language, corresponding to the user input.

3. The system (100) as claimed in claim 1, wherein to convert the user input into the para-auxiliary language input, the control unit (106) is configured to: process using the one or more language processing techniques, the user input to generate a plurality of tokens and / or parts of speech for an auxiliary language; convert using the one or more language processing techniques, the generated plurality of tokens and / or parts of speech for the auxiliary language into a plurality of tokens and / or parts of speech for the para-auxiliary language; and prune using the one or more language processing techniques, the converted plurality of tokens and / or parts of speech for the para-auxiliary language to obtain an intermediary output response corresponding to the para-auxiliary language.

4. The system (100) as claimed in claim 1, wherein to receive the user input, the control unit (106) is configured to: receive, using the user interface (102), a desired input-output language pair by the user, wherein an input language is the first language corresponding tothe user input and an output language is the second language corresponding to the output response, wherein the output language is selected from a group comprising the first language, the second language, and the para-auxiliary language.

5. The system (100) as claimed in claim 1, wherein, the processor (202) is further configured to: receive, using the user interface (102), the user input as a speech input, a text input, or a sign language input, wherein when the user input is the speech input, the speech input is converted into the text input; and translate using a translation unit, the user input into a support language input configured to be analyzed.

6. The system (100) as claimed in claim 1, wherein the input language is the first language is selected from a normal language or an auxiliary language.

7. The system (100) as claimed in claim 1, wherein to generate the output response, the processor (202) is configured to: generate using the one or more language processing techniques, the output response as a speech output, a text output, or a sign language output corresponding to the user input.

8. The system (100) as claimed in claim 2, wherein, while pruning the set of letters of the user input, the set of letters correspond to a language selected from a group comprising the input language, the para-auxiliary language, and the output language.

9. The system (100) as claimed in claim 1, wherein, to convert the user input into the para-auxiliary language input, the para-auxiliary language is selected from a group comprising Hesperanto, Besperanto, Kesparanto, and Tesperanto.

10. A method (300) for an immersive and interactive learning experience, the method (300) comprising: receiving (302), at a processor (202) of a control unit (106), using a user interface (102), a user input in a first language; and converting (304), at the processor (202), the user input into a para-auxiliary language input;11. The method (300) as claimed in claim 11, wherein the method (300) further comprises: analyzing (306), at the processor (202), using one or more language processing techniques, the para-auxiliary language input; pruning (308), at the processor (202), using the one or more language processing techniques, a set of letters of the user input corresponding to the first language, the para-auxiliary language and / or a second language; and generating (310), by the processor (202), using the one or more language processing techniques, an output response in the second language, corresponding to the user input.

12. The method (300) as claimed in claim 11, wherein the step of converting the user input into the para-auxiliary language input comprises: processing, at the processor (202), using the one or more language processing techniques, the user input to generate a plurality of tokens and / or parts of speech for an auxiliary language; converting, at the processor (202), using the one or more language processing techniques, the generated plurality of tokens and / or parts of speech for the auxiliary language into a plurality of tokens and / or parts of speech for the para-auxiliary language; and pruning, at the processor (202), using the one or more language processing techniques, the converted plurality of tokens and / or parts of speech for the paraauxiliary language to obtain an intermediary output response corresponding to the para-auxiliary language.

13. The method (300) as claimed in claim 11, wherein the step of receiving the user input, the method (300) comprises: receiving, at the processor (202), using the user interface (102), a desired input-output language pair selected by the user, wherein an input language being the first language corresponds to the user input and an output language being the second language corresponds to the output response, wherein the output language is selected from a group comprising the first language, the second language, and the para-auxiliary language.

14. The method (300) as claimed in claim 11, wherein the method (300) further comprises: receiving, at the processor (202), using the user interface (102), the user input as a speech input, a text input, a sign language input, or the like, wherein when the user input is the speech input, the speech input is converted into the text input; and translating, at the processor (202), the user input into a support language input using a translation unit.

15. The method (300) as claimed in claim 11, wherein the input language is the first language is selected from a normal language or an auxiliary language.

16. The method (300) as claimed in claim 11, wherein the step of generating the output response comprises: generating, by the processor (202), using the one or more language processing techniques, the output response as a speech output, a text output, or a sign language output corresponding to the user input.

17. The method (300) as claimed in claim 11, wherein the step of pruning the set of letters of the user input, the set of letters correspond to a language selected from a group comprising the input language, the para-auxiliary language, and the output language.

18. The method (300) as claimed in claim 11, wherein the step of converting the user input into the para-auxiliary language input, the para-auxiliary language is selected from a group comprising Hesperanto, Besperanto, Kesparanto, and Tesperanto.

19. A method (400) for an immersive and interactive learning experience, the method (400) being a learning method for teaching a user, a first or a second language using a paraauxiliary language and comprising: teaching (402), using the system (100) for integrated language learning and communication as claimed in claim 1, an intermediary language as a combination of the first language and the para-auxiliary language corresponding to the first or the second language; and teaching (404), using the system (100) for integrated language learning and communication as claimed in claim 1, a second language based on the intermediary language,wherein the second language to be learnt by the user is selected from a group comprising the first language, the second language, and an auxiliary language.

20. A system for teaching a para-auxiliary language to a user for an immersive and interactive learning experience, the system comprising: the user interface (102) as claimed in claim 1; and the control unit (106) as claimed in claim 1, in communication with the user interface (102), and configured to: teach, using the user interface (102), a para-auxiliary language as a combination of an auxiliary language and a natural language, wherein the auxiliary language is selected from a group comprising Esperanto, and Hesperanto, and a natural language is selected from a group comprising English, Hindi, and French.

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