Generative AI in World Languages

The authors promote a “Human with Machine” mindset, lifting the fears of apocalyptic AI scenarios. They advocate for using Vygotsky’s sociocultural theory, particularly the concepts of the Zone of Proximal Development and scaffolding, to guide the integration of AI in language education. The article concludes by emphasizing that while AI can augment human intelligence, it cannot replace the human elements of care, encouragement, and emotional rapport in education, calling for thoughtful and theory-guided integration of AI to create impactful learning experiences.

This website provides a review of potential applications of ChatGPT to language teaching and learning, with brief connections to second language acquisition theory and potential benefits of ChatGPT use for both instructors and learners. The article also includes a short review of some limitations and challenges posed by ChatGPT and AI more broadly.

This resource page offers a rich collection of materials (articles, frameworks, and practical tools) designed to help language instructors engage with AI. Whether you're new to the topic or already experienced, you're likely to find something useful to support your teaching and professional development.

Godwin-Jones examines the role of AI in second language acquisition (SLA) through a framework inspired by Sociomaterialism and Non-Western ontologies. He suggests that all the entities in the world are in a perpetual, ever-changing relationship where humans are not the only dominant agents. In language learning, AI can act as a competent partner and adaptive, intelligent tutor rather than a mere tool. The teacher acts as a content expert, designing and guiding the learning experience, while the AI tutor primarily provides students with timely, formative feedback adapted to their needs.

World language instructors and technology leaders weigh in on thought-provoking questions regarding AI application in the world language classroom. This resource contains diverse perspectives and voices from across the field of world language education.

This article explores the affordances and drawbacks of ChatGPT for language teaching and learning. It argues that since AI-driven tools are here to stay, teachers and learners must develop a digital competence in order to learn how use them effectively and ethically.

Spyridon Simotas is an assistant professor of French and 2024-2025 Faculty AI Guide at UVA. In this assignment for his Finding Your Voice in French course, he asks students to seek feedback from generative AI as they revise and edit their essays.

NotebookLM is an experimental AI tool by Google Labs that allows users to upload various materials (texts, web links, audio) and interact with them conversationally through a chat interface. It can generate summaries, study guides, and even podcast-style audio content.