Network
NW 31 Language and Education
Title
Language Education in the Age of AI
Abstract
The integration of Artificial Intelligence (AI) into educational spheres is rapidly transforming the landscape of language learning. From machine translation and generative AI to intelligent tutoring systems and automated assessment, AI tools are transforming how languages are taught, learned, and practiced (Chapelle, 2025; Al-Hoorie & Alshakhori, 2025; Karataş et al., 2024). As AI tools become key actors in the classroom (Tolstykh & Oshchepkova, 2024), it is crucial to evaluate their role in either reinforcing or challenging standard norms and practices, and to explore how they might be used to support equitable language learning while minimizing risks to linguistic diversity and educational autonomy.
The Call
We welcome contributions that critically examine, theorize, and innovate around AI’s impact on language teaching, learning, assessment, and policy development. We encourage submissions that engage with the ways AI tools reshape educational experiences and social dynamics, from enhancing personalized learning to highlighting and potentially reinforcing digital divides and inequities that may emerge.
We especially welcome papers that:
- analyze how AI-driven platforms influence language acquisition, multilingual development, learner autonomy, and agency;
- investigate various approaches to implementing AI in language education, from primary to tertiary, and adult education;
- examine teacher roles, professional development, and pedagogical strategies in AI-enhanced language classrooms;
- design, develop, and critically evaluate AI-supported curricula, instructional materials, and assessment frameworks;
- interrogate the role of AI in translation and interpreting pedagogy, exploring its impact on developing translingual and transcultural competence;
- address ethical considerations, transparency, and bias issues;
- reflect on policy implications and institutional responses to the integration of AI in language education settings;
- problematize the representation of minoritized, regional, and non-standard language varieties in AI systems and propose pathways toward linguistic justice;
- explore models of human-AI collaboration and identify the critical literacies required for educators and learners to engage with AI effectively.
Our aim is to cultivate an interdisciplinary dialogue that is both academically rigorous and practically relevant, fostering collaboration among researchers, educators, policymakers, and technologists. Papers that articulate European perspectives on equity, diversity, and innovation in AI-enhanced language learning are especially encouraged. This dialog will contribute to shaping the future of language education in Europe and beyond in a way that is socially just and pedagogically sound.
Contact Person(s)
jenni.alisaari(at)uef.fi
jonas.iversen(at)inn.no
tivyaevaiv@mgpu.ru
References
Al-Hoorie, A.H., & AlShakhori, M. (2025). ChatGPT in Language Learning and Teaching. In: Al-Hoorie, A.H., Mitchell, C., Elyas, T. (eds) Language Education in Saudi Arabia: Integrating Technology in the Classroom. English Language Teaching: Theory, Research and Pedagogy. Springer.
Chapelle, C.A. (2025). Generative AI as game changer: Implications for language education. System, 132, 103672.
Karataş, F., Abedi, F.Y., Ozek Gunyel, F. et al. (2024) Incorporating AI in foreign language education: An investigation into ChatGPT’s effect on foreign language learners. Education and Information Technologies, 29, 19343–19366.
Tolstykh, O., & Oshchepkova, T. (2024). Beyond ChatGPT: roles that artificial intelligence tools can play in an English language classroom. Discover Artificial Intelligence, 4, 60.