AI in the L2 Classroom: Serving Language Educators through Professional Development

Abstract

The spread of generative AI has been praised and criticized for engendering new possibilities and limitations for language education. While educators have praised AI’s ability to serve as a conversation partner, generate novel ideas for lesson plans, and offer tailored feedback, many instructors and scholars have voiced concerns related to AI’s biases and its impact on student learning and academic integrity. Responding to a need for further training and dialogue about AI, members of the Davis Language Center organized a professional development event in which instructors, students, and instructional technologists shared their perspectives and strategies for AI-mediated language education. The event also included guided practice on using these tools for pedagogical purposes, including writing effective prompts, interacting with AI tools, and engaging in an iterative, reflective process. Through our planning process, we discovered that balancing scheduled asynchronous tasks with focused synchronous check-ins was crucial for ensuring accountability, clear communication, and timely progress, ultimately helping us coordinate and achieve our event planning goals effectively. We report on insights from organizing and participating in the event, highlighting several advantages of using AI in language education, critical issues, and questions for further inquiry. Leveraging lessons learned at this event, we offer suggestions for coordinating trainings about AI-enhanced language education.