Zhongfeng Tian – författare

Rethinking Language Education in the Age of Generative AI bridges the gap between theory, research, and practice in AI and language education. Through conceptual pieces, empirical studies, and practical applications, this book provides critical insights and implications for reimagining language education in the age of generative AI.

The contributors explore a wide range of issues, reflections, and innovations in AI and language education across diverse contexts, including English as a Second Language (ESL), English as a Foreign Language (EFL), foreign language learning, postsecondary pathways programs for international students, and language teacher education programs. Topics examined include critical AI literacy, GenAI-informed second language teaching and assessment, teacher and student perceptions, tool development for language learning, as well as ethical considerations, policies, and guidelines. The book incorporates interdisciplinary perspectives, such as L2/foreign language studies, education, and applied linguistics, as well as global insights from countries like the United States, Canada, South Korea, Thailand, Indonesia, and the Philippines.

This book is essential for students and researchers seeking to leverage AI to enhance language teaching and learning in innovative, critical, ethical, and responsible ways.

Bringing together leading scholars and practitioners, Rethinking Writing Education in the Age of Generative AI offers a timely exploration of pressing issues in writing pedagogies within an increasingly AI-mediated educational landscape.

From conceptual and empirical work to theory-guided praxis, the book situates the challenges we face today within the historical evolution of writing education and our evolving relationship with AI technologies. Covering a range of contexts such as L2/multilingual writing, first-year writing, writing centers, and writing program administration and faculty development, the book examines various AI-informed writing pedagogies and practices. Drawing on interdisciplinary perspectives from writing studies, education, and applied linguistics, the book bridges theory and practice to address critical questions of innovation, ethics, and equity in AI-supported teaching.

This book is essential for writing educators and researchers looking to leverage AIs to facilitate the teaching and learning of writing in critical and transformative ways.

Rethinking Language Education in the Age of Generative AI bridges the gap between theory, research, and practice in AI and language education. Through conceptual pieces, empirical studies, and practical applications, this book provides critical insights and implications for reimagining language education in the age of generative AI.

The contributors explore a wide range of issues, reflections, and innovations in AI and language education across diverse contexts, including English as a Second Language (ESL), English as a Foreign Language (EFL), foreign language learning, postsecondary pathways programs for international students, and language teacher education programs. Topics examined include critical AI literacy, GenAI-informed second language teaching and assessment, teacher and student perceptions, tool development for language learning, as well as ethical considerations, policies, and guidelines. The book incorporates interdisciplinary perspectives, such as L2/foreign language studies, education, and applied linguistics, as well as global insights from countries like the United States, Canada, South Korea, Thailand, Indonesia, and the Philippines.

This book is essential for students and researchers seeking to leverage AI to enhance language teaching and learning in innovative, critical, ethical, and responsible ways.

Bringing together leading scholars and practitioners, Rethinking Writing Education in the Age of Generative AI offers a timely exploration of pressing issues in writing pedagogies within an increasingly AI-mediated educational landscape.

From conceptual and empirical work to theory-guided praxis, the book situates the challenges we face today within the historical evolution of writing education and our evolving relationship with AI technologies. Covering a range of contexts such as L2/multilingual writing, first-year writing, writing centers, and writing program administration and faculty development, the book examines various AI-informed writing pedagogies and practices. Drawing on interdisciplinary perspectives from writing studies, education, and applied linguistics, the book bridges theory and practice to address critical questions of innovation, ethics, and equity in AI-supported teaching.

This book is essential for writing educators and researchers looking to leverage AIs to facilitate the teaching and learning of writing in critical and transformative ways.

To respond to the multilingual turn in language education, this volume constitutes a challenge to the traditional, monolingual, and native speakerism paradigm in the field of Teaching English to Speakers of Other Languages (TESOL) through a translanguaging lens. The chapters offer complex global perspectives – with contributions from five continents – to open critical conversations on how to conceptualize and implement translanguaging in teacher education and classrooms of various contexts. The researchers exhibit a shared commitment to transforming TESOL profession that values teachers’ and learners’ full linguistic repertoires. This volume should prove a valuable resource for students, teachers, and researchers interested in English teaching and learning, applied linguistics, second language acquisition, and social justice.

This volume explores the emergent process of developing translanguaging repertoires among teacher educators, pre- and in-service teachers in different U.S. teacher education contexts. Its empirically based chapters adopt various qualitative methods to unpack the opportunities and challenges and provide implications for critical teacher education. It will be of interest to researchers and teachers in bilingual education, TESOL and social justice.