Reimagining World Language Teaching: AI Integration and Professional Development for K-12 Educators

• In Event: Emerging Considerations for Designing In-Service Teacher Training in Generative AI

Abstract

Abstract
Despite extensive literature on AI applications in language education, research addressing teachers' professional development (PD) needs remains limited (Tan et al., 2024). This ongoing qualitative study explores how targeted professional development (PD) influences K-12 World Language Teachers' (WLTs) attitudes, competencies, and pedagogical practices concerning AI integration. Preliminary findings reveal that targeted PD boosts optimism, ethical awareness, and pedagogical innovation. However, concerns about time, support, and data privacy persist. Results highlight the need for ongoing, context-specific PD and robust institutional backing to ensure effective and responsible AI application. This research aims to inform policy and promote sustainable, forward-thinking language education in an AI-driven era.
Keywords: artificial intelligence (AI); professional development (PD); world language teachers (WLTs); AI integration; pedagogy practice;

Author

• Junye Guo, University at Buffalo - SUNY