CC-BY-NC-SA 2025 New Language Solutions Avenue Program Standards for Technology-Enhanced Language Learning, version 1.2 use of AI? It struck me that the arrival of AI could well demand the same kind of rethinking and retooling as the arrival of COVID-19 just a few years ago. Beginning the Learning Curve Together with my co-coordinator, Sheila Carson, and several staff leads, we began our learning curve by attending events where AI was a key topic. In-house, we have an Avenue mentor, Jennifer Artan, who is well-informed on AI applications in the language learning world. Drawing on Jennifer’s knowledge and the things we were learning at conferences and workshops, we began to develop presentations on artificial intelligence (AI) for both staff and learners in our program. Although it’s early days, there’s a strong sense that AI will significantly reshape both what we teach and how we teach it. Over the next few months, the goal is to introduce all staff to this gamechanging technology. Presentations are paired with opportunities for staff to share how they’re experimenting with AI tools in their work. Opportunities and Challenges AI presents exciting opportunities for educators to work more efficiently. Many instructors spend significant time outside work hours creating lesson materials and assessments. Can AI help reduce that burden? Some staff already using AI are enthusiastic about the time saved and the high-quality, tailored content they can generate. For instance, ChatGPT has been used to generate reading and listening tasks—along with assessments—for learners in our Path2Work program (CLB 5–7). Generative AI (GenAI) can also adapt materials to different proficiency levels by adjusting complexity. But, to use AI effectively, both staff and learners need to learn how to craft prompts that produce appropriate results. Of course, challenges remain. Academic integrity has become more complicated, as learners can use AI to complete assignments and assessments – sometimes without realizing they’re crossing ethical boundaries. Many learners lack a solid understanding of plagiarism, intellectual property, and academic honesty. These concepts must be explicitly taught. For example, learners should learn how to paraphrase, summarize, cite sources, and express ideas in their own words—skills that can be built into classroom activities. AI also raises broader concerns. Does it reinforce cultural or linguistic biases? What about privacy and data consent? Can AI-generated feedback match the nuance of teacher input? Addressing these questions is essential as we adapt our programs to the evolving role of AI in language learning. A Key Insight Despite technological advancements, one message is clear: teachers must know their learners. For instance, a handwritten assignment can offer a valuable benchmark. If a later, perfectly worded submission seems out of step with a student’s previous work, it may signal inappropriate AI use. Ultimately, AI offers powerful tools, but thoughtful, informed integration – supported by professional development and open dialogue – will be key to using it ethically and effectively in language education. 43
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