[Edling] Call for proposals - ALSIC journal - Artificial Intelligence and Language and Culture Teaching and Learning

Wed Nov 8 14:01:29 UTC 2023

Artificial Intelligence and Language and Culture Teaching and Learning
Edited by Amélie Cellier, Eugénie Duthoit, Cristelle Cavalla and Frédérique
Freund
 Submission deadline: April 15, 2024
https://journals.openedition.org/alsic/6766#tocto1n2

*Presentation*

The democratization of ChatGPT and Artificial Intelligence (from now on AI)
software that generates images (Stable Diffusion, Imagen, MidJourney and
Dall-E 2), videos (Renderforest, Lumen5 and Moovly), music (MusicLM,
Moises) and translations (DeepL) raises questions, in the field of language
and culture pedagogy, about teaching and learning practices that have
already been transformed by digital technology (design of language teaching
material, automation of assessments, digital literacies, etc.) (Cavalla &
Mangiante, 2022; Ollivier, 2018). Specific tools for teaching practices and
resources are also designed based on AI (Magicschool.ai). This call for
papers aims to question such uses both for teaching and learning language,
and for pedagogical design and training in the field of language pedagogy.

Throughout the 20th century, the increase in computer power has led to the
creation of increasingly complex algorithms, as neuroscientific debate
(connectionist vs functionalist views) has been ongoing. Starting in the
1970s (and expanding in the 1980s), technological advances gave rise to
computer-assisted teaching (Strauss, 1985), and in the 2010s, to
AI-assisted language learning (Detey et al., 2022). Looking beyond these
achievements and applications in terms of IT innovation, we expect
epistemological, praxeological and critical (societal, political...)
reflections about practices integrating AI. Choosing to incorporate AI into
one's professional practice implies considering the issues it raises in
relation to the models that are used (generative AI, reinforcement
learning, etc.) and, consequently, the intrinsic processes of Machine
Learning and Deep Learning systems (Goksel & Bozkurt, 2019). It should also
be remembered that AI operates on the basis of statistical systems whose
reasoning and/or intelligence have not been established (Mattei & Villata,
2022).

Researchers in the field of language teaching and learning are primarily
concerned by their effects on

   -

   the design of language teaching material, given that computer programs
   can influence linguistic content;
   -

   the pedagogical approaches that are adopted and that associate written
   and oral literacies with digital literacies;
   -

   ethics, in relation to the issue of authenticity, as well as open source
   (Cicurel & Spaëth, 2017; Aguilar Río, 2016);
   -

   language and culture variety (plurilingualism; norms, standardization,
   sociolinguistic variations).

Furthermore, not all countries are equal with respect to this type of
technology: Machine Learning is limited not only by the access to systems
able to process massive amounts of data to (Big Data), but also by certain
political decisions. In many countries, for example, the population does
not have access to the same data on Google as in other countries, and this
also applies to the AI software developed by the firm.

We invite interested authors to submit papers addressing issues in the
following themes:

*Theme 1–AI in language teaching and learning*

The first theme focuses on the functions and uses of AI in language
teaching and learning. Contributions will examine the effects of AI
software on all aspects of the language and culture teaching process: How
is AI relevant to language teaching and learning ? How does it change the
language course ecosystem? To what extent does it modify the relationship
and communication between teachers and learners? Does AI software meet
language learners' needs (Yang et al., 2022)? What are its effects on
learners' cognition? To what extent should learners be allowed to use it?
How can learners be encouraged to adopt a critical approach to its use,
particularly with a view to developing autonomous learning? More broadly,
to what extent could AI automate professional teaching practices?
Contributions may also address the issue of written and spoken production,
and more specifically, interactions taking place in a dynamic
conversational system/bot and language standardization (Godwin-Jones, 2022).

*Theme 2–AI in pedagogical and digital design specializing in language
teaching and learning*

In the second theme, contributions will identify the potential applications
of AI software in terms of pedagogical design: to what extent does it
modify the relationship with pedagogies and methodologies for teaching and
learning languages and cultures? How can the materials that it generates be
used? Can certain computer programs be used as tools for independent
language and culture learning (Bibauw et al., 2022; Yang et al., 2022)?
Could AI software be used to create textbooks? Contributors may also share
their research on building tools from AI systems (Miras et al., 2019).

*Theme 3–AI in (future) language teacher training*

The third theme examines approaches to introducing AI to language teachers.
A number of aspects may be discussed: how can we train–others or
ourselves–in pedagogical design through prompting? How can AI-generated
material that meets learners' needs be developed? How can teachers be
helped to reflect on AI-generated content in order to achieve
contextualized didactic transposition? What are the AI usage protocols
specific to the language and culture teaching professions (Holmes & Tuomi,
2022)? How can these uses, as well as prompting, be integrated into one's
language teaching practices? Do they modify one's didactic repertoire? How
can these uses be taught to future teachers and digital designers?
Contributions may also include papers on how AI software can support
teacher training (Roméro et al., 2023). What are the strengths, limits and
even risks of AI in teacher training?

Submissions that incorporate critical reflection on the educational uses of
AI software (Colin et al., 2015) will be given particular consideration.
This entails addressing the philosophical, socio-economic and/or political
models underlying the development of these tools (Rudolph et al., 2023).

*Instructions for authors*

Articles may be submitted in English or French. They should not exceed
55,000 characters including spaces, excluding bibliography, and be sent to
intelligenceartificielleetdlc at gmail.com
Submissions should comply with the *Alsic* author guidelines:
https://journals.openedition.org/alsic/959
They should mention the chosen theme and the *Alsic* section: Research;
Practice and Research; Analysis of Books and Publications; Analysis of
Digital Tools and Resources.

*Important dates*

Submission opening: October 25 , 2023
Submission deadline: April 15, 2024
Response to authors: June 24, 2024
Special issue publication: January 2025

*Contact*

If you have any questions, please contact Amélie Cellier (
amelie.cellier at sorbonne-nouvelle.com), Eugénie Duthoit (
eugenie.duthoit at sorbonne-nouvelle.com) and Frédérique Freund (
frederique.freund at univ-grenoble-alpes.fr).

Kind Regards,

Eugénie Duthoit
-- 
*Eugénie DUTHOIT, PhD*
*Associate Professor in Applied Linguistics, Université Sorbonne Nouvelle*
*Associate Fellow of The Higher Education Academy (UK)*
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