Tour, E., Pegrum, M., & Macdonald, S. (2025). Engaging English language learners in AI literacy practices: A conceptual framework and practical strategies for educators. English Australia. 41 (1), 27-46. https://doi.org/10.61504/YBUY9086
This report addresses the specific needs of English language learners that arise as they develop AI literacy at the same time they are developing language skills. The authors present a critical overview of emerging definitions and models of AI literacy that have not been designed specifically for this audience. They then introduce a brief overview of a new sociocultural conceptual model of AI literacy that they have targeted to language learning contexts. In addition, they provide two detailed learning units that illustrate how to integrate the model into language classrooms. These units use ChatGPT in an intermediate adult class and DALL-E (an application that creates images from text) in a beginners’ school class.
The model considers four key domains that are inherent in human-AI interaction: operational, creative, critical and contextual. It then explores the teaching implications in the sample lessons.
They present the reality that basic digital skills are no longer sufficient as an end goal. The authors make the point that having a facility with generative AI will help learners remain employable, obtain services from organizations and participate in society. This facility could be restricted to just being able to develop effective prompts to obtain good outputs and then assessing the quality and accuracy of those outputs.
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