ARTIFICIAL INTELLIGENCE IN LANGUAGE EDUCATION: PEDAGOGICAL TRANSFORMATION, CULTURAL IMPLICATIONS, AND ETHICAL CHALLENGES IN MULTILINGUAL CLASSROOMS

Abstract

The rapid proliferation of Artificial Intelligence (AI) in education has significantly reshaped pedagogical practices, particularly within multilingual language classrooms characterized by linguistic diversity and cultural complexity. This study critically examines how AI-mediated technologies transform instructional design, influence cultural representation, and generate ethical challenges in language education. Drawing on a qualitative meta-synthesis of interdisciplinary scholarship published between 2017 and 2025, the research integrates perspectives from applied linguistics, sociocultural theory, educational technology, and digital ethics. The findings indicate that AI enhances adaptive personalization, accelerates feedback mechanisms, and supports learner autonomy. However, the analysis also reveals that AI systems frequently reproduce dominant linguistic norms, reflect Western-centric cultural narratives, and embed algorithmic biases rooted in uneven data infrastructures. Furthermore, the expansion of generative AI tools complicates academic integrity, authorship practices, and data governance within educational institutions. By synthesizing theoretical insights from Holmes (2022), Selwyn (2021), Pennycook (2017), Noble (2018), and Floridi (2019), this article argues that AI integration must be guided by human-centered pedagogical intentionality, cultural responsiveness, and ethical accountability. The study contributes to ongoing debates on technological innovation and social justice in global language education and proposes a comprehensive framework for responsible AI implementation in multilingual contexts.