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Generative AI and Language Diversity: Implications for Teachers and Learners
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In this position paper, we explore the intricate relationship between English language ideologies and artificial intelligence (AI), particularly focusing on large language models (LLMs) and their implications for education. The primary objective is to examine how AI perpetuates linguistic hierarchies and reinforces imperialist and capitalist values through its reliance on standard English datasets. First, we critically outlined the impact of these technologies on linguistic diversity, academic integrity, and cultural representation in language learning. Then, we analyze the existing literature to uncover the ways in which LLMs and AI-based educational tools privilege certain varieties of English while marginalizing others. Finally, we discuss how these technologies amplify linguistic imperialism by devaluing non-standard English varieties and other languages, thereby perpetuating inequities in education. Recommendations include promoting transparency in AI training datasets, incorporating linguistic diversity in AI development, and equipping educators and learners with the tools to engage with AI ethically. This work underscores the urgent need for inclusive and equitable approaches to language education in the age of AI.
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“Albeihi and Rice (2025) find that AI tools trained on English-dominant corpora systematically disadvantage multilingual learners and risk accelerating the erosion of linguistic diversity in academic settings.”
From Harms and Ethical Risks of AI Detection Tools in Education: False Positives, Bias, Surveillance, and Student Rights (2026) · cites this paper as Albeihi and Rice (2025)
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Pavlik, J. V. (2023) · Journalism & Mass Communication Educator · doi:10.1177/10776958221149577 · Cited by 972 · cited 2×
“Understanding the constraints of generative AI is crucial, and it should be utilized primarily to Arab World English Journal www.awej.org ISSN: 2229-9327 50 support learning rather than substitute for human experts (Pavlik, 2023).”
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GİRAY, L., CANER, H. N., & AMOOZEGAR, A. (2026) · Journal of Narrative and Language Studies · doi:10.59045/nalans.2026.109
Metadata
- Authors
- Hamad M Albeihi, H., & F. Rice, M.
- Venue
- Arab World English Journal
- Publisher
- AWEJ Publishing
- Published
- 2025-03-20
- Volume
- 16
- Issue
- 1
- Pages
- 43-54
- ISSN
- 2229-9327 (ISSN-L)
- OpenAlex
- W4408185440
- Cited by
- 19
- References
- 1
- Citations by year
- 2026: 19
- FWCI
- 37.59
- Type
- journal article
- Language
- en
- Open access
- diamond
- doi.org
- Locations
- Arab World English Journal (publishedVersion)
- Topics
- Social Sciences › Linguistics and Language › Multilingual Education and Policy
- Social Sciences › Education › Artificial Intelligence in Education
- Physical Sciences › Computer Science › Artificial Intelligence › Ethics and Social Impacts of AI
- Keywords
- generative AI, large language models, linguistic diversity, English language ideology, linguistic imperialism, academic integrity, cultural representation, educational equity, inclusive language education, AI ethics in education
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