Linguistic Justice through GenAI: A Collaborative Autoethnography

Abstract

This study addresses the growing need to critically examine GenAI in language education through teachers’ lived experiences. Using a collaborative autoethnography, it draws on reflective narratives to explore how language teachers make sense of linguistic inclusion and justice as they work with GenAI in their classrooms. Using the five stages of collaborative autoethnography (Chang et al., 2013), the findings, analyzed through reflexive thematic analysis, reveal that GenAI functions as a contested pedagogical space where issues of language, power, and identity are actively negotiated. While it offers possibilities for inclusion and creativity, it also reproduces dominant, Western-centric language norms that privilege standardized English. Teachers respond to these tensions in agentive and reflexive ways, using GenAI as a site for critique, dialogue, and the validation of diverse Englishes. However, institutional expectations that continue to privilege dominant linguistic forms still constrain their practices. This study positions GenAI as an algorithmic architecture that actively enforces raciolinguistic standards, requiring teachers to move beyond functional tool usage toward critical, counter-hegemonic pedagogical mediation.

Keywords

Full text

How to cite