LA INTELIGENCIA ARTIFICIAL GENERATIVA EN LA ENSEÑANZA DE ESPAÑOL. UNA APROXIMACIÓN DESDE LA PEDAGOGÍA CRÍTICA
GENERATIVE ARTIFICIAL INTELLIGENCE IN SPANISH LANGUAGE EDUCATION: A CRITICAL PEDAGOGY APPROACH

Summary/Abstract: Generative Artificial Intelligence (GenAI) has rapidly entered the field of language teaching and learning, promoted by various educational promises, particularly the assertion that it can improve and customize opportunities for interaction in the target language. Nevertheless, its clear shortcomings in capturing the emotional, social, and identity dimensions that are fundamental to language use require us to go beyond technosolutionism and examine the difficulties its adoption creates in language learning environments. This paper presents a set of approaches based on critical digital pedagogy principles for integrating GenAI into instruction of additional languages broadly, with specific attention to Spanish, while recognizing that classrooms should not be isolated from the social contexts that surround both learners and educators. The study argues that establishing guidelines and recommending approaches to this emerging technology is essential to avoid creating further social divides and to foster the development of critical and engaged citizens who are equipped to face the challenges of 21st-century society.

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