In a recent article from The Conversation, Martine Rhéaume (University of Ottawa) discusses the findings of a qualitative study of 24 ESL and FSL instructors that explored how they view and use AI-assisted tools. Rhéaume describes concerns about student use of generative AI, perceptions of AI use depending on whether it is assisting with existing work or generating text, and instructor use of generative AI as an administrative efficiency tool. The author concludes by defining three institutional commitments for critical AI literacy: distinguishing between AI functions, protecting the learning process, and repositioning the instructor. “The question facing universities is whether institutions will trust the educators who understand their students’ cognitive needs to draw the lines that matter,” writes Rhéaume.
