TRANSFORMATION OF THE FRENCH LANGUAGE TEACHER'S ROLE IN THE ERA OF ARTIFICIAL INTELLIGENCE
Keywords:
artificial intelligence, French language teaching, transformation of the teacher's role, digital pedagogy, personalized learning, educational technologiesAbstract
The introduction of artificial intelligence (AI) into the educational process represents a paradigm shift in foreign language teaching, particularly French. This paper explores the profound transformation of the French language teacher's role under the influence of AI technologies. Through the analysis of concrete examples and contemporary pedagogical approaches, the paper demonstrates how the traditional role of the teacher as the primary knowledge bearer and central figure in the classroom ("Sage on the Stage") evolves into the role of mentor, facilitator, and designer of personalized learning experiences ("Guide on the Side"). It investigates how AI tools, such as intelligent tutoring systems, chatbots, automated assessment tools, and personalized content generators, take over routine tasks, freeing up the teacher's time for more complex pedagogical activities. The paper details essential examples of this transformation: from using AI to create adaptive grammar and vocabulary exercises, through the application of conversational AI avatars for speaking practice, to analyzing student progress data for informed decision-making. It emphasizes that the teacher now becomes essential as a critical guide through AI-generated content, an architect of blended learning, and a support in developing intercultural and socio-emotional competencies, which AI cannot replace. The conclusion of the paper highlights that successful AI integration does not imply replacing the teacher but rather empowering them through a role transformation, where the combination of human empathy, pedagogical intuition, and the power of AI tools creates an optimal environment for acquiring the French language. This work contributes to a better understanding of the necessary competencies for teachers in the digital era and draws attention to the need for continuous training and changes in the curricula of teacher training faculties.
References
Bakić-Mirić, N. (2022). Kvalitetnanastavafrancuskog u 21. veku [Quality French language teaching in the 21st century]. Filološkifakultet.Univerzitet u Beogradu. https://doi.org/10.18485/analiff.2022.34.2.4
Bates, A. W. (2019). Teaching in a digital age: Guidelines for designing teaching and learning (2nd ed.). Tony Bates Associates Ltd.https://doi.org/10.19173/irrodl.v18i3.3107
Bulatović, V. (2023). Digitalnapismenostnastavnikastranihjezika: Izazoviiperspektive [Digital literacy of foreignlanguageteachers: Challenges and perspectives]. ZbornikradovaFilološkogfakulteta u Beogradu, 15(2), 33–45.https://doi.org/10.5937/bastina31-32568
Chvatić, S. (2022). Interkulturalniaspektinastavefrancuskogjezika u digitalnojeriZagreb [Intercultural aspects of French language teaching in the digital era]. FilozofskifakultetSveučilišta u Zagrebu.
European Commission. (2020). Ethics guidelines for trustworthy AI. Publications Office of the European Union. https://doi.org/10.2759/177365
Godwin-Jones, R. (2021). Big data and language learning: Opportunities and challenges. Language Learning & Technology, 25(1), 4–19. https://doi.org/10.125/73445
Hockly, N. (2019). Automated writing evaluation. ELT Journal, 73(1), 82–88. https://doi.org/10.1093/elt/ccy044
Karsenti, T. (2019). Artificial intelligence in education: The urgent need to prepare teachers for tomorrow's schools. Université de Montréal.https://doi.org/10.18162/fp.2019.a166
Lebrun, M. (2016).Classes inversées: Enseigner et apprendre à l'endroit![Flipped classrooms: Teaching and learning the right way!]. De Boeck.
Li, J., & Wang, Y. (2021). Artificial intelligence in foreign language education: A review of current applications and future trends. System, 103, Article 102660. https://doi.org/10.1016/j.system.2021.102660
Meirieu, P. (1991). Le choixd'éduquer [The choice to educate]. ESF Éditeur.
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x
Roll, I., & Wylie, R. (2016). Evolution and revolution in artificial intelligence in education. International Journal of Artificial Intelligence in Education, 26(2), 582–599. https://doi.org/10.1007/s40593-016-0108-x
Rosnay, J. de. (2015). La symphonie du vivant [The symphony of the living]. Les Liens qui Libèrent.
Sadin, É. (2018). L'intelligence artificielle ou l'enjeu du siècle [Artificial intelligence or the challenge of the century]. L'Échappée.
Selwyn, N. (2019). Should robots replace teachers? AI and the future of education. Polity Press.
Serres, M. (2012). Petite poucette [LittleThumb]. Le Pommier.https://openlibrary.org/works/OL22732899W/Petite_poucette
Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4–14. https://doi.org/10.3102/0013189X015002004
Tapscott, D. (2009). Grown up digital: How the net generation is changing your world. McGraw-Hill.
UNESCO. (2021). AI and education: Guidance for policy-makers. UNESCO Publishing. https://unesdoc.unesco.org/ark:/48223/pf0000376709
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Minić, S. G., &Deretić, N. N. (2024). Primenaveštačkeinteligencije u obrazovanju - četbotChatGPT. Obrazovanjeivaspitanje, 19(22), 61-72. https://doi.org/10.5937/obrvas19-54678
Published
How to Cite
Issue
Section
License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
The published articles will be distributed under the Creative Commons Attribution 4.0 International License (CC BY). It is allowed to copy and redistribute the material in any medium or format, and remix, transform, and build upon it for any purpose, even commercially, as long as appropriate credit is given to the original author(s), a link to the license is provided and it is indicated if changes were made.
Users are required to provide full bibliographic description of the original publication (authors, article title, journal title, volume, issue, pages), as well as its DOI code. In electronic publishing, users are also required to link the content with both the original article published in Obrazovanje i vaspitanje and the licence used.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
