This edited book illustrates possibilities for reflexive and decolonial engagements with Generative Artificial Intelligence (GenAI) in language education and research. Research on GenAI from a pedagogical perspective is unfolding at an unprecedented pace to investigate how these systems can enhance language teaching and learning. Yet, these same systems are built atop unequal data ecologies, English dominant benchmarks, extractive platform economies, and imaginaries that often marginalize non-hegemonic languages and communities. This book is practice-oriented as readers will be able to gain first-hand insight into concrete teacher-education interventions through a Mainland China case study where translanguaging and human-AI strategies come to the surface and an empirical study that theorizes “GenAI-Writerism” to explain issues within the dimensions of trust and writing self-efficacy in Japanese EFL contexts. It also showcases practitioner-tested activities for developing critical AI literacy with teacher candidates and closes the loop with creative, AI-mediated fandom spaces that function as translanguaging “third spaces” for multilingual agency. Geographically broad and methodologically diverse through designs such as ethnography, autoethnography, critical discourse analysis, conceptual positions, and mixed methods, the book delivers a robust toolkit and research agenda for institutions, teacher educators, and classroom practitioners seeking ethically grounded and decolonial engagements with GenAI that are both practical and visionary.

Vander Tavares is an Associate Professor of Education at the University of Inland Norway. His research interests include critical second language education, teacher education, and the internationalization of higher and language education.

Liang Cao is a Research Grants Council (RGC)-funded Postdoctoral Fellow in the Department of English Language Education at the Education University of Hong Kong. His work explores sociolinguistic perspectives on human-AI relationality, critical discourse analysis, feminist and queer linguistics, Chinese queer cultural studies, and sexuality in English language education.

Angel M. Y. Lin is Chair Professor of Language, Literacy and Social Semiotics in Education at the Education University of Hong Kong. Her research spans several interconnected domains, including discourse analysis, trans/languaging (TL), trans-semiotizing (TS), Content and Language Integrated Learning (CLIL), and critical media literacies.