BC TEAL 2026 Annual Conference

In their use of generative artificial intelligence (GenAI), EAL educators can both reinforce and challenge dominant language ideologies, reflected in how large language models tend to privilege standardized practices in English, Indigenous, and other named languages (Stap & Araabi, 2023; Lau, 2024). This presentation explores how developing and enacting a translanguaging stance—a belief system for leveraging learners’ full linguistic repertoires holistically (García et al., 2017)—can support the critical use of GenAI in EAL instruction, especially when the educator and their students do not share a similar linguistic and cultural background.
Drawing on his Design-Based Research (DBR) project, the presenter demonstrates how ChatGPT was used in translanguaging-informed ways to make instructional materials more linguistically and culturally responsive for teaching Japanese exchange students in a sociolinguistics course. This work involved the deliberate integration of: (1) translanguaging theory grounded in antiracist, decolonial, and poststructuralist perspectives (Li, 2018); (2) emerging knowledge of Japanese language and sociocultural norms; (3) complementary digital tools such as DeepL to support proofreading and cross-checking translingual outputs where appropriate; and (4) the linguistic and cultural expertise of students and colleagues, including a teaching assistant proficient in Japanese.
Through short practice-based vignettes, the presentation illustrates how such critical GenAI use strategies can potentially help identify, negotiate, and disrupt deficit-oriented language ideologies embedded in GenAI-generated output. The findings highlight both the pedagogical possibilities and ideological tensions of GenAI use, and offer practical implications for EAL educators seeking to design or revise teaching materials through a translanguaging-informed, socially just lens in Canada and beyond.

As generative AI (GenAI) tools become commonplace in higher education, many instructional responses continue to focus on restriction, detection, or punitive approaches to academic integrity. This practice-based presentation offers an alternative: a postplagiarism-informed teaching strategy that makes GenAI use visible, intentional, and ethically grounded within a creative problem-solving task. Postplagiarism emphasizes that while learners may outsource aspects of their work to GenAI tools, human responsibility and accountability for the final output remain central (Eaton, 2023). Drawing on classroom practice in undergraduate management education, this session introduces a short, structured activity in which students are explicitly encouraged to use GenAI tools while documenting and reflecting on both human and GenAI contributions across stages of creative problem solving, including problem framing, idea generation, solution development, and evaluation. By designing the activity to surface rather than conceal GenAI use, students engage in ethical decision-making, develop judgment about when and how GenAI is appropriate, and take ownership of their learning. For instructors, this approach supports academic integrity without reliance on surveillance technologies, while fostering trust, transparency, and student engagement. We will briefly outline the postplagiarism framework, describe the classroom activity, and share key instructional insights gained from its implementation. Although situated in management education, the approach is adaptable across disciplines and learning contexts. 

In this session, participants will be provided with a summary of Let’s Talk About GenAI, FASTER conversations.  These were a series of webinars, hosted on tutela.ca, that provided the opportunity for adult language and settlement instructors across Canada to explore implications of generative GenAI tools through the lens of the Government of Canada’s ethical framework FASTER Principles. These involve considering Fair, Accountable, Secure, Transparent, Educated and Relevant principle., Each webinar session offered a safe and shared space to move beyond hype-driven fears toward thoughtful, practical understanding of how GenAI intersects with everyday instructional duties.
Each FASTER workshop began with a short overview of the FASTER Principles and what each concept means in the context of language instruction. A relevant GenAI technical issue was clarified to enrich each conversation. These included how hallucinations happen, GenAI creates content, security can be enhanced with good practices. Participants then engaged in guided small group conversations, where they shared their current experiences, questions and concerns about using GenAI tools in lesson planning, assessment and materials creation. Through peer discussion exchanges, teachers considered issues including security, bias, accountability, safety, ethics and more. 
The focus of the workshops was to build a shared understanding of the responsibilities of educators including ethical, pedagogical and professional considerations.  The facilitators of this session will share reflections and FASTER resources for the participants consideration with the possibility of the materials being repurposed and facilitated in Canadian LINC and ESL centres.