Volume 30 Number 1, 2026 Collaboratively interpreting GenAI output in Chinese as an Additional Language classrooms: Creating an AI-mediated translanguaging space

Collaboratively interpreting GenAI output in Chinese as an Additional Language classrooms: Creating an AI-mediated translanguaging space

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July 24, 2026, 7:57 p.m.
access-status:
open.access
bitstream:
[['https://scholarspace.manoa.hawaii.edu/bitstreams/1c02ee41-a5b5-40b1-b37a-1de551cc6561/download', '30_01_10125-73703.pdf']]
bitstream_txt:
[['https://scholarspace.manoa.hawaii.edu/bitstreams/a8dafe6d-43ae-439e-a4d9-51ba86cda2be/download', 'full_text']]
collection:
Volume 30 Number 1, 2026
contributor.author:
Wang, Xinyi Tai, Kevin Wai Hin Lin, Chin-Hsi
date.accessioned:
2026-07-23T02:00:19Z
date.available:
2026-07-23T02:00:19Z
date.copyright:
2026
date.issued:
2026-07-23
description.abstract:
Amid the ongoing integration of generative artificial intelligence (GenAI) into language education, classroom-based research on how GenAI output is taken up and made meaningful in everyday teaching and learning remains limited. This gap is particularly evident in Chinese-as-an-additional-language (CAL) classrooms in Hong Kong, where ethnic-minority students frequently rely on multilingual and multimodal resources to participate in interaction. Therefore, this study examines how an AI-mediated translanguaging space was constructed interactionally when teachers and students worked with GenAI output during CAL classroom activities. More specifically, it applies a combination of multimodal conversation analysis and interpretative phenomenological analysis to classroom interactions that naturally occurred in 14 CAL lessons, involving one teacher and 15 students, which were video-recorded over two months, alongside GenAI chat logs, fieldnotes, and two semi-structured teacher interviews. The findings indicate that GenAI output became pedagogically consequential through teacher-GenAI-student interaction, specifically through two key interactional phenomena: (1) reorchestrating epistemic authority through group evaluation and (2) enabling creative re-authoring through narrative development. In these ways, GenAI output became a shared object for critical evaluation and creative reworking, contributing to the construction of an AI-mediated translanguaging space in CAL classrooms. Practical implications of the findings are also discussed.
endingpage:
33
format.extent:
33
identifier.citation:
Wang, X., Tai, K. W. H., & Lin, C.-H. (2026). Collaboratively interpreting GenAI output in Chinese as an Additional Language classrooms: Creating an AI-mediated translanguaging space. Language Learning & Technology, 30(1), 1–33. https://doi.org/10.64152/10125/73703
identifier.doi:
https://doi.org/10.64152/10125/73703
identifier.issn:
1094-3501
identifier.uri:
https://hdl.handle.net/10125/73703
language:
eng
number:
1
publicationname:
Language Learning & Technology
publisher:
University of Hawaii National Foreign Language Resource Center Center for Language & Technology
rights.license:
Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License
rights.uri:
https://creativecommons.org/licenses/by-nc-nd/4.0/
site_url:
/item/10125-73703/
startingpage:
1
subject:
generative artificial intelligence (GenAI), AI-mediated translanguaging space, classroom discourse, Chinese as an Additional Language, multimodal conversation analysis, interpretative phenomenological analysis
title:
Collaboratively interpreting GenAI output in Chinese as an Additional Language classrooms: Creating an AI-mediated translanguaging space
type:
Article Text
volume:
30