GENERATIVE ARTIFICIAL INTELLIGENCE IN SPANISH LANGUAGE EDUCATION: A CRITICAL PEDAGOGY APPROACH
DOI:
https://doi.org/10.55877/cc.vol29.654Keywords:
Technosolutionism, Generative Artificial Intelligence, Teaching of Additional Languages, Spanish as a Heritage LanguageAbstract
Generative Artificial Intelligence (GenAI) has rapidly entered the field of language teaching and learning, promoted by various educational promises, particularly the assertion that it can improve and customize opportunities for interaction in the target language. Nevertheless, its clear shortcomings in capturing the emotional, social, and identity dimensions that are fundamental to language use require us to go beyond technosolutionism and examine the difficulties its adoption creates in language learning environments. This paper presents a set of approaches based on critical digital pedagogy principles for integrating GenAI into instruction of additional languages broadly, with specific attention to Spanish, while recognizing that classrooms should not be isolated from the social contexts that surround both learners and educators. The study argues that establishing guidelines and recommending approaches to this emerging technology is essential to avoid creating further social divides and to foster the development of critical and engaged citizens who are equipped to face the challenges of 21st-century society.
Downloads
References
Amer, M. (2022). Large Language Models and Where to Use Them: Part 1 and Part 2. Disponible en: https://cohere.com/blog/llm-use-cases (consulta: 7/7/2025)
Arnett, S. (2025). Anthropic can now track the bizarre inner workings of a large language model. MIT Review. Disponible en: https://www.technologyreview.com/2025/03/27/1113916/anthropic-can-now-track-the-bizarre-inner-workings-of-a-large-language-model/ (consulta: 7/7/2025)
Baldwin, D. A. (1995). Understanding the link between joint attention and language. En C. Moore y P. J. Dunham (eds.). Joint attention: Its origins and role in development. Lawrence Erlbaum Associates, Inc., pp. 131–158.
Belda-Medina, J. y Calvo-Ferrer, J. R. (2022). Using Chatbots as AI Conversational Partners in Language Learning. Applied Sciences, 22 (17), 8427. https://doi.org/10.3390/app12178427
Bender, E. y Hanna, A. (2025). The AI Con: How to Fight Big Tech’s Hype and Create the Future We Want. New York City: Harper.
Blake, R. (2013). Brave New Digital Classroom [2ª Ed.]. Washington, D. C.: Georgetown University Press.
Bozkurt, A., Xiao, J., Farrow, R., Bai, J. Y. H., Nerantzi, C., Moore, S., Dron, J., Stracke, C. M., Singh, L., Crompton, H., Koutropoulos, A., Terentev, E. Pazurek, A., Nichols, M., Sidorkin, A., Costello, E., Watson, S., Mulligan, D., Honeychurch, S. […] y Asino, T. I. (2024). The Manifesto for Teaching and Learning in a Time of Generative AI: A Critical Collective Stance to Better Navigate the Future. Open Praxis, 16 (4), pp. 487–513. https://doi.org/10.55982/openpraxis.16.4.777.
Canales Blanco, A. (Febrero 2025). De lenguas instrumentales a lenguas emocionales. Comunicación oral en el XXIV Deutsche Hispanistiktag des Deutschen Hispanistikverbands – XXIV Congreso de la Asociación Alemana de Hispanistas.
Carbajal-Carrera, B. (2024). AIsplaining. Generative AI explains linguistic identities to me. Australian Review of Applied Linguistics, 47 (10), pp. 340–365. https://doi.org/10.1075/aral.24077.car
Carbajal, B. (7-3-2025). Designing language and culture AI assistants to develop students’ independence and critical literacy. Teaching @Sydney. Disponible en: https://educational-innovation.sydney.edu.au/teaching@sydney/designing-language-and-culture-ai-assistants-develop-independent-critical-literacy/ (consulta: 7/7/2025)
Castañeda, L. y Selwyn, N. (2018). More Than Tools? Making Sense of the Ongoing Digitalizations of Higher Education. International Journal of Educational Technology in Higher Education, 15, pp. 1–10.
Caulfield, M. (9-5-2025). AI Is Not Your Friend. The Atlantic. Disponible en: https://www.theatlantic.com/technology/archive/2025/05/sycophantic-ai/682743/ (consulta: 7/7/2025)
Chan, C. K. Y. (2025). Students’ perceptions of ‘AI-giarism’: investigating changes in understandings of academic misconduct. Educationand Information Technologies, 30 (6), pp. 8087–8108.
Chapelle, C. (2025). Generative AI as game changer: Implications for language education. System, 132, pp. 1–10. https://doi.org/10.1016/j.system.2025.103672.
Chen, Q., Jing, Y., Gong, Y. y Tan, J. (2025). Will users fall in love with ChatGPT? A perspective from the triangular theory of love. Journal of Business Research, Vol. 186, pp. 1–14. https://doi.org/10.1016/j.jbusres.2024.114982
Coniam, D. (2008). Evaluating the language resources of chatbots for their potential in English as a second language. ReCALL: The Journal of EUROCALL, 20 (1), pp. 98–116. https://doi.org/10.1017/S0958344008000815
Drimmer, S. y Nygren, J. (Primavera 2025). How We Are Not Using AI in the Classroom. ICMA News, pp. 25–28. Disponible en: https://static1.squarespace.com/static/55577d2fe4b02de6a6ea49cd/t/67dfeb8d9ff3a5472a6d719d/1742728078061/Drimmer_Nygren_Not_Using_AI.pdf (consulta: 7/7/2025)
Hao, K. (2025). Empire of AI: Dreams and Nightmares in Sam Altman’s OpenAI. London: Penguin Press.
Holmes, W. (2023). The Unintended Consequences of Artificial Intelligence and Education. Education International. Disponible en: https://www.ei-ie.org/en/item/28115:the-unintended-consequences-of-artificial-intelligence-and-education (consulta: 7/7/2025)
Hou, I., Man, O., Hamilton, K., Muthusekaran, S., Johnykutty, J., Zadeh, L. y MacNeil, S. (2025). “All Roads Lead to ChatGPT”: How Generative AI is Eroding Social Interactions and Student Learning Communities. https://doi.org/10.48550/arxiv.2504.09779
Huang, S. y Cassany, D. (2025). Spanish language learning in the AI era: AI as a scaffolding tool. Journal of China Computer-Assisted Language Learning, pp. 1–29.
Kanpol, B. (1999). Critical Pedagogy: An Introduction. Westport, CT: Praeger.
Koomen, P. (2025). AI Horseless Carriages. Disponible en: https://koomen.dev/essays/horseless-carriages/ (consulta: 7/7/2025)
Krajka, J. y Alexander, C. (2021). 20 years of teaching English with technology – and 20 more years ahead. Journal of Teaching English with Technology, 21 (1), pp. 1–7.
Kwon, D. (15-5-2025). Scientists Split on Ethics of AI use. Nature, Vol. 641.
Lakshmi, V. (9-11-2024). Here’s how far we are from AGI, according to the people developing it. Business Insider. Disponible en: https://www.businessinsider.com/agi-predictions-sam-altman-dario-amodei-geoffrey-hinton-demis-hassabis-2024-11 (consulta: 7/7/2025)
López, M. J. y Olivar, B. (2024). Freire, Giroux y la pedagogía crítica como praxis emancipadora Freire, Giroux y la pedagogía crítica como praxis emancipadora. Conjeturas Sociológicas, 33, pp. 98–127.
McCarthy, J., Minsky, M., Rochester, N. y Shannon, C. (1955). A proposal for Dartmouth Summer Research Project on Artificial Intelligence. Disponible en: http://jmc.stanford.edu/articles/dartmouth/dartmouth.pdf (consulta: 7/7/2025)
McMahon, J. (25-3-2025). Bubble Trouble. The American Prospect. Disponible en: https://prospect.org/power/2025-03-25-bubble-trouble-ai-threat/ (consulta: 7/7/2025)
Mills, A. (Curadora). AI Text Generators and Teaching Writing: Starting Points for Inquiry. 2022. Última actualización 18 de noviembre, 2023. Disponible en: https://wac.colostate.edu/repository/collections/ai-text-generators-and-teaching-writing-starting-points-for-inquiry/ (consulta: 7/7/2025)
Morris, S. M. y Stommel, J. (2018). An Urgency of Teachers: The Work of Critical Digital Pedagogy. Denver: Hybrid Pedagogy Inc.
Navarro-Carrascosa, C. (ed.). (2024). La enseñanza del Español como Lengua Extranjera y la Inteligencia Artificial: perspectivas y retos. Doblele, 10.
Podadera, S. G. (23-4-2025). The Good, the Bad, and the Ghibli: The Legal Risks of Uploading Your Images – And What This Means for Copyrighted Material. Remote Staff. Disponible en: https://www.remotestaff.com/blog/good-bad-ghibli/ (consulta: 7/7/2025)
Pujolà Font, J-T., González Argüello, M. V. y Mena Octavio, M. (2023). ChatGPT en la clase de ELE. Disponible en: https://www.ub.edu/realtic/guia-chatgpt-para-profesores/ (consulta: 7/7/2025)
Rapp, A., Di Lodovico, C. y Di Caro, L. (2025). How do people react to ChatGPT’s unpredictable behavior? Anthropomorphism, uncanniness, and fear of AI: A qualitative study on individuals’ perceptions and understandings of LLMs’ nonsensical hallucinations. International Journal of Human-Computer Studies, 198. https://doi.org/10.1016/j.ijhcs.2025.103471
Román Mendoza, E. (2014). Tecnología y enseñanza del español en los Estados Unidos: hacia un mayor protagonismo del alumno como gestor de su propio aprendizaje. Journal of Spanish Language Teaching, Vol. 1 (2), pp. 187–204.
Román-Mendoza, E. (2018). Aprender a aprender en la era digital. Tecnopedagogía crítica para la enseñanza del español LE/L2. New York City: Routledge.
Román-Mendoza, E. (2023). Formular preguntas para comprender las respuestas: ChatGPT como agente conversacional en el aprendizaje de español como segunda lengua. marcoELE. Revista de Didáctica Español Lengua Extranjera, 36.
Román-Mendoza, E. (2024a). Yes, critical digital pedagogy should contribute to the teaching of second and heritage languages, en D. Cassany, C. Olivier y E. Román-Mendoza (coords.). Connecting Worlds: Technology and Language Learning. Thoughts and Discussions on the Future of Language Teaching with Technology. Chicago: Klett World Languages, pp. 18–26
Román-Mendoza, E. (2024b). Inteligencia Artificial generativa: lo posible y lo imposible en el aprendizaje del español en entornos educativos mixtos. Doblele, 10, pp. 170–189.
Román Mendoza, E., y Rubio Sánchez, R. (2025). ChatGPT como evaluador de escritura en ELE: Análisis de la lecturabilidad del feedback automático. Disponible en: https://sites.google.com/view/jornadaslecturabilidad/inicio?authuser=0 (consulta: 7/7/2025)
Russell, S. y Norvig, P. (2010). Artificial intelligence: A modern approach. Hoboken: Prentice Hall.
Selwyn, N. (2024). On the Limits of Artificial Intelligence (AI) in Education. Nordisk tidsskrift for pedagogikk og kritikk. Vol. 10, pp. 3–14. Disponible en: https://pedagogikkogkritikk.no/index.php/ntpk/article/view/6062/9572 (consulta: 7/7/2025)
Sha, A. (25-4-2025). ChatGPT Still Ahead in User Base, But Gemini is Closing In. Beebom. Disponible en: https://beebom.com/chatgpt-leads-user-base-gemini-puts-pressure/ (consulta: 7/7/2025)
Shadiev, R. y Wang, X. (2022). A Review of Research on Technology-Supported Language Learning and 21st Century Skills. Frontier, 13. https://doi.org/10.3389/fpsyg.2022.897689
Shen, Y. y Chen, L. (2025). ‘Critical chatting’ or ‘casual cheating’: how graduate EFL students utilize ChatGPT for academic writing. Computer Assisted Language Learning, pp. 1–29. https://doi.org/10.1080/09588221.2025.2479141
Sidoti, O., Park, E. y Gottfried, J. (15-1-2025). About a quarter of U. S. teens have used ChatGPT for schoolwork – double the share in 2023. Pew Research Center. Disponible en: https://www.pewresearch.org/short-reads/2025/01/15/about-a-quarter-of-us-teens-have-used-chatgpt-for-schoolwork-double-the-share-in-2023 (consulta: 7/7/2025)
Thomas, M., Reinders, H. y Warshauer, M. (2013). Contemporary Computer-Assisted Language Learning. New York City: Bloomsbury.
University of Illinois at Urbana-Champaign. (11-11-2024). Traditional AI vs. Generative AI: What’s the Difference? Disponible en: https://education.illinois.edu/about/news-events/news/article/2024/11/11/what-is-generative-ai-vs-ai (consulta: 7/7/2025)
Viveros-Muñoz, R., Carrasco-Sáez, J., Contreras-Saavedra, C., San-Martín-Quiroga, S. y Contreras-Saavedra, C. E. (2025). Does the Grammatical Structure of Prompts Influence the Responses of Generative Artificial Intelligence? An Exploratory Analysis in Spanish. Applied Sciences, 15 (7). https://doi.org/10.3390/app15073882
Voss, E. y Waring, H. Z. (2025). When ChatGPT can’t Chat: The Quest for Naturalness. Tesol Quarterly, 12. https://doi.org/10.1002/tesq.3374
Watkins, M. y Monroe, S. (eds.). (2025). Generative AI’s Impact on Education: Writing, Collaboration, & Critical Assessment. Thresholds in Education, 48. Disponible en: https://academyforeducationalstudies.org/wp-content/uploads/2025/04/thrv48-issue-1-final-1.pdf (consulta: 7/7/2025)
Watters, A. (2023). Teaching Machines. The History of Personalized Learning. Boston: MIT Press.
Weber-Wulff, D., Anohina-Naumeca, A., Bjelobaba, S., Foltýnek, T., Guerrero-Dib, J., Popoola, O., Šigut, P. y Waddington, L. (2023). Testing of detection tools for AI-generated text. International Journal for Educational Integrity, 19 (26). https://doi.org/10.1007/s40979-023-00146-z
Wiggers, K. (28-4-2025). OpenAI is fixing a ‘bug’ that allowed minors to generate erotic conversations. TechCrunch. Disponible en: https://techcrunch.com/2025/04/28/openai-is-fixing-a-bug-that-allowed-minors-to-generate-erotic-conversations/ (consulta: 7/7/2025)
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Culture Crossroads
This work is licensed under a Creative Commons Attribution 4.0 International License.
