AI as a Tool for Inclusion: Supporting Differentiated Learning in Foreign Language Classrooms

Abstract

Heterogeneity of learners, existing social inequalities and divergent learning requirements affect how foreign languages are taught in modern education systems. In most situations, such as the Greek system of education, language achievement gaps are strongly interconnected with socioeconomic status and a possibility of additional out-of-school education. Differentiated instruction within this context can be described as a pedagogical reaction that tries to deal with the differences in the abilities, styles of learning and educational backgrounds of learners. The recent developments in the sphere of Artificial Intelligence (AI) provide new opportunities to facilitate differentiated learning in the field of foreign language teaching. AI-driven technologies help to support individual learning process, adaptive feedback and flexible learning systems, which react to individual learner profiles. The adaptive learning platforms, conversational agents, and learning analytics can be used to promote learner engagement, autonomy, and language development at the same time and help teachers to track progress and modify instructions. The introduction of AI to language education attracts critical issues, despite the advantages. The challenges of data privacy and ethics of use, digital divide, and unequal access to technological opportunities might be exploitative of the current inequalities in education unless mitigated by knowledgeable pedagogical planning and policy improvements. This paper will discuss the possibilities of Artificial Intelligence as an educational support system to support differentiated learning in foreign language education, both its pedagogical worth and its shortcomings in inclusive and equitable education systems.