Artificial Intelligence in ELL Classrooms: A Qualitative Study of Pre-Service Teachers’ Perspectives

This study examines pre-service teachers’(PSTs) perspectives on the use of Artificial Intelligence (AI) in classrooms with English Language Learners (ELLs). Ninety PSTs from a U.S. university completed written journal reflections on the implications of AI for teaching and assessing ELLs, as well as how teacher education programs could prepare them for the integration of AI into future classrooms. Thematic analysis showed positive and negative perspectives about AI and a call for curricular integration of AI-related content and opportunities to experiment with it. Participants also viewed human connection as central to teaching, confirming recent calls that warn against AI as a replacement for human teachers.