Language, Artificial Intelligence and Teacher Education: Bridging the Linguistic Gap

Language difference can limit participation and understanding in multilingual classrooms, particularly where the language of instruction differs from learners’ home language. This paper examines how artificial intelligence (AI) can support teacher education in addressing language barriers in multilingual Nigerian classrooms. Specifically, it explores the use of AI for translation, language practice, individualised learning and the development of multilingual teaching resources. This study is guided by a conceptual framework drawing on relevant literature on language education, AI, teacher education and Nigerian language policies. The research design was qualitative and conceptual review using secondary data sources on artificial intelligence, language education, multilingualism, teacher education and Nigerian indigenous languages. A thematic review of journal papers, research articles, policy papers and other contemporary writings was undertaken, with particular attention given to data sources published recently in Nigerian literature. The findings indicates that AI tools can improve access to learning materials, support language practice and promote communication across languages. However, their effectiveness depends on the availability of reliable digital language resources, the accuracy of AI-generated content and teachers’ digital literacy. The limited representation of Nigerian indigenous languages in digital resources remain a major challenge. This work concludes that AI can promote more inclusive multilingual education when used to support, rather than replace, teachers. It recommends strengthening teachers’ digital skills, promoting collaboration among linguists, language educators and technology developers, and investing in digital resources for Nigerian indigenous languages.