Innovation in Language Learning
From Authentic to “Authenticized”: Reconceptualizing Language Teacher Identity and AI-Driven Materials
Stefano Maranzana, Emory University (United States)
Abstract
Generative Artificial Intelligence (AI) creates a pivotal moment for language teacher identity (LTI), introducing productive tensions as educators navigate technological change (Lan, 2024). LTI is a complex construct, understood as the active, conscious way teachers perceive themselves and are perceived by others within their professional roles (Beijaard, Meijer, & Verloop, 2004). The digital age demands a reconceptualization of this identity. This paper reflects on how AI tools afford teachers new pedagogical agency whereby they produce “authenticized” materials—AI-generated content that feels authentic to learners—to create listening tasks tailored to curricular goals.
Drawing on sociocultural and poststructuralist theories (Sang, 2022; Varghese et al, 2005), this reflection frames this development as a significant shift. The power to generate input transforms the teacher from content consumer to curriculum designer with a new pedagogical agency that is central to constructing a professional identity (Shafiee, Marandi, & Mirzaeian, 2022). Professionalizing teachers requires a critical awareness of AI’s potential for creating new learning pathways responsive to digital native students (Lai, Lyu, Jiang, & Gong, 2025).
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Keywords |
Language Teacher Identity, Artificial Intelligence, Listening Comprehension, Teacher Agency, Authenticized Materials |
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REFERENCES |
[1] Lan, Y. (2024). Through tensions to identity-based motivations: Exploring teacher professional identity in Artificial Intelligence-enhanced teacher training. Teaching and Teacher Education, 151, 104736. https://doi.org/10.1016/j.tate.2024.104736 [2] Beijaard, D., Meijer, P. C., & Verloop, N. (2004). Reconsidering research on teachers’ professional identity. Teaching and Teacher Education, 20(2), 107–128. [3] Sang, Y. (2022). Research of language teacher identity: Status quo and future directions. RELC Journal, 53(3), 731–738. [4] Varghese, M., Morgan, B., Johnston, B., & Johnson, K. A. (2005). Theorizing language teacher identity: Three perspectives and beyond. Journal of Language, Identity, and Education, 4(1), 21–44. [5] Shafiee, Z., Marandi, S. S., & Mirzaeian, V. (2022). Teachers’ technology-related self-images and roles: Exploring CALL teachers’ professional identity. Language Learning & Technology, 26(1), 1–20. [6] Lai, C., Lyu, B., Jiang, L., & Gong, Y. (2025). Language teachers’ professional identities and classroom technology integration. Language Learning & Technology, 29(1), 1–19. |
