Speaker
ABSTRACT
This paper proposes a localized diffusion model for integrating generative AI (GAI) into English-Medium Instruction (EMI), prioritizing autonomy and agency for learners and educators in multilingual and non-Western contexts. Current frameworks, such as Diffusion of Innovations Theory (DIT), inadequately address the cultural, linguistic, and systemic complexities of EMI, often marginalizing local perspectives. The proposed model in this presentation reimagines GAI adoption and adaptation by emphasizing equity, cultural relevance, and stakeholder inclusion. Such a model can help educators make informed decisions about GAI tools, aligning decisions with localized pedagogical goals and supporting students in actively engaging with these technologies as a way to enhance and personalize their learning experiences.
This modified DIT model comprises six components: cultural relevance, linguistic equity, stakeholder inclusion, adaptable pathways, financial accessibility, and ethical safeguards. Practical aspects include piloting culturally aligned AI tools, providing multilingual scaffolding, and co-designing policies through participatory frameworks. By enabling educators to adapt tools to their unique contexts and encouraging students to use AI for their learning autonomy, the model fosters meaningful agency across diverse EMI environments, highlighting pathways for educators and institutions to support inclusive, equitable, and sustainable AI practices.
KEYWORDS
Generative AI
English-Medium Instruction
Autonomy and Agency
Educational Technology Adoption
| TITLE | A Localized Model of Diffusion of Innovations Theory: Gen-AI in EMI Courses |
|---|---|
| RELEVANT SIG | Global Issues in Language Education |
| FORMAT | Research-oriented Oral Face-to-face presentation (25 minutes, including Q&A) |
