World language teachers’ reported practices of integrating ChatGPT into instruction: A positioning analysis

This qualitative study, drawing on positioning analysis, examines four world language teachers' reported practices of integrating ChatGPT into their instruction. The participants were enrolled in the graduate-level Applied Linguistics or Spanish Language Teaching program at a public university in the southcentral US. This study addresses two research questions: (1) How did world language teachers position themselves and others in relation to their integration of ChatGPT into teaching? (2) What factors mediated their ChatGPT-supported instruction? The analyses of interview transcripts and weekly reports revealed that the world language teachers positioned themselves as active agents, assuming dynamic roles vis-à-vis ChatGPT (i.e., ChatGPT guide, explorer, manager, and critic), vis-à-vis students (i.e., facilitator, moderator, demonstrator, and emotional supporter), and vis-à-vis colleagues (i.e., collaborator and expert user). Our findings underscore the need to provide comprehensive teacher training that equips world language teachers to effectively assume different roles in GenAI-mediated language classrooms.