This paper presents recent pedagogical experiments integrating French language, linguistics, and cultural studies in university-level instruction in the context of widespread access to artificial intelligence tools. While the growing reliance on AI-powered language technologies has raised concerns about declining student engagement and reduced enrolments in language programs, this paper argues that AI has, in fact, reshaped the landscape of language teaching and learning in largely productive ways—provided that pedagogy evolves accordingly. I contend that the responsibility for maintaining and enhancing the attractiveness of language programs lies with instructors, and that thoughtfully designed, AI-enhanced assignments integrating language and culture offer an effective response to current challenges. Drawing on examples from my most successful courses, I demonstrate how guided use of AI in practice activities can help elevate not only the quality of course materials but also the overall level of instruction. The immediate availability of translations, explanations, and linguistic feedback enables students to progress more rapidly when instructors scaffold skill acquisition, channel student effort toward meaningful, culturally rich tasks, and design courses that offer a structured view of linguistic and cultural phenomena. Consistently high enrolments and positive student evaluations attest to the effectiveness of this approach, with students reporting measurable gains in linguistic competence, cultural literacy, and enjoyment of French-language literary and cultural works. The paper concludes by advocating a reconceptualization of language education, suggesting that AI-informed pedagogy can not only enhance human intelligence but also contribute to the formation of a well-rounded "I" of a culturally educated global citizen.

Authors:
Snejina Sonina, University of Toronto Scarborough, Canada

About the Presenter(s)
Dr. Snejina Sonina is currently an Associate Professor, Teaching Stream, at the Department of Language Studies at the University of Toronto Scarborough. Her current research focuses on historical-comparative studies and didactics.

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