Classroom discourse transformation in English lessons through equitable translanguaging practices multimodal interaction and generative artificial intelligence mediated facilitation

Abstract

The article is devoted to the theoretical substantiation of the transformation of classroom discourse in English language lessons in the context of a shift from a monolingual, deficit-oriented model of language education to an equitable translanguaging and multimodal paradigm facilitated by generative artificial intelligence. The aim of the study is to develop a conceptual model for transforming classroom discursive practices that recognizes the value of learners’ full communicative repertoires and employs digital technologies to expand their agency and participation. Methodologically, the work relies on a qualitative strategy: critical discourse analysis of key concepts in contemporary language education, hermeneutic interpretation of a wide range of sources in the philosophy of education, critical pedagogy, applied linguistics, and AI studies, as well as comparative analysis of pedagogical paradigms and interaction models. As a result, a three-level model is proposed, including: 1) a shift from a monolingual to a translanguaging ontology of language, in which the learner’s linguistic repertoire is viewed as a dynamic integrated whole; 2) a move from the transmissive initiation–response–evaluation model to a multimodal-transformational model of collaborative, embodied knowledge construction using verbal, visual, gestural, and other semiotic resources; 3) conceptualization of generative AI as an ambivalent facilitative tool that can simultaneously enhance equity and inclusivity of discourse (personalization, support for quiet voices, generation of multimodal scaffolds) and produce socio-philosophical risks (algorithmic bias, standardization of thinking, increased control and self-monitoring). The article discusses the conditions under which the integration of translanguaging, multimodality, and AI can provide a foundation for building a genuinely dialogic and ethically oriented educational environment, and outlines directions for further empirical research and pedagogical design necessary for the practical implementation of the proposed model.