GenAI-Mediated Trans(languaging/position) in the L2 Landscape

Abstract

This paper explores the conceptual transformation of second language education through the intersection of translanguaging and transposition within the context of the generative artificial intelligence era. By moving beyond traditional linguistic compartmentalization, the study describes a fluid pedagogical paradigm where learners utilize their entire linguistic and semiotic repertoires as dynamic resources for meaning-making. The paper details how the affordances of generative tools, including large language models and multimodal content generators, act as cognitive prostheses that facilitate the seamless movement of meaning across various communicative modes. These technological advancements necessitate an expanded instructional repertoire that emphasizes multimodal exploration, human-machine collaboration, and the development of comprehensive digital literacies. Furthermore, the paper highlights the requirement for revolutionary assessment protocols that prioritize semiotic awareness and critical discernment over rote linguistic proficiency. The contribution concludes that a balanced synergy between human intuition and artificial intelligence provides a transformative framework for fostering linguistic pluralism and social justice in an increasingly complex and interconnected digital landscape.