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Language Education in Nigeria and the Discursive Representations of Artificial Intelligence: A Critical Discourse Analysis

Brilliant Richard, Ph.D.

Abstract

This study critically evaluates the representations of Artificial Intelligence (henceforth, AI) - ideologically and linguistically, in educational discourse, addressing an important lacuna in the literature. It interrogates how AI is framed by dominant global narratives as an unbiased and liberal Educational Technology (henceforth, EdTech) for pedagogical advancement. Though, extant studies have looked at AI as a transformative pedagogical EdTech, however, there is a dire need to critically evaluate the ideological framings of such narratives. Drawing on Critical Discourse Analysis and the principles of Critical Applied Linguistics, the study examines select corpus consisting of national education policy documents and promotional materials from AI- based EdTech firms operating within Nigeria. The study which adopted the purposive sampling technique was able to select texts that overtly position AI in relation to language teaching and education reform. Findings indicate among other things that such representations often neglect the contextual realities, particularly in Nigerian classrooms. The study also notes that AI is chiefly represented through depoliticised, techno-utopian rhetoric that highlights proficiency and irrevocability while ignoring infrastructural challenges, pedagogical consequences as well as linguistic multiplicity. Findings also indicate that such conversations ignore the interventions of local educators in favour of outsourced technical aids. The study recommends localisation of conversations and AI policies, ensuring the inclusion and engagement of stakeholders as well as the advancement of critical digital literacy in Nigerian teacher education.

Keywords

AICritical Discourse Analysiseducationdiscursive representationslanguage

References

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