A comparison of the principles of AI-supported literature and language teaching

Dr. Sercan Sever

The discussion and practice of using AI in mother-tongue literature and language teaching (L1) has produced an astonishing diversity worldwide in a short space of time - compared to the media didactic discourse and repertoire of previous years. Against this background, however, the question arises as to whether AI-supported forms of teaching and learning are not also leading to the standardization of didactic approaches in L1 lessons - despite the very different educational traditions and institutional frameworks in different countries.

The project examines this question from different perspectives: What functional and application logics lie behind the forms of AI use in L1 lessons? Does teaching using AI follow implicit principles; if so, which ones? What do these changes mean in concrete terms? How should they be evaluated and how should technology-supported education be further developed accordingly?

These global issues at the interface between technology-induced teaching processes, literary and language didactic standards and institutional framework conditions are examined comparatively in the project. Initial surveys in Japan suggest that similar teaching patterns can be observed in the use of AI despite the sometimes divergent teaching content - such as haikus and tankas compared to ballads and sonnets. If this impression is confirmed by comparison, anthropological and philosophical approaches to science and technology studies should be used to clarify which factors contribute to this similarity. Through the comparative perspective and the use of interdisciplinary explanatory approaches, the project aims to promote a well-founded and critical further development of technology-related educational discourses at an international level.