AI’s Contribution to an Augmented Methodology for Using Language-Culture Textbooks: Towards Co-Governance of Differentiated Learning Resources in the Classroom

Abstract

This essay extends and develops the theoretical framework for a model of integrating generative AI into the everyday use of textbooks in language classrooms, or "textbook-AI integration model", using a practical approach developed and tested in 2025 in a series of personal publications on my website (see the "Intelligence Artificielle" bibliography section). This model is based on the premise that textbooks remain an indispensable tool for the vast majority of students and teachers because of the many educational functions they perform, some of which AI systems are not yet able to simulate in an immediately operational manner. However, the systematic use of textbooks encourages a focus on teaching and makes it difficult to differentiate between teaching and learning methods. It is these two disadvantages that AI is tasked with compensating for in a way that also aims to counter the proposals for individual use that are overwhelmingly dominant in the current literature, even though they contradict the official goal of training in "digital citizenship". To this end, the approach is based on collective co-governance between teachers and students, using an "augmented methodology" that offers both parties ideas for varying teaching and learning methods. These augmentations are generated in the AI's responses by means of targeted queries, each of which is accompanied by two PDF files: a reproduction of a selected excerpt from the current didactic unit, and a didactic model that will guide the AI's proposals towards a wide range of variations available in didactics of languages-cultures. Methodological variations can be found in the teaching of all languages, whether native, national, or foreign. They can also be found in other school subjects, particularly those involving document analysis (history, geography, economics and social sciences, civic education, media literacy, etc.), so that the proposed model also opens up prospects for interdisciplinarity. The conclusion of this essay is devoted to a lengthy discussion of the implications of this manual-AI integration model in terms of teacher and student training/self-training. Also available at https://www.researchgate.net/publication/400805660.