Generative AI and Redefining Scope of Language Curriculum

This chapter is based on an argument that while AI offers opportunities for adaptive and on-demand learning, it tends to reduce the scope of the curriculum. A dataset collected through semi-structured interviews with twenty university-level TESOL educators from fifteen countries was analyzed qualitatively. Three interconnected themes surfaced from this analysis: bias in content selection, reduced critical engagement, and teacher mediation. As AI tools work on measurable skills rather than critical thinking and cultural depth, they risk narrowing language curricula to quantifiable features, underscoring the importance of pedagogical strategies for holistic development. Positioning educators as active agents helps in shaping inclusive and reflective language learning, preserving cultural depth, critical engagement, and holistic learning outcomes in AI-enhanced environments.