Contextualized AI-Driven Narratives

This qualitative case study examines how contextualized AI-generated narratives support multidimensional literacy in a diverse first-grade EAL classroom in Valencia, Spain. Analysis of observations, student work, and focus group interviews show that AI narratives become effective when adapted to learners' interests, linguistic capabilities, and sociocultural backgrounds. Results highlight gains in engagement, comprehension, spontaneous language use, and cultural awareness across all learners' profiles, including students with special educational needs. Crucially, effectiveness depends on teacher mediation through prompt design, output evaluation, and guided delivery. The study argues that AI functions not as teacher replacement but as a cultural tool requiring strong pedagogical expertise to transform generic outputs into meaningful learning experiences. Implications stress that successful AI integration in early language education must keep human relationships, cultural relevance, and critical reflection at the center.