AI LITERACY FOR CELTA-TRAINED TEACHERS: COMPETENCIES, CHALLENGES, AND PEDAGOGICAL IMPLICATIONS IN MODERN ELT CLASSROOMS
Keywords:
Keywords: AI literacy; CELTA methodology; ELT pedagogy; teacher competencies; communicative teaching; digital transformation; generative AI.Abstract
This article examines the growing significance of Artificial Intelligence (AI) literacy for CELTA-trained teachers and discusses how AI-related competencies, challenges, and pedagogical implications are reshaping modern English Language Teaching (ELT) classrooms. The article argues that AI literacy has become an essential extension of professional teacher competence, requiring teachers to develop technical, pedagogical, and critical literacies. AI tools are now capable of providing language analysis, generating contextualised materials, assisting lesson planning, supporting assessment, and offering learner-specific feedback, all of which can enhance CELTA-style instruction when used appropriately. However, AI tools also present concerns regarding reliability, accuracy of linguistic explanations, ethical considerations, learners’ over-reliance, and threats to teacher autonomy.
