Intégrer l’intelligence artificielle en situation de classe : là où se moulent l’innovation pédagogique et l’usage conscient

Integrating Artificial Intelligence into the classroom : where pedagogical innovation and conscious practice are forged

Abstract

This research presents an innovative classroom practice that integrates automatic translation tools into the teaching of French idiomatic expressions. The mayn objective of this work is to respond to long-standing goal in language pedagogy : promoting a reasoned and critical use of digital translation tools in university learning contexte. By combining pedagogical innovation and luiguistc reflection, this study aims to explore how lrarners interpret, translat, and reuse idiomatic expressions through translation engines such as Google Translate, Reverso Contxt, and Chat GPT. A sequence of experimental classroom sessions was carefully planned and carried out, focusing on progressive learing stages : awareness, comprehension, translation and creative reuse. The observation and pedagogical analyses drawn from this practice highlight both the relevance and the limitations of automatic translation tools. This stady which links linguistics competence with digital literacy, represents an original contribution of the field of didactics of franch as a foreign language. It may also serve as a basis for future research aiming to deepen the integration of artificial intelligence into language teaching and learning.