Pedagogy First: Collegial Conversations about Large Language Models, Cognitive Debt, and Language Teaching

Abstract

The growing emphasis on using generative artificial intelligence (GenAI) at DLIFLC has led to experimentation, discussions, and presentations to develop appropriate practices for adopting this technology for teaching and learning. The 2025 Holiday Professional Development Program (HPDP) was an opportunity for teachers to build our capacity to integrate large language models (LLMs), such as ChatGPT and Copilot, and to discuss other matters of importance to the institute. This faculty forum article is a collegial conversation arising from one HPDP presentation that led to deeper discussions about the problem of minimally guided approaches to integrating GenAI into second language learning (SLL). As we work towards developing guiding principles for the productive use of GenAI, teachers are instrumental in supporting proficiency gains, cognitive development, and intellectual growth. From broad guiding principles, we may eventually generate LLM microstrategies of engagement grounded in a deep understanding of second language pedagogy and macrostrategies for language teaching. The challenge of meeting the changing needs of our students requires collegial dialogue and the continuous collection of empirical and anecdotal evidence to support the next generation of military linguists.