Philosophical Dialogue in Language Education: The PhiloL2-AID Framework

Villa-Torrano, Alejandro

doi:10.22055/rals.2026.52295.3869

Philosophical Dialogue in Language Education: The PhiloL2-AID Framework

Document Type : Research Article

Author

Alejandro Villa-Torrano

Spanish Department, Center for Foreign Language Education and Research, Rikkyo University, Tokyo, Japan

10.22055/rals.2026.52295.3869

Abstract

The aim of this conceptual article is to present PhiloL2-AID (Philosophical Dialogue for L2 through AI-Assisted Design), a framework for pedagogical co-design between teachers and GenAI for the creation of context-sensitive materials for philosophical dialogue as an innovative methodology for second language acquisition. Philosophical dialogue is a form of group conversation centered on the exploration of philosophical concepts through open-ended questions. This type of interaction generates the need to define concepts, justify positions, respond to alternative perspectives, and reformulate ideas. The proposed model combines thematic openness, linguistic and conceptual adaptation, teacher validation, and successive cycles of generation, evaluation, implementation, and revision. The article presents the methodology, defines its cognitive, epistemic, and communicative objectives, describes the stages of the AI-assisted design process, and proposes a two-session implementation sequence in classroom. Finally, an example applied to university-level teaching of Spanish as a foreign language is provided to illustrate how the framework may be operationalized.

Keywords

Dialogic Pedagogy

Philosophical Dialogue

PhiloL2-AID

Human-AI Co-Design

L2 Education.