Abstract
Educational technologies powered by artificial intelligence have emerged as an integral component in English language education, predominantly restructuring the teaching-learning process. This research investigates tertiary-level English language teachers’ perceptions concerning the role of AI in language pedagogy, particularly its impact on the reproduction and recontextualization of linguistic knowledge and its influence on educator agency. Using Basil Bernstein’s theoretical framework of the pedagogic device, the research examines how AI influences and alters language knowledge for pedagogical applications in an English as a Second Language context. The objective is to gain novel insights into how language educators use artificial intelligence to frame, enact, and communicate linguistic knowledge and how it reshapes their curriculum agency, professional roles, and instructional decisions within language educational settings. A survey-based quantitative research design employing a Likert scale questionnaire was implemented to gather data from 86 English language educators at higher educational institutions (HEIs) in India. The quantitative data were coded and analyzed using IBM SPSS and Microsoft Excel to understand the trends and insights in the responses. The statistical analysis reveals that educators regard artificial intelligence as a dynamic and versatile tool capable of effectively transforming linguistic knowledge into forms appropriate for pedagogic exchange. The findings further underscore that AI is significant in perpetuating and transmitting recontextualized language knowledge while assisting educators in exercising agency and achieving pedagogical goals within the sphere of language education.