This paper aims to critically examine these ethical dimensions through the lenses of sociocultural theory, Second Language Acquisition and Constructivism, situating Generative Artificial Intelligence as a powerful but non-neutral cultural tool. The literature review highlights both the potential benefits, such as increased access to adaptive input and output opportunities and the risks, including algorithmic bias, Anglocentric dominance and digital inequities. Building on these insights, the discussion emphasizes the evolving role of educators as ethical mediators, the importance of fostering learner autonomy and the cross-cultural challenges posed by digital colonialism. To address these complexities, the paper proposes the AI in Language Education Model (EALEM), a conceptual framework that fosters four guiding principles: inclusivity, transparency, human-in-the-loop mediation and participatory design. EALEM offers a practical map for integrating Generative Artificial Intelligence in ways that support linguistic diversity, foster intercultural competence and promote educational justice. By articulating this framework, the paper contributes to debates about AI in education, providing theoretical and practical guidelines for responsible, equitable and reflective use of Generative Artificial Intelligence in language learning contexts.
Key words: GenAI, Language education ethics, Algorithmic bias, Digital equity, Sociocultural mediation, AI literacy