Redefining Generative Artificial Intelligence “Power Use” for Adult English for Speakers of Other Languages Instructors Through a Multiple Case Study

The rapid emergence of generative artificial intelligence (GenAI) presents both opportunities and challenges for adult English for Speakers of Other Languages (ESOL) instruction. This paper draws on evidence from a multiple case study to present a new way of thinking about ‘power use’ of GenAI for adult ESOL teaching, with particular attention to the role of professional development (PD) in shaping instructional practice. Effective and equitable use of GenAI is less about the volume of tools adopted, or the frequency of use, and more about the quality of instructional decision‐making that guides their use. Specifically, PD must address educators’ ethical concerns related to GenAI, respond to the adaptive and generative nature of these technologies, and remain grounded in learning‐first priorities aligned with evidence‐based instructional frameworks. Without sustained, integrated PD, GenAI integration risks remaining superficial or misaligned with the needs of adult English language learners.