In recent years, applied linguists have examined the potential impacts of generative artificial intelligence (GenAI) tools — tools built on large language models which are designed to rapidly produce human-like text and discourse. Within this arena, researchers have investigated a number of topics, such as students’ willingness to engage with GenAI tools (e.g., Kohnke, 2024; Ma, 2025), teachers’ adoption of GenAI in the language classroom (e.g., Law, 2024; Van de Poel & Gasiorek, 2024), and more broadly, the extent to which teachers and researchers can reliably distinguish AI- from human-produced texts (e.g., Casal & Kessler, 2023; Goulart et al., 2024). Since GenAI tools have the capacity to radically alter the teaching and learning of second or additional languages (L2s), a growing number of studies have also begun to focus on language teachers’ perceptions of these tools (e.g., Gao et al., 2024; Moorhouse et al., 2024; Moorhouse & Kohnke, 2024). In particular, many studies involving teachers’ perceptions have explored teachers’ beliefs of GenAI’s utility and the extent to which teachers believe GenAI can be integrated into the classroom. However, it is important to note that most research has focused on English as the target language (e.g., Alharbi, 2024; Dakakni & Safa, 2023; Gao et al., 2024), and little is known about the beliefs of instructors who teach languages other than English. Additionally, the findings of prior studies have pointed to potential tensions between teachers’ perceptions of GenAI’s utility and issues involving teachers’ concerns of the ethics of using such tools. Given the diverse nature of applied linguistics and the increasingly dynamic capabilities of GenAI tools themselves, it is vital to further investigate how teachers of a variety of languages perceive these tools, both in terms of utility and ethicality. Such findings are likely to have important implications for L2 teaching, learning, and educational policy.