Abstract
<jats:p>As global migration to English-speaking countries increases, more students with English as an Additional Language (EAL) are educated in mainstream classrooms, where responsibility for language support is often placed on non-specialist, frequently monolingual teachers with limited training in second language development. These teachers must address EAL learners' linguistic needs while meeting curriculum demands and responding to expectations to integrate generative AI (GenAI) into teaching. This systematic literature review examines GenAI as an emerging assistive technology in mainstream classrooms and its impact on EAL learning. Across 11 peer-reviewed studies (2010–2025), findings indicate that GenAI can improve reading and writing, reduce language anxiety, support metacognition, and promote learner autonomy, particularly when combined with explicit scaffolding and linguistically informed pedagogy. However, limited longitudinal and classroom-based evidence highlights the need for further research into effective pedagogical integration.</jats:p>