The integration of Artificial Intelligence (AI) in French language education has transformed traditional pedagogical approaches, offering innovative tools for personalized and adaptive learning. However, the use of AI in teaching of Français Langue Etrangère (FLE) presents significant ethical and pedagogical challenges. This study aims to explore the implications of AI-driven language learning tools in the Indian educational context, focusing on ethical concerns such as data privacy, algorithmic bias and the role of human teachers, as well as pedagogical issues like student engagement, accuracy in language assessment and cultural contextualization. The study adopts a mixed-methods approach, combining qualitative analysis through interviews with French language educators and AI experts, along with quantitative surveys conducted among students using AI-assisted learning platforms. The study examines the effectiveness of AI tools in enhancing linguistic proficiency while assessing their limitations in achieving communicative competence and cultural awareness. It also investigates teachers’ perceptions of AI’s impact on traditional classroom instruction and their readiness to integrate AI-based methodologies. AI enhances accessibility and individualized learning, it cannot replace human intuition in language teaching, particularly in areas requiring nuanced cultural understanding and emotional intelligence. Ethical concerns regarding data security and the risk of over-reliance on AI-based feedback mechanisms also emerge as key challenges. The study suggests a balanced AI-human teaching model where AI serves as a supplementary tool rather than a replacement for educators. This study contributes to the ongoing discourse on AI in foreign language education by offering insights into the Indian context, providing recommendations for ethical AI deployment and emphasizing the need for teacher training programs to ensure effective AI integration.