As part of an exploratory study, we analysed interviews with six teacher trainers in the field of foreign language education on the uses of generative AI. We also studied the study plan for these domains. Depending on the degree of use of the AI and their involvement in courses about media and digital technologies, the focus of the trainers diverged, including text genres, formative assessment and the personalised tutor. Our analyses enable us to clarify several dimensions of the evolution of teacher mediation when these digital tools are used and to deepen the process of learner authorship.