Prompt literacy is framed in this workshop as an emerging language and learning skill that influences whether AI use undermines learning or meaningfully supports comprehension, practice, brainstorming, and reflection. This session examines how educators and students use AI in different ways, drawing on classroom practice in Japanese public high schools, an AI-focused unit with secondary students, professional dialogue with JET ALTs, and published cross-curricular research on AI use in the classroom. The workshop is organized around contrasting classroom-based and English debate examples of ineffective and effective AI use by students and teachers, with particular attention to how learners ask questions of tools such as ChatGPT, Gemini, and Google Translate/DeepL. It emphasizes how generative AI and CALL tools can function as scaffolding for thinking, communication, and inquiry rather than substitutes for learning. Designed for educators interested in practical classroom applications, the session uses discussion and reflection to explore how task design can support responsible and productive AI use. Participants will discuss examples of AI use in their own contexts, consider how to guide students in using AI more effectively, and leave with practical, immediately usable ideas for brainstorming, writing support, and fostering communication across proficiency levels.