This study explores the potential of Generative text-to-video AI (GenT2V AI) GenT2V AI, using the VEED within the OpenAI GPTs as a case, to function as Multimodal Intelligent Classroom Assistant (MICA) MICA to support linguistically responsive teaching in diverse classroom settings. We converted a lecture presentation slides into a MICA using the GenT2V AI for a targeted diverse classroom comprising of English-speaking students from US students, and Spanish Speaking Student from Mexico and Chile. The following GenT2V functionalities were employed in this conversion such as accented English audio into US English accent, translation of caption into Spanish Language as well as a reflective animation of the content ‘Education in Ghana” and an avatar representation of the presenter, an International Instructor from Africa. We analyze the output based on these functionalities. We ascertain that GenT2V AI has the potential to enable English as Second Language instructors to deliver content as MICA. Moreover, it has the potential to make lesson presentation more accessible for English Language Learners within schools’ where medium of instruction is English such as in the USA. The interactive aspect could foster student engagement in lessons during presentations. However, there are limited language and accent options which may lead to the exclusion of students whose languages and dialects are not represented. The GenT2V AI tool could only function well in bilingual class and not multilingual. Additionally, the access to GenT2V AI tools full features comes with an associate cost which could serve as a barrier to many classroom instructors. Instructors may require advanced pedagogical skills to manage video-based presentation with smooth integration of questioning, pausing, and other interactive engagement. We therefore recommend incorporation of culturally representative visuals and avatars, expansion of languages and accent options for voice-overs, enhancing accessibility through features such as sign language overlays and empirical studies involving teachers and students’ perspectives.