The issue: New technologies and language education

In the ever-evolving landscape of education, one of the most hotly debated topics—particularly within the realm of language teaching and learning—is the integration of generative artificial intelligence (AI) and its potential implications. As modern language programs grapple with declining enrollments (Lusin et al., 2023) and institutions reconsider the necessity of language requirements for university entrance (e.g., The University of North Carolina System, 2024), headlines detailing the closure of language departments spark concerns about the future of language education (Pettit, 2023). Fears abound that generative AI tools such as ChatGPT and machine translation may render the need for traditional language instruction obsolete. This year's Perspectives column delves into these pressing concerns. At its core is Richard Kern's anchor piece, "Twenty-first century technologies and language education: Charting a path forward," which posits that the field has reached an "inflection point," necessitating a nuanced exploration of the affordances and limitations of generative AI. Kern advocates teaching for critical engagement and reflects on the value added of in-person language teaching, concluding that human teachers must ultimately remain at the core of language teaching and learning. Accompanying Kern's contribution are six commentaries composed by innovators from diverse backgrounds across the globe. Each offers a unique perspective on the intersection of technology and language education. Chapelle provides a historical overview, recalling technologies that have evolved over her career and describing how they have prepared the field to engage with generative AI. Drawing upon her expertise in computer-assisted language learning, González-Lloret emphasizes the importance of technology-mediated language learning. She also underscores the importance of developing the sociocultural practices, intercultural competence, and interpersonal skills needed in our globalized society. Like Chapelle, Handley provides a historical perspective, but her contribution shifts the focus to language teacher preparation. She explores what makes an effective language teacher, focusing specifically on the pedagogical content knowledge and interpersonal skills required by teachers. Highlighting the limitations of existing language programs (e.g., Duolingo), she underscores the irreplaceable role of language teachers in fostering meaningful learning experiences. The next two commentaries also focus on the pedagogical content knowledge and interpersonal skills required by language teachers, and further explore the evolving landscape of language teacher education. Gao calls for the cultivation of new competencies in teachers for the "brave new world" of AI-driven instruction. He cautions that our current understanding of the future capabilities of AI is limited, so language teacher educators must reorient themselves to address students' personal development rather than solely the task of teaching language. Guichon proposes the notion of metatechnolinguistic competence, which he defines as teachers' critical and ethical knowledge about technological tools and how they influence language and language learning. Arguing that it is untenable to prohibit students' use of AI tools, Guichon instead proposes that teachers empower students to harness such tools to enrich their digital literacy. In the final commentary of this column, Thorne emphasizes the co-evolutionary relationship between humans, technology, and language. Like Guichon, he calls for a "culture shift" in language education that incorporates generative AI rather than prohibiting its use, embracing AI as a means to promote equity and inclusivity in learning environments. But like Gao, Thorne argues that language learning is ultimately about developing human relationships. Together, these contributions underscore the multifaceted nature of generative AI and its implications for language education. Across Kern's anchor piece and the six accompanying commentaries, we find themes related to the importance of the humanistic aspect of language learning—that is, how language learning is critical for building relationships, developing cultural knowledge, and fostering intercultural competence. As each of these authors contend, human teachers are essential to these endeavors. As the field grapples with rapid advancements in AI, this Perspectives column charts a path forward, offering valuable insights into how educators can navigate this evolving landscape to ensure the continued relevance and effectiveness of language instruction.