The opera The Passenger, by Polish composer Mieczysław Weinberg and based on the novel by Zofia Posmysz, tells the story of two women who encounter one another years after Auschwitz: one a former SS guard, the other a Jewish survivor. The opera moves between an ocean liner bound for Brazil and memories of the concentration camp, exposing the enduring trauma of imprisonment. It is no coincidence that the chorus of The Passenger is sung in a mosaic of languages, with some productions even incorporating the local language into the performance. Polish, Russian, French, Yiddish, and Spanish, the latter incorporated into the version performed at Madrid’s Teatro Real in March 2024, reflect Weinberg’s attempt to reconstruct the chaos and horror of Auschwitz, and the approach helps audiences glimpse the brutality of Auschwitz while recognizing that no artistic representation can fully capture it.
Preserving the diversity of voices and collective memory through art and language is a sacred and profoundly human mission. It also invites reflection on artificial intelligence and its role beyond the imperatives imposed by the rapid advances of this technology, corporate interests, and the struggle for control and geopolitical influence. Pope Leo XIV’s encyclical Magnifica Humanitas deals precisely with the search for AI’s purpose and for what should lie at its core. At the heart of this vision is the need to disarm AI and make it human.
The new generative language models are capable of imitating one of the defining features of our humanity: language. Ever since the dawn of AI, long before the emergence of models such as ChatGPT and Claude, machine translation and correction tools have raised questions about the value of learning languages. As Marta Sanz Manzanedo of the University of Burgos notes, AI has evolved from simple grammar practice programs into sophisticated intelligent tutoring systems and conversational bots. So, if AI can perform such tasks that once required years of language study, what remains valuable in the act of learning another language? Why would anyone choose to embark on the long and often arduous process of language learning, with its demands for consistency and the vulnerability of making mistakes along the way?
Part of the answer lies in what Nobel laureate Daron Acemoglu argues: that “when two things are different, you should not – and typically cannot – use one to mimic the other.” While AI models are highly effective at detecting patterns in large volumes of data, they still lack genuine creativity and direct experience of the real world.
The ultimate goal of language learning is not linguistic perfection or technological efficiency.
Being able to express oneself in a foreign language goes far beyond the ability to combine words in the correct syntactic order or to use the appropriate lexicon, something that machines can already do to a considerable extent. Languages open the door to new realities and perspectives because they are intrinsically linked to culture. They enable us to connect as human beings through imperfection, enriched as they are by intonation and the subtleties of tone, by pragmatic cues that convey context and nuance, by the gestures that accompany intention, and by all that is expressed through a unique personal style. What makes language learning fundamentally human is that it requires making mistakes and hard work as an integral part of both the process and personal growth. Relying exclusively on AI to overcome language barriers could increase efficiency, but it could also reduce cultural richness, diversity of thought and opportunities for intercultural connection. The standardization of style and thought poses one of the greatest risks.
Artificial intelligence provides us with dress rehearsals before we take the stage in real-life interactions. Rather than replacing teachers or human conversation, it can expand opportunities for practice beyond the classroom. Virtual environments allow learners to experiment, make mistakes, and receive feedback in settings where the emotional stakes are lower but the cognitive demands remain real.
Therefore, if AI should not replace language learning, then its value in regard to language should be found elsewhere, in helping us practice, experiment, and build confidence in language before communicating with another human being.
For instance, research has shown that immersive virtual reality can make language learning more interactive and practical. By placing learners in realistic scenarios and providing immediate feedback and suggestions for improvement, VR tools help students practice language in context while expanding their vocabulary and grammatical range. Studies have found that this combination of immersive practice and real-time feedback can improve both accuracy and fluency, while also increasing motivation and engagement.
By creating more opportunities for independent practice, virtual reality can help learners take a more active role in their own progress. Dynamic scenarios require students to think quickly and use language spontaneously, while repeated practice can build confidence over time. However, challenges such as hesitation, word-finding difficulties, and pronunciation issues persist, reflecting the enduring challenges of real-world communication.
Research from Yongliang Wang of NCWU also suggests that immersive environments can reduce the anxiety associated with making mistakes by allowing learners to practice with non-judgmental conversational partners. This lower-pressure setting can increase confidence, engagement, and willingness to participate while reinforcing commitment through immediate, personalized feedback.
Learner autonomy is fostered when students are able to practice independently and at their own pace. This encourages them to take responsibility for their progress and strengthens their spontaneous use of Spanish or the language they are studying. According to the British Council report, Artificial Intelligence and English Language Teaching: Preparing for the Future, these tools encourage reflection on personal goals and promote greater autonomy, empowering students to take a more active role in planning and managing their own learning.
The growing use of AI in language education also highlights several broader lessons. Assessment should not focus solely on outcomes but on the learning process itself. Feedback is most valuable when it encourages reflection rather than simply correcting mistakes, helping learners understand why errors occur, recognize patterns in their language use, and does guidance in using AI critically – not only understanding its capabilities, but also questioning its biases, assumptions, and limitations. Ultimately, technology is most effective when it enriches learning rather than simplifying it, while keeping human interaction at the center of the educational experience.
Artificial intelligence (along with VR) still has limitations, especially in areas such as providing feedback on pronunciation, delivering natural-sounding interactions, and meeting the challenges of real-time oral communication. A learner’s confidence may improve, but the inherent complexity of language learning does not disappear. Meanwhile, it is essential to support educators in developing the skills and best practices needed to keep the human element at the center of these transformations. As Kenneth Holstein and Vincent Aleven of Carnegie Mellon University detail, training in the use of this technology is not only a technical exercise but also involves learning how to effectively integrate it into teaching methods. This includes understanding its limitations and potential and learning how to use it to complement traditional teaching.
As in The Passenger, it is diverse voices that enable us to approach a more complex, more human reality, albeit with many imperfections. Artificial intelligence can help us rehearse, practice, and gain confidence, but the ultimate goal of language learning is not linguistic perfection or technological efficiency. It is human connection. Because learning a language remains one of the most profound ways to discover others and, at the same time, to better understand ourselves.
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