Welcome to 2025, a year that promises to be both exciting and transformative. This is not just any year; it is a jubilee year, marked by the symbolism of the wood snake in the Chinese zodiac, known for its wisdom and adaptability. It is also heralded as the year of the disruptor, with artificial intelligence (AI) making its mark in virtually every aspect of our lives. AI’s influence is particularly profound in the realm of language teaching and learning, where it is reshaping traditional methodologies and opening up new possibilities.
In recent years, AI has become an integral part of our daily interactions with language. We are already accustomed to using AI tools like spellcheck when typing, and search engines like Google for researching information. Translation services such as Google Translate and DeepL have made multilingual communication more accessible than ever before. These tools have become indispensable companions in our writing processes, allowing us to effortlessly expand our thoughts and ideas. For instance, Microsoft Copilot can transform a simple brain dump into a comprehensive piece of writing, meeting any specified word count. This raises intriguing questions about the nature of creativity and originality. Is relying on AI for such tasks cheating, or is it simply a new way of harnessing technology to enhance our capabilities? The answer may not be straightforward, as it challenges us to reconsider our perceptions of right and wrong in the context of technological advancement.
The key is balance. On the one hand, we have the universal translator that Star Trek envisioned many years ago. On the other, we have the potential for students to forgo learning and dismiss challenging their own creative minds and putting in the work to overcome their own perceived limitations. And yet, if we can find a balance between the two, maybe we have struck gold.
In her insightful chapter on January, Bonnie Smith Whitehouse invites us to “transcend dualities,” a theme that resonates deeply as we embark on this new calendar year. Dualities are pervasive in our daily lives, presenting us with choices such as hot/cold, vanilla/chocolate, and this/that. In the realm of translation, we often grapple with decisions about which words are appropriate for specific contexts, recognizing that language is not always a perfect fit. Our classrooms, too, are filled with dualities: masculine/feminine, singular/plural, present/past, true/false, and cultural references that may resonate in one language but not another. These linguistic “Schrödinger’s cats” challenge us to navigate the complexities of language and culture.
As educators, we have the unique opportunity to raise awareness about these dualities among our students. By encouraging them to recognize and transcend these inherent dualities, we can foster a deeper understanding of linguistic and cultural realities. This involves challenging students to think critically about language and to embrace the nuances that make it both fascinating and complex. It is about encouraging them to see beyond binary choices.
Will you take up the challenge of transcending dualities in the classroom specifically as they relate to language and culture? How so? Share your thoughts and experiences with us!
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Smith Whitehouse, Bonnie (2022). Seasons on Wonder: Making the Ordinary Sacred Through Projects, Prayers, Reflections, and Rituals: A 52-week devotional
Elvira G. Di Fabio, Ph.D.
Honorary Associate
Director of Language Programs (2016-2020)
Romance LGs & Lits, Harvard University
co-author of Parliamo italiano!: Parliamo italiano! 5e.
