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These days, Artificial Intelligence (AI) can reliably translate emails and documents for business people, and travelers can now wear tiny wireless earphones to automatically translate a speaker’s foreign words. These emails arrive in the recipient’s preferred language, and these earphones interpret for the traveler with only a brief delay, and any responses can be translated just as easily in reverse. These technologies are widespread and inexpensive now, and they work well for all of the most common languages of the world, so why should anyone bother to learn a second language anymore?
As a specialist in technologies for second language studies, I hear this question frequently.
Though impressive and exciting advances in AI technologies continue to roll out, the benefits of learning a second language remain as rewarding and undeniable as ever. Most people can master any second language and not only eliminate the need for translation technologies but also surpass the abilities of these tools. And when done well, the learning experience becomes a rewarding and enjoyable journey, and the benefits far exceed the merely practical.
So how can humans outsmart the computers?
Someday, Artificial General Intelligence (AGI) may replace the human worker entirely. But until that day, and for all remaining human workers of the future, we only need to determine which AI technologies can replace which human tasks. And though certainly practical as an occasional aid, translation tools cannot replace the second language skills of humans. Pragmatically, translation technologies will always waste too much time and attention for the world of business or diplomacy, especially in the aggregate, and especially when one or both languages are high context, or when the two languages are grammatically sequenced in conflicting ways. But more importantly, when we overuse translation technologies in human communication, we severely impair the most essential act in the building of human relationships, with devastating impacts on quality of life and an insidious hindrance when working in cultures where people build trust through personal connections and shared experiences beyond work.
The practical benefits for business or diplomacy provide enough reasons for people to continue studying second languages, but these language studies go further to improve the whole person. When people master another language, their library of potential books, movies, poetry, and songs expands enormously. Their communities of potential friends expand enormously. Their understanding of foreign cultures and viewpoints expands enormously. And eventually, all this growth leads learners to engage differences with curiosity, respect, and a sense of shared humanity.
Not surprisingly, the education systems of prosperous countries almost uniformly require the study of second languages. Abundant research shows how these studies strengthen both the brain and heart in multiple ways throughout life, but more importantly, this deep engagement with second languages helps build foundations of understanding that enable communities to transform fear and misunderstanding into productive partnerships and shared prosperity.
So what is the best way to master a second language?
When leading second language programs, teaching classes, designing materials, or guiding students of second languages in any way, the following values guide the design of my lessons, materials, and curriculum. Second language study should feel safe and enjoyable, be deeply personal yet profoundly social, require a lifelong commitment, and should make use of varied resources and experiences without overusing any advanced technologies.
1. Safe & Enjoyable Learning
In second language (L2) education, creating a safe and supportive classroom environment is essential for effective learning. Because practicing a new language often provokes anxiety and self-consciousness, students must feel secure enough to make mistakes without fear of judgment or embarrassment. Errors and misunderstandings are a natural part of the learning process and should be treated as valuable opportunities for growth rather than as failures. When learners feel safe, they are more willing to take communicative risks and engage authentically in the target language. Furthermore, because second language acquisition is a long-term process that requires sustained effort, enjoyment plays a crucial role in maintaining motivation. Activities that are engaging, meaningful, and enjoyable not only reduce affective barriers but also promote persistence and a positive attitude toward lifelong language learning. In short, the L2 classroom should be both a safe space and a joyful one, where learners can experiment freely, build confidence, and sustain their motivation over time.
2. Personal Learning
Language learning should reflect each learner’s goals, values, and interests. The best progress comes when students work toward something meaningful—reading about their passions, creating real projects, and pursuing achievable and personal goals. Technology and teaching materials should support these individual aims rather than dictate them. Building learner agency by helping students to make informed and self-directed choices should be central to all second language programs.
3. Social Learning
Second language practice must be social because language itself is a fundamentally social phenomenon. Communication is not a solitary act; it is the sharing of meaning, emotion, and perspective between people. To truly master a second language, learners must engage in frequent and meaningful interaction with others. Through conversations, they develop not only linguistic accuracy and fluency but also empathy and intercultural understanding. Practicing with others allows students to appreciate different viewpoints, values, and communication styles, which are essential for global competence. Whenever possible, students should seek opportunities to study abroad (ideally more than once, and for long stretches) to experience authentic communication in diverse contexts. When studying abroad is not feasible, learners should still form study communities and practice regularly with peers who share similar goals. In every case, language learning thrives through human connection; it is through others that learners find both the motivation and the means to grow.
4. Lifelong Learning
Mastering a second language requires a lifelong commitment. Unlike short-term academic goals, language learning does not end when a course or degree is completed; it is an enduring process that continues throughout someone’s life. Even after achieving high proficiency, learners must actively maintain their skills through daily use to prevent language attrition. Reading, writing, listening, and speaking the language regularly are essential to keeping it alive in both the mind and the heart. Over time, the second language should become an integral part of one’s lifestyle, influencing how one thinks, feels, and interacts with the world. This lifelong relationship with the language deepens cultural understanding and enriches personal growth. Ultimately, the goal of language learning is not simply mastery, but ownership: the language should become a lasting part of the learner’s identity.
5. Varied Learning
Diversity helps to maintain motivation in L2 education, and motivation sustains the language study. In particular, advanced technologies should be used wisely. When these resources are carefully chosen and adapted to the specific needs of a learner, they often help to motivate learners, but they should not dominate the study or practice of second languages. Apps such as Duolingo are excellent for beginners, but they are only one possible piece of a much larger picture. Students should seek out trustworthy instructors, find a variety of well-vetted materials, and engage in activities that connect the classroom with real-world experiences. If the entire language-learning journey is spent in front of a smartphone, the study is less effective, and the student misses opportunities for human connection and discovery of something real.
Mastering a second language is not simply the acquisition of vocabulary or grammar. It’s a cultivation of empathy, curiosity, and resilience. It’s a lifelong practice of connecting with others and with oneself through words that once felt foreign but eventually become familiar and intimate.
Scholarly Influences
- Distributed Language
- Communities of Practice
- Reflective Teaching
- Action Research
- Psychological Richness
- New Media Literacies
- Ecological Psychology
- Sociocultural Perspectives
- Critical Pedagogy
- Peace & Conflict Studies
- Intercultural Communication
- Dialogical Perspectives
- Computer Assisted Language Learning
- Task & Project Based Learning
Richard Schoonmaker 