Prof. Plötner, does it still make sense to teach foreign languages at school when artificial intelligence is able to translate whole texts in seconds?
Artificial intelligence can also calculate perfectly, but no one would think of suspending math lessons. I am not only convinced of this, but I also consider it essential to continue teaching foreign languages at school. It means so much more than just teaching vocabulary and grammar. Through language, we learn about other cultures, their history, their everyday life, and the special aspects of living together. It is not possible to truly understand one another without a deep understanding of the other.
How can this be conveyed in class?
Let us take French, which is spoken on different continents. French lessons naturally begin with topics related to the culture and everyday life of France and Belgium. But then they move across the Atlantic to French-speaking Canada and finally to the countries of Africa where French is the official language. Being able to communicate effectively there requires cultural and language-specific knowledge as well as intercultural competence. We train cosmopolitan people who can tolerate alterity and deal with it.
Would it not be enough to learn English, which is spoken globally?
Then the cultural richness of other language areas would remain invisible to us. Especially in Europe, this would be disastrous. The different types of literature, film art, theater, and music would be lost to us. Learning languages is part of general and aesthetic education. It promotes a reflective approach to one’s own identity and that of others. This, in turn, encourages the all-important exchange of ideas, especially on socio-political issues.
Couldn’t AI be used for that as well?
Certainly. As support. However, in order to use it responsibly and critically, you need linguistic, technical, methodological, and cultural knowledge that you have to acquire yourself. No AI can replace that. In addition, communication often depends on stylistic nuances, an understanding of metaphors, and even the humor of other language areas. Lexis, grammar, and phonetics alone are not enough. We also don’t yet know how real-time translation will affect the nature of communication. Even in German, many people find it difficult to listen, express themselves clearly, exchange arguments, or engage in constructive debate...
Reducing language lessons at school in favor of media education is already being discussed.
That is no alternative. Media education is a cross-cutting task. It must be integrated into all school lessons, in every subject. In teacher training, we agree that media skills should always be taught in connection with the content of a subject and specific needs. It is important that digital media and AI are used in the classroom in a didactically meaningful way, i.e., that they fulfill a supportive and promoting function in learning.
For example?
360-degree applications and virtual reality that relate to learners’ everyday lives can stimulate communication. Compared to images and ordinary videos, such technologies offer the advantage of actively practicing speaking with avatars, for example. But collages created with the help of AI, or Instagram reels that can be integrated into lessons, also promote activity and creativity. Language, even if it is not one’s own, is always a means of reflection and expression of individuality.
Nevertheless, the temptation to use artificial intelligence instead of taking the long road of learning a language will be strong.
As I said, this also applies to all other subjects. So why bother learning your own language? Or learning formulas? Or playing music? AI can do all of that too. Everything we learn requires practice and perseverance. You have to persevere through phases of uncertainty, during which you make mistakes and feel frustrated because you haven’t managed something as well as you would like. If we shy away from these efforts, eventually we won’t be able to use artificial intelligence either. Because if I want to use a translation tool, for example to save time, I also have to be able to assess the result.
If no one learns French, Spanish, or Italian at school, your own field would ultimately be threatened.
A city as Francophile as Potsdam would be unthinkable without Romance studies. Frederick, Voltaire, Sanssouci – French is simply part of it here. But so is the Italian influence in architecture. We live in the heart of multilingual Europe and cooperate with partner universities worldwide. Languages, their study, and their teaching are an essential feature of our international diversity.
Kathleen Plötner is Professor of Didactics of Romance Languages, Literatures, and Cultures at the University of Potsdam.
This text was published in the university magazine Portal - Zwei 2025 „Demokratie“. (in German)
Here You can find all articles in English at a glance: https://www.uni-potsdam.de/en/explore-the-up/up-to-date/university-magazine/portal-two-2025-democracy