AI is making traditional English learning outdated

It came as no surprise. Given the rapid and relentless pace of AI development, such an advancement felt inevitable. Just days earlier, I came across a video of a middle-aged housewife who could not speak a word of English. Yet, during a doctor’s appointment, she confidently used ChatGPT to communicate with an American physician. For those familiar with AI chatbots, this capability is now standard. These tools can read, translate, and even interpret documents across virtually any language, including those filled with technical or specialized terminology.

But AI’s capacity goes beyond translation. It can now summarize documents and provide direct answers to questions about their content. In effect, language is no longer the barrier to understanding foreign materials; only subject-matter knowledge remains essential.

Given this shift, it is time for educators to reassess the goals, curriculum, and classroom time dedicated to foreign language education across all academic levels. Last year, the Ministry of Education permitted provinces to select a third subject for high school entrance exams. Nearly every province chose a foreign language, primarily English. This approach should be reconsidered in the years ahead. Instead of English, subjects such as natural sciences, technology, history and geography, would be better suited to equip students for a future shaped by AI.

A woman studies on smartphone and laptop. Photo from Pexels

Students should be guided toward disciplines that build foundational knowledge and logical reasoning, better preparing them for a world where AI functions as a tool, and humans serve as the thinkers and decision-makers. The long-held belief that fluency in English is essential for engaging in global work may soon become outdated. In the emerging landscape, those who know how to use digital tools effectively, identify what they need, and solve complex problems will be the ones leading the way.

That is not to say that foreign languages no longer matter. They still play a vital role, particularly for researchers or professionals engaged in deep collaboration with international partners. However, for the average high school student, devoting excessive effort to mastering complex grammar rules or rarely used sentence structures may not be the best use of time, especially when many of these forms are barely used by native speakers themselves.

That time would be better spent strengthening analytical thinking, developing logical frameworks, and building a solid understanding of the world, areas where AI has no substitute, and which AI cannot support if users lack the underlying knowledge.

Consider this future scenario: in a business meeting, participants each speak their native language while AI translates in real time, adjusting for tone, context, and technical vocabulary. In such a setting, what differentiates one individual from another?

It will not be language skills—but the ability to think critically, ask meaningful questions, and contribute insightful ideas. For this reason, I believe it is time we make a fundamental shift. English, while still a valuable skill, is now just one of many tools in a much larger toolbox. Our focus must return to the foundational sciences, the true engines of innovation and progress.

Time is limited, and the pace of change is accelerating. If we fail to choose the right direction now, we may find ourselves too far behind to recover.