2022 Volume 7 Pages 19-36
This paper revisits the concepts of intelligence, language, and language education by considering “cyborg,” “language games,” and “plurilingualism,” and discusses the use of machine translation in English education. The use of artificial intelligence (AI) does not negate human intelligence because human intelligence inherently involves the use of media and tools; humans may be described as “natural-born cyborgs.” An analysis of language into the specific activity of language games reveals that the usefulness of machine translation depends on particular language games. English-language education from a monolingual perspective discourages the use of machine translation because it involves learners’ native language (Japanese). However, educators must realize the diversity of the use and learning of English, ranging from a transient and spontaneous conversation to extended and reflective writing. Language education from a plurilingualism perspective encourages foreign-language learners to use all of their linguistic resources (including their native language skills) in various language games. A discussion on the introduction of machine translation into English education should be specific on a case-by-case basis, not categorical on an either-or basis.
