AI TONGUES: LINGUISTICS GUIDING DIGITAL LANGUAGE POLICIES IN THE AI ERA

Abstract

The purpose of this article is to explore the key role of linguistics in shaping digital language policy in the era of AI, considering issues such as algorithmic bias, resource-constrained languages, multilingual accessibility and sociolinguistic equity. The study is based on a qualitative review of the academic literature on 21st century skills, English language teaching, communicative competence and technology-enabled learning. Analytical and comparative methods were used to explore theoretical perspectives and pedagogical approaches related to the integration of the Four Cs concept into language teaching practice. The study offers a comprehensive view of the implementation of creativity, critical thinking, communication and collaboration in English language teaching. It combines ideas from educational concepts such as the Common European Framework of Reference for Languages (CEFR), Communicative Language Teaching (CLT), and Technological Pedagogical Subject Knowledge (TPACK), highlighting their combined contribution to student development in contemporary educational settings. Drawing on computational linguistics, language typology, phonetics, semantics, pragmatics, and corpus linguistics, the paper analyzes global concepts such as the EU AI Act, UNESCO AI ethics, the Bhashini Initiative, and the US Presidential Executive Order on AI. Using case studies and metrics (e.g., vector word representations, universal dependencies), the paper demonstrates how bias mitigation, language recognition, code-switching, and language preservation impact the regulation of AI in high-stakes settings and ensure data equality. The paper calls for linguistic audits, the implementation of international standards, and interdisciplinary governance to counter the digital language divide and linguistic imperialism, ensuring the preservation of the linguistic diversity of more than 7,000 languages when using inclusive AI.