The article by Robert Godwin-Jones explores the significant opportunities and challenges presented by generative AI in second language (L2) learning and teaching. Generative AI tools like ChatGPT offer a wide range of benefits, including practice through written or voice chats, corrective feedback, and the creation of learning materials. These tools can enhance both autonomous and instructed learning, particularly in immersive technologies. However, there are limitations and ethical concerns, such as the statistical model of human language that constrains AI's ability to handle sociocultural aspects of language use. The article emphasizes the importance of developing critical AI literacy among learners and teachers to understand the power dynamics and ethical implications of AI systems. It also discusses the role of ecological frameworks, such as sociomaterialism, in examining the shared agency between users and AI. The author argues that AI will likely become a constant companion in many people's lives, and its integration into language learning will shift the nature of second language acquisition and the role of teachers. The article concludes with a speculative look at the future of language learning in an AI-infused world, highlighting the potential for AI to play a crucial role in immersive learning environments.The article by Robert Godwin-Jones explores the significant opportunities and challenges presented by generative AI in second language (L2) learning and teaching. Generative AI tools like ChatGPT offer a wide range of benefits, including practice through written or voice chats, corrective feedback, and the creation of learning materials. These tools can enhance both autonomous and instructed learning, particularly in immersive technologies. However, there are limitations and ethical concerns, such as the statistical model of human language that constrains AI's ability to handle sociocultural aspects of language use. The article emphasizes the importance of developing critical AI literacy among learners and teachers to understand the power dynamics and ethical implications of AI systems. It also discusses the role of ecological frameworks, such as sociomaterialism, in examining the shared agency between users and AI. The author argues that AI will likely become a constant companion in many people's lives, and its integration into language learning will shift the nature of second language acquisition and the role of teachers. The article concludes with a speculative look at the future of language learning in an AI-infused world, highlighting the potential for AI to play a crucial role in immersive learning environments.