This paper explores the implications of generative AI writing tools on a student’s ability to make meaningful connections to language, particularly through writing. It is centered on the understanding of the foundational role language plays in identity formation. As a high school English teacher, I recognize the significant impact AI writing tools are having on the way students engage in the writing process. I argue that regardless of what generative AI can do and the role it will play in the future of the high school English curriculum, it is important for English teachers to continue to foster students’ personal connections to language in order for students to have a full “linguistic repertoire” (Edwards, 2009, p. 30) with which to form their personal and cultural identities. This connection between language and identity guides the literature review of the paper, which focuses on the role of language in identity formation, the connection between writing and learning, and the potential for generative AI writing tools to work against students’ ability to use written language as a vehicle for human expression and identity formation. The applications presented in this paper center on non-AI mediated practices for developing students’ writing skills. These practical applications focus on building a classroom writing
community and fostering individual student agency in the writing process. The paper concludes with a summary of the practical and theoretical implications of viewing generative AI writing tools with a critical eye when planning writing instruction.
