Learning a foreign language has become increasingly popular, with an estimated 1.5 billion people actively learning a second language. This phenomenon has sparked debate, with some questioning whether the quest to learn foreign languages has become a form of modern slavery. The question is both provocative and complex. To address it adequately, it is essential first to clarify what modern slavery entails and then examine the role and nature of second language acquisition in this context.

Modern slavery encompasses conditions where individuals are exploited, controlled involuntarily, and deprived of their freedom for personal or commercial gain. It includes forced labour, human trafficking, debt bondage, forced marriage, and other forms of coercion and exploitation where victims have no genuine autonomy or consent. This exploitation involves physical or psychological violence and the "ownership" or control of one person by another, which strips the victim of basic freedoms.

In contrast, the process of learning a second language today is predominantly voluntary, motivated by a desire for personal, educational, or professional development. Language learning is a tool for empowerment and communication rather than an instrument of control. Of course, language acquisition can be liberating, enabling individuals to access education, improve employment opportunities, and participate more in the global society.

Historical examples show that enslaved individuals were compelled to learn the language of their captors as a means of survival and to perform imposed roles. However, this was part of an overall system of coercion and deprivation, which are characteristics of slavery, not simply the act of learning a language itself. Moreover, the language learning was not the enslavement, but rather one aspect of an oppressive framework.

Although language learning can be demanding, it's far from a form of slavery. The benefits and opportunities that come with language acquisition far outweigh the challenges. Language learning is a choice, and individuals can select the methods and approaches that work best for them. So, the framing of language learning as a form of slavery would mix a voluntary activity with systemic conditions marked by coercion, control, and exploitation. Unlike slavery, language learning is:

• Generally chosen and pursued for improvement and integration
• Supported by educational institutions and communities
• A means to personal autonomy rather than control.

In summary, the quest to learn foreign languages today is not a form of modern slavery. Modern slavery involves involuntary control and exploitation that strip individuals of freedom, whereas language learning is typically a voluntary endeavour that enhances liberty and opportunity. While language can historically be imposed in coercive contexts, in contemporary society, it is predominantly a tool for empowerment, social inclusion, and personal growth.