WARWICK, R.I. – For Carol Panaccione, Chair of CCRI’s Department of World Languages & Cultures, a lifelong passion for diverse cultures began with an upbringing spent traveling and living around the globe.

Now leading a department that offers several language courses and specialized liberal arts programs, she focuses on expanding students' global perspectives through both classroom education and immersive cultural excursions.

A strong advocate for authentic human connection, Panaccione believes that true language acquisition goes far beyond basic translation. In an era increasingly influenced by artificial intelligence, she emphasizes the irreplaceable value of empathy, nuance, and cultural sensitivity that only genuine, human-to-human language learning can provide.

In this edition of Thinkers, Doers & Achievers, Knight Knowledge spoke with Panaccione to learn more about her career, her deep experience with foreign cultures, and much more.

Knight Knowledge: First, can you tell us a bit about your background and what brought you to CCRI?

Panaccione: My family traveled extensivelfy, living in many parts of the world; it was normal for me to step in and out of “cultures.” When recycling was not yet popular in the United States, I saw strict environmental measures in Germany and always thought from a young age how much we could learn from one another on a global scale. My love of languages stems from such an upbringing where languages were celebrated. From a very young age, I saw how being multilingual opened doors to new worlds, other cultures and norms.

I am honored to have been a member of the Department of World Languages & Cultures for many years, now serving as Chair since July 2025, as I have been inspired by my colleagues and by my students. Many of them have transferred to our sister institutions, as well as continued their studies at Cornell University, Columbia University, Providence College, Brown University, Wellesley College, Gallaudet University, Harvard University, and Middlebury College – to name just a few.

The most rewarding aspect of the profession of teaching is to witness our students attain their academic goals. I recall, as the day of graduation approached many years ago, a student wrote to me: “I will proudly walk across the stage to receive my diploma from the school that propelled my dreams forward full-blast!” She did walk across that stage and continued on with her undergraduate and, later, graduate studies. She represents the many graduates of CCRI who have realized their dreams by their sheer determination, motivation and steadfastness. As Marian Wright Edelman stated, “Education is for improving the lives of others and for leaving your community and world better than you found it.”

As the largest community college in New England, CCRI is a true gateway to countless possibilities that is indeed propelling “dreams forward full-blast” – and where students are discovering their own unique potential and coming alive as learners. As Johann Wolfgang von Goethe stated, “What you can do, or dream you can do, begin it – boldness has genius, power and magic in it.”

Over the course of my tenure and as the Advisor to the French & German Clubs, I planned cultural excursions for our students to Canada, France, Germany, and Switzerland, including local cultural excursions to the Harvard University Art Museums in Cambridge, Mass., or to New York City, including to experience Christo’s “Gates Project” in Central Park.

My colleagues and I have witnessed firsthand how transformative such cultural excursions – be they local or abroad – are for our students. We hope to expand our study abroad opportunities for our students going forward.

Knight Knowledge: What are your favorite languages to speak?

Panaccione: My colleagues and I promote all 10 of our language course offerings for our students and the community-at-large, including American Sign Language, Arabic, Chinese, French, German, Italian, Japanese, Portuguese, Russian, and Spanish. We have a World Language Concentration in the Liberal Arts. My main languages are French and German, and I have studied others for personal interest, including Russian.

We have developed two new Liberal Arts courses: The Global Edge (LIBA 1500) and The Learner’s Journey (LIBA 1000). We also have specialty language courses for our students, including Spanish for Medical Personnel and Spanish for Human Services, and are expanding our course offerings to be multidisciplinary in design.

Knight Knowledge: Have you lived in another country, and would you recommend the experience to others?

Panaccione: I have lived abroad and highly encourage our students to explore this opportunity to do so – to step out of one’s own culture and to connect with others and experience firsthand other norms, traditions, cultures, and ways of living. 

As an educator, my goal is to have my students realize their own unique potential, to develop their cultural sensitivity, and to come alive as learners and as critical thinkers. I emphasize to my students that World Language acquisition is the key to the customs and culture of a people. As Ludwig Wittgenstein stated, “If we spoke different languages, we would perceive a somewhat different world.”

When my colleagues and I witness our students come alive as lifelong learners, developing a more global perspective and curiosity about other cultures and norms, it is indeed what motivates us each and every day.

Knight Knowledge: Your department hosts several student clubs here at CCRI. Can you talk more about what they are and the role they play for the college community?

Panaccione: Professor Emerita Maria C. Mansella has had a successful Summer Immersion Program in Orvieto, Italy, since 2003 that she created and which we hope to continue with her guidance. Currently, we have the Italian Group with Professor Julie Felci as the Advisor and also a welcoming Spanish Lounge with Professor Mara Theodoritsi as the facilitator. Both aim to create a community of thinkers who celebrate the transformative power of language learning that promotes connection across cultures and celebrates our collective humanity.

Our other full-time colleagues, including Professors Hossiri Godo-Solo, Jeanne Mullaney, and Maria Hofman and Professor Emerita Dr. Deborah Notarianni Girard, and Professor Emerita Elizabeth Morais, all inspire their students and guide them forward beyond the classroom, along with our adjunct faculty, in our ten language course offerings. Ms. Sharyn Vicente, Ms. Lolita Villanueva, Office Managers, and Ms. Amy Luchka and Ms. Michelle Legault, Office Administrators daily guide our students forward and assist our entire college community as Integral Members of our WLC Team.

Knight Knowledge: With the rise of AI and tools like Google Translate, why is learning a language still important?

Panaccione: Authentic language acquisition is more important than ever, for any form of AI-generated language is void of what makes language learning so inspiring: the desire to connect with others from another culture – a human element. 

As Werner Heisenberg stated about the complexity of this world, “Nur wenige wissen wie viel man wissen muss, um zu wissen, wie wenig man weiß.” (Only very few know how much one must know, in order to know, what little one knows.) It is important to remain humble and realize that we are all embarking into an era which we all do not fully grasp.

I personally would rather speak with an authentic person in any language than communicate with a chatbot. My experiences have shown that one is so enriched by such interactions – and forever transformed, including lasting friendships and a broader global worldview.

Nothing can replicate the power of language to connect two individuals. Is there a place for AI? I imagine in situations of dire necessity. However, to believe that technologies can usurp the transformative aspect of language acquisition is naïve. As the adage goes, “Anything worthwhile takes effort.” Language learning connects individuals and celebrates our collective humanity. This is what my colleagues and I strive to do daily.

AI cannot replicate the empathy, passion, and compassion of a language educator who wishes to convey and motivate their students to continue to build these language bridges to better understand our collective humanity and foster international understanding. AI is void of empathy. Language is far more than surface translation.

AI can express “a traffic jam” as “traffic marmalade.” Language matters. One may laugh at the above example, but when one does not realize that this happens daily, such misunderstandings become a serious matter. It connects us and allows us to form bridges into others’ cultures and worlds. For AI, “jam” and “marmalade” are interchangeable. We know the difference.

As Saint Exupéry stated, “Words are the source of misunderstandings.”

The human engagement in language learning matters, for it celebrates subtleties. To think that it can be replaced with AI fails to consider the nuance and lexical, syntactic, and morphological complexity of language, as well as the broader context that includes tone, facial expression, and body language.

Language matters. Nuance matters. Attention to word choice matters.

Language learning is far more than words – it is the key to gaining insight into the customs and culture of a people, celebrating our collective humanity, and fostering international understanding.

When students embark on such a journey at our college, they are forever transformed. They then begin to see the world through multiple linguistic lenses, which promote global understanding, foster critical thinking, and celebrate our collective humanity.

AI cannot replicate this journey.