Introduction Artificial intelligence technologies, which have found active application not only in science and engineering but also in the social sphere, hold great potential for improving the quality of education and the overall development of society. In addition, they represent a significant didactic resource for personalized learning, deepening language skills, and intensifying work on the student’s linguistic identity. The aim of this study is to theoretically substantiate and present a systematic methodology for using artificial intelligence (AI) technologies to form a communicatively competent linguistic personality in students. Materials and Methods The research is based on the theoretical concept of the levels of linguistic personality by Yu. N. Karaulov and an analysis of modern linguodidactic and methodological works on the problems of digitalization and the application of AI in higher education. The methodological framework consists of systemic and competence-based approaches. Results The didactic potential and risks of using AI are identified, and principles for selecting methodological tools are formulated. A typology of 15 practical tasks is proposed, differentiated by three levels of the linguistic personality structure (verbal-semantic, linguo-cognitive, motivational), and digital tools for their implementation are described. Discussion and Conclusion The systematic integration of AI makes it possible to build individual trajectories for the development of a future specialist’s speech competence. The key task is seen in a productive symbiosis, where AI acts as a “cognitive assistant”, and the teacher retains the role of the educational process designer and transmitter of value orientations. The proposed typology can serve as a basis for developing methodological recommendations for the course “Russian Language and Speech Culture”.