Generative artificial intelligence (GAI) programs such as ChatGPT and other large language models are designed to engage in complex, responsive dialogues that feel like human interactions. The dialogic and responsive nature of GAI signals the potential for users to form relationships with GAI platforms or digital personalities created on these platforms. Given the degree to which language use and broader conceptual understandings are deeply embedded in social relationships, the relational nature of GAI has powerful implications for the future of literacy and learning. This speculative essay draws upon sociocultural, affective, and posthuman perspectives on literacy to explore key concerns regarding the nature of intimate relationships with GAI. The author highlights three central concerns for literacy researchers and educators: epistemological issues stemming from intimate relationships with GAI, the potential for students to (re)conceptualize human relationships through GAI, and the role of relational GAI in linguistic justice.