This book is dedicated to the notion of languaging, which has recently gained recognition across many disciplines. From philosophy to linguistics, the foundations of the concept rest on the assumption that language is a way of knowing, making personal sense of the world, becoming conscious of oneself, and a means of creating one's identity. The very notion of languaging is still a fresh and unexplored concept in applied linguistics and deserves careful scrutiny. For this reason, the volume is a significant contribution to the existing body of research, offering new insights into the field. The core of articles included in this volume pertains to second language teaching. This notion is both approached directly through the language acquisition or methodological plane, and, at other times, indirectly through discourse, literature or intercultural studies. The volume opens with a lead-in article on languaging and its implications for language pedagogy. Each of the authors of the chapters included in the volume provides a different slant on languaging, offering a unique interpretation and application of the key notion.
Applied to teaching, including language teaching, languaging constitutes an intellectual challenge for the accountability-oriented tendencies in education by accentuating humanistic and ecological values such as quality and identity. As such, this book will be an inspiration to the European language teaching market, but its impact will not be restricted solely to this audience.