Bradley and Cole are two of the most active and proficient scholars to date working on Deleuze and Guattari. Their emphasis on language allows them to navigate through the emancipative project of a people to come, a figurative species who speak the language of the most innocent of all destructions. Virgilio A. Rivas, Philosophy Department, Polytechnic University of the Philippines This is an impressive book that presents outstanding examples of language teaching practice, based on the philosophy of Deleuze and Guattari. It shows how the abstract concepts proposed by Deleuze and Guattari can be activated in practice through multimodal education and the interplay between elements of different natures and levels. The vectors that emerge from Bradleys and Coles experiences and stories offer an alternative and promise for future education. Lilija Duobliene, Professor, Head of Education Department, Philosophy Faculty of Vilnius University, Lithuania What a unique contribution to the TESOL field! This book applies Deleuze and Guattaris work to the question of motivation and engagement in language learning and teaching. Bradley and Cole also offer new approaches to innovative teaching in English language education in Japan. It is a must-read for anyone believing that language learning leads to personal growth. Reiko Yoshihara, Professor of English, College of Commerce, Nihon University, Japan For more than a decade Bradley and Cole have produced ground-breaking work interrogating language learning through the writing of Deleuze and Guattari. In this book, they engage in a poetics of transversality to offer incisive insights, critical and creative ruptures, and novel openings for (re)thinking the global ecologies of language learning and teaching in the tertiary sector and elsewhere. By exploring breakdowns, breakthroughs, and changing relations, they encourage us to experiment with new modes of education that enhance life. Frans Kruger, Assistant Professor, School of Education, University of Nottingham Bradley and Cole offer a thoughtful and timely look at the intersections between the abstraction of philosophical theory and the pragmatic reality of language learning. The result is an interesting set of approaches that pose important questions about the role of education within and without society. Barnaby Ralph, Professor of British Literature and Culture, Faculty of Humanities, Seikei University, Japan
