This book is a selection of writings on Gilles Deleuze and Félix Guattari¿s philosophy and its connection with language learning. The authors are global experts in the field of language learning and schizoanalysis and have been collaborating on projects concerning Deleuze and Guattari for over two decades. They are the only scholars who have consistently applied Deleuze and Guattari to language learning. In addition to lecturing and co-writing on this topic, they have been working on projects concerning social ecology and the Anthropocene across the globe. This book attempts to put their multifaceted writings on language learning and teaching into systematic order.
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. As such, this book introduces the philosophy of Deleuze and Guattari and its use in the field of language learning in the tertiary education sector and elsewhere.The authors demonstrate how Deleuze and Guattari inform language learning and teaching in creative, unpredictable, and sometimes rupturing ways. The book introduces empirical research from Australia, Canada, the United States, and Japan that combines Deleuze's thought, literacies and multiliteracies theory to explain how students frequently have breakthroughs but, more often than not, have breakdowns in language learning. This book argues that the Deleuze and Guattari philosophical approach endeavours to understand the relationships between literacy, the literary, and literature use, and it extends multiliteracies into the multiple literacies theory of affect to develop an understanding of the complexities of learning ¿ its breakdowns and hopefully its breakthroughs.

Joff P. N. Bradley is a professor working at Teikyo University, Tokyo, Japan. He was visiting professor at Jamia Millia Islamia, New Delhi, and visiting fellow at Kyung Hee University, Seoul. Joff has co-written A Pedagogy of Cinema and coedited books on Deleuze and Buddhism; utopia; new French thought; transversality; Japanese education; Stiegler; and animation. His forthcoming books will focus on (1) schizoanalysis and postmedia and (2) schizoanalysis and Asia.
David R. Cole is Associate Professor in Education at Western Sydney University, Australia, and the founder of the Institute of Interdisciplinary Research into the Anthropocene: https://iiraorg.com/. He is a philosopher of education and author of fifteen books and more than one hundred significant publications. He believes that the problematics of the Anthropocene can only be approached through collective practice and thought. His latest book is Education, the Anthropocene, and Deleuze/Guattari.