This volume brings together the views of academics and researches from a range of European educational traditions to reflect on the contribution of holism to language learning, drawing on research and practice in various areas of second language acquisition. The volume is divided into four sections which move broadly from theoretical to particular methodological and practical considerations. The individual chapters address and evaluate the following questions: What are the theoretical bases of holistic learning and how can it encompass language teaching? Do approaches to language learning exist which succeed in engaging with language learners as individual, dynamic, complex ‘whole’ human beings? What reflections are relevant from the different points of view of teacher and learner? What are the pedagogical implications? Can holistic approaches be adopted within schools and universities? How can technology enhance holistic language learning? How can the scope and limits of this concept be delineated?