Language takes to us spaces we have never “visited” before. The learning (with comprehension) of a new word or phrase opens a gate to an entirely new experience, expanded awareness of the surrounding reality, and greater appreciation of the human limitations and possibilities at the same time. This novel experience is thoroughly personal in that each of us, with a different mental structure, incorporates the new items in a fully unprecedented way, and at every stage of the individual intralanguage, each of us arrives at a unique whole. Hence, the process of incorporating any particular language items reaches beyond the concept of construction, and appears more reminiscent of composing (as in music) in that it consistently implies unknown combinations and constructions which cut across not only different semantic fields, but also multiple disciplines and reality dimensions. This process of language composing underlies entire education, retains a highly personal character, and drives the formation of learners’ and teachers’ identities altogether. Its significance becomes straightforward once we come to realize how much our idea of other people, their personalities and knowledge, rests on their understanding and use of – first/native or second/foreign – language. Their language identity – understood by us as a highly personalized four-dimensional hybrid encompassing their language views, language activity, language affect, and language matrices – largely shapes all learning and teaching environments and it also determines all learners’ educational (and frequently also later professional) success. Needless to say, this applies to all educational levels and settings, with the linguistic functioning of learners and teachers invariably occurring in the foreground of their work and studies. The process is, naturally, socially- and culturally-conditioned, which in ERL Journal is consistently reflected through its authorship cutting well across country and continent borders.