The pandemic has undoubtedly reshaped the way we now perceive education. It has imposed a need to pursue new ways of learning and teaching, novel (online) educational trajectories, and – maybe most significantly – radically different forms of how we now communicate “at schools” and use our language(s). What is particularly crucial to ERL Journal, though, it can be argued to have had its silver lining in that it has brought closer the two “worlds” of linguistic and educational specialists. The former have come to view their reality in pedagogical terms as they were forced to struggle for contact with their students online and to think of ways in which their interlocutors can best be prompted and turn on their cameras and actively participate in lessons kept remotely. The latter, on the other hand have been – consciously or not – caused to reflect on issues to do with language, be it the gap between language reception and production, elicitation techniques, intralanguage, etc. Hence, the educational world of the two groups in question has substantially changed and been enriched with conceptual and didactic categories which are bound to be of use following the pandemic. Thinking of the impact of the pandemic even more specifically, we observe that it has generated a wide range of questions intersecting pedagogy and linguistics. Many of these questions which have been posed by students themselves and they prove to encompass all the educational (ERL) domains – be it their reflection along the lines What’s the point of speaking (if I can just be quiet) (language(-)beliefs), How to present in words what my school friends cannot see offline? (language(-)activity), How do the others think about the way I say things online? (language(-)affect), or Can be learn all the subjects just by discussing them through the net? (language(-)thinking). Reflection on these issues has possibly raised the students’ language awareness, especially if their teachers have happened to render such questions and the issues they address explicit in particular classroom contexts. This being the case, we can observe here room for inevitable emergence and amplification of interdisciplinary linguistic identity across and within all school subjects and disciplines. What follows is that the remote education triggered by COVID-19 can be viewed as an opportunity to develop and extend students’ awareness of their linguistic identity on the axiological, psychomotor, affective, and cognitive strata.