Recent research highlights the importance of an individual's own skills and attitudes to learning when studying a second language. A number of contributors explore the theory and practical application of such experiential learning.

1. Introduction -- 2. Towards experiential foreign language education -- 2.1. Why experiential foreign language education? -- 2.2. What is experiential learning? -- 2.3. Awareness, autonomy, authenticity and coherence in experiential foreign language education -- 3. Intercultural learning through foreign language education -- 3.1. Towards intercultural foreign language learning -- 3.2. Diversity and otherness -- the basic concepts of intercultural learning -- 3.3. Culture and language -- 3.4. Toward culture-based experiential foreign language education -- 4. Autobiographical knowledge in foreign language education and teacher development -- 4.1. Autobiographical experiential knowledge in foreign language teaching and learning -- 4.2. knowledge of learners, the knowledge of learning -- 4.3. Autobiographical experiential knowledge in teacher education and teacher development -- 5. What is it -- (FL) teaching? -- 5.1. Approaching the questions of (FL) teaching -- 5.2. What is the context of our questions about (FL) teaching? -- 5.3. A philosophically well-grounded conception of man as a necessary basis of (FL) education -- 5.4. Implications for (FL) education emerging from a holistic conception of man -- 5.5. Language learning as learning the art of open dialogue.