ABSTRACT. This paper constructs a language learning perspective derived from the philosophical work of Félix Guattari, which enables a re-evaluation of the ways in which Japanese university students learn English in Japan. The implementation of Guattarian pedagogic practises into the English teaching environment at university in Japan has distinct advantages, which will explored throughout this article by close examination with respect to Guattari’s arguments on language and technology. Applying Guattari in the English teaching and learning classroom at university does not neutralise the clash of cultures between the East and West as such, but rather dramatises the collisions and encourages ‘mutant outgrowths’ for the purposes of language learning. The reason for exploring these impacts in language learning environments is found in the theory of affect that one derives from Guattari. The deployment of Guattari in this context creates the possibility for an identity-based English learning agency open to a technologised and globalised subject, which is at the same time indelibly Japanese. pp. 83–95

Keywords: Japanese language learners; identity politics; English teaching; ESL; Félix Guattari; technology and language learning