I mean the fun of cracking, bit by bit, on our own, the puzzles that languages are, as when we start asking ourselves questions like Can we say things this way? or How come there are words for this? Eventually, such ‘this’ questions lead to their ‘that’ counterparts – How about that way? Can there be words for that, too? Asking ‘that’ questions means that we’re ready to take ownership of our new languages, prompting us to attempt to answer these questions ourselves. They reject the contention that "humor and play have no place in the serious business of scholarship, let alone language education", by revisiting misconceptions about "unconventional talk, particularly as they relate to how we understand language use, language learning, and language teaching in educational spaces." Addressing language learners’ linguistic resourcefulness in teaching materials, teaching methods and classroom practices might mean unlearning the modes and contents of what we’ve come to expect of traditional language teaching, for both instructors and learners. I don’t just mean the perhaps more familiar prospects that making sense of the languages will make sense of people and cultures that up to then had struck us as ‘odd’, or allow us to acquire, first-hand, knowledge and wisdom that we had no idea existed because we had no idea how to access the code that gives them voice.