This chapter argues that given the radical changes in the world's climate and biosphere, and their impact on language learners and on the changing nature of language, culture, literacies, and semiotics, the language field is well advised to look specifically to the transformative learning theories of Daisaku Ikeda and Edmund O'Sullivan. The chapter concludes that as the fields of bilingual, second, and world language education cohere into the multilingual turn, the existential crises of climate change demand that these fields enact an even greater paradigm shift by engaging climate as the integrating focus of language and culture learning and instruction. Ikeda and O'Sullivan's East–West perspective of selfhood provides a “deep cultural” foundation for such transformative language learning.