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The opposition between learning as a process of self-cultivation ( Bildung ) and learning as a form of vocational training for the workplace ( Ausbildung ) is becoming ever more deeply entrenched in the twenty-first-century university. In language education in particular, the distinction between these two competing aims influences the way in which educators approach curriculum design and inevitably shapes the attitudes learners bring to the classroom. In this article, we contest what we see as the overly simplistic opposition between  Bildung  and  Ausbildung  by deploying a conception of play that suspends the pragmatic demands of everyday existence. We argue that when learning activities are envisaged as a form of free-flowing, playful exploration, skills-based language training can be understood as an experience of  Bildung  in which the language learner creatively renegotiates their own identity through an encounter with both their own values and those of the target culture.

From play to self-cultivation: Contesting the opposition between Bildung and Ausbildung in language education