Contemporary mobilities across and within Northern and Southern places-spaces call for according visibility to the global circulation of discourses with the specific intent of (re)viewing conceptual “webs-of-understandings” that mark and perpetuate the continuing naturalization of North-centric hegemonies and enabling ways of widening dialogical apertures in the Educational Sciences. This paper offers theoretical reflections vis-à-vis recent (re)discoveries of the performative dimensions of “languaging” in North-centric places, highlighting how these conceptualizations appropriate what is “normal diversity” and “normal languaging” in Southern places while continuing to exclude South-centric conceptual framings. It also calls attention to the compartmentalized disciplinary domains in which such discussions take place. Such theorizing can be understood as a Second Wave of Southern Perspectives that center-stages identity-diversity and linguistic-diversity across Nor thern and Southern places-spaces, highlighting the need to globalize dialogues within the Educational Sciences and Language Studies. Inspired by a more overarching “turn towards turns” (Bagga-Gupta 2019) in general, and linguistic-, boundary- and decolonial-turns more specifically, this paper thus center-stages issues related to the need for destabilizing North-centric knowledge regimes and engaging analytically with global-centric alternative epistemologies where Southern framings and scholarship are brought into conversations. Here challenges of researching children and adults’ “ways-of-being-with-words” across digital-analogue institutional-everyday life settings in the 21st century appear to be imprisoned in 20th century educational conceptual framings. Bagga-Gupta, S. (2019). Learning Languaging matters. Contributions to a turn-on-turn reflexivity. In S. Bagga-Gupta, A. Golden, L. Holm, H. P. Laursen & A. Pitkänen-Huhta (Eds). Reconceptualizing Connections between Language, Literacy and Learning. Rotterdam: Springer.