This contribution questions to whom and to whose learning experience has the idiom of crisis that so pervades the domain of U.S. foreign language teaching been addressed. The authors report on an advanced foreign language classroom-based study from 2013, in which undergraduate German learners translated a 14-page prose poem about translingual experience—“Das Klangtal” (“The Sound Valley”) by British-Austrian poet and translator Peter Waterhouse (2003). The course—located at a university in the American Southwest—created an opportunity for the students and the instructor to reflect on a constellation of relations—transdisciplinarity, translingualism, and transcontextuality—often perceived under the aegis of a “crisis” of the subject. Through an analysis of the students’ reflections as translators, readers, and languagers, the study considers …