In Part 2 of this blog, three members of the Decolonial Dialogues co-editorial team continue their conversation about decolonising approaches to language teaching, learning, communication and research, within and beyond the academy. Furthering their responses to the initial provocation – “Whose language matters?”– particular emphasis is placed on issues of affect, emotion, vulnerability and care when undertaking decolonial work. An additional, creative feature is the inclusion of “Krik? Krak!” (or, “Crick? Crack!”) as a multilingual call-and-response device: specifically interweaving Jamaican Patois poetics, Indigenous North African Kabyle greetings, written in (ancient Berber) Tifinagh script, and the disability rights slogans of singing-sign language ("Chansigne") advocates.