Language is more than the surface structure of learning; it plays a key role in any learning process, including learning in religious education (RE). This is because any increase in subject knowledge implies an increase in linguistic capacity. However, this also means that only those learners who have the necessary—though rarely consciously fostered—language skills can participate in communication, grasp the content, and adequately express what they have learnt. But to what extent are we aware that we are never just teaching and learning subject matter, but always the corresponding language skills as well? As plausible as this insight may seem, having been discussed for years under various headings of which language awareness seems the most comprehensive, it must be surprising that its reception in RE discourse has largely been lacking. Against this background, this chapter explores what it means to conceptualise religious learning as language learning, and the possibilities that exist for its implementation in practice.