This chapter proposes a theoretical framework towards humanising language learning in the emerging metaverse. By drawing on language learning as investment (Norton, 2013, 2021) and sociomaterialist theory (Sørensen, 2009), this framework aims to explore learners learning, experiencing, and living their linguistic repertoires in the emerging metaverse where AI and other ubiquitous technologies are situated. The framework centres around “language learners as developing selves” who endeavour to establish, maintain, and strengthen relationships with people, things, and information across time and space in the metaverse era. The proposed framework is implemented in a telecollaboration project involving adult learners of Chinese and English from Aotearoa New Zealand and Taiwan. In considering teaching-as-design, teachers engaged in integrating epistemic, social and (inter/intra)cultural dimensions into their design of the telecollaboration project for learners developing intercultural capabilities. Learners in Aotearoa New Zealand and Taiwan took telecollaboration as an opportunity to explore their inner and outer worlds of being and becoming—navigating and negotiating ways in which language socialisation is not only for meaning making through communication but also for learners to experience a life-course of humanity in the metaverse era.