This complex article has six subsections. Following a brief introduction, one team of three co-authors and three single authors present compact statements of their distinctive individual research perspectives on second language acquisition and teaching (SLA/T): Atkinson, Mejía-Laguna, and Ribeiro offer a sociocognitive perspective; Cappellini introduces an eclectic perspective in which online communication is analyzed multimodally; Kayi-Aydar develops a broad-based identity perspective; and Lowie presents a complex dynamic systems theory perspective on SLA/T. In the final subsection of this article, the six authors investigate together how their different perspectives might synergize with and complement each other. Conceptually, they develop five main points: (a) SLA/T is a process, (b) SLA/T is relational and ecological, (c) SLA/T occurs on multiple temporal dimensions and analytical levels, and (d) SLA/T is multimodal and embodied. Methodologically, they find common ground in multimethods and case-based research approaches covering a range of different timescales. Pedagogically, they acknowledge the diversity of educational environments around the world, support local autonomy for teachers, and understand learning as emergent.