Efforts toward peacebuilding in language education around the world have been gradual, diverse, and continuously growing despite a lack of systematic and comprehensive attempts to position the discipline of language pedagogy within the scope of peace education. This talk will explore the notions of peace linguistics within the field of (applied) linguistics and peace pedagogy within the general field of comparative education, their evolution, history, development, and diversification in connection to the fields of language teaching, language and culture pedagogy, and teacher education, where specific initiatives, frameworks, and practices for teaching about and for peace through languages will be illustrated. A particular emphasis will be placed on how and why of peace language teaching by revising some of the key contributions underpinning peace pedagogy that can be integrated into language education: critical pedagogy, intercultural pedagogy, inclusive pedagogy, reflective and democratic pedagogy, social justice pedagogy, nonviolence pedagogy, healing and reconciliation pedagogy, arts-based pedagogy, feminist/engaged pedagogy, participatory pedagogy, decolonial pedagogy, pedagogy of reconciliation and remembrance. A number of specific examples of peacebuilding strategies, activities, and didactic tools and materials from language classrooms, intercultural learning projects, and teacher education program from Bosnia and Herzegovina’s formal education setting will be presented. The talk will also discuss the interdisciplinary nature of several other projects implemented in the European context (ECML projects, Council of Europe), which focus on intercultural learning, critical cultural awareness, and diversity in language education, by creating linkages between language, culture, pedagogy, and relevant content on the one hand, and by integrating action research in language education as a methodological framework for critical reflection on the other.