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Table of Contents
Foreword (R. Donato)
Foreword (S. Polansky)
Chapter 1. Boundary crossing in researching, understanding, and improving language education: An introduction and the "Tuckerian Impact" (D. Zhang, R. T. Miller)
Part I. Language Learning and Development
Chapter 2. "I Want the Next Experience": Israeli Adult Native Bilinguals Tell the Story of Their Childhood Bilinguality (D. Dubiner)
Chapter 3. Boundary crossing from the start: 55 years of second language grammatical gender research in review (D. Walter)
Chapter 4. Non-expert native speakers' criteria for evaluating pragmatic productions: Implications for pragmatics learning in L2 Chinese (S. Li, X. Li, Y. Feng and T. Wen)
Chapter 5. Early home and weekend school support in later Chinese Heritage Language literacy development (H. Zhang, X. Cheng and J. Lin)
Part II. Teachers and Instructional Processes
Chapter 6. Crossing the disciplines: State of TESOL teacher education programs in US Universities (M. Hamada and R. T. Miller)
Chapter 7. Computerized mediation in the instruction and development of L2 pragmatic competence: A dynamic assessment perspective (T. Qin)
Chapter 8. Writing Development of the Case Analysis Genre: The Importance of Feedback and Negotiated Construction in the Teaching Learning Cycle (M. P. Gomez-Laich, S. Pessoa and A Mahboob)
Chapter 9. Boundary Crossing: Integrating Visual Arts into Teaching Chinese as a Foreign Language (Y. Liu)
Part III. Program Innovation, Implementation, and Evaluation
Chapter 10. Student-Level Variables and Academic Achievement in a Mandarin Dual Language Immersion Program (C. Lü, A. Pace and L. Liu)
Chapter 11. Evaluating the Chinese Modular Curriculum in Singapore primary schools: Insights from teachers and students (D. Zhang, S. Zhao and X. Sun)
Chapter 12. Impact of the COVID-19 pandemic on American students' willingness to study abroad (F. Xiao and K. Nie)
Chapter 13. Writing as a design art: Crossing boundaries between disciplinarity and rhetoricity in university business programs (R. T. Miller, S. Pessoa and D. Kaufer)
Part IV. Language-in-Education Planning and Policy
Chapter 14. EFL Literacy Development in Ethnic and Language Minority Learners: Implications from Tertiary-Level EFL Teaching and Learning in Ethnic Minorities in China (S. (Echo) Ke
Chapter 15. "In a Foreign Bubble" while in China: Language use among international students during China's Belt and Road (Y. Wang and W. Diao)
Chapter 16. When transfer transfers: Applying cross-linguistic reading transfer theory to language of instruction policies in multilingual contexts in low- and middle-income countries (P. R. Nakamura).
Foreword (S. Polansky)
Chapter 1. Boundary crossing in researching, understanding, and improving language education: An introduction and the "Tuckerian Impact" (D. Zhang, R. T. Miller)
Part I. Language Learning and Development
Chapter 2. "I Want the Next Experience": Israeli Adult Native Bilinguals Tell the Story of Their Childhood Bilinguality (D. Dubiner)
Chapter 3. Boundary crossing from the start: 55 years of second language grammatical gender research in review (D. Walter)
Chapter 4. Non-expert native speakers' criteria for evaluating pragmatic productions: Implications for pragmatics learning in L2 Chinese (S. Li, X. Li, Y. Feng and T. Wen)
Chapter 5. Early home and weekend school support in later Chinese Heritage Language literacy development (H. Zhang, X. Cheng and J. Lin)
Part II. Teachers and Instructional Processes
Chapter 6. Crossing the disciplines: State of TESOL teacher education programs in US Universities (M. Hamada and R. T. Miller)
Chapter 7. Computerized mediation in the instruction and development of L2 pragmatic competence: A dynamic assessment perspective (T. Qin)
Chapter 8. Writing Development of the Case Analysis Genre: The Importance of Feedback and Negotiated Construction in the Teaching Learning Cycle (M. P. Gomez-Laich, S. Pessoa and A Mahboob)
Chapter 9. Boundary Crossing: Integrating Visual Arts into Teaching Chinese as a Foreign Language (Y. Liu)
Part III. Program Innovation, Implementation, and Evaluation
Chapter 10. Student-Level Variables and Academic Achievement in a Mandarin Dual Language Immersion Program (C. Lü, A. Pace and L. Liu)
Chapter 11. Evaluating the Chinese Modular Curriculum in Singapore primary schools: Insights from teachers and students (D. Zhang, S. Zhao and X. Sun)
Chapter 12. Impact of the COVID-19 pandemic on American students' willingness to study abroad (F. Xiao and K. Nie)
Chapter 13. Writing as a design art: Crossing boundaries between disciplinarity and rhetoricity in university business programs (R. T. Miller, S. Pessoa and D. Kaufer)
Part IV. Language-in-Education Planning and Policy
Chapter 14. EFL Literacy Development in Ethnic and Language Minority Learners: Implications from Tertiary-Level EFL Teaching and Learning in Ethnic Minorities in China (S. (Echo) Ke
Chapter 15. "In a Foreign Bubble" while in China: Language use among international students during China's Belt and Road (Y. Wang and W. Diao)
Chapter 16. When transfer transfers: Applying cross-linguistic reading transfer theory to language of instruction policies in multilingual contexts in low- and middle-income countries (P. R. Nakamura).