Foreword by R. Donato<div><br></div><div>Foreword by S. Polansky</div><div><br></div><div>Chapter 1. Boundary crossing in researching, understanding, and improving language education: An introduction and the “Tuckerian Impact” (D. Zhang, R. T. Miller)</div><div><br></div><div>Part I. Language Learning and Development</div><div><br></div><div>Chapter 2. “I Want the Next Experience”: Israeli Adult Native Bilinguals Tell the Story of Their Childhood Bilinguality (D. Dubiner)</div><div><br></div><div>Chapter 3. Boundary crossing from the start: 55 years of second language grammatical gender research in review (D. Walter)</div><div><br></div><div>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)</div><div><br></div><div>Chapter 5. Early home and weekend school support in later Chinese Heritage Language literacy development (H. Zhang, X. Cheng and J. Lin)</div><div><br></div><div>Part II. Teachers and Instructional Processes</div><div><br></div><div>Chapter 6. Crossing the disciplines: State of TESOL teacher education programs in US Universities (M. Hamada and R. T. Miller)</div><div><br></div><div>Chapter 7. Computerized mediation in the instruction and development of L2 pragmatic competence: A dynamic assessment perspective (T. Qin)</div><div><br></div><div>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)</div><div><br></div><div>Chapter 9. Boundary Crossing: Integrating Visual Arts into Teaching Chinese as a Foreign Language (Y. Liu)</div><div><br></div><div>Part III. Program Innovation, Implementation, and Evaluation</div><div><br></div><div>Chapter 10. Student-Level Variables and Academic Achievement in a Mandarin Dual Language Immersion Program (C. Lü, A. Pace and L. Liu)</div><div><br></div><div>Chapter 11. Evaluating the Chinese Modular Curriculum in Singapore primary schools: Insights from teachers and students (D. Zhang, S. Zhao and X. Sun)</div><div><br></div><div>Chapter 12. Impact of the COVID-19 pandemic on American students’ willingness to study abroad (F. Xiao and K. Nie)</div><div><br></div><div>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)</div><div><br></div><div>Part IV. Language-in-Education Planning and Policy</div><div><br></div><div>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</div><div><br></div><div>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) </div><div><br></div><div>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)</div>
