Timothy Reagan is Professor of World Language Education in the College of Education and Human Development at the University of Maine.Terry A. Osborn, Ph.D., is Professor of Education at the University of South Florida.

• Chapter 1. 'English is all I need': Teaching World Languages in the United StatesChapter 2. 'I took it in high school, but didn’t learn anything': The Failure of World Language Education in the United StatesChapter 3. 'Like a dog chasing its tail': Language, Languages, and LinguisticsChapter 4. 'But is it a real language?': Linguistic Legitimacy and the World Language TeacherChapter 5. 'Spanish to God, Italian to women, French to men, and German to my horse': An Overview of Language AcquisitionChapter 6. 'Repita, por favor: Traditional Methodologies for Teaching World LanguagesChapter 7. 'No perfect lesson': Reflective Practice, Critical Pedagogy and World Language EducationChapter 8. 'Let’s get on the same page': The Curriculum and the ACTFL StandardsChapter 9. 'The best laid plans of mice and men': Designing Units and Lessons for the World Language ClassroomChapter 10. 'Like trying to find a black cat in a dark room': The Role of Grammar in World Language EducationChapter 11. 'The world was hers for the reading': Literature in the World Language ClassroomChapter 12. 'The Piñata of Discovery': Culture in the World Language ClassroomChapter 13. 'Cave lector, Latina et Graeca vivunt!': The Unique Challenges of Teaching the Classical LanguagesChapter 14. 'A language in its own right': American Sign Language and World Language EducationChapter 15. 'Languages that no one speaks but a great conversation starter': The Pedagogical Uses and Value of Language ConstructionChapter 16. Changing the World: Go Forth and Teach!

Timothy Reagan is Professor of World Language Education in the College of Education and Human Development at the University of Maine.Terry A. Osborn, Ph.D., is Professor of Education at the University of South Florida.

• Chapter 1. 'English is all I need': Teaching World Languages in the United StatesChapter 2. 'I took it in high school, but didn’t learn anything': The Failure of World Language Education in the United StatesChapter 3. 'Like a dog chasing its tail': Language, Languages, and LinguisticsChapter 4. 'But is it a real language?': Linguistic Legitimacy and the World Language TeacherChapter 5. 'Spanish to God, Italian to women, French to men, and German to my horse': An Overview of Language AcquisitionChapter 6. 'Repita, por favor: Traditional Methodologies for Teaching World LanguagesChapter 7. 'No perfect lesson': Reflective Practice, Critical Pedagogy and World Language EducationChapter 8. 'Let’s get on the same page': The Curriculum and the ACTFL StandardsChapter 9. 'The best laid plans of mice and men': Designing Units and Lessons for the World Language ClassroomChapter 10. 'Like trying to find a black cat in a dark room': The Role of Grammar in World Language EducationChapter 11. 'The world was hers for the reading': Literature in the World Language ClassroomChapter 12. 'The Piñata of Discovery': Culture in the World Language ClassroomChapter 13. 'Cave lector, Latina et Graeca vivunt!': The Unique Challenges of Teaching the Classical LanguagesChapter 14. 'A language in its own right': American Sign Language and World Language EducationChapter 15. 'Languages that no one speaks but a great conversation starter': The Pedagogical Uses and Value of Language ConstructionChapter 16. Changing the World: Go Forth and Teach!

Timothy Reagan is Professor of World Language Education in the College of Education and Human Development at the University of Maine.Terry A. Osborn, Ph.D., is Professor of Education at the University of South Florida.

• Chapter 1. 'English is all I need': Teaching World Languages in the United StatesChapter 2. 'I took it in high school, but didn’t learn anything': The Failure of World Language Education in the United StatesChapter 3. 'Like a dog chasing its tail': Language, Languages, and LinguisticsChapter 4. 'But is it a real language?': Linguistic Legitimacy and the World Language TeacherChapter 5. 'Spanish to God, Italian to women, French to men, and German to my horse': An Overview of Language AcquisitionChapter 6. 'Repita, por favor: Traditional Methodologies for Teaching World LanguagesChapter 7. 'No perfect lesson': Reflective Practice, Critical Pedagogy and World Language EducationChapter 8. 'Let’s get on the same page': The Curriculum and the ACTFL StandardsChapter 9. 'The best laid plans of mice and men': Designing Units and Lessons for the World Language ClassroomChapter 10. 'Like trying to find a black cat in a dark room': The Role of Grammar in World Language EducationChapter 11. 'The world was hers for the reading': Literature in the World Language ClassroomChapter 12. 'The Piñata of Discovery': Culture in the World Language ClassroomChapter 13. 'Cave lector, Latina et Graeca vivunt!': The Unique Challenges of Teaching the Classical LanguagesChapter 14. 'A language in its own right': American Sign Language and World Language EducationChapter 15. 'Languages that no one speaks but a great conversation starter': The Pedagogical Uses and Value of Language ConstructionChapter 16. Changing the World: Go Forth and Teach!