Dongbo Zhang holds a PhD in Second Language Acquisition from Carnegie Mellon University. He is Professor of Language Education in the School of Education at the University of Exeter. His research interests include second language acquisition, reading and vocabulary, language assessment, and language teacher education. He serves on the editorial board of TESOL Quarterly, Language and Education, TESOL Journal, among others.Ryan T. Miller is Associate Professor of TESOL in the Department of English at Kent State University. His research interests are acquisition and development of second language reading and writing skills. His work has been supported by grants from United States Department of State, the Qatar National Research Fund, among others. His publications have appeared in international peer-reviewed journals including Language Learning, Journal of Second Language Writing, Linguistics and Education, among others, as well as a number of edited volumes.

• 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).

Dongbo Zhang holds a PhD in Second Language Acquisition from Carnegie Mellon University. He is Professor of Language Education in the School of Education at the University of Exeter. His research interests include second language acquisition, reading and vocabulary, language assessment, and language teacher education. He serves on the editorial board of TESOL Quarterly, Language and Education, TESOL Journal, among others.Ryan T. Miller is Associate Professor of TESOL in the Department of English at Kent State University. His research interests are acquisition and development of second language reading and writing skills. His work has been supported by grants from United States Department of State, the Qatar National Research Fund, among others. His publications have appeared in international peer-reviewed journals including Language Learning, Journal of Second Language Writing, Linguistics and Education, among others, as well as a number of edited volumes.

• 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).

Dongbo Zhang holds a PhD in Second Language Acquisition from Carnegie Mellon University. He is Professor of Language Education in the School of Education at the University of Exeter. His research interests include second language acquisition, reading and vocabulary, language assessment, and language teacher education. He serves on the editorial board of TESOL Quarterly, Language and Education, TESOL Journal, among others.Ryan T. Miller is Associate Professor of TESOL in the Department of English at Kent State University. His research interests are acquisition and development of second language reading and writing skills. His work has been supported by grants from United States Department of State, the Qatar National Research Fund, among others. His publications have appeared in international peer-reviewed journals including Language Learning, Journal of Second Language Writing, Linguistics and Education, among others, as well as a number of edited volumes.

• 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).