Carmen Muñoz received her MA in Applied Linguistics from the University of Reading, UK and her PhD in English Linguistics from the University of Barcelona, Spain, where she is now a Professor of English Linguistics and Applied Linguistics. Her research interests include second and foreign language acquisition, as well as bilingual acquisition. Her recent publications have focused on the role of age and context in foreign language learning, young learners, and individual differences. She was the coordinator of the Barcelona Age Factor (BAF) Project.

• Carmen Muñoz: IntroductionTHEORETICAL UNDERPINNINGS OF INTENSIVE LEARNING1. Raquel Serrano: Is Intensive Learning Effective? Reflecting on the Results from Cognitive Psychology and the SLA LiteratureINTENSIVE INSTRUCTION2. Patsy M. Lightbown: Intensive L2 Instruction in Canada: Why not Immersion?3. Laura Collins and Joanna White: Closing the Gap: Intensity and Proficiency4. Laura Collins, Joanna White, Pavel Trofimovich, Walcir Cardoso, and Marlise Horst: When Comprehensible Input isn’t Comprehensive Input: A Multi-Dimensional Analysis of Instructional Input in Intensive EFL5. Joanna White and Carolyn E. Turner: What Language is Promoted in Intensive Programs? Analyzing Language Generated from Oral Assessment Tasks6. Alex Housen: Time and Amount of L2 Contact inside and outside the School – Insights from the European SchoolsLEARNERS’ PERCEPTIONS AND INTENSIVE EXPOSURE7. Carmen Muñoz: The Significance of Intensive Exposure as a Turning Point in Learners’ Histories8. Elsa Tragant: Change or Stability in Learners’ Perceptions as a Result of Study AbroadNATURALISTIC IMMERSION9. Àngels Llanes: The Impact of Study Abroad and Age on Second Language Accuracy Development10. Carmen Pérez-Vidal, Maria Juan-Garau, Joan C. Mora and Margalida Valls-Ferrer: Oral and Written Development in Formal Instruction and Study Abroad: Differential Effects of Learning Context11. Romana Kopečková: Differences in L2 Segmental Perception: The Effects of Age and L2 Learning Experience

This is an impressive collection of studies on intensive exposure experiences in L2 learning. Findings from research in Canadian intensive programs, European schools and study abroad contexts illustrate the benefits of intensive L2 learning and provide compelling insights about interactions with learner factors including age, L1 background, L2 proficiency, academic ability, and language learning history. This is essential reading for L2 program developers, teachers and researchers.