This edited volume was inspired by Rosenthal's belief that it is becoming increasinglymore important for American students to know more than one language and that greatercollaboration among educators at colleges and universities will not only be beneficial for theprograms and their students but will also “promote a more language-competentsociety” (p. ix). Unfortunately, because of institutional or disciplinary boundaries, manyeducators involved in a particular type of second language program may be unaware of colleagueswith similar concerns. This book attempts to bridge this gap by showcasing a wide variety ofundergraduate programs that share the aim of promoting bilingualism among their students.