This book highlights research-based innovations in experiential learning in domestic settings, with a particular spotlight on the US context. It focuses on three experiential learning contexts: community engagement experiences, professional engagement experiences and other unique experiential contexts such as language camps and houses.

Melanie Bloom is Associate Professor and Chair of the Department of Foreign Languages and Literature at the University of Nebraska at Omaha, USA. Her research interests include experiential learning, study abroad, second language writing and the teaching and learning of culture.

Carolyn Gascoigne is Dean of Arts & Humanities at Angelo State University, USA. Her research interests include second language reading and hybrid language instruction.

Melanie Bloom is Associate Professor and Chair of the Department of Foreign Languages and Literature at the University of Nebraska at Omaha, USA. Her research interests include experiential learning, study abroad, second language writing and the teaching and learning of culture.

Carolyn Gascoigne is Dean of Arts & Humanities at Angelo State University, USA. Her research interests include second language reading and hybrid language instruction.

This essential volume represents a seminal collection by leading scholars in experiential learning as it covers a diversity of topics and languages, divided into three critical areas of practice: community engagement experiences, professional engagement experiences and less common contexts such as language camps and houses. It is a unique contribution, which will be a welcome and useful resource to scholars, faculty and graduate students all over the world. This is certainly a 'must-have'.

Through a blend of research findings, program examples, lesson plans, and survey questionnaires, the authors offer first-hand accounts of how community-based, experiential learning enhanced the goals of their language learning programs. The broad coverage of issues and topics, spanning kindergarten through higher education, make this a useful volume, not just for language educators, but for all educators interested in strengthening students’ capacities to act 'glocally' in multilingual contexts.