"Research Informing Practice--Practice Informing Research: Innovative Teaching Methodologies for World Language Educators" is an edited volume that focuses on innovative, nontraditional methods of teaching and learning world languages. Using teacher-research projects, each author in the volume guides readers through their own personal journey and exploration of teaching methods, novelty, risk-taking, and reflection. Chapters include guiding questions, vignettes, and thick descriptions of classroom-based research in an assortment of instructional settings. Theoretical issues and an array of practical applications are presented, as well as additional research opportunities and guidelines for implementation in a variety of teaching and learning venues. While not professing to be a panacea for world language learning, this book provides various lines of theory, research, and practice as they interact with each other through teacher-research narratives. As a well-known African proverb asserts, "It takes a village to raise a child." Similarly, it takes a village to develop a master teacher, and it takes a community to create an exceptional classroom. Throughout this volume, authors share their voices, experiences, and expertise as a means of strengthening the village. They then invite readers to embark on their own methodological journeys. The text thus serves as a stimulus for further discussion and pedagogical development in world language settings. Teachers and researchers are challenged to think critically and reflectively about world language education, encouraged to design innovative methods, approaches, and techniques for their world language classes, and ultimately asked to share their findings with students, parents, peers, communities, and the village. This book begins with an introduction by David Schwarzer, Mary Petron, and Christopher Luke. This book contains three sections. Section I, Extending the World Language Classroom Beyond Its Walls: Global/Clocal Competencies, contains: (1) Innovations in Assessment: Portfolio Assessment in the Novice Language Classroom (Melanie Bloom); (2) Using Children's Literature in the College-Level World Language Classroom (Maripaz Garcia); (3) Crossing the Digital Divide: Language Learning in Virtual Environments (Christopher Luke); and (4) Extending a Hebrew Class Beyond the Classroom: A Problem-Based Learning Approach (Taly Schwarzer). Section II, Translingual and Transcultural Views of Language Learning, contains: (5) Shared Reading in the Hoikuen: Applying Whole Language Theory and Practice to World Language Learning in Japanese Nursery Schools (Daniel E. Ferguson); (6) Practice Informing Theory: A Retrospective Approach (Mary Petron); and (7) Inventing a Whole Language World Language Learning Community (David Schwarzer). Section III, "From Foreign Language Teacher" to "World-Minded Language Education", contains: (8) Engaged Scholarship: Implications for the Foreign Language Classroom (Clarena Larrotta); and (9) From Linguistic Imperialism to Linguistic Conscientizacion: Learning From Heritage Language Speakers (Howard L. Smith, Patricia Sanchez, Lucila D. Ek, and Margarita Machado-Casas). This book ends with a conclusion by David Schwarzer, Mary Petron, and Christopher Luke. [Foreword by Judith L. Shrum.]