There have been widespread concerns over the decline of modern languages and waning interest in learning languages other than English (LOTEs) around the world, thought to be partly due to recent political events including Brexit and Trump's aggressive isolationism in the United States. By contrast, governments in Greater China have energetically renewed their investment in promoting LOTE education, driven by globalisation initiatives such as Mainland China's 'Belt and Road' initiative and Taiwan's 'New Southbound Policy'. Thus, it remains pertinent to explore the policies and practices of multilingual education expansion in this region, as the success or failure of the globalisation initiatives may have profound consequences for the prospects of multilingual and multicultural development at universities in the Greater China region and perhaps around the world. This special issue presents empirical studies in which the authors, as insiders engaged in the new wave of language policy shifts, offer diverse perspectives on issues including foreign language curricula, learners' motivational identities and teachers' professional development. We contend that to sustain the increase in multilingual education, the tensions between global English and LOTEs, between individual identity and contextual variation, and between instrumental orientation and translanguaging/transcultural values of language learning need to be addressed.