Bilingual education is one of the fastest growing disciplines within applied linguistics. This book includes the work of 20 specialists working in various educational contexts across Europe, Latin America, and North America to create a volume which is both comprehensive in scope and multidimensional in its coverage of current bilingual initiatives. The central themes of this volume, which draws on past experiences of bilingual education, include issues in language use in classrooms at elementary, secondary, and tertiary levels; participant perspectives on bilingual education experiences; and the language needs of bi- and multilingual students in monolingual schools. This collection will be of interest to teachers and administrators in bi- and multilingual education programs, as well as scholars working in the field of language education. This book is comprised of four parts. Part 1, Lessons from Accumulated Experience in Bilingual and Multilingual Education, contains the following chapters: (1) Bilingual and Multilingual Education: An Overview of the Field (Christian Abello-Contesse); (2) Insights into Bilingual Education from Research on Immersion Programs in Canada (Fred Genesee); (3) Bilingual Education in Colombia: The Teaching and Learning of Languages and Academic Content Area Knowledge (Anne-Marie de Mejía); and (4) Perspectives and Lessons from the Challenge of CLIL Experiences (Carmen Pérez-Vidal). Part 2, Issues in Language Use in Classrooms at the Elementary, Secondary and Tertiary Levels, contains the following chapters: (5) From Bilingualism to Multilingualism: Basque, Spanish and English in Higher Education (Jasone Cenoz and Xabier Etxague); (6) 100 Bilingual Lessons: Distributing Two Languages in Classrooms (Gwyn Lewis, Bryn Jones, and Colin Baker); (7) Native Language Influence in Teaching Subject Matter Content Through English in Spanish Tertiary Education (Elena Domínguez Romero and Jorge Braga Riera); and (8) From Diglossia to Transglossia: Bilingual and Multilingual Classrooms in the 21st Century (Ofelia García). Part 3, Participant Perspectives on Bilingual Education Experiences: Students, Language Assistants, Student-Teachers and Teacher-Educators, includes the following chapters: (9) The Students' Views on their Experience in a Spanish-English Bilingual Education Program in Spain (María D. Pérez Murillo); (10) The Use of Native Assistants as Language and Cultural Resources in Andalusia's Bilingual Schools (Nicole A. Tobin and Christian Abello-Contesse); (11) Student-Teachers and Teacher-Educators Experience New Roles in Pre-service Bilingual Teacher Education in Brazil (Fernanda Liberali); and (12) Potential Drawbacks and Actual Benefits of CLIL Initiatives in Public Secondary Schools (Miguel García López and Anthony Bruton). Part 4, The Language Needs of Bilingual and Multilingual Students in Monolingual Schools, includes the following chapters: (13) International School Students: Developing Their Bilingual Potential (Maurice Carder); and (14) Heritage Spanish Speakers in School Settings: Are Their Needs Being Met? (Jaime E. Espinoza Moore and Emilia Alonso Marks).