'Italian as a Foreign Language: Teaching and Acquisition in Higher Education. Vol. 2' brings together twelve chapters written by scholars and university lecturers, all focusing on the teaching of Italian through a wide range of approaches. These range from inclusive and multisensory pedagogies to corpus-based learning, from grammar through use to debate-based teaching and content-focused courses (politics, ecology, food, health, culture, and identity). The book values plurality and dialogue, showing how different pedagogical perspectives can respond to diverse learning contexts and heterogeneous student profiles. What makes this volume distinctive is its strong connection between theory and practice. Each contribution is grounded in current research in applied linguistics and language pedagogy, while remaining firmly rooted in real university classrooms. Practical examples, teaching ideas, and reflections on course design make the book particularly useful for university instructors, teacher educators, and advanced students. At the same time, the volume can be read as a source of inspiration, as a methodological guide, or as a reference text for developing inclusive and meaningful Italian language courses in higher education.

At a moment when various uncertainties surround higher education, 'Advocating for Art History' offers theory-informed investigations, case studies, and actionable strategies to empower art historians to assess their individual policy environments and institutional contexts, recognize their spheres of influence, and develop strategic approaches to advocacy that leverage their expertise as educators and researchers. Edited by Jennifer P. Kingsley, Cindy Persinger, and Rosemarie Trentinella, the volume draws on its contributors’ decades of experience across diverse types of public and private institutions—from R-1 universities to liberal arts colleges as well as a medical school and military academy. Chapters share successes and failures, strategies for securing and maintaining institutional support, analysis of art history’s distinctive contributions to skill and professional development as well as of the discipline’s broader value as a social good. Together, the chapters present a nuanced picture of the current moment, in which art history’s perceived vulnerabilities intersect with (and serve) broader narratives about the humanities and higher education’s supposed failures—complexities the book examines and largely counters. Capturing a broad spectrum of contemporary art historical advocacy, 'Advocating for Art History' argues that the discipline’s future depends on art historians actively participating in shaping their institutions’ priorities, making their work visible across a variety of stakeholders both within and beyond the academy, and building collective momentum. Above all, it aims to spark reflection and essential conversations about the discipline’s future, and champions the potential for positive action. It is an essential resource for anyone invested in sustaining the humanities in higher education.

This monograph provides a comprehensive exploration of the experiences of Spanish speakers and learners in Western Canada, where Spanish is a minority language. Drawing on eight years of mixed-methods research, including surveys, interviews, and virtual exchanges, it investigates student motivations, instructional strategies, and the diverse identities of Spanish speakers, including heritage speakers, first-language speakers, and second-language learners. Structured across eight chapters, the book begins with a contextual overview of Canada’s multilingual landscape and the growing relevance of Spanish (Chapter 1). It then explores student motivations for learning Spanish (Chapter 2), the pedagogical methods employed by instructors (Chapter 3), and how classroom diversity influences student awareness and learning dynamics (Chapter 4). Chapter 5 examines communication practices and students’ comfort with speaking Spanish, particularly in relation to virtual exchanges. Chapter 6 focuses on student perceptions of Spanish-speaking cultures, while Chapter 7 presents the views of Spanish-speaking immigrants regarding language use, identity, and linguistic discrimination. The final chapter (Chapter 8) synthesizes the key findings of the book and outlines practical implications for educators, researchers, and policymakers, offering forward-looking recommendations to support inclusive Spanish language education and linguistic diversity in Western Canada. By emphasizing the cultural, educational, and social dimensions of Spanish in an English-dominant context, this work contributes to broader conversations on language education, multiculturalism, and linguistic policy. It is intended for language instructors; scholars of applied linguistics, multilingualism, and education; heritage language advocates; institutional stakeholders; and policymakers committed to supporting diverse learners, promoting inclusive curriculum design, and fostering linguistic diversity in Canada and beyond.

'Teaching and Learning Classics at the University Level, Vol. 4' focuses on the teaching of literature, digital approaches, and research methodologies in Greek and Roman antiquity. The 14 chapters examine the approaches to teaching key topics, including Digital Humanities, the use of digital tools in the study of antiquity, academic research in ancient history, ancient philosophy and rhetoric, as well as palaeography, codicology, papyrology, and textual criticism. They also explore the teaching of major literary traditions, including Homer, Roman epic poetry, Late Antique Latin literature, and Medieval and Modern Latin drama, as well as innovative approaches such as mapping and employability within Classics. Presenting teaching as a reflective and research-informed activity, this volume is intended for university lecturers, teacher trainers, and graduate students interested in classical literature, digital humanities, and research-based approaches to the study of antiquity in higher education.

‘Teaching and Learning Classics at the University Level, Vol. 3’ focuses on the teaching of mythology, arts, and archaeology in Greek and Roman antiquity, with a particular emphasis on cultural expression, visual and material culture, and interdisciplinary approaches. The 9 chapters examine the approaches to teaching key topics including Greco-Roman astrology, classical and comparative mythology, Greek art, numismatics, experimental archaeology, and the study of ancient topography and landscapes, as well as performance and reception through the ancient dramatic chorus and Greek tragedy. The volume also addresses the role of artistic, archaeological, and comparative perspectives within the Humanities, highlighting how visual, material, and performative sources contribute to a broader understanding of antiquity and its reception. Presenting teaching as a reflective and research-informed activity, this volume is intended for university lecturers, teacher trainers, and graduate students interested in mythology, art in its broader sense, archaeology, and the reception of Classical antiquity in higher education.

‘Teaching and Learning Classics at the University Level, Vol. 2’ focuses on the teaching of social, cultural, and religious aspects of Greek and Roman antiquity. The 11 chapters examine the approaches to teaching key themes in ancient society including ethnography, the human condition and the afterlife, Roman religion, violence, sacrifice, slavery, love, and medicine, as well as aspects of daily life such as play, sport, and bathing culture. The volume also addresses the place of social and cultural history within the Humanities, highlighting how these topics contribute to a broader understanding of antiquity and its relevance today. Presenting teaching as a reflective and research-informed activity, this volume is intended for university lecturers, teacher trainers, and graduate students interested in classical civilization, ancient history, and the cultural and religious dimensions of Greek and Roman studies in higher education.

'Emerging Technologies in Second Language Teaching and Learning' examines how artificial intelligence and other digital innovations are remaking language education across K–12 and higher education contexts. As technologies such as generative AI, adaptive learning systems, virtual reality, and digital storytelling become increasingly integrated into classrooms, educators face new opportunities—and challenges—in designing meaningful language-learning experiences. This edited volume brings together international scholars and practitioners to explore how emerging technologies can support multilingual learners through personalized learning, immersive environments, and innovative pedagogical approaches. Grounded in established theories of second language acquisition, applied linguistics, and instructional design, the chapters combine research-based analysis with real-world classroom applications. Contributors examine topics including AI chatbots for language practice, AI-generated instructional materials, adaptive learning platforms, culturally adaptive digital storytelling, virtual reality–based language tasks, and open educational resources that expand access to language learning. Aside from technological innovation, the volume critically addresses the pedagogical and ethical issues of AI-enhanced education. Chapters explore issues such as algorithmic bias, academic integrity, digital equity, and teacher agency, as well as the importance of maintaining human-centered learning environments in increasingly automated educational systems. Across a variety of contexts—from secondary classrooms to university language programs—the contributors highlight how instructors can thoughtfully integrate technology to enhance interaction, creativity, and communicative competence. Integrating theory, research, and practice, this book offers a timely resource for language educators, instructional designers, teacher educators, and researchers in TESOL, applied linguistics, multilingual education, and educational technology. It also serves as a valuable guide for graduate students and academic leaders seeking responsible, evidence-informed approaches to innovation in language teaching.

'Teaching and Learning Classics at the University Level, Vol. 1' focuses on the teaching of Greek and Latin, with a particular emphasis on language, linguistics, and teacher training. The 13 chapters examine the approaches to teaching Greek and Latin for beginners and advanced students, including metrics, historical and descriptive grammar, linguistic typology, translation, and prose composition, as well as the role of Latin in the Humanities and in specialized fields such as medical terminology. The volume also addresses the training of teachers and lecturers in Classics, exploring how linguistic expertise and pedagogical practice are developed within the university context. Presenting teaching as a reflective and research-informed activity, this volume is intended for university lecturers, teacher trainers, and graduate students interested in classical language pedagogy and the future of Greek and Latin instruction in higher education.

This volume explores the importance of Universal Design for Learning (UDL) as a transformative framework for inclusive and equitable education. Through chapters contributed by international scholars, it examines the practical application of UDL in various educational contexts, including higher education, assessment, language education, and lifelong learning. The book positions UDL as an essential approach for creating accessible learning environments that embrace diversity and overcome barriers. Highlighting innovative case studies and research, it serves as a resource for educators, policymakers, and researchers committed to fostering inclusivity and improving educational outcomes globally.