The targeted readership of this book includes language instructors, language educators, and administrators of college-level Chinese and Japanese language programs, as well as area studies faculty members interested in collaboration with language faculty to engage students in interdisciplinary learning. Language educators in other Category IV languages will also benefit from this book, given the shared learner needs and challenges in their respective languages. Similarly, we believe the interpretation and implementation of the transdisciplinary approach to SLA in this volume will provide inspiration for educators and pedagogy researchers of all languages, especially those with limited exposure to innovative SLA approaches. The book provides suggestions for transforming from a conventional "language-literature" model to an "area-studies" model where language education is part of the integrative curriculum including humanities, STEM, and business courses. This book will also have appeal to international readers, as an increasing number of college-level Chinese and Japanese language courses have been offered around the world in recent years. The approach discussed in the book will highlight international collaboration with faculty located in China and Japan and, therefore, will be appealing to educators in China and Japan who are interested or already engaged in online or offline intercultural collaboration teaching.

The targeted readership of this book includes language instructors, language educators, and administrators of college-level Chinese and Japanese language programs, as well as area studies faculty members interested in collaboration with language faculty to engage students in interdisciplinary learning. Language educators in other Category IV languages will also benefit from this book, given the shared learner needs and challenges in their respective languages. Similarly, we believe the interpretation and implementation of the transdisciplinary approach to SLA in this volume will provide inspiration for educators and pedagogy researchers of all languages, especially those with limited exposure to innovative SLA approaches. The book provides suggestions for transforming from a conventional "language-literature" model to an "area-studies" model where language education is part of the integrative curriculum including humanities, STEM, and business courses. This book will also have appeal to international readers, as an increasing number of college-level Chinese and Japanese language courses have been offered around the world in recent years. The approach discussed in the book will highlight international collaboration with faculty located in China and Japan and, therefore, will be appealing to educators in China and Japan who are interested or already engaged in online or offline intercultural collaboration teaching.