The release of a report by the Modern Language Association, "Foreign Languages and Higher Education: New Structures for a Changed World," focused renewed attention on college foreign language instruction at the introductory level. Frequently, the report finds, these beginning courses are taught by part-time and untenured instructors, many of whom remain on the fringes of the department, with little access to ongoing support, pedagogical training, or faculty development. When students with sensory, cognitive or physical disabilities are introduced to this environment, the results can be frustrating for both the student (who may benefit from specific instructional strategies or accommodations) and the instructor (who may be ill-equipped to provide inclusive instruction). Soon after the MLA report was published, the American Council on the Teaching of Foreign Languages issued "Diversity and Inclusion in Language Programs," a position statement highlighting the value of inclusive classrooms that support diverse perspectives and learning needs. That statement specifies that all students, regardless of background, should have ample access to language instruction. Meanwhile, in the wake of these two publications, the number of college students with disabilities continues to increase, as has the number of world language courses taught by graduate teaching assistants and contingent faculty. Disability and World Language Learning begins at the intersection of these two growing concerns: for the diverse learner and for the world language instructor. Devoted to practical classroom strategies based on Universal Design for Instruction, it serves as a timely and valuable resource for all college instructors-adjunct faculty, long-time instructors, and graduate assistants alike-confronting a changing and diversifying world language classroom.

The release of a report by the Modern Language Association, "Foreign Languages and Higher Education: New Structures for a Changed World," focused renewed attention on college foreign language instruction at the introductory level. Frequently, the report finds, these beginning courses are taught by part-time and untenured instructors, many of whom remain on the fringes of the department, with little access to ongoing support, pedagogical training, or faculty development. When students with sensory, cognitive or physical disabilities are introduced to this environment, the results can be frustrating for both the student (who may benefit from specific instructional strategies or accommodations) and the instructor (who may be ill-equipped to provide inclusive instruction). Soon after the MLA report was published, the American Council on the Teaching of Foreign Languages issued "Diversity and Inclusion in Language Programs," a position statement highlighting the value of inclusive classrooms that support diverse perspectives and learning needs. That statement specifies that all students, regardless of background, should have ample access to language instruction. Meanwhile, in the wake of these two publications, the number of college students with disabilities continues to increase, as has the number of world language courses taught by graduate teaching assistants and contingent faculty. Disability and World Language Learning begins at the intersection of these two growing concerns: for the diverse learner and for the world language instructor. Devoted to practical classroom strategies based on Universal Design for Instruction, it serves as a timely and valuable resource for all college instructors-adjunct faculty, long-time instructors, and graduate assistants alike-confronting a changing and diversifying world language classroom.

Emerald-green hiddenite, a gem so valuable that it is said "a June bug can carry away $1,000 worth," is only found in one area of North America: Alexander County, North Carolina. Now known as the village of Hiddenite, the area has continuously produced gems of great beauty since 1875, including the largest natural emerald and the largest faceted emerald in North America. The beauty of the area's free-standing minerals of emerald green beryl and spodumene, as well as amethyst, smoky quartz, calcite, and rutile have attracted collectors, adventurers, and miners since their discovery. The search for emeralds and other gemstones over more than 100 years has generated true drama: controversies about mineral names, who discovered what, tragic fatal accidents, and physical strife between individuals. This book reveals the whole story. Alongside the fascinating history of the area, it includes detailed information about the geology of the region, and will be of interest to the historian, mineral enthusiast, and the curious reader alike.

What are the Brown Mountain Lights? Geologist Ed Speer investigates North Carolina's most famous ghost story-the 120-year-old legend of mysterious nighttime lights reportedly seen on or near Brown Mountain in Burke County. Speer's three-year study involved the help of dozens of individuals, comprehensive literature review, two remotely-controlled cameras operating all night long, multiple carefully-staged light tests, telephoto- and telescope-assisted photography, and countless hours of personal observation and ground search for the elusive lights. Both manmade and natural lights were identified, including some highly unexpected ones; however, history, science, and human nature were each found to play major roles in the understanding and interpretation of the lights people see. Researchers, investigators, historians, story tellers, local residents, believers in the legend, and those observers seeking more information about the lights they have seen will find this book useful. As will those who just enjoy a good mystery story. Visit either of the two most-popular observation sites (identified in the book and readily accessible on public land) and maybe you too will catch a glimpse of a mystery light!