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The 21st century has seen a strong upward trajectory in empirical research on the multiple benefits that foreign language/world language learning and bilingualism can afford to both individuals and society. This analysis of research published from 2012‐2019 extends Fox et al.'s analysis of research published from 2005 to 2011 (Part I). The 100 empirical studies in Part II, drawn from seven data bases, were conducted in multiple countries. Six overarching themes emerged: cognitive abilities and benefits, aging and health, employability, academic achievement, communicative and intercultural competence, and enhanced creativity. Results report multiple cognitive benefits of language study and bi‐multilingualism, particularly later in life, including enhancement of cognitive flexibility, higher cognitive reserve in advanced age, and delay in the onset of dementia. Other results underscore the importance of early and sustained language learning and support for L1 literacy development. Additional results stress the benefits of foreign/world language skills relating to employability and academic achievement and propose that the accumulation of years of language learning positively impacts the development of cross‐cultural awareness and communicative competence. This research illustrates the importance of establishing cross‐/interdisciplinary research and sharing results with language advocates, policy makers, and legislators.

Despite decades of controversy surrounding foreign language study, empirical research has emerged to substantiate the multiple benefits that language learning and bilingualism afford to both individuals and society. This study comprises a survey and analysis of empirical research on this topic published during the first two decades of the 21st century: Part I, presented here, builds upon results of an earlier compilation of studies and includes research published during 2005–2011; Part II (forthcoming from Fox, Corretjer, and Webb) will include an analysis of the empirical research appearing from 2012 to 2019. The 65 studies from Part I reveal eight principal themes: Three themes from the previous compilation of studies were applied as etic codes, and five additional themes emerged from studies published during this particular time frame. Results underscore the importance of early and sustained language study to actualize benefits and promote a mindset where language education is a reality for all. Part I results provide a baseline against which a subsequent analysis of studies that were published on the same topic from 2012 to 2019 will be compared. Conclusions include recommendations for stakeholders and a call for more interdisciplinary research.

Study abroad experiences provide teacher candidates with opportunities to explore teaching and learning while immersed in diverse international and intercultural settings. International pre-service teaching experiences range from short trips to expose teacher candidates to diverse cultures to extensive internships in which teacher candidates complete their student teaching. In this chapter, the authors created a 4-week intensive field experience for teacher candidates and studied the key features of program design and implementation as well as the impact of participation on teacher candidates' professional development.

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