This chapter examines incremental transformational learning, as evidenced by the intercultural growth of advanced learners of Russian in the Russian Overseas Language Flagship (ROF); a year-long overseas immersion program. With hybrid structured and open architecture, the ROF utilizes a scaffolded environment of individualized tutorials, small-group work, direct enrollment courses, professional internships, homestays and structured reflections. The study examines IDI- and ILR data, reporting on group-level statistical comparisons of pre/post program intercultural development and language proficiency to document measureable intercultural and linguistic outcomes. The study includes student reports of disorienting dilemmas, reflections on the dilemmas, and proposed “action plans” for dealing with challenges. IDI scores indicate a shift from a mono-cultural mindset toward greater awareness of the mindsets of others and the specifics of one's own cultural lens. The analysis indicates a positive relationship between proficiency levels and the learner's intercultural development as they are better positioned to respond and behave effectively and appropriately as global professionals.

The introduction explains the need for the book, describes its design, and introduces the methodological strands currently exhibited in the programs and curricula of language educators whose teaching reflects transformative education: principles and theory based on the works of (1) Mezirow and his followers Cranton and Taylor, (2) Freire, (3) Vygotsky, (4) Rogers and (5) Boyd and Habermas, (6) Dirkx, and (7) O’Sullivan, among others. The introduction follows the storyline told by the authors of the various chapters, depicting the appearance and growth of transformative language learning and teaching (TLLT), its current manifestations in the classroom, study abroad programs, the community, testing practices, and teacher preparation, and ending with a discussion of the morphing of TLLT’s Mezirowan cognitive base into a more affective and even spiritual approach. How these strands are treated within different educational contexts or treatments are pointed out. The classrooms and programs designed by the book’s authors weave a rich tapestry of variants of transformative education in the classroom, in study abroad programs, in extramural activities, and in the community; how these all exemplify current transformative education practices will be discussed. This chapter also points out the range of languages represented in the volume, including L2, EFL/ESL and bilingual education and how these three generally distinct fields form an organic whole. The intent of the introduction is to provide an overarching framework in which to understand the theory, praxis and programs of transformative education presented in the book.