The collegiate foreign language profession has experienced numerous changes over the past two decades including, among others, development of the Standards for Foreign Language Learning (1996), interdisciplinary expansion into area studies, efforts to implement new technologies in the classroom, and increased attention to sociocultural-oriented and literacy-based approaches to teaching. These developments reflect a vibrant community of theorists and practitioners, yet notably absent is concentrated attention on the professional development of graduate student teachers in light of these significant changes. Emphasizing the importance of best practices in educating the future foreign language professoriate, this volume presents pedagogical and theoretical frameworks for graduate student development that respond to the changing landscape in the field. Specifically, the volume advocates professional development practices that take into account the longitudinal nature of teacher education. In doing so, it questions existing educational paradigms that have not prepared graduate students adequately to address the challenges of becoming a successful collegiate teacher-scholar. The volume provides the reader with specific examples from the field that relate the latest research on language, literacy, instructional technology, and curriculum design to graduate student professional development and provide concrete suggestions for implementing a sustainable and coherent approach to teacher education that integrates the diverse components of foreign language study in higher education. Follow the link to the publisher's site for the table of contents.