Frontmatter -- Contents -- Contributors -- Acknowledgements -- Introduction -- Part 1: Theoretical Underpinnings of Intensive Learning -- 1. Is Intensive Learning Effective? Reflecting on the Results from Cognitive Psychology and the Second Language Acquisition Literature -- Part 2: Intensive Instruction -- 2. Intensive L2 Instruction in Canada: Why not Immersion? -- 3. Closing the Gap: Intensity and Proficiency -- 4. When Comprehensible Input is not Comprehensive Input: A Multi-dimensional Analysis of Instructional Input in Intensive English as a Foreign Language -- 5. What Language is Promoted in Intensive Programs? Analyzing Language Generated from Oral Assessment Tasks -- 6. Time and Amount of L2 Contact Inside and Outside the School - Insights from the European Schools -- Part 3: Learners' Perceptions and Intensive Exposure -- 7. The Significance of Intensive Exposure as a Turning Point in Learners' Histories -- 8. Change or Stability in Learners' Perceptions as a Result of Study Abroad -- Part 4: Naturalistic Immersion -- 9. The Impact of Study Abroad and Age on Second Language Accuracy Development -- 10. Oral and Written Development in Formal Instruction and Study Abroad: Differential Effects of Learning Context -- 11. Differences in L2 Segmental Perception: The Effects of Age and L2 Learning Experience -- Index