This book sets out to explore the intersections between matters not frequently yoked in academic discussions: spirituality, social justice, andthe learning of world languages. The contributing authors contend not only that these intersections exist, but that they are the site of issuesand realities that require the attention of language educators and point to avenues of growth for the language teaching profession. The essaysincluded seek to indicate the possibilities of a neglected area of inquiry, not only in terms of theory but also in terms of the practices of languageeducation. Given this aim of opening up fresh questions, the book is arranged so as to show the relevance of the nexus of spiritualityand social justice to teacher education (chapters 3 and 4), language classroom practices (chapters 5 and 6), and the theoretical sources thatinform scholarly discussion of language education (chapters 7 and 8). The opening chapters place these explorations in a larger context byshowing how they fit into existing social contexts and academic discussions.