Introduction /Karen Evans-Romaine and Dianna Murphy -- The language flagship: creating expectations and opportunities for professional-level language learning in undergraduate education / Michael Nugent and Robert Slater -- Laying the groundwork: programmatic models in US language flagship programs / Dianna Murphy, Karen Evans-Romaine, Valerie Anishchenkova and Zhuo Jing-Schmidt -- Adding breadth to the undergraduate curriculum: flagship approaches to interdisciplinary language learning / Sandra Freels, Olesya Kisselev and Anna Alsufieva -- The road through superior: building learner independence / Peter John Glanville -- Maximizing oral proficiency development via telecollaborative partnerships in the Portuguese flagship program / Victoria Hasko, Robert Moser, Fernanda Guida, Mary Elizabeth Hayes and Viviane Klen Alves -- Creating collaborative communities through online cafés / Sharon Bain and Madeline K. Spring -- Heritage language learners in flagship programs: motivation, language proficiency and intercultural communicative competence / Olga Kagan and Cynthia Martin -- Assessing language proficiency and intercultural development in the overseas immersion context / Dan E. Davidson, Nadra Garas and Maria D. Lekic -- Overseas internships in advanced to professional-level language acquisition / Samuel Eisen -- Beyond proficiency gains: assessing the academic, cultural and professional impact of the flagship experience on alumni / Mahmoud Al-Batal and Christian Glakas -- Raise the flag(ship)! Creating hybrid language programs on the flagship model / Thomas J. Garza -- Conclusion / Karen Evans-Romaine and Dianna Murphy.