Early in my career at Earlham I organized a Ford/Knight-funded experience that involved the collective translation (myself and 7 students) of parts of a novel by Guadeloupean writer Gisèle Pineau, whom we brought to campus to work with us. The outcome of that project included an article I authored but just as significantly, it contributed to launching one student into a Ph.D. program (she now teaches translation at a liberal arts college, and we recently roomed together at an academic conference) and other students into areas such as law and speech pathology. I've done other collaborative work since, and this spring, I'm excited to join a colleague from Management and 7 students in a project involving the use of virtual worlds in education. If I were to predict the future of language education, I would guess that it will be one of the first disciplines for which virtual worlds, which go far beyond Rosetta Stone and online language exchange chat rooms, are extensively developed. I want to test how that might happen and some of the differences in language acquisition for students who interact in a physical classroom vs. those who interact through avatars in a virtual space. By the end of the semester, I expect the group to produce at least one learning module to test on a beginning French class. And I'm counting on the students as quick studies to figure out how to design and program the virtual world because I sure couldn't do it myself!