This book brings together multilingualism, tense and aspect, and Romance language education. The chapters present theoretical and empirical research on the teaching and learning of French, Spanish, Italian, and Catalan in different educational contexts with data collected in Europe, the Americas, and Asia from learners with various linguistic backgrounds. With its clearly delineated sections on learning, teaching, and sociolinguistic variation, the volume makes an important contribution to the rich field of inquiry of second and third languages that is of significance to researchers, teachers, and learners alike.