With Enriching ESOL pedagogy, Zamel and Spack add to their impressive record of contributions to the field. This eclectic collection includes 22 readings organized in five coherent units: “Questioning the Nature of Methods,” “Seeing in the Classroom,” “Theories into Practice: Promoting Language Acquisition,” “Theories into Practice: Keeping Language Meaningful,” and “Questioning Assumptions about Language Identity.” Unlike many collections for teacher-scholars, this one offers readings in a wide range of genres—research reports, theoretical explorations, ethnographies, personal essays, and multigenre pieces. With original publication dates spanning 1982 to 1999, the readings were selected from top journals and collections. Without exception, the readings are thoughtful, interesting, and insightful—what one would expect from such notable authors as Rose, Hudelson, Krashen, Widdowson, Zamel, Wells Lindfors, Ortiz, and Tan.

In addition to the readings, each unit of the collection includes some features that help deliver on the promise of the book's subtitle. At the beginning of each unit, readers will find a section called “Before Reading,” which includes a few open-ended questions that encourage thoughtful reflection on the issues raised in the readings. Following the readings, a section called “Reflecting on the Readings” includes as many as a dozen questions and prompts that help readers make connections between the readings and their own experiences in the academic and personal arenas of life. The next section in each unit, “Reading for Further Reflection,” includes brief texts (e.g., poems) or excerpts from longer texts (e.g., autobiographies). At the conclusion of each unit, “Suggested Projects for Inquiry” sections offer five or six suggestions for more extended engagement with the issues raised in the readings.

Even though the readings are engaging, the apparatus that Zamel and Spack have added does much to enhance that engagement: to help preservice and in-service English for speakers of other languages (ESOL) teachers make connections among theory, practice, and their own experiences as learners. These features make the collection highly useful in methods courses because they help to model the kinds of learner-centered approaches that more enlightened educational leaders have been advocating for decades. By involving current and prospective teachers in the “engagement, reflection, and inquiry” promised by the book's subtitle, Zamel and Spack increase the likelihood that teachers will involve their own students in those kinds of activities.

As I read this volume, it was fun to speculate about other readings that Zamel and Spack may have considered for the collection. As I did so, I sometimes thought, “They also could have chosen ‘___’ to address what this reading addresses.” When I finished reading the collection, however, I realized that I had never thought, “They should have used ‘___’ instead of what they did choose.” Likewise, although their apparatus items often made me think of additional items that I might develop for students in a methods course, I did not find items that I would replace.

Are there any changes that I would suggest if Zamel and Spack were to republish this volume in a few years? Not many. The one feature that could make the book more user-friendly, though, is an index. For a book like this, I often find that I need to construct my own index as I read it and teach with it. Overall, however, this is a book that ESOL methods teachers and students should find very useful in grappling with some of the more salient issues in the field.