Jessner's volume outlines the various issues concerning multilingualism. Because of the increasing use of English as the lingua franca of international communication, this text specifically focuses on the acquisition of English as a third language (L3) and how this differs from the acquisition of English as a second language (L2). The volume contains six chapters with an all-encompassing reference section at the end. Preceding the main text of the volume are a table of contents, a list of figures and tables, a list of abbreviations, acknowledgments, and introductory remarks by the author. A list of the chapter titles and a brief description of each are provided here. With this text, Jessner has done an excellent job of exploring the various areas of the relatively new field of L3 acquisition.

Chapter 1, “Multilingualism with English,” provides a description of worldwide English use and how English is developing into the world's lingua franca. This chapter also provides a description of individuals who use English as a L3. Chapter 2, “Learning and Using a Third Language,” introduces the reader to the idea that the study of L3 acquisition and SLA should be considered separate entities, a view that differs from the traditional perspective that considers any language learned after the native language as a L2. This chapter has brief sections on individual differences, some key studies in L3 acquisition, and current models of multilingualism, and it is the chapter that best summarizes various aspects of the field of L3 acquisition. Chapter 3, “On the Nature of Linguistic Awareness,” begins with background research on metalinguistic awareness in bilinguals and continues into the theoretical approaches of metalinguistic awareness, including aspects of psycholinguistics. Chapter 4, “Exploring Linguistic Awareness in Third Language Use,” begins with an overview of multilingual studies that show the interaction of the participants' languages. This chapter also includes a detailed report of the Tyrol study, a study carried out by Jessner with bilingual students from South Tyrol (Italy) who were studying English at Innsbruck University. Chapter 5, “Crystallizing Linguistic Awareness in Multilingual Education,” presents various facets of multilingual education, including recent projects in European multilingual education. Chapter 6, “Envoi,” briefly presents the implications of the volume's theme as well as a vision of where this line of research should be taken. The book ends with a quote that stresses the importance of multilingual imperfection as opposed to monolingual perfection.

Jessner's volume is a good introduction to the rapidly growing field of L3 acquisition. The work is thorough, yet written in a language that makes it accessible to a wide range of readers; it would be ideal as one of the texts in a seminar dealing with bilingualism or multilingualism or both. Additionally, parts of the volume, especially the first part of chapter 2, would be a wise choice as a supplemental text in an introductory class on applied linguistic theory. This volume should be on the shelf of every researcher interested in L3 acquisition. Jessner has done an exceptional job of creating a volume that focuses on the impending issues of the rapidly growing field of L3 acquisition.