As the title indicates, the goal of this book is to provide practical pedagogical techniques to be applied by teachers in their foreign language classrooms. The introduction distinguishes this book from other teaching methods studies, which provide mostly theoretical discussions or teaching ideas too general to apply to a specific classroom situation, by highlighting its purely practical approach. This volume presents a collection of empirical research conducted by teachers in their own foreign language classrooms, examines pedagogical implications, and proposes useful teaching and learning resources applicable to similar language classroom contexts.

The book consists of five sections, each with two to four chapters. Section 1 discusses the role of culture in language learning, with chapters on Spanish language maintenance and linguistic attitudes and on using images for culture learning. Section 2 considers the role of human resources in language learning, with chapters on student project-based learning, and of parents’ help or knowledge of English in their children’s learning. Section 3 includes language learning strategies, with chapters on gender differences in strategy use and classroom task preferences and on dictionary use for reading comprehension. Section 4 describes language learning software, with chapters on a multimedia course management system, integrating e-learning, and proofreading software. Finally, section 5 introduces language learning Web resources, with chapters on allocating teaching resources, new reading competence, designing computer-assisted language learning materials, and metaphorical idealized cognitive models.

Despite the author’s clear intention to include works from within a variety of contexts, perspectives, and topics, the majority of the studies are undertaken in a university-level English-as-a-foreign-language context, particularly in Spain. Additionally, approximately half of the book is devoted to topics that pertain to information communication technologies. Language learner autonomy and English for specific purposes, often in relation to information communication technologies, are discussed throughout this volume. A number of mechanical mistakes, such as errors in spelling, capitalization, and punctuation, also remain unedited. Despite these criticisms, this book will serve as a useful teaching resource with a strong practical focus, and language teachers may find the content helpful.