In the field of foreign and second language (L2) teaching in general, and within the area of L2 teacher education in particular, the concept of reflective language teaching has been gaining ground since the early 1990s. Farrell’s book offers a research-oriented introduction to this subject. In response to the criticism that, in spite of the interest reflective L2 teaching has generated, little research has been conducted to confirm its validity.

This work contains a total of 14 chapters. In chapter 1, Farrell provides a brief background, defines the concept, and describes the professional benefits of reflective L2 teaching for teachers. Following Richards and Lockhart (Reference Richards and Lockhart1994), Farrell defines reflective L2 teaching as an approach in which teachers “collect data about their teaching, examine their attitudes, beliefs, assumptions, and teaching practices, and use the information obtained as a basis for critical reflection about teaching” (p. 8).

The main body of this book is organized into two broad and balanced sections. The first six chapters after the introduction focus on how teachers can reflect on various topics and aspects of their profession, whereas the next six chapters explore how they can do so with different reflective instruments. Thus, chapters 2–7 examine self-reflection, teachers’ beliefs and practices, teachers’ narratives, L2 proficiency, teachers’ metaphors and maxims, and classroom communication. In turn, chapters 8–13 address the use of these reflective procedures: action research, teaching journals, teacher development groups, classroom observations, critical friendships, and concept mapping.

Finally, in chapter 14, Farrell presents a unified framework that L2 teachers may consider using in professional development through reflective thinking and describes two workshops aimed at facilitating both the reflective analyses on their practices and the formation of their own theories of L2 teaching.

Overall, this book is geared toward the professional development or in-service side of teacher education, largely from the perspective of English as a foreign language teachers of Asian background. The chapters are developed to provide comprehensive coverage rather than in-depth treatment of the topics dealt with. Despite some editing problems, this user-friendly book is a welcome addition to the growing literature on reflective practice in L2 teaching.