Focusing specifically on second language (L2) learning, the 35 chapters that constitute this volume offer fundamental information about both traditional as well as emerging topics in SLA research. The volume highlights the interdisciplinary nature of the field in its selection of themes and contributing authors. Its chapters touch on topics ranging from the role of linguistic theories in SLA research to how factors such as individual differences and the context of learning affect language acquisition, and it includes contributions from established experts as well as emerging scholars in the field. This volume, taken as a whole, offers an account of the state of the field of SLA research as it is now and suggests likely avenues for the field’s future expansion.

The chapters are grouped under seven main themes: (a) language in context, (b) linguistic perspectives, (c) psycholinguistic and neurolinguistic perspectives, (d) skill learning, (e) individual differences, (f) the setting for learning, and (g) the assessment of L2 knowledge. These sections summarize and make the case for some of the most influential as well as controversial theories of L2 learning, such as complexity theory (Larsen-Freeman, chapter 5), the interactionist approach (Mackey, Abbuhl, & Gass, chapter 1), and variationist approaches to SLA research (Bayley & Tarone, chapter 3). Additionally, they offer general and essential information about the status of research on L2 phonology, morphosyntax, semantics, pragmatics, and lexicon (Eckman; Lardiere; Slabakova; Bardovi-Harlig; Laufer & Nation; chapters 6–10, respectively). Throughout these sections, there is also discussion of the ways in which SLA research overlaps with, borrows from, and contributes to other fields, such as sociolinguistics (e.g., Lantolf’s account of sociocultural theory and language learning, chapter 4, and Magnan & Lafford on learning through immersion during study abroad, chapter 32), psychology and psycholinguistics (e.g., Segalowitz & Trofimovich on processing, chapter 11; Ellis’s review of frequency-based accounts of SLA, chapter 12), and education and language instruction (including specific chapters on research focused on L2 reading, writing, speech production, and speech perception). Finally, they offer insight into the state of relatively new interests in the field of SLA research, such as the place for heritage learners in language-learning classrooms, research on L2 learning (Kagan & Dillon, chapter 30), and the potential uses for neurocognitive measures such as event-related potentials and functional magnetic resonance imaging (Morgan-Short & Ullman on neurocognition of L2s, chapter 17) in the field.

As stated in the volume’s introduction, the contributing authors were asked to organize their chapters in such a way as to offer (a) a historical discussion of their topic, (b) a summary of the core issues in the area, (c) a review of the types of data commonly used and how these data are typically collected, (d) an account of the applications of the topic as well as its implications or relevance for instruction, and (e) the future directions of the covered approach. Thus, even though the focus of the volume is on L2 learning, each chapter offers practical applications for language instruction, encouraging the type of cross-field exchange that can foster advancements in both areas. Most of the chapters offer this general overview of the history, core issues, methods, and future directions of the area covered rather than empirical data, and some chapters also include extensive reviews of existent literature on the topic at hand (e.g., DeKeyser’s chapter on age effects, chapter 27; Bigelow & Wilson on the effects of educational level, literacy, and orality on language learning, chapter 28). As such, this volume is one that will serve as an excellent resource for undergraduate and graduate students interested in learning more about SLA research, for novice researchers exploring new territory, and for experienced researchers looking to broaden their knowledge base or begin projects in new areas.

Had the volume’s second section (“Linguistic Perspectives”) preceded the first (“Language in Context”), the book may have enjoyed a smoother and more logical beginning that better introduced readers to the history and general foci of the field. Nevertheless, as is, the first chapter introduces several key issues in the field and is quickly rounded out by the volume’s impressive range of coverage. The conclusion chapter, a review of the assessment of learner knowledge by Norris and Ortega, departs from the premise that all SLA research is—in a broad sense—based on the assessment of learner knowledge. This concluding chapter provides an excellent discussion of the issues involved in framing, gathering, and analyzing data about learner knowledge in ways that access information about the questions SLA researchers seek to answer. This chapter skillfully connects many of the book’s topics and provides a well-rounded and thoughtful conclusion to this valuable volume.