In the scientific community of L2 research, where a quantitative direction still dominates, qualitative tradition has led a quiet life. Even though the value of qualitative inquiry is increasingly recognized in different domains of social sciences, qualitative research still remains peripheral within L2 communities, a fact well reflected by the limited number of recent books dedicated to qualitative inquiry in the field of applied linguistics. In the last few years, however, the field of L2 research has experienced some paradigmatic meta-reflections. Whether reality can be revealed scientifically or it is an illusion, or ‘it is something metaphorically in between’ (Morgan & Ramanathan Reference Morgan and Ramanathan2005: 154) are all concerns which have formed and informed L2 research and practice in competing ways. One consequence of such meta-reflections has been a new understanding that considers qualitative and quantitative paradigms as ‘overstated binaries’ (Duff Reference Duff, Chalbound, Chapelle and Duff2006: 66), which are less than useful unless viewed as a matter of a continuum (Dörnyei 2007, under review in this paper).

These meta-reflections, together with the latest methodological advances in the broader field of social sciences, have provided the impetus for this review, which attempts to compare four recent additions to qualitative inquiry, three from the field of applied linguistics and the fourth from the broader field of education. On the market there are some excellent step-by-step recipe books to guide readers through stages involved in a research project. However, most of the books that are focused to this extent do not appear to be engaging, for their narratives are too frequently disrupted by heavily-jargoned lists and descriptions. Fortunately, the authors of the work under review have come up with four volumes that are free from these weaknesses, and therefore have been selected for review here. The criteria for selecting the books also included engagement with a wide range of topics at the technical, philosophical and socio-political levels of inquiry (Greene Reference Greene2007). All provide descriptions and explanations which make it possible to assess their suitability for L2 researchers of varying levels (i.e., novice, experienced, etc.). All the authors are leading scholars either in the field of L2 or in the broader field of education and have made remarkable contributions to L2 and educational research.

After a brief overview of each book, the review will focus on the insights that can be gained from each book as to the possibility of conceptualizing qualitative inquiry independently of quantitative research and to the usefulness of such an effort. The review will also study the degree to which the books engage the ‘how-to’ question of qualitative research as well as the influence of different theoretical perspectives on qualitative designs and the interpretation of qualitative data. Richards’ text will be presented first, for it focuses on qualitative inquiry broadly. Dörnyei's book complements Richards' as it proposes reconciliation between qualitative and quantitative paradigms, and, therefore, will be discussed next. The review will move on to Duff's book for its focus on a specific type of qualitative methodology, i.e., case study. Maxwell's book presents the design component of qualitative research, and therefore will be presented last. Finally, the review will offer some concluding remarks on both limitations and attractive features of the books discussed.

Qualitative inquiry in TESOL is an intriguing addition to a body of work focused on qualitative research in applied linguistics. Richards, who specializes in the analysis of professional interaction and qualitative research methods, has crafted 323 pages of engaging text, particularly appealing to those interested in the practical aspects of qualitative inquiry. One of the most interesting features of the book is its explicit focus on its target audience, which has been accomplished by concentrating on the development of research skills that could be ‘mapped onto a typical suite of teacher education and research programs’ (p. xxi). This makes it possible for the researchers and practitioners to situate their own skills in relation to three different levels of skills development (i.e., novice, intermediate and advanced) as they proceed through the book. The book includes six chapters and an epilogue, structured on the basis of three parts: (I) orientation to qualitative inquiry, (II) data collection techniques, and (III) project planning and execution. The six chapters are divided into the three levels, each of which may be read as a stand-alone element yet linking naturally to other levels. Each chapter begins with a preview and ends with a very useful reading guide for further study.

According to the writer, the text is an instructive response to the common misconceptions in the field that (a) research and teaching are mutually exclusive, and (b) qualitative inquiry is soft and can make do with a few interviews and perhaps a dash of transcribed talk (pp. xix–xx). Perhaps what makes Richards' text different from the others reviewed here is that the writer makes an explicit attempt to substantiate the link between teaching and research early on. Nevertheless, what might have been helpful is some additional thinking from Richards on the conditions under which the gap between teaching and research has been aggravated in the field. In addition to his argument that such a break does exist, he would have better assisted readers by raising the significance of interrelationships between inquiry and pedagogy and the consequences of such interrelationships for the field of applied linguistics.

Richards also argues for the value of qualitative inquiry in social sciences by pointing to the existing tensions between qualitative and quantitative research traditions as well as their relative underlying assumptions. This very valid point, however, is caught up in a narrative which, at times, is reminiscent of the ‘paradigm war’ (Smith Reference Smith1983), where any reconciliation between the two traditions was perceived as impossible. A more accurate picture of the current landscape of inquiry enterprise in social sciences should also be reflective of some of the ongoing dialogues between the supporters of both traditions as well as a new line of inquiry, i.e., mixed-methods research.

The first part of the book (i.e., orientation to qualitative inquiry) focuses on the nature of qualitative research by discussing issues such as essential characteristics of research and paradigmatic tensions in social sciences. The concepts and the issues presented here are very constructive, particularly in familiarizing readers with the current options in the qualitative paradigm; however, it is rather a disappointing start, falling far short of the promise for an instructive text. These sections at times read more like a crash summary of what exists in the literature without engaging with any very critical conceptions. In a cursory review of the foundational issues in research, for example, critical notions such as epistemology and ontology are rushed, while axiology is seen off in only one short sentence on page 36. The writer wraps up the foundational discussions with a note on the role of paradigmatic options arguing that ‘no researcher begins a project by deciding on a paradigm and working things out from this at increasing levels of detail’ (p. 41). While this might hold for some of the studies conducted in the field, it does not necessarily reflect the nature of other researchers' decision making processes. In fact, a recent trend in engagement with paradigmatic discourses in published textbooks, articles and unpublished dissertations counters Richard's argument for leaving paradigmatic issues only at the level of awareness. Moreover, some researchers' concerns over the dangers of ‘methodolatry’– a privileging of methods over all other inquiry considerations – invite us to take such claims with caution (see e.g., Crotty Reference Crotty1998; Curt Reference Curt1994).

Part 2, the core of the book, focuses on data collection techniques of interviewing and observation as well as analyzing spoken interaction. This is perhaps where the writer explicitly addresses the how-to question of qualitative inquiry. The chapters on interviews and observation, for example, incorporate concrete examples from the author's own research, the work of other researchers and imaginary scenarios. One very useful feature of both chapters is the use of checkpoint boxes for developing interview and observation skills, which are also very important in keeping readers interested in the material presented. The discussions of spoken interaction also highlight very practical topics such as details of successful recording, successful data transcription and data analysis from three different qualitative perspectives, namely conversation analysis, interactional sociolinguistics, and critical discourse analysis. Less experienced researchers particularly might find helpful the comparisons based on the ways in which different analytical traditions approach data. One caveat, however, is that Richards does not include any analytical techniques other than formulating categories and patterns. This might lead some novice researchers to believe that categorizing is the only way in which qualitative researchers conduct analysis.

The final part of the text presents procedures that help researchers ‘plan, implement and write up a project’ (p. 231). Very helpful visual representations of the steps involved in planning, implementing and presenting the results of a research project are included in this part (e.g. pp. 234, 242, 280), the value of which is equally dependent on those who agree as well as those who disagree with the author's perspective in this regard. While Figure 6.1 (p. 271), on aspects of analysis, partially demonstrates the ways in which some research elements interact, the inclusion of the rest of the components could have highlighted the non-linear nature of the inquiry process. The final section briefly concerns significant issues pertaining to judging quality in a research project, such as validity and reliability. While surface discussions of these issues are the most prevalent approach in many research methodology books, Richards could have presented a more cogent text by providing detailed exposition of such topics.

In the epilogue, the writer briefly discusses the need for recognition and representation of the complexities inherent in matters of research and education in TESOL as well as the importance of respect for different inquiry paradigms. It is rather curious that Richards makes an attempt to return to the issue of the relationship between teaching and research at this point, whose relevance to the rest of the chapters does not seem to be well developed. This is not to undermine the significance of this relationship, but rather to suggest that a more explicit focus on the issue, and possibly organization of chapters in this regard would have made the text accord with the promise of its introductory pages. It would also be interesting to see some thinking from Richards on the possibility of any reconciliation between qualitative and quantitative research paradigms – a notion which is the focus of Dörnyei's text, to which we now turn.

Research methods in applied linguistics addresses the steps involved in undertaking qualitative, quantitative and mixed-methods research. While the volume is not exclusively dedicated to qualitative inquiry, its review can be particularly relevant as it provides the context for the argument that quantitative and qualitative research paradigms are not extremes but form a continuum. Dörnyei's writing is consistently reflective and never becomes too insistent. The book covers all the topics that one expects from a research textbook including paradigmatic issues, research ethics, data collection and analysis, computer-aided data analysis as well as writing and reporting research results. Practical guidance provided in these areas is extremely useful in helping both graduate students and beginner researchers in planning and implementing rigorous qualitative, quantitative or mixed-methods studies. The writing is instructive and clear, making it a very helpful textbook for research faculty, too. Although the title of the book suggests a focus on applied linguistics, much of it would prove useful for any social researcher.

Dörnyei has organized his text into fourteen chapters, structured on the basis of five parts. This structure reflects the chronology of the research process, working through key issues in research methodology, data collection, data analysis, reporting research results and summing up. The writer, whose ‘best known studies involve the use of research methods associated with quantitative social psychology’ (p. 47), demonstrates explicit support for equal status and respect for qualitative, quantitative as well as other possible alternative methodologies (e.g., mixed methods) in the field of applied linguistics. However, in his admiration for all possible options in the current landscape of inquiry, Dörnyei leaves his readers with some contradictions while falling back on terminology mainly associated with quantitative discourse. For instance, on his own paradigmatic stance, he writes ‘in accordance with my overall beliefs about research methodology, I try to assume a genuinely unbiased position throughout the book’ (p. 47). While some readers might feel that ‘assuming an unbiased position’ is a bias in its own right, they might also find it strange that the writer makes a not-so-successful attempt to distance himself from the research tradition to which he has devoted most of his academic career. This said, however, Dörnyei's attitude throughout the book should be welcomed as it signals a paradigm shift in our field.

Part 1 of the book focuses on key topics in research methodology ranging from qualitative and quantitative distinctions to quality criteria for, and ethical issues in, research. The first two chapters are not only important in providing an overview for the framework used in the book. They are also essential for an understanding of the current ontological, epistemological, axiological, methodological and rhetorical issues associated with qualitative, quantitative and mixed methods. The discussions on the contested positions regarding the QUAL–QUAN differences are particularly useful for novice researchers. However, this section would have been more appealing to more experienced researchers if Dörnyei had fully engaged with these issues. For example, throughout part 1, as well as other parts of the book, the writer introduces pragmatism as the single underlying assumption of mixed-methods research. This might disappoint those readers who are more familiar with the current literature on mixed methodology. In addition, in the preface to the book, the writer states that ‘I have learnt that I now qualify to be a “pragmatist” as a researcher’ (p. 9). This, a clear departure from ‘an unbiased position’, is also left at the level of terminology rather than an in-depth discovery. For one, the writer fails to acknowledge that pragmatism is an umbrella term which shelters a range of diverse, and at times competing, orientations towards philosophical thought; he also does not assist his readers to understand whose tradition his pragmatic approach follows (e.g., that of Richard Rorty, Hillary Putnam, Charles C. Peirce, John Dewey, or Gille Deleuze). As we read further into the book, this limitation becomes more conspicuous by the writer's attitude to adopting epistemological orientations: ‘my first general recommendation is indeed very general: adopt a pragmatic approach and feel free to choose the research method you think will work best in your inquiry’ (p. 308). The problem with such statements is that what they do at best is conflate pragmatism into undisciplined relativism. In addition, Dörnyei does not seem to make a meaningful connection between different aspects of inquiry (e.g., designs, data collection and analysis, etc.) and the foundational questions raised in part 1. However, it is fair to state that readers wanting to follow up theoretical debates in more depth are guided elsewhere with a wealth of references.

Part 2 outlines topics of relevance in qualitative data collection and classroom research, including a brief review of sampling strategies and data collection techniques (chapter 6) as well as classroom observation (chapter 8). Reading this part might be frustrating for those expecting to find something beyond what already exists in other research textbooks in the field (e.g., Mackey & Gass Reference Mackey and Gass2005). Dörnyei could have presented a more compelling text if he had taken account of many other critical topics still absent from similar textbooks, including issues of gender and race entering the field as well as strategies and challenges in recruiting and retaining respondents. For many experienced qualitative researchers, this is a serious omission. Moreover, it is curious that compared to other volumes written by the same author, this text rarely takes advantage of visual representations of summaries, which could have helped to keep readers more interested in the materials presented.

In part 3 (chapter 10), Dörnyei provides a very accessible description of qualitative data analysis including the different coding methods and processes, writing memos, vignettes, interview profiles and forms of data display. As in Richards' book, Dörnyei's presentation of these analytical tools is limited to a straightforward coding system. In part 4 (chapter 13), which covers issues relevant to presentation of research results, Dörnyei highlights the differences between qualitative and quantitative research reports. The writer himself admits that he holds a more conservative position when it comes to the presentation of qualitative research findings. He suggests that this conservative stance is pragmatic in that he has ‘never heard of, say, a poem being accepted for a post-graduate dissertation/thesis in applied linguistics’ (p. 294). While the statement appears to be accurate, at least to this reader, what is disregarded here is any future possibility of unorthodox qualitative reports in the field of applied linguistics. The writer might well remember a time when even the most conservative qualitative studies could hardly find the key to unlocking the editorial gates. Dörnyei further emphasizes this conservative stance by suggesting that ‘in many ways the quantitative writing format can be seen as the default in the social sciences’ (p. 290). The book finishes with some general recommendations to researchers with regard to adopting a pragmatic approach towards method selection while taking account of the relevant practical and personal considerations such as available resources as well as personal style and experience. What remain untold here, however, are the consequences of such a pragmatic attitude for the individual scholars and graduate students in the field of applied linguistics.

As demonstrated by the review so far, both Richards and Dörnyei examine and present qualitative research in broad terms; in contrast, Duff's Case study research in applied linguistics is more focused in scope. This 223-page book is unique in the field of applied linguistics in that it is dedicated to one specific type of qualitative methodology, i.e., case study. The references used in the text provide a scholarly bibliographical source, worthy of separate publication as an annotated listing. The author, whose familiarity with the methodological terrain of qualitative inquiry is apparent throughout the book, has an established reputation in the field as a qualitative researcher. The book can serve as an effective resource for qualitative research professors in their preparation of course modules as well as for graduate students and more experienced researchers in the field of applied linguistics.

Duff has organized her text into six chapters. In chapter 1, a readable and accessible introduction to the book, she holds that the purpose of her book is ‘threefold: (1) to help readers understand methodological foundations of case study research as one type of qualitative research, (2) to examine seminal case studies in the area of L2 teaching, learning and use, in order to illustrate the approach across thematic areas, and (3) to provide some guidance, on a more practical level, about how to conduct, evaluate and write up case studies in applied linguistics’ (p. 1). All of these have been achieved through detailed explanations of relevant concepts and concrete examples of case studies from diverse areas of applied linguistics including child language acquisition, bilingualism, individual differences, sociolinguistics, language socialization, language identity, investment and gender, among others. What makes the text particularly interesting is a full narrative description of life experiences of a language learner, called ‘Jim’. These narratives, together with some analyses of Jim's oral English language development, are very constructive as they highlight reflexivity at the core of decision making in qualitative inquiry. In a critique of her earlier analyses of Jim's oral English language development, Duff writes ‘while my original publications provide some information about his history and current situation as a new Canadian, they did not present his life history in full or his ambivalence about learning English; his shifting identities and roles as a father, spouse, worker, Cambodian-Canadian, refugee, son, war veteran and student (among others)’ (p. 16).

Duff's text also focuses on some of the current conceptualizations of case study research in different domains of social sciences including education, psychology, sociology, and political sciences. The historical overview is written in an easily digestible and refreshingly jargon-free fashion. However, the discussions would have been more beneficial, especially to less experienced researchers, if the writer had shared some of her reflections on the strengths and limitations of each conceptualization. In addition, presenting dictionary definitions of case study, without addressing the ways in which each definition has been contested, could oversimplify what is otherwise a sophisticated research tradition. These discussions are followed by a brief summary of theoretical and methodological characteristics of qualitative research as well as the current tensions in the qualitative paradigm regarding issues of ontology, epistemology and methodology. Here, notions such as sample size, generalizability, objectivity versus subjectivity, trustworthiness, credibility and the role of theory – all vital to the understanding of any research methodology – are briefly touched upon. While more detailed discussions of some of these concepts are provided in the sections that follow, other equally important issues are not fully discussed elsewhere in the text.

The writer also offers a solid summary of case studies in different areas of applied linguistics, including child language acquisition and bilingualism, performance analysis, individual differences, autobiographies, identity, gender, immigration and virtual communities. This, a unique contribution of the volume, illustrates the development and maturing of this research tradition in applied linguistics; it also presents novice researchers with a wide range of possibilities regarding the application of case-study methodology.

Next, Duff introduces her model of ‘the overall processes of how to conduct case studies and other forms of qualitative research’ (p. 100). The visual presentation of the overall processes modeled in detail is a useful tool in highlighting the ways in which different components of inquiry connect. The use of two-way arrows in the model emphasizes interrelatedness among the different components; however, the visual display of these components, together with some later explanations throughout the chapter, could signal a linear succession of research steps. Many qualitative researchers believe that a qualitative design does not lend itself to a previously-developed logical strategy, which can be then implemented faithfully. According to Maxwell (see below), a qualitative study ‘does not begin with a pre-determined stating point or proceed through a fixed sequence of steps’ (p. 3). One way to improve the visual representation, for instance, would be positioning research questions in the heart (mid section) of the model. In addition, it is rather curious that the discussions of ‘defining and operationalizing constructs’ seem to reduce the role of conceptual or theoretical frameworks to a ‘definition of terms’ rather than the development of theoretical concepts through very commonly-used strategies such as concept mapping. This is a serious oversight for which the remaining parts of the text do not compensate.

The author also devotes some of the text to a synthesis of important issues in data analysis and interpretation, including different types of analyses (iterative, cyclic and inductive), validity threats as well as criteria for evaluating case studies. The section on different approaches to transcription and their role in interpretive and analytic processes, and the relevant examples (e.g., transcription protocols) provide a very practical guide for data analysis purposes, particularly for novice and more experienced researchers. One caveat is that the discussions on criteria for evaluating case studies appear to be much briefer than what they deserve. For example, Duff rightly recommends that sufficient evidence be provided for interpretations and conclusions that are drawn, but does not discuss how much evidence is ‘sufficient evidence’, neither does she engage the current controversies in this regard. Similar to Richards and Dörnyei, Duff does not go beyond a description of validity threats to include some practical strategies for overcoming such threats.

Overall, Duff has been able to both offer a balance of conceptual and practical guidance and skillfully engage with different levels of inquiry (epistemology, ontology and methodology) throughout the book. This latter feature distinguishes her text from the other volumes reviewed here. Unlike Dörnyei, however, Duff's text has not been crafted in light of the possibility of reunion between qualitative and quantitative paradigms.

In Qualitative research design: An interactive approach, Maxwell underscores that his purpose is ‘to present an approach that both captures what qualitative researchers really do, and provides guidance for those embarking for the first time on designing a qualitative study’ (p. xi). This has been achieved through a clear presentation of the ‘how-to's of qualitative research design – especially how to connect with a research paradigm, to create a concept map and develop research questions, to select site and participants and negotiate research relationships, as well as to write research proposals. The author, drawing mainly on his extensive experience both as a qualitative researcher and a professor at Harvard Graduate School of Education, offers a genuinely readable text, built upon plenty of real-world examples. The practical checklists, exercises, stories and scripts, together with the analogies with quantitative research, are extremely useful in helping both graduate students and novice researchers conduct qualitative research. Experienced researchers, too, can find the book helpful, especially in writing proposals for funding. While the writer is straightforward about the realist perspective from which the book has been written, it is fair to say that much of the text is useful for qualitative researchers broadly.

Since Maxwell defines his target audience as graduate students and researchers from diverse disciplines, he makes an explicit attempt to keep multidisciplinarity as a key feature of the text; however, the content of the book (including the conceptualizations and examples) seems to be significantly informed by the field of education. Some examples from bilingual education and culture (e.g., pp. 28–29) can be particularly appealing to researchers in applied linguistics too.

Maxwell's 175 pages of text are divided into seven chapters based on an interactive approach: a model for qualitative research design (chapter 1); goals: why are you reading this study? (chapter 2); conceptual framework: what do you think is going on? (chapter 3); research questions: what do you want to understand? (chapter 4); methods: what will you actually do? (chapter 5); validity: how might you be wrong (chapter 6); and, finally, research proposals: presenting and justifying a qualitative study (chapter 7). The book concludes with a useful example of a qualitative proposal.

The first chapter introduces readers to Maxwell's interactive model of qualitative research design with its interconnected and flexible structure, encompassing goals, conceptual framework, research questions, methods and validity. While readers might not find the components of the model particularly innovative, the way the relationships among the components are conceptualized is unique. The writer, however, cautions against understanding the connections among the different components of the model as ‘rigid rules or fixed implications’ (p. 5). He uses a rubber band metaphor to explain both the flexibility and the constraints of the components: ‘[t]hey can stretch and bend to some extent, but they exert a definite tension on different parts of the design’ (p. 6). A strong feature of the book is that the text walks novice researchers through a systematic process of creating coherent and workable relationships among the components of the model. As such, Maxwell's approach appears to be more cogent when compared to what has been presented by Duff on similar topics.

The rest of the chapters have been written in a dialogic, jargon-free style which makes the reading of the book a pure joy. In chapter 2, the writer focuses on personal goals and experiences and the importance of taking account of the ways in which such issues shape qualitative studies. In this chapter, the writer also maps out the differences between quantitative and qualitative inquiries. While the writer is consistently respectful of both paradigms, he does not seem to be making any explicit attempts to encourage reconciliation between the two traditions.

Another strong aspect of the book is that the writer shows the way in which a qualitative conceptual framework is developed through a connection with a research paradigm at both general (i.e., philosophical positions such as positivism, pragmatism) and specific levels (i.e., different traditions in qualitative research such as interpretivism, critical theory, post-modernism). The arguments in these sections encourage researchers' creativity and self-discovery through concept mapping by using both traditional (e.g., blackboards) and technologically-advanced tools (e.g., computer programs such as Inspiration). While the writer suggests using connections among concepts, he appropriately cautions against getting caught up in a ‘no-risk’ map, in which all the concepts are too abstract and there are two-directional arrows everywhere.

In addition, Maxwell expands on the purposes that research questions can accomplish in a research design and provides some suggestions for the ways of developing appropriate and productive research questions. However, he makes it clear that understanding research questions as the starting point and primary determinant of inquiry design does not ‘adequately represent the interactive and inductive nature of qualitative research’ (p. 65). In qualitative research, well-constructed and focused questions are the heart of inquiry and are the result of an interactive design process. The text also includes a very useful memo-writing exercise which helps the researchers connect their tentative research questions with other inquiry components.

One limitation of the volume could be the writer's attitude towards specific aspects of qualitative methods. Although Maxwell provides some useful guidance regarding different components of qualitative methods (e.g., establishment of research relationships, site and participant selection, data collection and data analysis), he still holds that ‘the appropriate answer to almost any question about the use of qualitative methods is “it depends”’ (p. 79). Moreover, readers might find the relevant sections frustrating as they offer nothing more than what other research textbooks offer. In addition, the section on qualitative data analysis is surprisingly short and limited to a number of analytic options (i.e., memos, categorizing strategies such as coding and thematic analysis, and connecting strategies such as narrative analysis). Maxwell could have assisted his readers better by providing some guidance as to the context in which each option might work best as well as some concrete examples of these analytic options.

In the final part of the book, the research design presented in chapter 1 is nicely mapped onto a model for the structure of research proposals. The structure model and the subsequent detailed elaborations of its components are presented alongside a sample proposal, which provide a practical organizational tool for clearly communicating the research design and its justification. What is missing from Maxwell's text is an explicit link between the practical steps involved in qualitative research design and the theoretical and philosophical aspects of qualitative paradigm scholarship, including varieties of critical perspectives, or theories based upon hermeneutics, phenomenology, post-structuralism, etc.

In conclusion, all four books have taken very creative and practical approaches to expanding on different aspects of qualitative inquiry. All four authors have successfully covered multi-dimensionality and openness in most of their discussions, and therefore have revealed their breath and depth of understanding of not only qualitative inquiry but research in general. A major strength is that researchers of different levels can benefit from the plunge into qualitative inquiry provided by these writers; however, Richards' specific attention to research skills development remains a unique contribution. In my view, by providing practical guidance and detailed descriptions of data collection and analysis, the authors introduce qualitative inquiry as a rigorous and systematic practice; to this end, all four texts should be recommended as essential preparatory readings. While all of the writers have dedicated a full section, if not a chapter, to foundational issues in qualitative inquiry, Duff has been more successful than the other authors in meaningfully engaging these issues throughout the book. The four volumes also highlight the differences between qualitative and quantitative paradigms; however, only Dörnyei's discussions are explicitly supportive of considering the two traditions along a continuum. I still have a nagging caveat: contrary to Maxwell's text, which offers a novel approach to qualitative design, I am not convinced that the three books from the field of applied linguistics genuinely introduce any new themes that have not been explored previously in other domains of social sciences. Perhaps what we need most in our field is engagement with what the neopragmatist Richard Rorty calls for: an initiation of unorthodox conversation through a criticism of our comfortable assumptions to shake us loose and to develop new and more creative approaches to thought (Rorty Reference Rorty1979: 370–377).