Within the field of applied linguistics, globalization expresses itself most clearly in two phenomena: (a) the increase of cultural and linguistic diversity in urban centers around the world and (b) the rapid spread of English as a global language fueled by the perception of many policy-makers, educators, and parents that English proficiency is a prerequisite for social and economic advancement. Both of these phenomena have increased the level of cross-cultural contact within the educational system. Teachers in Western contexts are now teaching students who come from many different cultural and educational traditions. Similarly, as countries around the world compete to promote English proficiency, teachers and students in these countries are increasingly coming into contact with the cultural traditions and educational assumptions embodied in English language curricula and personified in teachers who come from English-speaking countries.

This volume provides an extremely useful background reader to sensitize educators and policy-makers to the history and legitimacy of cultural traditions of teaching and learning that characterize both non-Western countries and marginalized communities within Western countries (e.g., deaf and indigenous groups). As Reagan suggests, the value of this exploration is that “it is neither idealistic nor unrealistic to suggest that we can learn much from non-Western and indigenous educational traditions” (p. 19). The volume is written clearly and with authority. It could serve as a useful supplementary text in applied linguistics or education courses or as a background reader for anyone interested in cross-cultural and international education.