This volume brings together an inventory of problematic situations faced by English as a second language (ESL) faculty in postsecondary institutions, each problem loosely categorized in terms of whether it occurs as teachers fulfill their responsibilities in the classroom, outside the classroom within the institution, or in broader areas beyond the classroom and the institution. The ethical issue presented by each case is described, and general principles and pedagogical strategies that may be followed in responding to it are outlined.

The authors are to be commended for raising the question of ethical standards for the ESL profession. However, although some of the problems presented in the cases are clearly a matter of professional integrity, others point to different issues—for example, the evolving role of ESL teachers (e.g., Are they morally responsible for the cultural adjustment of their students or for personal counseling?); appropriate content for teacher preparation programs (e.g., Should crosscultural knowledge and sensitivity be included, and to what extent? How much emphasis should be placed on the psychology of the adult learner?); and the explicitness and standardization of policies and practices in ESL programs (e.g., Should there be program-wide criteria for appropriate classroom behavior, determining course requirements, and assessing student performance?). Assigning such problems to the realm of the ethical masks their actual cause and makes less likely the achievement of clarity and consensus on how they are to be addressed by the profession—a prerequisite for such a determination.

Nonetheless, readers with classroom experience will attest to the authenticity of the cases, and both novice and experienced teachers would benefit from discussing them, as the authors suggest. Such a joint reflection would suggest practical strategies for handling such situations and help teachers become aware of and perhaps question the values that shape their behavior. Thus, the book would be a valuable contribution to faculty development and graduate programs in ESL.