This is perhaps the first book that explicitly addresses and treats instructed second language acquisition (ISLA) as a field of its own. It puts on the table the goals of instruction and the ways in which SLA can inform pedagogical practice. As such, the book attempts to make clear the implications that both the relevant theories of SLA and the empirical evidence have for the teaching of a second language (L2) in the classroom. Therefore, it is targeted to those audiences who have a more pedagogically oriented approach to SLA. Although readers may not find all the answers to their pedagogical questions answered in this book, they will, however, recognize the importance of principled L2 instruction and find it easier to identify the ways in which SLA can inform their practice.

In the Introduction, the author defines the scope of the ISLA field and provides a clear and workable construct on which the book is based. He rightly argues that the definition of ISLA is often taken for granted and proposes the need to consider its defining features. Therefore, he also provides the meaning of second, language, and acquisition within the field and highlights the systematic manipulation of the learning conditions that instruction is about. In addressing SLA theory, Loewen distinguishes SLA from ISLA and, based on Ortega’s (Reference Ortega, VanPatten and Williams2007) classification of SLA theories, identifies skill acquisition theory, input processing, and interaction approach as those explored in detail throughout the book. Therefore, the theoretical side of SLA in the book is limited to the theories that take a firm position on the beneficial effects of instruction.

The following nine chapters address the nature of L2 knowledge (Chapter 2), the effects of instruction in many aspects of language (interaction in the L2 classroom [Chapter 3], focus on form [Chapter 4], the acquisition of grammar [Chapter 5], the acquisition of vocabulary [Chapter 6], the acquisition of pronunciation [Chapter 7], and the acquisition of pragmatics [Chapter 8]) as well as the contexts of ISLA (Chapter 9) and individual differences and ISLA (Chapter 10). Each of these chapters is organized in the same way in what seems to be an effort to emphasize principled pedagogical decisions; that is, the chapters begin with a section on the theoretical concerns regarding the topic of the chapter followed by a section on empirical evidence. These two sections inform the next section on pedagogical implications. Each chapter ends with follow-up activities in which readers can apply the information learned to new situations. The last chapter is the Conclusion in which the author provides a summary of each of the chapters and a list of general principles for successful ISLA.

One of the most valuable features of the book is that it tries to clarify in the best possible way, and without falling into too much simplification, what theory and empirical evidence say about pedagogical issues that are very familiar to instructors but are not always clear to them, such as explicit and implicit teaching, presentation-practice-production, incidental and intentional learning, managing expectations, and time constraints. In this way, the book aims at dissipating the idea felt by some in L2 instruction that SLA is too complex, too difficult, and too distant from what happens in the classroom. Loewen succeeds in making SLA relevant and simplifies it in a way as to make it comprehensible and useful.

The book seems to be targeted to Master’s and beginning doctoral students with some teaching experience. Although it is definitely an introductory book to ISLA, I think it assumes some knowledge of constructs and definitions of the SLA field, which may pose a challenge to the readership that does not possess this knowledge. I wish it offered a glossary or a key terms section. Also, a few chapters offer only one follow-up activity, which may not be enough for instructors or learners.

Explicitly acknowledging ISLA as a field of its own is a positive step to strengthen the role of SLA in L2 instruction and to enhance the relationship between these two disciplines. I applaud the author’s effort in this endeavor, and I believe he accomplished his goals in this book. It is a very much-needed book, and I will definitely adopt it for my ISLA courses.