In this text, Granger provides an intriguing and provocative perspective on the presence of silence during communicative interactions with individuals—particularly children—learning a second language (L2). Considering theoretical and empirical evidence Granger examines, “… the complex interrelationships among self, culture and language …” (p. 38) as first language (L1) learners construct social and linguistic selves, and L2 learners reconstruct these selves in a new language and culture. Silence is given a primary role in the construction and reconstruction processes.

The first chapter provides an overview of SLA research, noting the references to silence in different theoretical approaches. Granger contends that most SLA research embraces the linguistic and social aspects of the language acquisition task with little comment on the role of silence, either as a silent period similar to L1 acquisition or as individual moments of silence during an interaction. The second chapter explores the nature of silence viewed within psychoanalytic theory. Freudian psychoanalytic theory is used a backdrop against which to speculate on the interaction between linguistic and psychical factors that result in silence during communication by both L1 and L2 learners. The psychical origin of silence is the thesis of Granger's text, although she is quick to acknowledge that not all L2 learners experience silent periods, and not all silences can be explained in psychoanalytic terms.

Having set the stage for the role of silence in SLA research, Granger then applies psychoanalytic methodology to written documents in chapters 3 and 4 to demonstrate the search for the meaning of silence in communication, much as a psychoanalyst would use silence to search for meaning during a therapeutic session. In chapter 3, examples of personal narratives written by individuals who learned a L2 form the database. The narratives are memoirs that might or might not make mention of silence, but, as Granger contends, “… lend themselves quite readily to psychoanalytic inquiry” (p. 68). Chapter 4 applies psychoanalytic inquiry to diary studies, which are contemporaneous personal accounts of experiences learning a L2. As with personal narratives, Granger provides examples of how a psychoanalytic approach to data analysis might offer intriguing insights into the causes of silence in the communication interactions of L2 learners.

The fifth and last chapter provides suggestions to educators who regularly interact with L2 learners about how to use silence during learning situations. Granger identifies several pedagogical models that support learner-centered education and that, in her opinion, allow psychoanalytic inquiry to be enfolded into teacher–learner interactions. Silence during the interactions might have several sources that can be considered by the teacher; among them are psychical sources. In the final pages of the text, Granger gives several specific examples of actions teachers might take in response to silence, as the L2 learner attempts to integrate his or her language learning selves: L1 and L2.

This text was thought-provoking although difficult to read the first time, due in part to the complexity of the topic and of Granger's writing. On further readings, the depth of her thinking and grasp of the theoretical and practical intricacies in the relationship of cultural, self, and linguistic areas of study became apparent. That said, even without depth of understanding, a reader can grasp Granger's point and apply the techniques noted in chapter 5 to the betterment of interactions with L2 learners. Knowledge of psychoanalytic theory is required for a deeper understanding of the topic and the text and for using the analysis methods to examine narratives and diaries, but not for implementing some of the important educational practices regarding silence during interaction with L2 learners, particularly in the classroom.

Granger provides an extensive reference list and thorough index. The chapter organization is intuitive and leads the reader to the logical ending of the educational practices to be implemented. However, this book is not an ending in itself, but rather a beginning for serious students of SLA research. A casual reader will likely find the premise and examples interesting but will be unable to implement the research methodology. A serious student will find support for novel methods of inquiry and passion for the role of silence in L2 learning.