As SLA and bilingualism have grown as interdisciplinary fields, a variety of research traditions have emerged, leading to a number of books providing a selected overview of mainstream theoretical perspectives and approaches (e.g., García Mayo, Gutiérrez Mangado, & Martínez Adrián, 2013; VanPatten & Williams, 2007). The current volume adds to this body of work by presenting state-of-the-art assessments and exemplary empirical research on some of the more well-known linguistic and cognitive perspectives to SLA and bilingualism. Schwieter’s edited volume, however, makes a unique and valuable contribution by emphasizing the pedagogical implications and practical applications of the included approaches, providing the reader with clear and engaging discussions of how research findings can be applied to and inform second language (L2) teaching and learning.

The first section presents a selection of chapters designed to encourage the reader to consider familiar topics in a new light. For example, this section begins with VanPatten’s chapter on the conceptualization of language acquisition as comprising two distinct aspects—specifically skill development and mental representation—and how this operationalization of language might impact the way that the field of instructed SLA approaches the timing, content, and implementation of instruction. Building on this foundation, Wong’s chapter provides a variety of practical input- and output-based activities designed to facilitate the development of language from this multifaceted perspective. Additional chapters in this section explore diverse areas of L2 acquisition, including Long and Rothman’s presentation of the potential ways that formal approaches might be used to reduce the developmental gap between instructed and naturalistic learners, and Presson, Davy, and MacWhinney’s discussion of the use of experimentalized computer-assisted language learning (i.e., CALL) to investigate a variety of SLA principles, such as corrective feedback and modeling.

The chapters included in the second section examine a number of cognitive perspectives and discuss the pedagogical implications of these approaches. These chapters provide comprehensive reviews of research on a variety of key topics, such as the interaction between the processes associated with control and representation in bilinguals, and how this relationship might be applied to classroom practices, as well as the underpinnings of crosslinguistic influence, including the role of cognitive and conceptual factors on performance. Finally, the third section provides a synthesis of the presented findings and draws clear connections between the various studies and their relationship to pedagogy. This final chapter draws attention to the common themes and issues addressed in the individual studies, extending the discussion of the pedagogical contributions and highlighting the various ways that instruction could (and should) productively align with empirically supported L2 acquisitional processes.

Well written and accessible, this volume provides the reader with a thorough overview of some of the more established cognitive and linguistic perspectives in SLA and bilingualism. Although the volume may be most valuable to graduate students, teachers, and curriculum developers looking to enhance their understanding of the processes and products of L2 learning, novice and experienced researchers will find a useful resource in the straight-forward discussions of different theories and their direct connections to learning and teaching. However, because it is focused on linguistic and cognitive approaches, readers interested mainly in sociocultural perspectives may find the content in this area a bit light. Those seeking to build a pedagogical practice firmly grounded in research will greatly appreciate this volume, as the discussions of how empirical findings in L2 acquisition might best be applied to the classroom are clear and engaging. Although readers without any background in linguistics or SLA might find aspects of the book challenging, the pedagogical focus offers readers a variety of useful resources, ranging from sample instructional materials and activities to suggestions for curriculum development, including the sequencing, timing, and content of different instructional approaches, that any reader interested in pedagogical applications will find useful. Overall, this volume is a valuable resource for students, researchers, educators, and curriculum developers and would be a welcome addition to the library of anyone interested in developing and enhancing their knowledge of the relationship between theory and research in SLA and bilingualism and pedagogical practice.