An extremely timely book on one of the most vexing issues in foreign language teaching: how much code-switching is acceptable or even desirable in the 21st century L2 classroom? Through a sound theoretical framework and concrete pedagogical examples, Glenn Levine develops an exciting, innovative multilingual approach to curriculum design, teaching, and articulation that engages the students in the co-construction of code choice conventions. -- Claire Kramsch, University of California at Berkeley, USA Glenn Levines book deals with an issue that has only recently become topical, but which has been a fundamental tension in language education in practice for a very long time. He makes a cogent argument for language teaching and learning as a fundamentally bilingual endeavour in which all the languages available to the classroom can have an input role to play. For Levine, languages are not compartmentalised by rather they are thoroughly integrated in the work of teaching. This thoroughly evidenced study combines theory, data analysis and recommendations for practice. It is an important resource for both teachers and researchers. -- Anthony Liddicoat, University of South Australia, Australia Levine's book is clear, practical and thought-provoking...L2 teachers trying to come to terms with L2 teaching nowadays will certainly be encouraged, inspired and comforted by this book. Curriculum developers...will appreciate the conceptual and methodological framework presented by Levine. Scholars and students wishing to explore the main tenets of sociocultural approaches to L2 teaching will find this work to be a fine and thorough synthesis. -- Jose Aguilar Río * LINGUIST List 22.2943 *
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