The reviews in this issue open with John Bankier looking at cases of innovation in language teaching from the Japanese context. In the second review, Douglas Bell examines a book written by Laurence Anthony on contextualizing, understanding, and applying English for Specific Purposes. The third review by Patrick Conaway covers the very accessible Teaching Extensive Reading in Another Language co-authored by Paul Nation and Rob Waring. Scott Gardner then critiques a title addressing the communicative and social functions of humor. Next, the topic of assessing L2 listening is taken up in a review by Alastair Graham-Marr. Chris Carl Hale summarizes the models of classroom-based action research from a book which demonstrates the applicability of SLA research in teaching practices. Robert J. Kerrigan then outlines research methods less commonly found in applied linguistics but suitable for investigating complex dynamic systems. Eleanor Smith contributes a review on the Developmental Model of Linguaculture Learning from Joseph Shaules. Finally, Chelanna White reviews a TESOL title that encourages language teachers to learn linguistics, accept ELF, and embrace NNSs as experts.
