A list of texts and resource materials for language teachers is available for book reviews in TLT and JALT Journal. If none of the titles we have listed appeal to you or are not suitable for your teaching context, please feel free to contact us to suggest alternate titles. We invite publishers to submit complete sets of materials to Julie Kimura at the Publishers’ Review Copies Liaison postal address listed under “Editors” on the inside cover of The Language Teacher.
Recently Received:
* = new listing; ! = final notice—Final notice items will be removed on June 30. Please make queries by email to the appropriate JALT Publications contact.
Books for Students (reviews published in TLT)
Contact: Julie Kimura—jaltpubs.tlt.pub.review@jalt.org
AI Skill Assessment & Training System—Edulinx, n.d. [AISATS, an AI-powered assessment platform, delivers customized speaking and writing evaluations for governments, universities, and corporations worldwide. Through realistic web-based interviews with a virtual examiner, the system analyzes pronunciation, fluency, grammar, vocabulary, and communicative achievement and accepts open-ended responses. It ensures fair, unbiased, and efficient evaluations while reducing examiner workload. The platform also provides estimated equivalent scores for major English tests, such as IELTS, TOEFL, and Eiken, giving institutions a clear benchmark of language proficiency.]
*Artificial intelligence in our language learning classrooms—Ohashi, L., Hillis, M., & Dykes, R. (Eds.). 2025. [This edited volume brings together researchers and practitioners exploring the pedagogical, ethical, and emotional dimensions of generative AI (GenAI) in L2 education. The book is organized into two sections: L2 skill development and broader educational perspectives. Chapters address topics including conversational AI, writing development, extensive reading, pragmatics instruction, ethics, and teacher-led inquiry. The volume combines empirical research, case studies, and reflective narratives, emphasizing teacher agency and responsible innovation in AI-enhanced language classrooms.]
*Breaking free: The university diaries (Books 1–5)—McAleese, P. Pomaka, 2023. [A five-book fictional graded reader series about university life and coming-of-age. Level: high-elementary; CEFR A2; 800 headwords. Story: Ria Jones is a nineteen-year-old university student in New Zealand. She has a lot of problems in her life, but she also has a dream. Ria’s first year at university is not going well. She has problems with her courses and her part-time job. However, after an accident and a meeting with an international student, her life starts to change in surprising ways. Readers include post-reading discussion questions and keyword glossaries or quizzes. Language: British English. Available in both print and eBook versions as well as on the Xreading and eStation platforms.]
*Intercultural perspectives: An EAP course for global competence—Hofmeyer, A. S. Kinseido, 2026. [This English for academic purposes (EAP) textbook integrates the development of intercultural competence and global competence with academic language skills. Responding to the growing need for learners to engage with global-scale issues, the text encourages student-led research on contemporary social issues, discussion from multiple intercultural perspectives, and academic presentations. Through these activities, students develop not only academic reading, writing, speaking, and critical thinking skills, but also reflective attitudes toward cultural diversity and a heightened awareness of global challenges. The coursebook comes with a teacher’s manual and audio files are available to download. This coursebook is most suitable for learners in the CEFR B2–C1 range.]
*Intersectionality and the discursive construction of English teacher identities in Japan—Lawrence, L. Multilingual Matters, 2026. [This book examines the construction of English teacher identities in Japan, challenging the native-speaker/non-native-speaker binary. Drawing on language teacher identity research, it explores how macro discourses and institutional processes perpetuate native-speakerist ideologies and shape identity labels. However, findings from self-identification and classroom interactions reveal a more nuanced picture, with identity construction emerging as complex and intersectional rather than binary. The book highlights the role of multiple overlapping identity markers in shaping teacher identity, contributing to broader discussions of native-speakerism and intersectionality in applied linguistics and language teacher identity research.]
*Metacognitive listening instruction in the second language classroom: Integrating theory, method, and practice—Madarbakus-Ring, N. Routledge, 2026. [This book bridges the gap between listening theory and practice, offering practical methods and metacognitive instruction for L2 listening classrooms. Grounded in original research, it draws on teachers’ classroom practices, learner accounts, and sample lessons to illuminate the challenges both groups face in the listening classroom. A four-stage pedagogic cycle integrates traditional teaching approaches with contemporary metacognitive methods, including listening tasks and a journal component, giving educators the concrete guidance needed to support their learners. A valuable resource for academics, educators, and curriculum designers in applied linguistics and foreign language education.]
More than just an assistant: ALTs, identity, and the future of English education in Japan—Reed, N., 2026. [The author examines the evolving role of assistant language teachers (ALT) in Japan and shows how their everyday work reveals deeper tensions in English education, teacher collaboration, and school culture. Drawing on sixteen years of experience, policy research, and comparisons across East Asia and the Anglophone world, the book highlights the structural ambiguities that shape ALT practice and possibilities for more inclusive and educationally-grounded reform. It offers a balanced and researched narrative aimed at educators, policymakers, and anyone interested in Japan’s approach to language education.]
*Pulling back the curtain in self-access: Stories of student staff member motivation—Phelps, C., 2025. Candlin & Mynard. [Drawing on interviews and narrative inquiry, this book explores the motivations of student staff members (SSM) working in self-access centres at Japanese universities. Framed within self-determination theory, the study examines how autonomy, competence, and relatedness shape SSMs’ motivation and well-being. Alongside the research findings, the book offers practical guidance on recruitment, training, and development for educators and administrators seeking to foster motivation and create more supportive self-access environments.]
Science talk: Communicative English for science and technology—Kudo, T., & Edwards, C. National Geographic Learning, 2025. [This coursebook was written to boost communication skills for science and technology majors whose English proficiency is in the upper-beginner to intermediate level. There are also tasks for more advanced students. Each of the 14 units focuses on vocabulary and practical output, featuring roleplays and projects. Classroom audio CD and teacher’s manual are also available.]
!Summer at Cinnamon Beach: English literature in the classroom (Vol. 2)—Kamata, S. Asahi Press, 2025. [This literature-based coursebook is suitable for learners in the CEFR B1 range and higher. The story follows a deaf bicultural Japanese teenager spending the summer abroad, exploring themes of communication and identity through both accessible and graded English. Each unit includes comprehension and discussion tasks, vocabulary support, and online audio recordings for listening practice. There is also a teacher’s manual available.]
Books for Teachers (reviews published in JALT Journal)
Contact: Melodie Cook—jjreviews@jalt-publications.org
An introduction to social justice education in the UK: Key challenges and opportunities—Peart, S. (Ed.). Bloomsbury Press, 2025. [This book explores key issues in social justice education in the U.K. Written by educators working across informal education, primary classrooms, and higher education, it draws on research from multiple sectors. It is organized into four sections: sociological pressures, curriculum challenges, race, and digital issues. Additionally, it presents case studies, scenarios, and theories addressing topics such as ableism, racism, antisemitism, motherhood, and social media. Each chapter includes discussion questions and reflective prompts to support deeper engagement.]
Navigating English policy and practice in Japan’s primary schools—Ferguson, P. Multilingual Matters, 2025. [The author investigates recent changes in language education policy and EFL implementation in Japan’s public elementary schools. Through interviews with policymakers, principals, and teachers, he examines challenges in creating, transmitting, and implementing this new policy. He reveals policy contents and the political and socioeconomic rationale for introducing EFL into Japan’s curriculum. The book aids understanding of macro-level discourses on progressive and conservative views of schooling, and how globalization affects attitudes toward English education. It will interest researchers in language policy, second language acquisition, teacher education, and Japanese studies.]
