In the authors' words, `Language educators are the crux' (p. xi) and they need to upgrade their skillset to include knowledge on how to put new technologies to good pedagogical use. The result is a succession of real-life online TeachereStudent dialogues together with accompanying analysis, with page after page of helpful illustrations provided by computer screenshots. As you work your way through them, you encounter a wide assortment of languages being taught and this adds a degree of both breadth and weight to the authors' claims, in addition to being a rather nice exotic touch.We are, in fact, informed that there are indeed seventy more examples of instructional conversations than in the first edition and this is a statistic worth pausing over, because it gives a sense of just how replete the book is with concrete cases.
Peter Saunders, University of Oxford, UK
System 56 (2016) 140-152