BOOK REVIEW: Handbook of Research on E-Learning Methodologies for Language Acquisition , by Rita de Cassia Veiga Marriott and Patricia Lupion Torres (Eds.)

As coordinator of a department with curricula development responsibilities, I appreciate the Handbook of Research on E-Learning Methodologies for Language Acquisition. Editors Rita de Cassia Veiga Marriott, University of Birmingham, UK, and Patricia Lupion Torres, Pontifica Universidade Catolica do Parana, Brazil, have compiled a practical “go-to” compendium of best practices across a vast spectrum of online teaching and learning contexts with practical applications to the areas of pedagogy, methodology and assessment.Both practitioners in the field, the editors developed the volume from the investigations that followed their own work in distance education. The diversity of language teaching and learning in the areas of face-to-face and hybrid courses is represented by authors from six continents. Marriot and Torres state their goal: “to promote insights into current e-learning practices and methodologies for language teaching, learning and acquisition, and to foster the development of both theoretical and practical issues concerning learning, skills development, interaction, communication, collaboration, and evaluation of foreign second language education online.” Though broad, I believe Marriott/Torres achieved their goal through the impressive range of contributors and topics.The 33 chapters covering topics from “Understanding E-Skills in the FLT Context” to “Portable Handheld Language Learning: From CALL, MALL to PALL” are helpfully organized into three sections: I—Theories, Tools and Pedagogical Resources; II—Developing Skills and Competencies; III—Methodological Approaches and Future Tendencies. Each chapter is described in a brief summary which allows one to become more of a user than a reader. As indicated in the title this book is intended to be a reference tool.My personal bias is to focus on the practical applications I draw from the reflective contributions. However, the other equally valuable theme readers will find woven throughout is the social and ideological implications of the technologies explored “encouraging professional discussion in this fast developing field.”Full knowledge of the field of teaching a foreign language—I am including English as a second language—is assumed. Users from other fields would find very limited relevance. However, practitioners, researchers and theorists in the teaching and learning of foreign languages have a practical resource and a thoughtful prompt for further inquiry in this handbook.