The Cambridge Handbook of Bilingual Phonetics and Phonology. MarkAmengual (Ed.). Cambridge, UK: Cambridge University Press, 2024. Pp. xxvii + 827.

The book is a rich compendium of knowledge in L2 and bilingual phonetics and phonology that will be useful to both scholars and students of bilingualism and language acquisition in its comprehensive and in-depth overview of this interdisciplinary field as well as its inclusion of some novel chapters. Following the editor's introduction noting the “rising interest” in this interdisciplinary field of inquiry, the book is organized into six parts, five of which offer up-to-date reviews of core areas. Part I covers approaches to bilingual phonetics and phonology, including generative (Broselow), usage-based (Brown), sociolinguistic (Díaz Campos, Cole, & Pollock), psycholinguistic (Gavino & Goldrick), neurolinguistic (Llanos & Zinser), and computational (Adriaans) approaches. Part II reviews the relevant theoretical models, including the Perceptual Assimilation Model (Tyler & Best), the Second Language Linguistic Perception Model (Escudero & Yazawa), the Automatic Selective Perception Model (Shafer), The Ontogeny Phylogeny Model (Major), and Exemplar Theory (Babel, Kamigaki-Baron, & Soo). Part III focuses on the bilingual child, with chapters on speech perception (Sundara), speech production (Kehoe), phonological disorders (Babatsouli), and acquisition of segmental (Bosch) and suprasegmental (Pronina & Prieto) phonology. Part IV focuses on the bilingual adult, with chapters on speech perception (Antoniou), speech production (Casillas), phonological processing and lexical encoding (Darcy & Rothgerber), and acquisition of segmental (Steele) and suprasegmental (Ortega-Llebaria) phonology. Part V turns to the topic of the diversity of bilingual speakers, including chapters on the phonetics and phonology of early bilinguals (Mayr, Morris, & Montanari), of adult L2 learners in the classroom (Dmitrieva) and after study abroad (Nagle & Zárate-Sández), of heritage language speakers (Kim), and of indigenous language bilinguals (Baird & Mulik). Two additional chapters cover newer and less-studied areas – bimodal bilinguals (Lillo-Martin, Gu, Kozak, & Pichler), who typically use sign and spoken or written language, and bilingual vs. trilingual phonetics and phonology (Gut & Wrembel). As is common in edited collections, a final “miscellany” section covers topics that do not fit comfortably into other sections and that fit together only loosely. Rather than being a compendium of knowledge in a subarea of bilingual phonetics and phonology like other parts of the book, Part VI is more an exploration of less-established and boundary areas. One chapter (de Leeuw & Chang) considers attrition and drift at the individual level, addressing the little-studied changes that occur in a speaker's L1 in adulthood. Individual differences in the dimensions (skills) and domains (contexts) of bilinguals' language usage and language dominance are explored in another chapter (Birdsong & Amengual), along with dominance shifts over time and dominance effects of an L3 on a bilingual's L1 and L2. Research findings in an especially underresearched area, prosody in code-switched speech (Olson), offer phonetic support for communicative functions of code switching proposed in other research. A Characteristic Speech Production procedure is proposed (Flege) as a remedy for a “replication crisis” in speech production research “to reduce uncontrolled variability in speech samples that are to be subjected to acoustic analysis and/or listener evaluation … and so provide more readily reproducible speech production findings” (p. 767). I draw TQ readers' attention especially to three of the chapters in Part VI. One chapter introduces the Talker–Listener–Language (TL2) framework (Bradlow) that considers intelligibility as an interactive product between speakers and their audience. Although the chapter's orientation is to research, an increased appreciation of the role of the listener in intelligibility is having impacts in contexts of practice such as in companies and universities, where training is offered for employees to increase understanding of L2 speech and speakers, and in teaching and research on pronunciation and spoken language more generally, where listener perspectives are increasingly considered in an intelligibility focus. A review of orthographic effects in L2 (Bassetti) – at best a marginal concern in SLA – makes clear that these effects have been underappreciated. The influence of negative orthographic transfer on pronunciation is strong and resistant to change, affecting perception, production, metalinguistic awareness, and phonological learning. The only chapter centering on pedagogy is the final one (Levis & Nagle), which presents ten goals for pronunciation teaching informed by bilingual phonetic research, adopting the perspective that “L2 learners … are emergent bilinguals … so that the findings of bilingual phonetics research are immediately applicable to L2 pronunciation teaching…”(p. 192). Readers will appreciate the book's clear structure and thoroughness of coverage, revealing the hand of a skilled and dedicated editor who has ensured that the chapters form a unified whole and are free of errors of fact and language and who has also provided a detailed subject index. A minor criticism is the lack of an author index, and the minimal attention given to teaching can also be pointed out. Nevertheless, the strong editing added to the combined expertise of contributors makes this authoritative and state-of-the-art collection on bilingual phonetics and phonology a welcome addition to the Cambridge Handbooks in Language and Linguistics. No data in book review. Martha C. Pennington holds a PhD in Linguistics from the University of Pennsylvania and has taught and conducted research in linguistics, language teaching, and teacher education in the United States, United Kingdom, and Hong Kong. Her publications range widely in these fields, and include books and articles in phonology and the teaching of pronunciation (e.g., English Pronunciation Teaching and Research: Contemporary Perspectives, with Pamela Rogerson Revell, Palgrave Macmillan, 2019), language program curriculum and administration (e.g., Language Program Leadership in a Changing World: An Ecological Perspective, with Barbara J. Hoekje, Emerald/Brill, 2010), and literacy and the teaching of writing (e.g., Why Reading Books Still Matters: The Power of Literature in Degital Times, with Robert P. Waxler, Routledge, 2018). She was the founding editor of the journal Writing & Pedagogy and is the Commissioning Editor of the Brill book series Innovation and Leadership in English Language Teaching and of the two University of Toronto Press series (formerly with Equinox) of Frameworks for Writing and Applied Phonology and Pronunciation Teaching.