As labels for people and practices proliferate in contemporary scholarship with sometimes inconsistent conceptualizations of language education, this book brings these theories to bear on situated interactions. It transcends disciplinary boundaries by drawing from the wealth of available scholarly resources for interpretation. Thus it provides much-needed clarity on the way these conceptualizations play out for different educational outcomes. * Suresh Canagarajah, Pennsylvania State University, USA * Resistant to the vacuous pitfalls of reductionism, this dynamic volume draws from an impressively broad range of contexts and collaborators to scrutinize how identities of tangible substance and complexity are realized as impacting upon the seen and unseen powers and processes within language education. * Damian J. Rivers, Future University Hakodate, Japan * For educators who are feeling increasingly pushed towards efficiency, speed, and productivity, and therefore often towards limited and reductionist understandings of identity, this volumes call to focus on complexity is refreshing. The collection of voices from an expansive range of geographical, institutional, and social contexts offers a variety of approaches to considering identity work in the context of our everyday interactions. * Suhanthie Motha, University of Washington, USA * From a methodological and theoretical perspective, the volume presents a variety of promising approaches for scholars designing studies on these issues, which is one of its primary contributions to a field long dominated by positivist and experimental models of research [ ...] the volume would be a worthwhile addition to teacher educators libraries, a potential text for second language acquisition courses particularly for those planning to teach at the university and adult levels and a useful supplemental resource for research-focused applied linguistics courses. -- Melissa B Hauber-Özer, George Mason University, USA * LINGUIST List 32.2198 *
