36.2485, Reviews: Understanding Interaction in the Second Language Classroom Context: Noriko Iwashita, Phung Dao and Mai Xuan Nhat Chi Nguyen (2025)

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Subject: 36.2485, Reviews: Understanding Interaction in the Second Language Classroom Context: Noriko Iwashita, Phung Dao and Mai Xuan Nhat Chi Nguyen (2025)

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Date: 25-Aug-2025
From: Alisha Reaves [areaves at towson.edu]
Subject: Applied Linguistics: Noriko Iwashita, Phung Dao and Mai Xuan Nhat Chi Nguyen (2025)


Book announced at https://linguistlist.org/issues/36-848

Title: Understanding Interaction in the Second Language Classroom
Context
Series Title: Second Language Acquisition
Publication Year: 2025

Publisher: Multilingual Matters
           http://www.multilingual-matters.com/
Book URL:
https://www.multilingual-matters.com/page/detail/?K=9781800410381

Author(s): Noriko Iwashita, Phung Dao and Mai Xuan Nhat Chi Nguyen

Reviewer: Alisha Reaves

SUMMARY
The book ‘Understanding Interaction in the Second Language Classroom
Context’ co-authored by Noriko Iwashita, Phung Dao, and Mai Xuan Nhat
Chi Nguyen is a hybrid textbook/primer on second language acquisition
theory that takes the perspective of classroom interaction as its
starting point. The work is based on the authors’ experiences as
classroom teachers who came to view interaction in the second language
classroom as essential to language teaching, regardless of the
methodological approach that one most aligns with.  Their stated
motivation for writing the volume was to present a ‘big picture’ of
interaction in Instructed Second Language Acquisition (ISLA) that
would be useful for pre-service and in-service teachers alike, with or
without prior training in applied linguistics. The three stated aims
of the book are as follows:
Briefly introduce relevant theories to explain the role of classroom
interaction in L2 learning
Synthesise research on how classroom interaction benefits L2 learning
Critically discuss the link between classroom interaction and teaching
practices
(p. 3)
Each of the twelve chapters, with the exception of the introduction,
is divided into sections that reflect these stated goals and opens
with a guiding question meant to direct the focus of the chapter.
Every chapter concludes with a list of key points,  a series of
reflection questions and suggested readings for further study.  The
work also includes several appendices that comprise a variety of
exercises and activities that could be used in a language teaching
methods course with pre- or in-service language teachers. The first
chapter serves as an introduction primarily providing background
regarding the authors motivations and the structure of the following
chapters.
Chapter Two introduces the main theoretical approaches with which the
authors engage throughout the work and includes a detailed summary of
each for those who may be unfamiliar with them. These include the
variety of theoretical approaches that fit under the umbrella of
cognitive-interactionist theories such as Krashen’s Input Hypothesis
(1985), Long’s Interaction Hypothesis (1981), Pica’s Negotiation of
Meaning (1994) and Swain’s Output Hypothesis (1985).  They also
briefly describe Skill Acquisition Theory (DeKeyser, 2003),
Transfer-appropriate processing (Lyster et al., 2013), the Frequency
Hypothesis (Ellis & Shintani, 2013; Hulstijn, 1994) and the Incidental
Learning Hypothesis (Ellis, 2002; Ellis & Shintani, 2013; Hulstijn,
1994). The other approaches that they dedicate significant time to
describing are sociocultural theory and language socialization, the
latter of which is an approach which they focus on in greater detail
in Chapter 11.
In Chapter Three, the authors turn their attention to instructional
methods from the last several decades.  The chapter opens with a quote
from an in-service teacher that highlights the difficulty of following
one particular method and the necessity of combining teaching
approaches to best serve the needs of their students. The authors
frame the discussion as a distinction between ‘Focus on FormS’, ‘Focus
on Form’, and ‘Focus on Meaning,’ linking each of these to dominant
methodological approaches over the last century of language teaching
from Behaviorism influenced methods through methods derived from the
Contrastive Analysis Hypothesis to contemporary communicative language
teaching. This chapter also includes three excerpts from actual
classroom interactions, each with a brief analysis, to illustrate the
three methods. At the end of the theoretical presentation, they also
introduce Kumaravadivelu’s (2001) post-method approach, though they do
not address it in great detail.
Chapter Four presents an in-depth examination of the role of input and
output as it relates to classroom interaction. At this point in the
book, the authors begin to review empirical work in addition to the
theoretical presentation.  Chapter Five follows a similar format to
the previous chapter, but with a focus on corrective feedback. This
chapter includes transcripts of classroom interaction containing
corrective feedback to illustrate the various aspects of the concepts
that they have chosen to highlight. A significant amount of time is
spent defining and illustrating corrective feedback, which is then
re-examined through the lens of the various theoretical perspectives
introduced in Chapter Two.  This is followed by a review of empirical
studies that have investigated different forms of corrective feedback.
Chapter Six considers the role of peer and group work as interaction
in the classroom setting. It opens with a quote from an in-service
teacher that describes the difficulty of having students work with a
peer or in small groups.  Here there seems to be an emphasis on the
cultural norms that can affect the efficacy of peer or group work as
interaction in the classroom.  The authors allude to cultural
differences that may make the second language classroom not conducive
to peer or group work, such as a strong focus on the authority of the
instructor or the belief that a good classroom is a quiet classroom.
However, these cultural norms are not discussed in depth. There is
less empirical research cited in this chapter, and the focus is on
defining and describing different types of peer and group interaction
that may occur in the classroom.
In Chapter Seven, the authors turn their attention to
computer-mediated communication (CMC).  After a section of definitions
of the different types of CMC available in the contemporary classroom,
there is a brief theoretical discussion that highlights how most CMC
or computer-assisted language learning (CALL) research has not
typically been assessed through the lens of dominant second language
acquisition theories as described in Chapter Two.  The authors
highlight several of the benefits and disadvantages of CMC before
reviewing several empirical studies that bring to light key factors to
consider before incorporating CMC into the L2 classroom.
Learner engagement is the focus of Chapter Eight.  As with some of the
previous chapters, this one opens with two quotes, one from a student
and one from a teacher. The student quote highlights their anxiety
around speaking in class, stating that silence does not necessarily
mean that they are disengaged. The quote from the teacher emphasizes
the difficulty of keeping students engaged in the second language
classroom. The authors underscore that one of the challenges of
measuring learning engagement is that teachers (and researchers) have
different standards and definitions for what an engaged learner looks
like and how they behave in the classroom. The authors summarize a
wide variety of theoretical approaches to engagement, which are mostly
from the cognitive-interactionist and sociocultural perspectives.
They then draw attention to lack of empirical research into learner
engagement, largely due to the difficulty of defining, measuring and
quantifying it. The chapter concludes with a brief overview of the
empirical studies available that provide some general insights into
how learner engagement may affect the language learning process in the
classroom.
Chapter 9 attempts to summarize an area about which there has been
substantial debate in applied linguistics and second language
acquisition research: the role of the first language in the second
language classroom. Key principles that they identify are the
difference between bilingual and monolingual teaching, the concepts of
codeswitching versus translanguaging, and acknowledging the
possibility of multiple L1s among student populations (or within a
single student) in linguistically diverse societies. In the
theoretical summary, they emphasize that dominant
cognitive-interactionist theories such as the interaction hypothesis
presume that all interaction is taking place in the L2 only and do not
critically engage with the role of the L1. In contrast, sociocultural
theory presumes the use of the L1 in learning an L2.  In highlighting
other theoretical perspectives, they ultimately conclude this section
with the reminder that multilingualism is the reality in many parts of
the world, rather than the exception; thus an L2 exclusive environment
may not accurately reflect the speech community in which the learners
will find themselves. The remaining sections describe when and how
teachers and students may engage in L1 use in the classrooms, the
benefits of L1 use and external factors that may affect it.
In Chapter 10, the authors discuss learner and teacher beliefs about
classroom interaction. This chapter also opens with quotes from a
student and teacher, both expressing discomfort with classroom
interaction, presenting it more as an obstacle than a beneficial tool.
The overarching theme seems to be understanding the individual and
cultural differences in language classrooms around the world that may
not value classroom interaction as described in SLA literature. The
authors emphasize the importance of taking individual cultural beliefs
and practices into consideration when implementing interaction focused
activities in the classroom.
The theme for Cchapter 11 is language socialization and ethnography.
Specifically, the authors reflect on the ways in which the language
classroom is a site for cultural and societal socialization.  Through
the examination of excerpts from real classroom dialogues, the authors
highlight the ways in which the language classroom can be used as a
space to socialize student learners into a particular cultural norm
(though not necessarily the norm of the L2 culture(s)) such as power
dynamics and the use of honorifics. The second half of the chapter is
dedicated to describing ethnography as a methodology that could be
used in language socialization research.
Chapter 12 serves as a conclusion to the book and provides a summary
of the goals and main concepts described throughout.  The authors also
suggest future directions for research, including broadening the
theoretical frameworks used to investigate classroom interaction
beyond the dominant cognitive-interactionist and sociocultural
approaches, and more extensive research into computer-mediated
language learning as well as into participatory action. And finally,
as introduced in Chapter 11, more longitudinal and ethnographic
studies of intact classrooms. They also note the need for better
communication between SLA researchers and language teachers.  After
Chapter 12, the authors provide a series of appendices containing
activities and exercises that could be used with pre- or in-service
language teachers in a teaching methods course.
EVALUATION
This text provides an excellent overview of (instructed) second
language acquisition research of the last several decades. The authors
thoroughly explain key theoretical concepts and results of some of the
most significant empirical investigations in second language
acquisition.  Each chapter is very clearly organized and follows a
standard structure that is easy to follow.  While structured as a
unified volume, most of the chapters could easily standalone as
supplemental readings to introduce young researchers and teachers to
new and important concepts in language acquisition and language
teaching.
Perhaps the most important and valuable of the authors’ stated goals
is the last : “Critically discuss the link between classroom
interaction and teaching practices” (p. 3). Researchers in second
language acquisition have for decades underlined the importance of
including the knowledge gained in second language acquisition research
(SLA) in teacher training programs, which has centered the importance
of interaction for linguistic development.  As of the late 1990s, this
practice had begun to spread (Bardovi-Harlig, 1997); however, the
existence of this volume highlights that the relationship between SLA
research and language teacher training still requires some effort.
Indeed, recent scholarship has underlined the ongoing problem of
connecting (instructed) SLA research to current pedagogical practices
(Bardovi-Harlig & Comojoan-Colomé, 2022; Byrnes, 2019; Gass, 2019).
This text, in providing clear summaries of both theoretical and
empirical research with an eye on interaction in the classroom, helps
to bridge this gap.
Chapters Two through Six are the strongest in their discussion and
presentation of (instructed) SLA theory for a teacher audience.  They
align well and relate directly to each other.  Chapters Seven through
Nine are less cohesive with the rest of the volume and appear more as
a series of important, yet not explicitly related topics very loosely
linked by the concept of “interaction”.  Addressing computer-mediated
communication in Chapter Seven is clearly essential in today’s world
where most learners engage with some form of online communication.
However, as the author’s note, CMC has not been investigated from the
perspective of the theories presented in the first half of the book,
and the current authors do not add to that domain.
Chapters Ten and Eleven are the thinnest in terms of content and
depart from the format of the earlier chapters, which provide
overviews of existing research, with the authors proposing ethnography
as a methodology that they believe should be adopted in SLA research.
The focus on language socialization as a theoretical perspective is
unclear as the authors do not specify whether the focus is on
socialization in the target culture using the L2, or socialization in
the home culture using the L2. From the excerpts and examples provided
in the chapter, it seems to be the latter, which does not clearly
connect to how home culture socialization might aid in the learning of
L2 linguistic features or cultural norms associated with them.
Additionally, an argument in favor of ethnographic research might have
been better suited as a standalone article rather than included as the
penultimate chapter of this text.
Each chapter ends with a series of questions that are labeled as
“reflection questions”. However, upon close examination, many of the
questions are in fact simple comprehension questions. This is not a
problem. As the text is meant to be a pedagogical resource in a
methodology class, verifying student comprehension is essential.
However, it would have been useful to formally separate the
comprehension questions from the true reflection questions at the end
of each chapter so that discussion of the material could be better
scaffolded.  Teacher trainers who adopt this course for a methods
class would do well to carefully select the questions that best suit
their classroom needs and their students.
At the end of every chapter there are also two (and only two)
suggested items for further reading. It is unclear why the authors
limited themselves to only two suggested further readings, but the
chapters would have benefited from a longer list that provided easier
access to the many theoretical and empirical studies that they cite
within the chapter rather than requiring the reader to search the
bibliography at the very end of the book.
One final structural/symmetrical weakness is the lack of a clear and
succinct response to the guiding question presented at the beginning
of each chapter.  Often, these questions are too broad for a simple
answer. However, the authors do conclude each chapter with a sort of
summary of the summary they provided. Sometimes these are long and
cumbersome and do not provide a straightforward takeaway that a pre-
or in-service teacher could take advantage of. A simpler bulleted list
of three to five main points that explicitly address the guiding
question would have been useful.
Overall, this text would be a helpful supplemental resource in a
language teaching methodology course for pre- or in-service teachers.
The chapters are clearly structured and accessible. And the final
appendix of potential classroom activities and homework is a useful
addition, highlighting the authors’ training as active classroom
language teachers.  Both current and aspiring language teachers will
find this to be a critical resource in their pedagogical development.
Ultimately, Iwashita, Dao, and Nguyen achieve their stated goals and
provide a valuable addition to language teacher training.
REFERENCES
Bardovi-Harlig, K. (1997). The Place of Second Language Acquisition
Theory in Language  Teacher Preparation. In K. Bardovi-Harlig & B.S.
Hartford (eds.), Beyond Methods:       Components of Second Language
Teacher Preparation (pp. 18-41). McGraw Hill.
Bardovi-Harlig, K. & Comojoan-Colomé, L. (2022). The relation of
second language        acquisition, instructed second language
acquisition, and language teaching from the lens        of second
language tense-aspect. Language Teaching, 55 (3), 289-345.
doi:10.1017/S026144482200009X
Byrnes, H. (2019). Affirming the context of instructed SLA: The
potential of curricular thinking.
Language Teaching Research, 23 (4), 514-532.
DeKeyser, R. (2003). Implicit and explicit learning. In C. Doughty and
M. Long (eds.) The
Handbook of Second Language Acquisition (pp. 312-348). Blackwell.
Ellis, N. (2002). Frequency effects in language processing: A review
with implications for
Theories of implicit and explicit language acquisition. Studies in
Second Language
Acquisition, 24, 143-188. https://doi.org/10.1017/S0272263102002024.
Ellis, R. & Shintani, N. (2013). Exploring language pedagogy through
second language
acquisition research. Routledge.
Gass, S. (2019). Future directions in language learning & teaching. In
J.W. Schwieter & A.
Benati (eds.), The Cambridge handbook of language learning (pp.
777-798).
Cambridge University Press. https://doi.org/10.1017/9781108333603.033
Hulstijn, J.H. (1994). Consciousness in second language learning. AILA
Review 11.
Krashen, S. (1985). The Input Hypothesis: Issues and Implications.
Longman,
Kumaravadievelu, B. (2001). Toward a postemethod pedagogy. TESOL
Quarterly, 35, 537-560.
https://doi.org/10.2307/3588427.
Long, M.H. (1981). Input, interaction and second language acquisition.
Annals of the New York
Academy of Sciences, 379 (1), 259-278.
https://doi.org/10.111/j.1749-6632.1981.
Lyster, R, Saito, K., & Sato, M. (2013). Oral corrective feedback in
second language classrooms.
Language Teaching, 46 (1), 1-40.
https://doi.org/10.1017/s0261444812000365.
Pica, T. (1994). Research on negotiation: What does it reveal about
second language learning
condition, process, and outcomes? Language Learning, 44 (3), 493-527.
https://doi.org/10.111/j.1467-1770.1994.tb01115.x.
Swain, M. (1985). Communicative competence: Some roles of
comprehensible input and
comprehensible output in its development. In S. Gass and C. Madden
(eds.), Input
in Second Language Acquisition, (pp. 235-253). Newbury House.
ABOUT THE REVIEWER
Dr. Reaves is an Assistant Professor of French & Linguistics at Towson
University in Towson, MD, where she teaches courses in linguistics,
French language and culture, and French linguistics. Her research
concentrates primarily on the second language acquisition of French
with further interests in French sociolinguistics and French language
pedagogy. She has published in The French Review and her book
‘Discourse Markers in Second Language French’ was published with
Routledge in March 2023.



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