This volume is a valuable contribution to the field of language teacher education (LTE)because of its innovative approach to language learning and teaching as well as its consistentorganization. As noted in the introduction, the book is intended for language teachers“who will make, or have made, the step from teaching to training” (p. 1). To thisend, the author relates the teachers' experience and understanding of the classroom contextto a broadly social constructivist perspective, based on the relevance of the personal and socialdimensions of learning to teach.