This book, as part of a series published by Erlbaum entitled Second language acquisition research: Theoretical and methodological issues, addresses the question as to how the acquisition of a nonnative language progresses through interaction in language classrooms. As the author admits (p. xiii), this is hardly a new topic in studies of SLA. The book, however, sheds some new light by introducing novel theoretical and methodological perspectives in dealing with this old topic. The author finds in Vygotskyan ideas a theoretical stance to frame her views of language, the language learner, and the language learning process. Furthermore, it focuses on the second language (L2) acquisition of Japanese by English-speaking learners, which has only recently begun attracting the attention of SLA researchers.