In this volume aimed at researchers, policy makers, teachers, and teacher educators, Turnbull (education, U. of Prince Edward Island, Canada) and Dailey-O'Cain (German and applied linguistics, U. of Alberta, Canada) compile nine articles that consider the use of the first language in communicative or immersion-type second and foreign language classrooms. Scholars working in education, sociolinguistics, and languages in North America, Japan, and the UK examine the topic from pedagogical and sociolinguistic perspectives, as they describe studies in different contexts, from primary schools to universities. They draw on different theoretical frameworks and qualitative and quantitative methodologies to address aspects of theory, practice, and policy, and examine the optimal level of first language use, how it might vary across different kinds of programs, and what kinds of uses are positive and effective. No index is provided. Annotation ©2009 Book News, Inc., Portland, OR (booknews.com)