Reviews

“This book is recommended for three reasons: First, the sheer volume of empirical material provides the reader with an understanding of the process of learning English for female Japanese learners in both Japanese and English-speaking contexts. Second, Yoshimoto’s attempt to integrate the Japanese poetic writing style of haiku into a so-called western academic writing style provides a means of capturing the complicated relationship between identity and second language learning. Most importantly, this book encourages us to rethink and to react to the impact of the ideology conveyed through language use in our daily communication.” – JALT Journal