This exciting volume provides new insights into recent trends in SLA research: why it matters who the language learners are, how they regulate their own learning, and how their emotions, motivation and identity are shaped by their experiences. The chapters explore language learners in different contexts and show how new theoretical paradigms have shaped the way language learning is modelled. These studies document how new ideas can contribute to innovation in classroom practice. Marianne Nikolov, University of Pecs, Hungary This volume adds a rich tapestry of theoretical, empirical and pedagogical insights to the growing field of self-concept research in language learning. While current research in this field revolves in particular around issues of motivation, a real strength of this collection is its integration of a diverse range of self-related perspectives (including teacher as well as learner perspectives), and a variety of conceptual frameworks and research methodologies. Ema Ushioda, University of Warwick, UK Csizer and Magid have drawn together the leading thinkers in one of the most important lines of inquiry in the psychology of language learning. Readers will be treated to a diversity of ideas, perspectives, and implications of the self and its role in L2 motivation. No collection of motivation texts in SLA would be complete without this volume. Peter D. MacIntyre, Cape Breton University, Canada