Paul Seedhouse: THE INTERACTIONAL ARCHITECTURE OF THE LANGUAGE CLASSROOM: A CONVERSATION ANALYSIS

relativity (that language influences but does not necessarily determine thinking), as has been explicated in the work of Slobin and others. The interesting question is whether L2 learners can appropriate new ways of meaning and therefore thinking through the new language and can this ability be taught and learned in the classroom setting? Kramsch concludes that, minimally, teachers can model and raise learner awareness of ‘the linguistic relativity principle’ (p. 253); however, she points out that this comes with risks, including especially the danger of stereotyping cultures. My general conclusion is that the Davies and Elder’s handbook is worth reading. The issues raised in this review notwithstanding, it can serve to introduce novices to the field, subject, vocation, profession, enterprise, discipline, and activity of applied linguistics.