CALICO Journal, 31(1), p-p 137-139. doi: 10.11139/cj.31.1.137-139 © 2014 CALICO Journal 137 Inclusive Language Education and Digital Technology Edited by Elina Vilar Beltrán, Chris Abbott, and Jane Jones $39.95 ISBN: 9781847699725 Book (Paperback) Multilingual Matters 200 pages 2013 Reviewed by ANA SEVILLA-PAVÓN Universidade Estadual de Campinas, Brazil Vilar Beltrán, E., Abbott, C., Jones, J. (Eds.) (2013). Inclusive language education and digital technology. Bristol: Multilingual Matters. This book presents, in a pedagogically-sound and theory-grounded manner, the interdisciplinary collaboration and insights provided by numerous practitioners and specialists involved in technology-supported modern foreign language (MFL) teaching to students with special education needs (SEN). The book’s contributions show how the different fields can complement each other so as to make a valuable contribution towards increasing the language learning opportunities of learners with hearing or visual impairments, dyslexia, and other difficulties. While its focus is on the situation in the UK, there are several illustrative case studies from different places across Europe. The publication is divided into two parts: “Part 1: The Key Issues” is mainly theoretical and preceded by an introduction and a brief biography of each of the contributors; “Part 2: Case Studies” is made up of the examples in Chapters 4 to 9, followed by a conclusion. The introduction starts with a reflection on how important languages are for communication in present-day globalized societies and for people’s personal enrichment, enjoyment, and growth. All of these are good reasons for teaching languages to students with SEN, while making good use of the potential of digital technologies. In Part 1, the key issues of inclusive education and technology-enhanced language teaching and learning are identified and explored. In Chapter 1, Jones assesses recent policy changes concerning SEN and MFL education, comparing the current situation with the past, when students with SEN were not allowed to learn foreign languages. Jones reminds us that inclusion is not always effectively practiced due to the lack of an effective pedagogy, teacher training, knowledge, and resources. However, this situation is slowly improving. Jones discusses the insights and practices of three experienced and committed language teachers, showing ways to make learning for students with SEN more inclusive. The second chapter, by Abbott, presents the author’s personal view of the history of technology use by language teachers. Abbott describes technology use in the classroom and its ubiquitous use with the advent of mobile technologies and foresees a future with new language learning opportunities. In spite of being a very interesting account of the evolution of technologies, a clearer connection between technologies and inclusive language learning would have been relevant. In Chapter 3, Wilson presents a very insightful set of ten practical scenarios, pointing out the need for teachers to be critical when facing the challenges of planning their MFL lessons so as to include learners with SEN. This part is subsequently illustrated by the case studies from the last part of the volume. Part 2 deals with a set of 5 case studies of current and emerging practices in different contexts and countries across Europe. In the first case study in Chapter 4, Vilar Beltrán and Sales Ciges analyze several cases and compare the current situation of MFL