such language to the experiences of four advanced learners. Overall, this volume is a valuable contribution to research on study abroad in the field of applied linguistics. It is a clear departure from much of the study abroad research to date, which generally focuses on a few specific aspects of linguistic or cultural development during study abroad. The contributions of this volume exemplify the call that Coleman puts forth in Part I to explore the whole person who participates in study abroad and to better understand individual variation instead of attempting to stifle variables to achieve significant generalizations. Part II provides rich descriptions of study abroad participants who are rarely the focus of research investigations, or who become invisible, due in part to the desire to generalize findings. Although Part III answers this call slightly less so than Part II does, it still contributes a significant broadening of method- ology and research questions in pragmatics research, exploring how it can be strengthened through the description of individual learners’ experiences. This volume responds to more general calls for more socially situated research in the broader field of second language acquisition. Through the socially oriented lenses that the contributors use as their frameworks for analysis, this volume makes a valuable contribution to better under- standing learners’ identities and the construc- tions and struggles with those identities through various theoretical frameworks and research methodologies. Furthermore, the authors of this volume choose to focus on contexts, partic- ipants, and languages that are oftentimes not portrayed in the field, including longitudinal studies, high school students, learners of less commonly taught languages, and learners whose main goals are not (at least initially) language and/or cultural learning. Moreover, the studies offer breadth and depth in a way that many studies to date have not, significantly broadening the study abroad literature and pointing to directions for future research. RAYCHEL VASSEUR and JUDITH E. LISKIN–GASPARRO University of Iowa LEE, JAMES F., & ALESSANDRO G. BENATI. (Eds.). Individual Differences and Processing Instruc- tion. Sheffield, UK: Equinox, 2013. Pp. xi, 232. $33.20, paper. ISBN 978–1–84553–344–1. This collection of empirical studies investigates the relationship between the pedagogical tech- nique known as Processing Instruction (PI) and individual differences. The volume also includes an introduction to the topic and a concluding chapter that summarizes, comments, and makes sense out of findings produced by six empirical studies. Altogether, this is an excellent volume for those familiar with PI as well as for those new to it. For the latter, I recommend that they start with Chapter 2. Chapter 2, by Lee, provides a helpful critical review of the research on Processing Instruction. He organizes the more than 40 published studies by seven research foci: (a) comparing the effects of PI to other types of instruction; (b) identifying the key variable—explicit instruction, structured input, or a combination of both—that leads to language development; (c) comparing struc- tured input to enhanced structured input; (d) mode of delivery: teacher versus computer- delivered instruction; (e) evaluating the poten- tial effects of sentence-level PI on language use beyond the sentence; (f) evaluating retention of effects of PI; and (g) potential effects on structure Y of PI on structure X. Lee’s chapter shows the breadth and depth of this strand of research, which is unusual in second language acquisition (SLA) for its focus on one pedagogical tech- nique. Lee also points out the lacunae calling for the scholars’ attention, namely investigating the effects of PI on the acquisition of new target languages by native speakers of languages other than English; including different age groups beyond college-age learners; and investi- gating the interaction between PI and a number of individual differences. This is possibly the most urgent move, as some among the 40 empirical studies have observed quantitative and qualitative differences in how learners respond to PI. Chapter 1, by Benati, presents an overview of second language acquisition research on individ- ual differences with a focus on working memory, aptitude, and age differences, even though none of the empirical studies in the book include working memory or aptitude as a variable. The chapter discusses current questioning of the Critical Period Hypothesis in favor of a view of age effects better represented by a curve rather than a period with clear limits. Age as the moderator of effects of PI is the focus of Chapters 4, 5, 6, and 8, however. Chapter 7 looks at gender, and Chapter 3 at the role of previous language background. These two chapters will be reviewed first. Reviews 1053