Two conclusions stand out in the book: silence can be co-constructed with others involved in interaction and silence can be misinterpreted in intercultural contexts. These two ideas are not necessarily new but still the book does a good job in presenting empirical evidence for them.

Overall, Nakane’s work fills an important gap in the field by providing an in-depth understanding of silence in the multicultural classroom context.

Sibel Tatar
Foreign Language Education,
Bogazçi University, Istanbul, Turkey