The Cambridge Guide to Blended Learning for Language Teaching

Abstract

to live by’ (p. 183). Following this, we are drawn to ‘conveying new stories’ (p. 185) for ecological concern, rather than being lost in the difficult problem of modifying languages. There is a glossary of linguistic terms, which is very helpful. The only criticism which we would make of this book concerns the small amount of information that it has on traditional Chinese ecosophy, which is well known for its abundance of ecological wisdom and its long influence on East Asian ecoculture. We do appreciate Stibbe’s wish for more ‘voices... from traditional and indigenous cultures from around the world’ (p. 193), which shows his open attitude in doing ecolinguistic analysis. Due to its theoretical and practical depth, its well-organized contents and its vivid and thought-provoking language and pictures, this book would be an ideal textbook for a course in ecolinguistics. Moreover, non-linguist readers may find it appealing, since it contains interesting stories as well as inspiring arguments. Every creature has its stories, and this book, by means of its appropriate use of linguistic tools, encourages us to listen to them.