What is the state of that which is not spoken? This book presents empirical research related to the phenomenon of reticence in the second language classroom, connecting current knowledge and theoretical debates in language learning and acquisition. Why do language learners remain silent or exhibit reticence? In what ways can silence in the language learning classroom be justified? To what extent should learners employ or modify silence? Do quiet learners work more effectively with quiet or verbal learners? Looking at evidence from Australia, China, Japan, Korea, and Vietnam, the book presents.

Repositioning silence -- Australian perspectives on silence -- Chinese perspectives on silence -- Japanese perspectives on silence -- Korean perspectives on silence -- Philippine teachers' use of silence -- Vietnamese perspectives on silence -- Implications of silence for SLA and pedagogy.