BOOKS

Bigelow, M. (2010). Mogadishu on the Mississippi: Language, racialized identity, and education in a new land. New York: Wiley. Pp. xii + 185. $39.95 paper.

Council of Europe. (2010). European charter for regional or minority languages: Collected texts. Strasbourg, France: Author. Pp. 125. $54.00 paper.

Jenkins, J. (2007). English as a lingua franca: Attitude and identity. Oxford: Oxford University Press. Pp. xii + 284. $32.75 paper.

Kurata, N. (2011). Foreign language learning and use: Interaction in informal social networks. New York: Continuum. Pp. xii + 195. $140.00 cloth.

Reinders, H. (2010). The effects of task type and instructions on second language acquisition. Newcastle, UK: Cambridge Scholars Publishing. Pp. 239. £39.99 cloth.

JOURNALS

Anthropological Linguistics 52 (1). (2010). Goddard, I. “Linguistic variation in a small speech community: The personal dialects of Moraviantown Delaware” (1–48); Kroskrity, P. V. “The art of voice: Understanding the Arizona Tewa inverse in its grammatical, narrative, and language-ideological contexts” (49–79); Suslak, D. F. “Battered Spanish, eloquent mixe: Form and function of mixe difrasismos” (80–103).

De Fina, A., & Perrino, S. (Eds.). (2011). Narratives in interviews, interviews in narrative studies [Special issue]. Language in Society 40 (1). De Fina, A., & Perrino, S. “Introduction: Interviews vs. ‘natural’ contexts—A false dilemma” (1–11); Modan, G., & Shuman, A. “Positioning the interviewer: Strategic uses of embedded orientation in interview narratives” (13–25); De Fina, A. “Researcher and informant roles in narrative interactions: Constructions of belonging and foreign-ness” (27–38); Wortham, S., Mortimer, K., Lee, K., Allard, E., & White, K. D. “Interviews as interactional data” (39–50); Slembrouck, S. “The research interview as a test: Alignment to boundary, topic, and interactional leeway in parental accounts of a child protection procedure” (51–61); Baynham, M. “Stance, positioning, and alignment in narratives of professional experience” (63–74); Koven, M. “Comparing stories told in sociolinguistic interviews and spontaneous conversation” (75–89); Perrino, S. “Chronotopes of story and storytelling event in interviews” (91–103).

English Teaching Forum 49 (1). (2011). Westbrook, F. “Lessons from the other side of the teacher’s desk: Discovering insights to help language learners” (2–7); Rucynski, J., Jr. “Using The Simpsons in EFL classes” (8–17); Milambiling, J. “Bringing one language to another: Multilingualism as a resource in the language classroom” (18–25); Lyutaya, T. “Reading logs: Integrating extensive reading with writing tasks” (26–35); McIntosh, P. “Knitting: A craft makes a comeback” (36–43); Ryan, K. “Classroom activities” (44–50).

International Association of Applied Linguistics Review 23. (2010). Littlemore, J., & Juchem-Grundmann, C. “Introduction to the interplay between cognitive linguistics and second language learning and teaching” (1–6); Roehr, K. “Explicit knowledge and learning in SLA: A cognitive linguistics perspective” (7–29); Tyler, A., Muller, C. M., & Ho, V. “Applying cognitive linguistics to instructed L2 learning: The English modals” (30–49); Alejo-González, R. “Making sense of phrasal verbs: A cognitive linguistic account of L2 learning” (50–71); Llopis-García, R. “Why cognitive grammar works in the L2 classroom: A case study of mood selection in Spanish” (72–94); Deconinck, J., Boers, F., & Eyckmans, J. “Helping learners engage with L2 words: The form-meaning fit” (95–114); Holme, R. “Construction grammars: Towards a pedagogical model” (115–132); Barcelona, A. “Metonymic inferencing and second language acquisition” (134–154); MacArthur, F. “Metaphorical competence in EFL: Where are we and where should we be going? A view from the language classroom” (155–173).

International Journal of Bilingualism 14 (4). (2010). Quiroz, B. C., Snow, C. E., & Zhao, J. “Vocabulary skills of Spanish-English bilinguals: Impact of mother-child language interactions and home language literacy support” (379–399); MacLeod, A. A. N., & Stoel-Gammon, C. “What is the impact of age of second language acquisition on the production of consonants and vowels among childhood bilinguals?” (400–421); Blom, E. “Effects of input on the early grammatical development of bilingual children” (422–446); Le Pichon, E., de Stewart, H., Vorstman, J., & van den Bergh, H. “Influence of the context of learning a language on the strategic competence of children” (447–465); Angermeyer, P. S. “Interpreter-mediated interaction as bilingual speech: Bridging macro- and micro-sociolinguistics in codeswitching research” (466–489); Dahl, T. I., Rice, C., Steffensen, M., & Amundsen, L. “Is it language relearning or language reacquisition? Hints from a young boy’s code-switching during his journey back to his native language” (490–512).

Jarvis, S. (Ed.). (2011). Crosslinguistic influence in bilinguals’ concepts and conceptualizations [Special issue]. Bilingualism: Language and Cognition 14 (1). Jarvis, S. “Conceptual transfer: Crosslinguistic effects in categorization and construal” (1–8); Athanasopoulos, P., Damjanovic, L., Krajciova, A., & Sasak, M. “Representation of color concepts in bilingual cognition: The case of Japanese blues” (9–17); Pavlenko, A., & Malt, B. C. “Kitchen Russian: Cross-linguistic differences and first-language object naming by Russian-English bilinguals” (19–45); Bylund, E., & Jarvis, S. “L2 effects on L1 event conceptualization” (47–59); Flecken, M. “Event conceptualization by early Dutch-German bilinguals: Insights from linguistic and eye-tracking data” (61–77); Brown, A., & Gullberg, M. “Bidirectional cross-linguistic influence in event conceptualization? Expressions of path among Japanese learners of English” (79–94); Daller, M. H., Treffers-Daller, J., & Furman, R. “Transfer of conceptualization patterns in bilinguals: The construal of motion events in Turkish and German” (95–119).

Journal of Child Language 38 (1). (2011). Stoel-Gammon, C. “Relationship between lexical and phonological development in young children” (1–34); Edwards, J., Munson, B., & Beckman, M. E. “Lexicon-phonology relationships and dynamics of early language development” (35–40); Vihman, M., & Keren-Portnoy, T. “The role of production practice in lexical and phonological development” (41–45); Hoff, E., & Parra, M. “Mechanisms linking phonological development to lexical development” (46–50); Storkel, H. L. “Differentiating word learning processes may yield new insights” (51–55); Zamuner, T. S. “Stepping backwards in development: Integrating developmental speech perception with lexical and phonological development” (56–60); Blesses, D., Basbøll, H., Lum, J., & Vach, W. “Phonology and lexicon in a cross-linguistic perspective: The importance of phonetics” (61–68); Demuth, K. “Interactions between lexical and phonological development: Cross-linguistic and contextual considerations” (69–74); Kehoe, M. “Relationships between lexical and phonological development: A look at bilingual children” (75–81); Velleman, S. L. “Lexical and phonological development in children with childhood apraxia of speech” (82–86); Van Heugten, M., & Johnson, E. K. “Gender-marked determiners help Dutch learners’ word recognition when gender information itself does not” (87–100); Dromi, E., & Zaidman-Zait, A. “Interrelations between communicative behaviors at the outset of speech: Parents as observers” (101–120); Pérez-Pereira, M., & Resches, M. “Concurrent and predictive validity of the Galician CDI” (121–140); Adani, F. “Rethinking the acquisition of relative clauses in Italian: Towards a grammatically based account” (141–165); Herr-Israel, E., & McCune, L. “Successive single-word utterances and use of conversational input: A pre-syntactic route to multiword utterances” (166–180); Scofield, J., Miller, A., & Hartin, T. “Object movement in preschool children’s word learning” (181–200); Zammit, M., & Schafer, G. “Maternal label and gesture use affects acquisition of specific object names” (201–221).

Language Testing 28 (1). (2011). Fulcher, G., Davidson, F., & Kemp, J. “Effective rating scale development for speaking tests: Performance decision trees” (5–29); Zhang, Y., & Elder, C. “Judgments of oral proficiency by non-native and native English speaking teacher raters: Competing or complementary constructs?” (31–50); Barkaoui, K. “Think-aloud protocols in research on essay rating: An empirical study of their veridicality and reactivity” (51–75); Gao, L., & Rogers, W. T. “Use of tree-based regression in the analyses of L2 reading test items” (77–104); Schmitt, N., Wun Ching Ng, J., & Garras, J. “The word associates format: Validation evidence” (105–126); O’Toole, J. M., & King, R. “The deceptive mean: Conceptual scoring of cloze entries differentially advantages more able readers” (127–144).

Modern Language Journal 94 (4). (2010). Huth, T. “Can talk be inconsequential? Social and interactional aspects of elicited second-language interaction” (537–553); Kang, O., Rubin, D., & Pickering, L. “Suprasegmental measures of accentedness and judgments of language learner proficiency in oral English” (554–566); Funder Hansen, G. “Word recognition in Arabic as a foreign language” (567–581); Kang, H.-S. “Negative evidence and its explicitness and positioning in the learning of Korean as a heritage language” (582–599); Hernández, T. A. “The relationship among motivation, interaction, and the development of second-language oral proficiency in a study-abroad context” (600–617); Matthews, P. H. “Factors influencing self-efficacy judgments of university students in foreign language tutoring” (618–635); Byrnes, H. “The changing scene for publishing in applied linguistics journals: Views from editors” (636–637); Zuengler, J., & Carroll, H. “Reflections on the steady increase in submissions” (637–638); Collins, L., & Dagenais, D. “Perspective from The Canadian Modern Language Review/La revue canadienne des languages vivantes” (638–640); Schrier, L. L. “Should there be an app for us? Observations from an editor’s first year” (640–642); Kunnan, A. J. “Publishing in the era of online technologies” (643–645); DeKeyser, R. M. “Where is our field going?” (646–647); Chun, D. M., & Thompson, I. “Issues in publishing an online, open-access CALL journal” (648–651); King, K. A., & Shohamy, E. “Academic publishing, globalization, and (in)equality” (652–654); Ellis, R. “Policy and procedure in journal editing” (654–657); van Lier, L. “Merits and metrics in journal publishing” (657–660); Canagarajah, S. “Internationalizing knowledge construction and dissemination” (661–664).

Rothman, J., Iverson, M., & Judy, T. (Eds.). (2011). The generative study of L3 acquisition [Special issue]. Second Language Research 27 (1). Rothman, J., Iverson, M., & Judy, T. “Some notes on the generative study of L3 acquisition” (5–19); Montrul, S., Dias, R., & Santos, H. “Clitics and object expression in the L3 acquisition of Brazilian Portuguese: Structural similarity matters for transfer” (21–58); Falk, Y., & Bardel, C. “Object pronouns in German L3 syntax: Evidence for the L2 status factor” (59–82); Jaensch, C. “L3 acquisition of German adjectival inflection: A generative account” (83–105); Rothman, J. “L3 syntactic transfer selectivity and typological determinacy: The typological primacy model” (107–127); García Mayo, M. P., & Villareal Olaizola, I. “The development of suppletive and affixal tense and agreement morphemes in the L3 English of Basque-Spanish bilinguals” (129–149).

EDITED VOLUMES

Ahmed, A., Cane, G., & Hanzala, M. (Eds.). (2011). Teaching English in multilingual contexts: Current challenges, future directions. Newcastle, UK: Cambridge Scholars Publishing. Pp. xviii + 206. £39.99 cloth. Littlejohn, A. “Real-world language teaching” (3–16); Shamim, F. “Building communities of practice for teacher development: A comparative study” (17–36); Reinders, H. “From autonomy to autonomous language learning” (37–52); Ahmed, A., & Al Fatima Ahsan, M. “The right approach to teaching writing in an EAP setting: Some perspectives” (53–68); Hussain, N., & Bano Zaidi, S. “Using critical incidents to develop reflective ELT practitioners” (69–90); Dar, F. “Affective education: How affective is our learning?” (91–103); Qadir, S. “Code-mixing in textbooks: Current practice in Pakistan” (107–122); Rasul, S. “Code-mixing in Pakistani television advertisements: A socio-linguistic analysis” (123–141); Ahsan, N. M. “Portfolios as an alternative assessment: A first-time experience for students and teachers” (145–157); Raza, W. “A rating scale for the assessment of writing skills” (159–178); Mustafa, I. “Equity in the English listening comprehension examination: Does region matter?” (179–198).

Chen, H., & Cruickshank, K. (Eds.). (2010). Making a difference: Challenges for applied linguistics. Newcastle, UK: Cambridge Scholars Publishing. Pp. xii + 367. £39.99 cloth. Chen, H., & Cruickshank, K. “Conceptualizing the field of applied linguistics from a Bernsteinian perspective: Challenges and opportunities” (1–20); Poynton, C., & Lee, A. “Debating appraisal: On networks and names” (21–36); Ellwood, C., & Laws, C. “Doing normal: Discursive constructions of youth in transformative educational programs” (37–50); Price, S. “The discursive construction of the relationship between student and text in student academic writing” (51–64); Crichton, J., & Scarino, J. “Developing the intercultural dimension of internationalization” (65–82); Appleby, R. “Do we make a difference? Negotiating gender in English language teaching for international development” (83–96); Nakane, I., & Ellwood, C. “Speech and silence in the classroom: Japanese students’ desire and struggle to speak” (97–108); Ko, S. “Implicit and explicit disagreeing multiparty talk in classrooms” (109–124); Averianova, I. “Teaching electronic discourse to EFL/ESL learners” (125–138); Azuma, M. “The interpretation of figurative expressions: A comparative study of English and Japanese” (139–153); Yamada, K. “The supervisory conference: Academic socialization and the thesis genre” (154–170); Edge, J. “Making a difference in TESOL professional development” (171–187); Stracke, E. “Communicative validation of interview data” (188–198); Cao, Y. “An ecological view of situational willingness to communicate in a second language classroom” (199–218); Fraser, C. “Attitudes, accents and understanding: Listener characteristics and comprehension of accented speech” (219–234); Cheng, K. S. K. “The interlanguage phonology of an emerging Hong Kong Mandarin” (235–252); Collins, P. “English grammar in China” (253–261); Burden, P. “English language teaching: A disadvantaged profession in Japanese tertiary education?” (262–282); McKay, G. “English and indigenous languages in the Australian language policy environment” (283–297); Lambert, B. E. “Yes? No? Maybe: Parents, motivation and family language transmission” (298–315); Willoughby, L. “Language choice in migrant families with deaf children: A case study approach” (316–327); Bradshaw, J. “Changing demographic profiles and language support needs of community language speakers” (328–340); Borland, H., & Mphande, C. H. B. “Linguistic diversity and language service provision: Emerging African language communities in Victoria” (341–358).

Council of Europe. (2010). Minority language protection in Europe: Into a new decade. Strasbourg, France: Author. Pp. 205. $50.00 paper. Lezertúa Rodríguez, M. “The European Convention on Human Rights and minority languages” (13–27); Gramstad, S. “The Charter’s monitoring mechanism: A practical perspective” (29–34); Crnić-Grotić, V. “The impact of the Charter” (35–40); Lejeune, Y. “The case of Belgium” (43–66); Trifunovska, S. “The case of the Baltic states” (67–84); Pitsch, C. “The case of Switzerland” (87–96); Solymosi, J. “The case of Hungary” (97–103); Pérez Medina, J. M. “The case of Spain” (105–116); López Basaguren, A. “The Spanish Constitution: Problems in applying the Charter” (117–138); Baztarrika, P. “The evolution of the Basque revival” (141–153); Viola, M. “The protection of small languages in Trentino” (155–167); Dunbar, R. “The Charter as a living instrument: Legal challenges and perspectives” (171–186); Oeter, S. “Ensuring the Charter is effective in the European legal order” (187–198); Lertxundi, A. “Conclusion from a small language: Some thoughts by a writer” (199–205).

Gullberg, M., & de Bot, K. (Eds.). (2010). Gestures in language development. Amsterdam: Benjamins. Pp. viii + 139. $120.00 cloth. Gullberg, M., de Bot, K., & Volterra, V. “Gestures and some key issues in the study of language development” (3–33); Liszkowski, U. “Before L1: A differentiated perspective on infant gestures” (35–51); Stefanini, S., Recchia, M., & Caselli, M. C. “The relationship between spontaneous gesture production and spoken lexical ability in children with Down syndrome in a naming task” (53–74); Tellier, M. “The effect of gestures on second language memorization by young children” (75–91); Yoshioka, K. “Gesture and information structure in first and second language” (93–112); Brown, A. “Gesture viewpoint in Japanese and English: Cross-linguistic interactions between two languages in one speaker” (113–132).

Gullberg, M., & Indefrey, P. (Eds.). (2010). The earliest stages of language learning. New York: Wiley. Pp. vi + 283. $39.95 paper. Indefrey, P., & Gullberg, M. “The earliest stages of language learning: Introduction” (1–4); Gullberg, M., Roberts, L., Dimroth, C., Veroude, K., & Indefrey, P. “Adult language learning after minimal exposure to an unknown natural language” (5–24); Laine, M., & Salmelin, R. “Neurocognition of new word learning in the native tongue: Lessons from the ancient farming in L1 and L2” (25–44); Lindsay, S., & Gareth Gaskell, M. “A complementary systems account of word learning in L1 and L2” (45–63); Rast, R. “The role of linguistic input in the first hours of adult language learning” (64–84); Ellis, N. C., & Sagarra, N. “Learned attention effects in L2 temporal reference: The first hour and the next eight semesters” (85–108); Davidson, D. J. “Short-term grammatical plasticity in adult language learners” (109–122); McLaughlin, J., Tanner, D., Pitkänen, I., Frenck-Mestre, C., Inoue, K., Valentine, G., et al. “Brain potentials reveal discrete stages of L2 grammatical learning” (123–150); de Diego-Balaguer, R., & Lopez-Barroso, D. “Cognitive and neural mechanisms sustaining rule learning from speech” (151–187); Folia, V., Uddén, J., de Vries, M., Forkstam, C., & Magnus Petersson, K. “Artificial language learning in adults and children” (188–220); Williams, J. N. “Initial incidental acquisition of word order regularities: Is it just sequence learning?” (221–244); Robinson, P. “Implicit artificial grammar and incidental natural second language learning: How comparable are they?” (245–263).

Kail, M., & Hickmann, M. (Eds.). (2010). Language acquisition across linguistic and cognitive systems. Amsterdam: Benjamins. Pp. vii + 330. $149.00 cloth. Kail, M., & Hickmann, M. “New perspectives in the study of first and second language acquisition: Linguistic and cognitive constraints” (1–14); MacWhinney, B. “A tale of two paradigms” (17–32); van Geert, P. “Dynamic systems methods in the study of language acquisition: Modeling and the search for trends, transitions and fluctuations” (33–52); Christophe, A., Millotte, S., Brusini, P., & Cauvet, E. “Early bootstrapping of syntactic acquisition” (53–66); Thomas, M. S. C. “Language acquisition in developmental disorders” (67–87); Lieven, E. “Language development in a cross-linguistic context” (91–108); Dressler, W. U. “A typological approach to first language acquisition” (109–124); Hickmann, M. “Linguistic relativity in first language acquisition: Spatial language and cognition” (125–146); Pléh, C. “On the importance of goals in child language: Acquisition and impairment data from Hungarian” (147–160); Jisa, H., Chenu, F., Fekete, G., & Omar, H. “Promoting patients in narrative discourse: A developmental perspective” (161–177); Kail, M., Gosta, A., & Hub Faria, I. “On-line grammaticality judgments: A comparative study of French and Portuguese” (179–203); Perdue, C. “The expression of finiteness by L1 and L2 learners of Dutch, French, and German” (205–221); Meisel, J. M. “Age of onset in successive acquisition of bilingualism: Effects on grammatical development” (225–247); Schlyter, S. “The development of person-number verbal morphology in different types of learners” (249–265); Grainger, J., Midgley, K., & Holcomb, P. J. “Re-thinking the bilingual interactive-activation model from a developmental perspective (BIA-d)” (267–283); de Groot, A. M. B., & van den Brink, R. C. L. “Foreign language vocabulary learning: Word-type effects during the labeling stage” (285–297); Pallier, C. “Cerebral imaging and individual differences in language learning” (299–305); Reiterer, S. “The cognitive neuroscience of second language acquisition and bilingualism: Factors that matter in L2 acquisition—A neuro-cognitive perspective” (307–321).

Mahboob, A. (Ed.). (2010). The NNEST lens: Nonnative English speakers in TESOL. Newcastle, UK: Cambridge Scholars Publishing. Pp. xvii + 349. £44.99 cloth. Mahboob, A. “The NNEST lens” (1–17); Romney, M. “The color of English” (18–34); Ishihara, N. “Maintaining an optimal distance: Nonnative speakers’ pragmatic choice” (35–53); Forman, R. “Ten principles of bilingual pedagogy in EFL” (54–86); Mullock, B. “Does a good language teacher have to be a native speaker?” (87–113); Tatar, S., & Yildiz, S. “Empowering nonnative-English speaking teachers in the classroom” (114–128); Nemtchinova, E. “The ‘who’s worth more?’ question revisited: MA TESOL practicum host teachers’ perceptions of NES and NNES teacher trainees” (129–153); Lipovsky, C., & Mahboob, A. “Appraisal of native and nonnative English speaking teachers” (154–179); Barrat, L. “Strategies to prepare teachers equally for equity” (180–201); Wu, A., Liang, J., & Csepelyi, T. “Coping strategies for NNES teachers’ development” (202–221); Nemtchinova, E., Mahboob, A., Eslami, Z., & Dogancay-Aktuna, S. “Training nonnative English speaking TESOL professionals” (222–238); Oxford, R. L., & Jain, R. “Students’ evolving perspectives on World Englishes, nonnative English speakers, and nonnative English-speaking teachers based on a graduate course” (239–262); Luo, W.-H. “Collaborative teaching of EFL by native and nonnative English speaking teachers in Taiwan” (263–284); Edwards Dormer, J. “Strength through difference: Optimizing NEST/NNEST relationships on a school staff” (285–304); Liu, D. “Using corpora for language enhancement, teaching and research” (305–324); Bednarek, M. “‘With a little help from the corpus’: Corpus linguistics and EFL teaching” (325–344).

Mansouri, F. (Ed.). (2010). Second language acquisition research theory-construction and testing. Newcastle, UK: Cambridge Scholars Publishing. Pp. vii + 293. £19.99 cloth. Mansouri, F. “Second language acquisition research: From theory formation to theory application” (1–12); Pienemann, M. “An introduction to processability theory” (13–37); Kawaguchi, S. “Lexical mapping in processability theory: A case study in Japanese” (39–80); Håkansson, G., & Norrby, C. “Processability theory applied to written and oral Swedish” (81–94); Mansouri, F., & Håkansson, G. “Conceptualizing intra-stage sequencing in the learner language” (95–117); Keβler, J.-U. “Assessing EFL development online: A feasibility study of rapid profile” (119–143); Zhang, Y. “Testing the topic hypothesis: The L2 acquisition of Chinese syntax” (145–171); Itani-Adams, Y. “Lexical and grammatical development in Japanese-English bilingual first language acquisition” (173–198); Suárez, L., & Goh, W. D. “Phonological and visual short-term memory codification in English-Chinese bilinguals” (199–223); van den Noort, M., Bosch, P., & Hugdahl, K. “Multilingual processing of relative clauses” (225–246); Kim, Y. M., & Kwon, O. “A parallel developmental sequence (PDS) model in SLA” (247–283).

Moreno Jaén, M., Serrano Valverde, F., & Calzada Pérez, M. (Eds.). (2010). Exploring new paths in language pedagogy: Lexis and corpus-based language teaching. London: Equinox. Pp. xiv + 321. $95.00 paper. Serrano Valverde, F. “Introduction to section I” (3–7); Nation, P. “Analyzing vocabulary teaching techniques” (9–24); Kirk, S., & Carter, R. “Fluency and spoken English” (25–38); Eyckmans, J. “Phrase-noticing or phrase-learning: A question of semantics?” (39–50); Butler, C. S. “Coming face to face with N1 P N1 sequences in Spanish” (51–75); Meara, P. M., & Suárez García, J. “Missing words: The vocabulary of BBC Spanish courses for adults” (77–84); Jiménez Catalán, R. M., & Ojeda Alba, J. “Connectors in EFL learners’ essays and in course books” (85–93); Abello-Contesse, C., & López-Jiménez, M. D. “The treatment of lexical collocations in EFL textbooks” (95–109); Rizo-Rodríguez, A. “Access routes to lexical collocations in English learners’ dictionaries on CD-ROM” (111–124); Calzada Pérez, M. “Introduction to section II” (127–128); Boulton, A. “Learning outcomes from corpus consultation” (129–144); Chambers, A. “Combining text-based and corpus-based approaches in the learning and teaching of academic writing in French” (145–156); Pérez-Paredes, P. “The death of the adverb revisited: Attested uses of adverbs in native and non-native comparable corpora of spoken English” (157–172); Baldry, A. “A web-as-multimodal corpus approach to lexical studies based on intercultural and scalar principles” (173–190); Calzada Pérez, M. “Learning from Obama and Clinton: Language classroom corpora relating to individuals” (191–210); Moreno Jaén, M. “Introduction to section III” (213–214); Carini Martínez, J. A. “‘Very’ in predicate adjective constructions: A contrastive (English-Spanish) discourse-functional approach towards its pedagogical implementation” (215–228); Moreno Jaén, M. “Developing university learners’ collocational competence: An empirical corpus-based investigation” (229–243); Rodríguez Martín, M. E. “Exploring conversational grammar through films in the ELT classroom: A corpus-based approach” (245–258); López Sako, N. I. “The use of DVD films as multimodal texts to raise contextual awareness in the acquisition of polite words in English: The case of ‘please’” (259–270); López-Mezquita Molina, M. T. “ADELEX CAT: A computer adaptive test for the lexical evaluation of university students” (271–286).

Pavlenko, A. (Ed.). (2011). Thinking and speaking in two languages. Clevedon, UK: Multilingual Matters. Pp. ix + 267. $49.95 paper. Pavlenko, A. “Introduction: Bilingualism and thought in the 20th century” (1–28); Athanasopoulos, P. “Cognitive restructuring in bilingualism” (29–65); Schmiedtová, B., von Stutterheim, C., & Carroll, M. “Language-specific patterns in event construal of advanced second language speakers” (66–107); Bylund, E. “Language-specific patterns in event conceptualization: Insights from bilingualism” (108–142); Gullberg, M. “Thinking, speaking, and gesturing about motion in more than one language” (143–169); Malt, B. C., & Ameed, E. “The art and science of bilingual object naming” (170–197); Pavlenko, A. “(Re-)naming the world: Word-to-referent mapping” (198–236); Pavlenko, A. “Thinking and speaking in two languages: Overview of the field” (237–257).

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