BOOKS

Gillen, J. (2003). The language of children. London: Routledge. Pp. xi + 98. $17.95 paper.

Guitart, J. M. (2004). Sonido y sentido: Theoría y práctica de la pronunciación del español con audio CD. Washington, DC: Georgetown University Press. Pp. xxi + 322. $44.95 paper.

Kucer, S. B. (2005). Dimension of literacy: A conceptual base for teaching reading and writing in school settings (2nd ed.). Mahwah, NJ: Erlbaum. Pp. xi + 353. $39.95 paper.

Lefebvre, C. (2004). Issues in the study of pidgin and creole languages. Amsterdam: Benjamins. Pp. xiv + 358. $119 cloth.

Montrul, S. A. (2004). The acquisition of Spanish: Morphosyntactic development in monolingual and bilingual L1 acquisition and adult L2 acquisition. Amsterdam: Benjamins. Pp. xv + 411. $49.95 paper.

Paradis, M. (2004). A neurolinguistic theory of bilingualism. Amsterdam: Benjamins. Pp. viii + 299. $39.95 paper.

JOURNALS

Acquisition et Interaction en Language Étrangère 21. (2004). Matthey, M., & Véronique, D. “Présentation” (3–7); van der Velde, M. “L'acquisition des articles définis en L1: étude comparative entre le français et le néerlandais” (9–46); Granfeldt, J. “Domaines syntaxiques et acquisition du français langue étrangère: l'exemple du DP” (47–84); Lenart, E., & Perdue, C. “L'approche fonctionnaliste: structure interne et mise en oeuvre du syntagme nominal” (85–121); Pekarek Doehler, S. “Une approche interactionniste de la grammaire: réflexions autour du codage grammatical de la référence et des topics chez l'apprenant avancé d'une L2” (123–166); Arditty, J. “Spécificité et diversité des approches interactionnistes” (167–201); Matthey, M., & Véronique, D. “Trois approches de l'acquisition des langues étrangères: enjeux et perspectives” (203–223).

AILA Review 17. (2004). Valdman, A. “Réflexions sur l'histoire de l'AILA” (2–5); Bygate, M. “Some current trends in applied linguistics: Towards a generic view” (6–22); Cavalcanti, M. C. “Applied linguistics: Brazilian perspectives” (23–30); Kleinsasser, R. C. “Australia and New Zealand applied linguistics (ANZAL): Taking stock” (31–56); de Bot, K. “Applied linguistics in Europe” (57–68); Pakir, A. “Applied linguistics in Asia: Pathways, patterns, and predictions” (69–76); Makoni, S., & Meinhof, U. H. “Western perspectives in applied linguistics in Africa” (77–104); Grabe, W. “Perspectives in applied linguistics: A North American view” (105–132); Brumfit, C. “Applied linguistics in 2004: University in diversity?” (133–136).

Anthropological Linguistics 46 (1). (2004). Dixon, R. M. W. “Proto-Arawá phonology” (1–83); Gerritsen, R. “Historical problems and methodological issues regarding Nhanda, an Aboriginal language of Western Australia” (84–99); Farnell, B. “Developments in the study of ‘gesture’ in language” (100–115).

Applied Psycholinguistics 25 (4). (2004). Grela, B., Rashiti, L., & Soares, M. “Dative prepositions in children with specific language impairment” (467–480); Newman, R. S. “Perceptual restoration in children versus adults” (481–493); Saiegh-Haddad, E. “The impact of phonemic and lexical distance on the phonological analysis of words and pseudowords in a diglossic context” (495–519); Thomas, E., & Sénéchal, M. “Long-term association between articulation quality and phoneme sensitivity: A study from age 3 to age 8” (513–541); Kohnert, K., Windsor, J., & Miller, R. “Crossing borders: Recognition of Spanish words by English-speaking children with and without language impairment” (543–564); Folk, J. R., & Rapp, B. “Interaction of lexical and sublexical information in spelling: Evidence from nonword priming” (565–585); Su, I. “The effects of discourse processing with regard to syntactic and semantic cues: A competition model study” (587–601).

Applied Psycholinguistics 26 (1). (2005). Rice, M. L., Warren, S. F., & Betz, S. K. “Language symptoms of developmental language disorders: An overview of autism, Down syndrome, fragile X, specific language impairment, and Williams syndrome” (7–27); Tager-Flusberg, H. “Designing studies to investigate the relationships between genes, environments, and developmental language disorders” (29–39); Mervis, C. B., & Robinson, B. F. “Designing measures for profiling and genotype/phenotype studies of individuals with genetic syndromes or developmental language disorders” (41–64); Müller, R.-A. “Neurocognitive studies of language impairments: The bottom-up approach” (65–78); Phillips, C. “Electrophysiology in the study of developmental language impairments: Prospects and challenges for a top-down approach” (79–96); Smith, S. D., & Morris, C. A. “Planning studies of etiology” (97–110); Fisher, S. E. “Dissection of molecular mechanisms underlying speech and language disorders” (111–128); McCardle, P., Cooper, J., & Freund, L. “Language and genetics: Needs and opportunities” (129–135).

Australian Review of Applied Linguistics 27 (2). (2004). Clyne, M., Fernandez, S., & Grey, F. “Languages taken at school and languages spoken in the community: A comparative perspective” (1–17); Hatoss, A. “Mother tongue maintenance and acculturation in two vintages of the Hungarian diaspora in Queensland” (18–31); Moore, H. “Semantic/pragmatic equivalence through formal and motivational shift: The case of number marking in English and Japanese” (32–49); Pauwels, A., & Winter, J. “Generic pronouns and gender-inclusive language reform in the English of Singapore and the Philippines” (50–62); Collins, P. “Revised what-clefts in English: Information structure and discourse function” (63–74); Thwaite, A. “Classroom discourse of an experienced teacher of indigenous children” (75–91); Cordella, M. “You know doctor, I need to tell you something: A discourse-analytical study of patients' voices in the medical consultation” (92–109).

Bilingualism: Language and Cognition 7 (3) (2004). Serratrice, L., Sorace, A., & Paoli, S. “Crosslinguistic influence at the syntax-pragmatics interface: Subjects and objects in English-Italian bilingual and monolingual acquisition” (183–205); Guion, S. G., Harada, T., & Clark, J. J. “Early and late Spanish-English bilinguals' acquisition of English word stress patterns” (207–226); Christoffels, I. K., & De Groot, A. M. B. “Components of simultaneous interpreting: Comparing interpreting with shadowing and paraphrasing” (227–240); Greenberg, S. N., & Saint-Aubin, J. “Letter detection for homographs with different meanings in different language texts” (241–253); Tokowicz, N., Michael, E. B., & Kroll, J. F. “The roles of study-abroad experience and working-memory capacity in the types of errors made during translation” (255–272).

Brissaud, C., & Totereau, C. (Eds.). (2004). Acquisition et enseignement de la morphographie [Special issue]. Revue LIDIL 30. Brissaud, C., & Totereau, C. “Présentation” (5–9); Jaffré, J.-P. “Peut-on parler de sémiographie optimale?” (11–25); Niederberger, N., & Berthoud-Papandropoulou, I. “Utilisation des pronoms personnels en français écrit par des enfants sourds bilingues: un parcours spécifique d'apprentissage?” (27–38); Largy, P., Cousin, M.-P., & Fayol, M. “Acquérir le pluriel des noms: existe-t-il un effet de fréquence du nom?” (39–54); Morin, M.-F. “Les niveaux d'explicitation des connaissances sur la morphographie du nombre au début du primaire” (55–72); Cogis, D. “Une approche active de la morphographie: L'exemple d'une séquence sur l'accord de l'adjectif” (73–86); Pellat, J.-C., & Teste, G. “Morphographie et production d'écrits au cycle 3 des écoles” (87–100); Payre-Ficout, C., & Chevrot, J.-P. “La forme contre l'usage: étude exploratoire de l'acquisition du prétérit anglais par des apprenants français” (101–115); Daigle, D., & Armand, F. “Le traitement morphologique en lecture chez des sourds gestuels québécois” (117–131); Rosa, J. “Morphological awareness and the spelling of homophone forms in European Portuguese” (133–146); Sanguin-Bruckert, C., & Bruckert, J.-P. “Le rôle des connaissances morphographiques dans l'acquisition de l'orthographe aux cycles 2 et 3” (147–167); Sandon, J.-M. “Le traitement de la finale du mot graphique par l'apprenti: un seuil cognitif entre apprentissage et expertise” (169–182).

Cotterill, J. (Ed.). (2004). Forensic linguistics [Special issue]. Applied Linguistics 25 (4). Coulthard, M. “Author identification, idiolect, and linguistic uniqueness” (431–447); Solan, L. M., & Tiersma, P. M. “Author identification in American courts” (448–465); Butters, R. R. “How not to strike it rich: Semantics, pragmatics, and semiotics of a Massachusetts lottery game card” (466–490); Eades, D. “Understanding aboriginal English in the legal system: A critical sociolinguistic approach” (491–512); Cotterill, J. “Collocation, connotation, and courtroom semantics: Lawyers' control of witness testimony through lexical negotiation” (513–537); Jordan, G. “Explanatory adequacy and theories of second language acquisition” (538–542).

Foreign Language Annals 37 (4). (2004). Berne, J. E. “Listening comprehension strategies: A review of the literature” (521–533); Wilberschied, L., & Berman, P. “Effect of using photos from authentic video as advance organizers on listening comprehension in a FLES Chinese class” (534–543); Cheng, H. “A comparison of multiple-choice and open-ended response formats for the assessment of listening proficiency in English” (544–555); Leaver, B. L., Ehrman, M., & Lekic, M. “Distinguished-level learning online: Support materials from LangNet and RussNet” (556–566); Dewey, D. P. “Connections between teacher and student attitudes regarding script choice in first-year Japanese language classrooms” (567–583); Torres, G. “Practical ways to integrate literature into Spanish for international business courses” (584–591); Smartt, J. T., & Scudder, R. R. “Immersion study abroad in Mexico: Using repair behaviors to assess proficiency changes” (592–601); Kondo-Brown, K. “Investigating interviewer-candidate interactions during oral interviews for child L2 learners” (602–615); Bischof, D. L., Baum, D. I., Casabianca, J. M., Morgan, R., Rabiteau, K. A., & Tateneni, K. “Validating AP modern foreign language examinations through college comparability studies” (616–622); Schultz, D. L., & Willard-Holt, C. “Promoting world languages in middle school: The achievement connection” (623–629); Mathews, T. J., & Hansen, C. M. “Ongoing assessment of a university foreign language program” (630–640).

International Journal of Bilingualism 8 (2). (2004). Hermans, D. “Between-language identity effects in picture-word interference tasks: A challenge for language-nonspecific or language-specific models of lexical access?” (115–125); Eppler, E. “‘… because dem Computer brauchst' es ja nicht zeigen<’: Because + German main clause word order” (127–144); Stroud, C. “The performativity of codeswitching” (145–166); Francis, N. “The components of bilingual proficiency” (167–189); Gil, M., & Goral, M. “Nonparallel recovery in bilingual aphasia: Effects of language choice, language proficiency, and treatment” (191–219).

Journal of Child Language 31 (3). (2004). Zamuner, T. S., Gerken, L., & Hammond, M. “Phonotactic probabilities in young children's speech production” (515–536); Saylor, M. M., & Baldwin, D. A. “Discussing those not present: Comprehension of references to absent caregivers” (537–560); Carter, A., & Gerken, L. “Do children's omissions leave traces” (561–586); Pan, B. A., Rowe, M. L., Spier, E., & Tamis-LeMonda, C. “Measuring productive vocabulary of toddlers in low-income families: Concurrent and predictive validity of three sources of data” (587–608); Oliver, B., Dale, P. S., & Plomin, R. “Verbal and nonverbal predictors of early language problems: An analysis of twins in early childhood back to infancy” (609–631); Wong, A. M.-Y., & Johnston, J. R. “The development of discourse referencing in Cantonese-speaking children” (633–660); Friedmann, N., & Novogodsky, R. “The acquisition of relative clause comprehension in Hebrew: A study of SLI and normal development” (661–681); Chalsen, H., Hadler, M., & Weyerts, H. “Speeded production of inflected words in children and adults” (683–712); Kail, M. “Online grammaticality judgments in French children and adults: A crosslinguistic perspective” (713–737).

Journal of Child Language 31 (4). (2004). Wells, B., Peppé, S., & Goulandris, N. “Intonation development from five to thirteen” (749–778); Tardif, T., Wellman, H. M., & Cheung, K. M. “False belief understanding in Cantonese-speaking children” (779–800); Tulviste, T., Mizera, L., & De Geer, B. “Expressing communicative intents in Estonian, Finnish, and Swedish mother-adolescent interaction” (801–819).

Journal of French Language Studies 14 (2). (2004). Coveney, A. “The alternation between l'on and on in spoken French” (91–112); Dostie, G. “Considérations sur la forme et le sens: pis en français québécois—une simple variante de puis? Un simple remplaçant de et?” (113-128); Labeau, E. “Le(s) temps du compte rendu sportif” (129–148); Peeters, B. “Commencer: La suite, mais pas encore la fin” (149–168); Rottet, K. J. “Inanimate interrogatives and settlement patterns in Francophone Louisiana” (169–188).

Journal of Multilingual & Multicultural Development 25 (4). (2004). Daulton, F. E. “The creation and comprehension of English loanwords in the Japanese media” (285–296); Liddicoat, A. J. “The conceptualization of the cultural component of language teaching in Australian language-in-education policy” (297–317); Louw, P. E. “Anglicizing postapartheid South Africa” (318–332); Mansoor, S. “The status and role of regional languages in higher education in Pakistan” (333–353).

Kamwangamalu, N. M., & Reagan, T. (Eds.). (2004). South Africa [Special issue]. Language Problems and Language Planning 28 (2). Reagan, T. “Multilingualism in South Africa: ‘Dit is nou ons erns’” (107–111); Alexander, N. “The politics of language planning in postapartheid South Africa” (113–130); Kamwangamalu, N. M. “The language policy/language economics interface and mother-tongue education in postapartheid South Africa” (131–146); Webb, V. “African languages as media of instruction in South Africa: Stating the case” (147–173); Wright, L. “Language and value: Towards accepting a richer linguistic ecology for South Africa” (175–197); Ridge, S. G. M. “Language planning in a rapidly changing multilingual society: The case of English in South Africa” (199–215).

Language 80 (4). (2004). Joseph, B. D., & Dawson, H. C. “The Ohio State University and Columbus and the foundations of the Linguistic Society of America” (651–657); Ariel, M. “Most” (658–706); Hallman, P. “NP-interpretation and the structure of predicates” (707–747); Gahl, S., & Garnsey, S. M. “Knowledge of grammar, knowledge of usage: Syntactic probabilities affect pronunciation variation” (748–775); Nordlinger, R., & Sadler, L. “Nominal tense in crosslinguistic perspective” (776–806); Baerman, M. “Directionality and (un)natural classes in syncretism” (807–827); Bickerton, D. “Reconsidering Creole exceptionalism” (828–833); DeGraff, M. “Against Creole exceptionalism (redux)” (834–839).

Language Problems and Language Planning 28 (3). (2004). Arthur, J. “Language at the margins: The case of Somali in Liverpool” (217–240); Choi, J. K. “La planificación lingüística y la revivificación del guaraní en el Paraguay: Comparación, evaluación e implicación” (241–259).

Language Testing 22 (1). (2005). Schoonen, R. “Generalizability of writing scores: An application of structural equation modeling” (1–30); Shin, S.-K. “Did they take the same test? Examinee language proficiency and the structure of language tests” (31–57); Malabonga, V., Kenyon, D. M., & Carpenter, H. “Self-assessment, preparation, and response time on a computerized oral proficiency test” (59–92); Cheng, W., & Warren, M. “Peer assessment of language proficiency” (93–121).

The Modern Language Journal 88 (4). (2004). Markee, N., & Kasper, G. “Classroom talks: An introduction” (491–500); Mondada, L., & Pekarek Doehler, S. “Second language acquisition as situated practice: Task accomplishment in the French second language classroom” (501–518); Young, R. F., & Miller, E. R. “Learning as changing participation: Discourse roles in ESL writing conferences” (519–535); Mori, J. “Negotiating sequential boundaries and learning opportunities: A case from a Japanese language classroom” (536–550); Kasper, G. “Participant orientations in German conversation-for-learning” (551–567); Weiyun He, A. “CA for SLA: Arguments from the Chinese language classroom” (568–582); Markee, N. “Zones of interactional transition in ESL classes” (583–596).

Mougeon, R., & Dewaele, J.-M. (Eds.). (2004). Patterns of variation in the interlanguage of advanced second language learners [Special issue]. IRAL 42 (4). Mougeon, R., & Dewaele, J.-M. “Preface” (295–301); Bayley, R., & Langman, J. “Variation in the group and the individual: Evidence from second language acquisition” (303–318); Howard, M. “On the interactional effect of linguistic constraints on interlanguage variation: The case of past time marking” (319–334); Regan, V. “The relationship between the group and the individual and the acquisition of native speaker variation patterns: A preliminary study” (335–348); Uritescu, D., Mougeon, R., Rehner, K., & Nadasdi, T. “Acquisition of the internal and external constraints of variable schwa deletion by French immersion students” (349–364); Thomas, A. “Phonetic norm versus usage in advanced French as a second language” (365–382); Dewaele, J.-M. “Vous or tu? Native and nonnative speakers of French on a sociolinguistic tightrope” (383–402).

Pavlenko, A., & Dewaele, J.-M. (Eds.). (2004). Languages and emotions: A crosslinguistic perspective [Special issue]. Journal of Multilingual and Multicultural Development 25 (2 & 3). Wierzbicka, A. “Preface: Bilingual lives, bilingual experience” (94–104); Rajagopalan, K. “Emotion and language politics: The Brazilian case” (105–123); Panayiotou, A. “Switching codes, switching code: Bilinguals' emotional responses in English and Greek” (124–139); Besemeres, M. “Different languages, different emotions? Perspectives from autobiographical literature” (140–158); Kinginger, C. “Bilingualism and emotion in the autobiographical works of Nancy Huston” (159–178); Pavlenko, A. “‘Stop doing that, la Komu Skazala!’: Language choice and emotions in parent-child communication” (179–203); Dewaele, J.-M. “The emotional force of swearwords and taboo words in the speech of multilinguals” (204–222); Harris, C. L. “Bilingual speakers in the lab: Psychophysiological measures of emotional reactivity” (223–247); Altarriba, J., & Canary, T. M. “The influence of emotional arousal on affective priming in monolingual and bilingual speakers” (248–265); Schrauf, R. W., & Sanchez, J. “The preponderance of negative emotion words in the emotion lexicon: A crossgenerational and crosslinguistic study” (266–284).

World Englishes 23 (4). (2004). Lee, J. F. K., & Collins, P. “On the usage of have, dare, need, ought, and used to in Australian English and Hong Kong English” (501–513); de Kadt, E. “Gender aspects of the use of English on a South African university campus” (515–534); Peng, L., & Ann, J. “Obstruent voicing and devoicing in the English of Cantonese speakers from Hong Kong” (535–564); Hughes, S. F. D. “Was there ever a ‘Maori English’?” (565–584); Hartford, B., & Mahboob, A. “Models of discourse in the letter of complaint” (585–600); Nkemleke, D. “Job applications and students' complaint letters in Cameroon” (601–611).

Zeitschrift für Fremdsprachenforschung 15 (1). (2004). Ehlers, S. “Mono- und biliterale Erwerbsprozesse bei Migrantenkindern” (3–29); Muikku-Werner, P. “Eine agglutinierende Zielsprache: Wie Deutsche finnische Negation lernen” (31–53); Caspari, D. “Über berufliches Selbstverständnis nachdenken: Entwicklung, Durchführung und Evaluation eines Bausteins für Lehrerfortbildungsveranstaltungen im Bereich Fremdsprachen” (55–78); Arnold, E., Bonnet, A., Brusch, W., & Decke-Cornill, H. “Evaluation einer Zusatzqualifikation zum Bilingualen Unterricht (Englisch) im Rahmen eines Lehramtsstudiengangs” (79–108).

Zeitschrift für Fremdsprachenforschung 15 (2). (2004). Bleyhl, W. “Das Menschenbild als Basis für eine Didaktik des Fremdsprachenunterrichts” (207–235); Bärenfänger, O., & Kecker, G. “Beurteilerkonsistenz und Beurteilerübereinstimmung bei der Bewertung von Kurzantwortaufgaben” (237–268); Boeckmann, K.-B. “Unterrichtsforschung und Qualitätssicherung: Überlegungen auf der Basis eines Forschungsprojekts zun DaF-Unterricht in Japan” (269–284); Schädlich, B. “Französische Literaturwissenscaft aus der Sicht der Lehrenden und Studierenden” (285–295).

EDITED VOLUMES

Aston, G., Bernardini, S., & Stewart, D. (Eds.). (2004). Corpora and language learners. Amsterdam: Benjamins. Pp. vi + 311. $119.00 cloth. Stewart, D., Bernardini, S., & Aston, G. “Introduction: Ten years of TaLC” (1–18); Hoey, M. “The textual priming of lexis” (21–41); Tono, Y. “Multiple comparisons of IL, L1, and TL corpora: The case of L2 acquisition of verb subcategorization patterns by Japanese learners of English” (45–66); Borin, L., & Prütz, K. “New wine in old skins? A corpus investigation of L1 syntactic transfer in learner language” (67–87); Leńko-Szymańska, A. “Demonstratives as anaphora markers in advanced learners' English” (89–107); Nesselhauf, N. “How learner corpus analysis can contribute to language teaching: A study of support verb constructions” (109–124); Flowerdew, L. “The problem-solution pattern in apprentice versus professional technical writing: An application of appraisal theory” (125–135); Chipere, N., Malvern, D., & Richards, B. “Using a corpus of children's writing to test a solution to the sample size problem affecting type-token ratios” (137–147); Römer, U. “Comparing real and ideal language learner input: The use of an EFL textbook corpus in corpus linguistics and language teaching” (151–168); Kettemann, B., & Marko, G. “Can the L in TaLC stand for literature?” (169–193); Mauranen, A. “Speech corpora in the classroom” (195–211); Frankenberg-Garcia, A. “Lost in parallel concordances” (213–229); Sripicharn, P. “Examining native speakers' and learners' investigation of the same concordance data and its implications for classroom concordancing with ELF learners” (233–245); Pérez-Paredes, P., & Cantos-Gómez, P. “Some lessons students learn: Self-discovery and corpora” (247–257); Davies, M. “Student use of large, annotated corpora to analyze syntactic variation” (259–269); Fletcher, W. H. “Facilitating the compilation and dissemination of ad hoc web corpora” (271–300).

David, M. K. (Ed.). (2004). Teaching of English in second and foreign language settings: Focus on Malaysia. Bern: Peter Lang. Pp. xii +166. $43.95 paper. David, M. K. “Language policies in a multilingual nation: Focus on Malaysia” (1–15); Hashim, A. “Culture, identity, and language teaching: A Malaysian perspective” (16–25); Govindasamy, S. “Communicative language teaching: Its appropriacy for developing advanced ESL learners” (26–51); Vethamani, M. E. “Changing tides: Teaching literature in English in Malaysian secondary schools” (52–58); Kaur, S. “Information and communications technology in English language teaching in Malaysia” (59–77); Asraf, R. M. “Learning English in rural schools: Students' attitudes, motivation, and anxiety” (78–96); Noor, F. N. M. “English at the tertiary level: Facing up to reality” (97–116); Cheng, K. K. Y. “Pedagogy in Malaysian primary and secondary schools: From theory to practice” (117–127); Yong, J. “Analysis of self-corrected errors in written communication” (128–149); Don, Z. M. “Malaysian university English test (MUET): Assessing English language proficiency for academic purposes” (150–162).

Escure, G., & Schwegler, A. (Eds.). (2004). Creoles, contact, and language change: Linguistic and social implications. Amsterdam: Benjamins. Pp. x + 354. $168.00 cloth. Ansaldo, U., & Matthews, S. “The origins of Macanese reduplication” (1–19); van den Berg, M., & Arends, J. “Court records as a source of authentic early Sranan” (21-34); Escure, G. “Garifuna in Belize and Honduras” (35–65); Huber, M. “The Nova Scotia-Sierra Leone connection” (67–95); Baxter, A. N. “The development of variable NP plural agreement in a restructured African variety of Portuguese” (97–126); Field, F. “Second language acquisition in creole genesis” (127–160); Meade, R. R. “OT and the acquisition of Jamaican syllable structure” (161–188); Adone, D. “Double-object constructions in two French-based creoles” (189–208); Eckkrammer, E. M. “Passive voice in Papiamento” (209–219); Finney, M. A. “Tone assignment on lexical items of English and African origin in Krio” (221–236); Frank, D. B. “TMA and the St. Lucian Creole verb phrase” (237–257); Herzfeld, A., & Moskowitz, D. “The Limonese calypso as an identity marker” (259–284); Migge, B. “The speech event kuutu in the Eastern Maroon community” (285–306); Mutz, K. “Reflexivity in French-based creoles” (307–329); Roberts, S. J. “The role of style and identity in the development of Hawaiian Creole” (331–350).

Flood, J., Lapp, D., Squire, J. R., & Jensen, J. M. (Eds.). (2005). Methods of research on teaching the English language arts. Mahwah, NJ: Erlbaum. Pp. viii + 337. $39.95 paper. Stotsky, S., & Mall, C. “Understanding research on teaching the English language arts: An introduction for teachers” (1–21); DiPardo, A. “Teacher professionalism and the rise of ‘multiple literacies’: How to describe our specialized knowledge?” (23–41); Calfee, R. C., & Chambliss, M. “The design of empirical research” (43–78); Tierney, R. J., & Sheehy, M. “What longitudinal studies say about literacy development/What literacy development says about longitudinal studies” (79–124); Birnbaum, J., Emig, J., & Fisher, D. “Case studies: Placing literacy phenomena within their actual context” (125–143); Green, J. L., Dixon, C. N., & Zaharlick, A. “Ethnography as a logic of inquiry” (145–194); Burton, F. R., & Seidl, B. L. “Teacher researcher projects: From the elementary school teacher's perspective” (195–209); Fecho, B., & Allen, J. “Teacher inquiry into literacy, social justice, and power” (211–243); Smith, C. B., & Klein, S. S. “Synthesis research in language arts instruction” (245–271); Alvermann, D. E., & Hruby, G. G., “Fictive representation: An alternative method for reporting research” (273–300); Wittrock, M. C. “Contemporary methodological issues and future directions in research on the teaching of English” (301–320).

Hall, J. K., Vitanova, G., & Marchenkova, L. (Eds.). (2005). Dialogue with Bakhtin on second and foreign language learning: New perspectives. Mahwah, NJ: Erlbaum. Pp. xii + 241. $75 cloth. Hall, J. K., Vitanova, G., & Marchenkova, L. “Introduction: Dialogue with Bakhtin on second and foreign language learning” (1–10); Braxley, K. “Mastering academic English: International graduate students' use of dialogue and speech genres to meet the writing demands of graduate school” (11–32); DaSilva Iddings, A. C., Haught, J., & Devlin, R. “Multimodal rerepresentations of self and meaning for second language learners in English-dominant classrooms” (33–53); Orr, J. L. “Dialogic investigations: Cultural artifacts in ESOL composition classes” (55–76); Lin, A. M. Y., & Luk, J. C. M. “Local creativity in the face of global domination: Insights of Bakhtin for teaching English for dialogic communication” (77–98); Dufva, H., & Alanen, R. “Metalinguistic awareness in dialogue: Bakhtinian considerations” (99–118); Platt, E. “‘Uh uh no hapana’: Intersubjectivity, meaning, and the self” (119–147); Vitanova, G. “Authoring the self in a nonnative language: A dialogic approach to agency and subjectivity” (149–169); Marchenkova, L. “Language, culture, and self: The Bakhtin-Vygotsky encounter” (171–188); Kostogriz, A. “Dialogical imagination of (inter)cultural spaces: rethinking the semiotic ecology of second language and literacy learning” (189–210); Yotsukura, L. A. “Japanese business telephone conversations as Bakhtinian speech genre: Applications for second language acquisition” (211–231).

House, J., & Rehbein, J. (Eds.). (2004). Multilingual communication. Amsterdam: Benjamins. Pp. viii + 358. $90.00 cloth. House, J., & Rehbein, J. “What is ‘multilingual communication’?” (1–17); Clyne, M. “Towards an agenda for developing multilingual communication with a community base” (19–39); Bührig, K., & Meyer, B. “Ad hoc-interpreting and the achievement of communicative purposes in doctor-patient-communication” (43–62); Baumgarten, N., & Probst, J. “The interaction of spokenness and writtenness in audience design” (63–86); Bührig, K., & House, J. “Connectivity in translation: Transitions from orality to literacy” (87–114); Böttger, C. “Genre-mixing in business communication” (115–129); Holmes, J., & Stubbe, M. “Strategic code-switching in New Zealand workplaces: Scaffolding, solidarity, and identity construction” (133–154); Edmondson, W. “Code-switching and world-switching in foreign language classroom discourse” (155–178); Franceschini, R., Krick, C. M., Behrent, S., & Reith, W. “The neurobiology of code-switching: Inter-sentential code-switching in an fMRI-study” (179–193); Spencer-Oatey, H., & Xing, J. “Rapport management problems in Chinese-British business interactions: A case study” (197–221); Rehbein, J., & Fienemann, J. “Introductions: Being polite in multilingual settings” (223–278); Kameyama, S. “Modal expressions in Japanese and German planning discourse” (281–302); Hohenstein, C. “A comparative analysis of Japanese and German complement constructions with matrix verbs of thinking and believing: ‘to omou’ and ‘ich glaub(e)’” (303–341).

Leaver, B. L., & Willis, J. R. (Eds.). (2004). Task-based instruction in foreign language education. Washington, DC: Georgetown University Press. Pp. vi + 336. $29.95 paper. Willis, J. R. “Perspectives on task-based instruction: Understanding our practices, acknowledging different practitioners” (3–44); Leaver, B. L., & Kaplan, M. A. “Task-based instruction in U. S. government Slavic language programs” (47–66); van Altena, A. M. “Using media-based tasks in teaching Spanish” (67–82); Lopes, J. “Introducing TBI for teaching English in Brazil: Learning how to leap the hurdles” (83–95); Alosh, M. “Leaning Arabic: From language functions to tasks in a diglossic context” (96–121); Saito-Abbott, Y. “Designing an outcomes-based TBI Japanese language program” (122–141); Marcías, C. “Task-based instruction for teaching Spanish to professionals” (142–160); Hager, W. R., & Lyman-Hager, M. A. “Bridging the gap between the sciences and humanities: French for engineers and other technical professions” (161–177); Antokhin, N., Boussalhi, A., Chen, K.-L., Combacau, P., & Koppany, S. “Task-based instruction in online learning” (181–203); Stevens, V. “Webhead communities: Writing tasks interleaved with synchronous online communication and web page development” (204–227); Lys, F. “Using web technology to promote writing, analytical thinking, and creative expression in German” (228–250); Passos de Oliveira, C. “Implementing task-based assessment in a TELF environment” (253–279); Cozonac, K. “It's all in the team: Approaches to a teacher development in a content-based, task-based EFL program” (280–295).

van Esch, K., & St. John, O. (Eds.). (2004). New insights into foreign language learning and teaching. Bern: Peter Lang. Pp. 239. $47.95 paper. Lantolf, J. P. “Sociocultural theory and second and foreign language learning: An overview of sociocultural theory” (13–34); Grabois, H. “What does SCT research reveal about second language learning?” (35–49); Thorne, S. L. “Cultural historical activity theory and the object of innovation” (51–70); Savignon, S. J. “Language, identity, and curriculum design: Communicative language teaching in the 21st century” (71–88); Musumeci, D. “Research insights and communicative language teaching” (89–99); Kinginger, C. “Communicative foreign language teaching through telecollaboration” (101–113); Sercu, L. “Intercultural communicative competence in foreign language education: Integrating theory and practice” (115–130); Sercu, L. “Researching the acquisition of intercultural communicative competence in a foreign language: Setting the agenda for a research area” (131–155); de Wachter, L., & Decavele, A. “The acquisition of intercultural communicative competence: Some guidelines for better results on the ‘intercultural competence’ level” (157–168); Schalkwijk, E., van Esch, K., Elsen, A., & Setz, W. “Learner autonomy in foreign language learning and teaching” (169–189); van Esch, K., & Elsen, A. “Effecting change: Research into learner autonomy in foreign language learning and teaching” (191–218); Socrates Lingua Learner Autonomy Group. “Learner autonomy in initial foreign language teacher education” (219–239).