BOOKS
Aman, N. (2007). The acquisition of Malay wh-questions. Munich: Lincom Europa. Pp. vi + 339. $88.80 paper.
Bayonas, M. G. (2007). The acquisition of vowels in Spanish and English as a second language. Munich: Lincom Europa. Pp. x + 146. $64.80 paper.
Block, D. (2007). Second language identities. New York: Continuum. Pp. vii + 230. $160.00 cloth.
Cattell, R. (2007). Children's language: Consensus and controversy. New York: Continuum. Pp. xi + 277. $49.95 paper.
Chen, L. (2007). The acquisition and use of motion event expressions in Chinese. Munich: Lincom Europa. Pp. 144. €64.00 paper.
Coluzzi, P. (2007). Minority language planning and micronationalism in Italy. Bern: Peter Lang. Pp. 348. $73.95 paper.
Fulcher, G., & Davidson, F. (2007). Language testing and assessment: An advanced resource book. London: Routledge. Pp. xx + 403. $39.95 paper.
Horwitz, E. K. (2008). Becoming a language teacher: A practical guide to second language learning and teaching. Boston: Pearson Education, Inc. Pp. xii + 260. $52.60 paper.
Minh, N. T. T. (2007). Learning to give and respond to peer-feedback in the L2: The case of EFL criticisms and responses to criticism. Munich: Lincom Europa. Pp. 332. $86.40 paper.
Roeper, T. (2007). The prism of grammar: How child language illuminates humanism. Cambridge, MA: MIT Press. Pp. xviii + 355. $37.95 cloth.
van Wijk, J. (2007). The acquisition of the Dutch plural. Utrecht: LOT. Pp. 318. paper.
JOURNALS
Anthropological Linguistics 48 (3). (2006). Conathan, L. “Recovering sociolinguistic contexts from early sources: The case of northwestern California” (209–232); Webster, A. K. “
Jooldlosh, Jiní': Poetic devices in Navajo oral and written poetry” (233–265); Fortescue, M. “The origins of the Wakashan classificatory verbs of location and handling” (266–287).
Anthropological Linguistics 48 (4). (2006). O'Neill, S. “Mythic and poetic dimensions of speech in Northwestern California: From cultural vocabulary to linguistic relativity” (305–334); Fleck, D. W., & Voss, R. S. “On the origin and cultural significance of unusually large synonym sets in some Panoan languages of Western Amazonia” (335–368); Güldemann, T. “The San languages of Southern Namibia: Linguistic appraisal with special reference to J. G. Krönlein's N|uusaa data” (369–395).
Bardovi-Harlig, K., & Dörnyei, Z. (Eds.). (2006). Themes in SLA research [Special Issue]. AILA Review 19. Bardovi-Harlig, K., & Dörnyei, Z. “Introduction to the special issue on themes in SLA research” (1–2); Gass, S., & Mackey, A. “Input, interaction and output: An overview” (3–17); Ellis, R. “Researching the effects of form-focussed instruction on L2 acquisition” (18–41); Dörnyei, Z. “Individual differences in second language acquisition” (42–68); Bardovi-Harlig, K. “Interlanguage development: Main routes and individual paths” (69–82); Kasper, G. “Beyond repair: Conversation analysis as an approach to SLA” (83–99); Ellis, N. “Cognitive perspectives on SLA: The associative-cognitive CREED” (100–121).
Applied Linguistics 28 (2). (2007). Pavlenko, A. “Autobiographic narratives as data in applied linguistics” (163–188); Frazier, S. “Tellings of remembrances ‘touched off’ by student reports in group work in undergraduate writing classes” (189–210); Corrigan, R. “An experimental analysis of the affective dimensions of deep vocabulary knowledge used in inferring the meaning of words in context” (211–240); Gardner, D. “Validating the construct of word in applied corpus-based vocabulary research: A critical survey” (241–265); Hyland, K. “Applying a gloss: Exemplifying and reformulating in academic discourse” (266–285); Anderson, B. “Pedagogical rules and their relationship to frequency in the input: Observational and empirical data from L2 French” (286–308).
Bilingualism: Language and Cognition 10 (1). (2007). Grosjean, F. “Starting BLC: 1996–1998” (3–6); de Bot, K., Lowie, W., & Verspoor, M. “A dynamic systems theory approach to second language acquisition” (7–21); Ellis, N. C. “Dynamic systems and SLA: The wood and the trees” (23–25); Ionin, T. “DST vs. UG: Can DST account for purely linguistic phenomena?” (27–29); Lantolf, J. P. “Sociocultural source of thinking and its relevance for second language acquisition” (31–33); Larsen-Freeman, D. “On the complimentarity of Chaos Complexity Theory and Dynamic Systems Theory in understanding the second language acquisition process” (35–37); Liceras, J. M. “A ‘linguistic approach’ to the idiosyncratic nature of second language acquisition: Monosyllabic place-holders and morpheme orders” (39–41); Pienemann, M. “Variation and dynamic systems in SLA” (43–45); Van Geert, P. “Dynamic systems in second language learning: Some general methodological reflections” (47–49); de Bot, K., Lowie, W., & Verspoor, M. “A dynamic view as a complementary perspective” (51–55); Kupisch, T. “Determiners in bilingual German-Italian children: What they tell us about the relation between language influence and language dominance” (57–78); Argyri, E., & Sorace, A. “Crosslinguistic influence and language dominance in older bilingual children” (79–99); Dussias, P. E., & Sagarra, N. “The effect of exposure on syntactic parsing in Spanish-English bilinguals” (101–116).
Foreign Language Annals 40 (1). (2007). Schulz, R. A. “The challenge of assessing cultural understanding in the context of foreign language instruction” (9–26); Siskin, H. J. “Call me ‘madame’: Re-presenting culture in the French language classroom” (27–42); Magnan, S. S., & Back, M. “Social interaction and linguistic gain during study abroad” (43–61); Goulah, J. “Village voices, global visions: Digital video as a transformative foreign language learning tool” (62–78); Wilbur, M. L. “How foreign language teachers get taught: Methods of teaching the methods course” (79–101); Pessoa, S., Hendry, H., Donato, R., Tucker, G. R., & Lee, H. “Content-based instruction in the foreign language classroom: A discourse perspective” (102–121); Ewald, J. D. “Foreign language learning anxiety in upper-level classes: Involving students as researchers” (122–142); Durocher, D. O., Jr. “Teaching sensitivity to cultural difference in the first-year foreign language classroom” (143–160); Arnold, N. “Technology-mediated learning 10 years later: Emphasizing pedagogical or utilitarian applications?” (161–181).
International Journal of Bilingualism 11 (2). (2007). Pinto, D., & Raschio, R. “A comparative study of requests in heritage speaker Spanish, L1 Spanish, and L1 English” (135–155); Bani-Shoraka, H., & Jansson, G. “Bilingual practices in the process of initiating and resolving lexical problems in students' collaborative writing sessions” (157–183); Doğruöz, A. S., & Backus, A. “Postverbal elements in immigrant Turkish: Evidence of change?” (185–220); Edwards, M., & Dewaele, J.-M. “Trilingual conversations: A window into multicompetence” (221–242).
International Review of Applied Linguistics in Language Teaching 45 (2). (2007). James, M. A. “Interlanguage variation and transfer of learning” (95–118); Slyanova, A., & Schmitt, N. “Native and nonnative use of multiword vs. one-word verbs” (119–139); Terraschke, A. “Use of general extenders by German non-native speakers of English” (141–160).
Journal of Child Language 34 (2). (2007). Childers, J. B., Vaughan, J., & Burquest, D. A. “Joint attention and word learning in Ngas-speaking toddlers in Nigeria” (199–225), Hurtado, N., Marchman, V. A., & Fernald, A. “Spoken word recognition by Latino children learning Spanish as their first language” (227–249); Cameron-Faulkner, T., Lieven, E., & Theakston, A. “What part of no do children understand? A usage-based account of multiword negation” (251–282); Stolt, S., Klippi, A., Launonen, K., Munck, P., Lehtonen, L., Lapinleimu, H., Haataja, L., & The Pipari Study Group “Size and composition of the lexicon in prematurely born very-low-weight and full-term Finnish children at two years of age” (283–310); Luckács, A., Pléh, C., & Racsmány, M. “Spatial language in Williams Syndrome: Evidence for a special interaction?” (311–343); Fragman, C., Goodluck, H., & Heggie, L. “Child and adult construal restrictive clauses: Knowledge of grammar and differential effects of syntactic context” (345–380); Matthews, D., Lieven, E., Theakston, A., & Tomasello, M. “French children's use and correction of weird orders: A constructivist account” (381–409).
Language in Society 36 (3). (2007). Gardner, R. “The right connections: Acknowledging epistemic progression in talk” (319–341); Kockelman, P. “Inalienable possession and personhood in a Q'eqchi'-Mayan community” (343–369); de Fina, A. “Code-switching and the construction of ethnic identity in a community of practice” (371–392); Wilson, J., & Stapleton, K. “The discourse of resistance: Social change and policing in Northern Ireland” (393–425).
Language Testing 24 (2). (2007). Walters, F. S. “A conversation-analytic hermeneutic rating protocol to assess L2 oral pragmatic competence” (155–183); Cheng, L., Klinger, D. A., & Zheng, Y. “The challenges of the Ontario secondary school literacy test for second language students” (185–208); Cohen, A. D., & Upton, T. A. “‘I want to go back to the text’: Response strategies on the reading subtest of the new TOEFL” (209–250); Xi, X. “Evaluating analytic scoring for the TOEFL academic speaking test (TAST) for operational use” (251–286).
Language Testing 24 (3). (2007). Lee, H.-K., & Anderson, C. “Validity and topic generality of a writing performance test” (307–330); East, M. “Bilingual dictionaries in tests of L2 writing proficiency: Do they make a difference?” (331–353); Sawaki, Y. “Construct validation of analytic rating scales in a speaking assessment: Reporting a score profile and a composite” (355–390); Jianda, L. “Developing a pragmatics test for Chinese EFL learners” (391–415); Gomez, P. G., Noah, A., Schedl, M., Wright, C., & Yolkut, A. “Proficiency descriptors based on a scale-anchoring study of the new TOEFL iBT reading test” (417–444).
Second Language Research 23 (2). (2007). Zareva, A. “Structure of the second language mental lexicon: How does it compare to native speakers' lexical organization?” (123–153); Duffield, N., Matsuo, A., & Roberts, L. “Acceptable ungrammaticality in sentence matching” (155–177); Suda, K., & Wakabayashi, S. “The acquisition of pronominal case-marking by Japanese learners of English” (179–214); Tsimpli, I. N., & Dimitrakopoulou, M. “The interpretability hypothesis: Evidence from wh-interrogatives in second language acquisition” (215–242).
EDITED VOLUMES
Byrnes, H. (Ed.). (2006). Advanced language learning: The contribution of Halliday and Vygotsky. New York: Continuum. Pp. x + 268. $160.00 cloth. Byrnes, H. “What kind of resource is language and why does it matter for advanced language learning? An introduction” (1–28); Matthiessen, C. M. I. M. “Educating for advanced foreign language capacities: Exploring the meaning-making resources of languages systemic-functionally” (31–57); Wertsch, J. V. “Generalized collective dialogue and advanced foreign language capacities” (58–71); Lantolf, J. P. “Re(de)fining language proficiency in light of the concept of ‘languaculture’” (72–91); Swain, M. “Language, agency and collaboration in advanced second language proficiency” (95–108); Teruya, K. “Grammar as a resource for the construction of language logic for advanced language learning in Japanese” (109–133); Schleppegrell, M. J. “The linguistic features of advanced language use: The grammar of exposition” (134–146); Colombi, M. C. “Grammatical metaphor: Academic language developments in Latino students in Spanish” (147–163); Ryshina-Pankova, M. V. “Creating textual worlds in advanced learner writing: The role of complex theme” (164–183); Strauss, S., Feiz, P., Xiang, X., & Ivanova, D. “The dialog construction of meaning in advanced L2 writing: Bakhtinian perspectives” (184–203); Caffarel, A. “Learning advanced French through SFL: Learning SFL in French” (204–224); Crane, C. “Modelling a genre-based foreign language curriculum: Staging advanced L2 learning” (227–245); Moore, N. “Advanced language for intermediate learners: Corpus and register analysis for curriculum specification in English for academic purposes” (246–264).
Clements, J. C., Klingler, T. A., Piston-Hatlen, D., & Rottet, K. J. (Eds.). (2006). History, society and variation: In honor of Albert Valdman. Amsterdam: Benjamins. Pp. 304. $138.00 cloth. Klingler, T. A., & Dajko, N. “Louisiana Creole at the periphery” (11–28); Hazaël-Massieux, M.-C. “Using and interpreting historical texts to analyze the formation and development of creole languages” (29–45); Rézeau, P. “Lexical aspects of French and Creole in Saint-Domingue at the end of the eighteenth century” (47–75); Clements, J. C. “The lexicalization–grammaticalization continuum” (77–101); McWhorter, J. “Creole transplantation: A source of solutions to resistant anomalies” (103–133); Bickerton, D. “Creoles, capitalism, and colonialism” (137–152); Chaudenson, R. “A curiosity of Mauritian Creole: Numerical slang” (153–161); Bernabé, J. “Theoretical and practical conditions for the emergence of a koine among French-lexified creole languages” (163–177); Etienne, C. “French in Haiti: Contacts and conflicts between linguistic representations” (179–200); Mufwene, S. S. “Albert Valdman on the development of creoles” (203–223); Bollée, A., & Nembach, P. “Diatopic variation in Haitian Creole” (225–233); Rottet, K. J. “Interrogative pronouns in Louisiana Creole and the multiple genesis hypothesis” (235–249); Neumann-Holzschuh, I. “Gender in French Creoles: The story of a loser” (251–272); Syea, A. “Tense, mood, and aspect and the deixis ordering principle” (273–296).
Feng, A. (Ed.). (2007). Bilingual education in China: Practices, policies and concepts. Clevedon, UK: Multilingual Matters. Pp. v + 288. $129.95 cloth. Feng, A. “Introduction” (1–10); Lam, A. S. L. “Bilingual or multilingual education in China: Policy and learner experience” (13–33); Adamson, B. “Depoliticisation in the English curriculum” (34–48); Postiglione, G., Jiao, B., & Manjali. “Language in Tibetan education: The case of the Neidiban” (49–71); Dai, Q., & Cheng, Y. “Typology of bilingualism and bilingual education in Chinese minority nationality regions” (75–93); Hu, G. “The juggernaut of Chinese-English bilingual education” (94–126); Wan, M., & Zhang, S. “Research and practice of Tibetan-Chinese bilingual education” (127–144); Feng, Z., & Wang, J. “Integrated English—A bilingual teaching model in Southern China” (147–165); Zhang, E. Y., & Adamson, B. “Implementing language policy: Lessons from primary school English” (166–181); Cobbey, H. “Challenges and prospects of minority bilingual education in China—An analysis of four projects” (182–199); Jiazhen, P. “Facts and considerations about bilingual education in Chinese universities” (200–215); Huang, B. “Teachers' perceptions of Chinese-English bilingual teaching in Guangxi” (219–239); Jiang, Q., Liu, Q., Quan, X., & Ma, C. “EFL education in ethnic minority areas in Northwest China: An investigational study in Gansu province” (240–255); Feng, A. “Intercultural space for bilingual education” (259–286).
Köpke, B., Schmid, M. S., Keijzer, M., & Dostert, S. (Eds.). (2007). Language attrition: Theoretical perspectives. Amsterdam: Benjamins. Pp. vi + 260. $142.00 cloth. Schmid, M. S., & Köpke, M. “Bilingualism and attrition” (1–7); Köpke, M. “Language attrition at the crossroads of brain, mind, and society” (9–37); Sharwood Smith, M. “Understanding attrition within a MOGUL framework” (39–51); de Bot, K. “Dynamic systems theory, lifespan development and language attrition” (53–68); Myers-Scotton, C. “The grammatical profile of L1 speakers on the stairs of potential language shift” (69–82); Tsimpli, I. M. “First language attrition from a minimalist perspective: Interface and processing effects” (83–98); Gürel, A. “(Psycho)linguistic determinants of L1 attrition” (99–119); Paradis, M. “L1 attrition features predicted by a neurolinguistic theory of bilingualism” (121–133); Schmid, M. S. “The role of L1 use for L1 attrition” (135–153); Pallier, C. “Critical periods in language acquisition and language attrition” (155–168); Footnick, R. “A hidden language: Recovery of a ‘lost’ language is triggered by hypnosis” (169–187); Prescher, P. “Identity, immigration and first language attrition” (189–204); Ben-Rafael, M., & Schmid, M. S. “Language attrition and ideology: Two groups of immigrants in Israel” (205–226); Jiménez Jiménez, A. F. “Stimulated recall methodology in language attrition research” (227–248).
Lengyel, Z., & Navracsics, J. (Eds.). (2007). Second language lexical processes: Applied linguistic and psycholinguistic perspectives. Clevedon, UK: Multilingual Matters. Pp. xiii + 191. $42.95 paper. Singleton, D. “How integrated is the integrated mental lexicon?” (3–16); Navracsics, J. “Word classes and the bilingual mental lexicon” (17–35); Gósy, M. “Speech perception processing in first and second language in bilinguals and L2 learners” (39–59); Simon, O. “A comparative study of mother-tongue and foreign language speech perception, lexical access and speech comprehension processes” (60–82); Kereszetes, C. “Slip of the doctor's eye: Recognising English contact induced features in Hungarian medical texts” (83–97); Witalisz, E. “Vocabulary assessment in writing: Lexical statistics” (101–116); Doró, K. “The use of high- and low-frequency verbs in English native and non-native student writing” (117–129); Gergely, Z. “Selection of grammatical morphemes in early bilingual development” (133–145); Cvikić, L. “The importance of language specific features for vocabulary acquisition: An example of Croatian” (146–165); Lengyel, Z., Navracsics, J., & Szilágyi, A. “Analysing L2 lexical processes via C test” (166–185).
Rehbein, J., Hohenstein, C., & Pietsch, L. (Eds.). (2007). Connectivity in grammar and discourse. Amsterdam: Benjamins. Pp. 465. $96.00 cloth. Rehbein, J., Hohenstein, C., & Pietsch, L. “Connectivity as an object of linguistic research in multilingualism” (1–18); Shibatani, M. “Grammaticalization of converb constructions: The case of Japanese –te conjunctive constructions” (21–49); Matras, Y. “Contact, connectivity and language evolution” (51–74); Stolz, T. “Allora: On the recurrence of function-word borrowing in contact situations with Italian as donor language” (75–99); Müller, N. “Some notes on the syntax-pragmatics interface in bilingual children: German in contact with French/Italian” (101–135); Thoma, C. A. “Distribution and function of clitic object pronouns in popular 16th–18th century Greek narratives: A synchronic and diachronic perspective” (139–163); Pietsch, L. “Nominative subjects of non-finite clauses in Hiberno-English” (165–184); Johanson, L. “Aspectotemporal connectivity in Turkic: Text construction, text subdivision, discourse types and taxis” (187–198); Karakoç, B. “Connectivity by means of finite elements in monolingual and bilingual Turkish discourse” (199–227); Kerslake, C. “Alternative subordination strategies in Turkish” (231–258); Baumgarten, N., Herkenrath, A., Schmidt, T., Wörner, K., & Zeevaert, L. “Studying connectivity with the help of computer-readable corpora: Some exemplary analyses from modern and historical, written and spoken corpora” (259–289); Herkenrath, A. “Discourse coordination in Turkish monolingual and Turkish-German bilingual children's talk: işte” (291–325); Aijmer, K. “Modal adverbs as discourse markers: A bilingual approach to the study of indeed” (329–344); Bührig, K., & House, J. “‘So, given this common theme…’: Linking constructions in discourse across languages” (345–365); Sugita, Y. “An utterance-transcending connector: Particle to in utterance-final position in Japanese business reporting” (367–393); Johnen, T., & Meyer, B. “Between connectivity and modality: Reported speech in interpreter-mediated doctor-patient communication” (395–417); Rehbein, J. “Matrix constructions” (419–447).
Whittaker, R., O'Donnell, M., & McCabe, A. (Eds.). (2006). Language and literacy: Functional approaches. New York: Continuum. Pp. ix + 292. $150.00 cloth. McCabe, A., & Whittaker, R. “An introduction to language and literacy” (1–11); Halliday, M., & Hasan, R. “Retrospective on SFL and literacy” (15–44); Christie, F. “Literacy teaching and current debates over reading” (45–65); Veel, R. “The Write it Right project—Linguistic modelling of secondary school and the workplace” (66–92); Martin, J. R. “Metadiscourse: Designing interaction in genre-based literacy programmes” (95–122); Polias, J., & Dare, B. “Towards a pedagogical grammar” (123–143); Custance, B. “Whole-school genre maps: A case study in South Australia” (144–158); Walsh, P. “The impact of genre theory and pedagogy and systemic functional linguistics on national literacy strategies in the UK” (159–176); Gouveia, C. A. M. “Language, literacy and cultural politics: The debate on the new language curriculum in Portugal” (177–188); Thomson, C., & Hart, M. “Implementing the genre approach in a South African school” (189–204); Coffin, C. “Reconstruing ‘personal time’ as ‘collective time’: Learning the discourse of history” (207–230); McDonald, L. “Exploring a novel through engagement with its grammatical form: Perspectives for a primary/middle school classroom” (231–248); Marshall, S. “Guiding secondary students towards writing academically-valued responses to poetry” (248–263); Hewings, A., & North, S. “Emergent disciplinary: A comparative study of theme in undergraduate essays in geography and history of science” (264–281).
