BOOKS

Bowles, M. A. (2010). The think-aloud controversy in second language research. London: Routledge. Pp. x + 172. $39.95 paper.

DePalma, R. (2010). Language use in the two-way classroom: Lessons from a Spanish-English bilingual kindergarten. Clevedon, UK: Multilingual Matters. Pp. vii + 202. $39.95 paper.

Dörnyei, Z., & Ushioda, E. (2010). Teaching and researching motivation (2nd ed.). London: Longman. Pp. xiii + 326. £19.99 paper.

Farrell, T. S. C., & Jacobs, G. M. (2010). Essentials for successful English language teaching. New York: Continuum. Pp. 160. $17.95 paper.

Grosjean, F. (2010). Bilingual: Life and reality. Cambridge, MA: Harvard University Press. Pp. xix + 276. $25.95 cloth.

Kramsch, C. (2009). The multilingual subject. Oxford: Oxford University Press. Pp. xii + 231. $32.50 paper.

Nijakowska, J. (2010). Dyslexia in the foreign language classroom. Clevedon, UK: Multilingual Matters. Pp. xi + 236. $49.95 paper.

Smith, V. (2010). Tertiary language learning: Changing perspectives and practical responses. Tübingen: Narr Verlag. Pp. x + 112. €26.00 paper.

Wagner, T. (2010). Interlanguage morphology: Irregular verbs in the mental lexicon of German-English interlanguage speakers. Tübingen: Narr Verlag. Pp. 194. €58.00 paper.

JOURNALS

Annual Review of Applied Linguistics 30. (2010). Montrul, S. “Current issues in heritage language acquisition” (3–23); Kondo-Brown, K. “Curriculum development for advancing heritage language competence: Recent research, current practices, and a future agenda” (24–41); Bale, J. “International comparative perspectives on heritage language education policy research” (42–65); Weiyun He, A. “The heart of heritage: Sociocultural dimensions of heritage language learning” (66–82); Oswald, F. L., & Plonsky, L. “Meta-analysis in second language acquisition research” (85–110); Bowles, M. A. “Concurrent verbal reports in second language acquisition research” (111–127); Talmy, S. “Qualitative interviews in applied linguistics: From research instrument to social practice” (128–148); Dussias, P. E. “Uses of eye-tracking data in second language sentence processing research” (149–166); Duff, P. A. “Language socialization into academic discourse communities” (169–192); Friedman, D. A. “Becoming national: Classroom language socialization and political identities in the age of globalization” (193–210); Roberts, C. “Language socialization in the workplace” (211–227); Slabakova, R. “Semantic theory and second language acquisition” (231–247); Liceras, J. M. “Second language acquisition and syntactic theory in the 21st century” (248–269); Tyler, A. “Usage-based approaches to language and their applications to second language learning” (270–291).

Anthropological Linguistics 51 (2). (2009). Désveaux, E., & de Fornel, M. “From Ojibwa to Dakota: Toward a typology of semantic transformations in American Indian languages” (95–129); Connell, B. “Language diversity and language choice: A view from a Cameroon market” (130–150); Owens, J., & Dodsworth, R. “Stability in subject-verb word order: From contemporary Arabian Peninsular Arabic to Biblical Aramaic” (151–175).

Applied Linguistics 31 (3). (2010). Timmis, I. “‘Tails’ of linguistic survival” (325–345); Friedman, D. A. “Speaking correctly: Error correction as a language socialization practice in a Ukranian classroom” (346–367); Larson-Hall, J., & Herrington, R. “Improving data analysis in second language acquisition by utilizing modern developments in applied linguistics” (368–390); Lee, Y.-W., Gentile, C., & Kantor, R. “Toward automated multi-trait scoring of essays: Investigating links among holistic, analytic, and text feature scores” (391–417); Lorenzo, F., Casal, S., & Moore, P. “The effects of content and language integrated learning in European education: Key findings from the Andalusian bilingual sections evaluation project” (418–442); Bylund, E., Abrahamsson, N., & Hyltenstam, K. “The role of language aptitude in first language attrition: The case of pre-pubescent attriters” (443–464); Rajagopalan, K. “The soft ideological underbelly of the notion of intelligibility in discussions about ‘world Englishes’” (465–470).

Applied Linguistics 31 (4). (2010). Simpson-Vlach, R., & Ellis, N. C. “An academic formulas list: New methods in phraseology research” (487–512); Hamada, M., & Koda, K. “The role of phonological decoding in second language word-meaning inference” (513–531); Spoelman, M., & Marjolijn, V. “Dynamic patterns in development of accuracy and complexity: A longitudinal case study in the acquisition of Finnish” (532–553); Sauro, S., & Smith, B. “Investigating L2 performance in text chat” (554–577).

Applied Psycholinguistics 31 (3). (2010). Stockman, I. J. “Listener reliability in assigning utterance boundaries in children’s spontaneous speech” (363–395); Arciuli, J., Mallard, D., & Villar, G. “‘Um, I can tell you’re lying’: Linguistic markers of deception versus truth-telling in speech” (397–411); DeKeyser, R., Alfi-Shabtay, I., & Ravid, D. “Cross-linguistic evidence for the nature of age effects in second language acquisition” (413–438); Duran, N. D., Hall, C., McCarthy, P. M., & McNamara, D. “The linguistic correlates of conversational deception: Comparing natural language processing technologies” (439–462); McGregor, K. K., Rost, G. C., Guo, L. Y., & Sheng, L. “What compound words mean to children with specific language impairment” (463–487); Metsala, J. L., & Chisholm, G. M. “The influence of lexical status and neighborhood density on children’s nonword repetition” (489–506); Pham, G., & Kohnert, K. “Sentence interpretation by typically developing Vietnamese-English bilingual children” (507–529); Roch, M., & Chiara-Levorato, M. “Idiom understanding in children and adolescents with Down syndrome: The role of text comprehension skills” (531–550); Yoshimura, Y., & MacWhinney, B. “Honorifics: A sociocultural verb agreement cue in Japanese sentence processing” (551–569).

Bardel, C., & Lindqvist, C. (Eds.). Approaches to third language acquisition [Special issue]. International Review of Applied Linguistics in Language Teaching 48 (2/3). (2010). Lindqvist, C., & Bardel, C. “Approaches to third language acquisition: Introduction” (87–90); Hammarberg, B. “The languages of the multilingual: Some conceptual and terminological issues” (91–104); Dewaele, J. M. “Multilingualism and affordances: Variation in self-perceived communicative competence and communicative anxiety in French L1, L2, L3 and L4” (105–129); Lindqvist, C. “Inter- and intralingual lexical influences in advanced learners’ French L3 oral production” (131–157); Rast, R. “The use of prior linguistic knowledge in the early stages of L3 acquisition” (159–183); Falk, Y., & Bardel, C. “The study of the role of the background languages in third language acquisition: The state of the art” (185–219); Iverson, M. “Informing the age-of-acquisition debate: L3 as a litmus test” (221–243); Rothman, J. “On the typological economy of syntactic transfer: Word order and relative clause high/low attachment preference in L3 Brazilian Portuguese” (245–273); Cabrelli Amaro, J., & Rothman, J. “On L3 acquisition and phonological permeability: A new test case for debates on the mental representation of non-native phonological systems” (275–296).

Bilingualism: Language and Cognition 13 (3). (2010). Baker, W. “Effects of age and experience on the production of English word-final stops by Korean speakers” (263–278); Mayr, R., & Escudero, P. “Explaining individual variation in L2 perception: Rounded vowels in English learners of German” (279–297); Degani, T., & Tokowicz, N. “Ambiguous words are harder to learn” (299–314); Hernández, M., Costa, A., Fuentes, L. J., Vivas, A. B., & Sebastián-Gallés, N. “The impact of bilingualism on the executive control and orienting networks of attention” (315–325); Wang, X., & Forster, K. I. “Masked translation priming with semantic categorization: Testing the sense model” (327–340); Dijkstra, T., Hilberink-Schulpen, B., & van Heuven, W. J. B. “Repetition and masked form priming within and between languages using word and nonword neighbors” (341–357); Brysbaert, M., & Duyck, W. “Is it time to leave behind the revised hierarchical model of bilingual language processing after fifteen years of service?” (359–371); Kroll, J. F., Van Hell, J. G., Tokowicz, N., & Green, D. W. “The revised hierarchical model: A critical review assessment” (373–381); Brysbaert, M., Verreyt, N., & Duyck, W. “Models as hypothesis generators and models as roadmaps” (383–384).

The Canadian Modern Language Review 66 (4). (2010). Riches, C., & Curdt-Christiansen, X. “A tale of two Montréal communities: Parents’ perspectives on their children’s language and literacy development in a multilingual context” (525–555); Arnett, K. “Scaffolding inclusion in a grade 8 core French classroom: An exploratory case study” (557–582); Rossiter, M., Derwing, T. M., Manimtim, L. G., & Thomson, R. I. “Oral fluency: The neglected component in the communicative language classroom” (583–606); Dumas, J. “Sexual identity and the LINC classroom” (607–627).

English Teaching Forum 48 (3). (2010). Yasmin Shaila, M., & Trudell, B. “From passive learners to critical thinkers: Preparing EFL students for university success” (2–9); Méndez, E. “How to set up oral homework: A case of limited technology” (10–19); Reiders, H. “Twenty ideas for using mobile phones in the language classroom” (20–25); Sapargul, D., & Sartor, V. “The trans-cultural comparative literature method: Using grammar translation techniques effectively” (26–33); McIntosh, P. “Baseball: A national tradition” (34–44); Samuels, H. “Baseball stories, cards, and interviews” (45–52).

English Today 26 (2). (2010). Burridge, K. “Linguistic cleanliness is next to godliness: Taboo and purism” (3–13); Tieken-Boon Van Ostade, I. “The usage guide: its birth and popularity” (14–23); Brewer, C. “Prescriptivism and descriptivism in the first, second and third editions of OED” (24–33); Pullum, G. K. “The land of the free and The elements of style” (34–44); Busse, U., & Schröder, A. “How Fowler became ‘The Fowler’: An anatomy of a success story” (45–54); Tulloch, A. “Running for office” (55–56); Beal, J. C. “The grocer’s apostrophe: Popular prescriptivism in the 21st century” (57–64).

International Journal of Behavioral Development 34 (4). (2010). Schui, G., & Krampen, G. “Thirty years of International Journal of Behavioral Development: Scope, internationality, and impact since its inception” (289–291); van der Velden, F., Brugman, D., Boom, J., & Koops, W. “Moral cognitive processes explaining antisocial behavior in young adolescents” (292–301); Veenstra, R., Lindenberg, S., Tinga, F., & Ormel, J. “Truancy in late elementary and early secondary education: The influence of social bonds and self-control—The TRAILS study” (302–310); McNamara Barry, C., Nelson, L., Davarya, S., & Urry, S. “Religiosity and spirituality during the transition to adulthood” (311–324); Reid, V., Stahl, D., & Striano, T. “The presence or absence of older siblings and variation in infant goal-directed motor development” (325–329); Chen, X., & Chi-Hang Tse, H. “Social and psychological adjustment of Chinese-Canadian children” (330–338); Cheah, C., Trinder, K. M., & Gokavi, T. N. “Urban/rural and gender differences among Canadian emerging adults” (339–344); Oppenheimer, L. “Are children’s views of the ‘enemy’ shaped by a highly-publicized negative event?” (345–353); Kawabata, Y., Crick, N. R., & Hamaguchi, Y. “The role of culture in relational aggression: Association with social-psychological adjustment problems in Japanese and US school-aged children” (354–362); Viana, A., & Welsh, J. A. “Correlates and predictors of parenting stress among internationally adopting mothers: A longitudinal investigation” (363–373); Card, N. A., Rodkin, P. C., & Garandeau, C. F. “A description and illustration of the triadic relations model: Who perceives whom as bullying whom?” (374–383).

International Journal of Bilingualism 14 (2). (2010). Major, R. C. “First language attrition in foreign accent perception” (163–183); Celata, C., & Cancila, J. “Phonological attrition and the perception of geminate consonants in the Lucchese community of San Francisco (CA)” (185–209); Kharkhurin, A. V. “Bilingual verbal and nonverbal creative behavior” (211–226); Okanda, M., & Itakura, S. “Do bilingual children exhibit a yes bias to yes-no questions? Relationship between children’s yes bias and verbal ability” (227–235); Chan, W. H., & Nicoladis, E. “Predicting two Mandarin-English bilingual children’s first 50 words: Effects of frequency and relative exposure in the input” (237–270).

Journal of Child Language 37 (3). (2010). MacWhinney, B. “Computational models of child language learning: An introduction” (477–485); Blanchard, D., Heinz, J., & Golinkoff, R. “Modeling the contribution of phonotactic cues to the problem of word segmentation” (487–511); Rytting, A. C., Brew, C., & Fosler-Lussier, E. “Segmenting words from natural speech: Subsegmental variation in segmental cues” (513–543); Monaghan, P., & Christiansen, M. H. “Words in puddles of sound: Modelling psycholinguistic effects in speech segmentation” (545–564); Jarosz, G. “Implicational markedness and frequency in constraint-based computational models of phonological learning” (565–606); Perfors, A., Tenenbaum, J. B., & Wonnacott, E. “Variability, negative evidence, and the acquisition of verb argument constructions” (607–642); Fredenthal, D., Pine, J., & Gobet, F. “Explaining quantitative variation in the rate of optimal infinitive errors across languages: A comparison of MOSAIC and the variational learning model” (643–669); Waterfall, H. R., Sandbank, B., Onnis, L., & Edelman, S. “An empirical generative framework for computational modeling of language acquisition” (671–703); Sagae, K., Davis, E., Lavie, A., MacWhinney, B., & Wintner, S. “Morphosyntactic annotation of CHILDES transcripts” (705–729); van Rij, J., van Rijn, H., & Hendriks, P. “Cognitive architectures and language acquisition: A case study in pronoun comprehension” (731–766).

Low, E. L., & Pakir, A. (Eds.). (2010). English in Southeast Asia [Special issue]. World Englishes 29 (3). Pakir, A. “Current research on Englishes in Southeast Asia” (329–335); Alsagoff, L. “English in Singapore: Culture, capital and identity in linguistic variation” (336–348); Dayag, D. T. “News reporting in the Philippines: English in print media” (349–363); Deterding, D. “Norms for pronunciation in Southeast Asia” (364–377); Hashim, A. “Print advertisements in Malaysia” (378–393); Low, E. L. “The acoustic reality of the Kachruvian circles: A rhythmic perspective” (394–405); O’Hara-Davies, B. “Brunei English: A developing variety” (406–419); Schaetzel, K., Lim, S. B. & Low, E. L. “A features-based approach for teaching Singapore English” (420–429).

The Modern Language Journal 94 (3). (2010). Willis Allen, H., & Negeruela-Azarola, E. “The professional development of future professors of foreign languages: Looking back, looking forward” (377–395); Van Der Meij, H., & Zhao, X. “Codeswitching in English courses in Chinese universities” (396–411); Bollen, K., & Baten, K. “Bilingual education in Flanders: Policy and press debate (1999–2006)” (412–433); Cross, R. “Language teaching as a sociocultural activity: Rethinking language teacher practice” (434–452); Coryell, J. E., Clark, C. M., & Pomerantz, A. “Cultural fantasy narratives and heritage language learning: A case study of adult heritage learners of Spanish” (453–469); Csizér, K., Kormos, J., & Sarkadi, A. “The dynamics of language learning attitudes and motivation: Lessons from an interview study of dyslexic language learners” (470–487).

Second Language Research 26 (2). (2010). Durant, P., & Schmitt, N. “Adult learners’ retention of collocations from exposure” (163–188); Rothman, J., & Cabrelli Amaro, J. “What variables condition syntactic transfer? A look at the L3 initial state” (189–218); Yuan, B. “Domain-wide or variable-dependent vulnerability of the semantics-syntax interface in L2 acquisition? Evidence from wh-words used as existential polarity words in L2 Chinese grammars” (219–260); Sprouse, R. A. “The invisibility of SLA theory in mainstream creole linguistics” (261–277).

Second Language Research 26 (3). (2010). Ionin, T., & Zubizarreta, M. L. “Selective first language influence and retreat from negative transfer” (283–291); Montrul, S. “Dominant language transfer in second language learners and heritage speakers” (293–327); Sánchez, L., Camacho, J., & Ulloa, J. E. “Shipibo-Spanish: Differences in residual transfer at the syntax-morphology and the syntax-pragmatics interfaces” (329–354); Haznedar, B. “Transfer at the syntax-pragmatics interface: Pronominal subjects in bilingual Turkish” (355–378); Gabriele, A. “Deriving meaning through context: Interpreting bare nominals in second language Japanese” (379–405); Oh, E. “Recovery from first-language transfer: The second language acquisition of English double objects by Korean speakers” (407–439).

World Englishes 29 (2). (2010). Pillai, S., Don, Z. M., Knowles, G., & Tang, J. “Malaysian English: An instrumental analysis of vowel contrasts” (159–172); Nkemleke, D. “Cameroonian and foreign scholars’ discourse: The rhetoric of conference abstracts” (173–191); Kaur, J. “Achieving mutual understanding in world Englishes” (192–208); Degani, M., & Onysko, A. “Hybrid compounding in New Zealand English” (209–233); Tan, A. “Right in Singapore English” (234–256); Sewell, A. “Research methods and intelligibility studies” (257–269); Evans, B. E. “Chinese perceptions of inner circle varieties of English” (270–280).

Xi, X. (Ed.). (2010). Automated scoring and feedback systems for language assessment and learning [Special issue]. Language Testing 27 (3). Xi, X. “Automated scoring and feedback systems: Where are we and where are we heading?” (291–300); Chapelle, C. A., & Chung, Y. R. “The promise of NLP and speech processing technologies in language assessment” (301–315); Enright, M. K., & Quinlan, T. “Complementing human judgment of essays written by English language learners with e-rater^® scoring” (317–334); Cushing Weigle, S. “Validation of automated scores of TOEFL iBT tasks against non-test indicators of writing ability” (335–353); Bernstein, J., Van Moere, A., & Cheng, J. “Validating automated speaking tests” (355–377); Ginther, A., Dimova, S., & Yang, R. “Conceptual and empirical relationships between temporal measures of fluency and oral English proficiency with implications for automated scoring” (379–399); Franco, H., Bratt, H., Rossier, R., Rao Gadde, V., Shriberg, E., Abrash, V., et al. “EduSpeak^®: A speech recognition and pronunciation scoring toolkit for computer-aided language learning applications” (401–418); Chodorow, M., Gamon, M., & Tetreault, J. “The utility of article and preposition error correction systems for English language learners: Feedback and assessment” (419–435).

EDITED VOLUMES

Han, Z., & Cadierno, T. (Eds.). (2010). Linguistic relativity in SLA: Thinking for speaking. Clevedon, UK: Multilingual Matters. Pp. xvi + 214. $99.95 cloth. Cadierno, T. “Motion in Danish as a second language: Does the learner’s L1 make a difference?” (1–33); Hasko, V. “The role of thinking for speaking in adult L2 speech: The case of (non)unidirectionality encoding by American learners of Russian” (34–58); Stam, G. A. “Can an L2 speaker’s patterns of thinking for speaking change?” (59–83); Coventry, K. R., Valdes, B., & Guijarro-Fuentes, P. “Thinking for speaking and immediate memory for spatial relations” (84–101); Stringer, D. “The gloss trap” (102–124); Ekiert, M. “Linguistic effects on thinking for writing: The case of articles in L2 English” (125–153); Han, Z. “Grammatical morpheme inadequacy as a function of linguistic relativity: A longitudinal case study” (154–182); Odlin, T. “Conclusion: On the interdependence of conceptual transfer and relativity studies” (183–194).

Hornberger, N., & McKay, S. L. (Eds.). (2010). Sociolinguistics and language education. Clevedon, UK: Multilingual Matters. Pp. xx + 571. $39.95 paper. McGroarty, M. E. “Language and ideologies” (3–39); Janks, H. “Language, power, and pedagogies” (40–61); Pennycook, A. “Nationalism, identity and popular culture” (62–86); McKay, S. L. “English as an international language” (89–115); Kamwangamalu, N. M. “Multilingualism and codeswitching in education” (116–142); Lo Bianco, J. “Language policy and planning” (143–174); Jaspers, J. “Style and styling” (177–204); Alim, H. S. “Critical language awareness” (205–231); Siegel, J. “Pidgins and creoles” (232–262); Kubota, R. “Cross-cultural perspectives on writing: Contrastive rhetoric” (265–289); Street, B., & Leung, C. “Sociolinguistics, language teaching and new literacy studies” (290–316); Vaish, V., & Towndrow, P. A. “Multimodal literacy in language classrooms” (317–345); Norton, B. “Language and identity” (349–369); Higgins, C. “Gender identities in language education” (370–397); Reyes, A. “Language and ethnicity” (398–426); Duff, P. A. “Language and socialization” (427–454); Kasper, G., & Omori, M. “Language and culture” (455–491); Sidnell, J. “Conversation analysis” (492–527); Rymes, B. “Classroom discourse analysis: A focus on communicative repertoires” (528–546); Hornberger, N. “Language and education: A limpopo lens” (549–564).

Kasper, G., thi Nguyen, H., Rudolph Yoshimi, D., & Yoshioka, J. K. (Eds.). (2010). Pragmatics language learning (Vol. 12). Honolulu: National Foreign Language Resource Center. Pp. viii + 364. $30.00 paper. Kasper, G., thi Nguyen, H., & Rudolph Yoshimi, D. “Introduction” (1–11); Mori, J. “Learning language in real time: A case study of the Japanese demonstrative pronoun are in word-search sequences” (15–42); Greer, T. “Switching languages, juggling identities: A sequence of multilingual, multiparty talk” (43–65); Furukawa, T. “A pragmatic study in the Hawai‘i creole discourse marker daswai in second-generation Okinawan American speech” (67–89); DuFon, M. A. “The socialization of leave-taking in Indonesian” (91–111); Yates, L. “Dinkas down under: Request performance in simulated workplace interaction” (113–140); Bardovi-Harlig, K. “Recognition of conventional expressions in L2 pragmatics” (141–162); Bardovi-Harlig, K., Bastos, M. T., Burghart, B., Chappetto, E., Nickels, E., & Rose, M. “The use of conventional expressions and utterance length in L2 pragmatics” (163–186); Roever, C. “Effects of cultural background in a test of ESL pragmalinguistics: A DIF approach” (187–212); Talmy, S. “Achieving distinction through mock ESL: A critical pragmatics analysis of classroom talk in a high school” (215–254); Hosoda, Y., & Aline, D. “Teacher deployment of applause in interactional assessments of L2 learners” (255–276); Hauser, E. “Other-correction of language form following a repair sequence” (277–296); Fujimoto, D. “Agreement and disagreements: The small group discussion in a foreign language classroom” (297–326); Sif Karrebæk, M. “I can be with! A novice kindergartner’s successes and challenges in play participation and the development of communicative skills (327–359).

Paran, A., & Sercu, L. (Eds.). (2010). Testing the untestable in language education. Clevedon, UK: Multilingual Matters. Pp. x + 269. $49.95 paper. Paran, A. “More than language: The additional faces of testing and assessment in language learning and teaching” (1–13); Sercu, L. “Assessing intercultural competence: More questions than answers” (17–34); Korhonen, K. “Interculturally savvy or not? Developing and assessing intercultural competence in the context of learning for business” (35–51); Liddicoat, A. J., & Scarino, A. “Eliciting the intercultural in foreign language education at school” (52–73); Benson, P. “Measuring autonomy: Should we put our ability to the test?” (77–97); Lamb, T. “Assessment of autonomy or assessment for autonomy? Evaluating learner autonomy for formative purposes” (98–119); Dam, L., & Legenhausen, L. “Learners reflecting on learning: Evaluation versus testing in autonomous language learning” (120–139); Paran, A. “Between Scylla and Charybdis: The dilemmas of testing language and literature” (143–164); Spiro, J. “Crossing the bridge from appreciative readers to reflective writer: The assessment of creative process” (165–190); Lin, H.-w. “The taming of the immeasurable: An empirical assessment of language awareness” (191–214); Mohan, B., Leung, C., & Slater, T. “Assessing language and content: A functional perspective” (217–240); Low, M. “Teachers and texts: Judging what English language learners know from what they say” (241–255); Slater, T., & Mohan, B. “Towards systematic and sustained formative assessment of causal explanations in oral interactions” (256–269).

Park, G., Widodo, H. P., & Cirocki, A. (Eds.). (2010). Observation of teaching: Bridging theory and practice through research on teaching. Munich: Lincom Europa. Pp. 245. €70.20 paper. Bailey, K. “Observing classroom lessons for professional development” (19–35); Farrell, T. S. C. “Professional development through reflective practice IN and FOR action” (37–47); Murray, D. “Learning by doing: The role of data collection in action research” (49–61); Cirocki, A. “Classroom ethnographies: Doing teacher research” (63–81); Chamcharatsri, P. B. “When the mirror reflects two faces: Critical self-reflection” (85–97); Mawhinney, L. “It’s not you, it’s me: A teacher’s reflection of self-discovery through Delpit’s culture of power theory” (99–108); Messekher, H., Reilly, J. L., & Harrison, M. E. “Humanizing pedagogy and the personal essay” (111–124); Alhazmi, N., Grant, J., & Shimoda, T. “Teacher’s identity in practice: A study of a NNES instructor of an undergraduate research writing course” (125–140); Hara, C., & Tudor Server, W. “Magic in ESL: An observation of student motivation in an ESL class” (141–153); Özbilgin, A., & Tannacito, D. J. “The parameter of particularity: A critical analysis of a supervisory observation of an EFL teacher’s classroom in Turkey” (157–174); Mann, S., & Copland, F. “Dialogic talk in the post-observation conference: An investment for reflection” (175–191); DelliCarpini, M., & Gulla, A. “Crossing borders: Interdisciplinary collaboration among teacher education faculty” (195–210); Martin-Beltran, M. “Developing cross-cultural competence through observation and dialogic teacher inquiry” (211–222); Stebick, D. M., Rinke, C. R., Fedeles, M. M., & Kowalsky, L. “Building evidence-based teacher education through a continuum of classroom-centered reflective practices” (223–237).