BOOKS

Barron-Hauwaert, S. (2004). Language strategies for bilingual families: The one-parent-one-language approach. Clevedon, UK: Multilingual Matters. Pp. xv + 220. $27.95 paper.

Cruse, A. (2004). Meaning in language: An introduction to semantics and pragmatics (2nd ed.). Oxford: Oxford University Press. Pp. xii + 441. £18.99 paper.

Granger, C. A. (2004). Silence in second language learning: A psychoanalytic reading. Clevedon, UK: Multilingual Matters. Pp. x + 142. $79.95 cloth, $29.95 paper.

Lynch, B. K. (2003). Language assessment and programme evaluation. Edinburgh, Scotland: Edinburgh University Press. Pp. ix + 182. £19.99 paper.

Nederstigt, U. (2003). Auch and noch in child and adult German. Berlin: Mouton de Gruyter. Pp. xiii + 406. $106.00 cloth.

Sealey, A., & Carter, B. (2004). Applied linguistics as a social science. New York: Continuum. Pp. xv + 239. $29.95 paper.

Swann, J., Deumert, A., Lillis, T., & Mesthrie, R. (2004). A dictionary of sociolinguistics. Edinburgh, Scotland: Edinburgh University Press. Pp. x + 368. £16.99 paper.

Thomas, M. (2004). Universal Grammar in second language acquisition: A history. London: Routledge. Pp. viii + 262. $105.00 cloth.

JOURNALS

Acquisition et Interaction en Langue Étrangère 20. (2004). Hendriks, H. “Présentation” (3–11); Lazarova-Nikoska, A. “Différence de rythme: l'adulte acquiert-il plus rapidement que l'enfant?” (13–49); Jin, L., & Hendriks, H. “Le marquage de l'aspect en Chinois LM et LE” (51–86); Tsimpli, I. M. “Interprétabilité des traits et acquisition des langues maternelle et seconde: clitiques et déterminants en grec” (87–128); Watorek, M. “Construction du discours par des apprenants de langues, enfants et adultes” (129–171); Gayraud, F. “Émergence et développement du placement des particules de portée” (173–196).

Applied Linguistics 25 (2). (2004). Meara, P. “Modelling vocabulary loss” (137–155); Hyland, K., & Tse, P. “Metadiscourse in academic writing: A reappraisal” (156–177); Haneda, M. “The joint construction of meaning in writing conferences” (178–219); Durán, P., Malvern, D., Richards, B., & Chipere, N. “Developmental trends in lexical diversity” (220–242); Basturkmen, H., Loewen, S., & Ellis, R. “Teachers' stated beliefs about incidental Focus on Form and their classroom practices” (243–272).

Applied Psycholinguistics 25 (3). (2004). Dickinson, D. K., McCabe, A., Clark-Chiarelli, N., & Wolf, A. “Cross-language transfer of phonological awareness in low-income Spanish and English bilingual preschool children” (323–347); Sutton, A., Morford, J. P., & Gallagher, T. M. “Production and comprehension of graphic symbol utterances expressing complex propositions by adults who use augmentative and alternative communication systems” (349–371); Mackay, I. R. A., & Flege, J. E. “Effects of the age of second language learning on the duration of first and second language sentences: The role of suppression” (373–396); Lyytinen, P., & Lyytinen, H. “Growth and predictive relations of vocabulary and inflectional morphology in children with and without familial risk for dyslexia” (397–411); Treiman, R., & Kessler, B. “The case of case: Children's knowledge and use of upper- and lowercase letters” (413–428); Roberts, J. A., Rice, M. L., & Tager-Flusberg, H. “Tense marking in children with autism” (429–448); Wang, Y., Behne, D. M., Jongman, A., & Sereno, J. A., “The role of linguistic experience in the hemispheric processing of lexical tone” (449–466).

Australian Review of Applied Linguistics 27 (1). (2004). Kirkpatrick, A. “Medieval Chinese rules of writing and their relevance today” (1–14); Christie, F. “The study of language and subject English” (15–29); East, M. “Calculating the lexical frequency profile of written German texts” (30–43); Mesana, C. “An integrated approach to foreign language writing instruction” (44–57); Love, K., & Arkoudis, S. “Sinking or swimming? Chinese international students and high stakes school exams” (58–71); Wang, W. “A contrastive analysis of letters to the editor in Chinese and English” (72–88); Zhang, M. “Interrogative structures in the interlanguage of ESL learners: Further evidence of the role of language” (89–103); Carless, D. R. “A contextualised examination of target language use in the elementary foreign language classroom” (104–119).

Bilingualism: Language and Cognition 7 (1). (2004). Truscott, J., & Sharwood Smith, M. “Acquisition by processing: A modular perspective on language development” (1–20); Bickerton, D. “Give syntax a chance” (21–22); Carroll, S. E. “Acquisition by processing theory: A theory of everything?” (23–25); Dijkstra, T., & Haverkort, M. “APT: Costs and benefits of a hybrid model” (26–28); Harrington, M. “Between the input and the acquisition lies the shadow” (29–31); Herschensohn, J. “Inflection, thematic roles, and abstract case” (32–34); MacWhinney, B. “Parameters or cues?” (35–36); Pienemann, M. “Processing perspectives in SLA research and their compatibility” (37–39); Roeper, T. “Can the APT be a theory of multiple grammars and a minimal theory of parsing?” (40–41); Truscott, J., & Sharwood Smith, M. “How APT is your theory: Present status and future prospects” (43–47); Bernardini, P., & Schlyter, S. “Growing syntactic structure and code-mixing in the weaker language: The Ivy hypothesis” (49–69); Kehoe, M. M., Lleó, C., & Rakow, M. “Voice onset time in bilingual German-Spanish children” (71–88).

Bos, P., Hollebrandse, B., & Sleeman, P. (Eds.). (2004). Special issue on interfaces [Special issue]. IRAL 42 (2). Bos, P., Hollebrandse, B., & Sleeman, P. “Introduction: The pragmatics-syntax and the semantics-syntax interface in acquisition” (101–110); De Cat, C. “A fresh look at how young children encode new referents” (111–127); Sleeman, P. “Guided learners of French and the acquisition of emphatic constructions” (129–151); Bos, P. “The semantic constraints of the Basic Variety in L2-Dutch of adolescent Moroccans in the Netherlands” (153–171); Unsworth, S. “On the syntax-semantics interface in Dutch: Adult and child L2 acquisition compared” (173–187); Philip, W., & Botschuijver, S. “Discourse integration and indefinite subjects in child English” (189–201); Hollebrandse, B. “Topichood and quantification in L1 Dutch” (203–215).

Bullock, B. E., & Toribio, A. J. (Eds.). (2004). Bilingualism and linguistic convergence [Special issue]. Bilingualism: Language and Cognition 7 (2). Bullock, B. E., & Toribio, A. J. “Introduction: Convergence as an emergent property in bilingual speech” (91–93); Bullock, B. E., & Gerfen, C. “Phonological convergence in a contracting language variety” (95–104); Hualde, J. I. “Phonological change in a small language community” (105–106); Colantoni, L., & Gurlekian, J. “Convergence and intonation: Historical evidence from Buenos Aires Spanish” (107–119); McMahon, A. “Prosodic change and language contact” (121–123); Montrul, S. “Subject and object expression in Spanish heritage speakers: A case of morphosyntactic convergence” (125–142); Sorace, A. “Native language attrition and developmental instability at the syntax-discourse interface: Data, interpretations, and methods” (143–145); Sánchez, L. “Functional convergence in the tense, evidentiality, and aspectual systems of Quechua Spanish bilinguals” (147–162); Muysken, P. “Quechua and Spanish, evidentiality and aspect: Commentary on Liliana Sánchez” (163–164); Toribio, A. J. “Convergence as an optimization strategy in bilingual speech: Evidence from code-switching” (165–173); Otheguy, R. “Single-language and code-switching strategies in immigrant and heritage varieties: Spanish subject personal pronouns in Toribio's cross-modal hypothesis” (175–177); Backus, A. “Convergence as a mechanism of language change” (179–181).

English Today 20 (3). (2004). McArthur, T. “Is it world or international or global English, and does it matter?” (3–15); Lo Bianco, J. “Uncle Sam and Mr. Unz” (16–22); Ross, N. J. “Academies and attitudes” (23–28); Iyeiri, Y., Yaguchi, M., & Okabe, H. “To be different from or to be different than in present-day American English?” (29–33); Viswamohan, A. “Code-mixing with a difference” (34–36); Hai, T., Quiang, N., & Wolff, M. “China's ESL goals: Are they being met?” (37–44); Chenggang, Z., & Yajun, J. “Wailaici and English borrowings in Chinese” (45–52); Kaye, A. S. “Folk etymology: Alive and kicking in the 21st century” (55–56); Kaye, A. S. “On the bare genitive” (57–58); Bulley, M. “Consonantal beginnings” (59–60); Blaisdell, B. “Talk shows” (61–64).

Foreign Language Annals 37 (2). (2004). Donato, R., & Brooks, F. B. “Literary discussions and advanced speaking functions: Researching the (dis)connection” (183–199); Barcroft, J. “Second language vocabulary acquisition: A lexical input processing approach” (200–208); Weist, V. D. “Literature in lower-level courses: Making progress in both language and reading skills” (209–223); Shibata, S. “The effects of Japanese heritage language maintenance on scholastic verbal and academic achievement in English” (224–231); Allen, L. Q. “Implementing a culture portfolio project within a constructivist paradigm” (232–239); Bateman, B. E. “Achieving affective and behavioral outcomes in culture learning: The case for ethnographic interviews” (240–253); Schmidt-Rinehart, B. C., & Knight, S. M. “The homestay component of study abroad: Three perspectives” (254–262); Sparks, R. L., Ganschow, L., Artzer, M. E., Siebenhar, D., & Plageman, M. “Foreign language teachers' perceptions of students' academic skills, affective characteristics, and proficiency: Replication and follow-up studies” (263–277); Chen, T.-Y., & Chang, G. B. Y. “The relationship between foreign language anxiety and learning difficulties” (279–289); Haley, M. H. “Implications of using case study instruction in a foreign/second language methods course” (290–300); Lozano, A. S., Padilla, A. M., Sung, H., & Silva, D. M. “A statewide professional development program for California foreign language teachers” (301–309).

Foster-Cohen, S. H. (Ed.). (2004). Relevance Theory and second language learning/behaviour [Special issue]. Second Language Research 20 (3). Foster-Cohen, S. H. “Relevance theory and second language learning/behaviour” (189–192); Zegarac, V. “Relevance theory and the in second language acquisition” (193–211); Liszka, S. A. “Exploring the effects of first language influence on second language pragmatic processes from a syntactic deficit perspective” (212–231); Ying, H. G. “Relevance mapping: A study of second language learners' processing of syntactically ambiguous sentences in English” (232–255); Sequeiros, X. R. “Interpretation of reflexive anaphora in second language VP-ellipsis: relevance theory and paradigms of explanation” (256–280); Maia de Paiva, B. M., & Foster-Cohen, S. H. “Exploring the relationships between theories of second language acquisition and relevance theory” (281–288); Foster-Cohen, S. H. “Relevance theory, action theory, and second language communication strategies” (289–302).

Journal of Child Language 31 (2). (2004). Ninio, A. “Young children's difficulty with adjectives modifying nouns” (255–285); Levy, Y. “A longitudinal study of language development in two children with Williams syndrome” (287–310); McGregor, K. K., & Capone, N. C. “Genetic and environmental interaction in determining the early lexicon: Evidence from a set of tri-zygotic quadruplets” (311–337); Berman, R. A., & Nir-Sagiv, B. “Linguistic indicators of inter-genre differentiation in later language development” (339–380); Corrigan, R. “The acquisition of word connotations: Asking ‘What happened?’ ” (381–398); Vion, M., & Colas, A. “On the use of the connective ‘and’ in oral narration: A study of French-speaking elementary school children” (399–419).

Journal of Multilingual & Multicultural Development 24 (5). (2004). Agyekum, K. “Honorifics and status indexing in Akan communication” (369–385); Evans, S., & Green, C. “The use of English by Chinese professionals in post-1997 Hong Kong” (386–412); Oliver, R., McKay, G., & Rochecouste, J. “The acquisition of colloquial terms by western Australian primary school children from non-English-speaking backgrounds” (413–430); Remennick, L. “From Russian to Hebrew via HebRush: Intergenerational patterns of language use among former Soviet immigrants in Israel” (431–453).

Journal of Pidgin and Créole Languages 19 (1). (2004). Reaser, J. “A quantitative sociolinguistic analysis of Bahamian copula absence: Morphosyntactic evidence from Abaco Island, the Bahamas” (1–40); Irvine, A. “A good command of the English language: Phonological variation in the Jamaican acrolect” (41–76); McWhorter, J. “Saramaccan and Haitian as young grammars: The pitfalls of syntactocentrism in Creole genesis research” (77–137); Siegel, J. “Morphological simplicity in Pidgins and Creoles” (139–162); Williams, J. P. “Ecky-becky: Evidence of Scots echo word morphology in Barbadian English” (163–170).

Language 80 (2). (2004). Hume, E. “The indeterminacy/attestation model of metathesis” (203–237); Lohse, B., Hawkins, J. A., & Wasow, T. “Domain minimization in English verb-particle constructions” (238–261); Ward, G. “Equatives and deferred reference” (262–289); Bergen, B. K. “The psychological reality of phonaesthemes” (290–311).

Language in Society 33 (3). (2004). Agyekum, K. “Ntam ‘reminiscential oath’ taboo in Akan” (317–342); Hayashi, M. “Discourse within a sentence: An exploration of postpositions in Japanese as an interactional resource” (343–376); Homes, J., & Marra, M. “Relational practice in the workplace: Women's talk or gendered discourse?” (377–398); Jones, R., & Thornborrow, J. “Floors, talk, and the organization of classroom activities” (399–423).

Language Problems & Language Planning 28 (1). (2004). Sandelin, B., & Sarafoglou, N. “Language and scientific publication statistics” (1–10); Faingold, E. D. “Language rights and language justice in the constitutions of the world” (11–24); Mostari, H. A. “A sociolinguistic perspective on Arabisation and language use in Algeria” (25–44); Sikosek, M. “Books and their association: The history of the Hector Hodler Library” (45–73).

Language Variation and Change 16 (2). (2004). Nahkola, K., & Saanilahti, M. “Mapping language changes in real time: A panel study on Finnish” (75–92); Jones, M., & Tagliamonte, S. “From Somerset to Samaná: Preverbal did in the voyage of English” (93–126); Carvalho, A. M. “I speak like the guys on TV: Palatalization and the urbanization of Uruguayan Portuguese” (127–151); Evans, B. “The role of social network in the acquisition of local dialect norms by Appalachian migrants in Ypsilanti, Michigan” (153–167).

Nelson, G. (Ed.). (2004). The international corpus of English [Special issue]. World Englishes 32 (2). Nelson, G. “Introduction” (225–226); Schneider. E. W. “How to trace structural nativization: Particle verbs in world Englishes” (227–249); Schmied, J. “Cultural discourse in the corpus of East African English and beyond: Possibilities and problems of lexical and collocational research in a one million-word corpus” (251–260); Haase, C. “Conceptualization specifics in East African English: Quantitative arguments from the ICE-East Africa corpus” (261–268); Jeffery, C., & Van Rooy, B. “Emphasizer now in colloquial South African English” (269–280); Sand, A. “Shared morpho-syntactic features in contact varieties of English: Article use” (281–298); Nelson, G. “Negation of lexical have in conversational English” (299–308); Fallon, H. “Comparing world Englishes: A research guide” (309–316); Brown, J. D. “Comment 1” (317–319); Tickoo, A. “Comment 2” (321–322); Kovacevic, N. “Linguistic imperialism revisted: English in recent Yugoslav diasporic experience” (323–326).

Rea-Dickins, P. (Ed.). (2004). Exploring diversity in teacher assessment [Special issue]. Language Testing 21 (3). Edelenbos, P., & Kubanek-German, A. “Teacher assessment: The concept of ‘diagnostic competence’ ” (259–283); Arkoudis, S., & O'Loughlin, K. “Tensions between validity and outcomes: Teacher assessment” (284–304); Davison, C. “The contradictory culture of teacher-based assessment: ESL assessment practices in Australian and Hong Kong secondary schools” (305–334); Leung, C., & Mohan, B. “Teacher formative assessment and talk in classroom contexts: Assessment as discourse and assessment of discourse” (335–359); Cheng, L., Rogers, T., & Hu, H. “ESL/EFL instructors' classroom assessment practices: Purposes, methods, and procedures” (360–389); Harlen, W., & Winter, J. “The development of assessment for learning: Learning from the case of science and mathematics” (390–408).

Revue PArole 27. (2003). Gendrot, C. “Rôle de la qualité de la voix dans la simulation des émotions: une étude perceptive et physiologique” (137–157); Soetaert, M. “Développer les habilités de lecture d'enfants présentant un retard dans l'apprentissage du langage écrit en utilisant un dispositif ludique” (159–207).

EDITED VOLUMES

Achard, M., & Niemeier, S. (Eds.). (2004). Cognitive linguistics, second language acquisition, and foreign language teaching. Berlin: Mouton de Gruyter. Pp. 283. $118.00 cloth. Acard, M., & Niemeier, S. “Cognitive linguistics, language acquisition, and pedagogy” (1–11); Cadierno, T. “Expressing motion events in a second language: A cognitive typological perspective” (13–49); Waara, R. “Construal, convention, and constructions in L2 speech” (51–75); Lowie, W., & Verspoor, M. “Input versus transfer? The role of frequency and similarity in the acquisition of L2 prepositions” (77–94); Niemeier, S. “Linguistic and cultural relativity: Reconsidered for the foreign language classroom” (95–118); Grundy, P. “The figure/ground gestalt and language teaching methodology” (119–141); Goddard, C. “ ‘Cultural scripts': A new medium for ethnopragmatic instruction” (143–163); Achard, M. “Grammatical instruction in the Natural approach: A cognitive grammar view” (165–194); Athanasiadou, A. “Teaching temporal connectors and their prototypical non-temporal extensions” (195–210); Boers, F. “Expanding learners’ vocabulary through metaphor awareness: What expansion, what learners, what vocabulary?” (211–232); Csábi, S. “A cognitive linguistic view of polysemy in English and its implications for teaching” (233–256); Tyler, A., & Evans, V. “Applying cognitive linguistics to pedagogical grammar: The case of over” (257–280).

Comings, J., Garner, B., & Smith, C. (Eds.). (2004). Review of adult learning and literacy: Vol. 4. Connecting research, policy, and practice. Mahwah, NJ: Erlbaum. Pp. 288. $69.95 cloth, $29.95 paper. Sticht, T. G., “The year 2001 in review” (1–16); D'Amico, D. “Race, class, gender, and sexual orientation in adult literacy: Power, pedagogy, and programs” (17–69); Levenson, A. “Why do companies provide workplace education programs?” (71–108); Stites, R. “Implications of new learning technologies for adult literacy and learning” (109–155); Helsing, D., Drago-Severson, E., & Kegan, R. “Applying constructive-developmental theories of adult development to ABE and ESOL practices” (157–197); Merriam, S. B. “The changing landscape of adult learning theory” (199–220); Merriam, S. B. “Resources on adult learning theory” (221–235).

Foley, J. A. (Ed.). (2004). Language, education and discourse: Functional approaches. New York: Continuum. Pp. 337. $145.00 cloth. Foley, J. A. “Introduction” (1–15); Halliday, M. A. K. “Representing the child as a semiotic being (one who means)” (19–42); Hasan, R. “Reading picture reading: A study in ideology and inference” (43–75); Thompson, L. “Learning language: Learning culture in Singapore” (76–96); Foley, J. A., & Lee, C. “A framework for tracing the development of children's writing in primary schools” (97–119); Goom, B. “An analysis of a children's history text” (120–142); Christie, F. “Revisiting some old themes: The role of grammar in the teaching of English” (145–173); Hartnett, C. G. “What should we teach about the paradoxes of English nominalization?” (175–190); O'Halloran, K. L. “Discourses in secondary school mathematics classrooms according to social class and gender” (191–225); Kramer-Dahl, A. “Teaching Radha to (re-)write: Authority, positioning, discourse” (226–254); Mohan, B., & Slater, T. “The evaluation of causal discourse and language as a resource for meaning” (255–269); Martin, J. R. “Sense and sensibility: Texturing evaluation” (270–304); Ball, F. C., & Tucker, G. “On the preferential co-occurrence of processes and circumstantial adjuncts: Some corpus evidence” (305–323).

Gardner, R., & Wagner, J. (Eds.). (2004). Second language conversations. New York: Continuum. Pp. x + 292. $125.00 cloth. Wagner, J., & Gardner, R. “Introduction” (1–17); Mondada, L. “Ways of ‘doing being plurilingual’ in international work meetings” (18–39); Skårup, T. “Brokering and membership in a multilingual community of practice” (40–57); Kurhila, S. “Clients or language learners: Being a second language speaker in institutional interaction” (58–74); Brouwer, C. E., Rasmussen, G., & Wagner, J. “Embedded corrections in second language talk” (75–92); Brouwer, C. E. “Doing pronunciation: A specific type of repair sequence” (93–113); Wong, J. “Some preliminary thoughts on delay as an interactional resource” (114–131); Mazeland, H., & Zaman-Zadeh, M. “The logic of clarification: Some observations about word-clarification repairs in Finnish-as-a-lingua-franca” (132–156); Mori, J. “Pursuit of understanding: Rethinking ‘negotiation of meaning’ in view of projected action” (157–177); Egbert, M., Niebecker, L., & Rezzara, S. “Inside first and second language speakers' trouble in understanding” (178–200); Carroll, D. “Restarts in novice turn beginnings: Disfluencies or interactional achievements?” (201–220); Olsher, D. “Talk and gesture: The embodied completion of sequential actions in spoken interaction” (221–245); Gardner, R. “On delaying the answer: Question sequences extended after the question” (246–266).

Mackenzie, J. L., & de los Ángeles Gómez-González, M. (Eds.). (2004). A new architecture for functional grammar. Berlin: Mouton de Gruyter. Pp. xiv + 393. 39.95€ paper. Hengeveld, K. “The architecture of a functional discourse grammar” (1–21); Anstey, M. P. “Functional grammar from its inception” (23–71); Inchaurralde, C. “Behind the scenes: Cognition and functional discourse grammar” (73–88); Connolly, J. “The question of discourse representation in functional discourse grammar” (89–116); Cornish, F. “Focus of attention in discourse” (117–150); Fortescue, M. “The complementarity of the process and pattern interpretations of functional grammar” (151–178); Mackenzie, J. L. “Functional discourse grammar and language production” (179–195); Harder, P. “Comment clauses, functional discourse grammar, and the grammar-discourse interface” (197–210); de los Ángeles Gómez-González, M. “Functional grammar and the dynamics of discourse” (211–242); Verstraete, J.-C. “The problem of subjective modality in the functional grammar model” (243–273); Nuyts, J. “Remarks on layering in a cognitive-functional language production model” (275–298); Moutaouakil, A. “Discourse structure, the generalized parallelism hypothesis, and the architecture of functional grammar” (299–324); Bakker, D., & Siewierska, A. “Towards a speaker model of functional grammar” (325–364); Hengeveld, K. “Epilogue” (365–378).

Norton, B., & Toohey, K. (Eds.). (2004). Critical pedagogies and language learning. New York: Cambridge University Press. Pp. xiii + 362. $26.99 paper. Norton, B., & Toohey, K. “Critical pedagogies and language learning: An introduction” (1–17); Luke, A., “Two takes on the critical” (21–29); Kubota, R. “Critical multiculturalism and second language education” (30–52); Pavlenko, A. “Gender and sexuality in foreign and second language education: Critical and feminist approaches” (53–71); Shohamy, E. “Assessment in multicultural societies: Applying democratic principles and practices to language testing” (72–92); Stein. P. “Representation, rights, and resources: Multimodal pedagogies in the language and literacy classroom” (95–115); Canagarajah, S. “Subversive identities, pedagogical safe houses, and critical learning” (116–137); Starfield, S. “ ‘Why does this feel empowering?’: Thesis writing, concordancing, and the corporatizing university” (138–157); Morgan, B. “Modals and memories: A grammar lesson on the Quebec referendum on sovereignty” (158–178); Brito, I., Lima, A., & Auerbach, E. “The logic of nonstandard teaching: A course in Cape Verdean language, culture, and history” (181–200); Norton, B., & Vanderheyden, K. “Comic book culture and second language learners” (201–221); Sunderland, J. “Classroom interaction, gender, and foreign language learning” (222–241); Leung, C., Harris, R., & Rampton, B. “Living with inelegance in qualitative research on task-based learning” (242–267); Lin, A. M. Y. “Introducing a critical pedagogical curriculum: A feminist reflexive account” (271–290); Toohey, K., & Waterstone, B. “Negotiating expertise in an action research community” (291–310); Goldstein, T. “Performed ethnography for critical language teacher education” (311–326); Pennycook, A. “Critical moments in a TESOL praxicum” (327–345).

Rice, M. L., & Warren, S. F. (Eds.). (2004). Developmental language disorders: From phenotypes to etiologies. Mahwah, NJ: Erlbaum. Pp. xi + 411. $89.95 cloth. Rice, M. L., & Warren, S. F. “Introduction” (1–3); Lord, C., Risi, S., & Pickles, A. “Trajectory of language development in Autistic spectrum disorders” (7–29); Tager-Flusberg, H. “Do Autism and specific language impairment represent overlapping language disorders?” (31–52); Tomblin, J. B., Zhang, X., Weiss, A., Catts, H., & Weismer, S. E. “Dimensions of individual differences in communication skills among primary grade children” (53–76); Abbeduto, L., & Murphy, M. M. “Language, social cognition, maladaptive behavior, and communication in Down Syndrome and Fragile X Syndrome” (77–97); Zukowski, A. “Investigating knowledge of complex syntax: Insights from experimental studies of Williams Syndrome” (99–119); Bailey, D. B., Jr., Roberts, J. E., Hooper, S. R., Hatton, D. D., Mirrett, P. L., Roberts, J. E., & Schaaf, J. M. “Research on Fragile X Syndrome and Autism: Implications for the study of genes, environments, and developmental language disorders” (121–150); Mervis, C. B. “Cross-etiology comparisons of cognitive and language development” (153–185); Warren, S. F. “Intervention as experiment” (187–206); Rice, M. L. “Growth models of developmental language disorders” (207–240); Phillips, C. “Linguistics and linking problems” (241–287); Müller, R.-A. “Genes, language disorders, and developmental archaeology: What role can neuroimaging play?” (291–328); Smith, S. D. “Localization and identification of genes affecting language and learning” (329–354); Morris, C. A. “Genotype-phenotype correlations: Lessons from Williams Syndrome research” (355–369); McCardle, P., & Cooper, J. “Next steps in the study of genetics and language disorders” (373–379).

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