BOOKS

Cruz-Ferreira, M. (2010). Multilinguals are…? London: Battlebridge. Pp. 90. £9.95 paper.

Edwards, J. (2010). Language diversity in the classroom. Clevedon, UK: Multilingual Matters. Pp. 338. $49.95 paper.

Gao, X. (2010). Strategic language learning: The roles of agency and context. Clevedon, UK: Multilingual Matters. Pp. 179. $49.95 paper.

Gardner-Chloros, P. (2009). Code-switching. New York: Cambridge University Press. Pp. 232. $39.99 paper.

Johnson, K. E. (2009). Second language teacher education: A sociocultural perspective. London: Routledge. Pp. 140. $41.95 paper.

Mougeon, R., Nadasdi, T., & Rehner, K. (2010). The sociolinguistic competence of immersion students. Clevedon, UK: Multilingual Matters. Pp. 224. $49.95 paper.

Prévost, P. (2009). The acquisition of French: The development of inflectional morphology and syntax in L1 acquisition, bilingualism, and L2 acquisition. Amsterdam: Benjamins. Pp. 448. $54.00 paper.

Regan, J. (2009). The dance of learning: On encounters in adult second-language learning. Bern: Peter Lang. Pp. 317. $89.95 paper.

Woolsey, D. S. (2009). Second language acquisition of the Spanish verb ESTAR with adjectives: An exploration of contexts of comparison and immediate experience. Munich, Germany: Lincom Europa. Pp. 420. €78.50 paper.

JOURNALS

Alcón-Soler, E., & García-Mayo, M. d. P. (Eds.). (2009). Interaction and language learning in foreign language contexts [Special issue]. International Review of Applied Linguistics in Language Teaching 47 (3–4). Alcón-Soler, E., & García-Mayo, M. d. P. “Introduction” (239–243); Philp, J., & Tognini, R. “Language acquisition in foreign language contexts and the differential benefits of interaction” (245–266); Fujii, A., & Mackey, A. “Interactional feedback in learner-learner interactions in a task-based EFL classroom” (267–301); Kang, H.-S. “The relative efficacy of explicit and implicit feedback in the learning of a less-commonly-taught foreign language” (303–324); de la Colina, A. A., & García-Mayo, M. d. P. “Oral interaction in task-based EFL learning: The use of the L1 as a cognitive tool” (325–345); Alcón-Soler, E. “Focus on form, learner uptake and subsequent lexical gains in learners’ oral production” (347–365); Gilabert, R., Barón, J., & Llanes, A. “Manipulating cognitive complexity across task types and its impact on learners’ interaction during oral performance” (367–395).

Anthropological Linguisitics 51 (1). (2009). LeSourd, P. S., & McDonough Quinn, C. “How to swear in Maliseet-Passamaquoddy and Penobscot” (1–37); Heath, J., & McPherson, L. “Cognitive set and lexicalization strategy in Dogon action verbs” (38–63); Kracke, W. H. “Dream as deceit, dream as truth: The grammar of telling dreams” (64–77).

Applied Linguistics 31 (1). (2010). Shi, L. “Textual appropriation and citing behaviors of university undergraduates” (1–24); Radford, J. “Practices of other-initiated repair in the classrooms of children with specific speech and language difficulties” (25–44); Iwasaki, N. “Style shifts among Japanese learners before and after study abroad in Japan: Becoming active social agents in Japanese” (45–71); Johnson, D. C. “The relationship between applied linguistic research and language policy for bilingual education” (72–93); Plug, L., Sharrack, B., & Reuber, M. “Seizure, fit or attack? The use of diagnostic labels by patients with epileptic or nonepileptic seizures” (94–114); Kuppens, A. H. “English in advertising: Generic intertextuality in a globalizing media environment” (115–135); Lee, J.-H. “A subject-object asymmetry in the comprehension of wh-questions by Korean learners of English” (136–155).

Applied Psycholinguistics 31 (1). (2010). Chen, J., & Shirai, Y. “The development of aspectual marking in child Mandarin Chinese” (1–28); Rivera, S. M., Bates, E. A., Orozco-Figueroa, A., & Wicha, N. Y. Y. “Spoken verb processing in Spanish: An analysis using a new online resource” (29–57); Verhagen, W. G. M., Aarnoutse, C. A. J., & Van Leeuwe, J. F. J. “Spelling and word recognition in grades 1 and 2: Relations to phonological awareness and naming speed in Dutch children” (59–80); Hardison, D. M., & Saigo, M. M. “Development of perception of second language Japanese geminates: Role of duration, sonority, and segmentation strategy” (81–99); Salomo, D., Lieven, E., & Tomasello, M. “Young children’s sensitivity to new and given information when answering predicate-focus questions” (101–115); Scheele, A. F., Leseman, P. P. M., & Mayo, A. Y. “The home language environment of monolingual and bilingual children and their language proficiency” (117–140); Robertson, E. K., & Joanisse, M. F. “Spoken sentence comprehension in children with dyslexia and language impairment: The roles of syntax and working memory” (141–165); Montrul, S. “How similar are adult second language learners and Spanish heritage speakers? Spanish clitics and word order” (167–207); So, W. C., Demir, O. E., & Goldin-Meadow, S. “When speech is ambiguous, gesture steps in: Sensitivity to discourse-pragmatic principles in early childhood” (209–244).

The Canadian Modern Language Review 66 (2). (2009). Derwing, T., & Munro, M. “Comprehensibility as a factor in listener interaction preferences: Implications for the workplace” (181–202); Séror, J. “Institutional forces and L2 writing feedback in higher education” (203–232); Kong, S. “Content-based instruction: What can we learn from content-trained teachers’ and language-trained teachers’ pedagogies?” (233–267); Mougeon, F., & Rehner, K. “From grade school to university: The variable use of on/nous by university FSL students” (269–297); Early, M., & Yeung, C. “Producing multimodal picture books and dramatic performances in a core French classroom: An exploratory case study” (299–322).

Complexity, accuracy and fluency (CAF) in second language acquisition research [Special issue]. Applied Linguistics 30 (4). (2009). Housen, A., & Kuiken, F. “Complexity, accuracy, and fluency in second language acquisition” (461–473); Ellis, R. “The differential effects of three types of task planning on the fluency, complexity, and accuracy in L2 oral production” (474–509); Skehan, P. “Modelling second language performance: Integrating complexity, accuracy, fluency, and lexis” (510–532); Robinson, P., Cadierno, T., & Shirai, Y. “Time and motion: Measuring the effects of the conceptual demands of tasks on second language speech production” (533–554); Norris, J. M., & Ortega, L. “Towards an organic approach to investigating CAF in instructed SLA: The case of complexity” (555–578); Larsen-Freeman, D. “Adjusting expectations: The study of complexity, accuracy, and fluency in second language acquisition” (579–589); Pallotti, G. “CAF: Defining, refining and differentiating constructs” (590–601); Waters, A. “‘To mediate relevantly’: A response to James Simpson” (602–608).

English Teaching Forum 48 (1). (2010). Murray, A. “Empowering teachers through professional development” (2–11); Tardy, C. M. “Writing for the world: Wikipedia as an introduction to academic writing” (12–19); Rance-Roney, J. A. “Reconceptualizing interactional groups: Grouping schemes for maximizing language learning” (20–27); Iida, A. “Developing voice by composing haiku: A social-expressivist approach for teaching haiku writing in EFL contexts” (28–34).

Journal of Child Language 37 (1). (2010). Sutton, A., Trudeau, N., Morford, J., Rios, M., & Poirier, M.-A. “Preschool-aged children have difficulty constructing and interpreting simple utterances composed of graphic symbols” (1–26); Arnon, I. “Rethinking child difficulty: The effect of NP type on children’s processing of relative clauses in Hebrew” (27–57); McDaniel, D., McKee, C., & Garrett, M. F. “Children’s sentence planning: Syntactic correlates of fluency variations” (59–94); Jaswal, V. K. “Explaining the disambiguation effect: Don’t exclude mutual exclusivity” (95–113); Kyratzis, A., Ross, T. S., & Koymen, S. B. “Validating justifications in preschool girls’ and boys’ friendship group talk: Implications for linguistic and socio-cognitive development” (115–144); Aoyama, K., Peters, A. M., & Winchester, K. S. “Phonological changes during the transition from one-word to productive word combination” (145–157); Simon, E. “Child L2 development: A longitudinal case study on voice onset times in word-initial stops” (159–173); Wong, A. M.-Y., Chow, D. C.-C., McBride-Cheng, C., & Stokes, S. F. “Optional elements and variant structures in the productions of bei2 ‘to give’ dative constructions” (175–196); Ozeki, H., & Shirai, Y. “Semantic bias in the acquisition of relative clauses in Japanese” (197–251).

Lafford, B. A. (Ed.). (2009). Technology in the service of language learning: Update on Garrett (1991) trends and issues [Special issue]. The Modern Language Journal 93. Lafford, B. A. “Toward an ecological CALL: Update to Garrett (1991)” (673–696); Garrett, N. “Technology in the service of language learning: Trends and issues” (697–718); Garrett, N. “Computer-assisted language learning trends and issues revisited: Integrating innovation” (719–740); Chapelle, C. A. “The relationship between second language acquisition theory and computer-assisted language learning” (741–753); Egbert, J., Huff, L., McNeil, L., Preuss, C., & Sellen, J. “Pedagogy, process, and classroom context: Integrating teacher voice and experience into research on technology-enhanced language learning” (754–768); Levy, M. “Technologies in use for second language learning” (769–782); Otto, S. E. K., & Pusack, J. P. “Computer-assisted language learning authoring issues” (784–801); Thorne, S. L., Black, R. W., & Sykes, J. M. “Second language use, socialization, and learning in internet interest communities and online gaming” (802–821); Blake, R. J. “The use of technology for second language distance learning” (822–835); Ockey, G. J. “Developments and challenges in the use of computer-based testing for assessing second language ability” (836–847); Cummins, P. W., & Davesne, C. “Using electronic portfolios for second language assessment” (848–867); Smith, B., & Lafford, B. A. “The evaluation of scholarly activity in computer-assisted language learning” (868–883).

Language contacts in the post-Soviet space [Special issue]. International Journal of Bilingualism 13 (3). (2009). Verschik, A. “Introduction” (299–307); Leinonen, M. “Russian influence on the Ižma Komi dialect” (309–329); Muhamedowa, R. “The use of Russian conjunctions in the speech of bilingual Kazakhs” (331–356); Zabrodskaja, A. “Evaluating the matrix language frame model on the basis of a Russian-Estonian codeswitching corpus” (357–377); Stern, D. “The Taimyr pidgin Russian morphology enigma” (378–395); Liskovets, I. “Trasjanka: A code of rural migrants in Minsk” (396–412).

Language Testing 27 (1). (2010). Butler, Y. G., & Lee, J. “The effects of self-assessment among young learners of English” (5–31); Muñoz, A. P., & Alvárez, M. E. “Washback of an oral assessment system in the EFL classroom” (33–49); Alderson, J. C. “A survey of aviation English tests” (51–72); Xi, X. “Aspects of performance on line graph description tasks: Influenced by graph familiarity and different task features” (73–100); Beglar, D. “A Rasch-based validation of the Vocabulary Size Test” (101–118); Zhang, B. “Assessing the accuracy and consistency of language proficiency classification under competing measurement models” (119–140).

The Modern Language Journal 94 (1). (2010). Egi, T. “Uptake, modified output, and learner perceptions of recasts: Learner responses as language awareness” (1–21); Taylor, C., & Lafayette, R. “Academic achievement through FLES: A case for promoting greater access to foreign language study among young learners” (22–42); Jeon, M. “Korean language and ethnicity in the United States: Views from within and across” (43–55); Nguyen, H. T., & Kellogg, G. “‘I had a stereotype that American were fat’: Becoming a speaker of culture in a second language” (56–73); Hurtado, L. M., & Estrada, C. “Factors influencing the second language acquisition of Spanish vibrants” (74–86); Su, I.-R. “Transfer of pragmatic competences: A bi-directional perspective” (87–102); Creese, A., & Blackledge, A. “Translanguaging in the bilingual classroom: A pedagogy for learning and teaching?” (103–115); Nakatani, Y. “Identifying strategies that facilitate EFL learners’ oral communication: A classroom study using multiple data collection procedures” (116–136).

Rothman, J. (Ed.). (2009). Understanding the nature and outcomes of early bilingualism: Romance languages as heritage languages [Special issue]. International Journal of Bilingualism 13 (2). Rothman, J. “Understanding the nature and outcomes of early bilingualism: Romance languages as heritage languages” (155–163); Bullock, B. “Prosody in contact in French: A case study from a heritage variety in the United States” (165–194); Sorace, A., & Serratrice, L. “Internal and external interfaces in bilingual language development: Beyond structural overlap” (195–210); Pires, A., & Rothman, J. “Disentangling sources of incomplete acquisition: An explanation for competence divergence across heritage grammars” (211–238); Montrul, S. “Knowledge of tense-aspect and mood in Spanish heritage speakers” (239–269); Domínguez, L. “Charting the route of bilingual development: Contributions from heritage speaker’s early acquisition” (271–287).

Schmid, M. S. (Ed.). (2010). New perspectives on L1 attrition [Special issue]. Bilingualism: Language and Cognition 13 (1). Schmid, M. S. “Languages at play: The relevance of L1 attrition to the study of bilingualism” (1–7); Keijzer, M. “The regression hypothesis as a framework for first language attrition” (9–18); Stolberg, D., & Münch, A. “‘Die Muttersprache vergisst man nicht’—or do you? A case study in L1 attrition and its (partial) reversal” (19–31); de Leeuw, E., Schmid, M. S., & Mennen, I. “The effects of contact on native language pronunciation in an L2 migrant setting” (33–40); Ribbert, A., & Kuiken, F. “L2-induced changes in the L1 of Germans living in the Netherlands” (41–48); Pavlenko, A. “Verbs of motion in L1 Russian of Russian-English bilinguals” (49–62); Schmitt, E. “When boundaries are crossed: Evaluating language attrition data from two perspectives” (63–72); Kim, J.-H., Montrul, S., & Yoon, J. “Dominant language influence in acquisition and attrition of binding: Interpretation of the Korean reflexive caki” (73–84).

World Englishes 29 (1). (2010). Van Rooy, B. “Social and linguistic perspectives on variability” (3–20); Davis, D. R. “The inclusivity of world Englishes” (21–26); Maxwell, O., & Fletcher, J. “The acoustic characteristics of diphthongs in Indian English” (27–44); Wee, L. “The particle ya in colloquial Singapore English” (45–58); Bobda, A. S. “Word stress in Cameroon English and Nigerian English” (59–74); Webster, A. K. “Towards a history of framing Navajo English in Navajo poetry” (75–96); Seargeant, P. “Naming and defining in world Englishes” (97–113); Moore, S. H., & Bounchan, S. “English in Cambodia: Changes and challenges” (114–126); Sala, B. M. “That-adverbials in Cameroon English” (127–137).

EDITED VOLUMES

Arabski, J., & Wojtaszek, A. (Eds.). (2010). Neurolinguistic and psycholinguistic perspectives on SLA. Clevedon, UK: Multilingual Matters. Pp. xiv + 190. $89.95 cloth. Arabski, J., & Wojtaszek, A. “Introduction” (xi–xiv); van den Noort, M., Bosch, P., Hadzibeganovic, T., Mondt, K., Haverkort, M., & Hugdahl, K. “Identifying the neural substrates of second language acquisition: What is the contribution from functional and structural MRI?” (3–16); Reichle, R. V. “The critical period hypothesis: Evidence from information structural processing in French” (17–29); Nijakowska, J. “On neuroanatomical substrates of dyslexia: With some implications for foreign language acquisition” (30–43); Gabryś-Barker, D. “Emotion versus cognition, or what psycho and neurolinguistics tell us about affectivity in second language acquisition” (44–63); Ślęzak-Świat, A. “Observable strategizing: On limbic communication in advanced users of language” (64–76); Whyatt, B. “Bilingual language control in translation tasks: A TAP study into mental effort management by inexperienced translators” (79–92); Zalewski, J. “A connectionist-enactivist perspective on learning to write” (93–105); Latkowska, J. “Cross-linguistic conceptual influence from a bilingual perspective: In search of research paradigm” (106–125); Malec, W. “On the asymmetry of verb-noun collocations” (126–144); Piasecka, L. “Gender differences in L1 and L2 reading” (145–158); Ewert, A. “An educational language community: External and internal language use by multilingual students” (159–174); Otwinowska-Kasztelanic, A. “Language awareness in using cognate vocabulary: The case of Polish advanced students of English in the light of the theory of affordances” (175–190).

Aronin, L., & Hufeisen, B. (Eds.). (2009). The exploration of multilingualism: Development of research on L3, multilingualism and multiple language acquisition. Amsterdam: Benjamins. Pp. 167. $128.00 cloth. Aronin, L., & Hufeisen, B. “Introduction: On the genesis and development of L3 research, multilingualism and multiple language acquisition—About this book” (1–9); Kemp, C. “Defining multilingualism” (11–26); Franceschini, R. “The genesis and development of research in multilingualism: Perspectives for future research” (27–61); De Angelis, G., & Dewaele, J.-M. “The development of psycholinguistic research on crosslinguistic influence” (63–77); Ó Laoire, M., & Singleton, D. “The role of prior knowledge in L3 learning and use: Further evidence of psychotypological dimensions” (79–102); Aronin, L., & Hufeisen, B. “Methods of research in multilingualism studies: Researching a comprehensive perspective” (103–120); Cenoz, J., & Jessner, U. “The study of multilingualism in educational contexts” (121–138); Ecke, P. “Multilingualism resources: Associations, journals, book series, bibliographies and conference lists” (139–154); Aronin, L., & Hufeisen, B. “Crossing the second threshold” (155–160).

Benati, A. G. (Ed.). (2009). Issues in second language proficiency. New York: Continuum. Pp. 253. £75.00 cloth. Benati, A. “Attaining second language proficiency” (3–6); Marsden, E. “What is ‘priming,’ and what might priming techniques be able to tell us about L2 learning and proficiency?” (9–23); Hall, C. J., & Durán, A. R. “Cross-linguistic influence in L2 verb frames: The effects of word familiarity and language proficiency” (24–44); Wright, C. “The role of working memory in the development of L2 grammatical proficiency” (45–60); Hawkins, R. “Statistical learning and innate knowledge in the development of second language proficiency: Evidence from the acquisition of gender concord” (63–78); Roehr, K., & Gánem-Gutiérrez, G. A. “Metalinguistic knowledge: A stepping stone towards L2 proficiency?” (79–94); Booth, P. “The development of vocabulary proficiency in relation to learning style” (95–115); Randall, M. “Second language reading proficiency and word recognition: The concept of saliency and its application across different scripts” (116–131); Kennedy, S. “L2 proficiency: Measuring the intelligibility of words and extended speech” (132–146); Angelovska, T., & Hahn, A. “English with a nativelike accent: An empirical study on proficiency” (147–166); VanPatten, B. “Formal intervention and the development of proficiency: The role of explicit information” (169–188); Benati, A., Lee, J., & Laval, C. “Secondary and cumulative effects in attaining L2 proficiency in the classroom: The acquisition of French” (189–201); Skehan, P. “Models of speaking and the assessment of second language proficiency” (202–215); Tavakoli, P. “Researching task difficulty: Towards understanding L2 proficiency” (216–232); Guijarro-Fuentes, P., Judy, T., & Rothman, J. “On transfer, proficiency and cross-individual/aggregate SLA differences: Examining adjectival semantics in L2 Spanish” (233–253).

Hammarberg, B. (Ed.). (2009). Processes in third language acquisition. Edinburgh, UK: Edinburgh University Press. Pp. xii + 171. £55.00 cloth. Hammarberg, B. “Introduction” (1–16); Hammarberg, B., & Williams, S. “A study of third language acquisition” (17–27); Williams, S., & Hammarberg, B. “Language switches in L3 production: Implications for a polyglot speaking model” (28–73); Hammarberg, B., & Hammarberg, B. “Re-setting the basis of articulation in the acquisition of new languages: A third language case study” (74–85); Hammarberg, B. “The learner’s word acquisition attempts in conversation” (86–100); Hammarberg, B. “Activation of L1 and L2 during production in L3: A comparison of two case studies” (101–126); Hammarberg, B. “The factor ‘perceived crosslinguistic similarity’ in third language production: How does it work?” (127–153).

Isurin, L., Winford, D., & de Bot, K. (Eds.). (2009). Multidisciplinary approaches to code switching. Amsterdam: Benjamins. Pp. xviii + 364. $143.00 cloth. Altarriba, J., & Basnight-Brown, D. M. “Empirical approaches to the study of code-switching in sentential contexts” (3–25); Meuter, R. F. I. “Language selection and performance optimisation in multilinguals” (27–51); van Hell, J. G., & Witteman, M. J. “The neurocognition of switching between languages: A review of electrophysiological studies” (53–84); de Bot, K., Broersma, M., & Isurin, L. “Sources of triggering in code switching” (85–102); Broersma, M., Isurin, L., Bultena, S., & de Bot, K. “Triggered code switching: Evidence from Dutch-English and Russian-English bilinguals” (103–128); Kootstra, G. J., van Hell, J. G., & Dijkstra, T. “Two speakers, one dialogue: An interactive alignment perspective on code-switching in bilingual speakers” (129–159); Marian, V. “Language interaction as a window into bilingual cognitive architecture (161–185); Bullock, B. E., & Toribio, A. J. “Trying to hit a moving target: On the sociophonetics of code-switching” (189–206); Jake, J. L., & Myers-Scotton, C. “Which language? Participation potentials across lexical categories in codeswitching” (207–242); Cantone, K. F., & MacSwan, J. “Adjectives and word order: A focus on Italian-German codeswitching” (243–277); Winford, D. “On the unity of contact phenomena and their underlying mechanisms: The case of borrowing” (279–305); Backus, A. “Codeswitching as one piece of the puzzle of language change: The case of Turkish yapmak” (307–336); Odlin, T. “Transfer and codeswitching: Separate territories but common concerns on the border” (337–358).

Knapp, K., & Seidlhofer, B. (Eds.). (2009). Handbook of foreign language communication and learning. Berlin: Mouton de Gruyter. Pp. xxi + 730. €198.00 cloth. Knapp, K., Seidlhofer, B., & Widdowson, H. “Introduction: Developing foreign language communication—Principles and practices” (1–18); Ehlich, K. “What makes a language foreign?” (21–34); Wilton, A. “Multilingualism and foreign language teaching” (45–78); Mitchell, R. “Foreign language teaching and educational policy” (79–108); Hufeisen, B., & Jessner, U. “Learning and teaching multiple languages” (109–137); Cook, V. “Developing links between second language acquisition and foreign language teaching” (139–161); Edmondson, W. “Language awareness” (163–190); Widdowson, H. “The linguistic perspective” (193–218); Kramsch, C. “Cultural perspectives on language learning and teaching” (219–245); Brutt-Griffler, J. “The political perspective” (247–277); Dewaele, J.-M. “The cognitive perspective: Age effects and/or critical periods?” (279–306); Johnson, K., & Johnson, H. “Foreign language course design” (309–340); Rodgers, T. “The methodology of foreign language teaching” (341–372); Legenhausen, L. “Autonomous language learning” (373–400); Bygate, M. “Teaching the spoken foreign language” (401–438); Grabe, B., & Stoller, F. “Teaching the written foreign language” (439–463); Howatt, A. “The principles of approach” (467–490); Byram, M., & Mendez, M.-C. “Communicative language teaching” (491–516); Gnutzmann, C. “Language for specific purposes vs. general language” (517–544); Wolff, D. “Content and language integrated teaching” (545–572); Kohn, K. “Computer assisted foreign language learning” (573–603); McNamara, T. “Principles of testing and assessment” (607–627); Knapp, A. “Issues in certification” (629–662); Rea-Dickens, P., & Kiely, R. “Evaluating curricula, courses and textbooks” (663–694).

Nikolov, M. (Ed.). (2009). The age factor and early language learning. Berlin: Mouton de Gruyter. Pp. viii + 422. $155.00 cloth. Nikolov, M. “The age factor in context” (1–37); Edelenbos, P., & Kubanek, A. “Early foreign language learning: Published research, good practice and main principles” (39–58); Curtain, H. “Assessment of early learning of foreign languages in the USA” (59–81); Inbar-Lourie, O., & Shohamy, E. “Assessing young language learners: What is the construct?” (83–96); Jalkanen, J. “Language proficiency and age-appropriate methodology at the English kindergarten of Kuopio” (97–117); Hoti, A. H., Heinzmann, S., & Müller, M. “‘I can you help?’ Assessing speaking skills and interaction strategies of young learners” (119–140); Muñoz, C. “Input and long-term effects of early learning in a formal setting” (141–159); Kasai, C. “English /l/ and /r/ acquisition by Japanese children and adults” (161–198); Djigunović, J. M. “Individual differences in early language programmes” (199–225); Mattheoudakis, M., & Alexiou, T. “Early foreign language instruction in Greece: Socioeconomic factors and their effect on young learners’ language development” (227–251); Kiss, C. “The role of aptitude in young learners’ foreign language learning” (253–276); Wang, Q. “Primary English in China: Policy, curriculum and implementation” (277–309); Moon, J. “The teacher factor in early foreign language learning programmes: The case of Vietnam” (311–336); Peng, J., & Zhang, L. “Chinese primary school students’ use of communication strategies in EFL classrooms” (337–350); Harris, J. “Expanding the comparative context for early language learning: From foreign to heritage and minority language programmes” (351–376); Enever, J. “The status of the target language: Contemporary criteria influencing language choices for early learners in England” (377–401); Carmel, R. “English for young learners (EYL) in grades 1 and 2 in Israel: A critical discourse analysis” (403–422).