BOOKS

Byrnes, H. (2006). Advanced language learning. London: Continuum. Pp. x + 268. $150.00 cloth.

Häggblom, C. (2006). Young EFL-pupils reading multicultural children's fiction: An ethnographic case study in a Swedish language primary school in Finland. Biskopsgatan, Finland: Åbo Akademi University Press. Pp. xviii + 324. €28.00 paper.

Hudson, R. (2007). Language networks: The new word grammar. Oxford: Oxford University Press. Pp. xii + 275. £19.99 paper.

Lust, B. (2006). Child language: Acquisition and growth. New York: Cambridge University Press. Pp. xix + 389. $34.99 paper.

Nizegorodcew, A. (2007). Input for instructed L2 learners: The relevance of relevance. Clevedon, UK: Multilingual Matters. Pp. xii + 182. $94.95 cloth.

Ringbom, H. (2007). Cross-linguistic similarity in foreign language learning. Clevedon, UK: Multilingual Matters. Pp. vii + 144. $39.95 paper.

JOURNALS

Anthropological Linguistics 48 (1). (2006). Levinson, S. C. “Matrilineal clans and kin terms on Rossel Island” (1–43); Gerdts, D. B., & Hukari, T. E. “The Halkomelem middle: A complex network of constructions” (44–81).

Anthropological Linguistics 48 (2). (2006). Marr, P., & Ragone, A. “Language maintenance in the Meseta Purépecha region of Michoacán, Mexico” (109–131); Gordon, M., & Rose, F. “Émérillon stress: A phonetic and phonological study” (132–168); Rosenhouse, J., & Dbayyat, N. “Gender switch in female speech of an urbanized Arabic dialect in Israel” (169–186).

Australian Review of Applied Linguistics 29 (2). (2006). Kretzenbacher, H. L., Norrby, C., & Warren, J. “This is not a festschrift” (14.1); Norrby, C., & Warren, J. “Address in world perspective” (15.1–15.3); Warren, J. “Address pronouns in French: Variation within and outside the workplace” (16.1–16.17); Kretzenbacher, H. L., Clyne, M., & Schüpbach, D. “Pronominal address in German: Rules, anarchy and embarrassment potential” (17.1–17.18); Norrby, C. “Variation in Swedish address practices” (18.1–18.15); Nyblom, H. “The use of address pronouns among Finnish and Finland-Swedish students” (19.1–19.12); Weissenböck, M. “Pronouns of address in Western Ukranian: Between tradition and modernity” (20.1–20.15); Williams-van Klinken, C., & Hajek, J. “Patterns of address in Dili Tetum, East Timor” (21.1–21.18); Djenar, D. N. “Patterns and variation of address terms in colloquial Indonesian” (22.1–22.16).

Bilingualism: Language and Cognition 9 (3). (2006). Boumans, L. “The attributive possessive in Moroccan Arabic spoken by young bilinguals in the Netherlands and their peers in Morocco” (213–231); Bedore, L. M., Fiestas, C. E., Peña, E. D., & Nagy, V. “Cross-language comparisons of maze use in Spanish and English in functionally monolingual and bilingual children” (233–247); Hohenstein, J., Eisenberg, A., & Naigles, L. “Is he floating across or crossing afloat? Cross-influence of L1 and L2 in Spanish-English bilingual adults” (249–261); Prévost, P. “The phenomenon of object omission in child L2 French” (263–280); Smits, E., Martensen, H., Dijkstra, T., & Dominiek, S. “Naming interlingual homographs: Variable competition and the role of the decision system” (281–297); Salamoura, A., & Williams, J. “Lexical activation of cross-language syntactic priming” (299–307); Tsukada, K. “Cross-language perception of word-final stops in Thai and English” (309–318); Pika, S., Nicoladis, E., & Marentette, P. F. “A cross-cultural study on the use of gestures: Evidence for cross-linguistic transfer?” (319–327).

Ellis, N. C., & Larsen-Freeman, D. (2006). Language emergence [Special issue]. Applied Linguistics 27 (4). Ellis, N. C., & Larsen-Freeman, D. “Language emergence: Implications for applied linguistics—Introduction to the special issue” (554–558); Larsen-Freeman, D. “The emergence of complexity, fluency, and accuracy in the oral and written production of five Chinese learners of English” (590–619); Meara, P. “Emergent properties of multilingual lexicons” (620–644); Mellow, J. D. “The emergence of second language syntax: A case study of the acquisition of relative clauses” (645–670); Cameron, L., & Deignan, A. “The emergence of metaphor in discourse” (671–690); Ke, J., & Holland, J. H. “Language origin from an emergentist perspective” (691–716); Lantolf, J. P. “Language emergence: Implications for applied linguistics—A sociocultural perspective” (717–728); MacWhinney, B. “Emergentism: Use often and with care” (729–740); Wolter, B. “Lexical network structures and L2 vocabulary acquisition: The role of L1 lexical/conceptual knowledge” (741–747); Wee, L. “Responding responsibly: Some remarks on Skutnabb-Kangas, Kontra, and Phillipson (2006)” (748–753).

English Today 22 (4). (2006). Anchimbe, E. A. “World Englishes and the American tongue” (3–8); Robinson, I. “Genre and loans: English words in an Italian newspaper” (9–20); Poole, B. “Some effects of Indian English on the language as it is used in Oman” (21–24); Koscielecki, M. “Japanized English, its context and socio-historical background” (25–31); Kim, H.-J. “World Englishes in language testing: A call for research” (32–39); Xiaoxia, C. “An understanding of ‘China English’ and the learning and use of the English language in China” (40–43); Xiaoqiong, H., & Meilin, C. “Towards the acceptability of China English at home and abroad” (44–52); Lee, J., & Jeon, M. “Hiring native-speaking English teachers in East Asian countries” (53–58); Sala, B. M. “Does Cameroonian English have grammatical norms?” (59–64).

Foreign Language Annals 39 (4). (2006). Gascoigne, C. “Explicit input enhancement: Effects on target and non-target aspects of second language acquisition” (551–564); Williams, L. “Web-based machine translation as a tool for promoting electronic literacy and language awareness” (565–578); Moore, Z. “Technology and teaching culture: What Spanish teachers do” (579–594); Fairclough, M. “Language placement exams for heritage speakers of Spanish: Learning from students' mistakes” (595–604); Hernández, T. “Integrative motivation as a predictor of success in the intermediate foreign language classroom” (605–617); Paesani, K. “Exercices de style: Developing multiple competencies through a writing portfolio” (618–639); Bown, J. “Locus of learning and affective strategy use: Two factors affecting success in self-instructed language learning” (640–659); Mikulski, A. M. “Accent-uating rules and relationships: Motivations, attitudes, and goals in a Spanish for native speakers class” (660–682); Stewart, J. A., & Santiago, K. A. “Using the literary text to engage language learners in a multilingual community” (683–696).

International Journal of Bilingualism 10 (4). (2006). Verschik, A. “Convergence in Estonia's Russian: Directional vs. static vs. separative verb” (383–404); Law, N. C. W., & So, L. K. H. “The relationship of phonological development and language dominance in bilingual Cantonese-Putonghua children” (405–428); Ho, J. W. Y. “Functional complementarity between two languages in ICQ” (429–451); Hemsley, G., Holm, A., & Dodd, B. “Diverse but not different: The lexical skills of two primary age bilingual groups in comparison to monolingual peers” (453–476); Blumenthal, P., Britt, T. W., Cohen, J. A., McCubbin, J., Maxfield, N., Michael, E. B., Moore, P., Obler, L. K., Scheck, P., Signorelli, T. M., & Wallsten, T. S. “Stress effects on bilingual language professionals' performance” (477–500).

IRAL 44 (4). (2006). Truscott, J. “Optionality in second language acquisition: A generative, processing-oriented account” (311–330); Chan, A. Y. W. “Strategies used by Cantonese speakers in pronouncing English initial consonant clusters: Insights into the interlanguage phonology of Cantonese ESL learners in Hong Kong” (331–355); Neri, A., Cucchiarini, C., & Strik, H. “Selecting segmental errors in non-native Dutch for optimal pronunciation training” (357–404).

Journal of Child Language 33 (4). (2006). McClure, K., Pine, J. M., & Lieven, E. V. M. “Investigating the abstractness of children's early knowledge of argument structure” (693–720); Papafragou, A. “From scalar semantics to implicature: Children's interpretation of aspectuals” (721–757); Borovsky, A., & Elman, J. “Language input and semantic categories: A relation between cognition and early word learning” (759–790); Ravid, D. “Semantic development in textual contexts during the school years: Noun scale analyses” (791–821); Guerriero, A. M. S., Oshima-Takane, Y., & Kuriyama, Y. “The development of referential choice in English and Japanese: A discourse-pragmatic perspective” (823–857); Rowland, C. F., & Fletcher, S. L. “The effect of sampling on estimates of lexical specificity and error rates” (859–877); Ambridge, B., & Pine, J. M. “Testing the argument/tense omission model using an elicited imitation paradigm” (879–898).

Journal of Multilingual & Multicultural Development 27 (6). (2006). Cargile, A. C., Takai, J., & Rodríguez, J. I. “Attitudes toward African-American vernacular English: A U.S. export to Japan?” (443–456); Coluzzi, P. “Minority language planning and micronationalism in Italy: The cases of Lombardy and Friuli” (457–471); Tannenbaum, M., Abugob, N., & Ravid, D. “Hebrew-language narratives of Yiddish-speaking ultra-Orthodox girls in Israel” (472–490); Rao, Z. “Understanding Chinese students' use of language learning strategies from cultural and educational perspectives” (491–508).

Second Language Research 22 (4). (2006). Gregg, K. R. “Taking a social turn for the worse: The language socialization paradigm for second language acquisition” (413–442); Bohnacker, U. “When Swedes begin to learn German: From V2 to V2” (443–486); Barcroft, J. “Can writing a new word detract from its meaning? More negative effects of forced output during vocabulary learning” (487–497); Slabakova, R. “Learnability in the second language acquisition of semantics: A bidirectional study of a semantic parameter” (498–523); Adams, R. “Linguistics in your inbox: A review of listservs for second language research” (524–539).

EDITED VOLUMES

Ayoun, D. (Ed.). (2007). French applied linguistics. Amsterdam: Benjamins. Pp. xvi + 560. $156.00 cloth. Ayoun, D. “The past, present and future of French in applied linguistics” (2–20); Lodge, A. “The history of French” (21–48); Hannahs, S. J. “French phonology and L2 acquisition” (50–74); Dekydtspotter, L., Anderson, B., & Sprouse, R. A. “Syntax-semantics in English-French interlanguage: Advancing understanding of second language epistemology” (75–102); Herschensohn, J. “L2 functional categories: Syntactic development and morphological mapping” (103–129); Ayoun, D. “The second language acquisition of grammatical gender and agreement” (130–170); Warga, M. “Interlanguage pragmatics in L2 French” (171–207); Dewaele, J.-M. “Diachronic and/or synchronic variation? The acquisition of sociolinguistic competence in L2 French” (208–236); Train, R. W. “Language ideology and foreign language pedagogy” (238–269); MacIntyre, P., Clémont, R., & Noels, K. A. “Affective variables, attitude and personality in context” (270–298); Lessard, G., & Levison, M. “Lexical creativity in L2 French and natural language generation” (299–333); Tuller, L., Blondel, M., & Niedeberger, N. “Growing up bilingual in French and French Sign Language” (334–376); Mather, P.-A. “Creole studies” (401–424); Sonaiya, R. “Issues in French applied linguistics in West Africa” (425–449); Caldas, S. J. “French in Louisiana: A view from the ground” (450–477).

Baptista, B. O., & Watkins, M. A. (Eds.). (2006). English with a Latin beat: Studies in Portuguese/Spanish-English interphonology. Amsterdam: Benjamins. Pp. xv + 214. $126.00 cloth. Baptista, B. O. “Adult phonetic learning of a second language vowel system” (19–40); Escudero, P. “The phonological and phonetic development of new vowel contrasts in Spanish learners of English” (41–55); del Puerto, F. G., Lecumberri, M. L. G., & Cenoz, J. “Age and native language influence on the perception of English vowels” (57–69); Baptista, B. O., & Filho, J. L. A. S. “The influence of voicing and sonority relationships on the production of English final consonants” (73–89); Koerich, R. D. “Perception and production of vowel paragoge by Brazilian EFL students” (91–104); Carlisle, R. S. “The sonority cycle and the acquisition of complex onsets” (105–137); Rebello, J. T., & Baptista, B. O. “The influence of voicing on the production of initial /s/-clusters by Brazilian learners” (139–154); Rauber, A. S. “Production of English initial /s/-clusters by speakers of Brazilian Portuguese and Argentine Spanish” (155–167); Watkins, M. A. “Variability in the use of weak forms of prepositions” (171–183); Lecumberri, M. L. G. “Perception of double stress by Spanish learners of English” (185–197); Silveiro, L. A., & Watkins, M. A. “The production of compound stress by Brazilian learners of English” (199–210).

Beckett, G. H., & Miller, P. C. (Eds.). (2006). Project-based second and foreign language education. Greenwich, CT: Information Age. Pp. xvi + 286. $39.95 paper. Beckett, G. H. “Project-based second and foreign language education: Theory, research, and practice” (3–16); Stoller, F. “Establishing a theoretical foundation for project-based learning in second and foreign language contexts” (19–40); Brydon-Miller, M. “Photovoice and Freirean critical pedagogy: Providing a liberatory theoretical framework to project-based learning in second language education” (41–53); Beckett, G. H. “Beyond second language acquisition: Secondary school ESL teacher goals and actions for project-based instruction” (55–70); Kobayashi, M. “Second language socialization through an oral project presentation: Japanese university students' experience” (71–93); Doherty, D., & Eyring, J. “Instructor experiences with project work in the adult ESL classroom: A case study” (95–122); Case, R. “Project work as a conduit for change in the newcomers classroom” (123–141); Guo, Y. “Project-based English as a foreign language education in China: Perspectives and issues” (143–155); Weinstein, G. “ ‘Learners' lives as curriculum’: An integrative project-based model for language learning” (159–165); Cates, K. A., & Jacobs, G. “Global issue projects in the English language classroom” (167–180); Jakar, V. “Knowing the Other through multicultural projects in school EFL programs” (181–193); Dupuy, B. “L'Immeuble: French language and culture teaching and learning through projects in a global simulation” (195–214); Brown, B. “French gastronomy through project work in college classes” (215–224); Miller, P. C. “Integrating second language standards into project-based instruction” (225–240); Slater, T., Beckett, G. H., & Aufderhaar, C. “Assessing projects as second language and content learning” (241–260); Mohan, B., & Lee, I. “Linking interpretive research and functional linguistics: From learning projects to teaching projects” (263–280).

Bohn, O.-S., & Munro, M. J. (Eds.). (2007). Language experience in second language speech learning. Amsterdam: Benjamins. Pp. xiii + 406. $138.00 cloth. Munro, M. J., & Bohn, O.-S., “The study of second language speech learning: A brief overview” (3–11); Best, C. T., & Tyler, M. D. “Nonnative and second-language speech perception: Commonalities and complementarities” (13–34); Strange, W. “Cross-language phonetic similarity of vowels: Theoretical and methodological issues” (35–55); Guion, S. G., & Pederson, E. “Investigating the role of attention in phonetic learning” (57–77); Frieda, E. M. “You are what you eat phonetically: The effect of linguistic experience on the perception of foreign vowels” (79–96); Birdsong, D. “Nativelike pronunciation among late learners of French as a second language” (99–116); Fox, R. A., & McGory, J. T. “Second language acquisition of a regional dialect of American English by native Japanese speakers” (117–134); Jongman, A., & Wade, T. “Acoustic variability and perceptual learning: The case of non-native accented speech” (135–150); McAllister, R. “Strategies for realization of L2-categories: English /s/-/z/” (153–166); Wang, Y., & Behne, D. “Temporal remnants from Mandarin in nonnative English speech” (167–184); Schmidt, A. M. “Cross-language consonant identification: English and Korean” (185–200); Wayland, R. P. “The relationship between identification and discrimination in cross-language perception: The case of Korean and Thai” (201–218); Gottfried, T. L. “Music and language learning: Effect of musical training on learning L2 speech contrasts” (221–237); Sereno, J. A., & Wang, Y. “Behavioral and cortical effects of learning a second language: The acquisition of tone” (239–258); Burnham, D., & Mattock, K. “The perception of tones and phones” (259–280); Aoyama, K., & Guion, S. G. “Prosody in second language acquisition: Acoustic analyses of duration and F0 range” (281–297); Piske, T. “Implications of James E. Flege's research for the foreign language classroom” (301–314); Walley, A. C. “Speech learning, lexical reorganization, and the development of word recognition by native and non-native English speakers” (315–330); Bent, T., Bradlow, A. R., & Smith, B. L. “Phonemic errors in different word positions and their effects on intelligibility of non-native speech: All's well that begins well” (331–347); Port, R. F. “The graphical basis of phones and phonemes” (349–365).

Byrnes, H. (Ed.). (2006). Advanced language learning: The contribution of Halliday and Vygotsky. London: Continuum. Pp. x + 268. $150.00 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. “Languaging, 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 development 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 dialogic 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” (246–261).

Lefebvre, C., White, L., & Jourdan, C. (Eds.). (2006). L2 acquisition and creole genesis: Dialogues. Amsterdam: Benjamins. Pp. vi + 427. $150.00 cloth. Smith, N. “Very rapid creolization in the framework of the restricted motivation hypothesis” (49–65); Terrill, A., & Dunn, M. “Two preliminary case studies for the Solomon Islands” (67–85); de Garavito, J. B., & Atoche, C. “Variability in contact Spanish: Implications for second language acquisition” (87–111); Liceras, J. M., Martínez, C., Pérez-Tattam, R., Perales, S., & Fuertes, R. F. “L2 acquisition as a process of creolization: Insights from child and adult code-mixing” (113–144); Müller, N. “Emerging competences: German in contact with French/Italian” (145–165); Sprouse, R. A. “Full transfer and relexification: Second language acquisition and creole genesis” (169–181); Schwartz, B. D. “Transfer as bootstrapping” (183–204); Kouwenberg, S. “L1 transfer and the cut-off point for L2 acquisition processes in creole formation” (205–219); Aboh, E. O. “The role of the syntax–semantics interface in language transfer” (221–252); Ionin, T. “A comparison of article semantics in L2 acquisition and creole languages” (253–273); Sánchez, L. “Bilingual grammars and creoles: Similarities between functional convergence and morphological elaboration” (277–294); Brousseau, A.-M., & Nikiema, E. “From Gbe to Haitian: The multi-stage evolution of syllable structure” (295–330); Brousseau, A.-M., & Steele, J. “Parallels in process: Comparing Haitian Creole and French learner phonologies” (331–352); Cornips, L., & Hulk, A. “External and internal factors in bilingual and bidialectical language development: Grammatical gender of the Dutch definitive determiner” (355–377); Montrul, S. “Incomplete acquisition in bilingualism as an instance of language change” (379–400); Lardiere, D. “Comparing creole genesis with SLA in unlimited-access contexts: Going beyond relexification” (401–427).

Salaberry, R., & Lafford, B. A. (Eds.). (2006). The art of teaching Spanish: Second language acquisition from research to praxis. Washington, DC: Georgetown University Press. Pp. xii + 244. $39.95 paper. Salaberry, R., & Lafford, B. A. “The state of the art of teaching Spanish: From research to praxis” (1–22); Klee, C. A., & Barnes-Karol, G. “A content-based approach to Spanish language study: Foreign languages across the curriculum” (23–38); Collentine, J. “Spanish SLA research, classroom practice, and curriculum design” (39–54); VanPatten, B., & Leeser, M. “Theoretical and research considerations underlying classroom practice: The fundamental role of input” (55–78); Negueruela, E., & Lantolf, J. P. “Concept-based instruction and the acquisition of L2 Spanish” (79–102); Lafford, B. A., & Collentine, J. “The effects of study abroad and classroom contexts on the acquisition of Spanish as a second language: From research to application” (103–126); Blake, R., & Delforge, A. M. “Online language learning: The case of Spanish without walls” (127–147); Salaberry, R., & Cohen, A. D. “Testing Spanish” (149–172); Gutiérrez, M. J., & Fairclough, M. “Incorporating linguistic variation into the classroom” (173–191); Valdéz, G. “Making connections: Second language acquisition research and heritage language teaching” (193–212); Colina, S. “Spanish second language acquisition: Applications to the teaching of professional translation (and interpretation)” (213–234).

VanPatten, B., & Williams, J. (Eds.). (2007). Theories in second language acquisition: An introduction. Mahwah, NJ: Erlbaum. Pp. vii + 261. $32.50 paper. VanPatten, B., & Williams, J. “Introduction: The nature of theories” (1–16); VanPatten, B., & Williams, J. “Early theories in second language acquisition” (17–35); White, L. “Linguistic theory, universal grammar, and second language acquisition” (37–55); Bardovi-Harlig, K. “One functional approach to second language acquisition: The concept-oriented approach” (57–75); Ellis, N. C. “The associative-cognitive CREED” (77–95); DeKeyser, R. “Skill acquisition theory” (97–113); VanPatten, B. “Input processing in adult second language acquisition” (115–135); Pienemann, M. “Processability theory” (137–154); Carroll, S. E. “Autonomous induction theory” (155–173); Gass, S., & Mackey, A. “Input, interaction, and output in second language acquisition” (175–199); Lantolf, J. P., & Thorne, S. L. “Sociocultural theory and second language learning” (201–224); Ortega, L. “Second language learning explained? SLA across nine contemporary theories” (225–250).