BOOKS

Barron, A. (2002). Acquisition in interlanguage pragmatics: Learning how to do things with words in a study abroad context. Amsterdam: Benjamins. Pp. xviii + 398. $115.00 cloth.

Block, D. (2003). The social turn in second language acquisition. Washington, DC: Georgetown University Press. Pp. viii + 162. $26.95 paper.

Fernández, E. M. (2003). Bilingual sentence processing: Relative clause attachment in English and Spanish. Amsterdam: Benjamins. Pp. xx + 294. $98.00 cloth.

Martin, J. R., & Rose, D. (2003). Working with discourse: Meaning beyond the clause. New York: Continuum. Pp. xii + 293. $125.00 cloth, $29.95 paper.

Sampson, G. (2001). Empirical linguistics. New York: Continuum. Pp. x + 226. $32.95 paper.

Tomasello, M. (2003). Constructing a language: A usage-based theory of language acquisition. Cambridge, MA: Harvard University Press. Pp. x + 388. $45.00 cloth.

Wardhaugh, R. (2003). Understanding English grammar: A linguistic approach (2nd Ed.). Oxford: Blackwell. Pp. xii + 280. $36.95 paper.

JOURNALS

Anthropological Linguistics 44 (3). (2002). Field, M., & Blackhorse, T., Jr. “The dual role of metonymy in Navajo prayer” (217–230); Hargus, S., & Beavert, V. “Yakima Sahaptin clusters and epenthetic

” (231–277); Schaefer, R. P., & Egbokhare, F. O. “On the status of do/say verbs with Emai ideophones” (278–296).

Anthropological Linguistics 44 (4). (2002). DeGraff, M. “Relexification: A reevaluation” (321–414).

Applied Language Learning 13 (1). (2003). Derwing, T. M., & Rossiter, M. J. “The effects of pronunciation instruction on the accuracy, fluency, and complexity of L2 accented speech” (1–17); McCollum, D. L. “Investigating non-cognitive components of foreign language achievement” (19–32); Sasaki, Y., & Hayakawa, H. “Does a quiz facilitate or spoil language learning? Instructional effects of lesson review quizzes” (33–56).

Applied Linguistics 24 (1). (2003). Yuan, F., & Ellis, R. “The effects of pre-task planning and on-line planning on fluency, complexity and accuracy in L2 monologic oral production” (1–27); Kelly, G. J., & Bazerman, C. “How students argue scientific claims: A rhetorical-semantic analysis” (28–55); Vidal, K. “Academic listening: A source of vocabulary acquisition?” (56–89); Golato, A. “Studying compliment responses: A comparison of DCTs and recordings of naturally occurring talk” (90–121).

Applied Linguistics 24 (2). (2003). Caballero, R. “Metaphor and genre: The presence and role of metaphor in the building review” (145–167); Izumi, S. “Comprehension and production processes in second language learning: In search of the psycholinguistic rationale of the output hypothesis” (168–196); Daller, H., van Hout, R., & Treffers-Daller, J. “Lexical richness in the spontaneous speech of bilinguals” (197–222); Nesselhauf, N. “The use of collocations by advanced learners of English and some implications for teaching” (223–242).

Archibald, J., & Young-Scholten, M. (Eds.). (2003). The second language segment revisited [Special issue]. Second Language Research 19 (3). Archibald, J., & Young-Scholten, M. “Introduction: The second language segment revisited” (163–167); Eckman, F. R., Elreyes, A., & Iverson, G. K. “Some principles of second language phonology” (169–208); Pater, J. “The perceptual acquisition of Thai phonology by English speakers: Task and stimulus effects” (209–223); Lombardi, L. “Second language data and constraints on manner: Explaining substitutions for the English interdentals” (225–250); Aoyama, K. “Perception of syllable-initial and syllable-final nasals in English by Korean and Japanese speakers” (251–265).

Australian Review of Applied Linguistics 26 (1). (2003). Clyne, M. “When the discourse of hatred becomes respectable: Does the linguist have a responsibility?” (1–5); Boss, B. “Swiss themes in three ‘pluricentric’ German language textbooks” (6–18); Winter, J., & Pauwels, A. “Mapping trajectories of change: Women's and men's practices and experience of feminist linguistic reform in Australia” (19–37); Ardington, A. M. “Alliance building in girls' talk: A conversational accomplishment of playful negotiation” (38–54); Haig, Y., & Oliver, R. “Is it a case of mind over matter? Influences on teachers' judgements of student speech” (55–70); Conlon, F. “Searching for the semantic boundaries of the Japanese colour term ‘ao’” (71–86).

Bilingualism: Language and Cognition 6 (1). (2003). Goetz, P. J. “The effects of bilingualism on theory of mind development” (1–15); Nicoladis, E. “Cross-linguistic transfer in deverbal compounds of preschool” (17–31); Boussofara-Omar, N. “Revisiting Arabic diglossic switching in light of the MLF model and its sub-models: The 4-M model and the Abstract Level model” (33–46); Malt, B. C., & Sloman, S. A. “Linguistic diversity and object naming by non-native speakers of English” (47–67); Gavarró, A. “Economy and word order patterns in bilingual English-Dutch acquisition” (69–79).

Cenoz, J., & Hoffmann, C. (Eds.). (2003). The effect of bilingualism on third language acquisition [Special issue]. International Journal of Bilingualism 7 (1). Cenoz, J., & Hoffman, C. “Introduction: Acquiring a third language: What role does bilingualism play?” (1–5); Van Gelderen, A., Schoonen, R., de Glopper, K., Hulstijn, J., Snellings, P., Simis, A., & Stevenson, M. “Roles of linguistic knowledge, metacognitive knowledge, and processing speed in L3, L2, and L1 reading comprehension: A structural equation modelling approach” (7–25); Sagasta Errasti, M. P. “Acquiring writing skills in a third language: The positive effects of bilingualism” (27–42); Safont Jordà, M. P. “Metapragmatic awareness and pragmatic production of third language learners of English: A focus on request acts realizations” (43–69); Cenoz, J. “The additive effect of bilingualism on third language acquisition: A review” (71–87).

Foreign Language Annals 36 (2). (2003). Rifkin, B. “Guidelines for foreign language lesson planning” (167–179); Harris, T. “Listening with your eyes: The importance of speech-related gestures in the language classroom” (180–187); Gettys, S. “Incorporating Comparisons Standard 4.1 into foreign language teaching” (188–197); McShane, M. “Redefining ‘paradigm’ for computer-aided language instruction” (198–207); Verkler, K. “Teacher educators as students: A university shares its faculty ESOL professional development model” (208–222); Long, D. R. “Spanish in the community: Students reflect on Hispanic culture in the United States” (223–232); Camps, J. “The analysis of oral self-correction as a window into the development of past time reference in Spanish” (233–242); Despain, J. S. “Achievement and attrition rate differences between traditional and internet-based beginning Spanish courses” (243–257); Shen, H. H. “A comparison of written Chinese achievement among heritage learners in homogeneous and heterogeneous groups” (258–266); Adachi, T. “Accurate learning of word usage: Differentiating semantically similar words” (267–278).

International Review of Applied Linguistics in Language Teaching 41 (2). (2003). Hill, M., & Laufer, B. “Type of task, time-on-task, and electronic dictionaries in incidental vocabulary acquisition” (87–106); Hu, H. C. “Cognitive-functional considerations in translating” (107–130); Osburne, A. G. “Pronunciation strategies of advanced ESOL learners” (131–143); Tench, P. “Nonnative speakers' misperceptions of English vowels and consonants: Evidence from Korean adults in UK” (145–173).

Journal of Child Language 30 (2). (2003). Silvén, M., Ahtola, A., & Pekka, N. “Early words, multiword utterances, and maternal reading strategies as predictors of mastering word inflections in Finnish” (253–279); Melzi, G., & King, K. A. “Spanish diminutives in mother-child conversations” (281–304); Smith, P., Nix, A., Davey, N., López Ornat, S., & Messer, D. “A connectionist account of Spanish determiner production” (305–331); Lieven, E., Behrens, H., Speares, J., & Tomasello, M. “Early syntactic creativity: A usage-based approach” (333–370); Paradis, J., & Navarro, S. “Subject realization and crosslinguistic interference in the bilingual acquisition of Spanish and English: What is the role of the input?” (371–393); Ravid, D., & Zilberbuch, S. “Morphosyntactic constructs in the development of spoken and written Hebrew text production” (395–417); Morris, B. J. “Opposites attract: The role of predicate dimensionality in preschool children's processing of negations” (419–440).

Journal of French Language Studies 13 (1). (2003). Auger, J. “Les pronoms clitiques sujets en picard: Une analyse au confluent de la phonologie, de la morphologie, et de la syntaxe” (1–22); Herschensohn, J. “Verbs and rules: Two profiles of French morphology acquisition” (23–45); Nadasdi, T., & McKinnie, M. “Living and working in immersion French” (47–61); Van den Eynde, K., & Mertens, P. “La valence: L'approche pronominale et son application au lexique verbal” (63–104); Schnedecker, C. “La question du nom propre répété dans la théorie dite du centrage et ses problèmes” (105–134).

Language 79 (2). (2003). Schneider, E. W. “The dynamics of new Englishes: From identity construction to dialect birth” (233–281); Wolfram, W. “Reexamining the development of African American English: Evidence from isolated communities” (282–316); Gafos, A. I. “Greenberg's asymmetry in Arabic: A consequence of stems in paradigms” (317–355); Polinsky, M., & Van Everbroeck, E. “Development of gender classifications: Modeling the historical change from Latin to French” (356–390).

Language Testing 20 (3). (2003). Schlichting, J. E. P. T., & Lutje Spelberg, H. C. “A test for measuring syntactic development in young children” (241–266); Yamashita, J. “Processes of taking a gap-filling test: Comparison of skilled and less skilled EFL readers” (267–293); Choi, I.-C., Kim, K. S., & Boo, J. “Comparability of a paper-based language test and a computer-based language test” (295–320); Fulcher, G., & Márquez Reiter, R. “Task difficulty in speaking tests” (321–344).

LIDIL 27. (2003). Barré-De Miniac, C. “Présentation” (5–10); Reuter, Y. “La littératie: Perspectives pour la didactique” (11–23); Giguère, J. “Les relations entre la lecture et l'écriture vues par des étudiants en sciences de l'éducation” (25–39); Savelli, M. “L'oral au service de l'écrit” (41–54); Szajda-Boulanger, L. “L'écriture entre l'oral et l'écrit” (55–73); Garcia Azkoaga, I., & Idiazabal, I. “La cohésion nominale dans les textes narratifs des écoliers bilingues basque-espagnol” (75–87); Ménigoz, A. “La littéracie en milieu multilingue: Principes didactiques” (89–102); Cogis, D. “Marques orthographiques du féminin et pratiques de l'écrit” (103–115); Naqvi, R. “Le rôle de la famille dans la construction de la littératie chez le jeune enfant immigrant” (117–129); Dauphin, E., & Calistri, C. “Des ateliers d'écriture en milieu carcéral” (131–143); Leclercq, V. “Formation de base des adultes, quelles conceptions de la maîtrise de l'écrit et de son développement? L'exemple de quatre pays francophones” (145–158).

Makoni, S., & Meinhof, U. H. (Eds.). (2003). Africa and applied linguistics [Special issue]. AILA Review 16. Omoniyi, T. “Language ideology and politics: A critical appraisal of French as second official language in Nigeria” (13–25); Moyo, T. “The democratisation of indigenous languages: The case of Malawi” (26–37); Ferguson, G. “Classroom code-switching in post-colonial contexts: Functions, attitudes, and policies” (38–51); Zulu, C. “A pilot study of supplemental instruction for at-risk students at an Historically Black University (HBU) in South Africa” (52–61); Bekker, I. “Using historical data to explain language attitudes: A South African case study” (62–77); Thetela, P. “Discourse, culture, and the law: The analysis of crosstalk in the Southern African bilingual courtroom” (78–88); de Klerk, V. “Language and the law: Who has the upper hand?” (89–103); Kehunde Yusuf, Y. “Dysphemisms in the language of Nigeria's President Olusegun Obasanjo” (104–119); Mashiri, P. “Managing ‘face’ in urban public transport: Polite request strategies in commuter omnibus discourse in Harare” (120–126); Rasolofondraosolo, Z., & Meinhof, U. H. “Popular Malagasy music and the construction of cultural identities” (127–148); Ridge, S. G. M., Makoni, S., & Ridge, E. “‘I want to be like a human again’: Morbidity and retained ability in an Alzheimer sufferer” (149–169).

Sarangi, S., & Candlin, C. N. (Eds.). (2003). Researching the discourses of workplace practice [Special issue]. Applied Linguistics 24 (3). Sarangi, S., & Candlin, C. N. “Introduction to the special issue: Trading between reflexivity and relevance—New challenges for applied linguistics” (271–285); Engeström, Y., Engeström, R., & Kerosuo, H. “The discursive construction of collaborative care” (286–315); Iedema, R., & Scheeres, H. “From doing work to talking work: Renegotiating knowing, doing, and identity” (316–337); Roberts, C., & Sarangi, S. “Uptake of discourse research in interprofessional settings: Reporting from medical consultancy” (338–359); Cicourel, A. V. “On contextualizing applied linguistic research in the workplace” (360–373); Clarke, A. “On being an object of research: Reflections from a professional perspective” (374–385); Candlin, S. “Issues arising when the professional workplace is the site of applied linguistic research” (386–394).

Second Language Research 19 (2). (2003). Gregg, K. R. “The state of emergentism in second language acquisition” (95–128); Lardiere, D. “Revisiting the comparative fallacy: A reply to Lakshmanan and Selinker, 2001” (129–143); Marinis, T. “Psycholinguistic techniques in second language acquisition research” (144–161).

TESOL Quarterly 37 (2). (2003). Lazaraton, A. “Incidental displays of cultural knowledge in the nonnative-English-speaking teacher's classroom” (213–245); Gibbons, P. “Mediating language learning: Teacher interactions with ESL students in a content-based classroom” (247–273); Hinkel, E. “Simplicity without elegance: Features of sentences in L1 and L2 academic texts” (275–301); Ko, J., Schallert, D. L., & Walters, K. “Rethinking scaffolding: Examining negotiation of meaning in an ESL storytelling task” (303–324).

Travaux neuchâtelois de linguistique 37. (2002). Béguelin, M.-J., De Pietro, J.-F., & Näf, A. “Avant-propos” (1–3); Maillard, M. “Les compléments ne complètent-ils que le verbe et le verbe n'est-il complété que par des compléments?” (5–29); Berrendonner, A. “Et si on remettait la grammaire aux régimes?” (31–45); Blanche-Benveniste, C. “La complémentation verbale: Petite introduction aux valences verbales” (47–73); Almeida, M.-E. “Les grandes lignes de partage structurelles de la grammaire française se retrouvent-elles dans la description du portugais et de l'espagnol” (75–91); Novakova, I. “Le factitif français: Approche syntaxique, sémantique, et contrastive (français-bulgare)” (93–113); Näf, A. “Les francophones face aux cas de l'allemand: Un cas désespéré?” (115–143); Jeanneret, T. “Figures de dialogisme et complémentation verbale dans des productions textuelles en FLE” (145–162); Béguelin, M.-J. “Faut-il simplifier les règles d'accord du participe passé?” (163–189).

EDITED VOLUMES

Bayley, R., & Schecter, S. R. (Eds.). (2003). Language socialization in bilingual and multilingual societies. Clevedon, UK: Multilingual Matters. Pp. xii + 312. $79.95 cloth, $29.95 paper. Bayley, R., & Schecter, S. R. “Introduction: Toward a dynamic model of language socialization” (1–6); Pease-Alvarez, L. “Transforming perspectives on bilingual language socialization” (9–24); Luykx, A. “Weaving languages together: Family language policy and gender socialization in bilingual Aymara households” (25–43); de la Piedra, M., & Romo, H. D. “Collaborative literacy in a Mexican immigrant household: The role of sibling mediators in the socialization of pre-school learners” (44–61); Lamarre, P. (with Paredes, J. R.). “Growing up trilingual in Montreal: Perceptions of college students” (62–80); Harklau, L. “Representational practices and multi-modal communication in US high schools: Implications for adolescent immigrants” (83–97); Cole, K., & Zuengler, J. “Engaging in an authentic science project: Appropriating, resisting, and denying ‘scientific’ identities” (98–113); Pon, G., Goldstein, T., & Schecter, S. R. “Interrupted by silences: The contemporary education of Hong Kong-born Chinese Canadians” (114–127); He, A. W. “Novices and their speech roles in Chinese heritage language classes” (128–146); Atkinson, D. “Language socialization and dys-socialization in a South Indian college” (147–162); Patrick, D. “Language socialization and second language acquisition in a multilingual arctic Quebec community” (165–181); Langman, J. “Growing a Bányavirág (rock crystal) on barren soil: Forming a Hungarian identity in eastern Slovakia through joint (inter)action” (182–199); Lotherington, H. “Multiliteracies in Springvale: Negociating language, culture, and identity in suburban Melbourne” (200–217); Khayatt, D. “Terms of desire: Are there Lesbians in Egypt?” (218–231); McAll, C. “Language dynamics in the bi- and multilingual workplace” (235–250); Bell, J. S. “Back to school: Learning practices in a job retraining community” (251–268); Roy, S. “Bilingualism and standardization in a Canadian call center: Challenges for a linguistic minority community” (269–285).

Dörnyei, Z. (Ed.). (2003). Attitudes, orientations, and motivations in language learning: Advances in theory, research, and applications. Oxford: Blackwell. Pp. 214 + iv. $36.95 paper. Dörnyei, Z. “Introduction” (1–2); Dörnyei, Z. “Attitudes, orientations, and motivations in language learning: Advances in theory, research, and applications” (3–32); Noels, K. A., Pelletier, L. G., Clément, R., & Vallerand, R. J. “Why are you learning a second language? Motivational orientations and self-determination theory” (33–63); Baker, S. C., & MacIntyre, P. D. “The role of gender and immersion in communication and second language orientations” (65–96); Noels, K. A. “Learning Spanish as a second language: Learners' orientations and perceptions of their teachers' communication style” (97–136); MacIntyre, P. D., Baker, S. C., Clément, R., & Donovan, L. A. “Sex and age effects on willingness to communicate, anxiety, perceived competence, and L2 motivation among junior high school French immersion students” (137–165); Masgoret, A.-M., & Gardner, R. C. “Attitudes, motivation, and second language learning: A meta-analysis of studies conducted by Gardner and associates” (167–210).

Doughty, C. J., & Long, M. H. (Eds.). (2003). The handbook of second language acquisition. Oxford: Blackwell. Pp. x + 888. $149.95 cloth. Doughty, C. J., & Long, M. H. “The scope of inquiry and goals of SLA” (3–16); White, L. “On the nature of interlanguage representation: Universal Grammar in the second language” (19–42); O'Grady, W. “The radical middle: Nativisim without Universal Grammar” (43–62); Ellis, N. C. “Constructions, chunking, and connectionism: The emergence of second language structure” (63–103); Kroll, J. F., & Sunderman, G. “Cognitive processes in second language learners and bilinguals: The development of lexical and conceptual representations” (104–129); Sorace, A. “Near-nativeness” (130–151); Watson-Gegeo, K. A., & Nielsen, S. “Language socialization in SLA” (155–177); Siegel, J. “Social context” (178–223); Gass, S. M. “Input and interaction” (224–255); Doughty, C. J. “Instructed SLA: Constraints, compensation, and enhancement” (256–310); DeKeyser, R. “Implicit and explicit learning” (313–348); Hulstijn, J. H. “Incidental and intentional learning” (349–381); Segalowitz, N. “Automaticity and second languages” (382–408); Romaine, S. “Variation” (409–435); Odlin, T. “Cross-linguistic influence” (436–486); Long, M. H. “Stabilization and fossilization in interlanguage development” (487–535); Hyltenstam, K., & Abrahamsson, N. “Maturational constraints in SLA” (539–588); Dörnyei, Z., & Skehan, P. “Individual differences in second language learning” (589–630); Robinson, P. “Attention and memory during SLA” (631–678); Pienemann, M. “Language processing capacity” (679–714); Norris, J., & Ortega, L. “Defining and measuring SLA” (717–761); Chaudron, C. “Data collection in SLA research” (762–828); Gregg, K. R. “SLA theory: Construction and assessment” (831–865); Long, M. H., & Doughty, C. J. “SLA and cognitive science” (866–870).

García Mayo, M. del Pilar., & García Lecumberri, M. L. (Eds.). (2003). Age and the acquisition of English as a foreign language. Clevedon, UK: Multilingual Matters. Pp. xii + 210. $69.95 cloth, $27.95 paper. García Mayo, M. del Pilar., & García Lecumberri, M. L. “Introduction” (vii); Singleton, D. “Critical period or general age factor(s)?” (3–22); Leather, J. “Phonological acquisition in multilingualism” (23–58); Marinova-Todd, S. H. “Know your grammar: What the knowledge of syntax and morphology in an L2 reveals about the critical period for second/foreign language acquisition” (59–73); Cenoz, J. “The influence of age on the acquisition of English: General proficiency, attitudes, and code mixing” (77–93); García Mayo, M. del Pilar. “Age, length of exposure, and grammaticality judgements in the acquisition of English as a foreign language” (94–114); García Lecumberri, M. L., & Gallardo, F. “English FL sounds in school learners of different ages” (115–135); Lasagabaster, D., & Doiz, A. “Maturational constraints on foreign-language written production” (136–160); Muñoz, C. “Variation in oral skills development and age of onset” (161–181); Victori, M., & Tragant, E. “Learner strategies: A cross-sectional and longitudinal study of primary and high-school EFL teachers” (182–209).

Gilbert, G. (Ed.). (2002). Pidgin and creole linguistics in the twenty-first century. Bern: Peter Lang. Pp. vi + 381. $70.95 cloth. Gilbert, G. “What's ahead in pidgin and creole linguistics” (1–6); Siegel, J. “Applied creolistics in the 21st century” (7–48); Arends, J. “The historical study of creoles and the future of creole studies” (49–68); Bakker, P. “Some future challenges for pidgin and creole studies” (69–92); Aceto, M. “Going back to the beginning: Describing the (nearly) undocumented Anglophone creoles of the Caribbean” (93–120); Schwegler, A. “Creolistics in Latin America: Past, present, and future” (121–171); Holm, J. “The study of semi-creoles in the 21st century” (173–197); Syea, A. “Future developments in creole languages: Moving away from analyticity” (199–228); Plag, I. “On the role of grammaticalization in creolization” (229–246); Lefebvre, C. “The field of pidgin and creole linguistics at the turn of the millennium: The problem of the genesis and development of PCs” (247–285); Winford, D. “Creoles in the context of contact linguistics” (287–354); Parkvall, M. “Cutting off the branch” (355–367).

Joseph, B. D., & Janda, R. D. (Eds.). (2003). The handbook of historical linguistics. Oxford: Blackwell. Pp. xviii + 882. $139.95 cloth. Janda, R. D., & Joseph, B. D. “On language, change, and language change: Or, of history, linguistics, and historical linguistics” (3–180); Rankin, R. L. “The comparative method” (183–212); Harrison, S. P. “On the limits of the comparative method” (213–243); Ringe, D. “Internal reconstruction” (244–261); Campbell, L. “How to show languages are related: Methods for distant genetic relationship” (262–282); Nichols, J. “Diversity and stability in language” (283–310); Kiparsky, P. “The phonological basis of sound change” (313–342); Hale, M. “Neogrammarian sound change” (343–368); Guy, G. R. “Variationist approaches to phonological change” (369–400); Janda, R. D. “‘Phonologization’ as the start of dephoneticization: Or, on sound change and its aftermath—Of extension, generalization, lexicalization, and morphologization” (401–422); Anttila, R. “Analogy: The warp and woof of cognition” (425–440); Hock, H. H. “Analogical change” (441–460); Dressler, W. U. “Naturalness and morphological change” (461–471); Joseph, B. D. “Morphologization from syntax” (472–492); Lightfoot, D. “Grammatical approaches to syntactic change” (495–508); Pintzuk, S. “Variationist approaches to syntactic change” (509–528); Harris, A. C. “Cross-linguistic perspectives on syntactic change” (529–551); Mithun, M. “Functional perspectives on syntactic change” (552–572); Heine, B. “Grammaticalization” (575–601); Bybee, J. “Mechanisms of change in grammaticization: The role of frequency” (602–623); Traugott, E. C. “Constructions in grammaticalization” (624–647); Fortson, B. W. IV. “An approach to semantic change” (648–666); Ohala, J. J. “Phonetics and historical phonology” (669–686); Thomason, S. G. “Contact as a source of language change” (687–712); Wolfram, W., & Schilling-Estes, N. “Dialectology and linguistic diffusion” (713–735); Aitchison, J. “Pyscholinguistic perspectives on language change” (736–743).

Kramsch, C. (Ed.). (2002). Language acquisition and language socialization: Ecological perspectives. New York: Continuum. Pp. xvi + 308. $115.00 cloth, $29.95 paper. Kramsch, C. “Introduction: ‘How can we tell the dancer from the dance?’” (1–30); Larsen-Freeman, D. “Language acquisition and language use from a chaos/complexity theory perspective” (33–46); Leather, J. “Modeling the acquisition of speech in a ‘multilingual’ society: An ecological approach” (47–67); Lemke, J. L. “Language development and identity: Multiple timescales in the social ecology of learning” (68–87); Ochs, E. “Becoming a speaker of culture” (99–120); Scollon, R. “Cross-cultural learning and other catastrophes” (121–139); van Lier, L. “An ecological-semiotic perspective on language and linguistics” (140–164); Lantolf, J. P., & Genung, P. B. “‘I'd rather switch than fight’: An activity-theoretic study of power, success, and failure in a foreign language classroom” (175–196); Sarangi, S., & Roberts, C. “Discoursal (mis)alignments in professional gatekeeping encounters” (197–227); van Dam, J. “Ritual, face, and play in a first English lesson: Bootstrapping a classroom culture” (237–265); Bannink, A. “Negotiating the paradoxes of spontaneous talk in advanced L2 classes” (266–288).

Lange, D. L., & Paige, R. M. (Eds.). (2003). Culture as the core: Perspectives on culture in second language learning. Greenwich, CT: Information Age. Pp. xviii + 362. $65.25 cloth, $31.95 paper. Lange, D. L., & Paige, R. M. “Introduction” (ix–xvii); Saville-Troike, M. “Extending communicative concepts in the second language curriculum: A sociolinguistic perspective” (3–17); Kramsch, C. “Teaching along the cultural faultline” (19–35); Brody, J. “A linguistic anthropological perspective on language and culture in the second language curriculum” (37–51); Lafayette, R. C. “Culture in second language learning and teaching: Anthropology revisited” (53–69); Damen, L. “Closing the language and culture gap: An intercultural-communication perspective” (71–88); Smith, S. L., Paige, R. M., & Steglitz, I. “Theoretical foundations of intercultural training and applications to the teaching of culture” (89–125); Crawford, L. M., & McLaren, P. “A critical perspective on culture in the second language classroom” (127–157); Phillips, J. K. “National standards for foreign language learning: Culture the driving force” (161–171); Paige, R. M., Jorstad, H. L., Siaya, L., Klein, F., & Colby, J. “Culture learning in language education: A review of the literature” (173–236); Bennett, J. M., Bennett, M. J., & Allen, W. “Developing intercultural competence in the language classroom” (237–270); Lange, D. L. “Implications of theory and research for the development of principles for teaching and learning culture in second language classrooms” (271–336); Lange, D. L. “Future directions for culture teaching and learning: Implications of the new culture standards and theoretical frameworks for curriculum, assessment, instruction, and research” (337–354).

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Sullivan, J. H. (Ed.). (2002). Literacy and the second language learner. Greenwich, CT: Information Age. Pp. xii + 280. $65.25 cloth, $31.95 paper. Sullivan, J. H. “The second language educators' challenge: Learning about literacy” (ix–xii); Everson, M. E. “Theoretical developments in reading Chinese and Japanese as foreign languages” (1–16); Fast, M. “Technological literacy and foreign language literacy in a technological era: Considerations of two interacting constructs for foreign language education” (17–28); Cohen, A. D., & Horowitz, R. “What should teachers know about bilingual learners and the reading process?” (29–53); Sparks, R. L., Schneider, E., & Ganschow, L. “Teaching foreign (second) languages to at-risk learners: Research and practice” (55–83); Gebel, T. A., & Schrier, L. L. “Spanish teachers' beliefs and practices about reading in a second language” (85–109); So, S. “The form-meaning interface: A study of Japanese as a foreign-language writing” (111–130); Chism, R. L. “Electronic message boards in the foreign language classroom: Linking learners and literacy” (131–148); Brantmeier, C. “The effects of passage content in second language reading by gender across instructional levels” (149–176); Liontas, J. I. “Reading between the lines: Detecting, decoding, and understanding idioms in second languages” (177–216); Sullivan, J. H. “Advanced second language readers' inferencing” (217–237); Carreira, M. M. “When phonological limitations compromise literacy: A connectionist approach to enhancing the phonological competence of heritage language speakers of Spanish” (239–260); Lyman-Hager, M. A., Johns, A., Nocon, H., & Davis, J. N. “Literacy in digital environments: Connecting communities of language learners” (261–279).

Wakabayashi, S. (Ed.). (2003). Generative approaches to the acquisition of English by native speakers of Japanese. Berlin: Mouton de Gruyter. Pp. viii + 278. $98.00 cloth. Wakabayashi, S. “Introduction: What do Japanese learners of English tell us about SLA?” (1–14); Inagaki, S. “Japanese learners' acquisition of English motion verbs with goal PPs” (17–39); Hirakawa, M. “Unaccusatives versus passives in L2 English” (41–78); Suda, K., & Wakabayashi, S. “The acquisition of the nominative and accusative cases in English by Japanese learners at an early stage” (81–107); Shirahata, T. “The acquisition of a second language C-system by Japanese learners of English” (109–142); Ohba, H. “Pied-piping and stranding in oblique relative clauses in Japanese EFL learners' interlanguage grammars” (143–166); Kuribara, C. “Is an interlanguage a ‘possible grammar’?: How Japanese speakers learn CP structures in English” (167–211); Wakabayashi, S., & Okawara, I. “Japanese learners' errors on long distance wh-questions” (215–245); Tomita, Y., Fukuda, K., & Tatsuta, N. “N400 in the brain potential responses of second language learners: What ERPs suggest” (247–265).