BOOKS

Allott, N. (2010). Key terms in pragmatics. New York: Continuum. Pp. 251. $90.00 cloth.

Blackledge, A., & Creese, A. (2010). Multilingualism: A critical perspective. New York: Continuum. Pp. 255. $49.95 paper.

Fulcher, G. (2010). Practical language testing. London: Hodder Education. Pp. xvi + 352. $35.00 paper.

Heine, L. (2010). Problem solving in a foreign language. Berlin: Mouton de Gruyter. Pp. 217. €93.41 cloth.

Matthiessen, C. M. I. M., Teruya, K., & Lam, M. (2010). Key terms in systemic functional linguistics. New York: Continuum. Pp. 308. $27.95 paper.

Meskill, C., & Anthony, N. (2010). Teaching languages online. Clevedon, UK: Multilingual Matters. Pp. 199. $39.95 paper.

Myers, G. (2010). Discourse of blogs and wikis. New York: Continuum. Pp. 180. $44.95 paper.

VanPatten, B., & Benati, A. G. (2010). Key terms in second language acquisition. New York: Continuum. Pp. 184. $24.95 paper.

JOURNALS

Applied Linguistics 31 (2). (2010). Cameron, D. “Sex/gender, language and the new biologism” (173–192); Bitchener, J., & Knoch, U. “The contribution of written corrective feedback to language development: A ten month investigation” (193–214); Sealey, A. “Probabilities and surprises: A realist approach to identifying linguistic and social patterns, with reference to an oral history corpus” (215–235); Yu, G. “Lexical diversity in writing and speaking task performances” (236–259); Lam, P. W. Y. “Discourse particles in corpus data and textbooks: The case of well” (260–281); Barkhuizen, G. “An extended positioning analysis of a pre-service teacher’s better life small story” (282–300); Rothman, J., & Guijarro-Fuentes, P. “Input quantity matters: Some comments on input type and age-effects in adult SLA” (301–306).

Applied Psycholinguistics 31 (2). (2010). Paradis, J. “The interface between bilingual development and specific language impairment” (227–252); Armon-Lotem, S. “Instructive bilingualism: Can bilingual children with specific language impairment rely on one language in learning a second one?” (253–260); Chiat, S. “Mapping at the interface” (261–270); Conti-Ramsden, G. “Summing up problems in bilingual specific language impairment: Why multiple influences may not be additive” (270–273); de Jong, J. “Notes on the nature of bilingual specific language impairment” (273–277); Weismer, S. E., & Kaushanskaya, M. “The use of descriptive data from bilingual children to inform theories of specific language impairment” (277–282); Gathercole, V. C. M. “Interface or face to face? The profiles and contours of bilinguals and specific language impairment” (282–293); Håkansson, G. “Development or impairment?” (293–297); Hulk, A., & Unsworth, S. “Bilingualism as a kind of therapy?” (297–303); Kohnert, K., & Ebert, K. D. “Beyond morphosyntax in developing bilinguals and ‘specific’ language impairment” (303–310); Leonard, L. B. “Language combinations, subtypes, and severity in the study of bilingual children with specific language impairment” (310–315); Peets, K. F., & Bialystok, E. “An integrated approach to the study of specific language impairment and bilingualism” (315–319); Rice, M. L. “Evaluating maturational parallels in second language children and children with specific language impairment” (320–327); Rothweiler, M. “The potential of studying specific language impairment in bilinguals for linguistic research on specific language impairment in monolinguals” (327–332); Vainikka, A., & Young-Scholten, M. “All acquisition begins with the projection of a bare verb phrase” (332–339); Zurer-Pearson, B. “We can no longer afford a monolingual norm” (339–343); Paradis, J. “Responses to commentaries on the interface between bilingual development and specific language impairment” (345–362).

BAMFLA of Chinese children [Special issue]. International Journal of Bilingualism 14 (1). (2010). Wei, L. “Introduction: BAMFLA—Issues, methods and directions” (3–9); Chang-Smith, M. “Development and pathways for first language acquisition of Mandarin nominal expressions: Comparing monolingual with simultaneous Mandarin-English bilingual children” (11–35); Qi, R. “Pronoun acquisition in a Mandarin-English bilingual child” (37–64); Chan, A. “The Cantonese double object construction with bei2 ‘give’ in bilingual children: The role of input” (65–85); Gu, C. C. “Crosslinguistic influence in two directions: The acquisition of dative constructions in Cantonese-English children” (87–103); Yang, H.-Y., & Hua, Z. “The phonological development of a trilingual child: Facts and factors” (105–126); Yip, V., & Matthews, S. “The acquisition of Chinese in bilingual and multilingual contexts” (127–146).

Bilingualism: Language and Cognition 13 (2). (2010). Hoshino, N., Dussias, P. E., & Kroll, J. F. “Processing subject-verb agreement in a second language depends on proficiency” (87–98); Foote, R. “Age of acquisition and proficiency as factors in language production: Agreement in bilinguals” (99–118); Feldman, L. B., Kostić, A., Basnight-Brown, D. M., Đurđević, D. F., & Pastizzo, M. J. “Morphological facilitation for regular and irregular verb formations in native and non-native speakers: Little evidence for two distinct mechanisms” (119–135); Davis, C., Sánchez-Casas, R., García-Albea, J. E., Guasch, M., Molero, M., & Ferré, P. “Masked translation priming: Varying language experience and word type with Spanish-English bilinguals” (137–155); Laxén, J., & Lavaur, J.-M. “The role of semantics in translation recognition: Effects of number of translations, dominance of translations and semantic relatedness of multiple translations” (157–183); Ballester, E. P. “Child L2 development of syntactic and discourse properties of Spanish subjects” (185–216); Nguyen-Hoan, M., & Taft, M. “The impact of a subordinate L1 on L2 auditory processing in adult bilinguals” (217–230); Sandoval, T. C., Gollan, T. H., Ferreira, V. S., & Salmon, D. P. “What causes the bilingual disadvantage in verbal fluency? The dual-task anthology” (231–252); Prior, A., & MacWhinney, B. “A bilingual advantage in task switching” (253–262).

The Canadian Modern Language Review 66 (3). (2010). Ilieva, R. “Non-native English-speaking teachers’ negotiations of program discourses in their construction of professional identities within a TESOL program” (343–369); Hummel, K. M., & French, L. M. “Phonological memory and implications for the second language classroom” (371–391); Lindqvist, C. “La richesse lexicale dans la production orale de l’apprenant avancé de français” (393–420); Culligan, K. M. “Pente or slope? Using student voices to explore program choice and experiences in secondary French immersion mathematics” (421–444); van Compernolle, R. A. “Toward a sociolinguistically responsive pedagogy: Teaching second-person address forms in French” (445–463).

English Today 25 (4). (2009). Bolton, K., Graddol, D., & Mesthrie, R. “Tom McArthur’s English Today” (3–8); “Celebrating Tom’s century: 100 issues of English Today” (9–17); Graddol, D. “Interview with Tom McArthur” (18–20, 38); Graddol, D. “The ET column: Thoughts from Kolkata on English in India” (21–23); Crystal, D. “Celebrating 100 issues of English Today and musing on museums” (24–27); Mežek, S. “English in Slovenia: Status, functions, and features” (28–38); Hassan, N., & Hashim, A. “Electronic English in Malaysia: Features and language in use” (39–46); Hu, G. “The craze for English-medium education in China: Driving forces and looming consequences” (47–54); Meyler, M. “Sri Lankan English: A distinct South Asian variety” (55–60); Tulloch, A. “Christmas” (61–62, 64).

International Journal of Behavioral Development 34 (3). (2010). Birman, D., Persky, I., & Chan, W. Y. “Multiple identities of Jewish immigrant adolescents from the former Soviet Union: An exploration of salience and impact of ethnic identity” (193–205); Arias-Trejo, N. “Young children’s extension of novel labels to novel animate items in three testing conditions” (206–217); Zadeh, A. Y., Jenkins, J., & Pepler, D. “A transactional analysis of maternal negativity and child externalizing behavior” (218–228); Salmela-Aro, K., Nurmi, J.-E., Saisto, T., & Halmesmäki, E. “Spousal support for personal goals and relationship satisfaction among women during the transition to parenthood” (229–237); Luyckx, K., Lens, W., Smits, I., & Goossens, L. “Time perspective and identity formation: Short-term longitudinal dynamics in college students” (238–247); Mitchell, P., Teucher, U., Kikuno, H., & Bennett, M. “Cultural variations in developing a sense of knowing your own mind: A comparison between British and Japanese children” (248–258); Arbeau, K. A., Coplan, R. J., & Weeks, M. “Shyness, teacher-child relationships, and socio-emotional adjustment in grade 1” (259–269).

International Journal of Bilingualism 13 (4). (2009). Alfaraz, G. G. “Language alternation and choice in a formal register: Spanish and English in bilingual Catholic services” (419–445); Austin, J. “Delay, interference and bilingual development: The acquisition of verbal morphology in children learning Basque and Spanish” (447–479); Ho, J. W. Y. “The language of anger in Chinese and English narratives” (481–500); Schwartz, M., Kozminsky, E., & Leikin, M. “Delayed acquisition of irregular inflectional morphology in Hebrew in early sequential bilingualism” (501–522).

International Review of Applied Linguistics in Language Teaching 48 (1). (2010). Perales, S. “The status of the auxiliary do in L1 and L2 English negative clauses” (1–23); Forsberg, F. “Using conventional sequences in L2 French” (25–51); Reichle, R. V. “Judgments of information structure in L2 French: Nativelike performance and the critical period hypothesis” (53–85).

Journal of Child Language 36 (5). (2009). Uccelli, P. “Emerging temporality: Past tense and temporal/aspectual markers in Spanish-speaking children’s intra-conversational narratives” (929–966); Fitneva, S. A., Christiansen, M. H., & Monaghan, P. “From sound to syntax: Phonological constraints on children’s lexical categorization of new words” (967–997); Eigsti, I.-M., & Bennetto, L. “Grammaticality judgments in autism: Deviance or delay” (999–1021); Westergaard, M. “Usage-based vs. rule-based learning: The acquisition of word order in wh-questions in English and Norwegian” (1023–1051); Slaughter, V., Peterson, C. C., & Carpenter, M. “Maternal mental state talk and infants’ early gestural communication” (1053–1074); Stoll, S., & Gries, S. Th. “How to measure development in corpora? An association strength approach” (1075–1090); Kirjavainen, M., Theakston, A., & Lieven, E. “Can input explain children’s me-for-I errors?” (1091–1114); Tardif, T., Fletcher, P., Liang, W., & Kaciroti, N. “Early vocabulary development in Mandarin (Putonghua) and Cantonese” (1115–1144); Zapf, J. A., & Smith, L. B. “Knowing more than one can say: The early regular plural” (1145–1155); Curtin, S. “Twelve-month-olds learn novel word-object pairings differing only in stress pattern” (1157–1165).

Journal of Child Language 37 (2). (2010). Iverson, J. M. “Developing language in a developing body: The relationship between motor development and language development” (229–261); Smith, L. B. “Action as developmental process: A commentary on Iverson’s ‘Developing language in a developing body’” (263–267); Adolph, K. E., Tamis-LeMonda, C. S., & Karasik, L. B. “Cinderella indeed: A commentary on Iverson’s ‘Developing language in a developing body’” (269–273); Oller, D. K. “Vocal motoric foundations of spoken language: A commentary on Iverson’s ‘Developing language in a developing body’” (275–279); Taylor, C. L. “Early motor development is part of the resource mix for language acquisition: A commentary on Iverson’s ‘Developing language in a developing body’” (281–285); Hill, E. L. “Motor difficulties in specific language impairment: A commentary on Iverson’s ‘Developing language in a developing body’” (287–292); Lee, S. A. S., Davis, B., & MacNeilage, P. “Universal production patterns and ambient language influences in babbling: A cross-linguistic study of Korean- and English-learning infants” (293–318); Fais, L., Kajikawa, S., Amano, S., & Werker, J. F. “Now you hear it, now you don’t: Vowel devoicing in Japanese infant-directed speech” (319–340); Chen, L.-M., & Kent, R. D. “Segmental production in Mandarin-learning infants” (341–371); Krott, A., Gagné, C. L., & Nicoladis, E. “Children’s preference for HAS and LOCATED relations: A word learning bias for noun-noun compounds” (373–394); Leonard, L. B., & Deevy, P. “Tense and aspect in sentence interpretation by children with specific language impairment” (395–418); Jørgensen, R. N., Dale, P. S., Bleses, D., & Fenson, L. “CLEX: A cross-linguistic lexical norms database” (419–428); Glenwright, M., & Pexman, P. M. “Development of children’s ability to distinguish sarcasm and verbal irony” (429–451).

Language Learning 59 (4). (2009). Luk, Z. P.-s., & Shirai, Y. “Review article: Is the acquisition order of grammatical morphemes impervious to L1 knowledge? Evidence from the acquisition of plural –s, articles, and possessive ’s” (721–754); Bardovi-Harlig, K. “Conventional expressions as a pragmalinguistic resource: Recognition and production of conventional expressions in L2 pragmatics” (755–795); Waring, H. Z. “Moving out of IRF (initiation-response-feedback): A single case analysis” (796–824); Kim, Y.-H., & Jang, E. E. “Differential functioning of reading subskills on the OSSLT for L1 and ELL students: A multidimensionality model-based DBF/DIF approach” (825–865); Foster, P., & Tavakoli, P. “Native speakers and task performance: Comparing effects on complexity, fluency, and lexical diversity” (866–896); Schwieter, J., & Sunderman, G. “Concept selection and developmental effects in bilingual speech production” (897–927).

Language Testing 27 (2). (2010). Xi, X. “How do we go about investigating test fairness?” (147–170); Davies, A. “Test fairness: A response” (171–176); Kane, M. “Validity and fairness” (177–182); Kunnan, A. J. “Test fairness and Toulmin’s argument structure” (183–189); Green, A., Ünaldi, A., & Weir, C. “Empiricism versus connoisseurship: Establishing the appropriacy of texts in tests of academic reading” (191–211); Bae, J., & Bachman, L. F. “An investigation of four writing traits and two tasks across two languages” (213–234); Plough, I. C., Briggs, S. L., & Van Bonn, S. “A multi-method analysis of evaluation criteria used to assess the speaking proficiency of graduate student instructors” (235–260); Papageorgiou, S. “Investigating the decision-making process of standard setting participants” (261–282).

The Modern Language Journal 94 (2). (2010). Ryshina-Pankova, M. “Toward mastering the discourses of reasoning: Use of grammatical metaphor at advanced levels of foreign language acquisition” (181–197); Heift, T. “Prompting in CALL: A longitudinal study of learner uptake” (198–216); Mikulski, A. M. “Receptive volitional subjunctive abilities in heritage and traditional foreign language learners of Spanish” (217–233); Churchill, E., Nishino, T., Okada, H., & Atkinson, D. “Symbiotic gesture and the sociocognitive visibility of grammar in second language acquisition” (234–253); Martin-Beltrán, M. “The two-way language bridge: Co-constructing bilingual language learning opportunities” (254–277); Imai, Y. “Emotions in SLA: New insights from collaborative learning for an EFL classroom” (278–292); Yoshido, R. “How do teachers and learners perceive corrective feedback in the Japanese language classroom?” (293–314).

Schmid, M. S., & Dusseldorp, E. (Eds.). (2010). Innovative and quantitative methods for bilingualism research [Special issue]. Second Language Research 26 (1). Schmid, M. S., & Dusseldorp, E. “Innovative and quantitative methods for bilingualism research” (5–11); Mennen, I., Scobbie, J. M., de Leeuw, E., Schaeffler, S., & Schaeffler, F. “Measuring language-specific phonetic settings” (13–41); van Hell, J. G., & Tokowicz, N. “Event-related brain potentials and second language learning: Syntactic processing in late L2 learners at different L2 proficiency levels” (43–74); Gulberg, M. “Methodological reflections on gesture analysis in second language acquisition and bilingualism research” (75–102); Wilson, R., & Dewaele, J.-M. “The use of web questionnaires in second language acquisition and bilingualism research” (103–123); Schmid, M. S., & Dusseldorp, E. “Quantitative analyses in a multivariate study of language attrition: The impact of extralinguistic factors” (125–160).

World Englishes 28 (3). (2009). Collins, P. “Modals and quasi-modals in world Englishes” (281–292); Lee, N. H., Ping, L. A., & Nomoto, H. “Colloquial Singapore English got: Functions and substratal influences” (293–318); Starks, D., & Thompson, L. “Agreement patterns in existential constructions in the New Zealand Niuean community” (319–335); Anchimbe, E. A. “Revisiting the notion of maturation in new Englishes” (336–351); Michieka, M. “Expanding circles within the outer circle: The rural Kisii in Kenya” (352–364); Butt, D. G. “Technique and empire in the poetry of Ee Tiang Hong” (365–393); Hamdan, J. M., & Hatab, W. A. “English in the Jordanian context” (394–405).

EDITED VOLUMES

Everson, M. E., & Shen, H. H. (Eds.). (2010). Research among learners of Chinese as a foreign language. Honolulu, HI: National Foreign Language Resource Center. Pp.180. $20.00 paper. Everson, M. E., & Shen, H. H. “Editor’s introduction” (1–4); Du, H. “The acquisition of the ba construction by adult English speakers” (5–34); Tseng, M.-f. “Language attrition in grammar and receptive skills in Mandarin Chinese” (35–44); Shen, H. H. “Analysis of radical knowledge development among beginning CFL learners” (45–65); Lü, C. “The effects of word-knowledge depth, part of speech, and proficiency level on word association among learners of Chinese as a second language” (67–91); Chang, C. “See how they read: An investigation into the cognitive and metacognitive strategies of nonnative readers of Chinese” (93–116); Liu, A. “Free recall from Japanese learners of Chinese” (117–132); Xiao, Y. “Discourse features and development in Chinese L2 writing” (133–151); Tasker, I. “Intermediate distance learners of Chinese look back: A survey study” (153–177).

Fuertes-Olivera, P. A. (Ed.). (2010). Specialised dictionaries for learners. Berlin: Mouton de Gruyter. Pp. 237. €93.41 cloth. Fuertes-Olivera, P. A. “Introduction: Specialised dictionaries for learners” (17–24); Bergenholtz, H., & Tarp, S. “LSP lexicography or terminography? The lexicographer’s point of view” (27–37); Tarp, S. “Functions of specialised learners’ dictionaries” (39–53); Gouws, R. H. “The monolingual specialised dictionary for learners” (55–68); Nielsen, S. “Specialised translation dictionaries for learners” (69–82); Fata, I. “The bilingual specialised translation dictionary for learners” (83–103); Sánchez, A. “The treatment of cultural and/or encyclopaedic items in specialised dictionaries for learners” (107–129); van der Meer, G. “The treatment of figurative meaning in specialised dictionaries for learners” (131–139); L’Homme, M.-C. “Designing terminological dictionaries for learners based on lexical semantics: The representations of actants” (141–153); Bowker, L. “The contribution of corpus linguistics to the development of specialised dictionaries for learners” (155–168); Yihau, Z., & Qiping, G. “An ideal specialised lexicography for learners in China based on English-Chinese specialised dictionaries” (171–192); Fuertes-Olivera, P. A. “Lexicography for the third millenium: Free institutional internet terminological dictionaries for learners” (193–209).

Litosseliti, L. (Ed.). (2010). Research methods in linguistics. New York: Continuum. Pp. 227. $34.95 paper. Sunderland, J. “Research questions in linguistics” (9–28); Angouri, J. “Quantitative, qualitative or both? Combining methods in linguistic research” (29–45); Rasinger, S. M. “Quantitative methods: Concepts, frameworks and issues” (49–67); Levon, E. “Organizing and processing your data: The nuts and bolts of qualitative analyses” (68–92); Baker, P. “Corpus methods in linguistics” (93–113); Baxter, J. “Discourse-analytic approaches to text and talk” (117–137); Creese, A. “Linguistic ethnography” (138–154); Edley, N., & Litosseliti, L. “Contemplating interviews and focus groups” (155–179); Bezemer, J., & Jewitt, C. “Multimodal analysis: Key issues” (180–197); Gimenez, J. C. “Narrative analysis in linguistic research” (198–215).

Long, M. H., & Doughty, C. J. (Eds.). (2009). The handbook of language teaching. New York: Wiley. Pp. 803. $209.95 cloth. Long, M. H. “Language teaching” (3–5); McKay, S. L., & Rubdy, R. “The social and sociolinguistic contexts of language learning and teaching” (9–25); Phillipson, R., & Skutnabb-Kangas, T. “The politics and policies of language and language teaching” (26–41); Musumeci, D. “History of language teaching” (42–62); Beretta, A. “The language-learning brain” (65–80); Ortega, L. “Sequences and processes in language learning” (81–105); Ringbom, H., & Jarvis, S. “The importance of cross-linguistic similarity in foreign language learning” (106–118); DeKeyser, R. M. “Cognitive-psychological processes in second language learning” (119–138); Ellis, N. C. “Optimizing the input: Frequency and sampling in usage-based and form-focused learning” (139–158); Cummins, J. “Bilingual and immersion programs” (161–181); Montrul, S. “Heritage language programs” (182–200); Hyland, K. “Specific purpose programs” (201–217); Collentine, J. “Study abroad research: Findings, implications, and future directions” (218–233); Gor, K., & Vatz, K. “Less commonly taught languages: Issues in learning and teaching” (234–249); Rivers, W. P., & Golonka, E. M. “Third language acquisition theory and practice” (250–266); Brown, J. D. “Foreign and second language needs analysis” (269–293); Robinson, P. “Syllabus design” (294–310); Waters, A. “Advances in material design” (311–326); Flowerdew, J. “Corpora in language teaching” (327–350); Brett, D., & González-Lloret, M. “Technology-enhanced materials” (351–369); Long, M. H. “Methodological principles for language teaching” (373–394); Vandergrift, L., & Goh, C. “Teaching and testing listening comprehension” (395–411); Bygate, M. “Teaching and testing speaking” (412–440); Grabe, W. “Teaching and testing reading” (441–462); Koda, K. “Learning to read in new writing systems” (463–485); Polio, C., & Williams, J. “Teaching and testing writing” (486–517); Larsen-Freeman, D. “Teaching and testing grammar” (518–542); Nation, P., & Chung, T. “Teaching and testing vocabulary” (543–559); Roever, C. “Teaching and testing pragmatics” (560–577); Norris, J. M. “Task-based teaching and testing” (578–594); Crookes, G. “Radical language teaching” (595–609); Kunnan, A. J., & Jang, E. E. “Diagnostic feedback in language assessment” (610–627); Chapelle, C. A. “Computer-assisted teaching and testing” (628–644); Jourdenais, R. “Language teacher education” (647–658); Van den Branden, K. “Diffusion and implementation of innovations” (659–672); Mitchell, R. F. “Current trends in classroom research” (675–705); Bailey, K. M. “Issues in language teacher evaluation” (706–725); de Graff, R., & Housen, A. “Investigating the effects and effectiveness of L2 instruction” (726–755); Ross, S. J. “Program evaluation” (756–778).

Martínez-Flor, A., & Usó-Juan, E. (Eds.). (2010). Speech act performance: Theoretical, empirical and methodological issues. Amsterdam: Benjamins. Pp. xiv + 277. $54.00 paper. Martínez-Flor, A., & Usó-Juan, E. “Pragmatics and speech act performance” (3–20); Kuriscak, L. M. “The effect of individual-level variables on speech act performance” (23–39); Félix-Brasdefer, J. C. “Data collection methods in speech act performance: DCTS, role plays, and verbal reports” (41–56); González-Lloret, M. “Conversation analysis and speech act performance” (57–73); Meier, A. J. “Culture and its effect on speech act performance” (75–90); Schauer, G. A. “Study abroad and its effect on speech act performance” (91–108); Yates, L. “Speech act performance in workplace settings” (109–126); Takahashi, S. “The effect of pragmatic instruction on speech act performance” (127–142); Kondo, S. “Apologies: Raising learners’ cross-cultural awareness” (145–162); Boxer, D. “Complaints: How to gripe and establish rapport” (163–178); Ishihara, N. “Compliments and responses to compliments: Learning communication in context” (179–198); Malamed, L. H. “Disagreement: How to disagree agreeably” (199–215); Eslami, Z. R. “Refusals: How to develop appropriate refusal strategies” (217–236); Usó-Juan, E. “Requests: A sociopragmatic approach” (237–256); Martínez-Flor, A. “Suggestions: How social norms affect pragmatic behavior” (257–274).

Nunan, D., & Choi, J. (Eds.). (2010). Language and culture: Reflective narratives and the emergence of indentity. London: Routledge. Pp. xv + 230. $44.95 paper. Nunan, D., & Choi, J. “Language, culture, and identity: Framing the issues” (1–13); Bailey, K. M. “Coat hangers, cowboys, and communication strategies: Seeking an identity as a proficient foreign language learner” (14–22); Block, D. “Speaking Romance-esque” (23–29); Brennan, M. “Collaborating on community, sharing experience, troubling the symbolic” (30–40); Canagarajah, S. “Achieving community” (41–49); Cherry, M. “Another drink in Subanum” (50–57); Chik, A. “Nonghao, I am a Shanghai Noenoe: How do I claim my Shanghaineseness?” (58–65); Choi, J. “Living on the hyphen” (66–73); Christison, M. A. “Negotiating multiple language identities” (74–81); Cummings, M. C. “Minna no Nihongo? Nai!” (82–88); Edge, J. “Elaborating the monolingual deficit” (89–96); Javier, E. “The foreign-ness of native speaking teachers of colour” (97–102); Ellis, R. “Otra estaciòn: A first Spanish lesson” (103–107); Goodall, B. “Bewitched: A microethnography of the culture of Majick in Old Salem” (108–110); Holman Jones, S. “Am I that name?” (111–117); Lin, A. “English and me: My language learning journey” (118–124); Liu, J. “Adaptive cultural transformation: Quest for dual social identities” (125–130); Luke, A. “On this writing: An autotheoretic account” (131–139); McCarthy, M. “The festival incident” (140–146); Marshall, S., & Mossman, T. “Changing identities in Japanese-English bicultural names: From parents to children” (147–154); Muecke, S. “Berlin Babylon” (155–163); Murray, D. E. “Changing stripes: Chameleon or tiger?” (164–169); Nelson, C. D. “Vanishing acts” (170–176); Nunan, D. “Dog rice and cultural dissonance” (177–185); Otsuji, E. “‘Where am I from’: Performative and ‘metro’ perspectives of origin” (186–193); Pennycock, A. “Sweating cheese and thinking otherwise” (194–198); Takahashi, K. “Multilingual couple talk: Romance, identity and the political economy of language” (199–207); Taniguchi, S. “Transforming identities in and through narrative” (208–214); Vittachi, N. “A short course in globalese” (215–222).

Paltridge, B., & Phakiti, A. (Eds.). (2010). Continuum companion to research methods in applied linguistics. New York: Continuum. Pp. 370. $44.95 paper. Paltridge, B., & Phakiti, A. “Introduction” (1–4); Gass, S. “Experimental research” (7–21); Wagner, E. “Survey research” (22–38); Phakiti, A. “Analysing quantitative data” (39–49); Starfield, S. “Ethnographies” (50–65); Casanave, C. P. “Case studies” (66–79); Burns, A. “Action research” (80–97); Holliday, A. “Analysing qualitative data” (98–110); Ortega, L. “Research synthesis” (111–126); Talmy, S. “Critical research in applied linguistics” (127–142); Hughes, R. “Researching speaking” (145–159); Vandergrift, L. “Researching listening” (160–173); Stevenson, M. “Researching reading” (174–190); Hyland, K. “Researching writing” (191–204); Storch, N. “Researching grammar” (205–221); Hirsch, D. “Researching vocabulary” (222–239); Roever, C. “Researching pragmatics” (240–255); Paltridge, B., & Wang, W. “Researching discourse” (256–273); Harbon, L., & Shen, H. “Researching language classrooms” (274–285); Read, J. “Researching language testing and assessment” (286–300); Woodrow, L. “Researching motivation” (301–317); Sunderland, J. “Researching language and gender” (318–336); Block, D. “Researching language and identity” (337–349).

Pütz, M., & Sicola, L. (Eds.). (2010). Cognitive processing in second language acquisition: Inside the learner’s mind. Amsterdam: Benjamins. Pp. 373. $143.00 cloth. Pütz, M., & Sicola, L. “Introduction: Cognitive processing in second language acquisition” (1–6); Seilhamer, M. F. “Concept stretching and model merging: An attempt to better account for L2 processing and acquisition of grammatical constructions” (9–25); Ellis, N. C. “Construction learning as category learning” (27–48); Jodłowiec, M. “The role of relevance theory in SLA studies” (49–66); Kırkıcı, B. “Distinct mechanisms in the processing of English past tense morphology: A view from L2 processing” (67–83); Filatova, K. “Third language acquisition, macrocategories and synonymy” (85–96); Rast, R. “First exposure: Converting target language input to intake” (99–115); de Bot, K., & Lowie, W. “On the stability of representations in the multilingual lexicon” (117–133); Lowie, W., Verspoor, M., & Seton, B. “Conceptual representations in the multilingual mind: A study of advanced Dutch students of English” (135–148); Cieślicka, A. “Formulaic language in L2: Storage, retrieval and production of idioms by second language learners” (149–168); Godfroid, A., Housen, A., & Boers, F. “A procedure for testing the noticing hypothesis in the context of vocabulary acquisition” (169–197); Marín Arrese, J. I. “Construal and the use of impersonalisation strategies in English and Spanish in an FL context” (199–225); Keijzer, M. “Inside the attriter’s mind: A comparative exploration of the cognitive constraints in Dutch L1 attrition in an L2 English environment and advanced Dutch L1 acquisition” (227–239); Robinson, P. “Situating and distributing cognition across task demands: The SSARC model of pedagogic task sequencing” (243–268); Filipović, L., & Vidaković, I. “Typology in the L2 classroom: Second language acquisition from a typological perspective” (269–291); Littlemore, J. “Metaphoric competence in the first and second language: Similarities and differences” (293–315); Bromberek-Dyzman, K., & Ewert, A. “Figurative competence is better developed in L1 than in L2, or is it? Understanding conversational implicatures in L1 and L2” (317–334); Sicola, L. “Attention to phonological form: Modified output in task-based negotiated interaction” (335–350); Sotillo, S. “Quality and type of corrective feedback, noticing, and learner uptake in synchronous computer-mediated text-based and voice chats” (351–370).

Regan, V., & Ní Chasaide, C. (Eds.). (2010). Language practices and identity construction by multilingual speakers of French L2: The acquisition of sociostylistic variation. Bern: Peter Lang. Pp. 179. $48.95 paper. Regan, V., & Ní Chasaide, C. “Language and identity construction: Sociolinguistic variation” (1–10); Mougeon, F., & Rehner, K. “Identity and nativelikeness in bilingual FSL learners” (11–27); Nadasdi, T., Mougeon, R., & Rehner, K. “Formal in, formal out: The impact of classroom input on the acquisition of sociolinguistic competence” (29–49); Ní Chasaide, C., & Regan, V. “Irish adolescents, three languages and identity construction: Finding a voice in French” (51–79); Blondeau, H. “Bilingual language practices and identity construction: A generation of Anglophones in Montreal and its linguistic repertoire” (81–105); Lemée, I., & Regan, V. “Gender, identity and context in French L2 acquisition: The year abroad” (107–120); Dewaele, J.-M. “The perception of French by native speakers and advanced L2, L3 and L4 learners” (121–143); Regan, V., & Nestor, N. “French Poles, language and identity: An intergenerational snapshot” (145–158).