BOOKS

Alderson, J. C. (2005). Diagnosing foreign language proficiency: The interface between learning and assessment. New York: Continuum. Pp. xii + 284. $150.00 cloth.

Baker, C. (2006). Foundations of bilingual education and bilingualism (4th ed.). Clevedon, UK: Multilingual Matters. Pp. xii + 492. $27.96 paper.

Basturkmen, H. (2006). Ideas and options in English for specific purposes. Mahwah, NJ: Erlbaum. Pp. xi + 186. $19.95 paper.

Caldas, S. J. (2006). Raising bilingual-biliterate children in monolingual cultures. Clevedon, UK: Multilingual Matters. Pp. xvi + 231. $45.95 paper.

Creese, A. (2005). Teacher collaboration and talk in multilingual classrooms. Clevedon, UK: Multilingual Matters. Pp. xi + 217. $59.95 paper.

Dörnyei, Z., Csizér, K., & Németh, N. (2006). Motivation, language attitudes and globalisation: A Hungarian perspective. Clevedon, UK: Multilingual Matters. Pp. xiii + 205. $45.95 paper.

Hadi-Tabassum, S. (2006). Language, space and power: A critical look at bilingual education. Clevedon, UK: Multilingual Matters. Pp. 295. $59.95 paper.

Kormos, J. (2006). Speech production and second language acquisition. Mahwah, NJ: Erlbaum. Pp. xxvii + 221. $29.95 paper.

Leaver, B. L., Ehrman, M., & Shekhtman, B. (2005). Achieving success in second language acquisition. New York: Cambridge University Press. Pp. xiv + 265. $29.99 paper.

McKay, S. L. (2006). Researching second language classrooms. Mahwah, NJ: Erlbaum. Pp. x + 183. $24.50 paper.

Osborn, T. A. (2006). Teaching world languages for social justice: A sourcebook of principles and practices. Mahwah, NJ: Erlbaum. Pp. xiii + 190. $24.50 paper.

JOURNALS

Anthropological Linguistics 47 (2). (2005). Poser, W. J. “Noun classification in Carrier” (143–168); Chelliah, S. L. “Asserting nationhood through personal name choice: The case of the Meithei of northeast India” (169–216); Wierzbicka, A. “There are no ‘color universals’ but there are universals of visual semantics” (217–244).

Applied Language Learning 15 (1 & 2). (2005). Chan, A. Y. W. “Tactics employed and problems encountered by university English majors in Hong Kong in using a dictionary” (1–27); Hinkel, E. “Hedging, inflating, and persuading in L2 academic writing” (29–53); Rossiter, M. J. “Developmental sequences of L2 communication strategies” (55–66).

Applied Psycholinguistics 27 (1). (2006). Clahsen, H., & Felser, C. “Grammatical processing in language learners” (3–42); Avrutin, S. “The usability of syntax” (43–46); Birdsong, D. “Dominance, proficiency, and second language grammatical processing” (46–49); Dowens, M. G., & Carreiras, M. “The shallow structure hypothesis of second language processing: What is restricted and why?” (49–52); Carroll, S. E. “Shallow processing: A consequence of bilingualism or second language learning?” (53–56); Duffield, N. “How do you like your doughnuts?” (56–59); Fernández, E. M. “How do second language learners build syntactic structure?” (59–64); Frenck-Mestre, C. “Commentary on Clahsen and Felser” (64–65); Indefrey, P. “It is time to work toward explicit processing models for native and second language speakers” (66–69); Juffs, A. “Grammar and parsing and a transition theory” (69–71); Libben, G. “How language learners comprehend and produce language in real time” (72–74); McKee, C., Rispoli, M., McDaniel, D., & Garrett, M. “How do children become adult sentence producers?” (74–81); Sabourin, L. “Does the shallow structures proposal account for qualitative differences in first and second language processing?” (81–84); Sekerina, I. A., & Brooks, P. J. “Pervasiveness of shallow processing” (84–88); Sorace, A. “Possible manifestations of shallow processing in advanced second language speakers” (88–91); Steinhauer, K. “How dynamic is second language acquisition?” (92–95); Traxler, M. J. “Commentary on Clahsen and Felser” (95–97); Ullman, M. T. “The declarative/procedural model and the shallow structure hypothesis” (97–105); Clahsen, H., & Felser, C. “Continuity and shallow structures in language processing” (107–126).

Applied Psycholinguistics 27 (2). (2006). Hohlfeld, A. “Accessing grammatical gender in German: The impact of gender-marking regularities” (127–142); Shah, A. P., & Baum, S. R. “Perception of lexical stress by brain-damaged individuals: Effects on lexical-semantic activation” (143–156); Mackay, I. R. A., Flege, J. E., & Imai, S. “Evaluating the effects of chronological age and sentence duration on degree of perceived foreign accent” (157–183); Brooks, P. J., Kempe, V., & Sionov, A. “The role of learner and input variables in learning inflectional morphology” (185–209); Treiman, R., Kessler, B., & Pollo, T. C. “Learning about the letter name subset of the vocabulary: Evidence from U.S. and Brazilian preschoolers” (211–227); San Francisco, A. R., Carlo, M., August, D., & Snow, C. E. “The role of language instruction and vocabulary in the English phonological awareness of Spanish-English bilingual children” (229–246); Berends, I. E., & Reitsma, P. “Addressing semantics promotes the development of reading fluency” (247–265); Leonard, L. B., Wong, A. M.-Y., Deevy, P., Stokes, S. F., & Fletcher, P. “The production of passives by children with specific language impairment: Acquiring English or Cantonese” (267–299).

Australian Language and Literacy Matters 2 (3 & 4). (2005). de Courcy, M. “The effect of learning a new language on ESL teachers' beliefs about language pedagogy” (7–12); Varshney, R. “Learners' perspectives of L1 roles in third language acquisition: A case study” (13–18); Yu, M.-C. “Observing classroom behaviours and learning outcomes in the L2 development of sociolinguistic competence” (19–22); David, M. K., & Don, Z. M. “Using L1 to teach persuasive discourse” (23–30); Nambiar, M. “Testing oral interaction: The Malaysian experience” (31–34).

Bilingualism: Language and Cognition 8 (3). (2005). Sopata, A. “Optionality in non-native grammars: L2 acquisition of German constructions with absent expletives” (177–193); Taube-Schiff, M., & Segalowitz, N. “Within-language attention control in second-language processing” (195–205); Padilla, F., Bajo, M. T., & Macizo, P. “Articulatory suppression in language interpretation: Working memory capacity, dual tasking and word knowledge” (207–219); Dong, Y., Gui, S., & MacWhinney, B. “Shared and separate meanings in the bilingual mental lexicon” (221–238); Veii, K., & Everatt, J. “Predictors of reading among Herero-English bilingual Namibian school children” (239–254); Deuchar, M. “Congruence and Welsh-English code-switching” (255–269).

Bilingualism: Language and Cognition 9 (1). (2006). Broersma, M., & de Bot, K. “Triggered codeswitching: A corpus-based evaluation of the original triggering hypothesis and a new alternative” (1–13); Nicoladis, E. “Cross-linguistic transfer in adjective-noun strings by preschool bilingual children” (15–32); Uchikoshi, Y. “English vocabulary development in bilingual kindergarteners: What are the best predictors?” (33–49); Reyes, I., & Hernández, A. E. “Sentence interpretation strategies in emergent bilingual children and adults” (51–69); Williams, J. N. “Incremental interpretation in second language sentence processing” (71–88); Athanasopoulos, P. “Effects of the grammatical representation of number on cognition in bilinguals” (89–96); Sundara, M., Polka, L., & Baum, S. “Production of coronal stops by simultaneous bilingual adults” (97–114).

English Today 22 (1). (2006). Ayoola, K. A. “Challenges to a new generation of Nigerian writers in English” (3–9); Akinjobi, A. “Vowel reduction and suffixation in Nigeria” (10–17); Cheater, A. P. “Beyond meatspace—or, geeking out in e-English” (18–28); Asker, B. “Some reflections on English as a ‘semi-sacred’ language” (29–35); Lillo, A. “Cut-down puns” (36–44); Smith, R. “Tolkien the storyteller” (45–50).

English Today 22 (2). (2006). Yang, J. “Learners and users of English in China” (3–10); Yajun, J., & Chenggang, Z. “World Englishes and contrastive rhetoric” (11–22); Poon, F. K.-C. “Hong Kong English, China English and world English” (23–28); Blaisdell, B. “Some notes on teaching myself Russian” (31–37); Khuwaileh, A. A. “Medical rhetoric: A contrastive study of Arabic and English in the UAE” (38–44); Hinton, S. “Call me madam, or the lost key word” (45–46); Bulley, M. “Was that necessary?” (47–49); Anchimbe, E. A. “Local meaning in the English of West Africa” (50–54); Watson, K. “Phonological resistance and innovation in the north-west of England” (55–61); McArthur, T. “Twenty years on” (62–64).

Foreign Language Annals 38 (4). (2005). Domínguez, R., & Pessoa, S. “Early versus late start in foreign language education: Documenting achievements” (473–483); Redmann, J. “An interactive reading journal for all levels of the foreign language curriculum” (484–493); Brantmeier, C. “Nonlinguistic variables in advanced second language reading: Learners' self-assessment and enjoyment” (494–504); Elkhafaifi, H. “The effect of prelistening activities on listening comprehension in Arabic learners” (505–513); Adachi, T. “Memory of socially-obtained information versus non-socially-obtained information” (514–522); Sanders, R. F. “Redesigning introductory Spanish: Increased enrollment, online management, cost reduction, and effects on student learning” (523–532); Rodríguez-Sabater, S. “Utilizing undergraduate peer teaching assistants in a speaking program in Spanish as a foreign language” (533–543); Wharton, G. “Language learning interest at a new management university in multilingual Singapore” (544–553); Lee, J. S. “Through the learners' eyes: Reconceptualizing the heritage and non-heritage learner of the less commonly taught languages” (554–567); Schwarzer, D., & Petrón, M. “Heritage language instruction at the college level: Reality and possibilities” (568–578).

Foreign Language Annals 39 (1). (2006). Allen, L. Q. “Investigating culture through cooperative learning” (11–21); Ketchum, E. M. “The cultural baggage of second language reading: An approach to understanding the practices and perspectives of a nonnative product” (22–42); Rings, L. “The oral interview and cross-cultural understanding in the foreign language classroom” (43–53); Sildus, T. I. “The effect of a student video project on vocabulary retention of first-year secondary school German students” (54–70); Luke, C. L. “Fostering learner autonomy in a technology-enhanced, inquiry-based foreign language classroom” (71–86); Etienne, C., & Vanbaelen, S. “Paving the way to literary analysis through TV commercials” (87–98); Mantero, M. “Applied literacy in second language education: (Re)framing discourse in literature-based classrooms” (99–114); Sung, H., Padilla, A. M., & Silva, D. M. “Foreign language education, academic performance, and socioeconomic status: A study of California schools” (115–130); Chan, A. Y. W. “An algorythmic approach to error correction: An empirical study” (131–147); Burke, B. M. “Theory meets practice: A case study of preservice world language teachers in U.S. secondary schools” (148–166).

International Journal of Bilingualism 10 (1). (2006). Mills, J. “Talking about silence: Gender and the construction of multilingual identities” (1–16); Park, H.-S. “Structural characteristics of proper nouns in Korean-Swedish discourse” (17–36); Montrul, S. “On the bilingual competence of Spanish heritage speakers: Syntax, lexical-semantics and processing” (37–69); Bunta, F., Davidovich, I., & Ingram, D. “The relationship between the phonological complexity of a bilingual child's words and those of the target languages” (71–88); Dailey-O'Cain, J., & Liebscher, G. “Language learners' use of discourse markers as evidence for a mixed code” (89–109).

IRAL 44 (1). (2006). Howard, M. “The expression of number and person through verb morphology in advanced French interlanguage” (1–22); Wharton, S. “Ways of constructing knowledge in TESOL research reports: The management of community consensus and individual innovation” (23–48); Chavez, M. “Classroom-language use in teacher-led instruction and teachers' self-perceived roles” (49–102).

Journal of Child Language 32 (4). (2005). Kirk, C., & Demuth, K. “Asymmetries in the acquisition of word-initial and word-final consonant clusters” (709–734); De Houwer, A., Bornstein, M. H., & Leach, D. B. “Assessing early communicative ability: A cross-reporter cumulative score for the MacArthur CDI” (735–758); Devescovi, A., Caselli, M. C., Marchione, D., Pasqualetti, P., Reilly, J., & Bates, E. “A cross linguistic study of the relationship between grammar and lexical development” (759–786); Narasimhan, B. “Splitting the notion of ‘agent’: Case-marking in early child Hindi” (787–803); Stoll, S. “Beginning and end in the acquisition of the perfective aspect in Russian” (805–825); Storkel, H. L., & Maekawa, J. “A comparison of homonym and novel word learning: The role of phonotactic probability and word frequency” (827–853); Kidd, E., & Bavin, E. L. “Lexical and referential cues to sentence interpretation: An investigation of children's interpretations of ambiguous sentences” (855–876); Cain, K., Patson, N., & Andrews, L. “Age- and ability-related differences in young readers' use of conjunctions” (877–892).

Journal of Child Language 33 (1). (2006). Ogura, T., Dale, P. S., Yamashita, Y., Murase, T., & Mahieu, A. “The use of nouns and verbs by Japanese children and their caregivers in book-reading and toy-playing contexts” (1–29); Vogel Sosa, A., & Stoel-Gammon, C. “Patterns of intra-word phonological variability during the second year of life” (31–50); Rohlfing, K. J. “Facilitating the acquisition of UNDER by means of IN and ON—A training study in Polish” (51–69); Benelli, B., Belacchi, C., Gini, G., & Lucangeli, D. “‘To define means to say what you know about things’: The development of definitional skills as metalinguistic acquisition” (71–97); Narasimhan, B., & Gullberg, M. “Perspective-shifts in event descriptions in Tamil child language” (99–124); Levy, Y., Gottesman, R., Borochowitz, Z., Frydman, M., & Sagi, M. “Language in boys with fragile X syndrome” (125–144); Suk-Han Ho, C., Chan, D. W., Tsang, S.-M., Lee, S.-H., & Chung, K. K. H. “Word learning deficit among Chinese dyslexic children” (145–161).

Journal of Multilingual & Multicultural Development 26 (6). (2005). Cardinal, L. “The ideological limits of linguistic diversity in Canada” (481–495); Heylen, A. “The legacy of literary practices in colonial Taiwan: Japanese-Taiwanese-Chinese—Language interaction and identity formation” (496–511); Malcolm, I. G., & Sharifian, F. “Something old, something new, something borrowed, something blue: Australian Aboriginal students' schematic repertoire” (512–532); Starks, D. “The effects of self-confidence in bilingual abilities on language use: Perspectives on Pasifika language use in South Auckland” (533–550).

Language Testing 23 (1). (2006). Saif, S. “Aiming for positive washback: A case study of international teaching assistants” (1–34); Shizuka, T., Takeuchi, W., Yashima, T., & Yoshizawa, K. “A comparison of three- and four-option English tests for university entrance selection purposes in Japan” (35–57); Dastjerdi, H. V., & Talebinezhad, M. R. “Chain-preserving deletion procedure in cloze: A discoursal perspective” (58–72); Mochida, A., & Harrington, M. “The yes/no test as a measure of receptive vocabulary knowledge” (73–98); Krekeler, C. “Language for special academic purposes (LSAP) testing: The effect of background knowledge revisited” (99–130).

Language Testing 23 (2). (2006). Lee, Y.-W. “Dependability of scores for a new ESL speaking assessment consisting of integrated and independent tasks” (131–166); Weir, C. J. “Establishing test form and individual task comparability: A case study of a semi-direct speaking test” (167–197); Dudley, A. “Multiple dichotomous-scored items in second language testing: Investigating the multiple true-false item type under norm-referenced conditions” (198–228); Roever, C. “Validation of a web-based test of ESL pragmalinguistics” (229–256).

Language Variation and Change 18 (1). (2006). Wolford, T. E. “Variation in the expression of possession by Latino children” (1–13); Carrera-Sabaté, J. “Some connections between linguistic change and the written language: The behavior of speakers aged 3 to 20” (15–34); Dunlap, C. “Dialectal variation in mood choice in Spanish journalistic prose” (35–53); Raymond, W. D., Dautricourt, R., & Hume, E. “Word-internal /t, d/ deletion in spontaneous speech: Modeling the effects of extra-linguistic, lexical, and phonological factors” (55–97); Kochetov, A. “The role of social factors in the dynamics of sound change: A case study of a Russian dialect” (99–119).

Language Variation and Change 18 (2). (2006). Moosmüller, S., & Granser, T. “The spread of Standard Albanian: An illustration based on an analysis of vowels” (121–140); Langstrof, C. “Acoustic evidence for a push-chain shift in the intermediate period of New Zealand English” (141–164); Bond, Z. S., Stockmal, V., & Markus, D. “Sixty years of bilingualism affects the pronunciation of Latvian vowels” (165–177); Dal Negro, S., & Vietti, A. “The interplay of dialect and the standard in anonymous street dialogues: Patterns of variation in northern Italy” (179–192); Clopper, C. G., & Pisoni, D. B. “Effects of region of origin and geographic mobility on perceptual dialect categorization” (193–221).

Lee, J. S., & Kachru, Y. (Eds.). (2006). Symposium on world Englishes in pop culture [Special Issue]. World Englishes 25 (2). Lee, J. S., & Kachru, Y. “Introduction” (191–193); Omoniyi, T. “Hip-hop through the world Englishes lens: A response to globalization” (195–208); Moody, A. J. “English in Japanese popular culture and J-pop music” (209–222); Kachru, Y. “Mixers lyricing in Hinglish: Blending and fusion in Indian pop culture” (223–233); Lee, J. S. “Crossing and crossers in East Asian pop music: Korea and Japan” (235–250); Baumgardner, R. J. “The appeal of English in Mexican commerce” (251–266); Ustinova, I. P. “English and emerging advertising in Russia” (267–277); Bhatia, T. K. “Super-heroes to super languages: American popular culture through South Asian language comics” (279–297); Gao, L. “Language contact and convergence in computer-mediated communication” (299–308).

The Modern Language Journal 90 (1). (2006). Vandergrift, L. “Second language listening: Listening ability or language proficiency?” (6–18); Maxim, H. H. “Integrating textual thinking into the introductory college-level foreign language classroom” (19–32); McDonough, K. “Action research and the professional development of graduate teaching assistants” (33–47); Mullock, B. “The pedagogical knowledge base of four TESOL teachers” (48–66); Chikamatsu, N. “Developmental word recognition: A study of L1 English readers of L2 Japanese” (67–85); Tang, Y. “Beyond behavior: Goals of cultural learning in the second language classroom” (86–99); Roca de Larios, J., Manchón, R. M., & Murphy, L. “Generating text in native and foreign language writing: A temporal analysis of problem-solving formulation processes” (100–114).

Second Language Research 22 (1). (2006). Sabourin, L., Stowe, L. A., & de Haan, G. J. “Transfer effects in learning a second language grammatical gender system” (1–29); Tremblay, A. “On the second language acquisition of Spanish reflexive passives and reflexive impersonals by French- and English-speaking adults” (30–63); Conradie, S. “Investigating the acquisition of the split-IP parameter and the V2 parameter in second language Afrikaans” (64–94).

Second Language Research 22 (2). (2006). Cieślicka, A. “Literal salience in on-line processing of idiomatic expressions by second language learners” (115–144); Lozano, C. “Focus and split-intransitivity: The acquisition of word order alternations in non-native Spanish” (145–187); Rule, S., & Marsden, E. “The acquisition of functional categories in early French second language grammars: The use of finite and non-finite verbs in negative contexts” (188–218); Kecskes, I. “On my mind: Thoughts about salience, context, and figurative language from a second language perspective” (219–237).

World Englishes 25 (1). (2006). Sharifian, F. “A cultural-conceptual approach and world Englishes: The case of Aboriginal English” (11–22); Bamiro, E. O. “The politics of code-switching: English vs. Nigerian languages” (23–35); Van Rooy, B. “The extension of the progressive aspect in Black South African English” (37–64); Kasanga, L. A. “Requests in a South African variety of English” (65–89); Wiltshire, C. R., & Harnsberger, J. D. “The influence of Gujarati and Tamil L1s on Indian English: A preliminary study” (91–104); Zhiming, B., & Huaqing, H. “Diglossia and register variation in Singapore English” (105–114); Nelson, G. “The core and periphery of world Englishes: A corpus-based exploration” (115–129); Hassall, P. J. “Developing an international corpus of creative English” (131–151); D'Souza, J. “Language, education and the rights of the child” (155–166); Tickoo, M. L. “Language in education” (167–176).

EDITED VOLUMES

Bardovi-Harlig, K., & Hartford, B. S. (Eds.). (2005). Interlanguage pragmatics: Exploring institutional talk. Mahwah, NJ: Erlbaum. Pp. v + 230. $29.95 paper. Bardovi-Harlig, K., & Hartford, B. S. “Introduction” (1–6); Bardovi-Harlig, K., & Hartford, B. S. “Institutional discourse and interlanguage pragmatics research” (7–36); Williams, J. “Writing center interaction: Institutional discourse and the role of peer tutors” (37–65); Yates, L. “Negotiating an institutional identity: Individual differences in NS and NNS teacher directives” (67–97); Kerekes, J. “Before, during, and after the event: Getting the job (or not) in an employment interview” (99–131); Evans Davies, C., & Tyler, A. E. “Discourse strategies in the context of crosscultural institutional talk: Uncovering interlanguage pragmatics in the university classroom” (133–156); Tarone, E. “English for specific purposes and interlanguage pragmatics” (157–173); Gibbs, T. L. “Using moves in the opening sequence to identity callers in institutional settings” (175–199); Bardovi-Harlig, K., & Hartford, B. S. “Practical considerations” (201–221).

Chalhoub-Deville, M., Chapelle, C. A., & Duff, P. A. (Eds.). (2006). Inference and generalizability in applied linguistics: Multiple perspectives. Amsterdam: Benjamins. Pp. vi + 248. $42.95 paper. Chalhoub-Deville, M. “Drawing the line: The generalizability and limitations of research in applied linguistics” (1–5); Deville, C., & Chalhoub-Deville, M. “Old and new thoughts on test score variability: Implications for reliability and validity” (9–25); McNamara, T. “Validity and values: Inferences and generalizability in language testing” (27–45); Chapelle, C. A. “L2 vocabulary acquisition theory: The role of inference, dependability and generalizability in assessment” (47–64); Duff, P. A. “Beyond generalizability: Contextualization, complexity, and credibility in applied linguistics research” (65–95); Swain, M. “Verbal protocols: What does it mean for research to use speaking as a data collection tool?” (97–113); Larsen-Freeman, D. “Functional grammar: On the value and limitations of dependability, inference, and generalizability” (115–133); Markee, N. “A conversation analytic perspective on the role of quantification and generalizability in second language acquisition” (135–162); Bachman, L. F. “Generalizability: A journey into the nature of empirical research in applied linguistics” (165–207); Gass, S. “Generalizability: What are we generalizing anyway?” (209–220); Hornberger, N. H. “Negotiating methodological rich points in applied linguistics research: An ethnographer's view” (221–240).

DuFon, M. A., & Churchill, E. (Eds.). (2006). Language learners in study abroad contexts. Clevedon, UK: Multilingual Matters. Pp. xiii + 329. $149.95 cloth, $54.95 paper. Churchill, E., & DuFon, M. A. “Evolving threads in study abroad research” (1–27); Hassall, T. “Learning to take leave in social conversations: A diary study” (31–58); Barron, A. “Learning to say ‘you’ in German: The acquisition of sociolinguistic competence in a study abroad context” (59–88); DuFon, M. A. “The socialization of taste during study abroad in Indonesia” (91–119); Cook, H. M. “Joint construction of folk beliefs by JFL learners and Japanese host families” (120–150); Iino, M. “Norms of interaction in a Japanese homestay setting: Toward a two-way flow of linguistic and cultural resources” (151–173); McMeekin, A. “Negotiation in a Japanese study abroad setting” (177–202); Churchill, E. “Variability in the study abroad classroom and learner competence” (203–227); Isabelli-García, C. “Study abroad social networks, motivation and attitudes: Implications for second language acquisition” (231–258); Adams, R. “Language learning strategies in the study abroad context” (259–292).

Hughes, R. (Ed.). (2006). Spoken English, TESOL and applied linguistics: Challenges for theory and practice. New York: Palgrave Macmillan. Pp. xx + 289. $90.00 cloth. Luk, J. C. M., & Lin, A. M. Y. “Uncovering the sociopolitical situatedness of accents in the World Englishes paradigm” (3–22); Lindemann, S. “What the other half gives: The interlocutor's role in non-native speaker performance” (23–49); Chafe, W. “Reading aloud” (53–71); Wennerstrom, A. “Intonational meaning starting from talk” (72–98); Low, E. L. “A review of recent research on speech rhythm: Some insights for language acquisition, language disorders and language teaching” (99–125); Hughes, R., & Reed, B. S. “Factors affecting turn-taking behaviour: Genre meets prosody” (126–140); Mauranen, A. “Spoken discourse, academics and global English: A corpus perspective” (143–158); Cutting, J. “Spoken grammar: Vague language and EAP” (159–181); Farr, F. “Reflecting on reflections: The spoken word as a professional development tool in language teacher education” (182–215); Walsh, S. “Analyzing classroom discourse: A variable approach” (216–242); Levis, J. M. “Pronunciation and the assessment of spoken language” (245–270); Gerson, M. J. “Local and dialogic language ability and its implication for language teaching and testing” (271–286).

Nero, S. J. (Ed.). (2006). Dialects, Englishes, creoles, and education. Mahwah, NJ: Erlbaum. Pp. xxii + 314. $34.50 paper. Nero, S. J. “Introduction” (1–16); Kachru, Y. “World Englishes and language education” (19–37); Siegel, J. “Keeping creoles and dialects out of the classroom: Is it justified?” (39–67); Rickford, J. R. “Linguistics, education, and the Ebonics firestorm” (71–92); Delpit, L. “What should teachers do? Ebonics and culturally responsive instruction” (93–101); Winer, L. “Teaching English to Caribbean English Creole-speaking students in the Caribbean and North America” (105–118); Pratt-Johnson, Y. “Teaching Jamaican Creole-speaking students” (119–136); Eades, D., Jacobs, S., Hargrove, E., & Menacker, T. “Pidgin, local identity, and schooling in Hawai‘i” (139–163); García, O., & Menken, K. “The English of Latinos from a plurilingual transcultural angle: Implications for assessment and schools” (167–183); Hall Kells, M. “Tex mex, metalingual discourse, and teaching college writing” (185–201); de Kliene, C. “West African world English speakers in U.S. classrooms: The role of West African Pidgin English” (205–232); Govardhan, A. “Indian versus American students’ writing in English” (235–259); Tayao, M. L. G. “A transplant takes root: Philippine English and education” (261–282); Nero, S. J. “Conclusion” (283–288).

Pavlenko, A. (Ed.). (2006). Bilingual minds: Emotional experience, expression and representation. Clevedon, UK: Multilingual Matters. Pp. xvi + 324. $144.95 cloth, $54.95 paper. Pavlenko, A. “Bilingual selves” (1–33); Besemeres, M. “Language and emotional experience: The voice of translingual memoir” (34–58); Piller, I., & Takahashi, K. “A passion for English: Desire and the language market” (59–83); Koven, M. “Feeling in two languages: A comparative analysis of a bilingual's affective displays in French and Portuguese” (84–117); Dewaele, J.-M. “Expressing anger in multiple languages” (118–151); Vaid, J. “Joking across languages: Perspectives on humor, emotion, and bilingualism” (152–182); Panayiotou, A. “Translating guilt: An endeavor of shame in the Mediterranean?” (183–208); Sachs, O. S., & Coley, J. D. “Envy and jealousy in Russian and English: Labeling and conceptualization of emotions by monolinguals and bilinguals” (209–231); Altarriba, J. “Cognitive approaches to the study of emotion-laden and emotion words in monolingual and bilingual memory” (232–256); Harris, C. L., Gleason, J. B., & Ayçiçeği, A. “When is a first language more emotional? Psychophysiological evidence from bilingual speakers” (257–283); Schrauf, R. W., & Durazo-Arvizu, R. “Bilingual autobiographical memory and emotion: Theory and methods” (284–311); Pavlenko, A. “Afterword” (312–316).

Slabakova, R., Montrul, S. A., & Prévost, P. (Eds.). (2006). Inquiries in linguistic development: In honor of Lydia White. Amsterdam: Benjamins. Pp. vi + 363. $156.00 cloth. Slabakova, R., Montrul, S., & Prévost, P. “Inquiries in linguistic development: In honor of Lydia White” (1–13); Hirakawa, M. “‘Passive’ unaccusative errors in L2 English revisited” (17–39); Inagaki, S. “Manner-of-motion verbs with locational/directional PPs in L2 English and Japanese” (41–68); Slabakova, R. “A semantic parameter with a syntactic trigger in the L2 acquisition of Italian” (69–87); Grüter, T., & Conradie, S. “Investigating the L2 initial state: Additional evidence from the production and comprehension of Afrikaans-speaking learners of German” (89–114); Pater, J., & Tessier, A.-M. “L1 phonotactic knowledge and the L2 acquisition of alternations” (115–131); Prévost, P. “Morphological variability in the development of L2 French morphosyntax: The issues of impairment and L1 influence” (135–156); Leung, Y.-K. I. “Full transfer vs. partial transfer in L2 and L3 acquisition” (157–187); Steele, J. “A representational licensing-based account of asymmetries in the L2 acquisition of place” (189–211); Juffs, A. “Processing reduced relative versus main verb ambiguity in English as a second language: A replication study with working memory” (213–232); Allen, S. E. M. “Formalism and functionalism working together? Exploring roles for complementary distributions in the domain of child null arguments” (233–255); Gürel, A. “L2 acquisition of pragmatic and syntactic constraints in the use of overt and null subject pronouns” (259–282); Valenzuela, E. “L2 end state grammars and incomplete acquisition of Spanish CLLD constructions” (283–304); de Garavito, J. B. “Knowledge of clitic doubling in Spanish: Evidence against pattern learning” (305–333); Montrul, S. “Incomplete acquisition as a feature of bilingual and L2 grammars” (335–359).