BOOKS

Daloiso, M. (2007). Early foreign language teaching. Perugia, Italy: Guerra Edizioni. Pp. 62. €8.00 paper.

Daulton, F. E. (2008). Japan's built-in lexicon of English-based loanwords. Clevedon, UK: Multilingual Matters. Pp. 185. $99.95 cloth.

Hellermann, J. (2008). Social actions for classroom language learning. Clevedon, UK: Multilingual Matters. Pp. 181. $49.95 paper.

Javier, R. A. (2007). The bilingual mind: Thinking, feeling and speaking in two languages. New York: Springer Verlag. Pp. xiii + 150. $62.95 cloth.

Koven, M. (2007). Selves in two languages: Bilinguals' verbal enactments of identity in French and Portuguese. Amsterdam: Benjamins. Pp. 327. $149.00 cloth.

Ramírez, A. G. (2008). Linguistic competence across learner varieties of Spanish. Munich: LINCOM Europa. Pp. 189. €64.00 paper.

JOURNALS

Applied Language Learning 17 (1 & 2). (2007). Lord, G. “The role of the lexicon in learning second language stress patterns” (1–14); Daloglu, A., & Marsh, F. “Teacher-student partnership in evaluating and revising a multidisciplinary sustained-content English language course” (15–31); Lee, S. H., & Han, H. “Issues of validity of SAT subject test: Korean with listening” (33–56); Cohen, A. D. “Being a strategic language learner in CALL” (57–71); Sangpil Byon, A. “Process-driven culture learning in American KFL classrooms” (73–90).

Applied Psycholinguistics 29 (1). (2008). Gutiérrez-Clellan, V. F., Simon-Cereijido, G., & Wagner, C. “Bilingual children with language impairment: A comparison with monolinguals and second language learners” (3–19); Carlson Lee, E., & Rescorla, L. “The use of psychological state words by late talkers at ages 3, 4, and 5 years” (21–39); Golberg, H., Paradis, J., & Crago, M. “Lexical acquisition over time in minority first language children learning English as a second language” (41–65); de Villiers, J., Roeper, T., Bland-Stewart, L., & Pearson, B. “Answering hard questions: Wh-movement across dialects and disorder” (67–103); Athanasopoulos, P., & Kasai, C. “Language and thought in bilinguals: The case of grammatical number and nonverbal classification preferences” (105–123); Hatzidaki, A., & Pothos, E. M. “Bilingual language representation and cognitive processes in translation” (125–150); Duthie, J. K., Nippold, M. A., Billow, J. L., & Mansfield, T. C. “Mental imagery of concrete proverbs: A developmental study of children, adolescents, and adults” (151–173).

Bilingualism 10 (3). (2007). Knupsky, A. C., & Amrhein, P. C. “Phonological facilitation through translation in a bilingual picture-naming task” (211–223); Serratrice, L. “Cross-linguistic influence in the interpretation of anaphoric and cataphoric pronouns in English-Italian bilingual children” (225–238); Radford, A., Kupisch, T., Köppe, R., & Azzaro, G. “Concord, convergence and accommodation in bilingual children” (239–256); Salamoura, A., & Williams, J. N. “The representation of grammatical gender in the bilingual lexicon: Evidence from Greek and German” (257–275); Yuan, B. “Behaviours of wh-words in English speakers' L2 Chinese wh-questions: Evidence of no variability, temporary variability and persistent variability in L2 grammars” (277–298); Bordag, D., & Pechmann, T. “Factors influencing L2 gender processing” (299–314); Austin, J. “Grammatical interference and the acquisition of ergative case in bilingual children learning Basque and Spanish” (315–331); Hacohen, A., & Schaeffer, J. “Subject realization in early Hebrew/English bilingual acquisition: The role of crosslinguistic influence” (333–344).

English Today 23 (3 & 4). (2007). Kam-Mei, J. L. “Man and machine: A miraculous partnership” (5–10); Li, D. C. S. “Researching and teaching China and Hong Kong English” (11–17); Dimova, S. “English stop signs in Macedonia” (18–24); Blaisdell, B. “Tarzan of the Russians” (25–28); Hilpert, M. “Just because it's new doesn't mean people will notice it” (29–33); Prodromou, L. “Kettles of fish: Or, does unilateral idiomaticity exist?” (34–39); Krishnasamy, K. “English in Tamil: The language of advertising” (40–49); Hou, J. “Catchwords as markers of change in China” (50–52); Bulley, M. “What price /prʌɪs/?” (53–55); Martin, A. “An endless coded stream” (56–61).

International Review of Applied Linguistics in Language Teaching 45 (4). (2007). Rothman, J., & Iverson, M. “Input type and parameter setting: Is naturalistic input necessary?” (285–319); Matsumara, M. “Semantics behind the structure, and how it affects the learner: A new perspective on second language reflexives” (321–352); Harada, T. “The production of voice onset time (VOT) by English-speaking children in a Japanese immersion program” (353–378).

Journal of Child Language 34 (4). (2007). Houston-Price, C., Mather, E., & Sakkalou, E. “Discrepancy between parental reports of infants' receptive vocabulary and infants' behaviour in a preferential looking task” (701–724); Laakso, A., & Smith, L. B. “Pronouns and verbs in adult speech to children: A corpus analysis” (725–763); Snow, D. “Polysyllabic units in the vocalizations of children from 0;6 to 1;11: Intonation-groups, tones and rhythms” (765–797); Estigarribia, B., & Clark, E. V. “Getting and maintaining attention in talk to young children” (799–814); Redford, M. A., & Gildersleeve-Neumann, C. E. “The acquisition of two phonetic cues to word boundaries” (815–843); Shimpi, P. M., & Huttenlocher, J. “Redirective labels and early vocabulary development” (845–859); Hohenstein, J., & Akhtar, N. “Two-year-olds' productivity with verbal inflections” (861–873); Scofield, J., & Benrend, D. A. “Two-year-olds differentially disambiguate novel words and facts” (875–889); D'Odorico, L., & Fasolo, M. “Nouns and verbs in the vocabulary acquisition of Italian children” (891–907).

Journal of Child Language 35 (1). (2008). Seidl, A., & Johnson, E. K. “Boundary alignment enables 11-month-olds to segment vowel inital words from speech” (1–24); Pawlowska, M., Leonard, L. B., Camarata, S. M., Brown, B., & Camarata, M. N. “Factors accounting for the ability of children with SLI to learn agreement morphemes in intervention” (25–53); Pine, J. M., Conti-Ramsden, G., Joseph, K. L., Lieven, E. V. M., & Serratrice, L. “Tense over time: Testing the agreement/tense omission as an account of the pattern of tense-marking provision in early child English” (55–75); Friend, M., & Keplinger, M. “Reliability and validity of the computerized comprehension task (CCT): Data from American English and Mexican Spanish infants” (77–98); Demuth, K., & Tremblay, A. “Prosodically-conditioned variability in children's production of French determiners” (99–127); Theakston, A. L., & Lieven, E. V. M. “The influence of discourse context on children's provision of auxiliary be” (129–158); Corrigan, R. “Conveying information about adjective meanings in spoken discourse” (159–184); Rowe, M. L. “Child-directed speech: Relation to socioeconomic status, knowledge of child development and child vocabulary skill” (185–205).

Language Testing 24 (4). (2007). McCarthy, P. M., & Jarvis, S. “vocd: A theoretical and empirical evaluation” (459–488); Llosa, L. “Validating a standards-based classroom assessment of English proficiency: A multitrait-multimethod approach” (489–515); Ockey, G. J. “Construct implications of including still image or video in computer-based listening tests” (517–537); Yu, G. “Students' voices in the evaluation of their written summaries: Empowerment and democracy for test takers?” (539–572).

The Modern Language Journal 91 (3). (2007). Poehner, M. E. “Beyond the test: L2 dynamic assessment and the transcendence of mediated learning” (323–340); Smith, H. J. “The social and private worlds of speech: Speech for inter- and intramental activity” (341–356); Isurin, L. “Teacher's language: L1 attrition in Russian-English bilinguals” (357–371); Fraser, C. A. “Reading rate in L1 Mandarin Chinese and L2 English across five reading tasks” (372–394); Knell, E., Siegel, L. S., Haiyan, Q., Lin, Z., Miao, P., Wei, Z., & Yanping, C. “Early English immersion and literacy in Xi'an, China” (395–417); Jackson, C. N. “The use and non-use of semantic information, word order, and case markings during comprehension by L2 learners of German” (418–432); Jiang, N., & Nekrasova, T. M. “The processing of formulaic sequences by second language speakers” (433–445); Benseler, D. P. “Doctoral degrees granted in foreign languages in the United States: 2006” (446–461).

Second Language Research 23 (4). (2007). Haznedar, B. “The acquisition of tense-aspect in child second language English” (383–417); Hara, M. “Input, triggering and poverty of the stimulus in the second language acquisition of Japanese passives” (419–458); Bardel, C., & Falk, Y. “The role of the second language in third language acquisition: The case of Germanic syntax” (459–484); Pienemann, M., & Håkansson, G. “Full transfer vs. developmentally moderated transfer: A reply to Bohnacker” (485–493).

Swann, J., & Maybin, J. (Eds.). (2007). Language Creativity in Everyday Contexts [Special issue]. Applied Linguistics 28 (4). Maybin, J., & Swann, J. “Everyday creativity in language: Textuality, contextuality, and critique” (497–517); Holmes, J. “Making humor work: Creativity on the job” (518–537); North, S. “‘The voices, the voices’: Creativity in online conversation” (538–555); Pomerants, A., & Bell, N. D. “Learning to play, playing to learn: EFL learners as multicompetent language users” (556–578); Pennycook, A. “‘The rotation gets thick. The constraints get thin’: Creativity, recontextualization, and difference” (579–596); Carter, R. “Response to special issue of Applied Linguistics devoted to language creativity in everyday contexts” (597–608); Rothman, J. “Sometimes they use it, sometimes they don't: An epistemological discussion of L2 morphological production and its use as a competence measurement” (609–614); Gao, X. “Has language learning strategy research come to an end?” (615–620).

EDITED VOLUMES

Fortune, T. W., & Tedick, D. J. (Eds.). (2008). Pathways to multilingualism: Evolving perspectives on immersion education. Clevedon, UK: Multilingual Matters. Pp. 286. $54.95 paper. Fortune, T. W., & Tedick, D. J. “One-way, two-way and indigenous immersion: A call for cross-fertilization” (3–21); Genesee, F. “Dual language in the global village” (22–45); Met, M. “Paying attention to language: Literacy, language and academic achievement” (49–70); Fortune, T. W., Tedick, D. J., & Walker, C. J. “Integrated language and content teaching: Insights from the immersion classroom” (71–96); Palmer, D. K. “Diversity up close: Building alternative discourses in the two-way immersion classroom” (97–116); Swain, M., & Lapkin, S. “Lexical learning through a multitask activity: The role of repetition” (119–132); Lyster, R., & Mori, H. “Instructional counterbalance in immersion pedagogy” (133–151); Södergård, M. “Teacher strategies for second language production in immersion kindergarten in Finland” (152–173); Lindholm-Leary, K., & Howard, E. R. “Language development and academic achievement in two-way immersion programs” (177–200); Dagenais, D. “Developing a critical awareness of language diversity in immersion” (201–220); Richards, M., & Burnaby, B. “Restoring aboriginal languages: Immersion and intensive language program models in Canada” (221–241); Hoare, P., & Kong, S. “Late immersion in Hong Kong: Still stressed or making progress?” (242–263); Tucker, G. R., & Dubiner, D. “Concluding thoughts: Does the immersion pathway lead to multilingualism?” (267–277).

Gagarina, N., & Gülzow, I. (Eds.). (2008). The acquisition of verbs and their grammar: The effect of particular languages. New York: Springer Verlag. Pp. 347. $64.95 paper. Gagarina, N., & Gülzow, I. “Introduction” (1–11); Uziel-Karl, S. “Acquisition of verb argument structure from a developmental perspective: Evidence from child Hebrew” (15–44); Armon-Lotem, S. “Subject use and the acquisition of verbal agreement in Hebrew” (45–67); Czinglar, C., Katičić, A., Köhler, K., & Schaner-Wolles, C. “Strategies in the L1-acquisition of predication: The copula construction in German and Croatian” (71–104); Tsujimura, N. “Why not all verbs are learned equally: The intransitive verb bias in Japanese” (105–122); Herr-Israel, E., & McCune, L. “Dynamic event words, motion events and the transition to verb meanings” (125–149); Ingram, D., Welti, A., & Priem, C. “The early stages of verb acquisition in English, Spanish and German” (151–171); Jordens, P., & Dimroth, C. “Finiteness in children and adults learning Dutch” (173–198); Gil, D. “The acquisition of voice morphology in Jakarta Indonesian” (201–227); Gülzow, I., & Gagarina, N. “Analytical and synthetic verb constructions in Russian and English child language” (229–259); May Vihman, M., & Vija, M. “The acquisition of verbal inflection in Estonian: Two case studies” (263–295); Martinot, C. “Grammatical role of French first verbs” (297–318); Kiebzak-Mandera, D. “Speaker and hearer reference in Russian speaking children” (319–344).

Gülzow, I., & Gagarina, N. (Eds.). (2007). Frequency effects in language acquisition: Defining the limits of frequency as an explanatory concept. Berlin: Mouton de Gruyter. Pp. 416. $135.97 cloth. Gülzow, I., & Gagarina, N. “Introducing the frequency debate in studies of language acquisition” (1–19); Roeper, T. “What frequency can do and what it can't” (23–47); Bohnacker, U. “The role of input frequency in article acquisition in early child Swedish” (51–82); Kupisch, T. “Testing the effects of frequency on the rate of learning: Determiner use in early French, German and Italian” (83–113); Uziel-Karl, S., & Budwig, N. “The acquisition of non-agent subjects in child Hebrew: The role of input” (117–144); Savić, M., & Anðelković, D. “The role of input frequency in early language production: Children's usage of Serbian prepositions” (145–180); Kauschke, C., & Klann-Delius, G. “Characteristics of maternal input in relation to vocabulary development in children learning German” (181–203); Gagarina, N. “What happens when adults often use infinitives?” (205–233); Djurkovic, M. “Structural versus frequency effects in L1 acquisition of the passive and impersonal in Serbian” (237–269); Westergaard, M., & Bentzen, K. “The (non-) effect of input frequency on the acquisition of word order in Norwegian embedded clauses” (271–306); Bordag, D. “Factors determining the acquisition of animacy in Czech” (307–327); Mattausch, J., & Gülzow, I. “A note on acquisition in frequency-based accounts of binding phenomena” (331–357); Thornton, R., Crain, S., & Tesan, G. “Principles, parameters and probabilities” (359–379); Demuth, K. “The role of frequency in language acquisition” (383–388); Yang, C. “Counting grammars” (389–406).

Liu, J. (Ed.). (2007). English language teaching in China: New approaches, perspectives and standards. New York: Continuum. Pp. xiv + 340. $49.95 paper. Liu, J. “The place of methods in teaching English around the world” (13–41); Larsen-Freeman, D. “Redefining grammar in contextualizing communicative competence” (42–54); Kramsch, C. “The uses of communicative competence in a global world” (55–74); Murray, D. E. “Teaching and learning communicative competence in an e-era” (75–90); Díaz-Rico, L. T. “Reimagining second-language acquisition as performative practice” (91–106); Liu, J. “Empowering non-native English-speaking teachers through collaboration with their native English-speaking colleagues in EFL settings” (107–123); Stoynoff, S. “Assessing communicative competence: From theory to practice” (127–149); Scovel, T. “Learning communicative competence: Insights from psycholinguistics and SLA” (150–169); Liu, J. “Critical period hypothesis retested: The effects of earlier English education in China” (170–191); Connor, U. “EFL writing: Intercultural implications of testing communicative competence” (192–208); Snow, D. “Sustaining self-directed language learning in the Chinese context” (211–230); Zhao, J. “Using media to teach culture-specific gestures in the Chinese context” (231–249); Peng, J. E. “Willingness to communicate in the Chinese EFL classroom: A cultural perspective” (250–269); Hansen Edwards, J. G. “Teaching pronunciation in twenty-first century China: Models and methods” (270–284); Xu, Y.-T., & Liu, J. “The effectiveness of anonymous written feedback from peers and the teacher on revisions in China” (285–310); Braine, G., & McNaught, C. “Adaptation of the ‘writing across the curriculum’ model to the Hong Kong context” (311–328); Liu, J. “Epilogue: Beyond communicative competence—A pedagogical perspective” (329–335).

Meunier, F., & Granger, S. (Eds.). (2008). Phraseology in foreign language learning and teaching. Amsterdam: Benjamins. Pp. 259. $142.00 cloth. Ellis, N. C. “Phraseology: The periphery and the heart of language” (1–13); Granger, S., & Meunier, F. “Introduction” (15–18); Kennedy, G. “Phraseology and language pedagogy: Semantic preference associated with English verbs in the British National Corpus” (21–41); Handl, S. “Essential collocations for learners of English: The role of collocational direction and weight” (43–66); Osborne, J. “Phraseology effects as a trigger for errors in L2 English: The case of more advanced learners” (67–83); Neff van Aertselaer, J. “Contrasting English-Spanish interpersonal discourse phrases: A corpus study” (85–99); Paquot, M. “Exemplification in learner writing: A cross-linguistic perspective” (101–119); Wray, A., & Fitzpatrick, T. “Why can't you just leave it alone? Deviations from memorized language as a gauge of nativelike competence” (123–147); Coxhead, A. “Phraseology and English for academic purposes: Challenges and opportunities” (149–161); Wible, D. “Multiword expressions and the digital turn” (163–181); Siepmann, D. “Phraseology in learners' dictionaries: What, where and how?” (185–202); Pecman, M. “Compilation, formalisation and presentation of bilingual phraseology: Problems and possible solutions” (203–222); Gouverneur, C. “The phraseological patterns of high-frequency verbs in advanced English for general purposes: A corpus-driven approach to EFL textbook analysis” (223–243); Granger, S., & Meunier, F. “Phraseology in language learning and teaching: Where to from here?” (247–252).

Pérez-Vidal, C., Juan-Garau, M., & Bel, A. (Eds.). (2008). A portrait of the young in the new multilingual Spain. Clevedon, UK: Multilingual Matters. Pp. xiv + 286. $59.95 paper. Siguan, M. “Prologue” (1–17); Pérez-Vidal, C., Juan-Garau, M., & Bel, A. “Issues in the acquisition of two or more languages in multilingual environments” (18–35); Pérez-Pereira, M. “Early Galician/Spanish bilingualism: Contrasts with monolingualism” (39–62); Barnes, J. “Early trilingualism: The development of communicative competence in English alongside Basque and Spanish” (63–85); Barreña, A., Ezeizabarrena, M. J., & García, I. “Influence of the linguistic environment on the development of the lexicon and grammar of Basque bilingual children” (86–110); Liceras, J. M., Fernàndez Fuertes, R., & Pérez-Tattam, R. “Null and overt subjects in the developing grammars (L1 English/L1 Spanish) of two bilingual twins” (111–134); Sanz-Torrent, M., Badia, I., & Serra, M. “Contributions from bilingual specific language impairment in Catalan and Spanish to the understanding of typical and pathological language acquisition” (135–158); Àlvaez, E. “The simultaneous development of narratives in English and Spanish” (159–182); Llinares García, A. “Classroom bilingualism at an early age: Towards a more natural EFL context” (185–199); Serrat, E., Gràcia, L., & Perpiñá, L. “First language influence on second language acquisition: The case of immigrant L1 Soninke, Tagalog and Chinese” (200–219); Sanz, C. “Predicting enhanced L3 learning in bilingual contexts: The role of biliteracy” (220–240); Mora, J. C. “Learning context effects on the acquisition of a second language phonology” (241–263); Gutierrez Mangado, J., & Garciá Mayo, M. d. P. “Non-adult long-distance wh-questions in the non-native acquisition of English” (264–286).