BOOKS

Albrechtsen, D., Haastrup, K., & Henriksen, B. (2008). Vocabulary and writing in a first and second language: Processes and development. New York: Palgrave MacMillan. Pp. 225. $80.00 cloth.

Byram, M. (2008). From foreign language education to education for intercultural citizenship: Essays and reflections. Clevedon, UK: Multilingual Matters. Pp. 220. $49.95 paper.

Lai Yuk Wah, E. (2002). Prosody and prosodic transfer in foreign language acquisition: Cantonese and Japanese. Munich: Lincom Europa. Pp. 378. $62.00 paper.

Mufwene, S. S. (2008). Language evolution: Contact, competition and change. New York: Continuum. Pp. xiv + 354. $34.95 paper.

Pritchard Newcombe, L. (2008). Social context and fluency in L2 learners: The case of Wales. Clevedon, UK: Multilingual Matters. Pp. xiv + 139. $44.95 paper.

Salaberry, M. R. (2008). Marking past tense in second language acquisition: A theoretical model. New York: Continuum. Pp. 289. $150.00 cloth.

Tode, T. (2008). Effects of frequency in classroom second language learning: Quasi-experiment and stimulated-recall analysis. Bern: Peter Lang. Pp. 195. $57.95 paper.

JOURNALS

Anthropological Linguistics 49 (1). (2007). Dinwoodie, D. W. “‘He expects we would be off from his lands’: Reported speech-events in Tsilhqut’in contact history” (1–26); Moore, P. “Archdeacon Robert McDonald and Gwich’in literacy” (27–53); Bradley, D. “Birth-order terms in Lisu: Inheritance and contact” (54–69).

Applied Linguistics 29 (2). (2008). Roehr, K. “Metalinguistic knowledge and language ability in university-level L2 learners” (173–199); Lindstromberg, S., & Boers, F. “The mnemonic effect of noticing alliteration in lexical chunks” (200–222); Koteyko, N., Nerlich, B., Crawford, P., & Wright, N. “‘Not rocket science’ or ‘no silver bullet?’ Media and government discourses about MRSA and cleanliness” (223–243); Szpara, M. Y., & Wylie, E. C. “Writing differences in teacher performance assessments: An investigation of African American language and edited American English” (244–266); Menard-Warwick, J. “‘Because she made beds. Every day.’ Social positioning, classroom discourse, and language learning” (267–289); Caldas, S. J. “Changing bilingual self-perceptions from early adolescence to early adulthood: Empirical evidence from a mixed-methods case study” (290–311).

Applied Psycholinguistics 29 (3). (2008). Royle, P., & Thordardottir, E. T. “Elicitation of the passé composé in French preschoolers with and without specific language impairment” (341–365); Chamberlain, C., & Mayberry, R. I. “American Sign Language syntactic and narrative comprehension in skilled and less skilled readers: Bilingual and bimodal evidence for the linguistic basis of reading” (367–388); Lim, V. P. C., Rickard Liow, S. J., Lincoln, M., Chan, Y. H., & Onslow, M. “Determining language dominance in English-Mandarin bilinguals: Development of a self-report classification tool for clinical use” (389–412); Levin, I., Saiegh-Haddad, E., Hende, N., & Ziv, M. “Early literacy in Arabic: An intervention study among Israeli Palestinian kindergartners” (413–436); McBride-Chang, C., Tardif, T., Cho, J.-R., Shu, H., Fletcher, P., Stokes, S. F., Wong, A., & Leung, K. “What’s in a word? Morphological awareness and vocabulary knowledge in three languages” (437–462); French, L. M., & O’Brien, I. “Phonological memory and children’s second language grammar learning” (463–487); Colantoni, L., & Steele, J. “Integrating articulatory constraints into models of second language phonological acquisition” (489–534).

Bilingualism: Language and Cognition 11 (2). (2008). Pavlenko, A. “Emotion and emotion-laden words in the bilingual lexicon” (147–164); Altarriba, J. “Expressions of emotion as mediated by context” (165–167); Caldwell-Harris, C. L. “Language research needs an ‘emotion revolution’ and distributed models of the lexicon” (169–171); Dewaele, J.-M. “Dynamic emotion concepts of L2 learners and L2 users: A second language acquisition perspective” (173–175); Kramsch, C. “Emotions in the cross-fire: Structuralist vs. post-structuralist stances in bilingualism research” (177–179); Paradis, M. “Bilingual effects are not unique, only more salient” (181–183); Schrauf, R. “ The bilingual emotion lexicon and emotion in vivo” (185–187);   Viberg, Å. “Emotion and emotionality as a hidden dimension of lexicon and discourse” (189–191); Wierzbicka, A. “A conceptual basis for research into emotions and bilingualism” (193–195); Pavlenko, A. “Bi- and multilingualism as a metaphor for research” (197–201); Kovelman, I., Baker, S. A., & Petitto, L.-A. “Age of first bilingual language exposure as a new window into bilingual reading development” (203–223); Kharkhurin, A. V. “The effect of linguistic proficiency, age of second language acquisition, and length of exposure to a new cultural environment on bilinguals’ divergent thinking” (225–243); Silva, R., & Clahsen, H. “Morphologically complex words in L1 and L2 processing: Evidence from masked priming experiments in English” (245–260); Kormos, J., & Sáfár, A. “Phonological short-term memory, working memory and foreign language performance in intensive language learning” (261–271).

Cornips, L., & Nortier, J. (Eds.). (2008). Ethnolects? The emergence of new varieties among adolescents [Special Double Issue]. International Journal of Bilingualism 12 (1 & 2). Nortier, J. “Introduction” (1–5); Cutler, C. “Brooklyn style: Hip-hop markers and racial affiliation among European immigrants in New York City” (7–24); Eckert, P. “Where do ethnolects stop?” (25–42); Quist, P. “Sociolinguistic approaches to multiethnolect: Language variety and stylistic practice” (43–61); Svendsen, B. A., & Røyneland, U. “Multiethnolectal facts and functions in Oslo, Norway” (63–83); Jaspers, J. “Problematizing ethnolects: Naming linguistic practices in an Antwerp secondary school” (85–103); Cornips, L. “Loosing grammatical gender in Dutch: The result of bilingual acquisition and/or an act of identity?” (105–123); Nortier, J., & Dorleijn, M. “A Moroccan accent in Dutch: A sociocultural style restricted to the Moroccan community?” (125–142).

English Today 24 (2). (2008). Bolton, K. “English in Asia, Asian Englishes, and the issue of proficiency” (3–12); Mesthrie, R. “‘Death of the mother tongue:’ Is English a glottophagic language in South Africa?” (13–19); Saraceni, M. “English as a lingua franca: Between form and function” (20–26); Kirkpatrick,  A. “English as the official working language of the association of Southeast Asian nations (ASEAN): Features and strategies” (27–34); Björkman, B. “‘So where we are?’ Spoken lingua franca English at a technical university in Sweden” (35–41); Shaw, P. “Spelling, accent and identity in computer-mediated communication” (42–49); Ch’ien, E. N.-M. “English is getting weirder, and so R wee” (50–55); Nunan, D. “Exploring genre and register in contemporary English” (56–61); Tulloch, A. “The weather” (62–64).

International Journal of English Studies 7 (2). (2007). Meara, P. “Simulating word associations in an L2: Approaches to lexical organisation” (1–20); Almela, M., & Sánchez, A. “Words as ‘lexical units’ in learning/teaching vocabulary” (21–40); Alcón, E. “Incidental focus on form, noticing and vocabulary learning in the EFL classroom” (41–60); Miralpeix, I. “Lexical knowledge in instructed language learning: The effects of age and exposure” (61–83); Agustín Llach, M. P., & Jiménez Catalán, R. M. “Lexical reiteration in EFL young learners’ essays: Does it relate to the type of instruction?” (85–103); Read, J. “Second language vocabulary assessment: Current practices and new directions” (105–125); Moreno Jaén, M. “A corpus-driven design of a test for assessing the ESL collocational competence of university students” (127–147); Manchón, R. M., Murphy, L., & Roca, J. “Lexical retrieval processes and strategies in second language writing: A synthesis of empirical research” (149–174).

Journal of Child Language 35 (2). (2008). McDonald, J. L. “Grammaticality judgments in children: The role of age, working memory and phonological ability” (247–268); Nicoladis, E., Cornell, E. H., & Gates, M. “Developing spatial localization abilities and children’s interpretation of where” (269–289); Göksun, T., Küntay,  A., & Naigles, L. R. “Turkish children use morphosyntactic bootstrapping in interpreting verb meaning” (291–323); Brandt, S., Diessel, H., & Tomasello, M. “The acquisition of German relative clauses: A case study” (325–348); Clark, E. V., & Bernicot, J. “Repetition as ratification: How parents and children place information in common ground” (349–371); Masterson, J., Druks, J., & Gallienne, D. “Object and action picture naming in three- and five-year-old children” (373–402); Bassano, D., Maillochon, I., & Mottet, S. “Noun grammaticalization and determiner use in French children’s speech: A gradual development with prosodic and lexical influences” (403–438); Taelman, H., & Gillis, S. “Is epenthesis a means to optimize feet? A reanalysis of the CLPF database” (439–452); Rabin, J., & Deacon, H. “The representation of morphologically complex words in the developing lexicon” (453–465); Lin, H.-L., & Tsay, J. S. “Acquiring causatives in Taiwan Southern Min” (467–487).

Journal of Child Language 35 (3). (2008). Kan, P. F., & Kohnert, K. “Fast mapping by bilingual preschool children” (495–514); Goodman, J. C., Dale, P. S., & Li, P.  “Does frequency count? Parental input and the acquisition of vocabulary” (515–531); Ewa, D., & Tomasello, M. “Rapid learning of an abstract language-specific category: Polish children’s acquisition of the instrumental construction” (533–558); Samuelson, L. K., Horst, J. S., Schutte, A. R., & Dobbertin, B. N. “Rigid thinking about deformables: Do children sometimes overgeneralize the shape bias?” (559–589); Lee, S., Davis, B. L., & Macneilage, P. F. “Segmental properties of input to infants: A study of Korean” (591–617); Bleses, D., Vach, W., Slott, M., Wehberg, S., Thomsen, P., Madsen, T. O., & Basbøll, H. “Early vocabulary development in Danish and other languages: A CDI-based comparison” (619–650); Bleses, D., Vach, W., Slott, M., Wehberg, S., Thomsen, P., Madsen, T. O., & Basbøll, H. “The Danish communicative developmental inventories: Validity and main developmental trends” (651–669); Soderstrom, M. “Early perception-late comprehension of grammar? The case of verbal -s: A response to de Villiers & Johnson (2007)” (671–676); Saxton, M. “What’s in a name? Coming to terms with the child’s linguistic environment” (677–686); Bavin, E. L., Reilly, M., Prior, S., Bretherton, L., Williams, J., Eadie, P., Barrett, Y., & Ukoumunne, O. C. “The early language in Victoria study: Predicting vocabulary at age one and two years from gesture and object use” (687–701); Murphy,  V. A., Dockrell, J., Messer, D., & Farr, H. “Morphosyntax in children with word finding difficulties” (703–720).

Journal of French Language Studies 18 (2). (2008). Frath, P. “Pour commencer, il faut arrêter de décoder: Plaidoyer pour une linguistique sans métaphysique” (147–173); Gess, R. “More on (distinctive!) vowel length in historical French” (175–187); Grim, F. “The topics and roles of the situational code-switching of an English-French bilingual” (189–208); Thiessen,  A. “Le SN démonstratif cette fois (-ci/-là)” (209–226); Van Goethem, K. “Les constructions préverbales du français et du néerlandais: Typologie et grammaticalisation” (227–248).

Language in Society 37 (3). (2008). Gordon, C. “A(p)parent play: Blending frames and reframing in family talk” (319–349); Díaz-Campos, M., & Clements, J. C. “A creole origin for Barlovento Spanish? A linguistic and sociohistorical inquiry” (351–383); Moore, R. J. “When names fail: Referential practice in face-to-face service encounters” (385–413); Vigouroux, C. B. “‘The smuggling of la francophonie’: Francophone Africans in anglophone Cape Town (South Africa)” (415–434); Pennycook, A. “Multilithic English(es) and language ideologies” (435–444).

Language Testing 25 (3). (2008). 25th Anniversary Issue. Spolsky, B. “Language Testing at 25: Maturity and responsibility?” (297–305); Davies, A. “UCLES / ILTA 2007 lifetime achievement award to Charles W. Stansfield” (307–309); Stansfield, C. W. “Where we have been and where we should go” (311–326); Davies, A. “Textbook trends in teaching language testing” (327–347); Brown, J. D., & Bailey, K. M. “Language testing courses: What are they in 2007?” (349–383); Inbar-Lourie, O. “Constructing a language assessment knowledge base: A focus on language assessment courses” (385–402).

EDITED VOLUMES

Alcón-Soler, E. (Ed.). (2008). Learning how to request in an instructed language learning context. Bern: Peter Lang. Pp. 260. $68.95 paper. Alcón-Soler, E. “Introduction” (9–15); Alcón-Soler, E. “Pragmatics in instructed language learning contexts” (17–39); Safont-Jordà, M. P. “The speech act of requesting” (41–64); Usó-Juan, E. “A pragmatic-focused evaluation of requests and their modification devices in textbook conversations” (65–90); Campoy-Cubillo, M. C. “Requests in spoken corpora: Some implications for corpus as input source in the classroom” (91–109); Fernández-Guerra, A. “Requests in TV series and in naturally occurring discourse: A comparison” (111–126); Vilar-Beltrán, E. “The use of mitigation in role-play activities: A comparison between native and nonnative speakers of English” (127–142); Salazar-Campillo, P. “Task analysis on mitigation in the speech act of requesting: Discourse completion task and role-play” (143–161); Martí-Arnándiz, O. “Grammatical and pragmatic competence in EFL contexts: Do they really go hand in hand?” (163–189); Martínez-Flor, A. “The effect of an inductive-deductive teaching approach to develop learners’ use of request modifiers in the EFL classroom” (191–225); Codina-Espurz, V. “The immediate vs. delayed effect of instruction on mitigators in relation to the learner’s language proficiency in English” (227–256).

Alcón Soler, E., & Martínez-Flor, A. (Eds.). (2008). Investigating pragmatics in foreign language learning, teaching and testing. Clevedon, UK: Multilingual Matters. Pp. xii + 266. $54.95 paper. Alcón Soler, E., & Martínez-Flor, A. “Pragmatics in foreign language contexts” (3–21); DuFon, M. A. “Language socialization theory and the acquisition of pragmatics in the foreign language classroom” (25–44); Tateyama, Y., & Kasper, G. “Talking with a classroom guest: Opportunities for learning Japanese pragmatics” (45–71); Hassall, T. “Pragmatic performance: What are learners thinking?” (72–93); Nikula, T. “Learning pragmatics in content-based classrooms” (94–113); González-Lloret, M. “Computer-mediated learning of L2 pragmatics” (114–132); House, J. “Using translation to improve pragmatic competence” (135–152); Kondo, S. “Effects on pragmatic development through awareness-raising instruction: Refusals by Japanese EFL learners” (153–177); Eslami, Z. R., & Eslami-Rasekh, A. “Enhancing the pragmatic competence of non-native English-speaking teacher candidates (NNESTCs) in an EFL context” (178–197); Yamashita, S. “Investigating interlanguage pragmatic ability: What are we testing?” (201–223); Brown, J. D. “Raters, functions, item types and the dependability of L2 pragmatics tests” (224–248); Roever, C. “Rater, item and candidate effects in discourse completion tests: A FACETS approach” (249–266).

Boers, F., & Lindstromberg, S. (Eds.). (2008). Cognitive linguistic approaches to teaching vocabulary and phraseology. Berlin: Mouton de Gruyter. Pp. ix + 396. €91.59 paper. Boers, F., & Lindstromberg, S. “How cognitive linguistics can foster effective vocabulary teaching” (1–61); Beréndi, M., Csábi, S., & Kövecses, Z. “Using conceptual metaphors and metonymies in vocabulary teaching” (65–99); Skoufaki, S. “Conceptual metaphoric meaning clues in two idiom presentation methods” (101–132); Condon, N. “How cognitive linguistic motivations influence the learning of phrasal verbs” (133–158); MacArthur, F., & Littlemore, J. “A discovery approach to figurative language learning with the use of corpora” (159–188); Boers, F., Lindstromberg, S., Littlemore, J., Stengers, H., & Eyckmans, J. “Variables in the mnemonic effectiveness of pictorial elucidation” (189–216); Piquer Píriz, A. M. “Reasoning figuratively in early EFL: Some implications for the development of vocabulary” (219–240); Caballero, R., & Suárez-Toste, E. “Translating the senses: Teaching the metaphors in winespeak” (241–259); Verspoor, M. H. “What bilingual word associations can tell us” (261–289); Walker, C. “Factors which influence the process of collocation” (291–308); Niemeier, S. “The notion of boundedness/unboundedness in the foreign language classroom” (309–327); Boers, F., & Lindstromberg, S. “Structural elaboration by the sound (and feel) of it” (329–353); Boers, F., & Stengers, H. “A quantitative comparison of English and Spanish repertories of figurative idioms” (355–374); Boers, F., & Lindstromberg, S. “From empirical findings to pedagogical practice” (375–393).

Dinnsen, D. A., & Gierut, J. A. (Eds.). (2008). Optimality theory, phonological acquisition and disorders. Oakville, CT: Equinox. Pp. 513. $45.00 paper. Dinnsen, D. A. “Fundamentals of optimality theory” (3–36); Gierut, J. A. “Phonological disorders and the developmental phonology archive” (37–92); Gierut, J. A. “Fundamentals of experimental design and treatment” (93–118); Dinnsen, D. A. “A typology of opacity effects in acquisition” (121–176); Dinnsen, D. A., & Farris-Trimble, A. W. “An unusual error pattern reconsidered” (177–204); Morrisette, M. L., & Gierut, J. A. “Innovations in the treatment of chain shifts” (205–220); Gierut, J. A., & Dinnsen, D. A. “Developmental shifts in children’s correspondence judgments” (223–246); Dinnsen, D. A. “Recalcitrant error patterns” (247–276); Dinnsen, D. A., & Farris-Trimble, A. W. “The prominence paradox” (277–308); Gierut, J. A., Storkel, H. L., & Morrisette, M. L. “Syllable onsets in developmental perception and production” (311–354); Gierut, J. A. “Experimental instantiations of implicational universals in phonological acquisition” (355–376); Farris-Trimble, A. W., & Gierut, J. A. “Gapped s-cluster inventories and faithfulness to the marked” (377–406); Barlow, J. A., & Gierut, J. A. “A typological evaluation of the split-margin approach to syllable structure in phonological acquisition” (407–426); Chin, S. B. “Constraints on consonant clusters in children with cochlear implants” (427–447); Dinnsen, D. A., & Gierut, J. A. “On the convergence of theory and application” (451–459).

Gabryś-Barker, D. (Ed.). (2008). Morphosyntactic issues in second language acquisition. Clevedon, UK: Multilingual Matters. Pp. xiii + 264. $89.95 cloth. Odlin, T. “Focus constructions and language transfer” (3–28); Callies, M. “Argument realisation and information packaging in tough-movement constructions: A learner-corpus-based investigation” (29–46); Ewert, A. “L1 syntactic preferences of Polish adolescents in bilingual and monolingual education programmes” (47–62); Sharwood-Smith, M., & Truscott, J. “MOGUL and crosslinguistic influence” (63–85); Gabryś-Barker, D. “Syntactic processing in multilingual performance (A case study)” (86–106); Kassotaki, I. “The morphology -me in Modern Greek as L2: How German and Russian L2 learners interpret verbal constructions” (107–120); Szcześniak, K. “Unaccusativity marks” (121–131); Can, C., Kilimci, A., & Altunkol, E. “To move or not to move: Acquisition of L2 English syntactic movement parameter” (132–143); Łyda, A. “Last to acquire: On the relation of concession in interpreting” (144–159); Zimmermann, R. “Pragmatic (in)competence in EFL writing” (160–173); Król-Markefka, A. “The role of explicit rule presentation in teaching English articles to Polish learners” (177–186); Pawlak, M. “The effect of corrective feedback on the acquisition of the English third person -s ending” (187–202); Sadownik, B. “The acquisition of German syntax by Polish learners” (203–224); Paradowski, M. B. “Introducing language interface in pedagogical grammar” (225–252); Mystkowska-Wiertelak, A. “Towards reflecting the dynamic nature of grammar in foreign language instruction: Expectations and current pedagogic practice” (253–264).

Haznedar, B., & Gavruseva, E. (Eds.). (2008). Current trends in child second language acquisition: A generative perspective. Amsterdam: Benjamins. Pp. 363. $158.00 cloth. Haznedar, B., & Gavruseva, E. “Recent perspectives in child second language acquisition” (3–15); Ionin, T. “Progressive aspect in child L2-English” (17–53); Meisel, J. M. “Child second language acquisition or successive first language acquisition?” (55–80); Brouwer, S., Cornips, L., & Hulk, A. “Misrepresentation of Dutch neuter gender in older bilingual children?” (83–96); Chondrogianni, V. “Comparing child and adult L2 acquisition of the Greek DP: Effects of age and construction” (97–142); Gavruseva, E. “The development of copula and auxiliary be and overgeneration of be in child L2 English” (145–175); Prévost, P. “Truncation in child L2 acquisition: Evidence from verbless utterances” (177–207); Mobaraki, M., Vainikka, A., & Young-Scholten, M. “The status of subjects in early child L2 English” (209–235); Geçkin, V., & Haznedar, B. “The morphology/syntax interface in child L2 acquisition: Evidence from verbal morphology” (237–267); Blom, E. “Testing the domain-by-age model: Inflection and placement of Dutch verbs” (271–300); Unsworth, S. “Comparing child L2 development with adult L2 development: How to measure L2 proficiency” (301–333); Paradis, J. “Tense as a clinical marker in English L2 acquisition with language delay/impairment” (337–356).

Kellett Bidoli, C. J., & Ochse, E. (Eds.). (2008). English in international deaf communication. Bern: Peter Lang. Pp. 444. $97.95 paper. Kellett Bidoli, C. J., & Ochse, E. “Introduction” (9–34); Woll, B., & Sharma, S. “Sign language and English: How the brain processes languages in different modalities” (35–56); Cokely, D. “Never our languages, never our culture: The importance of deaf community connectedness for interpreters” (57–73); Skutnabb-Kangas, T. “Bilingual education and sign language as the mother tongue of deaf children” (75–94); Dotter, F. “English for deaf sign language users: Still a challenge” (97–121); Fleming, J. “How should we teach deaf learners? Teaching English as a written language to deaf European students” (123–153); Hilzensauer, M., & Skant, A. “SignOn! English for deaf sign language users on the Internet” (155–177); Cole, D. “English as a foreign language for deaf adult students: Rethinking language learning amidst cultural and linguistic diversity” (179–192); van den Bogaerde, B. “The Dedalos project: E-learning of English as a foreign language for deaf users of sign language” (193–209); Svartholm, K. “The written Swedish of deaf children: A foundation for EFL” (211–249); Ochse, E. “Access through EFL to multimodal non-fictional discourse” (251–275); Nardi, M. “To boldly go . . . abroad?” (279–303); Haesenne, T., Huvelle, D., & Kerres, P. “LSFB-English interpreter training at the institut libre Marie Haps in Brussels: A challenging project” (305–329); Scholl, S. “A twisted brain: Interpreting between sign language and a third language” (331–342); Lerose, L. “Interpreting from sign to sign” (343–355); Eugeni, C. “A sociolinguistic approach to real-time subtitling: Respeaking vs. shadowing and simultaneous interpreting” (357–382); Allsop, L., & Kyle, J. “Translating the news: A deaf translator’s experience” (383–401); Kellett Bidoli, C. J. “Transfer and construction of identity and culture in audiovisual feature film translation for the Italian deaf community” (403–432).

Kormos, J., & Kontra, E. H. (Eds.). (2008). Language learners with special needs: An international perspective. Clevedon, UK: Multilingual Matters. Pp. ix + 223. $44.95 paper. Kormos, J., & Kontra, E. H. “Introduction” (1–10); Sparks, R. L., Ganschow, L., & Patton, J. “L1 and L2 literacy, aptitude and affective variables as discriminators among high- and low-achieving L2 learners with special needs” (11–35); Ndlovu, K., & Geva, E. “Writing abilities in first and second language learners with and without reading disabilities” (36–62); Helland, T. “Second language assessment in dyslexia: Principles and practice” (63–85); Piechurska-Kuciel, E. “Input, processing and output anxiety in students with symptoms of developmental dyslexia” (86–109); Sarkadi, Á. “Vocabulary learning in dyslexia: The case of a Hungarian learner” (110–129); Nijakowska, J. “An experiment with direct multisensory instruction in teaching word reading and spelling to Polish dyslexic learners of English” (130–157); Bajkó, Á., & Kontra, E. H. “Deaf EFL learners outside the school system” (158–188); Kormos, J., & Kontra, E. H. “Hungarian teachers’ perceptions of dyslexic language learners” (189–213); Smith, A. M. “Teachers’ and trainers’ perceptions of inclusive education within TEFL certificate courses in Britain” (214–233).