BOOKS

Barnes, J. D. (2006). Early trilingualism: A focus on questions. Clevedon, UK: Multilingual Matters. Pp. vii + 256. $109.95 cloth.

Commins, N. L., & Miramontes, O. B. (2005). Language diversity and teaching. Mahwah, NJ: Erlbaum. Pp. xviii + 186. $22.50 paper.

Jessner, U. (2006). Linguistic awareness in multilinguals. Edinburgh: Edinburgh University Press. Pp. xiii + 170. £16.99 paper.

Kucer, S. B., & Silva, C. (2006). Teaching the dimensions of literacy. Mahwah, NJ: Erlbaum. Pp. xiv + 406. $49.95 paper.

Lantolf, J. P., & Thorne, S. L. (2006). Sociocultural theory and the genesis of second language development. Oxford: Oxford University Press. Pp. xi + 398. $27.75 paper.

Levy, M., & Stockwell, G. (2006). Options and issues in computer-assisted language learning. Mahwah, NJ: Erlbaum. Pp. xviii + 310. $29.95 paper.

Littlemore, J., & Low, G. (2006). Figurative thinking and foreign language learning. New York: Palgrave Macmillan. Pp. xvii + 239. $80.00 cloth.

Long, M. H. (2007). Problems in SLA. Mahwah, NJ: Erlbaum. Pp. x + 201. $27.50 paper.

Mesthrie, R. (2006). English in language shift: The history, structure, and sociolinguistics of South African Indian English. New York: Cambridge University Press. Pp. xv + 252. $39.99 paper.

Valdéz, G., Fishman, J. A., Chávez, R., & Pérez, W. (2006). Developing minority language resources: The case of Spanish in California. Clevedon, UK: Multilingual Matters. Pp. xxi + 317. $54.95 paper.

Wolf, A. J. E. (2006). Subjectivity in a second language. Bern: Peter Lang. Pp. 246. $52.95 paper.

JOURNALS

Anthropological Linguistics 47 (3). (2005). Meira, S. “Reconstructing pre-Bakairi segmental phonology” (261–291); Treis, Y. “Avoiding their names, avoiding their eyes: How Kambaata women respect their in-laws” (292–320); Schultze, W. “Grammars for East Caucasian” (321–352).

Anthropological Linguistics 47 (4). (2005). Klarand, K. A., & Jones, T. L. “Linguistic evidence for a prehistoric Polynesia-Southern California contact event” (369–400); Josserand, J. K., & Hopkins, N. A. “Lexical retention and cultural significance in Chol (Mayan) ritual vocabulary” (401–423); Dienst, S. “The innovation of s in Kulina and Deni” (424–441).

Applied Linguistics 27 (1). (2006). Ellis, N. C. “Language acquisition as rational contingency learning” (1–24); Hosoda, Y. “Repair and relevance of differential language expertise in second language conversations” (25–50); Richards, K. “‘Being a teacher’: Identity and classroom conversation” (51–77); Tseng, W.-T., Dörnyei, Z., & Schmitt, N. “A new approach to assessing strategic learning: The case of self-regulation in vocabulary acquisition” (78–102); Xiao, R., & McEnery, T. “Collocation, semantic prosody, and near synonymy: A cross-linguistic perspective” (103–129); Stapleton, P. “Critiquing research methodology: Comments on broader concerns about complex statistical studies—A response to Ross” (130–134); Ellis, R., Loewen, S., & Basturkmen, H. “Disentangling focus on form: A response to Sheen and O'Neill (2005)” (135–141).

Applied Linguistics 27 (2). (2006). Ellis, N. C. “Selective attention and transfer phenomena in L2 acquisition: Contingency, cue competition, salience, interference, overshadowing, blocking, and perceptual learning” (164–194); Mori, J., & Hayashi, M. “The achievement of intersubjectivity through embodied completions: A study of interactions between first and second language speakers” (195–219); Hall, J. K., Cheng, A., & Carlson, M. T. “Reconceptualizing multicompetence as a theory of language knowledge” (220–240); Dalton-Puffer, C., & Nikula, T. “Pragmatics of content-based instruction: Teacher and student directives in Finnish and Austrian classrooms” (241–267); Littlemore, J., & Low, G. “Metaphoric competence, second language learning, and communicative language ability” (268–294); Yiakoumetti, A. “A bidialectical programme for the learning of standard modern Greek in Cyprus” (295–317); Skutnabb-Kangas, T., Kontra, M., & Phillipson, R. “Getting linguistic human rights right: A trio respond to Wee (2005)” (318–324); Rajagopalan, K. “The prerogative of ‘corrective recasts’ as a sign of hegemony in the use of language: Further thoughts on Eric Hasuser's (2005) ‘Coding “corrective recasts”—The maintenance of meaning and more fundamental problems’” (325–330).

Applied Psycholinguistics 27 (3). (2006). Perry, C., Kan, M.-K., Matthews, S., & Wong, R. K.-S. “Syntactic ambiguity resolution and the prosodic foot: Cross-language differences” (301–334); Petinou, K., & Okalidou, A. “Speech patterns in Cypriot-Greek late talkers” (335–354); Smith, B. L., McGregor, K. K., & DeMille, D. “Phonological development in lexically precocious 2-year-olds” (355–376); O'Brien, I., Segalowitz, N., Collentine, J., & Freed, B. “Phonological memory and lexical, narrative, and grammatical skills in second language oral production by adult learners” (377–402); Matthews, D., Lieven, E., Theakston, A., & Tomasello, M. “The effect of perceptual availability and prior discourse on young children's use of referring expressions” (403–422); LeVasseur, V. M., Macaruso, P., Palumbo, L. C., & Shankweiler, D. “Syntactically cued text facilitates oral reading fluency in developing readers” (423–446); Trautman, C. H., & Rollins, P. R. “Child-centered behaviors of caregivers with 12-month-old infants: Associations with passive joint engagement and later language” (447–464); Rogers, C. L., Lister, J. J., Febo, D. M., Besing, J. M., & Abrams, H. B. “Effects of bilingualism, noise, and reverberation on speech perception by listeners with normal hearing” (465–486); Little, D. M., McGrath, L. M., Prentice, K. J., & Wingfield, A. “Semantic encoding of spoken sentences: Adult aging and the preservation of conceptual short-term memory” (487–511).

Australian Review of Applied Linguistics 29 (1). (2006). Barkhuizen, G., & Knoch, U. “Macro-level policy and micro-level planning: Afrikaans-speaking immigrants in New Zealand” (03.1–03.18); Bordia, S., Wales, L., Pittam, J., & Gallois, C. “Student expectations of TESOL programs: Student and teacher perspectives” (04.1–04.21); Ho, D. “The focus group interview: Rising to the challenge in qualitative research methodology” (05.1–05.19); Shum, M. S. K. “Exploring an approach for teaching subject specific genres in Chinese: The case of post-colonial Hong Kong” (06.1–06.22); Bouvet, E., & Close, E. “Online reading strategy guidance in a foreign language: Five case studies in French” (07.1–07.19).

Bilingualism: Language and Cognition 9 (2). (2006). Costa, M., & Santesteban, M. “The control of speech production by bilingual speakers: Introductory remarks” (115–118); Kroll, J. F., Bobb, S. C., & Wodniecka, Z. “Language selectivity is the exception, not the rule: Arguments against a fixed locus of language selection in bilingual speech” (119–136); Costa, A., Heij, W. L., & Navarette, E. “The dynamics of bilingual lexical assess” (137–152); Finkbeiner, M., Gollan, T. H., & Caramazza, A. “Lexical access in bilingual speakers: What's the (hard) problem?” (153–166); Roelofs, A., & Verhoef, K. “Modeling the control of phonological encoding in bilingual speakers” (167–176); Hernandez, A. E., & Meschyan, G. “Executive function is necessary to enhance lexical processing in a less proficient L2: Evidence from fMRI during picture naming” (177–188); de Groot, A. M. B., & Christoffels, I. K. “Language control in bilinguals: Monolingual tasks and simultaneous interpreting” (189–202); Myers-Scotton, C. “Natural codeswitching knocks on the laboratory door” (203–212).

English Today 22 (3). (2006). Reichelt, M. “English in a multilingual Spain” (3–9); Anderson, W. “‘Absolutely, totally, filled to the brim with the Famous Grouse’” (10–16); Ho, D. G. E. “‘I'm not west. I'm not east. So how leh?’” (17–24); Goatly, A. “Ideology and metaphor” (25–38); Ross, N. “Writing in the information age” (39–46); Wang, H., & Yang, Y. “Using letter words in China” (47–50); “Usage: Trading trends in our spotlight—Smart tags, smart investments?” (51–52); Tillman, A. E. “A love affair with pidgin” (53–60); Bralich, P. A. “The new SAT and fundamental misunderstandings about grammar teaching” (61–64).

Foreign Language Annals 39 (2). (2006). Carvalho, A. M., & da Silva, A. J. B. “Cross-linguistic influence in third language acquisition: The case of Spanish-English bilinguals' acquisition of Portuguese” (185–202); Lin, H., Chen, T., & Dwyer, F. “Effects of static visuals and computer-generated animations in facilitating immediate and delayed achievement in the EFL classroom” (203–219); Tekman, E. A. F., & Daloğlu, A. “An investigation of incidental vocabulary acquisition in relation to learner proficiency level and word frequency” (220–243); Hoecherl-Alden, G. “Connecting language to content: Second language literature instruction at the intermediate level” (244–254); Moyer, A. “Language contact and confidence in second language listening comprehension: A pilot study of advanced learners of German” (255–275); Mills, N., Pajares, F., & Herron, C. “A reevaluation of the role of anxiety: Self-efficacy, anxiety, and their relation to reading and listening proficiency” (276–295); Graham, S. “A study of students' metacognitive beliefs about foreign language study and their impact on learning” (296–309); Wilkerson, C. “College faculty perceptions about foreign language” (310–319); Vélez-Rendón, G. “From student to teacher: A successful transition” (320–333); Vuchic, R., & Robb, B. A. “An integrative approach to FLES teacher training: The Delaware model” (334–346).

Gullberg, M. (Ed.). (2006). Gestures and second language acquisition [Special issue]. IRAL 44 (2). Gullberg, M. “Some reasons for studying gesture and second language acquisition: Hommage à Adam Kendon” (103–124); Jungheim, N. O. “Learner and native speaker perspectives on a culturally-specific Japanese refusal gesture” (125–144); Stam, G. “Thinking for speaking about motion: L1 and L2 speech and gesture” (145–172); Yoshioka, K., & Kellerman, E. “Gestural introduction of ground reference in L2 narrative discourse” (173–196); McCafferty, S. G. “Gesture and the materialization of second language prosody” (197–210); Sime, D. “What do learners make of teachers' gesture in the language classroom?” (211–230).

International Journal of Bilingualism 10 (2). (2006). Rosenhouse, J., Haik, L., & Kishon-Rabin, L. “Speech perception in adverse listening conditions in Arabic-Hebrew bilinguals” (119–135); Cook, V., Bassetti, B., Kasai, C., Sasaki, M., & Takahashi, J. A. “Do bilinguals have different concepts? The case of shape and material in Japanese L2 learners of English” (137–152); Queen, R. M. “Phrase-final intonation in narratives told by Turkish-German bilinguals” (153–178); Shenk, P. S. “The interactional and syntactic importance of prosody in Spanish-English bilingual discourse” (179–205); Smith, D. J. “Thresholds leading to shift: Spanish/English codeswitching in Georgia, U.S.A.” (207–240).

Journal of Child Language 33 (2). (2006). Ud, D. K. “Object agreement and specificity in early Swahili” (223–246); Valian, V., Prasada, S., & Scarpa, J. “Direct object predictability: effects on young children's imitation of sentences” (247–269); Sabine, L., Dorit, R., Korecky-Krőll, K., Laaha, G., & Dressler, W. U. “Early noun plurals in German: Regularity, productivity or default?” (271–302); Küntay, A., & Özyürek, A. “Learning to use demonstratives in conversation: What do language specific strategies in Turkish reveal?” (303–320); Diesendruck, G., & Shemer, G. “Young children's expectations of competence in word learning” (321–338); Hayiou-Thomas, M. E., Kovas, Y., Harlaar, N., Plomin, R., Bishop, D. V. M., & Dale, P. S. “Common aetiology for diverse language skills in 4½-year-old twins” (339–368); Duncan, L. G., Colé, P., Seymour, P. H. K., & Magnan, A. “Differing sequences of a metaphonological development in French and English” (369–399); Deacon, S. H., & Bryant, P. “Getting to the root: Young writers' sensitivity to the role of root morphemes in the spelling of inflected and derived words” (401–417); Johnson, B. W., & Fey, M. E. “Interaction of lexical and grammatical aspect in toddlers' language” (419–435).

Journal of French Language Studies 16 (2). (2006). Hornsby, D. “The myth of structural obsolescence” (125–146); Kleiber, G., & Gerhard-Krait, F. “Quelque part: Du spatial au non spatial en passant par l'indétermination et la partition” (147–166); Lorentzen, L. “Le fonctionnement du pronom adverbial y et la concurrence entre y, là et là-bas en emploi spatial” (167–186); Milton, J. “Language lite? Learning French vocabulary in school” (187–206); Pooley, T. “The linguistic assimilation of Flemish immigrants in Lille (1800–1914)” (207–233).

Journal of Multilingual & Multicultural Development 27 (2). (2006). Ladegaard, H. J., & Sachdev, I. “‘I like Americans … but I certainly don't aim for an American accent’: Language attitudes, vitality and foreign language learning in Denmark” (91–108); Mooko, T. “Counteracting the threat of language death: The case of minority languages in Botswana” (109–125); Sandel, T. L., Chao, W.-Y., & Liang C.-H. “Language shift and language accommodation across family generations in Taiwan” (126–147); Ushioda, E. “Language motivation in a reconfigured Europe: Access, identity, autonomy” (148–161).

Journal of Multilingual & Multicultural Development 27 (3). (2006). Kobayashi, Y. “Interethnic relations between ESL students” (181–195); Trudell, B. “Local agency in the development of minority languages: Three language committees in northwest Cameroon” (196–210); Varghese, M. M. “Bilingual teachers-in-the-making in Urbantown” (211–224); Wedin, Å. “Literacy practices in rural Tanzania: The case of Karagwe” (225–240); Yagmur, K., & Kroon, S. “Objective and subjective data on Altai and Kazakh ethnolinguistic vitality in the Russian Federation Republic of Altai” (241–258).

Journal of Multilingual & Multicultural Development 27 (4). (2006). Afful, J. B. A. “Non-kinship address terms in Akan: A sociolinguistic study of language use in Ghana” (275–289); Mugaddam, A. R. H. “Language status and use in Dilling City, the Nuba Mountains” (290–304); Ndhlovu, F. “Gramsci, Doke, and the marginalisation of the Ndebele language in Zimbabwe” (305–318); Takeuchi, M. “The Japanese language development of children through the ‘one parent-one language’ approach at Melbourne” (319–331); Weisskirch, R. S. “Emotional aspects of language brokering among Mexican American adults” (332–343).

Language 82 (2). (2006). Benor, S. B., & Levy, R. “The chicken or the egg? A problematic analysis of English binomials” (233–278); Stump, G. T. “Heteroclisis and paradigm linkage” (279–322); Bybee, J., & Eddington, D. “A usage-based approach to Spanish verbs of ‘becoming’” (323–355); Coates, R. “Properhood” (356–382); Donahue, M. “Negative grammatical functions in Skou” (383–398); Newmeyer, F. J. “On Gahl and Garnsey on grammar and usage” (399–404); Gahl, S., & Garnsey, S. “Knowledge of grammar includes knowledge of syntactic probabilities” (405–410).

Language Testing 23 (3). (2006). Carr, N. T. “The factor structure of test task characteristics and examinee performance” (269–289); Eckes, T., & Grotjahn, R. “A closer look at the construct validity of C-tests” (290–325); Huhta, A., Kalaja, P., & Pitkänen-Huhta, A. “Discursive construction of a high-stakes test: The many faces of a test-taker” (326–350); Zhang, S. “Investigating the relative effects of persons, items, selections, and languages on the TOEIC score dependability” (351–369); He, L., & Dai, Y. “A corpus-based investigation into the validity of the CET-SET group discussion” (370–401); Yan, R. “On ‘chain-preserving deletion procedure in cloze’: A reply to Dastjerdi and Talebinezhad, 2006” (402–407); Dastjerdi, H. V., & Talebinezhad, M. R. “A reply to Ruixia Yan's critique on CPD procedure in cloze” (408–409).

The Modern Language Journal 90 (2). (2006). Nakatani, Y. “Developing an oral communication strategy inventory” (151–168); Naughton, D. “Cooperative strategy training and oral interaction: Enhancing small group communication in the language classroom” (169–184); Strauss, S., Lee, J., & Ahn, K. “Applying conceptual grammar to advanced-level language teaching: The case of two completive constructions in Korean” (185–209); Usó-Juan, E. “The compensatory nature of discipline-related knowledge and English-language proficiency in reading English for academic purposes” (210–227); Sagarra, N., & Alba, M. “The key is in the keyword: L2 vocabulary learning methods with beginning learners of Spanish” (228–243); Swaffar, J. “Terminology and its discontents: Some caveats about communicative competence” (246–249); Kramsch, L. “From communicative competence to symbolic competence” (249–252); Schulz, R. A. “Reevaluating communicative competence as a major goal in postsecondary language requirement courses” (252–255); Larson, P. “The return of the text: A welcome challenge for less commonly taught languages” (255–258); Steinhart, M. M. “Breaching the artificial barrier between communicative competence and content” (258–262); Rifkin, B. “A ceiling effect for communicative language teaching?” (262–264); Tucker, H. “Communicative collaboration: Language, literature, and communicative competence redefined” (264–266).

Zeitschrift für Fremdsprachenforschung 17 (1). (2006). Jodl, F. “Form und Funktion: Welchen Beitrag kann die Sprachwissenschaft im Sprachunterricht leisten? Gendanken zu einem fachübergreifend angelegten Vorgehen” (3–34); Kurtz, J. “Kernprobleme und Entwicklungsperspektiven des Englisch-unterrichts an integrierten Gesamtschulen” (35–68); Siepmann, D. “Der nativnahe Wortshatz des Fremdsprachenlehrers, Dolmetschers und Übersetzers: Lernumfang, Lernverfahren, Lernökonomie—Prolegomena zu einem umfassenden onomosiologischen Wortschatzensystem” (69–98); Stracke, E. “Sichtweisen von Lernenden und Lehrenden auf blended language learning (BLL)” (99–112); Christ, H. “Schüleraustausch als interkulturelles Geschehen” (113–120).

EDITED VOLUMES

August, D., & Shanahan, T. (Eds.). (2006). Developing literacy in second-language learners: Report of the National Literacy Panel on language minority children and youth. Mahwah, NJ: Erlbaum. Pp. xvi + 669. $65.00 paper. August, D., & Shanahan, T. “Introduction and methodology” (1–42); August, D. “Demographic overview” (43–50); Lesaux, N. K., & Geva, E. “Synthesis: Development of literacy in language-minority students” (53–74); Lesaux, N. K., Koda, K., Siegel, L. S., & Shanahan, T. “Development of literacy” (75–122); Geva, E. “Second-language oral proficiency and second-language literacy” (123–140); Genesee, F., Geva, E., Dressler, C., & Kamil, M. L. “Synthesis: Cross-linguistic relationships” (153–174); Genesee, F., & Geva, E. “Cross-linguistic relationships in working memory, phonological processes, and oral language” (175–184); Geva, E., & Genesee, F. “First-language oral proficiency and second-language literacy” (185–196); Dressler, C., & Kamil, M. L. “First- and second-language literacy” (197–238); Goldenberg, C., Rueda, R. S., & August, D. “Synthesis: Sociocultural contexts and literacy development” (249–268); Goldenburg, C., Rueda, R. S., & August, D. “Sociocultural influences on the literacy attainment of language-minority children and youth” (269–318); Rueda, R. S., August, D., & Goldenburg, C. “The sociocultural context in which children acquire literacy” (319–240); August, D., & Shanahan, T. “Synthesis: Instruction and professional development” (351–364); Francis, D. J., Lesaux, N. K., & August, D. “Language of instruction” (365–414); Shahanan, T., & Beck, I. L. “Effective literacy teaching for English-language learners” (415–488); August, D., & Erickson, F. “Qualitative studies of classroom and school practices” (489–522); August, D., & Siegel, L. S. “Literacy instruction for language-minority children in special education settings” (523–554); August, D., & Calderón, M. “Teacher beliefs and professional development” (555–564); García, G. E., McKoon, G., & August, D. “Synthesis: Language and literacy assessment” (583–596); García, G. E., McKoon, G., & August, D. “Language and literacy assessment” (597–624); Snow, C. “Cross-cutting themes and future research directions” (631–652).

Dodd, B. (Ed.). (2000). Working with German corpora. Birmingham, UK: University of Birmingham Press. Pp. xxvi + 299. $30.00 paper. Dodd, B. “The relevance of corpora to German studies” (1–39); Burgess, G. J. A. “Corpus analysis in the service of literary criticism: Goethe's Die Wahlverwandtschaften as a model case” (40–68); Dodd, B. “When Ost meets West: A corpus-based study of binomial and other expressions before and during German unification” (69–95); Gupta, P. “German be- verbs revisited: Using corpus evidence to investigate valency” (96–115); Jones, R. L. “A corpus-based study of German accusative/dative prepositions” (116–142); Kenny, D. “Translators at play: Exploitations of collocational norms in German-English translation” (143–160); Lawson, A. “‘Die schöne Geschichte’: A corpus-based analysis of Thomas Mann's Joseph und seine Brüder” (161–180); Mackison, A. “Towards a corpus-based comparison of two journals in the field of business and management German” (181–198); Roe, P. “The ASTCOVEA German Grammar in conText Project” (199–216); West, J. “An electronic corpus of Early New High German” (217–244); Wichmann, A., & Nielsen, J. “Rights and obligations in legal contracts: Corpus evidence” (245–266); Witton, N. “Inflected and periphrastic subjunctive verb forms in German newspaper texts of the 1960s and 1990s” (267–295).

Ducate, L., & Arnold, N. (Eds.). (2006). Calling on CALL: From theory and research to new directions in foreign language teaching. San Marcos, TX: Computer Assisted Language Instruction Consortium. Pp. xi + 351. $24.95 paper. Arnold, N., & Ducate, L. “CALL: Where are we and where do we go from here” (1–20); Luke, C. L. “Situating CALL in the broader methodological context of foreign language teaching and learning: Promises and possibilities” (21–41); Gonglewski, M., & DuBravac, S. “Multiliteracy: Second language literacy in the multimedia environment” (43–68); Chun, D. M. “CALL technologies for L2 reading” (69–98); Jones, L. C. “Listening comprehension in multimedia environments” (99–125); O'Brien, L. G. “Teaching pronunciation and intonation with computer technology” (127–148); Murray, L., & Hourigan, T. “Using micropublishing to facilitate writing in the foreign language” (149–179); Abrams, Z. I. “From theory to practice: Intracultural CMC in the L2 classroom” (181–209); Lomicka, L. “Understanding the other: Intercultural exchange and CMC” (211–236); Dubreil, S. “Gaining perspective on culture through CALL” (237–268); Arnold, N. “Expanding CALL beyond general language classes: The case of courses in language for special purposes” (269–288); Carr, N. T. “Computer-based testing: Prospects for innovative assessment” (289–312); Hubbard, P. “Evaluating CALL software” (313–338).

Klee, C. A., & Face, T. L. (Eds.). (2006). Selected proceedings of the 7th conference on the acquisition of Spanish and Portuguese as first and second languages. Somerville, MA: Cascadilla. Pp. vi + 194. $220.00 cloth. Face, T. L., & Klee, C. A. “Introduction” (v–vi); Lafford, B. A. “The effects of study abroad vs. classroom contexts on Spanish SLA: Old assumptions, new insights and future research directions” (1–25); Díaz-Campos, M. “The effect of style in second language phonology: An analysis of segmental acquisition in study abroad and regular-classroom students” (26–39); Lord, G. “Defining the indefinable: Study abroad and phonological memory abilities” (40–46); Face, T. L. “Intervocalic rhotic pronunciation by adult learners of Spanish as a second language” (47–58); Colantoni, L., & Steele, J. “Native-like attainment in the L2 acquisition of Spanish liquid-stop clusters” (59–73); Geeslin, K. L. “Task design, discourse context and variation in second language data elicitation” (74–85); Woolsey, D. “Controlling contexts and clarifying intent: Instrument design and the study of the SLA of estar with adjectives” (86–99); de Garavito, J. B., & Valenzuela, E. “The status of ser and estar in late and early bilingual L2 Spanish” (100–109); Aronoff, J. M., Giralt, N., & Mintz, T. H. “Stochastic approaches to morphology acquisition” (110–121); Zyzik, E. “Learners' overgeneralization of dative clitics to accusative contexts: Evidence for prototype effects in SLA” (122–134); Perpiñán, S., & Montrul, S. “On binding asymmetries in dative alternation constructions in L2 Spanish” (135–178); Tight, D. G. “The relationship between perceived gender in L1 English and grammatical gender in L2 Spanish” (149–160); McCowan, L. G., & Alvord, S. M. “Mi mamá es bonito: Acquisition of Spanish gender by native English speakers” (161–169); Gudmestad, A. “L2 variation and the Spanish subjunctive: Linguistic features predicting mood selection” (170–184); Greenslade, T. A., & Félix-Brasdefer, J. C. “Error correction and learner perceptions in L2 Spanish writing” (185–194).

Miller, K. S., & Thompson, P. (Eds.). (2002). Unity and diversity in language use. New York: Continuum. Pp. x + 221. $24.95 paper. Kramsch, C. “Beyond the second vs. foreign language dichotomy: The subjective dimensions of language learning” (1–21); Edge, C., & Wharton, S. “Genre teaching: The struggle for diversity in unity” (22–38); Galloway, A. “Organisation in school and university students' persuasive texts” (39–56); Simpson, J. “Discourse and synchronous computer-mediated communication: Uniting speaking and writing?” (57–71); Gillen, J. “Methodological issues involved in studying children's interactions with ICT” (72–84); Sime, D. “Students' interpretations of teachers' gestures in the language classroom—What do teachers mean and what do students see?” (85–98); Roberts, C., & Sarangi, S. “Mapping and assessing medical students' interactional involvement styles with patients” (99–124); Holliday, A. “Distinguishing the voices of researchers and the people they research in writing qualitative research” (125–137); Johnson, K. “Is it a wood, or are they trees?” (138–151); Durán, P. “Children mediating their immigrant parents' learning of L2 English: A focus on verb learning in homework interactions” (152–168); Meara, P., & Schur, E. “Random association networks: A baseline measure of lexical complexity” (169–182); Cook, G. “Imposed unity, denied diversity: Changing attitudes to artifice in language and learning (183–197); Seidlhofer, B. “Habeas corpus and divide et impera: ‘Global English’ and applied linguistics” (198–217).

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Norris, J. M., & Ortega, L. (Eds.). (2006). Synthesizing research on language learning and teaching. Amsterdam: Benjamins. Pp. xiii + 349. $42.95 paper. Norris, J. M., & Ortega, L. “The value and practice of research synthesis for language learning and teaching” (3–50); Dinsmore, T. H. “Principles, parameters, and SLA: A retrospective meta-analytic investigation into adult L2 learners' access to Universal Grammar” (53–90); Keck, C. M., Iberri-Shea, G., Tracy-Ventura, N., & Wa-Mbaleka, S. “Investigating the empirical link between task-based interaction and acquisition: A meta-analysis” (91–131); Russell, J., & Spada, N. “The effectiveness of corrective feedback for the acquisition of L2 grammar: A meta-analysis of the research” (133–164); Jeon, E. H., & Kaya, T. “Effects of L2 instruction on interlanguage pragmatic development: A meta-analysis” (165–211); Taylor, A., Stevens, J. R., & Asher, J. W. “The effects of explicit reading strategy training on L2 reading comprehension: A meta-analysis” (213–244); Téllez, K., & Waxman, H. C. “A meta-synthesis of qualitative research on effective teaching practices for English language learners” (245–277); Thomas, M. “Research synthesis and historiography: The case of assessment of second language proficiency” (279–298); Ellis, N. C. “Meta-analysis, human cognition, and language learning” (301–322); Chaudron, C. “Some reflections on the development of (meta-analytic) synthesis in second language research” (323–339).

Rubdy, R., & Saraceni, M. (Eds.). (2006). English in the world: Global rules, global roles. New York: Continuum. Pp. vi + 218. $49.95 paper. Rubdy, R., & Saraceni, M. “Introduction” (5–16); Rubdy, R., & Saraceni, M. “An interview with Tom McArthur” (21–31); Jenkins, J. “Global intelligibility and local diversity: Possibility or paradox?” (32–39); Seidlhofer, B. “English as a lingua franca in the expanding circle: What it isn't” (40–50); Prodromou, L. “Defining the ‘successful bilingual speaker’ of English” (51–70); Kirkpatrick, A. “Which model of English: Native-speaker, nativized or lingua franca?” (71–83); Tan, P. K. W., Ooi, V. B. Y., & Chiang, A. K. L. “World Englishes or English as a lingua franca? A view from the perspective of non-Anglo Englishes” (84–94); Gupta, A. F. “Standard English in the world” (95–109); McKay, S. L. “EIL curriculum development” (114–129); Tomlinson, B. “A multi-dimensional approach to teaching English for the world” (130–150); Sifakis, N. “Teaching EIL—Teaching international or intercultural English? What teachers should know” (151–168); Tupas, T. R. F. “Standard Englishes, pedagogical paradigms and their conditions of (im)possibility” (169–185); Joseph, M., & Ramani, E. “English in the world does not mean English everywhere: The case for multilingualism in the ELT/ESL profession” (186–199); Rubdy, R., & Saraceni, M. “An interview with Suresh Canagarajah” (200–211).