BOOKS

Bernhard, E. B. (2010). Understanding advanced second-language reading. London: Routledge. Pp. xxi + 215. $44.95 paper.

Donato, R., & Tucker, R. (2010). A tale of two schools: Developing sustainable early foreign language programs. Clevedon, UK: Multilingual Matters. Pp. vi + 183. $34.95 paper.

Dziwirek, K., & Lewandowska-Tomaszczyk, B. (2010). Complex emotions and grammatical mismatches: A contrastive corpus-based study. Berlin: Mouton de Gruyter. Pp. viii + 181. €99.95 cloth.

Farr, F. (2010). The discourse of teaching practice feedback: A corpus-based investigation of spoken and written modes. London: Routledge. Pp. xx + 242. $120.00 cloth.

Kawaguchi, S. (2010). Learning Japanese as a second language: A processability perspective. New York: Cambria Press. Pp. xxiv + 345. $119.99 cloth.

Limberg, H. (2010). The interactional organization of academic talk. Amsterdam: Benjamins. Pp. xiv + 397. $149.00 cloth.

McKenzie, R. M. (2010). The social psychology of English as a global language: Attitudes, awareness and identity in the Japanese context. New York: Springer. Pp. xi + 210. €99.95 cloth.

Nance, K. (2010). Teaching literature in the languages: Expanding the literary circle through student engagement. Englewood Cliffs, NJ: Prentice Hall. Pp. xiv + 258. $33.33 paper.

Paquot, M. (2010). Academic vocabulary in learner writing: From extraction to analysis. New York: Continuum. Pp. xx + 266. $140.00 cloth.

Scott, V. M. (2010). Double talk: Deconstructing monolingualism in classroom second language learning. Englewood Cliffs, NJ: Prentice Hall. Pp. x+197. $33.00 paper.

Segalowitz, N. (2010). Cognitive bases of second language fluency. London: Routledge. Pp. xviii + 220. $44.95 paper.

Siegel, J. (2010). Second dialect acquisition. New York: Cambridge University Press. Pp. xii + 277. $99.00 cloth.

Tudini, V. (2010). Online second language acquisition: Conversation analysis of online chat. New York: Continuum. Pp. x + 252. $140.00 cloth.

Wood, D. (2010). Formulaic language and second language speech fluency: Background, evidence and classroom applications. New York: Continuum. Pp. 242. $139.00 cloth.

JOURNALS

Anthropological Linguistics 51 (3–4). (2009). Bordin, G. “Lexical discontinuities between generations: Recent Inuit cases from North Baffin Island” (191–208); Dienst, S., & Fleck, D. W. “Pet vocatives in Southwestern Amazonia” (209-243); Koontz-Garboden, A. “Locative and existential constructions in Ulwa” (244–268); Tuite, K. “Agentless transitive verbs in Georgian” (269–295); Field, M. C. “Metaphor, mythology, and a Navajo verb: The role of cultural constructions in the lexicography of endangered languages” (296–302); Boden, G. “From utility to perceptual salience: Cultural, lexical, and conceptual change in the Southern Kalahari landscape” (303–327); Urban, M. “‘Sun’ and ‘moon’ in the Circum-Pacific language area” (328–346).

Applied Linguistics 31 (5). (2010). Atkinson, D. “Extended, embodied cognition and second language acquisition” (599–622); Barcroft, J., & Rott, S. “Partial word form learning in the written mode in L2 German and Spanish” (623–650); King, K. A., & De Fina, A. “Language policy and Latina immigrants: An analysis of personal experience and identity in interview talk” (651–670); Chang, Y. J., & Kanno, Y. “NNES doctoral students in English-speaking academe: The nexus between language and discipline” (671–692); Chen, C., & Truscott, J. “The effects of repetition and L1 lexicalization on incidental vocabulary acquisition” (693–713); Gray, J. “The branding of English and the culture of the new capitalism: Representations of the world of work in English language textbooks” (714–733).

Applied Psycholinguistics 31 (4). (2010). Zesiger, P., Chillier Zesiger, L., Arabatzi, M., Baranzini, L., Cronel-Ohayon, S., Franck, J., et al. “The acquisition of pronouns by French children: A parallel study of production and comprehension” (571 –603); Liu, P. D., & McBride-Chang, C. “Morphological processing of Chinese compounds from a grammatical view” (605–617); Yoshimura, Y., & MacWhinney, B. “The use of pronominal case in English sentence interpretation” (619–633); Bird, S. “Effects of distributed practice on the acquisition of second language English syntax” (635–650); Macizo, P., Herrera, A., Paolieri, D., & Román, P. “Is there cross-language modulation when bilinguals process number words?” (651–669); Jackson, C., & Roberts, L. “Animacy affects the processing of subject-object ambiguities in the second language: Evidence from self-paced reading with German second language learners of Dutch” (671–691); Martins, M., Silva, C., & Pereira, M. “The impact of the articulatory properties of phonemes on the evolution of preschool children’s writing” (693–709); Law, S. P., & Yeung, O. “Effects of age of acquisition and semantic transparency on reading characters in Chinese dyslexia” (711–733); Labov, W., & Baker, B. “What is a reading error?” (735–757); Deacon, S. H., Campbell, E., Tamminga, M., & Kirby, J. “Seeing the harm in harmed and harmful: Morphological processing by children in grades 4, 6, and 8” (759–775).

Applied Psycholinguistics 32 (1). (2011). Foucambert, D., & Baillé, J. “Evolution of the missing-letter effect among young readers between ages 5 and 8” (1–17); Anthony, J. L., Aghara, R. G., Solari, E. J., Dunkelberger, M. J., Williams, F. M., & Liang, L. “Quantifying phonological representation abilities in Spanish-speaking preschool children” (19–49); Bundgaard-Nielsen, R., Best, C. T., & Tyler, M. D. “Vocabulary size matters: The assimilation of second-language Australian English vowels to first-language Japanese vowel categories” (51–67); Lee, J. “Size matters: Early vocabulary as a predictor of language and literacy competence” (69–92); Prior, A., Winter, S., MacWhinney, B., & Lavie, A. “Translation ambiguity in and out of context” (93–111); Isaacs, T., & Trofimovich, P. “Phonological memory, attention control, and musical ability: Effects of individual differences on rater judgments of second language speech” (113–140); Dixon, Q. L. “The role of home and school factors in predicting English vocabulary among kindergarten children in Singapore” (141–168); Dich, N. “Individual differences in the size of orthographic effects in spoken word recognition: The role of listeners’ orthographic skills” (169–186); Foote, R. “Integrated knowledge of agreement in early and late English-Spanish bilinguals” (187–220); Powers, E. P., & Vasilyeva, M. “The relation between teacher input and lexical growth of preschoolers” (221–241).

Bilingualism: Language and Cognition 13 (4). (2010). Mueller Gathercole, V. C., & Abdelmatloub Moawad, R. “Semantic interaction in early and late bilinguals: All words are not created equally” (385–408); Hebblethwaite, B. “Adverb code-switching among Miami’s Haitian Creole-English second generation” (409–428); McDonald, J., & Roussel, C. C. “Past tense grammaticality judgment and production in non-native and stressed native English speakers” (429–448); Montrul, S., & Ionin, T. “Transfer effects in the interpretation of definite articles by Spanish heritage speakers” (449–473); Lozano, C., & Mendikoetxea, A. “Interface conditions on postverbal subjects: A corpus study of L2 English” (475–497); Cole, R. L., & Pickering, S. L. “Phonological and visual similarity effects in Chinese and English language users: Implications for the use of cognitive resources in short-term memory” (499–512); Kittleson, M. K., Aguilar, J. M., Tokerud, G. L., Plante, E., & Asbjørnsen, A. E. “Implicit language learning: Adults’ ability to segment words in Norwegian” (513–523).

Bolton, K., & Jones, R. H. (Eds.). (2010). Creativity and World Englishes [Special issue]. World Englishes 29 (4). Bolton, K., & Jones, R. H. “Introduction” (452–454); Bolton, K. “Creativity and world Englishes” (455–466); Jones, R. H. “Creativity and discourse” (467–480); Hall, C. “Creativity in recent educational discourse in England” (481–492); Burton, P. “Creativity in Hong Kong high schools” (493–507); Chik, A. “Creative multilingualism in Hong Kong popular music” (508–522); Peirson-Smith, A., Bhatia, V. J., Bremner, S., & Jones, R. H. “Creative English and public relations in Hong Kong” (523–535); Geok-Lin Lim, S. “Asian linkages in children’s writing and writing for children” (536–545); Dai, F. “English-language creative writing in mainland China” (546–556); Geok-Lin Lim, S., & Mo, T. “A conversation with Timothy Mo” (557–570).

Canadian Modern Language Review 66 (5). (2010). Moore, D., & Sabatier, C. “Pratiques littératiées à l’ecole. Pour une approche ethnographique de la classe en deuxième année d’immersion en Colombie-Britannique” (639–675); Garnet, B. “Toward understanding the academic trajectories of ESL youth” (677–710); Baker, W., & Smith, L. C. “The impact of L2 dialect on learning French vowels: Native English speakers learning Québécois and European French” (711–738); Louw, K., Derwing, T. M., & Abbot, M. “Teaching pragmatics to L2 learners for the workplace: The job interview” (739–758).

English Today 26 (4). (2010). Graddol, D. “The ET column: Will Chinese take over from English as the world’s most important language?” (3–4); Diniz de Figueiredo, E. “To borrow or not to borrow: The use of English loanwords as slang on websites in Brazilian Portuguese” (5–12); Hazen, K., Butcher, P., & King, A. “Unvernacular Appalachia: An empirical perspective on West Virginia dialect variation” (13–22); Schaffer, D. “Old whine online: Prescriptive grammar blogs on the internet” (23–28); Sartor, V. “Teaching English in Turkmenistan” (29–36); Mostafa, M. “Variation in V + the + N idioms” (37–43); Groves, J. M., & Chan, H. T. “Lexical traps in Hong Kong English” (44–50); Abbott, G. “Dying and killing: Euphemisms in current English” (51–52); Wolf, M. “China’s English mystery: The views of a China ‘foreign expert’” (53–52); Bulley, M. “Defending Strunk and White” (57–62).

International Journal of Behavioral Development 34 (5). (2010). Bornstein, M. H., Suwalsky, J., Putnick, D., Gini, M., Venuti, P., de Falco, S., et al. “Developmental continuity and stability of emotional availability in the family: Two ages and two genders in child-mother dyads from two regions in three countries” (385–397); Peters, E., Cillessen, A. H. N., Riksen-Walraven, M., & Haselager, G. J. T. “Best friends’ preference and popularity: Associations with aggression and prosocial behavior” (398–405); Larsen, H., Overbeek, G., Vermulst, A. A., Granic, I., & Engels, R. C. M. E. “Initiation and continuation of best friends and adolescents’ alcohol consumption: Do self-esteem and self-control function as moderators?” (406–416); Gross, C., & Schwarzer, G. “Face recognition across varying poses in 7- and 9-month-old infants: The role of facial expression” (417–426); Romano, E., Kohen, D., & Findlay, L.C. “Associations among child care, family, and behavior outcomes in a nation-wide sample of preschool-aged children” (427–440); Slobodskaya, H. R., & Akhmetova, O. A. “Personality development and problem behavior in Russian children and adolescents” (441–451); Lansford, J. E., Malone, P. S., Dodge, K. A., Chang, L., Chaudhary, N., Tapanya, S., et al. “Children’s perceptions of maternal hostility as a mediator of the link between discipline and children’s adjustment in four countries” (452–461); Dennis, T. A., Hong, M., & Solomon, B. “Do the associations between exuberance and emotion regulation depend on effortful control?” (462–472); Jiang, D., Pepler, D., & Yao, H. “The effect of population heterogenity on statistical power in the design and evaluation of interventions” (473–480).

International Journal of Behavioral Development 34 (6). (2010). Vasalampi, K., Salmela-Aro, K., & Nurmi, J. E. “Education-related goal appraisals and self-esteem during the transition to secondary education: A longitudinal study” (481–490); Fuligni, A., & Masten, C. L. “Daily family interactions among young adults in the United States from Latin American, Filipino, East Asian, and European backgrounds” (491–499); Suárez-Orozco, C., Bang, H. J., & Onaga, M. “Contributions to variations in academic trajectories amongst recent immigrant youth” (500–510); Rosey, F., Keller, J., & Golomer, E. “Impulsive-reflective attitude, behavioural inhibition and motor skills: Are they linked?” (511–520); Dodds, A. E., Lawrence, J. A., Karantzas, K., Brooker, A., Lin, Y. H., Champness, V., et al. “Children of Somali refugees in Australian schools: Self-description of school-related skills and needs” (521–528); Demers, I., Bernier, A., Tarabulsy, G. M., & Provost, M. A. “Mind-mindedness in adult and adolescent mothers: Relations to maternal sensitivity and infant attachment” (529–537); Howard, A. L., Galambos, N. L., & Krahn, H. J. “Paths to success in young adulthood from mental health and life transitions in emerging adulthood” (538–546); Leppänen, J., Peltola, M. L., Mäntymaa, M., Koivuluoma, M., Salminen, A., & Puura, K. “Cardiac and behavioral evidence for emotional influences on attention in 7-month-old infants” (547–553); Peltonen, K., Qouta, S., El Sarraj, E., & Punamäki, R. L. “Military trauma and social development: The moderating and mediating roles of peer and sibling relations in mental health” (554–563); Denissen, J. J. A., Neumann, L., & van Zalk, M. “How the internet is changing the implementation of traditional research methods, people’s daily lives, and the way in which developmental scientists conduct research” (564–575).

International Journal of Bilingualism 14 (3). (2010). Nikolov, M. “Interaction of early English and mother tongue” (283–287); Goorhuis-Brouwer, S., & de Bot, K. “Impact of early English language teaching on L1 and L2 development in children in Dutch schools” (289–302); Mihaljević Djigunović, E. “Starting age and L1 and L2 interaction” (303–314); Nikolov, M., & Csapó, B. “The relationship between reading skills in early English as a foreign language and Hungarian as a first language” (315–329); Horst, M., White, J., & Bell, P. “First and second language knowledge in the language classroom” (331–349); Inbar-Lourie, O. “English only? The linguistic choices of teachers of young EFL learners” (351–367).

Journal of Child Language 37 (4). (2010). Lee, S. A., & Davis, B. L. “Segmental distributionpatterns of English infant- and adult-directed speech” (767–791); Henderson, A. M., & Sabbagh, M. A. “Parents’ use of conventional and unconventional labels in conversations with their preschoolers” (793–816); Marchman, V. A., Fernald, A., & Hurtago, N. “How vocabulary size in two languages relates to efficiency in spoken word recognition by young Spanish-English bilinguals” (817–840); Khawla, A. “Verbal inflection in the acquisition of Kuwaiti Arabic” (841–863); Guarini, A., Sansavini, A., Fabbri, C., Savini, S., Alessandroni, R., Faldella, G., et al. “Long-term effects of preterm birth on language and literacy at eight years” (865–885); Pettenati, P., Stefanini, S., & Volterra, V. “Motoric characteristics of representational gestures produced by young children in a naming task” (887–911); Graham, S., Welder, A., Merrifield, B., & Berman, J. “Preschoolers’ extension of novel words to animals and artifacts” (913–927); Luca, S., Tedoldi, M., & Siegal, M. “Sensitivity to conversational maxims in deaf and hearing children” (929–943).

Journal of Child Language 37 (5). (2010). Zhou, P., & Crain, S. “Focus identification in child Mandarin” (965–1005); Tare, M., & Gelman, S. A. “Determining that a label is kind-referring: Factors that influence children’s and adults’ novel word extensions” (1007–1026); Dodd, B., & McIntosh, B. “Two-year-old phonology: Impact of input, motor and cognitive abilities on development” (1027–1046); Vasilyeva, M., Waterfall, H., Gámez, P. B., Gómez, L. E., Bowers, E., & Shimpi, P. “Cross-linguistic syntactic priming in bilingual children” (1047–1064); Brumark, Å. “Behaviour regulation at the family dinner table: The use of and response to direct and indirect behaviour regulation in ten Swedish families” (1065–1088); Weisleder, A., & Waxman, S. R. “What’s in the input? Frequent frames in child-directed speech offer distributional cues to grammatical categories in Spanish and English” (1089–1108); Skeat, J., Wake, M., Reilly, S., Eadie, P., Bretherton, L., Bavin, E. L., et al. “Predictors of early precocious talking: A prospective population study” (1109–1121); Oh, J. S., Au, T. K. F., & Jun, S. A. “Early childhood language memory in the speech perception of international adoptees” (1123–1132).

Language Testing 27 (4). (2010). Chapelle, C. A., Chung, Y. R., Hegelheimer, V., Pendar, N., & Xu, J. “Towards a computer-delivered test of productive grammatical ability” (443–469); Currie, M., & Chiramanee, T. “The effect of the multiple-choice item format on the measurement of knowledge of language structure” (471–491); Wagner, E. “The effect of the use of video texts on ESL listening test-taker performance” (493–513); Barkaoui, K. “Explaining ESL essay holistic scores: A multilevel modeling approach” (515–535); Fitzpatrick, T., & Clenton, J. “The challenge of validation: Assessing the performance of a test of productive vocabulary” (537–554); Jin, Y. “The place of language testing and assessment in the professional preparation of foreign language teachers in China” (555–584); Gan, Z. “Interaction in group oral assessment: A case study of higher- and lower-scoring students” (585–602); Heilmann, J., Miller, J. F., & Nockerts, A. “Sensitivity of narrative organization measures using narrative retells produced by young school-age children” (603–626).

Second Language Research 26 (4). (2010). Dussias, P. E., & Piñar, P. “Effects of reading span and plausibility in the reanalysis of wh-gaps by Chinese-English second language speakers” (443–472); van de Craats, I., & van Hout, R. “Dummy auxiliaries in the second language acquisition of Moroccan learners of Dutch: Form and function” (473–500); Clahsen, H., Martzoukou, M., & Stavrakaki, S. “The perfective past tense in Greek as a second language” (501–525); Snape, N., & Kupisch, T. “Ultimate attainment of second language articles: A case study of an endstate second language Turkish-English speaker” (527–548); Gregg, K. R. “Shallow draughts: Larsen-Freeman and Cameron on complexity” (549–560).

EDITED VOLUMES

Anderssen, M., Bentzen, K., & Westergaard, M. (Eds.). (2010). Variation in the input: Studies in the acquistion of word order. New York: Springer. Pp. viii + 276. €99.95 cloth. Anderssen, M., Bentzen, K., & Westergaard, M. “The acquisition of (word order) variation” (1–15); Gualmini, A. “Optional illusions” (17–32); Schönenberger, M. “‘Optional’ doubly-filled COMPs (DFCs) in wh-complements in child and adult Swiss German” (33–64); Cardinaletti, A., & Giusti, G. “The acquisition of adjectival ordering in Italian” (65–93); Kieburg, A., & Shulz, P. “Input factors in early verb acquisition: Do word frequency and word order variability of verbs matter?” (95–127); Gu, C. C. “Word order in the development of dative constructions: A comparison of Cantonese and English” (129–156); Chen Pichler, D. “Using early ASL word order to shed light on word order variability in sign language” (155–177); Kapentangianni, K. “Variable word order in child Greek” (179–205); Mykhaylyk, R., & Ko, H. “Optional scrambling is not random: Evidence from English-Ukrainian acquisition” (207–240); Anderssen, M., Bentzen, K., Rodina, Y., & Westergaard, M. “The acquisition of apparent optionality: Word order in subject and object shift constructions in Norwegian” (241–270).

Arregi, K., Fagyal, Z., Montrul, S., & Tremblay, A. (Eds.). (2010). Romance linguistics 2008: Interactions in Romance—Selected papers from the 38th Linguistic Symposium on Romance Languages (LSRL), Urbana-Champaign, April 2008. Amsterdam: Benjamins. Pp. ix + 264. $158.00 cloth. Barnes, H. “Subject pronoun expression in bilinguals of two null subject languages” (9–22); Colantoni, L., & Limanni, A. “Where are hiatuses left? A comparative study of vocalic sequences in Argentine Spanish” (23–38); Friesner, M. L. “Loanword adaptation in the French of Spanish-speaking immigrants in Montréal” (39–54); Garrapa, L., & Meinschaefer, J. “Morphology and phonology of word-final vowel deletion in spoken Tuscan Italian” (57–72); Herdan, S. “Relativization, intonational phrases and rich left peripheries in Romanian” (73–88); Rose, Y., & dos Santos, C. “Stress domain effects in French phonology and phonological development” (89–104); Alexiadou, A., Iordăchioaia, G., & Soare, E. “Syntactic realizations of plural in Romance and Germanic nominalizations” (107–124); Ausín, A. “The syntax of Spanish parecer and the status of little pro” (125–138); Cuervo, M. C. “Two types of (apparently) ditransitive light verb constructions” (139–155); Dagnac, A. “Modal ellipsis in French, Spanish and Italian: Evidence for a TP-deletion analysis” (157–170); Kato, M. A. “Optional prepositions in Brazilian Portuguese” (171–184); Ira Nervins, A., & Săvescu, O. “An apparent ‘number case constraint’ in Romanian: The role of syncretism” (185–199); Dobrovie-Sorin, C., & Pires de Oliveira, R. “Generic bare singulars in Brazilian Portuguese” (203–216); Rodríguez, J. “Aspect shift in stative verbs and their arguments” (217–229); Goodall, G. “Experimenting with wh-movement in Spanish” (233–247); Shelton, M., Gerfen, C., & Gutiérrez Palma, N. “How Spanish phonotactics informs psycholinguistic models of speech production” (249–264).

Blom, E., & Unsworth, S. (Eds.). (2010). Experimental methods in language acquisition research. Amsterdam: Benjamins. Pp. vii + 292. $54.00 paper. Eisenbeiss, S. “Production methods in language acquisition research” (11–34); Schmitt, C., & Miller, K. “Using comprehension methods in language acquisition research” (35–56); Sorace, A. “Using magnitude estimation in developmental linguistic research” (57–72); Johnson, E., & Zamuner, T. “Using infant and toddler testing methods in language acquisition research” (73–93); Rispens, J., & Krikhaar, E. “Using event-related potentials in language acquisition research” (95–114); Sedivy, J. C. “Using eyetracking in language acquisition research” (115–138); Marinis, T. “Using on-line processing methods in language acquisition research” (139–162); Pearl, L. “Using computational modeling in language acquisition research” (163–184); Hulstijn, J. H. “Measuring second language proficiency” (185–199); Unsworth, S., & Blom, E. “Comparing L1 children, L2 children and L2 adults” (201–222); Paradis, J. “Comparing typically-developing children and children with specific language impairment” (223–243); Baker, A., & van den Bogaerde, B. “Measuring the linguistic development of deaf learners” (245–267); Quené, H. “How to design and analyze language acquisition studies” (269–284).

Cenoz, J., & Hornberger, N. (Eds.). (2010). Encyclopedia of language and education: Vol. 6. Knowledge about language. New York: Springer. Pp. xii + 441. €69.95 paper. Van Essen, A. “Language awareness and knowledge about language: A historical overview” (3–14); Cots, J. M. “Knowledge about language in the mother tongue and foreign language curricula” (15–30); Janks, H., & Locke, T. “Discourse awareness in education: A critical perspective” (31–43); Norton, B. “Identity, language learning, and critical pedagogies” (45–57); Kasper, G. “Discourse and socially shared cognition” (59–77); Vespoor, M. H. “Cognitive linguistics and its applications to second language teaching” (79–91); Rajagopalan, K. “Knowledge about language and emotion” (93–102); Kovacevic, M. “Language awareness in first language acquisition” (105–117); Ellis, N. “Implicit and explicit knowledge about language” (119–131); Robinson, P. “Attention and awareness” (133–142); Ellis, R. “Explicit knowledge and second language learning and pedagogy” (143–153); Piske, T. “Phonetic awareness, phonetic sensitivity and the second language learner” (155–166); Nation, P. “Lexical awareness in second language learning” (167–177); Sharwood Smith, M. “Morphological and syntactic awareness in foreign/second language learning” (179–191); Alcón, E., & Safont Jordà, M. P. “Pragmatic awareness in second language acquisition” (193–204); Ranta, L. “Metalinguistic knowledge and oral production” (205–216); Candelier, M. “‘Awakening to languages’ and educational language policy” (219–232); Marsh, D. “Language awareness and CLIL” (233–246); Little, D. “Knowledge about language and learner autonomy” (247–259); Tsui, A. B. “Classroom discourse: Approaches and perspectives” (261–272); Fenner, A. B. “Cultural awareness in the foreign language classroom” (273–285); Andrews, S. J. “Teacher language awareness” (287–298); Sanz, C., & Lado, B. “Technology and the study of awareness” (299–312); Baker, C. “Knowledge about bilingualism and multilingualism” (315–327); Ó Riagáin, P. “Language attitudes and minority languages” (329–341); Gorter, D., & Cenoz, J. “Knowledge about language and linguistic landscape” (343–355); Jessner, U. “Language awareness in multilinguals: Theoretical trends” (357–369); Hélot, C. “Awareness raising and multilingualism in primary education” (371–384); García, O. “Multilingual language awareness and teacher education” (385–400).

Chacón-Beltrán, R., Abello-Contesse, C., & Torreblanca-López, M. M. (Eds.). (2010). Insights into non-native vocabulary teaching and learning. Clevedon, UK: Multilingual Matters. Pp. x + 230. $49.95 paper. Chacón-Beltrán, R., Abello-Contesse, C., & Torreblanca-López, M. M. “Vocabulary teaching and learning: Introduction and overview” (1–12); Laufer, B. “Form-focused instruction in second language vocabulary learning” (15–27); Schmitt, N. “Key issues in teaching and learning vocabulary” (28–40); Caspi, T., & Lowie, W. “A dynamic perspective on L2 lexical development in academic English” (41–58); Sima Paribakht, T. “The effect of lexicalization in the native language on second language lexical inferencing: A cross-linguistic study” (61–82); Milton, J., Wade, J., & Hopkins, N. “Aural word recognition and oral competence in English as a foreign language” (83–98); López-Soto, T. “A cascade model of lexical access to explain the phonological activation of recently practiced lexical items” (99–111); Allan, R. “Concordances versus dictionaries: Evaluating approaches to word learning in ESOL” (112–125); Frantzen, D. “Evidence of incremental vocabulary learning in advanced L2 Spanish learners” (126–142); Lawley, J. “Conspicuous by their absence: The infrequency of very frequent words in some English as a foreign language textbooks” (145–155); López-Jiménez, M. D. “The treatment of lexical aspects in commercial textbooks for L2 teaching and learning” (156–174); Pérez Basanta, C. “A second-generation CALL vocabulary-learning program ADELEX: In search of a psychopedagogic model” (175–185); Vasiljevic, Z. “Word associations as a vocabulary teaching strategy in an advanced L2 reading class” (186–205).

De Knop, S., Boers, F., & De Rycker, A. (Eds.). (2010). Fostering language teaching efficiency through cognitive linguistics. Berlin: Mouton de Gruyter. Pp. xiii + 388. €99.95 cloth. Boers, F., De Rycker, A., & De Knop, S. “Fostering language teaching efficiency through cognitive linguistics: Introduction” (1–26); Taylor, J. “Language in the mind” (29–57); Alejo, R., Piquer, A., & Reveriego, G. “Phrasal verbs in EFL course books” (59–78); Xiaoyan, X., & Wolf, H. G. “Basic-level salience in second language vocabulary acquisition” (79–97); Stengers, H., Boers, F., Housen, A., & Eyckmans, J. “Does ‘chunking’ foster chunk-uptake?” (99–117); Neff-van Aertselaer, J., & Bunce, C. “Having many meanings: A corpus study of Spanish EFL writers’ construals with have” (121–136); Jing-Schmidt, Z. “Seven events in three languages: Culture-specific conceptualizations and their implications for FLT” (137–165); Herrera, H., & White, M. “Canonicity and variation in idiomatic expressions: Evidence from business press headlines” (167–187); Littlemore, J., Chen, P., Liyen Tang, P., Koester, A., & Barnden, J. “The use of metaphor and metonymy in academic and professional discourse and their challenges for learners and teachers of English” (189–211); Eddington, D., & Ruiz de Mendoza, F. “Argument constructions and language processing: Evidence from a priming experiment and pedagogical implications” (213–238); Boers, F., Deconinck, J., & Lindstromberg, S. “Choosing motivated chunks for teaching” (239–256); Cho, K. “Fostering the acquisition of English prepositions by Japanese learners with networks and prototypes” (259–275); Hamrick, P., & Attardo, S. “A prototype approach to auxiliary selection in the Italian passato prossimo” (277–291); Hu, Y. H., & Fong, Y. Y. “Obstacles to CM-guided L2 idiom interpretation” (293–316); Juchem-Grundmann, C., & Krennmayr, T. “Corpus-informed integration of metaphor in materials for the business English classroom” (317–335); Sanchez-Stockhammer, C. “Improving word learn-ability with lexical decomposition strategies” (337–356); Fraser, H. “Cognitive theory as a tool for teaching pronunciation” (357–379).

Duff, P., & Hornberger, N. (Eds.). (2010). Encyclopedia of language and education: Vol. 8. Language socialization. New York: Springer. Pp. xxii + 379. $79.95 paper. Ochs, E., & Schieffelin, B. “Language socialization: An historical overview” (3–15); Kramsch, C., & Vork Steffensen, S. “Ecological perspectives on second language acquisition and socialization” (17–28); Rymes, B. “Language socialization and the linguistic anthropology of education” (29–42); Bronson, M. C., & Watson-Gegeo, K. A. “The critical moment: Language socialization and the (re)visioning of first and second language learning” (43–55); Williams, G. “Language socialization: A systemic functional perspective” (57–70); Li, D. “Pragmatic socialization” (71–83); Blum-Kulka, S. “Language socialization and family dinnertime discourse” (87–99); Paugh, A. “Language socialization in working families” (101–113); Pahl, K. “Language socialization and multimodality in multilingual urban homes” (115–126); Morris, D., & Jones, K. “Language socialization in the home and minority language revitalization in Europe” (127–143); Kyratzis, A., & Cook-Gumperz, J. “Language socialization and gendered practices in childhood” (145–157); Baquedano-López, P., & Kattan, S. “Language socialization in schools” (161–173); Moore, L. “Language socialization and second/foreign language and multilingual education in non-western settings” (175–185); Howard, K. M. “Language socialization and language shift among school-aged children” (187–199); Weiyun He, A. “Heritage language learning and socialization” (201–213).

Hult, F. M. (Ed). (2010). Directions and prospects for educational linguistics. New York: Springer. Pp. xx + 154. €99.95 cloth. Leung, C. “Educational linguistics: Working at a crossroads” (1–17); Hult, F. M. “Theme-based research in the transdisciplinary fields of educational linguistics” (19–32); Creese, A. “Methodology and pedagogy in educational sociolinguistics: Researching and teaching in linguistically diverse schools” (33–48); Boxer, D. “Discourse issues in cross-cultural pragmatics: Educating the community” (49–61); Warriner, D. S. “Communicative competence revisited: An ethnopoetic analysis of narrative performances of identity” (63–77); Smith, B. “Employing eye-tracking technology in researching the effectiveness of recasts in CMC” (79–97); Carlson, M. L., Morford, J. P., Shaffer, B., & Perris Wilcox, P. “The educational linguistics of bilingual deaf education” (99–115); Sykes, J. M., Reinhardt, J., & Thorne, S. L. “Multiuser digital games as sites for research and practice” (117–135); Spolsky, B. “Envoi: Towards responsible language educational management” (137–144).

Kirkpatrick, A. (Ed.). (2010). The Routledge handbook of World Englishes. London: Routledge. Pp. xxi + 704. $175.00 cloth. Kirkpatrick, A. “Introduction” (1–14); Davies, D. R. “Standardized English: The history of the earlier circles” (17–36); Britain, D. “Grammatical variation in the contemporary spoken English of England” (37–58); Docherty, G. “Phonological innovation in contemporary spoken British English” (59–75); Hickey, R. “The Englishes of Ireland: Emergence and transportation” (76–95); Kretzschmar, W. A. “The development of standard American English” (96–112); Levey, S. “The Englishes of Canada” (113–131); Burridge, K. “English in Australia” (132–151); Maclagan, M. “The English(es) of New Zealand” (152–164); Mukherjee, J. “The development of the English language in India” (167–180); Mendis, D., & Rambukwella, H. “Sri Lankan Englishes” (181–196); Wolf, H. G. “East and West African Englishes: Differences and commonalities” (197–211); Smieja, B., & Mathangwane, J. T. “The development of English in Botswana: Language policy and education” (212–228); Ling, L. E. “English in Singapore and Malaysia: Differences and similarities” (229–246); Pefianco Martin, I. “Periphery ELT: The politics and practice of teaching English in the Philippines” (247–264); Takeshita, Y. “East Asian Englishes: Japan and Korea” (265–281); Zhichang, X. “Chinese English: A future power?” (282–298); Proshina, Z. “Slavic Englishes: Education or culture? (299–315); Simmons-McDonald, H. “West Indian Englishes: An introduction to literature written in selected varieties” (316–331); Gonzáles, A. “English and English teaching in Colombia: Tensions and possibilities in the expanding circle” (332–351); Seidhofer, B. “Lingua franca English: The European context” (355–371); Schneider, E. W. “Developmental patterns of English: Similar or different?” (372–384); Deterding, D. “Variation across Englishes: Phonology” (385–399); Kortmann, B. “Variation across Englishes: Syntax” (400–424); McLellan, J. “Mixed codes or varieties of English?” (425–441); Sharifan, F. “Semantics and pragmatic conceptualizations within an emerging variety: Persian English” (442–457); Jin, H. “In defence of foreignness” (461–470); Omoniyi, T. “Writing in English(es)” (471–489); Warshchauer, M., Black, R., & Chou, Y. L. “Online Englishes” (490–505); Nickerson, C. “The Englishes of business” (506–519); Hashim, A. “Englishes in advertising” (520–534); Moody, A. “The Englishes of popular cultures” (535–549); Bolton, K. “‘Thank you for calling’: Asian Englishes and ‘native-like’ performance in Asian call centres” (550–564); Tupas, T. R. F. “Which norms in everyday practice: And why?” (567–579); Mahboob, A., & Szenes, E. “Construing meaning in World Englishes” (580–598); Tomlinson, B. “Which test of which English and why?” (599–616); Li, D. C. S. “When does an unconventional form become an innovation?” (617–633); Mauranen, A., Pérez-Llantada, C., & Swales, J. M. “Academic Englishes: A standardized knowledge?” (634–652); Bobda, A. S. “Cameroon: Which language, when and why?” (653–670); Pennycook, A. “The future of Englishes: One, many or none?” (673–687).

Liceras, J. M., Zobl, H., & Goodluck, H. (Eds.). (2010). The role of formal features in second language acquisition. London: Routledge. Pp. ix + 577. $43.95 paper. Liceras, J. M., Zobl, H., & Goodluck, H. “Introduction” (1–19); deMena Travis, L. “The role of features in syntactic theory and language variation” (23–47); Platzack, C. “Uninterpretable features and EPP: A minimalist account of language buildup and breakdown” (49–80); Radford, A. “Feature correlations in nominative case marking in L1, L2, and native English” (83–104); Lardiere, D. “Feature assembly in second language acquisition” (107–140); Tsimpli, I. M., & Mastropavlou, M. “Feature interpretability in L2 acquisition and SLI: Greek clitics and determiners” (141–183); Jakubowicz, C., & Roulet, L. “Narrow syntax or interface deficit? Gender agreement in French SLI” (185–225); Ionin, T., Ko, H., & Wexler, K. “The role of semantic features in the acquisition of English articles by Russian and Korean speakers” (227–268); Bruhn de Garavito, J. “Acquisition of the Spanish plural by French L1 speakers: The role of transfer” (271–298); White, L. “Some puzzling features of L2 features” (301–326); Hawkins, R., Casillas, G., Hattori, H., Hawthorne, J., Husted, R., Lozano, C., et al. “The semantic effects of verb raising and its consequences in second language grammars” (329–351); Prévost, P. “Knowledge of morphology and syntax in early adult L2 French: Evidence for the missing surface inflection hypothesis” (353–376); Leung, Y.-K. I. “The verbal functional domain in L2A and L3A: Tense and agreement in Cantonese-English-French interlanguage” (377–403); Gavruseva, E. “On the role of DP in the acquisition of finiteness in child L2 English” (405–431); Pérez-Leroux, A. T., Cuza, A., Majzlanova, M., & Sánchez-Naranjo, J. “Non-native recognition of iterative and habitual meanings of Spanish preterite and imperfect tenses” (433–453); Slabakova, R., & Montrul, S. “Aspectual shifts: Grammatical and pragmatic knowledge in L2 acquistion” (455–483); Díaz, L., Bel, A., & Bekiou, K. “Interpretable and uninterpretable features in the acquisition of Spanish past tenses” (485–512); Flynn, S., Vinnitskaya, I., & Foley, C. “Complementizer phrase features in child L1 and adult L3 acquisition” (515–533); Valenzuela, E. “On CP positions in L2 Spanish” (535–560).

Mahboob, A., & Knight, N. K. (Eds.). (2010). Appliable linguistics. New York: Continuum. Pp. xiv + 313. $150.00 cloth. Mahboob, A., & Knight, N. K. “Appliable linguistics: An introduction” (1–12); Halliday, M. A. K. “Pinpointing the choice: Meaning and the search for equivalents in a translated text” (13–24); Mahboob, A., Dreyfus, S., Humphrey, S., & Martin, J. R. “Appliable linguistics and English language teaching: The scaffolding literacy in adult and tertiary environments (SLATE) project” (25–43); Martin, J. R., Zappavigna, M., & Dwyer, P. “Negotiating evaluation: Story structure and appraisal in youth justice conferencing” (44–75); Humphrey, S. “Modelling social affiliation and genre in the civic domain” (76–91); Lukin, A. “‘News’ and ‘register’: A preliminary investigation” (92–113); Dreyfus, S., & Jones, S. C. “Constructing sports stars: Appliable linguistics and the language of the media” (114–129); Knight, N. K. “Naming culture in convivial conversational humour” (130–149); Zappavigna, M., Cléirigh, C., Dwyer, P., & Martin, J. R. “Visualizing appraisal prosody” (150–167); Matruglio, E. “Evaluative stance in humanities: Expectations and performances” (168–184); Humphrey, S., Martin, J. R., Dreyfus, S., & Mahboob, A. “The 3x3: Setting up a linguistic toolkit for teaching academic writing” (185–199); Jones, A. “Why are logical connectives sometimes detrimental to coherence?” (200–220); Chen, Y. “Contestable reality: A multi-level view on modality in multimodal pedagogic context” (221–233); Caldwell, D. “Making many meanings in popular rap music” (234–266); Hasan, R. “The meaning of ‘not’ is not in ‘not’” (267–305).

Thesen, L., & van Pletzen, E. (Eds.). (2006). Academic literacy and the languages of change. New York: Continuum. Pp. xii + 212. $190.00 cloth. Thesen, L., & van Pletzen, E. “Introduction: The politics of place in academic literary work” (1–29); Kapp, R. “Discourses of English and literacy in a Western Cape township school” (30–52); Clark, S. “Use your own words: Impossible exhortations” (53–66); Bangeni, B., & Kapp, R. “‘I want to write about the Dalai Lama…’: Literacies in transition” (67–83); Paxton, M. “Intertextual analysis: A research tool for uncovering the writer’s emerging meanings” (84–103); van Pletzen, E. “A body of reading: Making ‘visible’ the reading experiences of first-year medical students” (104–129); Archer, A. “Changes as additive: Harnessing students’ multimodal semiotic resources in an Engineering curriculum” (130–150); Thesen, L. “Who owns this image? Word, image and authority in the lecture” (151–179); Nomdo, G. “Identity, power and discourse: The socio-political self-representations of successful ‘black’ students” (180–206).

Thomas, M., & Reinders, H. (Eds). (2010). Task-based language learning and teaching with technology. New York: Continuum. Pp. xx + 242. $140.00 cloth. Thomas, M., & Reinders, H. “Deconstructing tasks and technology” (1–13); Müller-Hartman, A., & Schocker-v. Ditfurth, M. “Research on the use of technology in task-based language teaching” (17–40); Peterson, M. “Task-based language teaching in network-based CALL: An analysis of research on learner interaction in synchronous CMC” (41–62); Schulze, M. “Taking intelligent CALL to task” (63–82); Stockwell, G. “Effects of multimodality in computer-mediated communication tasks” (83–104); Collentine, K. “Measuring complexity in task-based synchronous computer-mediated communication” (105–128); Hampel, R. “Task design for a virtual learning environment in a distance language course” (131–153); Raith, T., & Hegelheimer, V. “Teacher development, TBLT and technology” (154–175); Reeder, K. “Edubba: Real-world writing tasks in a virtual world” (176–196); Hauck, M. “The enactment of task design in telecollaboration 2.0” (197–217); Motteram, G., & Thomas, M. “Afterword: Future directions for technology-mediated tasks” (218–237).