BOOKS

Callies, M. (2009). Information highlighting in advanced learner English: The syntax-pragmatics interface in second language acquisition. Amsterdam: Benjamins. Pp. 293. $143.00 cloth.

Castello, E. (2008). Text complexity and reading comprehension tests. Bern: Peter Lang. Pp. 352. $87.95 paper.

Crookes, G. V. (2009). Values, philosophies, and beliefs in TESOL. New York: Cambridge University Press. Pp. 277. $35.00 paper.

De Houwer, A. (2009). Bilingual first language acquisition. Clevedon, UK: Multilingual Matters. Pp. 432. $39.95 paper.

De Houwer, A. (2009). An introduction to bilingual development. Clevedon, UK: Multilingual Matters. Pp. 89. $24.95 paper.

Givón, T. (2009). The genesis of syntactic complexity: Diachrony, ontogeny, neuro-cognition, evolution. Amsterdam: Benjamins. Pp. 366. $54.00 paper.

Grabe, W. (2009). Reading in a second language: Moving from theory to practice. New York: Cambridge University Press. Pp. 467. $39.00 paper.

Grazia Guido, M. (2008). English as a lingua franca in cross-cultural immigration domains. Bern: Peter Lang. Pp. 285. $72.95 paper.

Hansen, J. G. (2009). Acquiring a non-native phonology: Linguistic constraints and social barriers. New York: Continuum. Pp. 288. $49.95 paper.

Lee, N., Mikesell, L., Joaquin, A. D. L., Mates, A. W., & Schumann, J. H. (2009). The interactional instinct: The evolution and acquisition of language. Oxford: Oxford University Press. Pp. 233. $29.95 paper.

Liu, M. (2009). Reticence and anxiety in oral English lessons. Bern: Peter Lang. Pp. 316. $78.95 paper.

Ma, Q. (2009). Second language vocabulary acquisition. Bern: Peter Lang. Pp. 333. $86.95 paper.

McDonough, K., & Trofimovich, P. (2009). Using priming methods in second language research. London: Routledge. Pp. 240. $39.95 paper.

Ortega, L. (2009). Understanding second language acquisition. Oxford: Oxford University Press. Pp. 224. $29.95 paper.

Paradis, M. (2009). Declarative and procedural determinants of second languages. Amsterdam: Benjamins. Pp. xii + 219. $54.00 paper.

Regan, V., Howard, M., & Lemée, I. (2009). The acquisition of sociolinguistic competence in a study abroad context. Clevedon, UK: Multilingual Matters. Pp. 184. $49.95 paper.

Santos, A. L. (2009). Minimal answers: Ellipsis, syntax and discourse in the acquisition of European Portuguese. Amsterdam: Benjamins. Pp. 296. $158.00 cloth.

Song, Y., & Andrews, S. (2008). The L1 in L2 learning: Teachers’ beliefs and practices. Munich, Germany: Lincom Europa. Pp. 237. €72.30 paper.

Vujisic, Z. (2009). The role of achievement motivation on the interlanguage fossilization of middle-aged English-as-a-second-language learners. Munich, Germany: Lincom Europa. Pp. 169. €162.00 paper.

Walkinshaw, I. (2009). Learning politeness: Disagreement in a second language. Bern: Peter Lang. Pp. 297. $55.95 paper.

Xing, P. (2009). Chinese learners and the lexis learning rainbow. Bern: Peter Lang. Pp. 274. $52.95 paper.

Yoshimoto, M. (2008). Second language learning and identity: Cracking metaphors in ideological and poetic discourse in the third space. Amherst, NY: Cambria Press. Pp. 332. $109.95 cloth.

Young, R. F. (2009). Discursive practice in language learning and teaching. New York: Wiley. Pp. 267. $39.95 paper.

JOURNALS

Anthropological Linguistics 50 (1). (2008). Aikhenvald, A. Y. “Language contact along the Sepik River, Papua New Guinea” (1–66); Nuckolls, J. B. “Deictic selves and others in Pastaza Quichua evidential usage” (67–89); Knowlton T. “Dynamics of indigenous language ideologies in the colonial redaction of a Yucatec Maya cosmological text” (90–112).

Applied Linguistics 30 (1). (2009). Takimoto, M. “The effects of input-based tasks on the development of learners’ pragmatic proficiency” (1–25); Cekaite, A. “Soliciting teacher attention in an L2 classroom: Affect displays, classroom artefacts, and embodied action” (26–48); Bushnell, C. “‘Lego my keego!’: An analysis of language play in a beginning Japanese as a foreign language classroom” (49–69); Boguslavsky, I., Cardeñosa, J., & Gallardo, C. “A novel approach to creating disambiguated multilingual dictionaries” (70–92); Lee, J. “Interpreting inexplicit language during courtroom examination” (93–114); Stubbs, M. “Memorial article: John Sinclair (1933–2007)—The search for units of meaning—Sinclair on empirical semantics” (115–137); Waters, A. “Ideology in applied linguistics for language teaching” (138–143).

Applied Psycholinguistics 30 (2). (2009). Álvarez, C. J., Cottrell, D., & Afonso, O. “Writing dictated words and picture names: Syllabic boundaries affect execution in Spanish” (205–223); Hummel, K. M. “Aptitude, phonological memory, and second language proficiency in nonnovice adult learners” (225–249); Berent, G. P., Kelly, R. R., & Schueler-Choukairi, T. “Economy in the acquisition of English universal quantifier sentences: The interpretations of deaf and hearing students and second language learners at the college level” (251–290); Wang, M., Yang, C., & Cheng, C. “The contributions of phonology, orthography, and morphology in Chinese-English biliteracy acquisition” (291–314); Simon-Cereijido, G., & Gutiérrez-Clellen, V. F. “A cross-linguistic and bilingual evaluation of the interdependence between lexical and grammatical domains” (315–337); Foy, J. G., & Mann, V. A. “Effects of onset density in preschool children: Implications for development of phonological awareness and phonological representation” (339–361); Reynolds, K. P., & Evans, M. A. “Narrative performance and parental scaffolding of shy and nonshy children” (363–384).

Blom, E., Polišenská, D., & Unsworth, S. (Eds.). (2008). The acquisition of grammatical gender in Dutch [Special issue]. Second Language Research 24 (3). Blom, E., Polišenská, D., & Unsworth, S. “The acquisition of grammatical gender in Dutch” (259–265); Cornips, L., & Hulk, A. “Factors of success and failure in the acquisition of grammatical gender in Dutch” (267–295); Blom, E., Polišenská, D., & Weerman, F. “Articles, adjectives and age of onset: The acquisition of Dutch grammatical gender” (297–331); Orgassa, A., & Weerman, F. “Dutch gender in specific language impairment and second language acquisition” (333–364); Unsworth, S. “Age and input in the acquisition of grammatical gender in Dutch” (365–395); Sabourin, L., & Stowe, L. A. “Second language processing: When are first and second languages processed similarly?” (397–430); Gürel, A. “Research on first language attrition of morphosyntax in adult bilinguals” (431–449).

The Canadian Modern Language Review 65 (3). (2009). Trenchs-Parera, M. “Effects of formal instruction and a stay abroad on the acquisition of native-like oral fluency” (365–393); Rossiter, M. J. “Perceptions of L2 fluency by native and non-native speakers of English” (395–412); van Compernolle, R. A., & Williams, L. “Variable omission of ne in real-time French chat: A corpus-driven comparison of educational and non-educational contexts” (413–440); Webb, S. A. “The effects of pre-learning vocabulary on reading comprehension and writing” (441–470); Wust, V. A. “A la recherche des clitiques perdus: The dictogloss as a measure of the comprehension of y and en by L2 learners of French” (471–499).

English Today 25 (1). (2009). Meierkord, C. “It’s kuloo tu: Recent developments in Kenya’s Englishes” (3–11); Smith, K. A. “The history of be fixing to: Grammaticization, sociolinguistic distribution and emerging literary spaces” (12–18); Schreier, D. “Assessing the status of lesser-known varieties of English” (19–24); Onysko, A. “Exploring discourse on globalizing English” (25–36); Sewell, A. “World Englishes, English as a lingua franca, and the case of Hong Kong English” (37–43); Fong, E. T. Y. “English in China: Some thoughts after the Beijing Olympics” (44–49); Park, J.-K. “‘English fever’ in South Korea: Its history and symptoms” (50–57); Tulloch, A. “Graveyard frolics” (58–59); Purcell, S. “The law of Hobson-Jobson” (60–63).

International Journal of Bilingual Education and Bilingualism 12 (1). (2009). Dilans, G. “Russian in Latvia: An outlook for bilingualism in a post-Soviet transitional society” (1–13); Schüpbach, D. “Language transmission revisited: Family type, linguistic environment and language attitudes” (15–30); St. Hilaire, A. “Postcolonial identity politics, language and the schools in St. Lucia” (31–46); Ramirez, M., Perez, M., Valdez, G., & Hall, B. “Assessing the long-term effects of an experimental bilingual-multicultural programme: Implications for drop-out prevention, multicultural development and immigration policy” (47–59); Valdiviezo, L. “Bilingual intercultural education in indigenous schools: An ethnography of teacher interpretations of government policy” (61–79); de Jong, E., & Howard, E. “Integration in two-way immersion education: Equalising linguistic benefits for all students” (81–99).

International Journal of Bilingualism 13 (1). (2009). Perales, S., del Pilar García Mayo, M., & Liceras, J. M. “The acquisition of L3 English negation by bilingual (Spanish/Basque) learners in an institutional setting” (3–33); Tremblay, A. “Phonetic variability and the variable perception of L2 word stress by French Canadian listeners” (35–62); Chirsheva, G. “Gender in Russian-English code-switching” (63–90); Gutiérrez-Clellen, V. F., Simon-Cereijido, G., & Erickson Leone, A. “Code-switching in bilingual children with specific language impairment” (91–109); Rothman, J. “Knowledge of A/A’-dependencies on subject extraction with two types of infinitives in non-native Portuguese adult bilingualism” (111–140).

Journal of Child Language 36 (2). (2009). Keren-Portnoy, T., Majorano, M., & Vihman, M. M. “From phonetics to phonology: The emergence of first words in Italian” (235–267); Gámez, P. B., Shimpi, P. M., Waterfall, H. R., & Huttenlocher, J. “Priming a perspective in Spanish monolingual children: The use of syntactic alternatives” (269–290); Storkel, H. L. “Developmental differences in the effects of phonological, lexical and semantic variables on word learning by infants” (291–321); Taelman, H., Durieux, G., & Gillis, S. “Fillers as signs of distributional learning” (323–353); Winskel, H., & Luksaneeyanawin, S. “Obligatory grammatical categories and the expression of temporal events” (355–380); Taylor, N., Donovan, W., Miles, S., & Leavitt, L. “Maternal control strategies, maternal language usage and children’s language usage at two years” (381–404); Ma, W., Golinkoff, R. M., Hirsh-Pasek, K., McDonough, C., & Tardif, T. “Imageability predicts the age of acquisition of verbs in Chinese children” (405–423); Demuth, K., & McCullough, E. “The longitudinal development of clusters in French” (425–448); Donaldson, M. L., & Cooper, L. S. M. “Children’s production of verb-phrase anaphora in a spoken task” (449–469).

Language Testing 26 (2). (2009). Ockey, G. J. “The effects of group members’ personalities on a test taker’s L2 group oral discussion test scores” (161–186); Kim, Y.-H. “An investigation into native and non-native teachers’ judgments of oral English performance: A mixed methods approach” (187–217); In’nami, Y., & Koizumi, R. “A meta-analysis of test format effects on reading and listening test performance: Focus on multiple-choice and open-ended formats” (219–244); Lee-Ellis, S. “The development and validation of a Korean C-Test using Rasch Analysis” (245–274); Knoch, U. “Diagnostic assessment of writing: A comparison of two rating scales” (275–304).

The Modern Language Journal 93 (2). (2009). Chapelle, C. A. “A hidden curriculum in language textbooks: Are beginning learners of French at U.S. universities taught about Canada?” (139–152); Piirainen-Marsh, A., & Tainio, L. “Other-repetition as a resource for participation in the activity of playing a video game” (153–169); Alvstad, C., & Castro, A. “Conceptions of literature in university language courses” (170–184); Jenks, C. J. “Exchanging missing information in tasks: Old and new interpretations” (185–194); Gregersen, T., Olivares-Cuhat, G., & Storm, J. “An examination of L1 and L2 gesture use: What role does proficiency play?” (195–208); Garrett, P., & Young, R. F. “Theorizing affect in foreign language learning: An analysis of one learner’s responses to a communicative Portuguese course” (209–226); Blake, C. “Potential of text-based Internet chats for improving oral fluency in a second language” (227–240); Nakahama, Y. “Cross-linguistic influence on referent introduction and tracking in Japanese as a second language” (241–260).

Mori, J., & Markee, N. (Eds.). (2009). Language learning, cognition, and interactional practices [Special issue]. International Review of Applied Linguistics in Language Teaching 47 (1). Mori, J., & Markee, N. “Language learning, cognition, and interactional practices: An introduction” (1–9); Kasper, G. “Locating cognition in second language interaction and learning: Inside the skull or in public view?” (11–36); Markee, N., & Seo, M.-S. “Learning talk analysis” (37–63); Mori, J., & Hasegawa, A. “Doing being a foreign language learner in a classroom: Embodiment of cognitive states as social events” (65–94); Hellermann, J. “Practices for dispreferred responses using no by a learner of English” (95–126); Firth, A. “Doing not being a foreign language learner: English as a lingua franca in the workplace and (some) implications for SLA” (127–156).

Second Language Research 25 (2). (2009). 25th anniversary issue [Special issue]. Lardiere, D. “Some thoughts on the contrastive analysis of features in second language acquisition” (173–227); Archibald, J. “Phonological feature re-assembly and the importance of phonetic cues” (231–233); Birdsong, D. “Uninterpretable features: Psychology and plasticity in second language learnability” (235–243); Carroll, S. E. “Re-assembling formal features in second language acquisition: Beyond minimalism” (245–253); Dekydtspotter, L., & Renaud, C. “On the contrastive analysis of features in second language acquisition: Uninterpretable gender on past participles in English-French processing” (255–267); Duffield, N. “The kids are alright... aren’t they?” (269–278); Liceras, J. M. “On parameters, functional categories and features... and why the trees shouldn’t prevent us from seeing the forest...” (279–289); Montrul, S., & Yoon, J. “Putting parameters in their proper place” (291–311); Slabakova, R. “Features or parameters: Which one makes second language acquisition easier, and more interesting to study?” (313–324); Thomas, M. “‘Units of comparison’ across languages, across time” (325–333); Wakabayashi, S. “Lexical learning in second language acquisition: Optionality in the numeration” (335–341); White, L. “Some questions about feature re-assembly” (343–348).

Wei, L., & Martin, P. (Eds.). (2009). Conflicts and tensions in classroom codeswitching [Special issue]. International Journal of Bilingual Education and Bilingualism 12 (2). Wei, L., & Martin, P. “Conflicts and tensions in classroom codeswitching: An introduction” (117–122); Probyn, M. “‘Smuggling the vernacular into the classroom’: Conflicts and tensions in classroom codeswitching in township/rural schools in South Africa” (123–136); McGlynn, C., & Martin, P. “‘No vernacular’: Tensions in language choice in a sexual health lesson in The Gambia” (137–155); Raschka, C., Sercombe, P., & Chi-Ling, H. “Conflicts and tensions in codeswitching in a Taiwanese EFL classroom” (157–171); Tien, C.-Y. “Conflict and accommodation in classroom codeswitching in Taiwan” (173–192); Wei, L., & Wu, C.-J. “Polite Chinese children revisited: Creativity and the use of codeswitching in the Chinese complementary school classroom” (193–211); Losey, K. M. “Written codeswitching in the classroom: Can research resolve the tensions?” (213–230); Ferguson, G. “What next? Towards an agenda for classroom codeswitching research” (231–241).

World Englishes 28 (2). (2009). Cavallaro, F., & Chin, N. B. “Between status and solidarity in Singapore” (143–159); Grau, M. “Worlds apart? English in German youth cultures and in educational settings” (160–174); Mahboob, A. “English as an Islamic language: A case study of Pakistani English” (175–189); Seidlhofer, B., & Berns, M. “Perspectives on English as a lingua franca: Introduction” (190–191); Berns, M. “English as lingua franca and English in Europe” (192–199); Jenkins, J. “English as a lingua franca: Interpretations and attitudes” (200–207); Modiano, M. “Inclusive/exclusive? English as a lingua franca in the European Union” (208–223); Pakir, A. “English as a lingua franca: Analyzing research frameworks in international English, world Englishes, and ELF” (224–235); Seidlhofer, B. “Common ground and different realities: World Englishes and English as a lingua franca” (236–245); Yano, Y. “English as an international lingua franca: From societal to individual” (246–255); Breiteneder, A. “English as a lingua franca in Europe: An empirical perspective” (256–269).

EDITED VOLUMES

Aijmer, K. (Ed.). (2009). Corpora and language teaching. Amsterdam: Benjamins. Pp. 232. $149.00 cloth. Aijmer, K. “Introduction: Corpora and language teaching” (1–10); Granger, S. “The contribution of learner corpora to second language acquisition and foreign language teaching: A critical evaluation” (13–32); Johansson, S. “Some thoughts on corpora and second-language acquisition” (33–44); Granath, S. “Who benefits from learning how to use corpora?” (47–65); Oksefjell Ebeling, S. “Oslo Interactive English: Corpus-driven exercises on the Web” (67–82); Römer, U. “Corpus research and practice: What help do teachers need and what can we offer?” (83–98); Herriman, J., & Boström Aronsson, M. “Themes in Swedish advanced learners’ writing in English” (101–120); Hasselgård, H. “Thematic choice and expressions of stance in English argumentative texts by Norwegian learners” (121–139); Hunston, S. “The usefulness of corpus-based descriptions of English for learners: The case of relative frequency” (141–154); Cheng, W. “Income/interest/net: Using internal criteria to determine the aboutness of a text” (157–177); Meunier, F., & Gouverneur, C. “New types of corpora for new educational challenges: Collecting, annotating and exploiting a corpus of textbook material” (179–201); Mukherjee, J. “The grammar of conversation in advanced spoken learner English: Learner corpus data and language-pedagogical implications” (203–230).

Al-Hajaj, J. F., & Davis, G. (Eds.). (2008). University of Basrah studies in English. Bern: Peter Lang. Pp. 304. $76.95 paper. Jasim, M. H., & Al-Hajaj, J. F. “Introduction” (17–21); Al-Hajaj, J. F. “Intertextuality and the linguistic perspective: A stylistic study of Thomas Hardy’s ‘The Going’ and ‘The Haunter’” (23–44); Aziz, F. H., & Ghailan, A. U. “Dramatic monologue in Robert Browning’s ‘My Last Duchess’: A pragma-stylistic study” (45–68); Jasim, M. H., & Ghailan, A. U. “Paul Morel, son and man: A stylistic study” (69–110); Jasim, M. H., & Naima, I. H. “Free indirect discourse in Virginia Woolf’s To the Lighthouse: A stylistic narrative study” (111–131); Abdul-Latif, A.-S. “The invisible perfidy in Waiting for Godot” (133–180); Oda, A. H., & Hussein, N. J. “Presupposition as a linguistic theory in Samuel Beckett’s Waiting for Godot in terms of Karttunen’s approach” (181–207); Oda, A. H., & Mohammad, M. M. “The impact of linguistic context on metaphoric proverb comprehension by Iraqi EFL learners” (209–241); Rashid, B. I. G. “Further evidence for the separation hypothesis: The case of advanced Iraqi learners” (243–258); Salman, I. M., & Rashid, B. I. G. “Difficulties in the pronunciation of English proper nouns encountered by advanced Iraqi learners” (259–280); Abid, R. A. S., & Ridha, N. S. A. “A study of coherence in the writings of EFL advanced Iraqi learners” (281–304).

de Bot, K., & Schrauf, R. W. (Eds.). (2009). Language development over the lifespan. London: Routledge. Pp. 312. $59.95 paper. de Bot, K., & Schrauf, R. W. “Introduction” (1–16); Unsworth, S. “First and second language development from a UG perspective” (19–39); Behrens, H. “First language acquisition from a usage-based perspective” (40–59); van Geert, P. “A comprehensive dynamic systems theory of language development” (60–104); de Guerrero, M. C. M. “Lifespan development of the L2 as an intellectualization process: An ontogenetic sociocultural theory perspective” (107–124); Lowie, W., Verspoor, M., & de Bot, K. “A dynamic view of second language development across the lifespan” (125–145); Kohnert, K. “Bilinguals with primary language impairment” (146–170); Schmid, M. S. “L1 attrition across the lifespan” (171–188); Tellier, M. “The development of gesture” (191–216); Chen Pichler, D. “The development of sign language” (217–241); Schrauf, R. W. “Longitudinal designs in studies of multilingualism” (245–270); Kemper, S. “The role of working memory in language development over the lifespan” (271–287); Hernandez, A., Hiscock, M., & Bates, E. A. “The development of neural substrates of language over the lifespan” (288–308).

Fitzpatrick, T., & Barfield, A. (Eds.). (2009). Lexical processing in second language learners: Papers and perspectives in honour of Paul Meara. Clevedon, UK: Multilingual Matters. Pp. xvii + 216. $49.95 paper. Wray, A. “Preface” (xi–xvii); Read, J., & Nation, P. “Introduction: Meara’s contribution to research in L2 lexical processing” (1–12); Shillaw, J. “Putting yes/no tests in context” (13–24); Wilks, C. “Tangled webs...: Complications in the exploration of L2 lexical networks” (25–37); Fitzpatrick, T. “Word association profiles in a first and second language: Puzzles and problems” (38–52); Horst, M. “Revisiting classrooms as lexical environments” (53–66); Nesi, H., & Boonmoh, A. “A close look at the use of pocket electronic dictionaries for receptive and productive purposes” (67–81); Ronald, J. “Repeated L2 reading with and without a dictionary” (82–94); Barfield, A. “Exploring productive L2 collocation knowledge” (95–110); Bell, H. “The messy little details: A longitudinal case study of the emerging lexicon” (111–127); Wolter, B. “Meaning-last vocabulary acquisition and collocational productivity” (128–140); Pemberton, R. “Acting on a hunch: Can L1 reading instruction affect L2 listening ability?” (141–153); Barfield, A., & Fitzpatrick, T. “Taking stock” (154–158).

Leow, R. P., Campos, H., & Lardiere, D. (Eds.). (2009). Little words: Their history, phonology, syntax, semantics, pragmatics, and acquisition. Washington, DC: Georgetown University Press. Pp. 246. $49.95 paper. Leow, R. P., Campos, H., & Lardiere, D. “Introduction” (1–6); Łazorczyk, A., & Pancheva, R. “From ‘two’ to ‘both’: Historical changes in the syntax and meaning of oba in Slavic” (9–19); Elsman, M., & Holt, D. E. “When small words collide: Morphological reduction and phonological compensation in Old Leonese contractions” (21–33); Lord, C., Berdan, R., & Fender, M. “Distinguishing function words from content words in children’s oral reading” (37–46); Rochman, L. “Motivating floating quantifiers” (47–57); Sáez, L. “Applicative phrases hosting accusative clitics” (61–73); Gergel, R. “The little de of degree constructions” (75–85); Taylor, H. L. “The complementizer the” (87–98); Progovac, L. “What is there when little words are not there? Possible implications for evolutionary studies” (99–108); Velázquez-Mendoza, O., & Aranovich, R. “Spanish personal a and the antidative” (109–118); Beavers, J. “Predicting argument realization from oblique marker semantics” (121–130); Thomas, M. F., & Michaelis, L. A. “Aspect selectors, scales, and contextual operators: An analysis of by temporal adjuncts” (131–141); Park, J. U. “Distributive effects of the plural marker –tul in Korean” (143–155); Pellet, S. “The pragmatics of the French discourse markers donc and alors” (159–170); Alba-Juez, L. “‘Little words’ in small talk: Some considerations on the use of the pragmatic markers man in English and macho/tío in peninsular Spanish” (171–181); Biesenbach-Lucas, S. “Little words that could impact one’s impression on others: Greetings and closings in institutional e-mails” (183–195); Bowles, M., & Montrul, S. “Instructed L2 acquisition of differential object marking in Spanish” (199–209); de la Fuente, M. J. “The role of pedagogical tasks and focus on form in acquisition of discourse markers by advanced language learners” (211–221); Kupisch, T., Anderssen, M., Bohnacker, U., & Snape, N. “Article acquisition in English, German, Norwegian, and Swedish” (223–235); Dye, C. D. “A continuum in French children’s surface realization of auxiliaries” (237–246).

Mackey, A., & Polio, C. (Eds.). (2008). Multiple perspectives on interaction: Second language research in honor of Susan M. Gass. London: Routledge. Pp. 288. $115.00 cloth. Mackey, A., & Polio, C. “Introduction” (1–10); Ellis, N. “The psycholinguistics of the interaction approach” (11–40); Tarone, E. “A variationist perspective on the interaction approach” (41–57); Brooks, L., & Swain, M. “Language in collaborative writing: Creation of and response to expertise” (58–89); Bygate, M., & Samuda, V. “Creating pressure in task pedagogy: The joint roles of field, purpose, and engagement within the interaction approach” (90–116); Dörnyei, Z., & Tseng, W.-T. “Motivational processing in interactional tasks” (117–134); Oliver, R. “How young is too young? Investigating negotiation of meaning and feedback in children aged five to seven years” (135–156); Spada, N., & Lightbown, P. M. “Interaction research in second/foreign language classrooms” (157–175); Loewen, S. “Recasts in multiple response focus on form episodes” (176–196); Smith, B. “Revealing the nature of SCMC interaction” (197–225); Ortega, L. “Interaction and attention to form in L2 text-based computer-mediated communication” (226–253); Philp, J. “Epilogue: Exploring the intricacies of interaction and language development” (254–273).

Navarro Coy, M. (Ed.). (2009). Practical approaches to foreign language. Bern: Peter Lang. Pp. 297. $78.95 paper. Navarro Coy, M. “Introduction” (9–11); Mendieta, E. “Spanish language maintenance and linguistic attitudes in the Latino community of northwest Indiana” (15–32); Kearney, E. “Images as a resource for culture learning in the foreign language classroom” (33–64); Pintor, H., Strotmann, B., & Kunschak, C. “Project management inside and outside the classroom” (67–90); Hewitt, E. “Is parental influence an effective resource for learning English as a foreign language? An empirical study with complete-beginner children” (91–109); Bielska, J. “Gender differences in strategy use and classroom task preferences of Polish EFL learners” (113–127); Rojas, S. I. P., & Mendes, C. G. “Influence of dictionary usage in the results of a test of reading comprehension of technical and scientific texts in EFL” (129–141); Pascual, C. P. “WebQuests in a stand-alone course management system” (145–165); Klos, M. “Beyond autonomous learning: Integrating e-learning in academia language support” (167–186); Herrera, J. B. C. “Software for L2 writing enhancement in translation curricula” (187–198); Fernández Toledo, P. “Allocation of traditional, human and computer resources to meet the ELIS subject curriculum demands” (201–216); Navarro Coy, M., & Villanueva Alfonso, M. L. “Broadening the concept of reading strategies: Towards a new Wreader” (217–238); Ruiz Madrid, M. N. “Designing CALL materials in the foreign language field: The case of TADLA in the EFL classroom” (239–267); Navarro, I., & Silvestre, A. J. “The role of ICMs in cybergenre representation and reading modes” (269–292).

Nikolov, M. (Ed.). (2009). Early learning of modern foreign languages: Processes and outcomes. Clevedon, UK: Multilingual Matters. Pp. xvi + 264. $44.95 paper. Harris, J., & O’Leary, D. “A third language at primary level in Ireland: An independent evaluation of the modern languages in primary schools initiative” (1–14); Enever, J. “Can today’s early language learners in England become tomorrow’s plurilingual European citizens?” (15–29); Jelaska, Z., & Cvikić, L. “Young learners of Croatian as a second language: Minority language speakers and their Croatian competence” (30–45); Alexiou, T. “Young learners’ cognitive skills and their role in foreign language vocabulary learning” (46–61); Csizér, K., & Kormos, J. “An investigation into the relationship of L2 motivation and cross-cultural contact among elementary school students” (62–74); Djigunović, J. M. “Impact of learning conditions on young FL learners’ motivation” (75–89); Nikolov, M. “Early modern foreign language programmes and outcomes: Factors contributing to Hungarian learners’ proficiency” (90–107); Drew, I. “Using the early years literacy programme in primary EFL Norwegian classrooms” (108–120); Šamo, R. “The age factor and L2 reading strategies” (121–131); Griva, E., Tsakiridou, H., & Nihoritou, I. “A study of FL composing process and writing strategies employed by young learners” (132–148); Marijanović, V., Panissal, N., & Billières, M. “How do 9-11-year-old Croatians perceive sounds and read aloud in French?” (149–165); Huszti, I., Fábián, M., & Komári, E. B. “Differences between the processes and outcomes in third graders’ learning of English and Ukrainian in Hungarian schools in Beregszász” (166–180); Orosz, A. “The growth of young learners’ English vocabulary size” (181–194); Szpotowicz, M. “Factors influencing young learners’ vocabulary acquisition” (195–211); Peng, J., & Zhang, L. “An eye on target language use in elementary English classrooms in China” (212–228); Nagy, K. “What primary school pupils think about learning English as a foreign language” (229–242).

Özsoy, A. S., & Nakipoğlu, M. (Eds.). (2009). Noam Chomsky on language and cognition. Munich, Germany: Lincom Europa. Pp. 52. €32.00 paper. Özsoy, A. S. “Introduction” (3–4); Chomsky, N. “Cognition and language” (5–21); “Comments and answers” (22–44).

Pavlenko, A. (Ed.). (2009). The bilingual mental lexicon: Interdisciplinary approaches. Clevedon, UK: Multilingual Matters. Pp. xv + 250. $39.95 paper. Pavlenko, A. “Preface: Time for new metaphors?” (xi–xv); Meuter, R. “Neurolinguistic contributions to understanding the bilingual mental lexicon” (1–25); Schrauf, R. W. “The bilingual lexicon and bilingual autobiographical memory: The neurocognitive basic systems view” (26–51); Marian, V. “Audio-visual integration during bilingual language processing” (52–78); Altarriba, J., & Basnight-Brown, D. M. “An overview of semantic processing in bilinguals: Methods and findings” (79–98); Jarvis, S. “Lexical transfer” (99–124); Pavlenko, A. “Conceptual representation in the bilingual lexicon and second language vocabulary learning” (125–160); Gullberg, M. “Why gestures are relevant to the bilingual lexicon” (161–184); Ecke, P. “The tip-of-the-tongue phenomenon as a window on (bilingual) lexical retrieval” (185–208); Schmid, M. S., & Köpke, B. “L1 attrition and the mental lexicon” (209–238).

Ruiz de Zarobe, Y., & Jiménez Catalán, R. M. (Eds.). (2009). Content and language integrated learning: Evidence from research in Europe. Clevedon, UK: Multilingual Matters. Pp. xvi + 256. $49.95 paper. Ruiz de Zarobe, Y., & Jiménez Catalán, R. M. “Introduction” (xi–xvi); Fernández Fontecha, A. “Spanish CLIL: Research and official actions” (3–21); Navés, T. “Effective content and language integrated learning (CLIL) programmes” (22–40); Wiesemes, R. “Developing theories of practices in CLIL: CLIL as post-method pedagogies?” (41–59); Gallardo del Puerto, F., Gómez Lacabex, E., & García Lecumberri, M. L. “Testing the effectiveness of content and language integrated learning in foreign language contexts: The assessment of English pronunciation” (63–80); Jiménez Catalán, R. M., & Ruiz de Zarobe, Y. “The receptive vocabulary of EFL learners in two instructional contexts: CLIL versus non-CLIL instruction” (81–92); Moreno Espinosa, S. “Young learners’ L2 word association responses in two different learning contexts” (93–111); del Pilar Agustín Llach, M. “The role of Spanish L1 in the vocabulary use of CLIL and non-CLIL EFL learners” (112–129); Ojeda Alba, J. “Themes and vocabulary in CLIL and non-CLIL instruction” (130–156); Villarreal Olaizola, I., & del Pilar García Mayo, M. “Tense and agreement morphology in the interlanguage of Basque/Spanish bilinguals: CLIL versus non-CLIL” (157–175); Martínez Adrián, M., & Gutiérrez Mangado, M. J. “The acquisition of English syntax by CLIL learners in the Basque country” (176–196); Dalton-Puffer, C. “Communicative competence and the CLIL lesson” (197–214); Whittaker, R., & Llinares, A. “CLIL in social science classrooms: Analysis of spoken and written productions” (215–234).

Snape, N., Leung, Y.-k. I., & Sharwood-Smith, M. (Eds.). (2009). Representational deficits in SLA: Studies in honor of Roger Hawkins. Amsterdam: Benjamins. Pp. xxv + 250. $149.00 cloth. Snape, N., Leung, Y.-k. I., & Sharwood Smith, M. “Introduction” (xv–xxv); Goad, H., & White, L. “Prosodic transfer and the representation of determiners in Turkish-English interlanguage” (1–26); Snape, N. “Exploring Mandarin Chinese speakers’ L2 article use” (27–51); Vainikka, A., & Young-Scholten, M. “Successful features: Verb raising and adverbs in L2 acquisition under an organic grammar approach” (53–68); Yuan, B. “Non-permanent representational deficit and apparent target-likeness in second language: Evidence from wh-words used as universal quantifiers in English and Japanese speakers’ L2 Chinese” (69–103); Jiang, L. “Acquisition of the local binding characteristics of English reflexives and the obligatory status of English objects by Chinese-speaking learners” (105–126); Lozano, C. “Selective deficits at the syntax-discourse interface: Evidence from the CEDEL2 corpus” (127–166); Parodi, T. “Clitic doubling and clitic left dislocation in Spanish and Greek L2 grammars” (167–185); Tsimpli, I. M., & Papadopoulou, D. “Aspect and the interpretation of motion verbs in L2 Greek” (187–227); Liszka, S. A. “Associating meaning to form in advanced L2 speakers: An investigation into the acquisition of the English present simple and present progressive” (229–246).

Van den Branden, K., Bygate, M., & Norris, J. M. (Eds.). (2009). Task-based language teaching: A reader. Amsterdam: Benjamins. Pp. 512. $54.00 paper. Van den Branden, K., Bygate, M., & Norris, J. “Task-based language teaching: Introducing the reader” (1–13); Candlin, C. N. “Towards task-based language learning” (21–40); Swales, J. “The concept of task” (41–55); Long, M., & Crookes, G. “Three approaches to task-based syllabus design” (57–81); Skehan, P. “A framework for the implementation of task-based instruction” (83–107); Ellis, R. “Task-based research and language pedagogy” (109–129); Long, M., & Norris, J. “Task-based teaching and assessment” (135–142); van Avermaet, P., & Gysen, S. “From needs to tasks: Language learning needs in a task-based approach” (143–170); Pica, T., Kanagy, R., & Falodun, J. “Choosing and using communication tasks for second language instruction” (171–192); Robinson, P. “Task complexity, cognitive resources, and syllabus design: A triadic framework for examining task influences on SLA” (193–226); Willis, J. “The TBL framework: The task cycle” (227–242); Bygate, M. “Effects of task repetition on the structure and control of oral language” (249–274); Foster, P., & Skehan, P. “The influence of planning and task type on second language performance” (275–300); Ortega, L. “What do learners plan? Learner-driven attention to form during pre-task planning” (301–332); Breen, M. P. “Learner contributions to task design” (333–356); Dörnyei, Z. “The motivational basis of language learning tasks” (357–377); Samuda, V. “Guiding relationships between form and meaning during task performance: The role of the teacher” (379–400); Van den Branden, K. “Training teachers: Task-based as well?” (401–429); Brindley, G. “Task-centered language assessment in language learning: The promise and the challenge” (435–454); Norris, J. M., Brown, J. D., Hudson, T. D., & Bonk, W. “Examinee abilities and task difficulty in task-based L2 performance assessment” (455–476); Byrnes, H. “The role of task and task-based assessment in a content-oriented collegiate FL curriculum” (477–493); Bygate, M., Norris, J., & Van den Branden, K. “Coda: Understanding TBLT at the interface between research and pedagogy” (495–499).