BOOKS

Hasselgreen, A. (2004). Testing the spoken English of young Norwegians: A study of test validity and the role of ‘smallwords' in contributing to pupils’ fluency. New York: Cambridge University Press. Pp. xv + 304. $70.00 cloth, $36.00 paper.

JOURNALS

Annual Review of Applied Linguistics 25. (2005). Odlin, T. “Crosslinguistic influence and conceptual transfer: What are the concepts?” (3–25); Ortega, L., & Iberri-Shea, G. “Longitudinal research in second language acquisition: Recent trends and future directions” (26–45); Robinson, P. “Aptitude and second language acquisition” (46–73); Tarone, E., & Bigelow, M. “Impact of literacy on oral language processing: Implications for second language acquisition research” (77–97); Wigglesworth, G. “Current approaches to researching second language learner processes” (98–111); Uhl Chamot, A. “Language learning strategy instruction: Current issues and research” (112–130); Bernhardt, E. “Progress and procrastination in second language reading” (133–150); Morgan, B., & Ramanathan, V. “Critical literacies and language education: Global and local perspectives” (151–169); Reder, S., & Davila, E. “Context and literacy practices” (170–187); Murray, D. E. “Technologies for second language literacy” (188–201); Hudson, T. “Trends in assessment scales and criterion-references language assessment” (205–227); Jamieson, J. “Trends in computer-based second language assessment” (228–242); McKay, P. “Research into the assessment of school-age language learners” (243–263).

Anthropological Linguistics 46 (2). (2004). Nichols, J. “The origin of the Chechen and Ingush: A study in alpine linguistic and ethnic geography” (129–155); Zamponi, R. “Fragments of Waikuri (Baja California)” (156–193); Macaulay, M. “Training linguistics students for the realities of fieldwork” (194–209).

Anthropological Linguistics 46 (3). (2004). Enrico, J. “Toward proto-Na-Dene” (229–302); Kiessling, R., & Mous, M. “Urban youth languages in Africa” (303–341); Dixon, R. M. W. “Ken Hale: An appreciation” (342–345).

Applied Linguistics 26 (2). (2005). Zhang Waring, H. “Peer tutoring in a graduate writing center: Identity, expertise, and advice resisting” (141–168); Cekaite, A., & Aronsson, K. “Language play, a collaborative resource in children's L2 learning” (169–191); Bell, N. D. “Exploring L2 language play as an aid to SLL: A case study of humour in NS-NNS interaction” (192–218); Sharwood Smith, M., & Truscott, J. “Stages or continua in second language acquisition: A MOGUL solution” (219–240); Lindstromberg, S., & Boers, F. “From movement to metaphor with manner-of-movement verbs” (241–261).

Applied Psycholinguistics 26 (3). (2005). Munro, M., & Mann, V. “Age of immersion as a predictor of foreign accent” (311–341); Hu, C.-F., & Schuele, C. M. “Learning nonnative names: The effect of poor native phonological awareness” (343–362); Grüter, T. “Comprehension and production of French object clitics by child second language learners and children with specific language impairment” (363–391); Saxon, M., Houston-Price, C., & Dawson, N. “The prompt hypothesis: Clarification requests as corrective input for grammatical errors” (393–414); McBride-Chang, C., Wagner, R. K., Muse, A., Chow, B. W.-Y., & Shu, H. “The role of morphological awareness in children's vocabulary acquisition in English” (415–435); Serratrice, L. “The role of discourse pragmatics in the acquisition of subjects in Italian” (437–462); Levin, I., Both-De Vries, A., Aram, D., & Bus, A. “Writing starts with own name writing: From scribbling to conventional spelling in Israeli and Dutch children” (463–477).

Australian Review of Applied Linguistics 28 (1). (2005). Grote, E. “‘Tell me the goss ok’: Urban Indigenous girls (re)constructing norms, values, and identities through email at school” (1–18); Hamston, J. “Ethical dialogues for new times” (19–35); Iwashita, N., & Liem, I. “Factors affecting second language achievement in primary school” (36–51); Erktin, E., & Akyel, A. “The role of L1 and L2 reading comprehension in solving mathematical word problems: A case in a delayed partial immersion program” (52–66); Kubota, M. “Spelling correction strategies employed by learners of Japanese” (67–80); Mansouri, F., & Duffy, L. “The pedagogic effectiveness of developmental readiness in ESL grammar instruction” (81–99).

Bilingualism: Language and Cognition 8 (10). (2005). MacSwan, J. “Codeswitching in generative grammar: A critique of the MLF model and some remarks on ‘modified minimalism’” (1–22); Owens, J. “Bare forms and lexical insertions in codeswitching: A processing-based account” (23–38); Leung, Y. I. “L2 versus L3 initial state: A comparative study of the acquisition of French DPs by Vietnamese monolinguals and Cantonese-English bilinguals” (39–61); Slabakova, R. “What is so difficult about telicity marking in L2 Russian?” (63–77).

English Today 21 (2). (2005). Al-Dabbagh, A. “Globalism and the universal language” (3–12); Acevedo Butcher, C. “The case against the ‘native speaker’” (13–23); Alatis, J. E. “Kachru's circles and the growth of professionalism in TESOL” (25–34); Cortés, I., Ramirez, J., Rivera, M., Viada, M., & Fayer, J. “Dame un hamburger plain con ketchup y papitas” (35–42); Kaye, A. S. “Gemination in English” (43–55); Smith, R. “Global English: Gift or curse?” (56–62); Bulley, M. “Unicode for beginners” (63–64).

Foreign Language Annals 38 (2). (2005) Frantzen, D., & Sieloff Magnan, S. “Anxiety and the true beginner–false beginner dynamic in beginning French and Spanish classes” (171–190); Moore, Z. “African-American students' opinions about foreign language study: An exploratory study of low enrollments at the college level” (191–200); Sparks, R. L., Javorsky, J., & Ganschow, L. “Should the Modern Language Aptitude Test be used to determine course substitutions for and waivers of the foreign language requirement?” (201–210); Ingram, M. “Recasting the foreign language requirement through study abroad: A cultural immersion program in Avignon” (211–222); Lear, D. W. “Spanish for working medical professionals: Linguistic needs” (223–235); Morris, M. “Two sides of the communicative coin: Honors and nonhonors French and Spanish classes in a midwestern high school” (236–249); Alley, D. C. “A study of Spanish II high school students' discourse during group work” (250–258); Bell, T. R. “Behaviors and attitudes of effective foreign language teachers: Results of a questionnaire study” (259–270); Berhó, D. L., & Defferding, V. “Communication, culture, and curiosity: Using target-culture and student-generated art in the second-language classroom” (271–277); deHaan, J. W. “Acquisition of Japanese as a foreign language through a baseball video game” (278–282).

International Journal of Bilingualism 8 (4). (2004). Bilaniuk, L. “A typology of surzhyk: Mixed Ukrainian-Russian language” (409–425); Verschik, A. “Aspects of Russian-Estonian codeswitching” (427–448); Montanari, S. “The development of narrative competence in the L1 and L2 of Spanish-English bilingual children” (449–497); Mclelland, N. “A historical study of codeswitching in writing: German and Latin” (499–523); Doiz, A., & Lasagabaster, D. “The effect of the early teaching of English on writing proficiency” (525–540).

IRAL 43 (1). (2005). Robinson, P. “Cognitive complexity and task sequencing: Studies in a componential framework for second language task design” (1–32); Chen, L. “Transitivity in media texts: Negative verbal process subfunctions and narrator bias” (33–51); Altenberg, E. P. “The judgment, perception, and production of consonant clusters in a second language” (53–80).

IRAL 43 (2). (2005). Yamada, M. “Task proficiency and L1 private speech” (81–108); Guillot, M.-N. “Il y a des gens qui disent que... ‘there are people who say that …’ Beyond grammatical accuracy in FL learners' writing: Issues of non-nativeness” (109–128); Kondo, T. “Overpassivization in second language acquisition” (129–161).

Journal of Child Language 32 (2). (2005). Gerken, L., Wilson, R., & Lewis, W. “Infants can use distributional cues to form syntactic categories” (249–268); Pine, J. M., Rowland, C. F., Lieven, E. V. M., & Theakston, A. L. “Testing the agreement/tense omission model: Why the data on children's use of non-nominative 3psg subjects count against the ATOM” (269–289); Özçaliskan, S. “On learning to draw the distinction between physical and metaphorical motion: Is metaphor an early emerging cognitive and linguistic capacity?” (291–318); Casenhiser, D. M. “Children's resistance to homonymy: An experimental study of pseudohomonyms” (319–343); Graziano-King, J., & Smith Cairns, H. “Acquisition of English comparative adjectives” (345–373); Deacon, S. H., & Bryant, P. “The strength of children's knowledge of the role of root morphemes in spelling derived words” (375–389); Taelman, H., Durieux, G., & Gillis, S. “Notes on Ingram's whole-word measures for phonological development” (391–405); Goldberg, A. E., Casenhiser, D. M., & Sethuraman, N. “The role of prediction in construction-learning” (407–426); Nazzi, T., Gopnik, A., & Karmiloff-Smith, A. “Asynchrony in the cognitive and lexical development of young children with Williams syndrome” (427–438); Millogo, V. E. “The use of anaphoric pronouns by French children in narrative: Evidence from constrained text production” (439–461).

Journal of Multilingual & Multicultural Development 26 (2). (2005). Appel, R., & Schoonen, R. “Street language: A multilingual youth register in the Netherlands” (85–117); Dewaele, J.-M. “Sociodemographic, psychological, and politicocultural correlates in Flemish students' attitudes towards French and English” (118–137); Dorjee, T., & Giles, H. “Cultural identity in Tibetan diasporas” (138–157); St-Hilaire, A. “Louisiana French immersion education: Cultural identity and grassroots community development” (158–172).

Journal of Multilingual & Multicultural Development 26 (3). (2005). Al-Khatib, M. A., & Al-Ali, M. N. “Language and cultural maintenance among the Gypsies of Jordan” (187–215); Barkhuizen, G. P., & Knoch, U. “Missing Afrikaans: ‘Linguistic longing’ among Afrikaans-speaking immigrants in New Zealand” (216–232); Choi, J. K. “Bilingualism in Paraguay: Forty years after Rubins's study” (233–248); Echeverria, B. “Language attitudes in San Sebastian: The Basque vernacular as challenge to Spanish language hegemony” (249–264).

Journal of Multilingual & Multicultural Development 26 (4). (2005). Callahan, L. “‘Talking both languages’: 20 perspectives on the use of Spanish and English inside and outside the workplace” (275–295); Lasagabaster, D. “Attitudes towards Basque, Spanish, and English: An analysis of the most influential variables” (296–316); Rajah-Carrim, A. “Language use and attitudes in Mauritius on the basis of the 2000 population census” (317–332); Fukuchi, N. T., & Sakamoto, R. “Affective dimensions of the Japanese foreign language learner: Implications for psychological learner development in Japan” (333–350).

Language 81 (2). (2005). Aronoff, M., Meir, I., & Sandler, W. “The paradox of sign language morphology” (301–344); Kennedy, C., & McNally, L. “Scale structure, degree modification, and the semantics of gradable predicates” (345–381); Nakhleh, L., Ringe, D., & Warnow, T. “Perfect phylogenetic networks: A new methodology for reconstructing the evolutionary history of natural languages” (382–420); Demuth, K., Machobane, M., Moloi, F., & Odato, C. “Learning animacy hierarchy effects in Sesotho double object applicatives” (421–447); Boas, H. C. “Determining the productivity of resultatives: A reply to Goldberg and Jackendoff” (448–464); Wechsler, S. “Weighing in on scales: A reply to Goldberg and Jackendoff” (465–473); Goldberg, A. E., & Jackendoff, R. “The end resultative” (474–477).

Language in Society 34 (2). (2005). Georgakopoulou, A. “Styling men and masculinities: Interactional and identity aspects at work” (163–184); Sunaoshi, Y. “Historical context and intercultural communication: Interactions between Japanese and American factory workers in the American South” (185–217); Wee, L. “Class-inclusion and correspondence models as discourse types: A framework for approaching metaphorical discourse” (219–238); Wong, J. “‘Why you so Singlish one?’ A semantic and cultural interpretation of the Singapore English particle one” (239–275).

Language in Society 34 (3). (2005). Garrett, P. “What a language is good for: Language socialization, language shift, and the persistence of code-specific genres in St. Lucia” (327–361); Ling Lai, M. “Language attitudes of the first postcolonial generation in Hong Kong secondary schools” (363–388); Tanaka, H. “Grammar and the ‘timing’ of social action: Word order and preference organization in Japanese” (389–430); Zhang, Q. “A Chinese yuppie in Beijing: Phonological variation and the construction of a new professional identity” (431–466).

Language Testing 22 (3). (2005). Figueras, N., North, B., Takala, S., Verhelst, N., & Van Avermaet, P. “Relating examinations to the Common European Framework: A manual” (261–279); Weir, C. J. “Limitations of the Common European Framework for developing comparable examinations and tests” (281–300); Alderson, J. C., & Huhta, A. “The development of a suite of computer-based diagnostic tests based on the Common European Framework” (301–320); Little, D. “The Common European Framework and the European Language Portfolio: Involving learners and their judgements in the assessment process” (321–336); Hasselgreen, A. “Assessing the language of young learners” (337–354); Eckes, T., Ellis, M., Kalnberzina, V., Pižorn, K., Springer, C., Szollás, K., & Tsagari, C. “Progress and problems in reforming public language examinations in Europe: Cameos from the Baltic States, Greece, Hungary, Poland, Slovenia, France and Germany” (355–377); Green, R., & Wall, D. “Language testing in the military: Problems, politics and progress” (379–398).

Language Variation and Change 17 (2). (2005). Van Herk, G., & Walker, J. A. “S marks the spot? Regional variation and early African American correspondence” (113–131); Boberg, C. “The Canadian shift in Montreal” (133–154); Beeching, K. “Politeness-induced semantic change: The case of quand même” (155–180); Herat, M. “BE variation in Sri Lankan English” (181–208); Warren, P. “Patterns of late rising in New Zealand English: Intonational variation or intonational change?” (209–230).

The Modern Language Journal 89 (2). (2005). Benseler, D. P. “In memoriam: Robert F. Roeming 1912–2004” (159–160); Davis, J. N. “Power, politics, and pecking order: Technological innovation as a site of collaboration, resistance, and accommodation” (161–176); Stapleton, P. “Using the Web as a research source: Implications for L2 academic writing” (177–189); Ware, P. D., & Kramsch, C. “Toward an intercultural stance: Teaching German and English through telecollaboration” (190–205); Elkhafaifi, H. “Listening comprehension and anxiety in the Arabic language classroom” (206–220); Greidanus, T., Beks, B., & Wakely, R. “Testing the development of French word knowledge by advanced Dutch- and English-speaking learners and native speakers” (221–233).

Mühleisen, S. (Ed.). (2005). Creole language in creole literatures [Special issue]. Journal of Pidgin and Creole Languages 20 (1). Mühleisen, S. “Introduction: Creole languages in creole literatures. Status and standardization” (1–14); Deumert, A. “Praatjies and boerenbrieven: Popular literature in the history of Afrikaans” (15–51); Lalla, B. “Creole and respec’ in the development of Caribbean literary discourse” (53–84); Lang, G. “Basilects in creole literatures: Examples from Sranan, Capeverdian Crioulo and Antillean Kréyol” (85–99); Romaine, S. “Orthographic practices in the standardization of pidgins and creoles: Pidgin in Hawai‘i as anti-language and anti-standard” (101–140); Siegel, J. “Creolization outside creolistics” (141–167); Gilbert, G. “JPCL and SPCL, in retrospect” (167–174); Stern, D. “Myths and facts about the Kyakhta trade pidgin” (175–187).

Revue Française de Linguistique Appliquée 10 (1). (2005). Fattier, D. “Présentation” (5–10); DeGraff, M. “Do creole languages constitute an exceptional typological class?” (11–24); Véronique, G. D. “Interlangues françaises et créoles français” (25–37); Valdman, A. “Vers la standardisation du créole haïtien” (39–52); Bollée, A. “Lexicographie créole: Problèmes et perspectives” (53–63); Schang, E., Rougé, J.-L., Eshkol, I., & Petit, M. “CreolData: Une base de données lexicales sur les langues créoles” (65–76); Hazaël-Massieux, M.-C. “L'écriture des créoles français au début du 3e millénaire: État de la question” (77–90); Chaudenson, R. “Description et graphisation: Le cas des créoles français” (91–102); Prudent, F.-L. “Langue et culture créoles: Création d'une discipline et construction de normes” (103–114); Carpooran, A. “Langue créole, recensements et législation linguistique à Maurice” (115–127).

Savelli, M. (Ed.). (2005). Corpus oraux et diversité des approches [Special issue]. LIDIL 31. Savelli, M. “Présentation” (5–11); Balthasar, L., & Bert, M. “La plateforme ‘corpus de langues parlées en interaction’ (CLAPI): Historique, état des lieux, perspectives” (13–33); Modada, L., & Traverso, V. “(Dés)alignements en clôture: Une étude interactionnelle de corpus de français parlé en interaction” (35–59); Bassano, D. “Production naturelle précoce et acquisition du langage: L'exemple du développement des noms” (61–84); Chenu, F., & Jisa, H. “Impact du discours adressé à l'enfant sur l'acquisition des verbes en français” (85–100); Morel, M.-A. “La mimique-gestuelle dans la description du dialogue oral en français: Fonctions linguistiques du geste dans l'échange oral” (101–117); Lyche, C. “Pour un renouvellement des données phonologiques: Le corpus PFC (phonologie du français contemporain)” (119–136); Bouchard, R. “Les interactions pédagogiques comme polylogues” (139–155); Cappeau, P. “Ce que l'oral nous a appris sur la syntaxe du français” (157–177); Manes Gallo, M. C., & Savelli, M. “L'indication d'itinéraire: Entre syntaxe et sémantique” (179–200).

Second Language Research 21 (3). (2005). Montrul, S. “Second language acquisition and first language loss in adult early bilinguals: Exploring some differences and similarities” (199–249); Parodi, T., & Tsimpli, I.-M. “‘Real’ and apparent optionality in second language grammars: Finiteness and pronouns in null operator structures” (250–285).

TESOL Quarterly 39 (2). (2005). Menard-Warwick, J. “Intergenerational trajectories and sociopolitical context: Latina immigrants in adult ESL” (165–185); Gebhard, M. “School reform, hybrid discourses, and second language literacies” (187–210); Palfreyman, D. “Othering in an English language program” (211–233); Nemtchinova, E. “Host teachers' evaluations of nonnative-English-speaking teacher trainees: A perspective from the classroom” (235–261); Lynch, B., & Shaw, P. “Portfolios, power, and ethics” (263–297).

World Englishes 24 (2). (2005). Sweeting, A., & Vickers, E. “On colonizing ‘colonialism’: The discourses of the history of English in Hong Kong” (113–130); Joseph, C. A. B. “Language in contact and literatures in conflict: Text, context, and pedagogy” (131–143); Watkhaolarm, P. “Think in Thai, write in English: Thainess in Thai English literature” (145–158); Smith, L. E. “Introduction” (159); Aguilar-Sánchez, J. “English in Costa Rica” (161–172); Moraa Michieka, M. “English in Kenya: A sociolinguistic profile” (173–186); Dimova, S. “English in Macedonia” (187–201); Cohen, R. “English in Mongolia” (203–216); Reichelt, M. “English in Poland” (217–225); Nickels, E. L. “English in Puerto Rico” (227–237); Ustinova, I. P. “English in Russia” (239–251); Douğançay-Aktuna, S., & Kiziltepe, Z. “English in Turkey” (253–265).

World Englishes 24 (3). (2005). De Klerk, V. “The use of actually in spoken Xhosa English: A corpus study” (275–288); Hiraga, Y. “British attitudes towards six varieties of English in the USA and Britain” (289–308); Seargeant, P. “Globalisation and reconfigured English in Japan” (309–319); Sakai, S. “Introduction” (321–322); Sakai, S., & D'Angelo, J. F. “A vision for world Englishes in the Expanding Circle” (323–327); D'Angelo, J. F. “Educated Japanese English: Expanding oral/aural core vocabulary” (329–349); Yoshikawa, H. “Recognition of world Englishes: Changes in Chukyo University students' attitudes” (351–360); Morrison, R., & White, M. “Nurturing global listeners: Increasing familiarity and appreciation for world Englishes” (361–370); French, G. “The cline of errors in the writing of Japanese university students” (371–382); Chalhoub-Deville, M., & Wigglesworth, G. “Rater judgment and English language speaking proficiency” (383–391).

EDITED VOLUMES

Cook, V., & Bassetti, B. (Eds.). (2005). Second language writing systems. Clevedon, UK: Multilingual Matters. Pp. xi + 448. $59.95 paper. Cook, V., & Bassetti, B. “An introduction to researching second language writing systems” (1–67); Chikamatsu, N. “L2 Japanese Kanji memory and retrieval: An experiment on the tip-of-the-pen (TOP) phenomenon” (71–96); van Berkel, A. “The role of the phonological strategy in learning to spell in English as a second language” (97–121); Randall, M. “Orthographic knowledge and first language reading: Evidence from single word dictation from Chinese and Malaysian users of English as a foreign language” (122–146); Somers, H. “Learner corpora and handwriting” (147–163); Okada, T. “A corpus-based study of spelling errors of Japanese EFL writers with reference to errors occurring in word-initial and word-final positions” (164–183); Schmid, S. “Spelling and pronunciation in migrant children: The case of Italian-Swiss German bilinguals” (184–211); Scholfield, P., & Chwo, G. S. “Are the L1 and L2 word reading processes affected more by writing system or instruction?” (215–237); Akamatsu, N. “Effects of second language reading proficiency and first language orthography on second language word recognition” (238–259); Van Heuven, W. J. B. “Bilingual interactive activation models of word recognition in a second language” (260–288); Sasaki, M. “The effect of L1 reading processes on L2: A crosslinguistic comparison of Italian and Japanese users of English” (289–308); Koda, K. “Learning to read across writing systems: Transfer, metalinguistic awareness, and second language reading development” (311–334); Bassetti, B. “Effects of writing systems on second language awareness: Word awareness in English learners of Chinese as a foreign language” (335–356); Lau, L. H.-S., & Rickard Liow, S. J. “Phonological awareness and spelling skill development in bilingual biscriptal children” (357–371); Dufresne, T., & Masny, D. “Different and differing views on conceptualizing writing system research and education” (375–397); Hickey, T. “Second language writing systems: Minority languages and reluctant readers” (398–423); Cook, V. “Written language and foreign language teaching” (424–441).

Feuillard, C. (Ed.). (2004). Créoles: Langage et politiques linguistiques. Bern: Peter Lang. Pp. xii + 358. $64.95 paper. 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