BOOKS

Aronoff, M., & Fudeman, K. (Eds.). (2005). What is morphology? Oxford: Blackwell. Pp. xvii + 257. $29.95 paper.

Bhatia, V. K. (2004). Worlds of written discourse: A genre-based approach. New York: Continuum. Pp. xvii + 228. $29.95 paper.

Bloome, D., Power Carter, S., Morton Christian, B., Otto, S., & Shuart-Faris, N. (2005). Discourse analysis and the study of classroom language and literacy events: A microethnographic perspective. Mahwah, NJ: Erlbaum. Pp. xxii + 263. $89.95 cloth, $34.50 paper.

Callahan, L. (2004). Spanish/English codeswitching in a written corpus. Amsterdam: Benjamins. Pp. 181. $108.00 cloth.

Davies, W. D., & Dubinsky, S. (2004). The grammar of raising and control: A course in syntactic argumentation. Oxford: Blackwell. Pp. xi + 383. $74.95 cloth, $39.95 paper.

Ferris, D. R., & Hedgcock, J. S. (2005). Teaching ESL composition: Purpose, process, and practice (2nd ed.). Mahwah, NJ: Erlbaum. Pp. xiv + 431. $45.00 paper.

Gibbons, J., & Ramirez, E. (2004). Maintaining a minority language: A case study of Hispanic teenagers. Clevedon, UK: Multilingual Matters. Pp. vii + 240. £ 74.95 cloth, £ 25.95 paper.

González Davies, M. (2004). Multiple voices in the translation classroom. Amsterdam: Benjamins. Pp. x + 259. $150.00 cloth, $42.95 paper.

Hackert, S. (2004). Urban Bahamian Creole: System and variation. Amsterdam: Benjamins. Pp. xiv + 254. $126.00 cloth.

Prandi, M. (2004). The building blocks of meaning: Ideas for a philosophical grammar. Amsterdam: Benjamins. Pp. xviii + 520. $162.00 cloth.

Prince, A., & Smolensky, P. (2004). Optimality Theory: Constraint interaction in generative grammar. Oxford: Blackwell. Pp. xi + 289. $34.95 paper.

Reagan, T. (2005). Non-Western educational traditions: Indigenous approaches to educational thought and practice (3rd ed.). Mahwah, NJ: Erlbaum. Pp. xiii + 308. $29.95 paper.

Rogers, R. (2003). A critical discourse analysis of family literacy practices: Power in and out of print. Mahwah, NJ: Erlbaum. Pp. xv + 225. $59.95 cloth, $24.50 paper.

Singleton, D., & Ryan, L. (2004). Language acquisition: The age factor (2nd ed.). Clevedon, UK: Multilingual Matters. Pp. viii + 289. $89.95 cloth, $29.95 paper.

JOURNALS

Anthropological Linguistics 45 (4). (2004). Cowell, A., & Moss, A., Sr. “Arapaho place names in Colorado: Form and function, language and culture” (349–389); Botne, R. “Dissociation in tense, realis, and location in Chindali verbs” (390–412); El Salman, M. “The use of the [q] variant in the Arabic dialect of Tirat Haifa” (413–425).

Applied Language Learning 14 (1). (2004). Bohn, M. T. “Japanese classroom behavior: A micro-analysis of self-reports versus classroom observations, with implications for language teachers” (1–35); Byon, A. S. “Learning linguistic politeness” (37–62); McGarry, R. “Error correction as a cultural phenomenon” (63–82); Carrell, P. L., Dunkel, P. A., & Mollaun, P. “The effects of notetaking, lecture length, and topic of a computer-based test of ESL listening comprehension” (83–105).

Applied Linguistics 25 (3). (2004). Ming-Tzu, K. W., & Nation, P. “Word meaning in academic English: Homography in the academic word list” (291–314); Walter, C. “Transfer of reading comprehension skills to L2 is linked to mental representations of text and to L2 working memory” (315–339); Hardy, I. M., & Moore, J. L. “Foreign language students' conversational negotiations in different task environments” (340–370); Biber, D., Conrad, S., & Cortes, V. “If you look at …: Lexical bundles in university teaching and textbooks” (371–405).

de Nuchèze, V. (Ed.). (2004). La rencontre interculturelle [Special issue]. LIDIL 29. de Nuchèze, V. “Présentation” (5–10); de Nuchèze, V. “La rencontre interculturelle: Impasses, sentiers balisés et chemins de traverse” (11–41); Nguyen, K. K. “Analyse conversationnelle contrastive: Ajustements réciproques en réunion de travail franco-vietnamienne” (43–76); Takeuchi, Y. “Rencontre interculturelle franco-japonaise: Découvrir l'autre et le comprendre” (77–104); Charnet, C. “Des mots pour s'entendre: Le cas de l'interculturel” (105–126); Vigouroux, C. B. “Rencontre(s) d'un autre type: Dynamique identitaire et stratégies discursives en situation d'entretien” (127–150).

English Today 20 (4). (2004). Wright, R. “Latin and English as world languages” (3–12); McArthur, T. “Singapore, grammar, and the teaching of ‘internationally acceptable English’” (13–19); Kaye, A. S. “Persian loanwords in English” (20–24); Blaisdell, B. “So what's in a book?” (25–28); Alatis, J. E. “The psychic rewards of teaching” (30–37); Rastall, P. “Playful English: Kinds of reduplication” (38–41); Youssef, V. “‘Is English we speaking’: Trinbagonian in the 21st century” (42–49); Hargraves, O. “Cucurbits” (50–53); Rajadurai, J. “The faces and facets of English in Malaysia” (54–58); Bulley, M. “Consonantal beginnings” (59–60).

IRAL 42 (3). (2004). Ohta, A. S., & Nakaone, T. “When students ask questions: Teacher and peer answers in the foreign language classroom” (217–237); van Berkel, A. “Learning to spell in English as a second language” (239–257); Le, E. “The role of paragraphs in the construction of coherence: Text linguistics and translation studies” (259–275); Bunta, F., & Major, R. C. “An Optimality Theoretic account of Hungarian ESL learners' acquisition of /ε/ and /æ/” (277–298).

Journal of French Language Studies 14 (1). (2004). Picard, M. “/S/-deletion in Old French and the aftermath of compensatory lengthening” (1–7); Violin-Wigent, A. “Analyse des discours politiques des élections législatives de juin 2002: Linguistique et accommodation” (9–24); Kliffer, M. D. “Code and norm revisited” (25–40); Hambye, P., & Franchard, M. “Le français dans la communauté Wallonie-Bruxelles: Une variété en voie d'autonomisation?” (41–59).

Journal of Multilingual & Multicultural Development 24 (6). (2004). Bekerman, Z., & Shhadi, N. “Palestinian-Jewish bilingual education in Israel: Its influence on cultural identities and its impact on intergroup conflict” (473–484); Morita, L. C. “Language shift in the Thai Chinese community” (485–495); Méndez García, M. del C., Prieto, P. C., & Sercu, L. “Contextualizing the foreign language: An investigation of the extent of teachers' sociocultural background knowledge” (496–512); Glinert, L., Loewenthal, K. M., & Goldblatt, V. “Guarding the tongue: A thematic analysis of gossip control strategies among orthodox Jewish women in London” (513–524); Hoerder, D. “Pluralist founding nations in Anglo- and Franco-Canada: Multiple migrations, influences, reconceptualizations” (525–539).

Journal of Multilingual and Multicultural Development 25 (1). (2004). Al-Ali, M. N. “How to get yourself on the door of a job: A cross-cultural contrastive study of Arabic and English job application letters” (1–23); McKinnie, M. P. L., & Priestly, T. “Telling tales out of school: Assessing linguistic competence in minority language fieldwork” (24–40); Moyer, A. “Accounting for context and experience in German (L2) language acquisition: A critical review of the research” (41–61); Pritchard, R. M. O. “Protestants and the Irish language: Historical heritage and current attitudes in northern Ireland” (62–82).

Language 80 (3). (2004). Joseph, B. D. “The editor's department: On change in Language and change in language” (381–383); Pater, J., Stager, C., & Werker, J. “The perceptual acquisition of phonological contrasts” (384–402); Whitman, N. “Semantics and pragmatics of English verbal dependent coordination” (403–434); Anderson, J. M. “On the grammatical status of names” (435–474); Rose, S., & Walker, R. “A typology of consonant agreement as correspondence” (475–531); Goldberg, A. E., & Jackendoff, R. “The English resultative as a family of constructions” (532–568); Eska, J. F., & Ringe, D. “Recent work in computational linguistic phylogeny” (569–582); Gruber, J., & Gibson, E. “Measuring linguistic complexity independent of plausibility” (583–590).

Language in Society 33 (4). (2004). Bucholtz, M., & Hall, K. “Theorizing identity in language and sexuality research” (469–515); Manning, H. P. “The streets of Bethesda: The slate quarrier and the Welsh language in the Welsh liberal imagination” (517–548); Saft, S. “Conflict as an interactional accomplishment in Japanese: Arguments in university faculty meetings” (549–584); Aaron, J. E. “The gendered use of salirse in Mexican Spanish: Si me salía yo con las amigas, se enojaba” (585–607).

Language in Society 33 (5). (2004). Bloomaert, J. “Writing as a problem: African grassroots writing, economies of literacy, and globalization” (643–671); Chen, L. “Evaluation in media texts: A cross-cultural linguistic investigation” (673–702); MacBeth, D. “The relevance of repair for classroom correction” (703–736); Nonaka, A. M. “The forgotten endangered languages: Lessons on the importance of remembering from Thailand's Ban Khor Sign Language” (737–767).

Language Testing 21 (4). (2004). Fox, J. “Test decisions over time: Tracking validity” (437–465); Green, A. B., & Weir, C. J. “Can placement tests inform instructional decisions?” (467–494).

Language Variation and Change 16 (3). (2004). Major, R. C. “Gender and stylistic variation in second language phonology” (169–188); Gooskens, C., & Heeringa, W. “Perceptive evaluation of Levenshtein dialect distance measurements using Norwegian dialect data” (189–207); Hay, J., & Schreier, D. “Reversing the trajectory of language change: Subject-verb agreement with be in New Zealand English” (209–235); King, R., Nadasdi, T., & Butler, G. R. “First-person plural in Prince Edward Island Acadian French: The fate of the vernacular variant je…ons” (237–255).

Lleó, C., & Vogel, I. (Eds.). (2004). On the acquisition of second language phonology [Special issue]. International Journal of Bilingualism 8 (1). Lleó, C., & Vogel, I. “Foreword” (1–4); Matthews, J., & Brown, C. “When intake exceeds input: Language specific perceptual illusions induced by L1 prosodic constraints” (5–27); Archibald, J. “Interfaces in the prosodic hierarchy: New structures and the phonological parser” (29–50); Broselow, E. “Unmarked structures and emergent rankings in second language phonology” (51–65); Young-Scholten, M. “Prosodic constraints on allophonic distribution in adult L2 acquisition” (67–77); Lleó, C., & Vogel, I. “Learning new segments and reducing domains in German L2 phonology: The role of the prosodic boundary” (79–104).

The Modern Language Journal 88 (3). (2004). Watson-Gegeo, K. A. “Mind, language, and epistemology: Toward a language socialization paradigm for SLA” (331–350); Grosse, C. U. “The competitve advantage of foreign languages and cultural knowledge” (351–373); Parks, S., & Raymond, P. M. “Strategy use of nonnative English-speaking students in an MBA program: Not business as usual!” (374–389); Sullivan, J. H. “Identifying the best foreign language teachers: Teacher standards and professional portfolios” (390–402); Matsumura, S., & Hann, G. “Computer anxiety and students' preferred feedback methods in EFL writing” (403–415); Jiang, N. “Semantic transfer and its implications for vocabulary teaching in a second language” (416–432); Benseler, D. P., & Moore, S. S. “Doctoral degrees granted in foreign languages in the United States: 2003” (433–446).

Second Language Research 20 (4). (2004). Barcroft, J. “Effects of sentence writing in second language lexical acquisition” (303–334); Gavruseva, E. “Root infinitives in child second language English: An aspectual features account” (335–371).

World Englishes 23 (3). (2004). Wong, J. “Reduplication of nominal modifiers in Singapore English: A semantic and cultural interpretation” (339–354); Makalela, L. “Making sense of BSAE for linguistic democracy in South Africa” (355–366); Tan, P. K. W. “Evolving naming patterns: Anthroponymics within a theory of the dynamics of non-Anglo Englishes” (367–384); Shaw, P., Gillaerts, P., Jacobs, E., Palermo, O., Shinohara, M., & Verckens, J. P. “Genres across cultures: Types of acceptability variation” (385–401); Pandey, A., “Culture, gender, and identity in cross-cultural personals and matrimonials” (403–427); Lee, J. S. “Linguistic hybridization in K-Pop: Discourse of self-assertion and resistance” (429–450); Tajima, A. “Fatal miscommunication: English in aviation safety” (451–470); Matsuura, H., Fujieda, M., & Mahoney, S. “The officialization of English and ELT in Japan: 2000” (471–487).

EDITED VOLUMES

Bogaards, P., & Laufer, B. (Eds.). (2004). Vocabulary in a second language: Selection, acquisition, and testing. Amsterdam: Benjamins. Pp. xiv + 233. $126.00 cloth, $42.95 paper. Bogaards, P., & Laufer, B. “Introduction” (vii–xiv); Nation, P. “A study of the most frequent word families in the British National Corpus” (3–13); Cobb, T., & Horst, M. “Is there room for an academic word list in French?” (15–38); Adolphs, S., & Schmitt, N. “Vocabulary coverage according to spoken discourse context” (39–49); Boers, F., Demecheleer, M., & Eyckmans, J. “Etymological elaboration as a strategy for learning idioms” (53–78); Mondria, J.-A., & Wiersma, B. “Receptive, productive, and receptive + productive L2 vocabulary learning: What difference does it make?” (79–100); Jiang, N. “Semantic transfer and development in adult L2 vocabulary acquisition” (101–126); Dewaele, J.-M. “Individual differences in the use of colloquial vocabulary: The effects of sociobiographical and psychological factors” (127–153); Qian, D. D. “Second language lexical inferencing: Preferences, perceptions, and practices” (155–169); Vermeer, A. “The relation between lexical richness and vocabulary size in Dutch L1 and L2 children” (173–189); Greidanus, T., Bogaards, P., van der Linden, E., Nienhuis, L., & de Wolf, T. “The construction and validation of a deep word knowledge test for advanced learners of French” (191–208); Read, J. “Plumbing the depths: How should the construct of vocabulary knowledge be defined?” (209–227).

Extra, G., & Yagmur, K. (Eds.). (2004). Urban multilingualism in Europe: Immigrant minority languages at home and school. Clevedon, UK: Multilingual Matters. Pp. x + 428. £ 54.95 cloth, £ 19.95 paper. Extra, G., & Yagmur, K. “Introduction” (1–7); Extra, G., & Yagmur, K. “Multidisciplinary perspectives” (11–105); Extra, G., Yagmur, K., & van der Avoird, T. “Methodological considerations” (109–132); Nygren-Junkin, L. “Multilingualism in Göteborg” (133–161); Bühler-Otten, S., & Fürstenau, S. “Multilingualism in Hamburg” (163–191); Aarts, R., Extra, G., & Yagmur, K. “Multilingualism in The Hague” (193–220); Verlot, M., & Delrue, K. “Multilingualism in Brussels” (221–250); Akinci, M.-A., & de Ruiter, J. J. “Multilingualism in Lyon” (251–274); Broeder, P., & Mijares, L. “Multilingualism in Madrid” (275–298); Extra, G., Yagmur, K., & van der Avoird, T. “Multilingual cities project: Crossnational and crosslinguistic perspectives” (301–408).

Fotos, S., & Browne, C. (Eds.). (2004). New perspectives on CALL for second language classrooms. Mahwah, NJ: Erlbaum. Pp. xi + 357. $89.95 cloth, $39.95 paper. Fotos, S., & Browne, C. “The development of CALL and current options” (3–14); Warschauer, M. “Technological change and the future of CALL” (15–26); Liddell, P., & Garrett, N. “The new language centers and the role of technology: New mandates, new horizons” (27–40); Hubbard, P. “Learner training for effective use of CALL” (45–67); Pennington, M. C. “Electronic media in second language writing: An overview of tools and research findings” (69–92); Braine, G. “Teaching second and foreign language writing on LANs” (93–107); Fotos, S. “Writing as talking: E-mail exchange for promoting proficiency and motivation in the foreign language classroom” (109–129); Taylor, R., & Gitsaki, C. “Teaching WELL and loving IT” (131–147); Iwabuchi, T., & Fotos, S. “Creating course-specific CD-ROMs for interactive language learning” (149–167); Browne, C., & Gerrity, S. “Setting up and maintaining a CALL laboratory” (171–197); O'Connor, P., & Gatton, W. “Implementing multimedia in a university EFL program: A case study in CALL” (199–224); Opp-Beckman, L., & Kieffer, C. “A collaborative model for online instruction in the teaching of language and culture” (225–251); Reeder, K., Heift, T., Roche, J., Tabyanian, S., Schlickau, S., & Gölz, P. “Toward a theory of e/valuation for second language learning media” (255–278); Susser, B., & Robb, T. N. “Evaluation of ESL/EFL instructional web sites” (279–295); Chapelle, C. A., & Hegelheimer, V. “The language teacher in the 21st century” (299–316).

Haspelmath, M. (Ed.). (2004). Coordinating constructions. Amsterdam: Benjamins. Pp. xi + 576. $150.00 cloth. Haspelmath, M. “Coordinating constructions: An overview” (3–39); Ohori, T. “Coordination in Mentalese” (41–66); Heath, J. “Coordination: An adaptationist view” (67–88); Bhat, D. N. S. “Conjunction and personal pronouns” (89–105); Mous, M. “The grammar of conjunctive and disjunctive coordination in Iraqw” (109–122); Lefebvre, C. “Coordinating construction in Fongbe with reference to Haitian creole” (123–164); Abdoulaye, M. L. “Comitative, coordinating, and inclusory constructions in Hausa” (165–193); van den Berg, H. “Coordinating constructions in Daghestanian languages” (197–226); Kazenin, K. I., & Testelets, Y. G. “Where coordination meets subordination: Converb constructions in Tsakhur (Daghestanian)” (227–239); Jeschull, L. “Coordination in Chechen” (241–265); Stilo, D. “Coordination in three Western Iranian languages: Vafsi, Persian, and Gilaki” (269–330); Peterson, D. A., & VanBik, K. “Coordination in Hakha Lai (Tibeto-Burman)” (333–356); Lord, C., & Craig, L. B. “Conjunction and concatenation in Sgaw Karen: Familiarity, frequency, and conceptual unity” (357–370); Gil, D. “Riau Indonesian sama: Explorations in macrofunctionality” (371–424); Terrill, A. “Coordination in Lavukaleve” (427–443); Moyse-Faurie, C., & Lynch, J. “Coordination in Oceanic languages and Proto Oceanic” (445–497); Bril, I. “Coordination strategies and inclusory constructions in New Caledonian and other Oceanic languages” (499–534); Kibrik, A. A. “Coordination in Upper Kuskokwim Athabaskan” (537–553).

Josefsson, G., Platzack, C., & Håkansson, G. (Eds.). (2003). The acquisition of Swedish grammar. Amsterdam: Benjamins. Pp. 313. $138.00 cloth. Josefsson, G., & Platzack, C. “Introduction” (1–21); Håkansson, G. “Swedish language learner corpora” (23–29); Christensen, L. “The acquisition of tense” (31–74); Mellenius, I. “Word formation” (75–93); Josefsson, G. “Input and output: Sentence patterns in child and adult Swedish” (95–133); Platzack, C. “The verb phrase” (135–154); Josefsson, G. “Nontarget structures and nontarget uses in child and adult Swedish” (155–193); Bohnacker, U. “Nominal phrases” (195–260); Santelmann, L. “The acquisition of Swedish wh-questions” (261–307).

Laurian, A.-M. (Ed.) (2004). Dictionnaires bilingues et interculturalité. Bern: Peter Lang. Pp. xii + 258. $52.95 paper. Laurian, A.-M. “Présentation” (vii–xii); Laurian, A.-M. “Problématiques générales des dictionnaires bilingues: Du lexique à la culture” (1–13); Beciri, H. “Un 〈〈village global〉〉: Images et codes culturels dans le lexique des nouvelles technologies” (15–38); Berk-Bozdemir, C. “Les premiers emprunts français en turc” (39–53); Clauzure, E., & Collin, C. “Dent/Tooth: Etude contrastive d'un parcours sémantique” (55–83); Cortès, C. “Nombres symboliques, nombres diaboliques! De la subjectivité des opérations de quantification, de qualification et de classement dans la phraséologie des nombres en allemand et en français” (85–140); Garcia Negroni, M. M., & Sauerwein Spinola, S. “A propos de certaines répliques de disqualification et de confirmation en espagnol et en allemand” (141–162); Humbley, J. “Approches définitoires du rapport culturel français/autre langue dans les dictionnaires spécialisés bilingues” (163–181); Kastberg Sjöblom, M. “Les dictionnaires dans la paire français-suédois: Une approche culturelle” (183–200); Oskui, D. “La métaphore selon la traduction: La vivacité de la métaphore lexicalisée et ses traductions” (201–235); Sephiha, H.-V. “Le dictionnaire du judéo-espagnol de Joseph Nehama” (237–241); Szende, T. “Une ressource monolingue pour les dictionnaires bilingues” (243–258).

Marton, F., & Tsui, A. B. M. (Eds.). (2004). Classroom discourse and the space of learning. Mahwah, NJ: Erlbaum. Pp. xii + 242. $59.95 cloth, $24.50 paper. Marton, F., Runesson, U., & Tsui, A. B. M. “The space of learning” (3–40); Yuk Ko, P., & Marton, F. “Variation and the secret of the virtuoso” (43–62); Runesson, U., & Mock, I. A. C. “Discernment and the question, ‘What can be learned?’” (63–87); Chik, P. P. M., & Ling Lo, M. “Simultaneity and the enacted object of learning” (89–110); Tsui, A. B. M., Marton, F., Mok, I. A. C., & Ng, D. F. P. “Questions and the space of learning” (113–137); Tsui, A. B. M. “The semantic enrichment of the space of learning” (139–164); Tsui, A. B. M. “The shared space of learning” (165–186); Ling Lo, M., Marton, F., Fai Pang, M., & Yan Pong, W. “Toward a pedagogy of learning” (189–225).

Navarro Errasti, M. P., Lorés Sanz, R., & Murillo Ornat, S. (Eds.). (2004). Pragmatics at work: The translation of tourist literature. Bern: Peter Lang. Pp. 245. $49.95 paper. Hatim, B. “Culture as textual practices: The translation of the tourist brochure as a genre” (15–27); Guillén-Galve, I. “Representational transference in translation: A reflection on the interpretive possibilities of interlinguistic grammatical metaphor” (29–56); Hickey, L. “Perlocutionary pursuits: Persuading of/that/to” (57–79); House, J. “Translation quality assessment: A model and its consequences” (81–102); Lorés Sanz, R. “Thematic patterns in tourist literature: An approach to the study of genre” (103–156); Mason, I. “Textual practices and audience design: An interactive view of the tourist brochure” (157–176); Murillo Ornat, S. “Reformulation of discourse markers in English and in Spanish: Some cases of translation in tourist literature” (177–197); Navarro Errasti, M. P. “Identification of the right propositional form and the translator” (199–241).

Partington, A., Morley, J., & Haarman, L. (Eds.). (2004). Corpora and discourse. Bern: Peter Lang. Pp. 417. $71.95 paper. Partington, A. “Corpora and discourse, a most congruous beast” (11–20); Biber, D., Csomay, E., Jones, J. K., & Keck, C. “Vocabulary-based discourse units in university registers” (23–40); Csomay, E. “A multidimensional analysis of discourse segments in university classroom talk” (41–55); Baldry, A., & Taylor, C. “Multimodal concordancing and subtitles with MCA” (57–70); Haarman, L. “‘John, what's going on?’ Some features of live exchanges on television news” (71–87); Crawford Camiciottoli, B. “Walking on unfamiliar ground: Interactive discourse markers in guest lectures” (91–106); Pulcini, V., & Furiassi, C. “Spoken interaction and discourse markers in a corpus of learner English” (107–123); Bruti, S. “Paraphrase types in the Pavia biology corpus: Some appositional constructions” (125–138); Pavesi, M. “Perspective and dynamicity in static spatial description: The case of fictive motion in a corpus of biology textbooks” (139–154); Hunston, S. “Counting the uncountable: Problems of identifying evaluation in a text and in a corpus” (157–188); Diani, G. “Evaluation in academic review articles” (189–203); Murphy, A. C. “A hidden or unobserved presence: Impersonal evaluative structures in English and Italian and their wake” (205–220); Lombardo, L. “That-clauses and reporting verbs as evaluation in TV news” (221–238); Morley, J. “The sting in the tail: Persuasion in English editorial discourse” (239–255); Stenström, A.-B. “What is going on between speakers” (259–283); Biscetti, S. “Using corpus techniques to study pragmatic meaning: The case of bloody” (285–301); Caimi, A. “The pragmatic function of conditional subordinators in the treaties of the European Union: Examples from an English/Italian specialized corpus based study” (303–316); Gotti, M. “Prediction in Early Modern English: A comparison between shall and will” (317–333); Walsh, P. “Throwing light on prediction: Insights from a corpus of financial news articles” (335–348); Garzone, G., & Santulli, F. “What can corpus linguistics do for critical discourse analysis?” (351–368); Vaghi, F., & Venuti, M. “Metaphor and the Euro” (369–381); Hoey, M. “Lexical priming and the properties of text” (385–412).

Rogers, R. (Ed.). (2004). An introduction to critical discourse analysis in education. Mahwah, NJ: Erlbaum. Pp. xxix + 266. $59.95 cloth,. $27.50 paper. Rogers, R. “An introduction to critical discourse analysis in education” (1–18); Gee, J. P. “Discourse analysis: What makes it critical?” (19–50); Rogers, R. “A critical discourse analysis of literate identities across contexts: Alignment and conflict” (51–78); Rowe, S. “Discourse in activity and activity as discourse” (79–96); Sarroub, L. K. “Reframing for decisions: Transforming talk about literacy assessment among teachers and researchers” (97–116); Lewis, C., & Ketter, J. “Learning as social interaction: Interdiscurisity in a teacher and researcher study group” (117–146); Peyton Young, J. “Cultural models and discourses of masculinity: Being a boy in a literacy classroom” (147–171); Woodside-Jiron, H. “Language, power, and participation: Using critical discourse analysis to make sense of public policy” (173–205); Patel Stevens, L. “Locating the role of the critical discourse analyst” (207–224); Fairclough, N. “Semiotic aspects of social transformation and learning” (225–235); Rogers, R. “Setting an agenda for critical discourse analysis in education” (237–254).

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