BOOKS

Benati, A. G., & Lee, J. F. (2008). Grammar acquisition and processing instruction: Secondary and cumulative effects. Clevedon, UK: Multilingual Matters. Pp. xvi + 211. $59.95 paper.

Cook, H. M. (2008). Socializing identities through speech style: Learners of Japanese as a foreign language. Clevedon, UK: Multilingual Matters. Pp. 225. $49.95 paper.

Cruz-Ferreira, M. (2006). Three is a crowd? Acquiring Portuguese in a trilingual environment. Clevedon, UK: Multilingual Matters. Pp. 336. $119.95 cloth.

De Angelis, G. (2007). Third or additional language acquisition. Clevedon, UK: Multilingual Matters. Pp. 152. $49.95 paper.

García, O. (2009). Bilingual education in the 21st century: A global perspective. New York: Wiley. Pp. xiv + 479. $39.95 paper.

Heift, T., & Schulze, M. (2007). Errors and intelligence in computer-assisted language learning: Parsers and pedagogues. London: Routledge. Pp. 304. $125.00 cloth.

Hüttner, J. I. (2007). Academic writing in a foreign language: An extended genre analysis of student texts. Bern: Peter Lang. Pp. 337. $68.95 paper.

Larsen-Freeman, D., & Cameron, L. (2008). Complex systems and applied linguistics. Oxford: Oxford University Press. Pp. 287. £22.00 paper.

Montrul, S. A. (2008). Incomplete acquisition in bilingualism: Re-examining the age factor. Amsterdam: Benjamins. Pp. x + 312. $149.00 cloth.

Moring, T., & Dunbar, R. (2008). The European charter for regional or minority languages and the media: Regional or minority languages, No. 6. Strasbourg Cedex, France: Council of Europe Publishing. Pp. 106. $30.00 paper.

Potowski, K. (2007). Language and identity in a dual immersion school. Clevedon, UK: Multilingual Matters. Pp. 224. $39.95 paper.

Rehner, K. (2008). Developing aspects of second language discourse competence. Munich: Lincom Europa. Pp. 146. €61.40 paper.

Wray, A. (2008). Formulaic language: Pushing the boundaries. Oxford: Oxford University Press. Pp. 305. £24.50 paper.

JOURNALS

Anthropological Linguistics 49 (2). (2007). Adlam, R. G. “The Northern Athabaskan survey of Edward Sapir and James A. Teit” (99–117); Dickinson, J. A. “How do you write yourself? How do you call yourself? Official and unofficial naming practices in a Transcarpathian Ukrainian village” (118–141); Matras, Y., Gardner, H., Jones, C., & Schulman, V. “Angloromani: A different kind of language?” (142–184).

Applied Language Learning 18 (1 & 2). (2008). Hernández, T. A. “Integrative motivation as a predictor of achievement in the foreign language classroom” (1–15); McCulloh, I. A., Morton, J., Jantzi, J. K., Rodriguez, A. M., & Graham, J. “Quantifying the efficiency of a translator: The effect of syntactical and literal written translations on language comprehension using the machine translation system FALCon (foreign area language converter)” (17–25); De Santis, P. “Text enhancement and the acquisition of English verbal inflection -s by L1 Haitian Creole speakers” (27–49); Yeon, S.-H. “Training English word-final palatals to Korean speakers of English” (51–61); Bae, G., & Kim, E. “What causes reliance on English? Challenges and instructional suggestions in a drive for using a target language only” (63–76).

Applied Linguistics 29 (3). (2008). Churchill, E. “A dynamic systems account of learning a word: From ecology to form relations” (339–358); Derwing, T. M., Munro, M. J., & Thompson, R. I. “A longitudinal study of ESL learners’ fluency and comprehensibility development” (359–380); Farrell, T. S. C., & Tan Kiat Kun, S. “Language policy, language teachers’ beliefs, and classroom practices” (381–403); Markee, N. “Toward a learning behavior tracking methodology for CA-for-SLA” (404–427); Low, G., Littlemore, J., & Koester, A. “Metaphor use in three UK university lectures” (428–455); Borg, S., & Burns, A. “Integrating grammar in adult TESOL classrooms” (456–482); Argaman, E. “In the same boat? On metaphor variation as mediating the individual voice in organizational change” (483–502); Widdowson, H. G. “Language creativity and the poetic function: A response to Swann and Maybin (2007)” (503–508); McGee, I. “Word frequency estimates revisited: A response to Alderson (2007)” (509–514).

Applied Psycholinguistics 29 (4). (2008). Binte Jalil, S., & Rickard Liow, S. J. “How does home language influence early spellings? Phonologically plausible errors of diglossic Malay children” (535–552); Tremblay, A. “Is second language lexical access prosodically constrained? Processing of word stress by French Canadian second language learners of English” (553–584); Crawford, N. A., Edelson, L. R., Plesa Skwerer, D., & Tager-Flusberg, H. “Expressive language style among adolescents and adults with Williams syndrome” (585–602); Crosson, A. C., Lesaux, N. K., & Martiniello, M. “Factors that influence comprehension of connectives among language minority children from Spanish-speaking backgrounds” (603–625); Abbs, B., Gupta, P., & Khetarpal, N. “Is overt repetition critical to expressive word learning? The role of overt repetition in word learning with and without semantics” (627–667); Olive, T., Kellogg, R. T., & Piolat, A. “Verbal, visual, and spatial memory demands during text composition” (669–687); Paradis, J., Rice, M. L., Crago, M., & Marquis, J. “The acquisition of tense in English: Distinguishing child second language from first language and specific language impairment” (689–722).

English Today 24 (3). (2008). Moody, A. “Macau English: Status, functions and forms” (3–15); Hamid, M. O., & Baldauf, R. B., Jr. “Will CLT bail out the bogged down ELT in Bangladesh?” (16–24); Taavitsainen, I., & Pahta, P. “From global language use to local meanings: English in Finnish public discourse” (25–38); Lai, H.-Y. T. “English as an international language? Taiwanese university teachers’ dilemma and struggle…” (39–45); Davidson, K. “Swiss ‘cool’” (46–47); Lillo, A.“Knock-knock words” (48–57); Cogo, A. “English as a Lingua Franca: Form follows function” (58–61); Tulloch, A. “Water, water everywhere…” (62–64).

International Journal of English Studies 8 (2). (2008). Hyland, K. “Persuasion, interaction and the construction of knowledge: Representing self and others in research writing” (1–23); Yunxia, Z. “Revisiting relevant approaches for the study of language and intercultural communication” (25–42); Baroudy, I. “Process writing: Successful and unsuccessful writers—Discovering writing behaviours” (43–63); Godó, Á. M. “Cross-cultural aspects of academic writing: A study of Hungarian and North American college students’ L1 argumentative essays” (65–111); Yang, L., & Cahill, D. “The rhetorical organization of Chinese and American students’ expository essays: A contrastive rhetoric study” (113–132); Martín-Martín, P. “The mitigation of scientific claims in research papers: A comparative study” (133–152); Liu, Y., & You, X. “Negotiating into academic discourses: Taiwanese and U.S. college students in research writing” (153–172); Monroy-Casas, R. “Linearity in language: Rhetorical-discursive preferences in English and Spanish in the light of Kaplan’s model” (173–189).

International Review of Applied Linguistics in Language Teaching 46 (2). (2008). González, P. “Towards effective instruction on aspect in L2 Spanish” (91–112); Sáfár, A., & Kormos, J. “Revisiting problems with foreign language aptitude” (113–136); Granena, G. “Elaboration and simplification in Spanish discourse” (137–166).

Journal of Child Language 35 (4). (2008). Berman, R. A. “The psycholinguistics of developing text construction” (735–771); Rozendaal, M. I., & Baker, A. E. “A cross-linguistic investigation of the acquisition of the pragmatics of indefinite and definite reference in two-year-olds” (773–807); Van Linden, S., & Vroomen, J. “Audiovisual speech recalibration in children” (809–822); Noel, M., Peterson, C., & Jesso, B. “The relationship of parenting stress and child temperament to language development among economically disadvantaged preschoolers” (823–843); Fitneva, S. A. “The role of evidentiality in Bulgarian children’s reliability judgments” (845–868); Soderstrom, M., Blossom, M., Foygel, R., & Morgan, J. L. “Acoustical cues and grammatical units in speech to two preverbal infants” (869–902); Hoff, E., Core, C., & Bridges, K. “Non-word repetition assesses phonological memory and is related to vocabulary development in 20- to 24-month-olds” (903–916).

Language Testing 25 (4). (2008). Song, M.-Y. “Do divisible subskills exist in second language (L2) comprehension? A structural equation modeling approach” (435–464); Schaefer, E. “Rater bias patterns in an EFL writing assessment” (465–493); Malabonga, V., Kenyon, D. M., Carlo, M., August, D., & Louguit, M. “Development of a cognate awareness measure for Spanish-speaking English language learners” (495–519); Yu, G. “Reading to summarize in English and Chinese: A tale of two languages?” (521–551); Saito, H. “EFL classroom peer assessment: Training effects on rating and commenting” (553–581).

Manchón, R., & Cenoz, J. (Eds.). (2008). Doing SLA research: Theoretical and methodological issues [Special issue]. International Review of Applied Linguistics in Language Teaching 46 (3). Manchón, R., & Cenoz, J. “Doing second language acquisition research: An introduction” (167–171); Alcón Soler, E. “Investigating pragmatic language learning in foreign language classrooms” (173–195); Muñoz, C. “Age-related differences in foreign language learning: Revisiting the empirical evidence” (197–220); Manchón, R. M. “Taking strategies to the foreign language classroom: Where are we now in theory and research?” (221–243); Dewaele, J.-M. “‘Appropriateness’ in foreign language acquisition and use: Some theoretical, methodological and ethical considerations” (245–265); Cenoz, J., & Gorter, D. “The linguistic landscape as an additional source of input in second language acquisition” (267–287).

The Modern Language Journal 92 (3). (2008). Krashen, S. “Letter to the editor: The din in the head hypothesis—A response to de Bot (2008)” (349); Izquierdo, J., & Collins, L. “The facilitative role of L1 influence in tense-aspect marking: A comparison of Hispanophone and Anglophone learners of French” (350–368); Takimoto, M. “The effects of deductive and inductive instruction on the development of language learners’ pragmatic competence” (369–386); Bernaus, M., & Gardner, R. “Teacher motivation strategies, student perceptions, student motivation, and English achievement” (387–401); Kissau, S., & Wierzalis, E. “Gender identity and homophobia: The impact on adolescent males studying French” (402–413); Abrams, Z. “Alternative second language curricula for learners with disabilities: Two case studies” (414–430); Kim, Y. “The effects of integrated language-based instruction in elementary ESL learning” (431–451); Coffey, S., & Street, B. “Narrative and identity in the ‘language learning project’” (452–464).

The Modern Language Journal 92 (4). (2008). Kubanyiova, M. “Rethinking research ethics in contemporary applied linguistics: The tension between macroethical and microethical perspectives in situated research” (503–518); Gutiérrez, X. “What does metalinguistic activity in learners’ interaction during a collaborative L2 writing task look like?” (519–537); Ellwood, C. “Questions of classroom identity: What can be learned from codeswitching in classroom peer group talk?” (538–557); Taguchi, N. “Pragmatic comprehension in Japanese as a foreign language” (558–576); Zhang Waring, H. “Using explicit positive assessment in the language classroom: IRF, feedback, and learning opportunities” (577–594); Satar, H. M., & Özdener, N. “The effects of synchronous CMC on speaking proficiency and anxiety: Text versus voice chat” (595–613); Byrnes, H. “From representation at the federal/national level to creating a foreign language education network” (614–620); Schmidt, R. “National language education policy or a national language education framework? Summary of a discussion group” (621–623); Abbott, M. G. “A national voice for the language profession at the federal/national level” (623–624); Zimmer-Loew, H. “An audacious goal: Recruiting, preparing, and retaining high-quality language teachers in the 21st century” (625–628); Magnan, S. S. “What is needed for global literacy to become an educational reality? Summary of a discussion group” (628–630); Feal, R. G. “How can the educational community come together on language issues? Notes from the discussion group” (630–631).

Second Language Research 24 (4). (2008). McCarthy, C. “Morphological variability in the comprehension of agreement: An argument for representation over computation” (459–486); Montrul, S. “Second language acquisition welcomes the heritage language learner: Opportunities of a new field” (487–506).

World Englishes 27 (3/4). (2008). Kachru, B. B. “The first step: The Smith paradigm for intelligibility in world Englishes” (293–296); Nelson, C. “Intelligibility since 1969” (297–308); Kachru, Y. “Cultures, contexts, and interpretability” (309–318); Bhatia, V. K. “Creativity and accessibility in written professional discourse” (319–326); Berns, M. “World Englishes, English as a lingua franca, and intelligibility” (327–334); Van Rooy, B. “An alternative interpretation of tense and aspect in Black South African English” (335–358); Kirkpatrick, A., Deterding, D., & Wong, J. “The international intelligibility of Hong Kong English” (359–377); Watterson, M. “Repair of non-understanding in English in international communication” (378–406); Ngefac, A. “The social stratification of English in Cameroon” (407–418); Rista-Dema, M. “Verb-subject word order in Albanian English” (419–433); Mutonya, M. “African Englishes: Acoustic analysis of vowels” (434–449); Vaish, V. “Mother tongues, English, and religion in Singapore” (450–464); Tan, P. K. W., & Tan, D. K. H. “Attitudes towards non-standard English in Singapore” (465–479); Wee, L.-H. “Phonological patterns in the Englishes of Singapore and Hong Kong” (480–501); Setter, J. “Consonant clusters in Hong Kong English” (502–515); Hu, Y. “China’s English language policy for primary schools” (516–534); Ben-Rafael, M. “English in French comics” (535–548).

EDITED VOLUMES

Arabski, J. (Ed.). (2006). Cross-linguistic influences in the second language lexicon. Clevedon, UK: Multilingual Matters. Pp. 272. $99.95 cloth. Dechert, H. W. “On the ambiguity of the notion ‘transfer’” (3–11); Arabski, J. “Language transfer in language learning and language contact” (12–21); Odlin, T. “Could a contrastive analysis ever be complete?” (22–35); Ringbom, H. “The importance of different types of similarity in transfer studies” (36–45); Mańczak-Wohlfeld, E. “Language contact vs. foreign and second language acquisition” (46–54); Łyda, A. “Genre: Language contact and culture transfer” (57–64); Leśniewska, J. “Is cross-linguistic influence a factor in advanced EFL learners’ use of collocations?” (65–77); Warchał, K. “International terms and profile transfer: On discussion” (78–96); Bartłomiejczyk, M. “The influence of English on Polish drug-related slang” (97–108); Callies, M. “Why money can’t buy you anything in German: A functional-typological approach to the mapping of semantic roles to syntactic functions in SLA” (111–129); Singleton, D. “Lexical transfer: Interlexical or intralexical?” (130–143); Gabryś-Barker, D. “The interaction of languages in the lexical search of multilingual language users” (144–166); Niżegorodcew, A. “Assessing L2 lexical development in early L2 learning: A case study” (167–176); Rokita, J. “Code-mixing in early L2 lexical acquisition” (177–190); Zimmermann, R. “Metaphorical transferability” (193–209); Latkowska, J. “On the use of translation in studies of language contact” (210–225); Cieślicka, A. “On building castles on the sand, or exploring the issue of transfer in the interpretation and production of L2 fixed expressions” (226–245); Piasecka, L. “‘Don’t lose your head’ or how Polish learners of English cope with L2 idiomatic expressions” (246–258); Olejniczak, P. “Phrasal verb idioms and the normative concept of the interlanguage hypothesis” (259–272).

Avery, P., Dresher, B. E., & Rice, K. (Eds.). (2008). Contrast in phonology: Theory, perception, acquisition. Berlin: Mouton de Gruyter. Pp. 351. €110.28 cloth. Avery, P., Dresher, B. E., & Rice, K. “Introduction” (1–8); Dresher, B. E. “The contrastive hierarchy in phonology” (11–33); Currie Hall, D. “Prophylactic features and implicit contrast” (35–54); Kuroda, S.-Y. “Contrasts in Japanese: A contribution to feature geometry” (55–86); Scobbie, J. M., & Stuart-Smith, J. “Quasi-phonemic contrast and the fuzzy inventory: Examples from Scottish English” (87–113); Ólafur Hansson, G. “Effects of contrast recoverability on the typology of harmony systems” (115–141); Boomershine, A., Currie Hall, K., Hume, E., & Johnson, K. “The impact of allophony versus contrast on speech perception” (145–171); Mielke, J. “Interplay between perceptual salience and contrast: /h/ perceptibility in Turkish, Arabic, English, and French” (173–192); Kochetov, A. “Self-organization through misperception: Secondary articulation and vowel contrasts in language inventories” (193–216); Weiss, D. J., & Maye, J. “The role of contrast in the acquisition of phonetic systems” (219–229); Fikkert, P., & Levelt, C. “How does place fall into place? The lexicon and emergent constraints in children’s developing phonological grammar” (231–268); Boersma, P., & Escudero, P. “Learning to perceive a smaller L2 vowel inventory: An Optimality Theory account” (271–301); Cebrian, J. “The effect of perceptual factors in the acquisition of an L2 vowel contrast” (303–321); Goad, H. “Some reflections on abstractness and the shape of inputs: The case of aspiration in English” (323–346).

Ayoun, D. (Ed.). (2008). Studies in French applied linguistics. Amsterdam: Benjamins. Pp. xii + 400. $158.00 cloth. Lyster, R. “Evolving perspectives on learning French as a second language through immersion” (3–36); Laganaro, M. “Language production from a neurolinguistic perspective” (37–61); Hamel, M.-J. “Natural language processing tools in CALL” (63–96); Jakubowicz, C., & Tuller, L. “Specific language impairment in French” (97–133); Hamann, C. “The first language acquisition of French from a generative perspective” (135–181); Aitsiselmi, F., & Marley, D. “The role and status of the French language in North Africa” (185–222); Managan, K. “Anthropological linguistic perspectives on writing Guadeloupean Kréyòl: Struggles for recognition of the language and struggles over authority” (223–253); Kern, R. “Literacy and technology in French language teaching: Issues and prospects” (255–294); Kibbee, D. A. “Forensic linguistics and French” (295–316); Pooley, T. “Analyzing urban youth vernaculars in French cities: Lexicographical, variationist and ethnographic approaches” (317–344); Oakes, L. “Language planning and policy in Québec” (345–385).

Cohen, A. D., & Macaro, E. (Eds.). (2007). Language learner strategies: Thirty years of research and practice. Oxford: Oxford University Press. Pp. 336. £24.50 paper. Macaro, E., & Cohen, A. D. “Introduction” (1–5); Grenfell, M., & Macaro, E. “Claims and critiques” (9–28); Cohen, A. D. “Coming to terms with language learner strategies: Surveying the experts” (29–45); Oxford, R. L., & Schramm, K. “Bridging the gap between psychological and sociocultural perspectives on L2 learner strategies” (47–68); Takeuchi, O., Griffiths, C., & Coyle, D. “Applying strategies to contexts: The role of individual, situational, and group differences” (69–92); White, C., Schramm, K., & Uhl Chamot, A. “Research methods in strategy research: Re-examining the toolbox” (93–116); Oxford, R. L., Lee, K. R., & Park, G. “L2 grammar strategies: The second Cinderella and beyond” (117–139); Rubin, J., Uhl Chamot, A., Harris, V., & Anderson, N. J. “Intervening in the use of strategies” (141–162); Macaro, E., & Cohen, A. D. “An introduction to systematic reviewing” (163–164); Macaro, E., Graham, S., & Vanderplank, R. “A review of listening strategies: Focus on sources of knowledge and on success” (165–185); Erler, L., & Finkbeiner, C. “A review of reading strategies: Focus on the impact of first language” (187–206); Nakatani, Y., & Goh, C. “A review of oral communication strategies: Focus on interactionist and psycholinguistic perspectives” (207–227); Manchón, R. M., Roca de Larios, J., & Murphy, L. “A review of writing strategies: Focus on conceptualizations and impact of first language” (229–250); Nyikos, M., & Fan, M. “A review of vocabulary learning strategies: Focus on language proficiency and learner voice” (251–273); Cohen, A. D., & Macaro, E. “Conclusions” (275–284).

Gilquin, G., Papp, S., & Díez-Bedmar, M. B. (Eds.). (2008). Linking up contrastive and learner corpus research. Amsterdam: Rodopi. Pp. 293. €60.00 cloth. Gilquin, G., Papp, S., & Díez-Bedmar, M. B. “Introduction” (vii–xi); Gilquin, G. “Combining contrastive and interlanguage analysis to apprehend transfer: Detection, explanation, evaluation” (3–33); Ädel, A. “Involvement features in writing: Do time and interaction trump register awareness?” (35–53); Cross, J., & Papp, S. “Creativity in the use of verb + noun combinations by Chinese learners of English” (57–81); Lozano, C., & Mendikoetxea, A. “Postverbal subjects at the interfaces in Spanish and Italian learners of L2 English: A corpus analysis” (85–125); Osborne, J. “Adverb placement in post-intermediate learner English: A contrastive study of learner corpora” (127–146); Díez-Bedmar, M. B., & Papp, S. “The use of the English article system by Chinese and Spanish learners” (147–175); Cosme, C. “Participle clauses in learner English: The role of transfer” (177–198); Callies, M. “Easy to understand but difficult to use? Raising constructions and information packaging in the advanced learner variety” (201–226); Hannay, M., & Martínez Caro, E. “Thematic choice in the written English of advanced Spanish and Dutch learners” (227–253); Demol, A., & Hadermann, P. “An exploratory study of discourse organisation in French L1, Dutch L1, French L2 and Dutch L2 written narratives” (255–282).

Hurd, S., & Lewis, T. (Eds.). (2008). Language learning strategies in independent settings. Clevedon, UK: Multilingual Matters. Pp. xviii + 329. $59.95 paper. White, C. “Language learning strategies in independent language learning: An overview” (3–24); Benson, P., & Gao, X. “Individual variation and language learning strategies” (25–40); Oxford, R. L. “Hero with a thousand faces: Learner autonomy, learning strategies and learning tactics in independent language learning” (41–63); Gascoigne, C. “Independent second language reading as an interdependent process” (67–83); Vandergrift, L. “Learning strategies for listening comprehension” (84–102); Bloom, M. “Second language composition in independent settings: Supporting the writing process with cognitive strategies” (103–118); Cohen, A. D. “Speaking strategies for independent learning: A focus on pragmatic performance” (119–140); Broady, E., & Dwyer, N. “Bringing the learner back into the process: Identifying learner strategies for grammatical development in independent language learning” (141–158); Klapper, J. “Deliberate and incidental: Vocabulary learning strategies in independent second language learning” (159–178); Álvarez, I., Beaven, T., & Garrido, C. “Strategies for acquiring intercultural competence” (179–195); Murphy, L. “Learning logs and strategy development for distance and other independent language learners” (199–217); Hurd, S. “Affect and strategy use in independent language learning” (218–236); Stickler, U., & Lewis, T. “Collaborative language learning strategies in an email tandem exchange” (237–261); Truman, M. “Self-correction strategies in distance language learning” (262–282); Hauck, M., & Hampel, R. “Strategies for online learning environments” (283–302); Murphy, L. “Integrating strategy instruction into learning materials” (303–320).

McCardle, P., & Hoff, E. (Eds.). (2006). Childhood bilingualism: Research on infancy through school age. Clevedon, UK: Multilingual Matters. Pp. x + 170. $49.95 paper. Hoff, E., & McCardle, P. “Introduction” (vii–x); Werker, J. F., Weikum, W. M., & Yoshida, K. A. “Bilingual speech processing in infants and adults” (1–18); Fernald, A. “When infants hear two languages: Interpreting research on early speech perception by bilingual children” (19–29); Vihman, M. M., Lum, J. A. G., Thierry, G., Nakai, S., & Keren-Portnoy, T. “The onset of word form recognition in one language and in two” (30–44); Genesee, F. “Bilingual first language acquisition in perspective” (45–67); Eilers, R. E., Zurer Pearson, B., & Cobo-Lewis, A. B. “Social factors in bilingual development: The Miami experience” (68–90); August, D., Calderón, M., Carlo, M., & Nuttall Eakin, M. “Developing literacy in English-language learners: An examination of the impact of English-only versus bilingual instruction” (91–106); Bialystok, E. “Bilingualism at school: Effect on the acquisition of literacy” (107–124); Kroll, J. F. “Adult bilingualism and bilingual development” (125–134); Waxman, S. “Finding the points of contact: Language acquisition in children raised in monolingual, bilingual and multilingual environments” (135–148); Crago, M. “Multiple perspectives on research on childhood bilingualism” (149–156); McCardle, P., & Hoff, E. “An agenda for research on childhood bilingualism” (157–165).

Meyerhoff, M., & Nagy, N. (Eds.). (2008). Social lives in language: Sociolinguistics and multilingual speech communities—Celebrating the work of Gillian Sankoff. Amsterdam: Benjamins. Pp. 365. $158.00 cloth. Daveluy, M. “Language, mobility and (in)security: A journey through Francophone Canada” (27–42); Jourdan, C. “Language repertoires and the middle class in urban Solomon Islands” (43–67); Meakins, F. “Land, language and identity: The socio-political origins of Gurindji Kriol” (69–94); Mesthrie, R. “‘I’ve been speaking Tsotsitaal all my life without knowing it’: Towards a unified account of Tsotsitaals in South Africa” (95–109); Schieffelin, B. B. “Tok Bokis, Tok Piksa: Translating parables in Papua New Guinea” (111–134); King, R. “Chiac in context: Overview and evaluation of Acadie’s Joual” (137–178); Sankoff, D. “How to predict the evolution of a bilingual community” (179–194); Thibault, P. “How local is local French in Quebec?” (195–219); Auger, J., & Villeneuve, A.-J. “Ne deletion in Picard and in regional French: Evidence for distinct grammars” (223–247); Blondeau, H. “The dynamics of pronouns in the Québec languages in contact dynamics” (249–271); Blondeau, H., & Nagy, N. “Subordinate clause marking in Montreal Anglophone French and English” (273–313); Labov, W. “Mysteries of the substrate” (315–326); Meyerhoff, M. “Empirical problems with domain-based notions of ‘simple’” (327–355).

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