BOOKS

Ayoun, D. (2013). The second language acquisition of French tense, aspect, mood and modality. Amsterdam: Benjamins. Pp. xiii + 252. $143.00 cloth.

Benati, A. G. (2013). Issues in second language teaching. Sheffield, UK: Equinox. Pp. xii + 140. $24.95 paper.

Duff, P., Anderson, T., Ilnyckyj, R., VanGaya, E., Tianxuan Wang, R., & Yates, E. (2013). Learning Chinese: Linguistic, sociocultural, and narrative perspectives. Boston: De Gruyter Mouton. Pp. xv + 322. $98.00 cloth.

JOURNALS

Applied Linguistics 34 (2). (2013). De Los Ángeles Gómez González, M. “A reappraisal of lexical cohesion in conversational discourse” (128–150); Stafford, C. A. “What’s on your mind? How private speech mediates cognition during initial non-primary language learning” (151–172); Cheng, W., & Lam, P. W. Y. “Western perceptions of Hong Kong ten years on: A corpus-driven critical discourse study” (173–190); Zhang Waring, H. “Doing being playful in the second language classroom” (191–210); Hall, C. J. “Cognitive contributions to plurilithic views of English and other languages” (211–231); Pae, T.-I. “Skill-based L2 anxieties revisited: Their intra-relations and the inter-relations with general foreign language anxiety” (232–252).

Applied Linguistics 34 (3). (2013). Baker, P., Gabrielatos, C., & McEnery, T. “Sketching Muslims: A corpus driven analysis of representations around the word ‘Muslim’ in the British press 1998–2009” (255–278); Toth, P. D., Wagner, E., & Moranski, K. “‘Co-constructing’ explicit L2 knowledge with high school Spanish learners through guided induction” (279–303); Barkaoui, K., Brooks, L., Swain, M., & Lapkin, S. “Test-takers’ strategic behaviors in independent and integrated speaking tasks” (304–324); King, J. “Silence in the second language classrooms of Japanese universities” (325–343); Yilmaz, Y. “Relative effects of explicit and implicit feedback: The role of working memory capacity and language analytic ability” (344–368); Csomay, E. “Lexical bundles in discourse structure: A corpus-based study of classroom discourse” (369–388).

Applied Psycholinguistics 34 (2). (2013). Yusun Kang, J. “Decontextualized language production in two languages: An investigation of children’s word definition skills in Korean and English” (211–231); Peristeri, E., Tsimpli, I.-M., & Tsapkini, K. “The on-line processing of unaccusativity in Greek agrammatism” (233–276); Jones, N. E. “The use of cohesive markers in narratives by children with Williams syndrome” (277–299); Loucas, T., Riches, N., Baird, G., Pickles, A., Simonoff, E., Chandler, S., & Charman, T. “Spoken word recognition in adolescents with autism spectrum disorders and specific language impairment” (301–322); Franck, J., Millotte, S., Posada, A., & Rizzi, L. “Abstract knowledge of word order by 19 months: An eye-tracking study” (323–336); Gauthier, K., Genesee, F., Dubois, M. E., Kasparian, K. “Communication patterns between internationally adopted children and their mothers: Implications for language development” (337–359); Hopp, H., & Schmid, M. S. “Perceived foreign accent in first language attrition and second language acquisition: The impact of age of acquisition and bilingualism” (361–394); Florit, E., Roch, M., & Levorato, M. C. “The relationship between listening comprehension of text and sentences in preschoolers: Specific or mediated by lower and higher level components?” (395–415).

Applied Psycholinguistics 34 (3). (2013). Brosseau-Lapré, F., Rvachew, S., Clayards, M., & Dickson, D. “Stimulus variability and perceptual learning of nonnative vowel categories” (419–441); Casas, A. M., Soriano Ferrer, M., & Baixauli Fortea, I. “Written composition performance of students with attention-deficit/hyperactivity disorder” (443–460); Tellings, A., Coppens, K., Gelissen, J., & Schreuder, R. “Clusters of word properties as predictors of elementary school children’s performance on two word tasks” (461–481); Ionin, T., Montrul, S., & Crivos, M. “A bidirectional study on the acquisition of plural noun phrase interpretation in English and Spanish” (483–518); Brouwer, S., Mitterer, H., & Huettig, F. “Discourse context and the recognition of reduced and canonical spoken words” (519–539); Delcenserie, A., Genesee, F., & Gauthier, K. “Language abilities of internationally adopted children from China during the early school years: Evidence for early age affects?” (541–568); Redford, M. A. “A comparative analysis of pausing in child and adult storytelling” (569–589); Wilkinson, K. S., & Houston-Price, C. “Once upon a time, there was a pulchritudinous princess . . . : The role of word definitions and multiple story contexts in children’s learning of difficult vocabulary” (591–613); Coughlin, C. E., & Tremblay, A. “Proficiency and working memory based explanations for nonnative speakers’ sensitivity to agreement in sentence processing” (615–646).

Applied Psycholinguistics 34 (4). (2013). Dickie, C., Ota, M., & Clark, A. “Revisiting the phonological deficit in dyslexia: Are implicit nonorthographic representations impaired?” (649–670); Gámez, P. B., & Levine, S. C. “Oral language skills of Spanish-speaking English language learners: The impact of high-quality native language exposure” (673–696); Kieffer, M. J., Biancarosa, G., & Mancilla-Martinez, J. “Roles of morphological awareness in the reading comprehension of Spanish-speaking language minority learners: Exploring partial mediation by vocabulary and reading fluency” (697–725); Erçetin, G., & Alptekin, C. “The explicit/implicit knowledge distinction and working memory: Implications for second-language reading comprehension” (727–753); Liu, P. D., McBride-Chang, C., Wong, T. T.-Y., Shu, H., & Wong, A. M.-Y. “Morphological awareness in Chinese: Unique associations of homophone awareness and lexical compounding to word reading and vocabulary knowledge in Chinese children” (755–775); Blom, E., & Baayen, H. R. “The impact of verb form, sentence position, home language, and second language proficiency on subject-verb agreement in child second-language Dutch?” (777–811); Perovic, A., Modyanova, N., & Wexler, K. “Comprehension of reflexive and personal pronouns in children with autism: A syntactic or pragmatic deficit?” (813–835); Jackson-Maldonado, D., Marchman, V. A., & Fernald, L. C. H. “Short-form versions of the Spanish MacArthur-Bates Communicative Development Inventories” (837–868).

Bilingualism: Language and Cognition 16 (3). (2013). Brown, A., & Gullberg, M. “L1-L2 convergence in clausal packaging in Japanese and English” (477–494); Ferré, P., Sánchez-Casas, R., & Fraga, I. “Memory for emotional words in the first and the second language: Effects of the encoding task” (495–507); Lagrou, E., Hartsuiker, R. J., & Duyck, W. “The influence of sentence context and accented speech on lexical access in second-language auditory word recognition” (508–517); Lim, J. H., & Christianson, K. “Second language sentence processing in reading for comprehension and translation” (518–537); Bianchi, G. “Gender in Italian-German bilinguals: A comparison with German L2 learners of Italian” (538–557); Domínguez, L., Tracy-Ventura, N., Arche, M. J., Mitchell, R., & Myles, F. “The role of dynamic contrasts in the L2 acquisition of Spanish past tense morphology” (558–577); Morgan, G. P., Restrepo, M. A., & Auza, A. “Comparison of Spanish morphology in monolingual and Spanish-English bilingual children with and without language impairment” (578–596); Nicolay, A.-C., & Poncelet, M. “Cognitive advantage in children enrolled in a second-language immersion elementary school program for three years” (597–607); Marzecová, A., Asanowicz, D., Krivá, L., & Wodniecka, Z. “The effects of bilingualism on efficiency and lateralization of attentional networks” (608–623); Nicodemus, B., & Emmorey, K. “Direction asymmetries in spoken and signed language interpreting” (624–636); Winther Balling, L. “Reading authentic texts: What counts as cognate?” (637–653); McDonough, K., & Trofimovich, P. “Learning a novel pattern through balanced and skewed input” (654–662); Tessier, A.-M., Sorenson Duncan, T., & Paradis, J. “Developmental trends and L1 effects in early L2 learners’ onset cluster production” (663–681); Dong, Y., & Lin, J. “Parallel processing of the target language during source language comprehension in interpreting” (682–707).

Canadian Modern Language Review 69 (2). (2013). Guénette, D., & Lyster, R. “Written corrective feedback and its challenges for pre-service ESL teachers” (129–153); Troyan, F. J., Davin, K. J., & Donato, R. “Exploring a practice-based approach to foreign language teacher preparation: A work in progress” (154–180); Junqueira, L., & Kim, Y. “Exploring the relationship between training, beliefs, and teachers’ corrective feedback practices: A case study of a novice and an experienced ESL teacher” (181–206); Yi, Y. “Adolescent multilingual writer’s negotiation of multiple identities and access to academic writing: A case study of a Jogi Yuhak student in a US high school” (207–231).

English Today 29 (2). (2013). Stephen, J. “English in Malaysia: A case of the past that never really went away?” (3–8); Zhang, Q. “The attitudes of Hong Kong students towards Hong Kong English and Mandarin-accented English” (9–16); Sung, C. C. M. “‘I would like to sound like Heidi Klum’: What do non-native speakers say about who they want to sound like?” (17–21); Huber, D. “Why can recognize be pronounced without /g/? On silent letters and French origin in English—and what other explanations there can be” (22–26); Kazim, R. “Subverting the rules of grammar: Is Kolaveri di the subalterns’ English?” (27–32); Waitiki, S. “Substrate influence: From spelling pronunciation to pronunciation spelling—a growing trend among university students in Kenya” (33–36); Dunnett, J. “‘One panini, two paninis . . .’: The grammar of Italian culinary culture in Britain today” (37–39); Torres Martínez, S. “A role for lexical bundles in the implementation of Content and Language Integrated Learning programmes in Colombian universities” (40–45); Abe, E. “Communicative language teaching in Japan: Current practices and future prospects” (46–53); Zhang, K. “Mainland Chinese students’ English use in Macao” (54–59); Shipley, J. B. “Review article: The range of English spelling” (60–62); Bulley, M. “Impossible, in a possible sort of way” (63–64).

Journal of Child Language 40 (3). (2013). Reig Alamillo, A., Colletta, J.-M., & Guidetti, M. “Gesture and language in narratives and explanations: The effects of age and communicative activity on late multimodal discourse development” (511–538); Ota, M., & Green, S. J. “Input frequency and lexical variability in phonological development: A survival analysis of word-initial cluster production” (539–566); Kristoffersen, K. E., Simonsen, H. G., Bleses, D., Wehberg, S., Jørgensen, R. N., Eiesland, E. A., & Henriksen, L. Y. “The use of the Internet in collecting CDI data—an example from Norway” (567–585); Hills, T. “The company that words keep: Comparing the statistical structure of child- versus adult-directed language” (586–604); Windsor, J., Moraru, A., Nelson, C. A., III, Fox, N. A., & Zeanah, C. H. “Effect of foster care on language learning at eight years: Findings from the Bucharest Early Intervention Project” (605–627); Suzuki, T., & Yoshinaga, N. “Children’s knowledge of hierarchical phrase structure: Quantifier floating in Japanese” (628–655); Schmerse, D., Lieven, E., & Tomasello, M. “Error patterns in young German children’s wh-questions” (656–671); Shneidman, L. A., Arroyo, M. E., Levine, S. C., & Goldin-Meadow, S. “What counts as effective input for word learning” (672–686); Pons, F., Andreu, L., Sanz-Torrent, M., Buil-Legaz, L., & Lewkowicz, D. J. “Perception of audio-visual speech synchrony in Spanish-speaking children with and without specific language impairment” (687–700).

Language in Society 42 (3). (2013). Burkette, A. “Constructing the (m)other: A-prefixing, stance, and the lessons of motherhood” (239–258); Carroll, H. B. “Identifying stylizations in ethnically salient talk among disc jockeys” (259–286); O’Rourke, B., & Ramallo, F. “Competing ideologies of linguistic authority amongst new speakers in contemporary Galicia” (287–305); Rosowsky, A. “Religious classical practice: Entextualisation and performance” (307–330).

Second Language Research 29 (2). (2013). Carroll, S. E. “Introduction to the special issue: Aspects of word learning on first exposure to a second language” (131–144); Han, Z., & Liu, Z. “Input processing of Chinese by ab initio learners” (145–164); Shoemaker, E., & Rast, R. “Extracting words from the speech stream at first exposure” (165–183); Showalter, C. E., & Hayes-Harb, R. “Unfamiliar orthographic information and second language word learning: A novel lexicon study” (185–200); Carroll, S. E., & Widjaja, E. “Learning exponents of number on first exposure to an L2” (201–227).

Second Language Research 29 (3). (2013). Lim, J. H., & Christianson, K. “Integrating meaning and structure in L1-L2 and L2-L1 translations” (233–256); Eckman, F. R., Iverson, G. K., & Song, J. Y. “The role of hypercorrection in the acquisition of L2 phonemic contrasts” (257–283); Chung, E. S. “Sources of difficulty in L2 scope judgments” (285–310); Granena, G., & Long, M. H. “Age of onset, length of residence, language aptitude, and ultimate L2 attainment in three linguistic domains” (311–343); Dekydtspotter, L., & Miller, A. K. “Inhibitive and facilitative priming induced by traces in the processing of wh-dependencies in a second language” (345–372).

World Englishes 32 (2). (2013). Alvaro, J. J. “Political discourse in China’s English language press” (147–168); De Cuypere, L., & Verbeke, S. “Dative alternation in Indian English: A corpus-based analysis” (169–184); Gut, U., Pillai, S., & Mohd Don, Z. “The prosodic marking of information status in Malaysian English” (185–197); Mooneeram, R. “Literary translation as a tool for critical language planning” (198–210); Rindal, U., & Piercy, C. “Being ‘neutral’? English pronunciation among Norwegian learners” (211–229); Shoba, J. A., Dako, K., & Orfson-Offei, E. “‘Locally acquired foreign accent’ (LAFA) in contemporary Ghana” (230–242); Stadler, S. “Televised political discourse in New Zealand” (243–260); Vettorel, P. “English in Italian advertising” (261–278).

EDITED VOLUMES

Becker, M., Grinstead, J., & Rothman, J. (Eds.). (2013). Generative linguistics and acquisition: Studies in honor of Nina M. Hyams. Amsterdam: Benjamins. Pp. 358. $149.00 cloth. Becker, M., Grinstead, J., & Rothman, J. “Introduction” (1–9); Becker, M., & Schaeffer, J. “Animacy, argument structure and unaccusatives in child English” (13–33); Sano, T. “Remarks on theoretical accounts of Japanese children’s passive acquisition” (35–64); Santos, A. L., Rothman, J., Pires, A., & Duarte, I. “Early or late acquisition of inflected infinitives in European Portuguese? Evidence from spontaneous production data” (65–88); Schütze, C. “The relationship between determiner omission and root infinitives in child English” (89–105); Grinstead, J., McCurley, D., Pratt, T., Obregon, P., & Flores, B. “The semantics of the tense deficit in child Spanish SLI” (107–128); Sigurjónsdóttir, S. “The acquisition of reflexives and pronouns by Faroese children” (131–156); Johnson, K. “Pronouns vs. definite descriptions” (157–183); Zubizarreta, M. L., He, X., & Jonckheere, N. “An L2 study on the production of stress patterns in English compounds” (185–203); Borer, H. “The syntactic domain of content” (205–248); Roeper, T. “There-insertion: How Internal Merge guides the acquisition path” (251–269); Smith Cairns, H. “Metalinguistic skills of children” (271–289); Sugisaki, K., & Snyder, W. “Children’s Grammatical Conservatism: New evidence” (291–308); Belletti, A. “Contributing to linguistic theory, language description and the characterization of language development through experimental studies” (309–324); Wexler, K. “A new theory of null-subjects of finite verbs in young children: Information-structure meets phasal computation” (325–355).

Gabryś-Barker, D., & Bielska, J. (Eds.). (2013). The affective dimension in second language acquisition. Bristol, UK: Multilingual Matters. Pp. xviii + 304. $129.95 cloth. Pavlenko, A. “The affective turn in SLA: From ‘affective factors’ to ‘language desire’ and ‘commodification of affect’” (3–28); Singleton, D. “Affective dimensions of second language ultimate attainment” (29–34); Gałajda, D. “Anxiety and perceived communication competence as predictors of willingness to communicate in the ESL/FL classroom” (35–47); Piechurska-Kuciel, E. “Self-efficacy beliefs and FL achievement in the Polish school context” (48–59); Jedynak, M. “Affectivity in learning L2 phonology/phonetics—The role of self-concept in successful acquisition of English pronunciation” (60–73); Włosowicz, T. M. “The role of motivation in third or additional language acquisition and in multilingualism research” (77–88); Gregersen, T. “Language learning vibes: What, why and how to capitalize for positive affect” (89–98); Gabryś-Barker, D. “The affective dimension in multilinguals’ language learning experiences” (99–111); Klimas, A. “Goals pursuit in a foreign language classroom: A student perspective” (112–123); Waniek-Klimczak, E., Porzuczek, A., & Rojczyk, A. “Affective dimensions in SL pronunciation: A large-scale attitude study” (124–137); Webb, B. “Attitudes and perceptions of international students towards their life in Australia” (138–149); Piasecka, L. “Identification and verbal expression of emotions by users of English as a foreign language” (153–166); Bogdanowska-Jakubowska, E. “Student paper presentations—An analysis of face-related issues” (167–176); Nijakowska, J. “Politeness in written academic discourse: A case of EFL methodology textbooks” (177–193); Łyda, A. “Disciplinary cultures and emotions: Emotive lexis in research articles” (194–207); Otwinowska, A. “CLIL lessons in the upper-primary: The interplay of affective factors and CALP” (211–225); Możejko, Z. “The role of affective factors in CLIL provision in the secondary school” (226–240); Papaja, K., & Rojczyk, A. “Motivation from the perspective of a CLIL teenage learner” (241–253); Turula, A. “Affect in VLEs: Anxiety and motivation in blended EFL teacher training” (254–267); Stec, M. “The affective aspects in early language learning and syllabuses” (268–277); Gliński, M. “The problem of inhibition among children during culture-based classes” (278–290); Jacob, K., Juan-Garau, M., & Prieto-Arranz, J. I. “Affective factor considerations in a transcultural approach to English language teaching” (291–304).

Gilquin, G., & De Cock, S. (Eds.). (2013). Errors and disfluencies in spoken corpora. Amsterdam: Benjamins. Pp. 172. $128.00 cloth. Gilquin, G., & De Cock, S. “Errors and disfluencies in spoken corpora: Setting the scene” (1–32); Tottie, G. “Uh and Um as sociolinguistic markers in British English” (33–57); Rühlemann, C., Bagoutdinov, A., & O’Donnell, M. B. “Windows on the mind: Pauses in conversational narrative” (59–91); Aijmer, K. “Well I’m not sure I think . . . The use of well by non-native speakers” (93–116); Brand, C., & Götz, S. “Fluency versus accuracy in advanced spoken learner language: A multi-method approach” (117–137); Osborne, J. “Fluency, complexity and informativeness in native and non-native speech” (139–161).

Granena, G., & Long, M. (Eds.). (2013). Sensitive periods, language aptitude, and ultimate L2 attainment. Amsterdam: Benjamins. Pp. xv + 295. $54.00 paper. Long, M. “Maturational constraints on child and adult SLA” (3–41); Spadaro, K. “Maturational constraints on lexical acquisition in a second language” (43–68); Bylund, E., Hyltenstam, K., & Abrahamsson, N. “Age of acquisition effects or effects of bilingualism in second language ultimate attainment?” (69–101); Granena, G. “Cognitive aptitudes for second language learning and the LLAMA Language Aptitude Test” (105–129); Kormos, J. “New conceptualizations of language aptitude in second language attainment” (131–152); Doughty, C. J. “Optimizing post-critical-period language learning” (153–175); Granena, G. “Reexamining the robustness of aptitude in second language acquisition” (179–204); Bolibaugh, C., & Foster, P. “Memory-based aptitude for nativelike selection: The role of phonological short-term memory” (205–230); Fosberg Lundell, F., & Sandgren, M. “High-level proficiency in late L2 acquisition: Relationships between collocational production, language aptitude and personality” (231–255); Long, M. “Some implications of research findings on sensitive periods in language learning for educational policy and practice” (259–271); Vatz, K., Tare, M., Jackson, S. R., & Doughty, C. J. “Aptitude-treatment interaction studies in second language acquisition: Findings and methodology” (273–292).

Piattelli-Palmarini, M., & Berwick, R. C. (Eds.). (2013). Rich languages from poor inputs. Oxford: Oxford University Press. Pp. xiii + 313. $110.00 cloth. Piattelli-Palmarini, M., & Berwick, R. C. “Introduction” (1–16); Berwick, R. C., Chomsky, N., & Piattelli-Palmarini, M. “Poverty of the stimulus stands: Why recent challenges fail” (19–42); Coa Kam, X.-N., & Dean Fodor, J. “Children’s acquisition of syntax: Simple models are too simple” (43–60); Chomsky, N. “Poverty of the stimulus: Willingness to be puzzled” (61–67); Curtiss, S. “Revisiting modularity: Using language as a window to the mind” (68–90); Gleitman, L., & Landau, B. “Every child an isolate: Nature’s experiments in language learning” (91–104); Hochmann, J.-R., & Mehler, J. “Recent findings about language acquisition” (107–114); Belletti, A., & Rizzi, L. “Ways of avoiding intervention: Some thoughts on the development of object relatives, passive, and control” (115–126); Laka, I. “Merging from the temporal input: On subject-object asymmetries and an ergative language” (127–145); Wexler, K. “Tough-movement developmental delay: Another effect of phasal computation” (146–167); Legate, J. A., & Yang, C. “Assessing child and adult grammar” (168–182); Bever, T. G. “Three aspects of the relation between lexical and syntactic knowledge” (183–192); Read, C., & Treiman, R. “Children’s invented spelling: What we have learned in forty years” (195–209); Gottwald, S., & Wolf, M. “How insights into child language change our understanding of the development of written language: The unfolding legacy of Carol Chomsky” (210–219); O’Neil, W. “The phonology of invented spelling” (220–226); Goldberg, M. “The arts as language: Invention, opportunity, and learning” (227–240); Chomsky, C. “Epilogue: Analytic study of the Tadoma method—Language abilities of three deaf-blind subjects” (241–270).

Salaberry, M. R., & Comajoan, L. (Eds.). (2013). Research design and methodology in studies on L2 tense and aspect. Berlin: De Gruyter Mouton. Pp. viii + 457. $98.00 cloth. Comajoan, L., & Salaberry, M. R. “Research design and methodology in L2 studies of tense and aspect” (1–7); Niemeier, S. “A Cognitive Grammar perspective on tense and aspect” (11–56); Doiz, A. “The Spanish preterite and imperfect from a cognitive point of view” (57–88); Ellis, N. “Frequency-based grammar and the acquisition of tense and aspect in L2 learning” (89–117); Ayoun, D., & Rothman, J. “Generative approaches to the L2 acquisition of temporal-aspectual-mood systems” (119–156); González, P., “Research design: A two-way predicational system is better than a four-way approach” (159–185); Salaberry, M. R. “Research design: Operationalizing and testing hypotheses” (187–218); Bardovi-Harlig, K. “Research design: From text to task” (219–269); Shirai, Y. “Defining and coding data: Lexical aspect in L2 studies” (271–308); Comajoan, L. “Defining and coding data: Narrative discourse grounding in L2 studies” (309–355); Bayley, R. “Data analysis: Quantitative approaches” (357–389); Giacalone-Ramat, A., & Rastelli, S. “Data analysis: The qualitative analysis of actionality in learner language” (391–422); Salaberry, M. R., Comajoan, L., & González, P. “Integrating the analyses of tense and aspect across research and methodological frameworks” (423–450).

Schmid, M. S., & Köpke, B. (Eds.). (2013). First language attrition. Amsterdam: Benjamins. Pp. 159. $128.00 cloth. Schmid, M. S., & Köpke, B. “Second language acquisition and attrition/Acquisition d’une langue seconde et attrition” (1–12); Köpke, B., & Schmid, M. S. “L’attrition de la première langue en tant que phénomène psycholinguistique” (13–36); Gürel, A., & Yilmaz, G. “Restructuring in the L1 Turkish grammar: Effects of L2 English and L2 Dutch” (37–66); Yilmaz, G. “Complex embeddings in free speech production among late Turkish-Dutch bilinguals” (67–90); Montrul, S. “First language retention and attrition in an adult Guatemalan adoptee” (91–126); Perpiñán, S. “Optionality in bilingual native grammars” (127–156).

Singleton, D., Regan, V., & Debaene, E. (Eds.). (2013). Linguistic and cultural acquisition in a migrant community. Bristol, UK: Multilingual Matters. Pp. xviii + 182. $95.96 cloth. Debaene, E. “Emigration versus mobility: The case of the Polish community in France and Ireland” (1–27); Regan, V. “The bookseller and the basketball player: Tales from the French Polonia” (28–48); Nestor, N. “The positional distribution of discourse like—A case study of young Poles in Ireland” (49–72); Bidzińska, B. “The Polish diaspora in Austria: Mutual attitudes, processes of integration and identity formation among immigrant Poles” (73–84); Debaene, E., & Harris, J. “Divergence, convergence and passing for a native speaker: Variations in the use of English by Polish migrants in Ireland” (85–105); Skrzypek, A. “The direction of causality in the relationship between phonological short-term memory and L2 lexical knowledge: The case of adult Polish learners of English in Ireland” (106–133); Kopečková, R. “Segmental acquisition in Polish child and adult learners in Ireland” (134–151); Walsh, P., & Singleton, D. “Variation in English lexical acquisition among Polish migrant children in Ireland” (152–181).