JOURNALS

Annual Review of Applied Linguistics 33 (2013). Cenoz, J. “Defining multilingualism” (3–18); Unsworth, S. “Current issues in multilingual first language acquisition” (21–50); Rothman, J., & Halloran, B. “Formal linguistic approaches to L3/Ln acquisition: A focus on morphosyntactic transfer in adult multilingualism” (51–67); Higby, E., Kim, J., & Obler, L. K. “Multilingualism and the brain” (68–101); Kroll, J. F., Gullifer, J. W., & Rossi, E. “The multilingual lexicon: The cognitive and neural basis of lexical comprehension and production in two or more languages” (102–127); Goral, M., & Connor, P. S. “Language disorders in multilingual and multicultural populations” (128–161); Gunnarsson, B.-L. “Multilingualism in the workplace” (162–189); Gorter, D. “Linguistic landscapes in a multilingual world” (190–212); Heugh, K. “Multilingual education policy in South Africa constrained by theoretical and historical disconnections” (215–237); Brown, K. D. “Language policy and education: Space and place in multilingual post-Soviet states” (238–257); Canagarajah, S., & Ashraf, H. “Multilingualism and education in South Asia: Resolving policy/practice dilemmas” (258–285); Dagenais, D. “Multilingualism in Canada: Policy and education in applied linguistics research” (286–301); Evans, S. “The long march to biliteracy and trilingualism: Language policy in Hong Kong education since the handover” (302–324).

Applied Linguistics 34 (5). (2013). Transnational identities [Special issue]. De Fina, A., & Perrino, S. “‘Transnational identities’” (509–515); Wei, L., & Hua, Z. “Translanguaging identities and ideologies: Creating transnational space through flexible multilingual practices amongst Chinese university students in the UK” (516–535); Wortham, S., & Rhodes, C. “Life as a chord: Heterogenous resources in the social identification of one migrant girl” (536–553); De Fina, A. “Top-down and bottom-up strategies of identity construction in ethnic media” (554–573); Perrino, S. “‘Veneto out of Italy? Dialect, migration, and transnational identity’” (574–591); Chun, E. W. “Ironic blackness as masculine cool: Asian American language and authenticity on YouTube” (592–612); Blommaert, J. “Complexity, accent, and conviviality: Concluding comments” (613–622).

Applied Psycholinguistics 34 (6). (2013). Deacon, S. H., & Leung, D. “Testing the statistical learning of spelling patterns by manipulating semantic and orthographic frequency” (1093–1108); Yang, P.-L., & Shih, S.-C. “A reading-time study of the main verb versus reduced relative clause ambiguity resolution by English learners in Taiwan” (1109–1133); Cantiani, C., Lorusso, M. L., Perego, P., Molteni, M., & Guasti, M. T. “Event-related potentials reveal anomalous morphosyntactic processing in developmental dyslexia” (1135–1162); Toth, P. D., & Guijarro-Fuentes, P. “The impact of instruction on second-language implicit knowledge: Evidence against encapsulation” (1163–1193); Cremer, M., & Schoonen, R. “The role of accessibility of semantic word knowledge in monolingual and bilingual fifth-grade reading” (1195–1217); Simon-Cereijido, G., Gutiérrez-Clellan, V. F., & Sweet, M. “Predictors of growth or attrition of the first language in Latino children with specific language impairment” (1219–1243); Yeung, P.-S., Ho, C. S.-H., Wong, Y.-K., Chan, D. W.-O., Chung, K. K.-H., & Lo, L.-Y. “Longitudinal predictors of Chinese word reading and spelling among elementary grade students” (1245–1277).

Applied Psycholinguistics 35 (1). (2014). Perovic, A., Vuksanović, J., Petrović, B., & Avramović-Ilić, I. “The acquisition of passive in Serbian” (1–26); O’Brien, M. G., Jackson, C. N., & Gardner, C. E. “Cross-linguistic differences in prosodic cues to syntactic disambiguation in German and English” (27–70); So, W.-C., Lim, J.-Y., & Tan, S.-H. “Sensitivity to information status in discourse: Gesture precedes speech in unbalanced bilinguals” (71–95); Street, J. A., & Dąbrowska, E. “Lexically specific knowledge and individual differences in adult native speakers’ processing of the English passive” (97–118); Uchikoshi, Y. “Development of vocabulary in Spanish-speaking and Cantonese-speaking English language learners” (119–153); Terry, N. P. “Dialect variation and phonological knowledge: Phonological representations and metalinguistic awareness among beginning readers who speak nonmainstream American English” (155–176); Bialystock, E., Peets, K. F., & Moreno, S. “Producing bilinguals through immersion education: Development of metalinguistic awareness” (177–191); Dronjic, V., & Helms-Park, R. “Fixed-choice word-association tasks as second-language lexical tests: What native-speaker performance reveals about their potential weaknesses” (193–221).

Bilingualism: Language and Cognition 17 (1). (2014). Simon, E., Sjerps, M. J., & Fikkert, P. “Phonological representations in children’s native and non-native lexicon” (3–21); Alferink, I., & Gullberg, M. “French-Dutch bilinguals do not maintain obligatory semantic distinctions: Evidence from placement verbs” (22–37); Campos-Dintrans, G., Pires, A., & Rothman, J. “Subject-to-subject raising and the syntax of tense in L2 Spanish: A Full Access approach” (38–55); Morgan-Short, K., Faretta-Stutenberg, M., Brill-Schuetz, K. A., Carpenter, H., & Wong, P. C. M. “Declarative and procedural memory as individual differences in second language acquisition” (56–72); Klassert, A., Gagarina, N., & Kauschke, C. “Object and action naming in Russian- and German-speaking monolingual and bilingual children” (73–88); Mercier, J., Pivneva, I., & Titone, D. “Individual differences in inhibitory control relate to bilingual spoken word processing” (89–117); Montrul, S., Davidson, J., De La Fuente, I., & Foote, R. “Early language experience facilitates the processing of gender agreement in Spanish heritage speakers” (118–138); Lai, V. T., Garrido Rodriguez, G., & Narasimhan, B. “Thinking-for-speaking in early and late bilinguals” (139–152); Jouravlev, O., & Jared, D. “Reading Russian-English homographs in sentence contexts: Evidence from ERPS” (153–168); Kambanaros, M., Grohmann, K. K., Michaelides, M., & Theodorou, E. “On the nature of verb-noun dissociations in bilectal SLI: A psycholinguistic perspective from Greek” (169–188); Hurtado, N., Grüter, T., Marchman, V. A., & Fernald, A. “Relative language exposure, processing efficiency and vocabulary in Spanish-English bilingual toddlers” (189–202); Shea, C., & Renaud, J. “L2 perception of Spanish palatal variants across different tasks” (203–236); Kupisch, T. “Adjective placement in simultaneous bilinguals (German-Italian) and the concept of cross-linguistic overcorrection” (222–233).

Canadian Modern Language Review 69 (4). (2013). Figueras, N., Kaftandjieva, F., & Takala, S. “Relating a reading comprehension test to the CEFR levels: A case of standard setting in practice with focus on judges and items” (359–385); Piccardo, E. “(Re)conceptualiser l’enseignement d’une langue seconde à l’aide d’outils d’évaluations: comment les enseignants canadiens perçoivent le CECR” (386–414); Hasselgreen, A. “Adapting the CEFR for the classroom assessment of young learners’ writing” (415–435); Kusseling, F., & Lonsdale, D. “A corpus-based assessment of French CEFR lexical content” (436–461); Kristmanson, P., Lafargue, C., & Culligan, K. “Experiences with autonomy: Learners’ voices on language learning” (462–486); Lemaire, E. “L’intégration du Portfolio européen des langues en milieu ouest-canadien minoritaire et universitaire” (487–513).

English Today 29 (4). (2013). Tieken-Boon van Ostade, I. “Studying attitudes to English usage” (3–12); Rupp, L. “The function of Student Pidgin in Ghana” (13–22); Takam, A. “Explicating some prepositional usages in Cameroon English” (23–29); Akhidenor, A. E. “Code-switching in the conversations of the Chinese trading community in Africa: the case of Botswana” (30–36); Nair, R., & Talif, R. “A critical reading of gender construction in Malaysian children’s literature” (37–44); Lampert, M. “Say, be like, quote (unquote), and the air-quotes: interactive quotatives and their multimodal implications” (45–56).

Journal of Child Language 40 (4). (2013). Van Severen, L., Gillis, J. J. M., Molemans, I., Van Den Berg, R., De Maeyer, S., & Gillis, S. “The relation between order of acquisition, segmental frequency and function: the case of word-initial consonants in Dutch” (703–740); Bosco, F. M., Angeleri, R., Colle, L., Sacco, K., & Bara, B. G. “Communicative abilities in children: An assessment through different phenomena and expressive means” (741–778); Marjanovič-Umek, L., Fekonja-Peklaj, U., & Podlesek, A. “Characteristics of early vocabulary and grammar development in Slovenian-speaking infants and toddlers: a CDI-adaptation study” (779–798); Hemsley, G., Holm, A., & Dodd, B. “Conceptual distance and word learning: Patterns of acquisition in Samoan-English bilingual children” (799–820); Can, D. D., Ginsburg-Block, M., Golinkoff, R. M., & Hirsh-Pasek, K. “A long-term predictive validity study: Can the CDI Short Form be used to predict language and early literacy skills four years later?” (821–835); Majorano, M., Rainieri, C., & Corsano, P. “Parents’ child-directed communication and child language development: a longitudinal study with Italian toddlers” (836–859); Gervain, J., & Werker, J. F. “Learning non-adjacent regularities at age 0;7” (860–872); Keith, M., & Nicoladis, E. “The role of within-language vocabulary size in children’s semantic development: from bilingual children” (873–884); Lin, C. Y., Min, W., & Shu, H. “The processing of lexical tones by young Chinese children” (885–899); Nachtigäller, K., Rohlfing, K., & McGregor, K. “A story about a word: does narrative presentation promote learning of a spatial preposition in German two-year-olds?” (900–917).

Journal of Child Language 40 (5). (2013). Esteve-Gilbert, N., & Prieto, P. “Prosody signals the emergence of intentional communication in the first year of life: evidence from Catalan-babbling infants” (919–944); Royle, P., & Stine, I. “The French noun phrase in preschool children with SLI: morphosyntactic and error analyses” (945–970); Bani Hani, H., Gonzalez-Barrero, A. M., & Nadig, A. S. “Children’s referential understanding of novel words and parent labeling behaviors: similarities across children with and without autism spectrum disorders” (971–1002); van Veen, R., Evers-Vermeul, J., Sanders, T., & van den Bergh, H. “The influence of input on connective acquisition: a growth curve analysis of English because and German weil” (1003–1031); Goffman, L., & Westover, S. “Interactivity in prosodic representations in children” (1032–1056); Xuan, L., & Dollaghan, C. “Language-specific noun bias: evidence from bilingual children” (1057–1075); Pierce, L. J., Genesee, F., & Paradis, J. “Acquisition of English grammatical morphology by internationally adopted children from China” (1076–1091); Daland, R. “Variation in the input: a case study of manner class frequencies” (1091–1122); Stites, L. J., & Özçalişkan, Ş. “Developmental changes in children’s comprehension and explanation of spatial metaphors for time” (1123–1138).

Journal of Child Language 41 (1). (2014). Armon-Lotem, S. “Between L2 and SLI: inflections and prepositions in the Hebrew of bilingual children with TLD and monolingual children with SLI” (3–33); Graham, S. A., Sedivy, J., & Khu, M. “That’s not what you said earlier: preschoolers expect partners to be referentially consistent” (34–50); Jensen de López, K., Olsen, L. S., & Chondrogianni, V. “Annoying Danish relatives: Comprehension and production of relative clauses by Danish children with and without SLI” (51–83); Ito, K., Bibyk, S. A., Wagner, L., & Speer, S. R. “Interpretation of contrastive pitch accent in six- to eleven-year-old English-speaking children (and adults)” (84–110); Galeote, M., Soto, P., Sebastián, E., Checa, E., & Sánchez-Palacios, C. “Early grammatical development in Spanish children with Down syndrome” (111–131); Hsu, H.-C., Iyer, S. N., & Fogel, A. “Effects of social games on infant vocalizations” (132–154); Dilley, L. C., Millett, A. L., Mcauley, J. D., & Bergeson, T. R. “Phonetic variation in consonants in infant-directed and adult-directed speech: the case of regressive place assimilation in word-final alveolar stops” (155–175); Kol, S., Nir, B., & Wintner, S. “Computational evaluation of the Traceback Method” (176–199); Rispens, J. E., & De Bree, E. H. “ Past tense productivity in Dutch children with and without SLI: the role of morphophonology and frequency” (200–225); Depaolis, R. A., Vihman, M. M., & Keren-Portnoy, T. “When do infants begin recognizing familiar words in sentences?” (226–239).

Journal of French Language Studies 23 (3). (2013). Ågren, M., & van de Weijer, J. “Input frequency and the acquisition of subject-verb agreement in number in spoken and written French” (311–333); Condamines, A. “Quand la passion autorise la transitivation d’un circonstanciel de lieu” (335–355); Corminboeuf, G. “Une composante «émotive» dans les constructions articulées par un et d’opposition?” (357–375); López Díaz, M. “Quand dire, c’est édulcorer et occulter: l’euphémisme dans l’information médiatique” (377–399); Fonseca-Greber, B. “La morphologisation de qui” (401–421); Manente, M. “Variabilité aspectuelle et influence analogique dans le choix de l’auxiliaire avec les verbes intransitifs de changement d’état monter et descendre” (423–434); Mout, T., & Brissaud, C. “Acquisition de la morphographie flexionnelle du français: Retard de jeunes adultes en formation professionnelle” (435–449).

Language 89 (4). (2013). Bentley, D. “Subject canonicality and definiteness effects in Romance there-sentences” (675–712); Peters, S., & Westerståhl, D. “The semantics of possessives” (713–759); Ramscar, M., Dye, M., McCauley, S. M. “Error and expectation in language learning: The curious absence of mouses in adult speech” (760–793); Payne, J., Pullum, G. K., Scholz, B. C., & Berlage, E. “Anaphoric one and its implications” (794–829); Gribanova, V. “Copular clauses, clefts, and putative sluicing in Uzbek” (830–882); Blythe, J. “Preference organization driving structuration: Evidence from Australian Aboriginal interaction for pragmatically motivated grammaticalization” (883–919); Müller, S. “Unifying everything: Some remarks on simpler syntax, construction grammar, minimalism, and HPSG” (920–950).

Language in Society 42 (5). (2013). Black, S. P. “Stigma and ideological constructions of the foreign: Facing HIV/AIDS in South Africa” (481–502); Conley, R. “Living with the decision that someone will die: Linguistic distance and empathy in jurors’ death penalty decisions” (503–526); Büscher, K., D’hondt, S., & Meeuwis, M. “Recruiting a nonlocal language for performing local identity: Indexical appropriations of Lingala in the Congolese border town Goma” (527–556); Park, J. S.-Y. “Metadiscursive regimes of diversity in a multinational corporation” (557–577).

Language Problems & Language Planning 37 (2). (2013). Amery, R. “A matter of interpretation: Language planning for a sleeping language, Kaurna, the language of the Adelaide Plains, South Australia” (101–124); Earls, C. W. “Setting the Catherine wheel in motion: An exploration of ‘Englishization’ in the German higher education system” (125–150); Li, W., & Liu, H. “Language Problems and Language Planning: A corpus-based historical investigation” (151–177); Rapley, I. “When global and local culture meet: Esperanto in 1920s rural Japan” (179–196).

Language Problems & Language Planning 37 (3). (2013). Zhang, W., & Grenier, G. “How can language be linked to economics? A survey of two strands of research” (203–226); Baxter, R. N. “Interpreting and minority language planning and policy: Galician as a case study” (227–248); Karoulla-Vrikki, D. “Which alphabet on car number-plates in Cyprus? An issue of language planning, ideology and identity” (249–270); Rao, A. G. “The English-Only Myth: Multilingual Education in India” (271–279).

Modern Language Journal 97 (3). (2013). Tomita, Y., & Spada, N. “Form-focused instruction and learner investment in L2 communication” (591–610); Sato, M. “Beliefs about peer interaction and peer corrective feedback: Efficacy of classroom intervention” (611–633); Li, S. “The interactions between the effects of implicit and explicit feedback and individual differences in language analytic ability and working memory” (634–654); Dafouz, E., & Hibler, A. “‘Zip your lips’ or ‘Keep quiet’: Main teachers’ and language assistants’ classroom discourse in CLIL settings” (655–669); Dewaele, J.-M. “The link between foreign language classroom anxiety and psychoticism, extraversion, and neuroticism among adult bi- and multilinguals” (670–684); Thompson, A. S. “The interface of language aptitude and multilingualism: Reconsidering the bilingual/multilingual dichotomy” (685–701); Moore, D., & MacDonald, M. “Language and literacy development in a Canadian native community: Halq’eméylem revitalization in a Stó:lō Head Start program in British Columbia” (702–719); Kissling, E. M. “Teaching pronunciation: Is explicit phonetics instruction beneficial for FL learners? (720–744); Polat, N., & Schallert, D. L. “Kurdish adolescents acquiring Turkish: Their self-determined motivation and identification with L1 and L2 communities as predictors of L2 accent attainment” (745–763); Zhao, A., Guo, Y., & Dynia, J. “Foreign language reading anxiety: Chinese as a foreign language in the United States” (764–778); Guerrettaz, A. M., & Johnston, B. “Materials in the classroom ecology” (779–796).

Modern Language Journal 97 (4). (2013). Hashemi, M. R., & Babaii, E. “Mixed methods research: Toward new research designs in applied linguistics” (828–852); Lee, Y.-A. “Descriptions of second language interaction: Toward descriptive adequacy” (853–858); Cheng, T.-P. “Codeswitching and participant orientations in a Chinese as a Foreign Language classroom” (869–886); Lee, J. H., & Macaro, E. “Investigating age in the use of L1 or English-only instruction: Vocabulary acquisition by Korean EFL learners” (887–901); Dahlen, K., & Caldwell-Harris, C. “Rehearsal and aptitude in foreign vocabulary learning” (902–916); Shao, K., Yu, W., & Ji, Z. “An exploration of Chinese EFL students’ emotional intelligence and foreign language anxiety” (917–929); Shively, R. L. “Learning to be funny in Spanish during study abroad: L2 humor development” (930–946); Thompson, K. D. “Representing language, culture, and language users in textbooks: A critical approach to Swahili multiculturalism” (947–964); Menard-Warwick, J., Heredia-Herrera, A., & Palmer, D. S. “Local and global identities in an EFL Internet chat exchange” (965–980); Rose, H. “L2 learners’ attitudes toward, and use of, mnemonic strategies when learning Japanese kanji” (981–992).

Second Language Research 29 (4). (2013). Chen, B., Jia, Y., Wang, Z., Dunlap, S., & Shin, J.-A. “Is word-order similarity necessary for cross-linguistic structural priming?” (375–389); Swan, K., & Myers, E. “Category labels induce boundary-dependent perceptual warping in learned speech categories” (391–411); Roberts, L., & Liszka, S. A. “Processing tense/aspect-agreement violations on-line in the second language: A self-paced reading study with French and German L2 learners of English” (413–439); Young-Scholten, M. “Low-educated immigrants and the social relevance of second language acquisition research” (441–454); Spinner, P. “The second language acquisition of number and gender in Swahili: A Feature Reassembly approach” (455–479).

EDITED VOLUMES

Lee, J. F., & Benati, A. G. (Eds.). (2013). Individual differences and processing instruction. Sheffield, UK: Equinox. Pp. xi + 232. $34.95 paper. Benati, A. G. “Individual differences in instructed second language learning: Working memory, aptitude and age differences” (3–18); Lee, J. F. “Foci and general findings of research on processing instruction: Moving beyond limitations” (19–46); Lee, J. F., & McNulty, E. M. “The effects of language background on the results of processing instruction on the Spanish subjunctive/indicative contrast after the adverb cuando” (49–81); Benati, A. G. “Age and the effects of processing instruction on the acquisition of English passive constructions among school children and adult native speakers of Turkish” (83–103); Laval, C. “The age factor on the primary, secondary and cumulative transfer-of-training effects of processing instruction on the acquisition of French as a second language” (105–130); Angelovska, T., & Benati, A. G. “Processing instruction and the age factor: Can adults and school-age native speakers of German process English simple past tense correctly?” (131–150); Agiasophiti, Z. “Exploring possible effects of gender and enhanced vs. unenhanced processing instruction on the acquisition of case marking in L2 German” (153–183); Mavrantoni, M., & Benati, A. G. “The effects of processing instruction and traditional instruction on two different school-age learners: The case of English present simple tense third person singular” (185–209); Lee, J. F. “Individual differences and processing instruction” (211–228).

Milton, J., & Fitzpatrick, T. (Eds.). (2014). Dimensions of vocabulary knowledge. Basingstoke, UK: Palgrave Macmillan. Pp. xiv + 207. $35.00 paper. Milton, J., & Fitzpatrick, T. “Introduction: Deconstructing vocabulary knowledge” (1–12); Milton, J., Alexiou, T., & Mattheoudakis, M. “Knowledge of spoken form” (13–29); Miralpeix, I., & Meara, P. “Knowledge of the written word” (30–44); Mäntylä, K., & Huhta, A. “Knowledge of word parts” (45–59); Augustín Llach, M. P., & Moreno Espinosa, S. “Knowledge of form and meaning” (60–72); Pajoohesh, P. “Knowledge of word concepts and referents” (73–91); Fitzpatrick, T, & Munby, I. “Knowledge of word associations” (92–105); Treffers-Daller, J., & Rogers, V. “Knowledge of grammatical use” (106–122); Brown, D. “Knowledge of collocations” (123–139); Wilks, C. “Knowledge of constraints on use” (140–153); Ronald, J., & Kamimoto, T. “Confidence in word knowledge” (154–172); Fitzpatrick, T., & Milton, J. “Conclusion: Reconstructing vocabulary knowledge” (173–177).