BOOKS

Field, F. (2011). Bilingualism in the USA: The case of the Chicano-Latino community. Amsterdam: Benjamins. Pp. xviii + 320. $49.95 paper.

Flores Salgado, E. (2011). The pragmatics of requests and apologies: Developmental patterns of Mexican students. Amsterdam: Benjamins. Pp. xi + 263. $143.00 cloth.

Gardner, R. C. (2010). Motivation and second language acquisition: The socio-educational model. Bern: Peter Lang. Pp. xiv + 244. $89.95 cloth.

Meisel, J. M. (2011). First and second language acquisition: Parallels and differences. New York: Cambridge University Press. Pp. xvii + 302. $39.99 paper.

Roberts, A. D. (2011). The role of metalinguistic awareness in the effective teaching of foreign languages. Bern: Peter Lang. Pp. xi + 417. $82.95 paper.

JOURNALS

Applied Linguistics 32 (4). (2011). Pérez Hernández, L. “Cognitive tools for successful branding” (369–388); Hyon, S. “Evaluation in tenure and promotion letters: Constructing faculty as communicators, stars, and workers” (389–407); Littlemore, J., Trautman Chen, P., Koester, A., & Barnden, J. “Difficulties in metaphor comprehension faced by international students whose first language is not English” (408–429); Wolter, B., & Gyllstad, H. “Collocational links in the L2 mental lexicon and the influence of L1 intralexical knowledge” (430–449); Lorenzo, F., Moore, P., & Casal, S. “On complexity in bilingual research: The causes, effects, and breadth of content and language integrated learning—A reply to Bruton (2011)” (450–455).

Applied Psycholinguistics 32 (4). (2011). Schimke, S. “Variable verb placement in second-language German and French: Evidence from production and elicited imitation of finite and nonfinite negated sentences” (635–685); Friedman, N., Aram, D., & Novogrodsky, R. “Definitions as a window to the acquisition of relative clauses” (687–710); Farnia, F., & Geva, E. “Cognitive correlates of vocabulary growth in English language learners” (711–738); Winskel, H. “Orthographic and phonological parafoveal processing of consonants, vowels, and tones when reading Thai” (739–759); Tare, M., & Gelman, S. A. “Bilingual parents’ modeling of pragmatic language use in multiparty interaction” (761–780); Delaunay-El Allam, M., Guidetti, M., Chaix, Y., & Reilly, J. “Facial emotion labeling in language impaired children” (781–798); Sebastian, R., Laird, A. R., & Kiran, S. “Meta-analysis of the neural representation of first language and second language” (799–819); Verhagen, J. “Verb placement in second language acquisition: Experimental evidence for the different behavior of auxiliary and lexical verbs” (821–858).

Bilingualism: Language and Cognition 14 (3). (2011). Tremblay, A. “Learning to parse liaison-initial words: An eye-tracking study” (257–279); Sekerina, I. A., & Trueswell, J. C. “Processing of contrastiveness by heritage Russian bilinguals” (280–300); Sherkina-Lieber, M., Pérez-Leroux, A. T., & Johns, A. “Grammar without speech production: The case of Labrador Inuttitut heritage receptive bilinguals” (301–317); Antón-Méndez, I. “Whose? L2-English speakers’ possessive pronoun gender errors” (318–331); Alarcón, I. V. “Spanish gender agreement under complete and incomplete acquisition: Early and late bilinguals’ linguistic behavior within the noun phrase” (332–350); Baten, K., Hofman, F., & Loeys, T. “Cross-linguistic activation in bilingual sentence processing: The role of word class meaning” (351–359); Arêas da Luz Fontes, A. B., & Schwartz, A. I. “Working memory influences on cross-language activation during bilingual lexical disambiguation” (360–370); Soveri, A., Laine, M., Hämäläinen, H., & Hugdahl, K. “Bilingual advantage in attentional control: Evidence from the forced-attention dichotic listening paradigm” (371–378); Foucart, A., & Frenck-Mestre, C. “Grammatical gender processing in L2: Electrophysiological evidence of the effect of L1-L2 syntactic similarity” (379–399); Zawiszewski, A., Gutiérrez, E., Fernández, B., & Laka, I. “Language distance and non-native syntactic processing: Evidence from event-related potentials” (400–411); Yang, S., Yang, H., & Lust, B. “Early childhood bilingualism leads to advances in executive attention: Dissociating culture and language” (412–422); Wei Ping, S., & Rickard Liow, S. J. “Morphophonemic transfer in English second language learners” (423–432).

Bilingualism: Language and Cognition 14 (4). (2011). Hong, L., & MacWhinney, B. “Semantic competitor priming within and across languages: The interplay of vocabulary knowledge, learning experience and working memory capacity” (433–443); Li, D., Zhang, X., & Guoying, W. “Senior Chinese high school students’ awareness of thematic and taxonomic relations in L1 and L2” (444–457); Mok, P. P. K. “The acquisition of speech rhythm by three-year-old bilingual and monolingual children: Cantonese and English” (458–472); Young Kim, S., Wang, M., & Keong Ko, I. “The processing of derivational morphology in Korean-English bilingual readers” (473–488); Chakraborty, R. “Influence of L2 proficiency on speech movement variability: Production of prosodic contrasts by Bengali-English speakers” (489–505); Hanulíková, A., Mitterer, H., & McQueen, J. M. “Effects of first and second language on segmentation of non-native speech” (506–521); Bhatt, R. M., & Bolonyai, A. “Code-switching and the optimal grammar of bilingual use” (522–546); Vital, H., & Karniol, R. “Procedural versus narrative cross-language priming and bilingual children’s reading and sentence sequencing of same genre and opposite genre text in the other language” (547–561); Quin Yow, W., & Markman, E. M. “Bilingualism and children’s use of paralinguistic cues to interpret emotion in speech” (562–569); Chen, L., & Yan, R. “Development and use of English evaluative expressions in narratives of Chinese-English bilinguals” (570–578); Sheng, L., Lu, Y., & Fong Kan, P. “Lexical development in Mandarin-English bilingual children” (579–587); Luk, G., De Sa, E., & Bialystok, E. “Is there a relation between onset age of bilingualism and enhancement of cognitive control?” (588–595).

Canadian Modern Language Review 67 (3). (2011). Tirvassen, R. “Curriculum et besoins langagiers en zone d’éducation linguistique plurielle” (287–300); Noyau, C. “Les divergences curriculum—evaluation certificative dans les écoles primaries bilingues de pays du sud: Conséquences du point de vue de l’acquisition du bilinguisme” (301–322); Rivard, L. P., & Levesque, A. “Three Francophone teachers’ use of language-based activities in science classrooms” (323–350); Roy, S., & Galiev, A. “Discourses on bilingualism in Canadian French immersion programs” (351–376); Lee, I. “Working smarter, not working harder: Revisiting teacher feedback in the L2 writing classroom” (377–399).

International Journal of Behavioral Development 35 (5). (2011). Spiel, C., Salmivalli, C., & Smith, P. K. “Translational research: National strategies for violence prevention in school” (381–382); Roland, E. “The broken curve: Effects of the Norwegian manifesto against bullying” (383–388); Pepler, D., & Craig, W. “Promoting relationships and eliminating violence in Canada” (389–397); Cross, D., Epstein, M., Hearn, L., Slee, P., Shaw, T., & Monks, H. “National Safe Schools framework: Policy and practice to reduce bullying in Australian schools” (398–404); Salmivalli, C., Kärnä, A., & Poskiparta, E. “Counteracting bullying in Finland: The KiVa program and its effects on different forms of being bullied” (405–411); Spiel, C., & Strohmeier, D. “National strategy for violence prevention in the Austrian public school system: Development and implementation” (412–418); Smith, P. K. “Why interventions to reduce bullying and violence in schools may (or may not) succeed: Comments on this Special Section” (419–423); Mohammad Assadi, S., Smetana, J., Shahmansouri, N., & Mohammadi, M. “Beliefs about parental authority, parenting styles, and parent-adolescent conflict among Iranian mothers of middle adolescents” (424–431); Spangler, S. M., Freitag, C., Schwarzer, G., Vierhaus, M., Teubert, M., Lamm, B., Kolling, T., Graf, F., Goertz, C., Fassbender, I., Lohaus, A., Knopf, M., & Keller, H. “Recognition of faces and Greebles in 3-month-old infants: Influence of temperament and cognitive abilities” (432–440); DeCaro, J. A., & Worthman, C. A. “Changing family routines at kindergarten entry predict biomarkers of parental stress” (441–448); Dan, O., Sagi-Schwartz, A., Bar-haim, Y., & Eshel, Y. “Effects of early relationships on children’s perceived control: A longitudinal study” (449–456); Jager, J. “Developmental shift in black-white differences in depressive affect across adolescence and early adulthood: The influence of early adult social roles and socio-economic status” (457–469).

International Journal of Bilingualism 15 (3). (2011). Torres Cacoullos, R., & Travis, C. E. “Testing convergence via code-switching: Priming and the structure of variable subject expression” (241–267); Peçenek, D. “A longitudinal study of two boys’ experiences of acquiring Italian as a second language: The influence of age” (268–290); Bono, M., & Melo-Pfeifer, S. “Language negotiation in multilingual learning environments” (291–309); Altarriba, J., & Basnight-Brown, D. M. “The representation of emotion vs. emotion-laden words in English and Spanish in the Affective Simon Task” (310–328); Caldwell-Harris, C. L., Tong, J., Lung, W., & Poo, S. “Physiological reactivity to emotional phrases in Mandarin-English bilinguals” (329–352); Eilola, T. M., & Havelka, J. “Behavioural and physiological responses to the emotional and taboo Stroop tasks in native and non-native speakers of English” (353–369).

Journal of Child Language 38 (5). (2011). Mather, E., & Plunkett, K. “Mutual exclusivity and phonological novelty constrain word learning at 16 months” (933–950); Richtsmeier, P., Gerken, L., & Ohala, D. “Contributions of phonetic token variability and word-type frequency to phonological representations” (951–978); Kavitskaya, D., Babyonyshev, M., Walls, T., & Grigorenko, E. “Investigating the effects of syllable complexity in Russian-speaking children with SLI” (979–998); Kunnari, S., Savinainen-Makkonen, T., Leonard, L. B., Mäkinen, L., Tolonen, A.-K., Luotonen, M., & Leinonen, E. “Children with Specific Language Impairment in Finnish: The use of tense and agreement inflections” (999–1027); Olson, J., & Masur, E. F. “Infants’ gestures influence mothers’ provision of object, action and internal state labels” (1028–1054); Chen, A. “Tuning information packaging: Intonational realization of topic and focus in child Dutch” (1055–1083); Suzuki, T. “A case-marking cue for filler-gap dependencies in children’s relative clauses in Japanese” (1084–1095); Schmale, R., Hollich, G., & Seidl, A. “Contending with foreign accent in early word learning” (1096–1108); Dittmar, M., Abbot-Smith, K., Lieven, E., & Tomasello, M. “Children aged 2;1 use transitive syntax to make a semantic-role interpretation in a pointing task” (1109–1123); Gavazzi, I. G., & Ornaghi, V. “Emotional state talk and emotion understanding: A training study with preschool children” (1124–1139).

Language Testing 28 (4). (2011). McNamara, T. “Applied linguistics and measurement: A dialogue (commentary on Wilson & Moore)” (435–440); Wilson, M., & Moore, S. “Building out a measurement model to incorporate complexities of testing in the language domain” (441–462); Roever, C. “Testing of second language pragmatics: Past and future” (463–481); Nakatsuhara, F. “Effects on test-taker characteristics and the number of participants in group oral tests” (483–508); Kim, Y.-H. “Diagnosing EAP writing ability using the Reduced Reparameterized Unified Model” (509–541); Lim, G. S. “The development and maintenance of rating quality in performance writing assessment: A longitudinal study of new and experienced raters” (543–560); Crossley, S. A., Salsbury, T., McNamara, D. S., & Jarvis, S. “Predicting lexical proficiency in language learner texts using computational indices” (561–580).

Second Language Research 27 (4). (2011). Cardoso, W. “The development of coda perception in second language phonology: A variationist perspective” (433–465); Costello, W., & Shirai, Y. “The Aspect Hypothesis, defective tense, and obligatory contexts: Comments on Haznedar, 2007” (467–480); Jegerski, J., VanPatten, B., & Keating, G. D. “Cross-linguistic variation and the acquisition of pronominal reference in L2 Spanish” (481–507); Charters, H., Dao, L., & Jansen, L. “Reassessing the applicability of Processability Theory: The case of nominal plural” (509–533); Han, J.-I., Hwang, J.-B., & Choi, T.-H. “The acquisition of phonetic details: Evidence from the production of English reduced vowels by Korean learners” (535–557); Zhao, Y. “A tree in the wood: A review of research on L2 Chinese acquisition” (559–572).

Segalowitz, N., & Kehayia, E. (Eds.). (2011). Language barriers in access to health care services/Les barriers linguistiques dans l’accès aux services de santé [Special issue]. Canadian Modern Language Review 67 (4). Wray, A. “Formulaic language as a barrier to effective communication with people with Alzheimer’s disease” (429–458); Walker, N., Cedergren, H., Trofimovich, P., & Gatbonton, E. “Automatic speech recognition for CALL: A task-specific application for training nurses” (459–479); Segalowitz, N., & Kehayia, E. “Exploring the determinants of language barriers in health care (LBHC): Toward a research agenda for the language sciences” (480–507); Beaulieu, S. “Norme pédagogique et infirmières bilingues en milieu francophone minoritaire” (508–535); Vickers, C., & Goble, R. “Well, Now, Okey Dokey: English discourse markers in Spanish-language medical consultations” (536–567); Norton, B., Jones, S., & Ahimbisibwe, D. “Learning about HIV/AIDS in Uganda: Digital resources and language learner identities” (568–592).

EDITED VOLUMES

Aijmer, K. (Ed.). (2011). Contrastive pragmatics. Amsterdam: Benjamins. Pp. 182. $128.00 cloth. Aijmer, K. “Introduction” (1–4); Becker, A. “Modality engagement in British and German political interviews” (5–22); Celle, A. “The intersubjective function of modal adverbs: A contrastive English-French study of adverbs in journalistic discourse” (23–36); Defrancq, B., & de Clerck, B. “Intersubjective positioning in French and English: A contrastive analysis of ‘ça dépend’ and ‘it depends’” (37–71); Fetzer, A. “Challenges in contrast: A function-to-form approach” (73–96); Guillot, M.-N. “Interruption in advanced learner French: Issues of pragmatic discrimination” (97–121); Luginbühl, M. “Closeness and distance: The changing relationship to the audience in the American TV news show ‘CBS Evening News’ and the Swiss ‘Tagesschau’” (123–142); Noël, D., & Colleman, T. “The nominative infinitive in English and Dutch: An exercise in contrastive diachronic construction grammar” (143–180).

Arabski, J., & Wojtaszek, A. (Eds.). (2011). Individual learner differences in SLA. Bristol, UK: Multilingual Matters. Pp. xvii + 320. $129.95 cloth. Wolff, D. “Individual learner differences and instructed language learning: An insoluble conflict?” (3–16); Pawlak, M. “Research into language learning strategies: Taking stock and looking ahead” (17–37); Bedir, H. “Teachers’ perceptions of individual differences in Turkish primary school EFL classes” (41–53); Stec, M., & Studenska, A. “Learning autonomy support by foreign language teachers” (54–73); Studenska, A. “Personality and parenting styles as predictors of self-regulation in foreign language learning” (74–92); Mystkowska-Wiertelak, A. “The development of implicit knowledge through structured input activities: The importance of individual perceptions concerning grammar instruction” (95–109); Otwinowska-Kasztelanic, A. “Awareness of cognate vocabulary and vocabulary learning strategies of Polish multilingual and bilingual advanced learners of English” (110–126); Piechurska-Kuciel, E. “A study of gender-related levels of processing anxieties over three years of secondary grammar school instruction” (129–145); Bielska, J. “Challenge or threat? A study of perceived self-efficacy” (146–160); Lyda, A., Warchal, K., & Jackiewicz, A. “Managing criticism and praise by trainee interpreters: Looking for gender differences” (161–183); Możejko, Z. P. “Student needs assessment in teaching English at the tertiary level: An individual learner differences perspective” (184–196); Porzuczek, A. “Regularity and individual variation in native English and Polish learners’ WH-question suprasegmentals” (199–209); Rojczyk, A. “Time-limited verbal fluency task with Polish-English unbalanced bilinguals” (210–225); Tsiartsioni, E. “The acquisition of English vowel length differences before word-final stops by Greek learners of English” (226–242); Ay, S., & Bartan, Ö. Ş. “Individual differences in foreign language reading comprehension: Gender and topic interest” (245–258); Chodkiewicz, H. “Individual differences in L2 readers’ strategic behaviour while performing reading to learn tasks: A case study” (259–270); Piasecka, L. “Current views on foreign language reading motivation” (271–283); Gabryś-Barker, D. “From oral input to written output: On individual differences in external storing of information” (284–298); Zalewski, J. “Accounting for one student’s failure and another student’s success on a written academic assignment” (299–308); Kowal, I. “Online revisions in FL writing: General rules and individual differences” (309–320).

Belcher, D., Johns, A. M., & Paltridge, B. (Eds.). (2011). New directions in English for specific purposes research. Ann Arbor: University of Michigan Press. Pp. vi + 282. $30.95 paper. Johns, A. M., Paltridge, B., & Belcher, D. “Introduction” (1–4); Hyland, K. “Disciplinary specificity: Discourse, context, and ESP” (6–24); Paltridge, B., & Wang, W. “Contextualizing ESP research: Media discourses in China and Australia” (25–43); Cheng, A. “ESP classroom research: Basic considerations and future research questions” (44–72); Belcher, D., & Lukkarila, L. “Identity in the ESP context: Putting the learner front and center in needs analysis” (73–93); Mauranen, A. “English as the lingua franca of the academic world” (94–117); Flowerdew, J. “Reconciling contrasting approaches to genre analysis: The whole can equal more than the sum of the parts” (119–144); Tardy, C. M. “ESP and multi-method approaches to genre analysis” (145–173); Starfield, S. “Doing critical ethnographic research into academic writing: The theory of methodology” (174–196); Johns, A. M., & Makalela, L. “Needs analysis, critical ethnography, and context: Perspectives from the client—and the consultant” (197–221); Flowerdew, L. “ESP and corpus studies” (222–251); Kandil, M., & Belcher, D. “ESP and corpus-informed critical discourse analysis: Understanding the power of genres of power” (252–270); Swales, J. M. “Envoi” (271–274).

De Angelis, G., & Dewaele, J.-M. (Eds.). (2011). New trends in crosslinguistic influence and multilingualism research. Bristol, UK: Multilingual Matters. Pp. xv + 128. $34.95 paper. Otwinowska-Kasztelanic, A. “Awareness and affordances: Multilinguals versus bilinguals and their perceptions of cognates” (1–18); Ringbom, H. “Perceived redundancy or crosslinguistic influence? What L3 learners’ material can tell us about the causes of errors” (19–24); Bono, M. “Crosslinguistic interaction and metalinguistic awareness in a third language acquisition” (25–52); Cheung, A. S. C., Matthews, S., & Lan Tsang, W. “Transfer from L3 German to L2 English in the domain of tense/aspect” (53–73); Gibson, M., & Hufeisen, B. “Perception of preposition errors in semantically correct versus erroneous contexts by multilingual advanced English as a foreign language learners: Measuring metalinguistic awareness” (74–85); Sanchez, L. “‘Luisa and Pedrito’s dog will the breakfast eat’: Interlanguage transfer and the role of the second language factor” (86–104); Wunder, E.-M. “Crosslinguistic influence in multilingual language acquisition: Phonology in third or additional language acquisition” (105–128).

Hall, J. K., Hellerman, J., & Pekarek Doehler, S. (Eds.). (2011). L2 interactional competence and development. Bristol, UK: Multilingual Matters. Pp. xii + 274. $54.95 paper. Hall, J. K., & Pekarek Doehler, S. “L2 interactional competence and development” (1–15); Piirainen-Marsh, A. “Enacting interactional competence in gaming activities: Coproducing talk with virtual others” (19–44); Sahlström, F. “Learning as social action” (45–65); Steinbach Kohler, F., & Thorne, S. L. “The social life of self-directed talk: A sequential phenomenon?” (66–92); Theodórsdóttir, G. “Second language interaction for business and learning” (93–116); Van Compernolle, R. A. “Responding to questions and L2 learner interactional competence during language proficiency interviews: A microanalytic study with pedagogical implications” (117–144); Hellerman, J. “Members’ methods, members’ competencies: Looking for evidence of language learning in longitudinal investigations of other-initiated repair” (147–172); Nguyen, H. T. “Achieving recipient design longitudinally: Evidence from a pharmacy intern in patient consultations” (173–205); Pekarek Doehler, S., & Pochon-Berger, E. “Developing ‘methods’ for interaction: A cross-sectional study of disagreement sequences in French L2” (206–243); Rine, E. F., & Hall, J. K. “Becoming the teacher: Changing participant frameworks in international teaching assistant discourse” (244–274).

Manchón, R. M. (Ed.). (2011). Learning-to-write and writing-to-learn in an additional language. Amsterdam: Benjamins. Pp. xii + 263. $54.00 paper. Manchón, R. M. “Situating the learning-to-write and writing-to-learn dimensions of L2 writing” (3–14); Hyland, K. “Learning to write: Issues in theory, research, and pedagogy” (17–35); Hirvela, A. “Writing to learn in content areas: Research insights” (37–59); Manchón, R. M. “Writing to learn the language: Issues in theory and research” (61–82); Leki, I. “Learning to write in a second language: Multilingual graduates and undergraduates expanding genre repertories” (85–109); Canagarajah, S. “Writing to learn and learning to write by shuttling between languages” (111–132); Byrnes, H. “Beyond writing as language learning or content learning: Construing foreign language writing as meaning-making” (133–157); Hyland, F. “The language learning potential of form-focused feedback on writing: Students’ and teachers’ perceptions” (159–179); Manchón, R. M., & Roca de Larios, J. “Writing to learn in FL contexts: Exploring learners’ perceptions of the language learning potential of L2 writing” (181–207); Hedgcock, J., & Lefkowitz, N. “Exploring the learning potential of writing development in heritage language education” (209–233); Ortega, L. “Reflections on learning-to-write and writing-to-learn dimensions of second language writing” (237–250).

Meunier, F., De Cock, S., Gilquin, G., & Paquot, M. (Eds.). (2011). A taste for corpora. Amsterdam: Benjamins. Pp. xv + 295. $143.00 cloth. De Cock, S., Gilquin, G., Meunier, F., & Paquot, M. “Putting corpora to good uses: A guided tour” (1–6); Leech, G. “Frequency, corpora and language learning” (7–31); Hasselgård, H., & Johansson, S. “Learner corpora and contrastive interlanguage analysis” (33–61); Neff van Aertselaer, J., & Bunce, C. “The use of small corpora for tracing the development of academic literacies” (63–83); Tribble, C. “Revisiting apprentice texts: Using lexical bundles to investigate expert and apprentice performances in academic writing” (85–108); Rayson, P., & Baron, A. “Automatic error tagging of spelling mistakes in learner corpora” (109–126); Jarvis, S. “Data mining with learner corpora: Choosing classifiers for L1 detection” (127–154); Mauranen, A. “Learners and users: Who do we want corpus data from?” (155–171); Schmitt, N., & Redwood, S. “Learner knowledge of phrasal verbs: A corpus-informed study” (173–207); Mair, C. “Corpora and the new Englishes: Using the ‘Corpus of Cyber-Jamaican’ to explore research perspectives for the future” (209–236); Wible, D., & Tsao, N.-L. “Towards a new generation of corpus-derived lexical resources for language learning” (237–255); Rundell, M., & Kilgarriff, A. “Automating the creation of dictionaries: Where will it all end?” (257–281).

Pienemann, M., & Keßler, J.-U. (Eds.). (2011). Studying processability theory: An introductory textbook. Amsterdam: Benjamins. Pp. x + 179. $49.95 paper. Pienemann, M. “Developmental schedules” (3–11); Pienemann, M. “Learner variation” (12–23); Pienemann, M. “The psycholinguistic basis of PT” (27–49); Pienemann, M. “Explaining developmental schedules” (50–63); Liebner, M., & Pienemann, M. “Explaining learner variation” (64–74); Pienemann, M. “L1 transfer” (75–83); Keßler, J.-U., & Pienemann, M. “Research methodology: How do we know about developmental schedules?” (84–96); Kawaguchi, S. “Japanese as a second language: A test case for the typological plausibility of PT” (99–105); Plag, I. “Pidgins and creoles” (106–120); Itani-Adams, Y. “Bilingual first language acquisition” (121–130); Keßler, J.-U., & Liebner, M. “Diagnosing L2 development: Rapid profile” (133–148); Keßler, J.-U., Liebner, M., & Mansouri, F. “Teaching” (149–156).

Stam, G., & Ishino, M. (Eds.). (2011). Integrating gestures: The interdisciplinary nature of gesture. Amsterdam: Benjamins. Pp. vii + 372. $135.00 cloth. Ishino, M., & Stam, G. “Introduction” (3–13); Cartmill, E., & Byrne, R. W. “Addressing problems of intentionality and granularity in non-human primate gesture” (15–26); McNeill, D., & Sowa, C. “Birth of a morph” (27–47); Bavelas, J., Gerwing, J., Allison, M., & Sutton, C. “Dyadic evidence for grounding with abstract deictic gestures” (49–60); Hostetter, A. B., Alibali, M. W., & Schrager, S. “If you don’t already know, I’m certainly not going to show you! Motivation to communicate affects gesture production” (61–74); Hogrefe, K., Ziegler, W., & Goldenberg, G. “Measuring the formal diversity of hand gestures by their hamming distance” (75–88); Graziano, M., Kendon, A., & Cristilli, C. “‘Parallel gesturing’ in adult-child conversations” (89–101); Valloton, C. “Sentences and conversations before speech? Gestures of preverbal children reveal cognitive and social skills that do not wait for words” (105–119); Fusaro, M., & Vallotton, C. “Giving a nod to social cognition: Developmental constraints on the emergence of conventional gestures and infant signs” (121–135); Zammit, M., & Schafer, G. “Sensitivity of maternal gesture to interlocutor and context” (137–151); Andrén, M. “The organization of children’s pointing stroke endpoints” (153–162); Özçalişkan, Ş., & Goldin-Meadow, S. “Is there an iconic gesture spurt at 26 months?” (163–174); Sekine, K. “The development of spatial perspective in the description of large-scale environments” (175–186); Capirici, O., Cristilli, C., De Angelis, V., & Graziano, M. “Learning to use gesture in narratives: Developmental trends in formal and semantic gesture competence” (187–200); Sowden, H., Perkins, M., & Clegg, J. “The changing role of gesture form and function in a picture book interaction between a child with autism and his support teacher” (201–215); Zvaigzne, M., Oshima-Takane, Y., Genesee, F., & Hirakawa, M. “A cross-linguistic study of verbal and gestural descriptions in French and Japanese monolingual and bilingual children” (219–230); Newbury, K. “Gesture and language shift on the Uruguayan-Brazilian border” (231–242); Gerofsky, S. “Seeing the graph vs. being the graph: Gesture, engagement and awareness in school mathematics” (245–256); Nathan, M. J., & Alibali, M. W. “How gesture use enables intersubjectivity in the classroom” (257–265); Chu, M., & Kita, S. “Microgenesis of gestures during mental rotation tasks recapitulates ontogenesis” (267–276); Foraker, S. “Gesture and discourse: How we use our hands to introduce versus refer back” (279–292); Wilkin, K., & Holler, J. “Speakers’ use of ‘action’ and ‘entity’ gestures with definite and indefinite references” (293–307); Maury-Rouan, C. “‘Voices’ and bodies: Investigating nonverbal parameters of the participation framework” (309–319); Mondada, L., & Oloff, F. “Gestures in overlap: The situated establishment of speakership” (321–338); Poggi, I. “Music and leadership: The choir conductor’s multimodal communication” (341–353); Campana, E., Mumford, J., Martínez, C., Rajko, S., Ingalls, T., Tolentino, L., & Thornburg, H. “Handjabber: Exploring metaphoric gesture and non-verbal communication via an interactive art installation” (355–364).

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