Phil Benson's state-of-the-art review of autonomy in L2 learning and teaching is a timely response to an ever-growing interest in autonomous language learning. Focusing his attention on the recent literature, he explores how this interest in autonomy is influencing theory and practice, leading to the emergence of new research agendas in the field. He focuses particularly on the ways in which conceptions of autonomy have evolved and continue to change, and how these new conceptions fit in with broader developments in language teaching and learning theory, educational practice, and social thought.

This issue includes also a call for papers on Replication Research Studies, two features marking the publication of this fortieth volume of the journal, and reports on a series of research seminars.

Richard Johnstone's article in which he reviews research published in 2004 and 2005 on language teaching, learning and policy is available online at <http://journals.cambridge.org/jidLTA&volumeId=39&issueId=04>.

From 2008, a new section of the journal will be dedicated to academic studies which use a replication approach. We invite submissions of previously unpublished articles based on LITERAL, APPROXIMATE OR CONSTRUCTIVE REPLICATION OF A PREVIOUS STUDY OR STUDIES of an aspect of L2 education. In keeping with the survey characteristics of Language Teaching, we also encourage submissions of META-ANALYSES which attempt to combine or synthesise a series of comparable research replications.

It was at a meeting of the Board of Language Teaching in 2005 that discussion began on how we might suitably commemorate our 40th year of publication. The late Chris Brumfit made the suggestion that it would be interesting to gather in nostalgia from a number of academics who had started their careers in one of the preceding four decades and ask them to comment on what appeared to them were the major new trends that represented best hopes for the future at that time. As the project grew, we extended the brief to include those who expressed a particular yearning to describe another decade although it did not see the launch of their careers as such. Sadly, Chris is no longer with us to see the fruits of his original idea, but the editors – and those who have here responded to his call – would like to dedicate these reflections to the memory of a man whose commitment to our field spanned all four decades, and more.

Now in its fortieth volume, Language Teaching was first published in 1968 as a joint initiative of the English-Teaching Information Centre of the British Council and the Centre for Information on Language Teaching (CILT). Entitled Language Teaching Abstracts (vols. 1–7, 1968–1974), it initially contained only abstracts of articles published in journals held at the CILT Library. Extending its brief, the journal included reports ‘Current research in Britain’ (starting in vol. 4, 1971), based on a register maintained by CILT, and brief notes on recent publications of interest to the language-teaching readership. With volume 8 (1975) came a modification of the title, Language Teaching & Linguistics: Abstracts (vols. 8–14, 1975–1981), and the introduction of survey articles (now known as state-of-the-art articles), which strengthened the journal's profile as a research resource and established its firm position as a major reference publication in the field. Having acquired its present title in 1982 (vol. 15), LT introduced another type of survey article, an annual research review (vol. 21, 1988), and began publishing occasional geographical surveys (vol. 32, 1999). The former is now a well-established feature. The latter – surveys of language-teaching practice and research in specific countries or regions – is about to be re-launched as a regular section in the journal. Looking forward to future volumes and maintaining its commitment to serve as an international research resource for language-teaching academics, professionals and students, a new-look LT is preparing to introduce a number of other features.

Here follows a list, in chronological order, of the state-of-the-art articles and the annual research surveys published in Language Teaching & Linguistics: Abstracts (vols. 8–14, 1975–1981) and Language Teaching (vol. 15, 1982 onwards). There were no articles published in LTLA 11.1 (1978), 12.3 (1979), 13.3 (1980) and 14.1 (1981), and LT 35.4 (2002).

There has been a remarkable growth of interest in the theory and practice of autonomy in language teaching and learning in recent years. Focusing on work published since the turn of the 20th century, this review examines major trends in the recent literature on autonomy related to the emergence of alternative views of autonomy, new contexts of practice and interaction with concepts such as self-regulation, motivation, sociocultural theory and teacher development. The review also covers relevant developments in the philosophy of autonomy and the role of autonomy in global educational policy and reform. It concludes by discussing possible directions for future research in the field.

As part of their commitment to research in applied linguistics, The British Association of Applied Linguistics (BAAL) and Cambridge University Press annually support a number of seminars on applied linguistics and second language acquisition. Starting this volume, Language Teaching will be publishing specially-commissioned reports on the seminars.

07–01Arkoudis, Sophie (U Melbourne, Australia; [email protected]), Fusing pedagogic horizons: Language and content teaching in the mainstream. Linguistics and Education (Elsevier) 16.2 (2005), 173–187.

07–02Barwell, Richard (U Bristol, UK; [email protected]), Integrating language and content: Issues from the mathematics classroom. Linguistics and Education (Elsevier) 16.2 (2005), 205–218.

07–03Cheng, An Chung (U Toledo, USA) & Clara C. Mojica-Diaz, The effects of formal instruction and study abroad on improving proficiency: The case of the Spanish subjunctive. Applied Language Learning (Defense Language Institute) 16.1 (2006), 17–36.

07–04Creese, Angela (U Birmingham, UK; [email protected]), Is this content-based language teaching?Linguistics and Education (Elsevier) 16.2 (2005), 188–204.

07–05Davison, Chris (U Hong Kong, China; [email protected]), Learning your lines: Negotiating language and content in subject English. Linguistics and Education (Elsevier) 16.2 (2005), 219–237.

07–06Freiermuth, Mark & Douglas Jarrell (Gunma Prefectural Women's U, Japan; [email protected]), Willingness to communicate: Can online chat help?International Journal of Applied Linguistics (Blackwell) 16.2 (2006), 189–212.

07–07Haworth, Avril (Manchester Metropolitan U, UK), The literacy maze: Walking through or stepping round?Language and Education (Mutilingual Matters) 20.2 (2006), 95–109.

07–08Jenkins, Jennifer (King's College London, UK; [email protected]), Points of view and blind spots: ELF and SLA. International Journal of Applied Linguistics (Blackwell) 16.2 (2006), 137–162.

07–09Kaur, Jagdish & Volker Hegelheimer (Iowa State U, USA), ESL students' use of concordance in the transfer of academic word knowledge: An exploratory study. Computer Assisted Language Learning (Routledge/Taylor & Francis) 18.4 (2005), 287–310.

07–10Lyster, Roy (McGill U, Canada; [email protected]) & Hirohide Mori, Interactional feedback and instructional counterbalance.Studies in Second Language Acquisition (Cambridge University Press) 28.2 (2006), 269–300.

07–11Nakatani, Yasuo (Nakamura Gakuen U, Japan; [email protected]), Developing an oral communication strategy inventory. The Modern Language Journal (Blackwell) 90.2 (2006), 151–168.

07–12Naughton, Diane (U Granada, Spain; [email protected]), Cooperative strategy training and oral interaction: Enhancing small group communication in the language classroom. The Modern Language Journal (Blackwell) 90.2 (2006) 169–184.

07–13Pauwels, Anne (U Western Australia, Australia) & Joanne Winter, Gender inclusivity or ‘Grammar rules OK’? Linguistic prescriptivism vs. linguistic discrimination in the classroom. Language and Education (Mutilingual Matters) 20.2 (2006), 128–140.

07–14Peled-Elhanan, Nurit (Hebrew U Jerusalem & Tel-Aviv U, Israel) & Shoshana Blum-Kulka, Dialogue in the Israeli classroom: Types of teacher-student talk. Language and Education (Mutilingual Matters) 20.2 (2006), 110–127.

07–15Plonsky, Luke & Susana V. Mills (Northern Arizona U, USA), An exploratory study of differing perceptions of error correction between a teacher and students: Bridging the gap. Applied Language Learning (Defense Language Institute) 16.1 (2006), 55–77.

07–16Strauss, Susan (Pennsylvania State U, USA; [email protected]), Jihye Lee & Kyungja Ahn, Applying conceptual grammar to advanced-level language teaching: The case of two completive constructions in Korean. The Modern Language Journal (Blackwell) 90.2 (2006) 185–209.

07–17Vizconde, Camilla (U San Tomas, Philippines; [email protected]), English language instruction in the Philippine basic education program. RELC Journal (Sage) 37.2 (2006), 260–273.

07–18Wallen, Matthew (U Limerick, Ireland) & Helen Kelly-Holmes, ‘I think they just think it's going to go away at some stage’: Policy and practice in teaching English as an additional language in Irish primary schools. Language and Education (Mutilingual Matters) 20.2 (2006), 141–161.

07–19Wedin, Asa (Högskolan Dalarna, Falun, Sweden), Literacy practices in rural Tanzania: The case of Karagwe. Journal of Multilingual and Multicultural Development (Multilingual Matters) 27.3 (2006), 225–240.

07–20Angelova, Maria (Cleveland State U, USA), Delmi Gunawardena & Dinah Volk, Peer teaching and learning: co-constructing language in a dual language first grade. Language and Education (Mutilingual Matters) 20.2 (2006), 173–190.

07–21Ansarin, Ali AkBar (Tabriz U, Iran; [email protected]), On availability of conscious knowledge in discrimination of vowel length. RELC Journal (Sage) 37.2 (2006), 249–259.

07–22Bent, Tessa (North Western U, USA; [email protected]), Ann R. Bradlow & Beverly A.Wright, The influence of linguistic experience on the cognitive processing of pitch in speech and nonspeech sounds. Journal of Experimental Psychology: Human Perception and Performance (American Psychological Association) 32.1 (2006), 97–103.

07–23Carpenter, Helen (Georgetown U, USA; [email protected]), K. Seon Jeon, David MacGregor & Alison Mackey, Learners' interpretations of recasts. Studies in Second Language Acquisition (Cambridge University Press) 28.2 (2006), 209–236.

07–24Christoffels, Ingrid K. (Maastricht U, the Netherlands), Annette M.B. de Groot & Judith F. Kroll, Memory and language skills in simultaneous interpreters: The role of expertise and language proficiency. Journal of Memory and Language (Elsevier) 54. 3 (2006), 324–345.

07–25Comajoan, Llorenç (Middlebury College, USA; [email protected]), The aspect hypothesis: Development of morphology and appropriateness of use. Language Learning (Blackwell) 56.2 (2006), 201–268.

07–26Cushion, Steve (London Metropolitan U, UK), A software development approach for computer assisted language learning. Computer Assisted Language Learning (Routledge/Taylor & Francis) 18.4 (2005), 273–286.

07–27Dodigovic, Marina (American U Sharjah, United Arab Emirates), Vocabulary profiling with electronic corpora: A case study in computer assisted needs analysis. Computer Assisted Language Learning (Routledge/Taylor & Francis) 18.5 (2005), 443–455.

07–28Ellis, Rod (U Auckland, New Zealand; [email protected]), Shawn Loewen & Rosemary Erlam, Implicit and explicit corrective feedback and the acquisition of L2 grammar.Studies in Second Language Acquisition (Cambridge University Press) 28.2 (2006), 339–368.

07–29Ewald, Jennifer (Saint Joseph's U, USA), Students' evaluations of dialogue journals: Perspectives on classroom themes. Applied Language Learning (Defense Language Institute) 16.1 (2006), 37–54.

07–30Gearon, Margaret (U Monash, Australia; [email protected]), L'alternance codique chez les professeurs de francais langue etrangere pendant des lecons orientees vers le developpement des connaissances grammaticales [Code-switching in L2 French teachers in grammatical knowledge classes]. The Canadian Modern Language Review (University of Toronto Press) 62.3 (2006), 449–467.

07–31Goldberg, Erin (U Alberta, Canada), Motivation, ethnic identity, and post-secondary education language choices of graduates of intensive French language programs. The Canadian Modern Language Review (University of Toronto Press) 62.3 (2006), 423–447.

07–32Greidanus, Tine (Vrije U Faculteit der Letteren De Boelelaan, the Netherlands; [email protected]), Bianca Beks & Richard Wakely, Testing the development of French word knowledge by advanced Dutch- and English-speaking learners and native speakers. The Canadian Modern Language Review (University of Toronto Press) 62.4 (2006), 509–532.

07–33Howard, Martin (U Cork, Ireland), Variation in advanced French interlanguage: A comparison of three (socio)linguistic variables. The Canadian Modern Language Review (University of Toronto Press) 62.3 (2006), 379–400.

07–34Hsieh, Shu-min (Yuanpei Institute of Science and Technology, Taiwan; [email protected]), Problems in preparing for the English impromptu speech contest: The case of Yuanpei Institute of Science and Technology in Taiwan. RELC Journal (Sage) 37.2 (2006), 216–235.

07–35Kaschak, Michael, P. (Florida State U., USA) & Jenny R. Saffran, Idiomatic syntactic constructions and language learning. Cognitive Science: A Multidisciplinary Journal (Lawrence Erlbaum) 30.1 (2006), 43–63.

07–36Kissau, Scott (U Windsor, Canada), Gender differences in motivation to learn French. The Canadian Modern Language Review (University of Toronto Press) 62.3 (2006), 401–422.

07–37Knutson, Elizabeth (U Pennsylvania, USA), Focus on the classroom. The Canadian Modern Language Review (University of Toronto Press) 62.4 (2006), 591–610.

07–38Kobayashi, Yoko (Iwate U, Morioka, Japan), Interethnic relations between ESL students. Journal of Multilingual and Multicultural Development (Multilingual Matters) 27.3 (2006), 181–195.

07–39Kuhl, Patricia, K. (U Washington, USA; [email protected]), Erica Stevens, Akiko Hayashi, Toshisada Deguchi, Shigeru Kiritani & Paul Iverson, Infants show a facilitation effect for native language phonetic perception between 6 and 12 months. Developmental Science (Blackwell) 9.2 (2006), F13.

07–40Ladegaard, Hans. J (U Southern Denmark) & Itesh Sachdev, ‘I like the Americans… but I certainly don't aim for an American accent’: Language attitudes, vitality and foreign language learning in Denmark. Journal of Multilingual and Multicultural Development (Multilingual Matters) 27.2 (2006), 91–108.

07–41Lafontaine, Marc (U Laval, Canada; [email protected]), L'utilisation de stratégies d'apprentissage en fonction de la réussite chez des adolescents apprenant l'anglais langue second [Learning strategy use in relation to success with L2 English adolescents]. The Canadian Modern Language Review (University of Toronto Press) 62.4 (2006), 533–562.

07–42Liao, Posen (National Taipei U, Taiwan; [email protected]), EFL learners' beliefs about and strategy use of translation in English learning. RELC Journal (Sage) 37.2 (2006), 191–215.

07–43Little, Deborah, M. (U Illinois & U Brandeis, USA; [email protected]), Lauren M. Mcgrath, Kristen J. Prentice & Arthur Wingfield, Semantic encoding of spoken sentences: Adult aging and the preservation of conceptual short-term memory. Applied Psycholinguistics (Cambridge University Press) 27.3 (2006), 487–511.

07–44Loucky, John Paul (Seinan Women's U, Japan), Combining the benefits of electronic and online dictionaries with CALL web sites to produce effective and enjoyable vocabulary and language learning lessons. Computer Assisted Language Learning (Routledge/Taylor & Francis) 18.5 (2005), 389–416.

07–45McDonough, Kim (Northern Arizona U, USA; [email protected]), Interaction and syntactic priming: English L2 speakers' production of dative constructions. Studies in Second Language Acquisition (Cambridge University Press) 28.2 (2006), 179–207.

07–46Milton, James (U Wales Swansea, UK; [email protected]), Language lite? Learning French vocabulary in school. Journal of French Language Studies (Cambridge University Press) 16.2 (2006), 187–205.

07–47Mohan, Bernard (U British Columbia, Canada; [email protected]) & Tammy Slater, A functional perspective on the critical ‘theory/practice’ relation in teaching language and science. Linguistics and Education (Elsevier) 16.2 (2005), 151–172.

07–48O'Brien, Irena (U du Québec à Montréal & Centre for the Study of Learning and Performance, Canada; [email protected]), Norman Segalowitz, Joe Collentine & Barbara Freed, Phonological memory and lexical, narrative and grammatical skills in second language oral production by adult learners. Applied Psycholinguistics (Cambridge University Press) 27.3 (2006), 377–402.

07–49Perry, Conrad, Man-Kit Kan, Stephen Matthews & Richard Kwok-Shing Wong (Hong Kong Institute of Education, China), Syntactic ambiguity resolution and the prosodic foot: Cross-language differences. Applied Psycholinguistics (Cambridge University Press) 27.3 (2006), 301–333.

07–50Pica, Teresa (U Pennsylvania, USA; [email protected]), Hyun-Sook Kang & Shannon Sauro, Information gap tasks: Their multiple roles and contributions to interaction research methodology. Studies in Second Language Acquisition (Cambridge University Press) 28.2 (2006), 301–338.

07–51Polio, Charlene (Michigan State U, USA; [email protected]), Susan Gass & Laura Chapin, Using stimulated recall to investigate native speaker perceptions in native-nonnative speaker interaction. Studies in Second Language Acquisition (Cambridge University Press) 28.2 (2006), 237–267.

07–52Radford, Julie (U London, UK), Judy Ireson & Merle Mahon, Triadic dialogue in oral communication tasks: What are the implications for language learning?Language and Education (Mutilingual Matters) 20.2 (2006), 191–210.

07–53Roessingh, Hetty (U Calgary, Canada), The teacher is the key: Building trust in ESL high school programs. The Canadian Modern Language Review (University of Toronto Press) 62.4 (2006), 563–590.

07–54Rosell-Aguilar, Fernando (The Open U, UK), Task design for audiographic conferencing: Promoting beginner oral interaction in distance language learning. Computer Assisted Language Learning (Routledge/Taylor & Francis) 18.5 (2005), 417–442.

07–55Saaristo-Helin, Katri (U Helsinki, Finland; [email protected]), Tuula Savinainen & Sari Kunnari, The phonological mean length of utterance: Methodological challenges from a crosslinguistic perspective. Journal of Child Language (Cambridge University Press) 33.1 (2006), 179–190.

07–56Sagarra, Nuria (Pennsylvania State U, USA; [email protected]) & Matthew Alba, The key is in the keyword: L2 vocabulary learning methods with beginning learners of Spanish. The Modern Language Journal (Blackwell) 90.2 (2006), 228–243.

07–57Schauer, Gila A. (Lancaster U, UK; [email protected]), Pragmatic awareness in ESL and EFL contexts: Contrast and development. Language Learning (Blackwell) 56.2 (2006), 269–318.

07–58Sharpe, Tina (Sharpe Consulting, Australia), ‘Unpacking’ scaffolding: Identifying discourse and multimodal strategies that support learning. Language and Education (Mutilingual Matters) 20.2 (2006), 211–231.

07–59Simpson, James (U Leeds, UK), Learning electronic literacy skills in an online language learning community. Computer Assisted Language Learning (Routledge/Taylor & Francis) 18.4 (2005), 327–345.

07–60Smith, Bruce, L. (U Utah, USA; [email protected]),Karla K. McGregor & Darcy Demille, Phonological development in lexically precocious 2-year-olds. Applied Psycholinguistics (Cambridge University Press) 27.3 (2006), 355–375.

07–61Toth, Paul D. (U Wisconsin-Madison, USA; [email protected]), Processing instruction and a role for output in second language acquisition. Language Learning (Blackwell) 56.2 (2006), 319–385.

07–62Trautman, Carol Hamer (U Texas at Dallas/Callier Center, USA; [email protected]) & Pamela Rosenthal Rollins, Child-centred behaviours with 12-month-old infants: Associations with passive joint engagement and later language. Applied Psycholinguistics (Cambridge University Press) 27.3 (2006), 447–463.

07–63Usó-Juan, Esther (U Jaume I, Castelló, Spain; [email protected]), The compensatory nature of discipline-related knowledge and English-language proficiency in reading English for academic purposes. The Modern Language Journal (Blackwell) 90.2 (2006) 210–227.

07–64Vine, Elaine W. (Victoria U Wellington, New Zealand), ‘Hospital’: A five-year-old Samoan boy's access to learning curriculum content in his New Zealand classroom. Language and Education (Mutilingual Matters) 20.2 (2006), 232–254.

07–65Vinagre, Margarita (U Antonio de Nebrija, Madrid, Spain), Fostering language learning via email: An English–Spanish exchange. Computer Assisted Language Learning (Routledge/Taylor & Francis) 18.5 (2005), 369–388.

07–66Vinther, Jane (U Southern Denmark, Denmark), Cognitive processes at work in CALL. Computer Assisted Language Learning (Routledge/Taylor & Francis) 18.4 (2005), 251–271.

07–67Biber, Douglas (Northern Arizona U, USA), Stance in spoken and written university registers. Journal of English for Academic Purposes (Elsevier) 5.2 (2006), 97–116.

07–68Burns, Eila (Jyvaskyla U of Applied Sciences, Finland; [email protected]), Pause, prompt and praise – Peer tutored reading for pupils with learning difficulties. British Journal of Special Education (Blackwell) 33.2 (2006), 62–67.

07–69Jackson, Leonora, Wilhelm Meyer & Jean Parkinson (U KwaZulu-Natal, South Africa), A study of the writing tasks and reading assigned to undergraduate science students at a South African University. English for Specific Purposes (Elsevier) 25.2 (2006), 260–281.

07–70Miin Hwa Lim, Jason (Malaysian U Sabah, Malaysia), Method sections of management research articles: A pedagogically motivated qualitative study. English for Specific Purposes (Elsevier) 25.2 (2006), 282–309.

07–71Walters, Jodee (U Nottingham, UK; [email protected]), Methods of teaching inferring meaning from context. RELC Journal (Sage) 37.2 (2006), 176–190.

07–72Macken-Horarik, Mary (U Canberra, Australia), Recognizing and realizing ‘what counts’ in examination English: Perspectives from systemic functional linguistics and code theory. Functions of Language (John Benjamins) 13.1 (2006), 1–35.

07–73Myklebust, Jon Olav (Volda U College, Norway; [email protected]), Class placement and competence attainment among students with special educational needs. British Journal of Special Education (Blackwell) 33.2 (2006), 76–81.

07–74Pray, Lisa (Utah State U, USA), How well do commonly used language instruments measure English oral-language proficiency?Bilingual Research Journal (National Association for Bilingual Education) 29.2 (2005), 387–408.

07–75Rea-Dickins, Pauline (U Bristol, UK; [email protected]), Currents and eddies in the discourse of assessment: A learning-focused interpretation. International Journal of Applied Linguistics (Blackwell) 16.2 (2006), 163–188.

07–76Banister, Savilla, Rachel A. Vannatta & Cynthia Ross (Bowling Green State U, USA), Testing electronic portfolio systems in teacher education: Finding the right fit. Action in Teacher Education (Association of Teacher Educators), 27.4 (2005), 81–90.

07–77Carroll, David M. (Western Washington U, USA), Developing joint accountability in university–school teacher education partnerships. Action in Teacher Education (Association of Teacher Educators), 27.4 (2005), 3–11.

07–78Clarke, Marie & Sheelagh Drudy (U College Dublin, Ireland), Teaching for diversity, social justice and global awareness. European Journal of Teacher Education (Routledge/Taylor & Francis) 29.3 (2006), 371–386.

07–79Farrell, Thomas (Brock U, Canada; [email protected]), ‘The teacher is an octopus’: Uncovering pre-service English language teachers’ prior beliefs through metaphor analysis problems. RELC Journal (Sage) 37.2 (2006), 236–248.

07–80Fox, Rebecca K. (George Mason U, USA) & Rosario Diaz-Greenberg, Culture, multiculturalism, and foreign/world language standards in U.S. teacher preparation programs: Toward a discourse of dissonance. European Journal of Teacher Education (Routledge/Taylor & Francis) 29.3 (2006), 401–422.

07–81Hampel, Regine & Ursula Stickler (The Open U, UK), New skills for new classrooms: Training tutors to teach languages online. Computer Assisted Language Learning (Routledge/Taylor & Francis) 18.4 (2005), 311–326.

07–82Harrison, Judy, Hal McAffee, Gary Smithey & Charles Weiner (Henderson State U, USA), Assessing candidate disposition for admission into teacher education: Can just anyone teach?Action in Teacher Education (Association of Teacher Educators), 27.4 (2005), 72–80.

07–83Hubbard, Philip (Stanford U, USA), A review of subject characteristics in CALL research. Computer Assisted Language Learning (Routledge/Taylor & Francis) 18.5 (2005), 351–368.

07–84Humphrey, Neil (U Manchester, UK), Paul Bartolo, Peter Ale, Colin Calleja, Thomas Hofsaess, Vera Janikova, Annemieke Mol Lous, Vida Vilkiene & Gun-Marie Wetso, Understanding and responding to diversity in the primary classroom: An international study. European Journal of Teacher Education (Routledge/Taylor & Francis) 29.3 (2006), 305–318.

07–85Jones, Phyllis (U South Florida, USA; [email protected]),Elizabeth West & Dana Stevens, Nurturing moments of transformation in teachers – Comparative perspectives on the challenges of professional development. British Journal of Special Education (Blackwell) 33.2 (2006), 82–90.

07–86Kyriakides, Leonidas, Demetris Demetriou & Charalambos Charalambous (U Cyprus, Cyprus), Generating criteria for evaluating teachers through teacher effectiveness research. Educational Research (Routledge/Taylor & Francis) 48.1 (2006), 1–20.

07–87O'Donnell, James & Robert Gallegos (New Mexico State U, USA), Project MOVEMOS: A university–public school collaboration. Action in Teacher Education (Association of Teacher Educators), 27.4 (2005), 12–22.

07–88Singh, Gurmit ([email protected]) & Jack Richards, Teaching and learning in the language teacher education course room: A critical sociocultural perspective. RELC Journal (Sage) 37.2 (2006), 149–175.

07–89Varghese, Manka M. (U Washington, Seattle, USA), Bilingual teachers-in-the-making in Urbantown. Journal of Multilingual and Multicultural Development (Multilingual Matters) 27.3 (2006), 211–224.

07–90Wolyie Hussein, Jeylan(Haramaya U, Ethiopia), Hopes and challenges in using action research: The outcome of attempting to help in-service teachers learn how to design, evaluate and use reading comprehension questions collaboratively. Educational Action Research (Routledge/Taylor & Francis) 14.3 (2006), 377–393.

07–91Almaguer, Isela (The U Texas-Pan American, USA), Effects of dyad reading instruction on the reading achievement of Hispanic third-grade English language learners. Bilingual Research Journal (National Association for Bilingual Education) 29.3 (2005), 509–526.

07–92Almarza, Dario J. (U Missouri-Columbia, USA), Connecting multicultural education theories with practice: A case study of an intervention course using the realistic approach in teacher education. Bilingual Research Journal (National Association for Bilingual Education) 29.3 (2005), 527–539.

07–93Arkoudis, Sophie (U Melbourne, Australia), Negotiating the rough ground between ESL and mainstream teachers. International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 9.4 (2006), 415–433.

07–94Arteagoitia, Igone, Elizabeth R. Howard, Mohammed Louguit, Valerie Malabonga & Dorry M. Kenyon (Center for Applied Linguistics, USA), The Spanish developmental contrastive spelling test: An instrument for investigating intra-linguistic and crosslinguistic influences on Spanish-spelling development. Bilingual Research Journal (National Association for Bilingual Education) 29.3 (2005), 541–560.

07–95Branum-Martin, Lee (U Houston, USA; [email protected]),Paras D. Mehta, Jack M. Fletcher, Coleen D. Carlson, Alba Ortiz, Maria Carlo & David J. Francis, Bilingual phonological awareness: Multilevel construct validation among Spanish-speaking kindergarteners in transitional bilingual education classrooms. Journal of Educational Psychology (American Psychological Association) 98.1 (2006), 170–181.

07–96Brown, Clara Lee (The U Tennessee, Knoxville, USA), Equity of literacy-based math performance assessments for English language learners. Bilingual Research Journal (National Association for Bilingual Education) 29.2 (2005), 337–363.

07–97Callahan, Rebecca M. (U Texas, USA), The intersection of accountability and language: Can reading intervention replace English language development?Bilingual Research Journal (National Association for Bilingual Education) 30.1 (2006), 1–21.

07–98Cavallaro, Francesco (Nanyang Technological U, Singapore), Language maintenance revisited: An Australian perspective. Bilingual Research Journal (National Association for Bilingual Education) 29.3 (2005), 561–582.

07–99Cheung, Alan & Robert E. Slavin (Center for Data-Driven Reform in Education, USA), Effective reading programs for English language learners and other language-minority students. Bilingual Research Journal (National Association for Bilingual Education) 29.2 (2005), 244–267.

07–100Courtney, Michael (Springdale Public Schools, USA), Teaching Roberto. Bilingual Research Journal (National Association for Bilingual Education) 29.2 (2005), 475–484.

07–101Creese, Angela (U Birmingham, UK), Supporting talk? Partnership teachers in classroom interaction. International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 9.4 (2006), 434–453.

07–102Davison, Chris (U Hong Kong, China), Collaboration between ESL and content teachers: How do we know when we are doing it right?International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 9.4 (2006), 454–475.

07–103de Jong, Ester (U Florida, USA), Integrated bilingual education: An alternative approach. Bilingual Research Journal (National Association for Bilingual Education) 30.1 (2006), 22–44.

07–104Domínguez, Higinio (U Texas at Austin, USA), Bilingual students' articulation and gesticulation of mathematical knowledge during problem solving. Bilingual Research Journal (National Association for Bilingual Education) 29.2 (2005), 269–293.

07–105Duren Green, Tonika, MyLuong Tran & Russell Young (San Diego State U, USA), The impact of ethnicity, socioeconomic status, language, and training program on teaching choice among new teachers in California. Bilingual Research Journal (National Association for Bilingual Education) 29.3 (2005), 583–598.

07–106García-Nevarez, Ana G. (California State U, Sacramento, USA), Mary E. Stafford & Beatriz Arias, Arizona elementary teachers' attitudes toward English language learners and the use of Spanish in classroom instruction. Bilingual Research Journal (National Association for Bilingual Education) 29.2 (2005), 295–317.

07–107Gardner, Sheena (U Warwick, UK), Centre-stage in the instructional register: Partnership talk in Primary EAL. International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 9.4 (2006), 476–494.

07–108Garza, Aimee V. & Lindy Crawford (U Colorado at Colorado Springs, USA), Hegemonic multiculturalism: English immersion, ideology, and subtractive schooling. Bilingual Research Journal (National Association for Bilingual Education) 29.3 (2005), 598–619.

07–109Hasson, Deborah J. (Florida State U, USA), Bilingual language use in Hispanic young adults: Did elementary bilingual programs help?Bilingual Research Journal (National Association for Bilingual Education) 30.1 (2006), 45–64.

07–110Helmberger, Janet L. (Minneapolis Public Schools, USA), Language and ethnicity: Multiple literacies in context, language education in Guatemala. Bilingual Research Journal (National Association for Bilingual Education) 30.1 (2006), 65–86.

07–111Johnson, Eric (Arizona State U, USA), WAR in the media: Metaphors, ideology, and the formation of language policy. Bilingual Research Journal (National Association for Bilingual Education) 29.3 (2005), 621–640.

07–112Kandel, Sonia (U Pierre Mendes, France; [email protected]),Carlos J. Álvarez & Nathalie Vallée, Syllables as processing units in handwriting production. Journal of Experimental Psychology: Human Perception and Performance (American Psychological Association) 32.1 (2006), 18–31.

07–113Laija-Rodríguez, Wilda (California State U, USA), Salvador Hector Ochoa & Richard Parker, The crosslinguistic role of cognitive academic language proficiency on reading growth in Spanish and English. Bilingual Research Journal (National Association for Bilingual Education) 30.1 (2006), 87–106.

07–114Langdon, Henriette W. (San José State U, USA),Elisabeth H. Wiig & Niels Peter Nielsen, Dual-dimension naming speed and language-dominance ratings by bilingual Hispanic adults. Bilingual Research Journal (National Association for Bilingual Education) 29.2 (2005), 319–336.

07–115Lee, Steven K. (Portland State U, USA), The Latino students’ attitudes, perceptions, and views on bilingual education. Bilingual Research Journal (National Association for Bilingual Education) 30.1 (2006), 107–122.

07–116Leung, Constant (King's College London, UK; [email protected]), Language and content in bilingual education. Linguistics and Education (Elsevier) 16.2 (2005), 238–252.

07–117Lindholm-Leary, Kathryn (San Jose State U, USA) & Graciela Borsato, Hispanic high schoolers and mathematics: Follow-up of students who had participated in two-way bilingual elementary programs. Bilingual Research Journal (National Association for Bilingual Education) 29.3 (2005), 641–652.

07–118López, María G. & Abbas Tashakkori (Florida International U, USA), Differential outcomes of two bilingual education programs on English language learners. Bilingual Research Journal (National Association for Bilingual Education) 30.1 (2006), 123–144.

07–119Lung, Rachel (Lingnan U, Hong Kong, China; [email protected]), Translation training needs for adult learners. Babel (John Benjamins) 51.3 (2005), 224–237.

07–120MacSwan, Jeff (Arizona State U, USA) & Lisa Pray, Learning English bilingually: Age of onset of exposure and rate of acquisition among English language learners in a bilingual education program. Bilingual Research Journal (National Association for Bilingual Education) 29.3 (2005), 653–678.

07–121Monzó, Lilia D. (U California, Los Angeles, USA), Latino parents' ‘choice’ for bilingual education in an urban California school: language politics in the aftermath of proposition 227. Bilingual Research Journal (National Association for Bilingual Education) 29.2 (2005), 365–386.

07–122Mugaddam, Abdel Rahim Hamid (U Khartoum, Sudan), Language status and use in Dilling City, the Nuba Mountains. Journal of Multilingual and Multicultural Development (Multilingual Matters) 27.4 (2006), 290–304.

07–123Napier, Jemina (Macquarie U, Australia; [email protected]), Training sign language interpreters in Australia: An innovative approach. Babel (John Benjamins) 51.3 (2005), 207–223.

07–124Oladejo, James (National Kaohsiung Normal U, Taiwan), Parents’ attitudes towards bilingual education policy in Taiwan. Bilingual Research Journal (National Association for Bilingual Education) 30.1 (2006), 147–170.

07–125Paneque, Oneyda M. (Barry U, USA) & Patricia M. Barbetta, A study of teacher efficacy of special education teachers of English language learners with disabilities. Bilingual Research Journal (National Association for Bilingual Education) 30.1 (2006), 171–193.

07–126Proctor, Patrick C. (Center for Applied Special Technology, USA), Diane August, María S. Carlo & Catherine Snow, The intriguing role of Spanish language vocabulary knowledge in predicting English reading comprehension. Journal of Educational Psychology (American Psychological Association) 98.1 (2006), 159–169.

07–127Ramírez-Esparza, Nairán (U Texas, USA; [email protected]), Samuel D. Gosling, Verónica Benet-Martínez, Jeffrey P. Potter & James W. Pennebaker, Do bilinguals have two personalities? A special case of cultural frame switching. Journal of Research in Personality (Elsevier) 40.2 (2006), 99–120.

07–128Ramos, Francisco (Loyola Marymount U, USA), Spanish teachers’ opinions about the use of Spanish in mainstream English classrooms before and after their first year in California. Bilingual Research Journal (National Association for Bilingual Education) 29.2 (2005), 411–433.

07–129Reese, Leslie (California State U, USA),Ronald Gallimore & Donald Guthrie, Reading trajectories of immigrant Latino students in transitional bilingual programs. Bilingual Research Journal (National Association for Bilingual Education) 29.3 (2005), 679–697.

07–130Rogers, Catherine, L. (U South Florida USA; [email protected]),Jennifer J. Lister, Dashielle M. Febo, Joan M. Besing & Harvey B. Abrams, Effects of bilingualism, noise and reverberation on speech perception by listeners with normal hearing. Applied Psycholinguistics (Cambridge University Press) 27.3 (2006), 465–485.

07–131Sandoval-Lucero, Elena (U Colorado at Denver, USA), Recruiting paraeducators into bilingual teaching roles: The importance of support, supervision, and self-efficacy. Bilingual Research Journal (National Association for Bilingual Education) 30.1 (2006), 195–218.

07–132Stritikus, Tom T. (U Washington, USA), Making meaning matter: A look at instructional practice in additive and subtractive contexts. Bilingual Research Journal (National Association for Bilingual Education) 30.1 (2006), 219–227.

07–133Sutterby, John A., Javier Ayala & Sandra Murillo (U Texas at Brownsville, USA), El sendero torcido al español [The twisted path to Spanish]: The development of bilingual teachers’ Spanish-language proficiency. Bilingual Research Journal (National Association for Bilingual Education) 29.2 (2005), 435–452.

07–134 Takeuchi, Masae (Victoria U, Australia), The Japanese language development of children through the ‘one parent–one language’ approach in Melbourne. Journal of Multilingual and Multicultural Development (Multilingual Matters) 27.4 (2006), 319–331.

07–135Torres-Guzmán, María E. & Tatyana Kleyn (Teachers College, Columbia U, USA) & Stella Morales-Rodríguez,Annie Han, Self-designated dual-language programs: Is there a gap between labeling and implementation? Bilingual Research Journal (National Association for Bilingual Education) 29.2 (2005), 453–474.

07–136Wang, Min (U Maryland, USA; [email protected]),Yoonjung Park & Kyoung Rang Lee, Korean–English biliteracy acquisition: Cross-language phonological and orthographic transfer. Journal of Educational Psychology (American Psychological Association) 98.1 (2006), 148–158.

07–137Weisskirch, Robert S. (California State U, Monterey Bay, USA), Emotional aspects of language brokering among Mexican American adults. Journal of Multilingual and Multicultural Development (Multilingual Matters) 27.4 (2006), 332–343.

07–138You, Byeong-keun (Arizona State U, USA), Children negotiating Korean American ethnic identity through their heritage language. Bilingual Research Journal (National Association for Bilingual Education) 29.3 (2005), 711–721.

07–139Leki, Ilona (U Tennessee, USA), Negotiating socioacademic relations: English learners’ reception by and reaction to college faculty. Journal of English for Academic Purposes (Elsevier) 5.2 (2006), 136–152.

07–140Ndhlovu, Finex (Monash U, Melbourne, Australia), Gramsci, Doke and the marginalisation of the Ndebele language in Zimbabwe. Journal of Multilingual and Multicultural Development (Multilingual Matters) 27.4 (2006), 305–318.

07–141Sunderland, Jane (Lancaster U, UK; [email protected]), ‘Parenting’ or ‘mothering’? The case of modern childcare magazines. Discourse & Society (Sage) 17.4 (2006), 503–528.

07–142Bowles, Hugo (U Rome, Italy), Bridging the gap between conversation analysis and ESP – an applied study of the opening sequences of NS and NNS service telephone calls. English for Specific Purposes (Elsevier) 25.2 (2006), 332–357.

07–143Charles, Maggie (U Oxford Language Centre, UK), Phraseological patterns in reporting clauses used in citation: A corpus-based study of theses in two disciplines. English for Specific Purposes (Elsevier) 25.2 (2006), 310–331.

07–144Csomay, Eniko (San Diego State U, USA), Academic talk in American university classrooms: crossing the boundaries of oral-literate discourse?Journal of English for Academic Purposes (Elsevier) 5.2 (2006), 117–135.

07–145Juola, Patrick, John Sofko & Patrick Brennan (Duquesne U, Pittsburgh, USA; [email protected]), A prototype for authorship attribution studies. Literary and Linguistic Computing (Oxford University Press) 21.2 (2006), 169–178.

07–146Kleiber, Georges (UFR Philosophie, linguistique et informatique, 67084 Strasbourg, France; [email protected]) & Francine Gerhard-Krait, Quelque part: du spatial au non spatial en passant par l'indétermination et la partition [Quelque part: From the spatial to the non-spatial by way of indeterminacy and partition]. Journal of French Language Studies (Cambridge University Press) 16.2 (2006), 147–166.

07–147Northcott, Jill & Gillian Brown (Institute for Applied Language Studies, Edinburgh, UK), Legal translator training: Partnership between teachers of English for legal purposes and legal specialists. English for Specific Purposes (Elsevier) 25.2 (2006), 358–375.

07–148Palacios-Martínez, Ignacio & Ana Martínez-Insua (U de Santiago de Compostela, Spain; [email protected]), Connecting linguistic description and language teaching: Native and learner use of existential there. International Journal of Applied Linguistics (Blackwell) 16.2 (2006), 213–231.

07–149Pilz, Thomas, Wolfram Luther & Norbert Fuhr (U Duisburg-Essen, Germany; [email protected]), Rule-based search in text databases with nonstandard orthography. Literary and Linguistic Computing (Oxford University Press) 21.2 (2006), 179–186.

07–150Richter Lorentzen, Lise (U Trondheim, Norway; [email protected]), Le fonctionnement du pronom adverbial y et la concurrence entre y, là et là-bas en emploi spatial [The function of the adverbial pronoun y and the competition between y, là and là-bas in spatial use]. Journal of French Language Studies (Cambridge University Press) 16.2 (2006), 167–185.

07–151Song, Jae Jung (U Otago, New Zealand; [email protected]), The translatability-universals connection in linguistic typology: much ado about something. Babel (John Benjamins) 51.4 (2005), 308–322.

07–152Suárez, Octavio Santana, José Rafael Pérez Aguiar, Luis Losada García & Francisco Javier Carreras Riudavets (U Las Palmas de Gran Canaria, Spain; [email protected]), Functional disambiguation based on syntactic structures. Literary and Linguistic Computing (Oxford University Press) 21.2 (2006), 187–197.

07–153Yakhontova, Tatyana (Ivan Franko National U L'viv, Ukraine), Cultural and disciplinary variation in academic discourse: The issue of influencing factors. Journal of English for Academic Purposes (Elsevier) 5.2 (2006), 153–167. doi:10.1016/j.jeap.2006.03.002

07–154Bello, Richard (Sam Houston State U, USA; [email protected]), Causes and paralinguistic correlates of interpersonal equivocation. Journal of Pragmatics (Elsevier) 38.9 (2006), 1430–1441.

07–155Bosco, Francesca M. (Università e Politecnico di Torino, Italy; [email protected]), Monica Bucciarelli & Bruno G. Bara, Recognition and repair of communicative failures: A developmental perspective. Journal of Pragmatics (Elsevier) 38.9 (2006), 1398–1429.

07–156Braber, Natalie (U Manchester, UK; [email protected]), Emotional and emotive language: Modal particles and tags in unified Berlin. Journal of Pragmatics (Elsevier) 38.9 (2006), 1487–1503.

07–157Curl, Traci S. (U York, UK; [email protected]), Offers of assistance: Constraints on syntactic design. Journal of Pragmatics (Elsevier) 38.8 (2006), 1257–1280.

07–158Hussey, Karen A. (U Western Ontario, Canada) & Albert N. Katz, Metaphor production in online conversation: Gender and friendship status. Discourse Processes (Erlbaum) 42.1 (2006), 75–98.

07–159Ishida, Kazutoh (U Hawaii at Manoa, USA; [email protected]), How can you be so certain? The use of hearsay evidentials by English-speaking learners of Japanese. Journal of Pragmatics (Elsevier) 38.8 (2006), 1281–1304.

07–160Lipovsky, Caroline (U Sydney, Australia; [email protected]), Candidates' negotiation of their expertise in job interviews. Journal of Pragmatics (Elsevier) 38.8 (2006), 1147–1174.

07–161Mori, J. (U Wisconsin-Madison, USA; [email protected]), The workings of the Japanese token hee in informing sequences: An analysis of sequential context, turn shape, and prosody. Journal of Pragmatics (Elsevier) 38.8 (2006), 1175–1205.

07–162Schegloff, Emanuel A. (U California, Los Angeles, USA; [email protected]) & Gonen Hacohen, On the preference for minimization in referring to persons: Evidence from Hebrew conversation. Journal of Pragmatics (Elsevier) 38.8 (2006), 1305–1312.

07–163Wang, Jinjun (Yunnan U, China), Questions and the exercise of power. Discourse & Society (Sage) 17.4 (2006), 529–548.

07–164Wouk, Fay (U Auckland, New Zealand; [email protected]), The language of apologizing in Lombok, Indonesia. Journal of Pragmatics (Elsevier) 38.9 (2006), 1457–1486.

07–165Crinion, J., R. Turner, A. Grogan, T. Hanakawa, U. Noppeney, J. T. Devlin, T. Aso, S. Urayama, H. Fukuyama, K. Stockton, K. Usui, D. W. Green & C. J. Price (U College, London, UK; [email protected]), Language control in the bilingual brain. Science (American Association for the Advancement of Science) 312.5779 (2006), 1537–1540.

07–166Desai, Rutvik (U Trier, Germany), Lisa L. Conant, Eric Waldron & Jeffrey R. Binder, fMRI of past tense processing: The effects of phonological complexity and task difficulty. Journal of Cognitive Neuroscience (MIT Press) 18.2 (2006), 278–297.

07–167Kerkhofs, Roel (Radboud U, the Netherlands; [email protected]), Ton Dijkstra, Dorothee J. Chwilla & Ellen R.A. de Bruijn, Testing a model for bilingual semantic priming with interlingual homographs: RT and N400 effects. Brain Research (Elsevier) 1068. 1 (2006), 170–183.

07–168Kyung Hwan, Kim & Kim Ja Hyun (U Yonsei, South Korea), Comparison of spatiotemporal cortical activation pattern during visual perception of Korean, English, Chinese words: An event-related potential study. Neuroscience Letters (Elsevier) 394.3 (2006), 227–232.

07–169Paradis, Michel (McGill U, Canada; [email protected]), More belles infidels – or why do so many bilingual studies speak with forked tongue?Journal of Neurolinguistics (Elsevier) 19. 3 (2006), 195–208.

07–170Poldrack, Russell, A. (U California, Los Angeles, USA; [email protected]), Can cognitive processes be inferred from neuroimaging data? Trends in Cognitive Science (Elsevier) 10.2 (2006), 59–63.

07–171Ylinen, Sari (U Helsinki, Finland; [email protected]), Anna Shestakova, Minna Huotilainen, Paavo Alku & Risto Näätänen, Mismatch negativity (MMN) elicited by changes in phoneme length: A cross-linguistic study. Brain Research (Elsevier) 1072.1 (2006), 175–185.

07–172Yokoyama Satoru (U Tohoku, Japan),Hideyuki Okamoto, Tadao Miyamoto, Kei Yoshimoto, Jungho Kim, Kazuki Iwata, Hyeonjeong Jeong, Shinya Uchida, Naho Ikuta, Yuko Sassa, Wataru Nakamura, Kaoru Horie, Shigeru Sato & Ryuta Kawashima, Cortical activation in the processing of passive sentences in L1 and L2: An fMRI study. NeuroImage (Elsevier) 30. 2 (2006), 570–579.

The following periodicals are scanned in compiling the abstracts, although it should be noted that not every issue of a periodical that is scanned will be represented in every volume of Language Teaching. The majority of the periodicals are held in the CILT (The National Centre for Languages) Library in London, UK. A complete list of CILT's collection, together with additional publications such as newsletters and bulletins, may be obtained from the CILT Librarian or from <http://www.cilt.org.uk/irs/collection.htm>.