In this issue's state-of-the-art article, Larry Vandergrift suggests that L2 listening remains the least understood and the least researched of all four skills. His paper focuses on a number of areas central to the topic, including the implicit nature of the listening product and process, the cognitive dimensions of the listening skill, listening tasks and the assessment of the skill.

The present issue of Language Teaching sees the start of a new series, surveying recent research in some of the most widely-taught L2s. It can be argued that nowadays too much L2 research is focussed on English, and there is very often an implied assumption that ‘one size fits all’ in methodological terms for all languages, which is clearly not the case. We also feel that this journal needs to serve its readers more comprehensively by providing an accessible and regular means of obtaining information about research into languages other than English. Michael Evans opens the series with a review of research on L2 French; reviews of research into L2 German, Spanish, Japanese, Italian and Chinese are currently being prepared.

This issue also sees the start of another regular section, wherein we will be publishing plenary and invited speeches from recent language teaching and second language acquisition conferences around the world. Many of these speeches are of fundamental interest to a community wider than those present at such events. To begin the series, Fred Davidson with Glenn Fulcher discuss the flexible language of the Common European Framework of References for Languages and explore the pragmatic utility of such language to guide language test development, and William Littlewood discusses the problems encountered in incorporating new methodologies developed in Europe into East Asian educational institutions. In future issues, we will be presenting speeches from events as diverse as the annual conference of the American Association for Applied Linguistics and the conference of the Applied Linguistics Association of New Zealand, and papers based on the invited speakers' lecture series at the University of Berkeley and the University of Wisconsin-Madison.

Richard Johnstone's article in which he reviews research on language teaching, learning and policy published in 2004 and 2005 is available online in Language Teaching 39.4 (2006), at http://journals.cambridge.org/jid_LTA.

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.

Listening comprehension lies at the heart of language learning, but it is the least understood and least researched skill. This paper brings together recent research and developments in the field of second and foreign language (L2) listening. It begins with a brief discussion of the different cognitive and social factors that impact listening, followed by a summary of recent research into the development of perception skills and metacognitive knowledge. An integrated model for teaching learners how to listen is then elaborated. In addition, recent research on listening in multimedia environments, academic listening and listening assessment is presented. The paper concludes with a discussion of areas for further research, arguing that the process of listening needs more research attention with in-depth studies that probe deeper into the interaction of the processes and factors that influence successful L2 listening.

The large and wide-ranging body of research in French as a second language has contributed significantly to the development of several branches of the broad discipline of applied linguistics. However, there have to date been few attempts to provide a comprehensive account of this literature as a distinct, language-specific body of knowledge. The present overview summarises a large number of studies published since the year 2000 under the twin broad categories of research in L2 French acquisition and research in L2 French teaching and learning. The overview of the studies, representing different epistemological approaches and targeting different research objectives, provides an up-to-date account of the main concerns of L2 French researchers working in different countries. The article also draws out salient themes that link this work (such as insights gained from analysis of the impact of different L1 backgrounds on L2 French acquisition) and highlights differences in L2 French research trends (such as different emphases and perspectives adopted in anglophone and francophone studies).

Language test development proceeds best when the test's effect is borne in mind, throughout the test development process. The authors discuss the flexible language of the Common European Framework of Reference for Languages (CEFR) and explore the pragmatic utility of such language to guide language test development. They select service encounters (e.g. airline ticket sales, open-air markets) as a sample language use domain to illustrate demonstrable weaknesses in the Framework. Using the CEFR Level A1 service encounter descriptor, suggested testing materials are shown in a versioned evolution of a proposed test specification. Provided that effect is kept in mind, the authors argue, the CEFR is actually a valuable – even an optimistic – starting point for language test development.

As educators and governments in East Asia aim to increase the number of people in their population who can communicate effectively in English, national policies and syllabuses have moved increasingly towards various versions of communicative language teaching (CLT) and task-based language teaching (TBLT). This paper reviews, on the basis of published reports, some of the practical and conceptual concerns that have affected the implementation of CLT and TBLT in primary and secondary schools of East Asia. It discusses some ways in which teachers have responded to the challenges by adapting new ideas and developing methodologies suited to their own situations. It proposes a methodological framework which may help such adaptation. The experiences and concerns described in the paper may be shared by teachers anywhere who move from a teacher-centred approach to one in which the learners play a more active, independent role.

07–377Bamiro, Edmund (Adekunle Ajasin U, Nigeria; [email protected]), Nativization strategies: Nigerianisms at the intersection of ideology and gender in Achebe's fiction. World Englishes (Blackwell) 25.3 & 4 (2006), 315–328.

07–378Bowers, Anthony (Ningbo U Technology, China), Presentation of an Australian–Chinese joint venture program in China. EA Journal (English Australia) 23.1 (2006), 24–34.

07–379Chang, Junyue (Dalian U, China; [email protected]), Globalization and English in Chinese higher education. World Englishes (Blackwell) 25.3 & 4 (2006), 513–525.

07–380Deterding, David (Nanyang Technological U, Singapore; [email protected]) & Andy Kirkpatrick, Emerging South-East Asian Englishes and intelligibility. World Englishes (Blackwell) 25.3 & 4 (2006), 391–409.

07–381Erling, Elizabeth J. (Freie U Berlin, Germany; [email protected]) & Suzanne K. Hilgendorf, Language policies in the context of German higher education. Language Policy (Springer) 5.3 (2006), 267–293.

07–382Glew, Paul J. (U Western Sydney, Australia; [email protected]), A perspective on ELICOS in an independent school. EA Journal (English Australia) 23.1 (2006), 14–23.

07–383Hammond, Jennifer (U Technology, Sydney, Australia), High challenge, high support: Integrating language and content instruction for diverse learners in an English literature classroom. Journal of English for Academic Purposes (Elsevier) 5.4 (2006), 269–283.

07–384Hyland, Ken (U London, UK; [email protected]) & Eri Anan, Teachers' perceptions of error: The effects of first language and experience. System (Elsevier) 34.4 (2006), 509–519.

07–385Jeon, Mihyon (York U, Canada) & Jiyoon LeeHiring native-speaking English teachers in East Asian countries. English Today (Cambridge University Press) 22.4 (2006), 44–52.

07–386Kato, Mie (Yoshiki Senior High School, Japan), Corrective feedback in oral communication classes at a Japanese senior high school. The Language Teacher (Japan Association for Language Teaching) 31.3 (2007), 3–8.

07–387Kawai, Yuko (Tokai U, Japan), Japanese nationalism and the global spread of English: An analysis of Japanese governmental and public discourses on English. Language and International Communication (Multilingual Matters) 7.1 (2007), 37–55.

07–388Leshem, Shosh (Oranim Academic College of Education, Israel) & Vernon Trafford (Anglia Ruskin U, UK), Unravelling cultural dynamics in TEFL: Culture tapestries in three Israeli schools. Teachers and Teaching: Theory and Practice (Taylor & Francis) 12.6 (2006), 639–656.

07–389Labbo, Linda D. (U Georgia, USA), Literacy pedagogy and computer technologies: Toward solving the puzzle of current and future classroom practices. Australian Journal of Language and Literacy (Australian Literacy Educators' Association) 29.3 (2006), 199–209.

07–390Nault, Derrick (Jeonju U, South Korea), Going global: Rethinking culture teaching in ELT contexts. Language, Culture and Curriculum (Multilingual Matters) 19.3 (2006), 314–328.

07–391Nero, Shondel (St John's U, USA; [email protected]), Language, identity, and education of Caribbean English speakers. World Englishes (Blackwell) 25.3 & 4 (2006), 501–511.

07–392Ouafeu, Yves Talla Sando (U Freiburg im Breigau, Germany; [email protected]), Listing intonation in Cameroon English speech. World Englishes (Blackwell) 25.3 & 4 (2006), 491–500.

07–393Rodgers, Daryl M. (U Illinois, USA; [email protected]), Developing content and form: Encouraging evidence from Italian content-based instruction. The Modern Language Journal (Blackwell) 90.3 (2006), 373–386.

07–394Schleppegrell, Mary & Luciana C. de Oliveira (U Michigan, USA), An integrated language and content approach for history teachers. Journal of English for Academic Purposes (Elsevier) 5.4 (2006), 254–268.

07–395Starkey, Hugh (U London Institute of Education, UK), Language education, identities and citizenship: Developing cosmopolitan perspectives. Language and International Communication (Multilingual Matters) 7.1 (2007), 56–71.

07–396Takimoto, Masahiro (Tezukayama U, Japan; [email protected]), The effects of explicit feedback and form–meaning processing on the development of pragmatic proficiency in consciousness-raising tasks. System (Elsevier) 34.4 (2006), 601–614.

07–397Üstünlüoglu, Evrim (Izmir U of Economics, Turkey), University students' perceptions of native and non-native teachers. Teachers and Teaching: Theory and Practice (Taylor & Francis) 13.1 (2007), 63–79.

07–398Ammar, Ahlem (U de Montréal, Canada; [email protected]) & Nina Spada, One size fits all? Recasts, prompts, and L2 learning. Studies in Second Language Acquisition (Cambridge University Press) 28.4 (2006), 543–574.

07–399August, Gail (Hostos Community College, USA), So, what's behind adult English second language reading?Bilingual Research Journal (National Association for Bilingual Education) 30.2 (2006), 245–264.

07–400Beasley, Robert (Franklin College, USA; [email protected]), Yuangshan Chuang& Chao-chih Liao, Determinants and effects of English language immersion in Taiwanese EFL learners engaged in online music study. The Reading Matrix (Readingmatrix.com) 6.3 (2006), 330–339.

07–401Brown, Jill (Monash U, Australia), Jenny Miller & Jane Mitchell, Interrupted schooling and the acquisition of literacy: Experiences of Sudanese refugees in Victorian secondary schools. Australian Journal of Language and Literacy (Australian Literacy Educators' Association) 29.2 (2006), 150–162.

07–402Bunch, George C. (U California, USA), ‘Academic English’ in the 7th grade: Broadening the lens, expanding access. Journal of English for Academic Purposes (Elsevier) 5.4 (2006), 284–301.

07–403Chambers, Andrea (Insa de Lyon, France; [email protected]) & Stephen Bax (Canterbury Christ Church U, UK), Making CALL work: Towards normalisation. System (Elsevier) 34.4 (2006), 465–479.

07–404Chan, Alice (City U of Hong Kong, China; [email protected]), Strategies used by Cantonese speakers in pronouncing English initial consonant clusters: Insights into the interlanguage phonology of Cantonese ESL learners in Hong Kong. International Review of Applied Linguistics in Language Teaching (Walter de Gruyter) 44.4 (2006), 331–355.

07–405Coulter, Cathy (Arizona State U, USA) & Mary Lee Smith, English language learners in a comprehensive high school. Bilingual Research Journal (National Association for Bilingual Education) 30.2 (2006), 309–335.

07–406Elia, Antonella (U Naples, Italy; [email protected]), Language learning in tandem via skype. The Reading Matrix (Readingmatrix.com) 6.3 (2006), 269–280.

07–407Ellis, Rod (U Auckland, New Zealand; [email protected]) & Younghee Sheen, Reexamining the role of recasts in second language acquisition. Studies in Second Language Acquisition (Cambridge University Press) 28.4 (2006), 575–600.

07–408Farrell, Thomas S. C. (Brock U, Canada; [email protected]) & Christophe Mallard, The use of reception strategies by learners of French as a foreign language. The Modern Language Journal (Blackwell) 90.3 (2006), 338–352.

07–409Feuer, Avital (York U, Canada), Parental influences on language learning in Hebrew Sunday school classes. Language, Culture and Curriculum (Multilingual Matters) 19.3 (2006), 266–277

07–410Harada, Tetsuo (Waseda U, Japan; [email protected]), The acquisition of single and geminate stops by English-speaking children in a Japanese immersion program. Studies in Second Language Acquisition (Cambridge University Press) 28.4 (2006), 601–632.

07–411Karlsson, Leena (Helsinki U, Finland; [email protected]) Felicity Kjisik & Joan Nordlund, Language counselling: A critical and integral component in promoting an autonomous community of learning. System (Elsevier) 35.1 (2007), 46–65.

07–412Lieberman, Moti (American U, USA; [email protected]) Sachiko Aoshima & Colin Phillips, Nativelike biases in generation ofwh-questions by nonnative speakers of Japanese. Studies in Second Language Acquisition (Cambridge University Press) 28.3 (2006), 423–448.

07–413Macaro, Ernesto (U Oxford; [email protected]), Strategies for language learning and for language use: Revising the theoretical framework. The Modern Language Journal (Blackwell) 90.3 (2006), 320–337.

07–414Matsuzaki Carreira, Junko (Tsuda College, Japan), Motivation for learning English as a foreign language in Japanese elementary schools. JALT Journal (Japan Association for Language Teaching) 28.2 (2006), 135–157.

07–415Mohan, Bernard & Tammy Slater (U British Columbia, Canada), Examining the theory/practice relation in a high school science register: A functional linguistic perspective. Journal of English for Academic Purposes (Elsevier) 5.4 (2006), 302–316.

07–416Mozzon-McPherson, Marina (U Hull, UK; [email protected]), Supporting independent learning environments: An analysis of structures and roles of language learning advisers. System (Elsevier) 35.1 (2007), 66–92.

07–417Napier, Jemina (Macquarie U, Australia), Effectively teaching discourse to sign language interpreting students. Language, Culture and Curriculum (Multilingual Matters) 19.3 (2006), 251–265.

07–418Nassaji, Hossein (U Victoria, Canada; [email protected]), The relationship between depth of vocabulary knowledge and L2 learners' lexical inferencing strategy use and success. The Modern Language Journal (Blackwell) 90.3 (2006), 387–401.

07–419Nıxon, Helen & Barbara Comber (U South Australia, Australia; [email protected]), Differential recognition of children's cultural practices in middle primary literacy classrooms. Literacy (Oxford University Press) 40.3 (2006), 127–136.

07–420Reinders, Hayo (U Auckland, New Zealand; [email protected]), Supporting independent learning environments: An analysis of structures and roles of language learning advisers. System (Elsevier) 35.1 (2007), 93–111.

07–421Sangpıl Byon, Andrew (State U New York, USA), Language socialization in Korean as-a-foreign-language classrooms. Bilingual Research Journal (National Association for Bilingual Education) 30.2 (2006), 265–291.

07–422Song, Bailin (City U New York, USA), Content-based ESL instruction: Long-term effects and outcomes. English for Specific Purposes (Elsevier) 25.4 (2006), 420–437.

07–423Soonhyang, Kim (Ohio State U, Columbus, USA), Academic oral communication needs of East Asian international graduate students in non-science and non-engineering fields. English for Specific Purposes (Elsevier) 25.4 (2006), 479–489.

07–424Stroud, Christopher (U West Cape, South Africa; [email protected]) & Lionel Wee, Anxiety and identity in the language classroom. RELC Journal (Sage) 37.3 (2006), 299–307.

07–425Sunderman, Gretchen (Florida State U, USA; [email protected]) & Judith F. Kroll, First language activation during second language lexical processing: An investigation of lexical form, meaning, and grammatical class. Studies in Second Language Acquisition (Cambridge University Press) 28.3 (2006), 387–422.

07–426Woodrow, Lindy J. (U Sydney, Australia; [email protected]), A model of adaptive language learning. The Modern Language Journal (Blackwell) 90.3 (2006), 297–319.

07–427Xuesong, Gao (U Hong Kong, China; [email protected]), Strategies used by Chinese parents to support English language learning. RELC Journal (Sage) 37.3 (2006), 285–298.

07–428Zwıers, Jeff (California, USA), Integrating academic language, thinking, and content: Learning scaffolds for non-native speakers in the middle grades. Journal of English for Academic Purposes (Elsevier) 5.4 (2006), 317–332.

07–429Zyzik, Eve (Michigan State U, USA; [email protected]), Transitivity alternations and sequence learning: Insights from L2 Spanish production data. Studies in Second Language Acquisition (Cambridge University Press) 28.3 (2006), 449–485.

07–430Anson, Chris M. (N Carolina State U, Raleigh, USA; [email protected]), Assessing writing in cross-curricular programs: Determining the locus of activity. Assessing Writing (Elsevier) 11.2 (2006), 100–112.

07–431Chanock, Kate (La Trobe U, Bundoora, Australia; [email protected]), Help for a dyslexic learner from an unlikely source: The study of Ancient Greek. Literacy (Oxford University Press) 40.3 (2006), 164–170.

07–432Cole, Simon (Daito Bunka U, Japan), Consciousness-raising and task-based learning in writing. The Language Teacher (Japan Association for Language Teaching) 31.1 (2007), 3–8.

07–433Daniels, Peter T. (New Jersey, USA). On beyond alphabets. Written Language and Literacy (Benjamins) 9.1 (2006), 7–24.

07–434Dovey, Teresa (U Technology, Sydney, Australia), What purposes, specifically? Re-thinking purposes and specificity in the context of the ‘new vocationalism’. English for Specific Purposes (Elsevier) 25.4 (2006), 387–402.

07–435Dowdall, Clare (U Plymouth, UK; [email protected]), Dissonance between the digitally created words of school and home. Literacy (Oxford University Press) 40.3 (2006), 153–163.

07–436Elbow, Peter (U Massachusetts, Amherst, USA; [email protected]), Do we need a single standard of value for institutional assessment? An essay response to Asao Inoue's ‘community-based assessment pedagogy’. Assessing Writing (Elsevier) 11.2 (2006), 81–99.

07–437Green, Anthony (U Cambridge, ESOL Examinations, Cambridge, UK; [email protected]), Washback to the learner: Learner and teacher perspectives on IELTS preparation course expectations and outcomes. Assessing Writing (Elsevier) 11.2 (2006), 113–134.

07–438Holme, Randal & Bussabamintra Chalauisaeng (Hong Kong Institute of Education, Hong Kong, China), The learner as needs analyst: The use of participatory appraisal in the EAP reading classroom. English for Specific Purposes (Elsevier) 25.4 (2006), 403–419.

07–439Jia, Yueming Zohreh R. Eslami, & Lynn M. Burlbaw (Texas A & M U, USA), ESL teachers' perceptions and factors influencing their use of classroom-based reading assessment. Bilingual Research Journal (National Association for Bilingual Education) 30.2 (2006), 407–430.

07–440Kirkgöz, Yasemin (Çukurova U, Turkey; [email protected]), Designing a corpus based English reading course for academic purposes. The Reading Matrix (Readingmatrix.com) 6.3 (2006), 281–298.

07–441Lambirth, Andrew (Canterbury Christ Church U, UK; [email protected]) & Kathy Goouch, Golden times of writing: The creative compliance of writing journals. Literacy (Blackwell) 40.3 (2006), 146–152.

07–442Li, Yongyan (City Hong Kong, China), A doctoral student of physics writing for publication: A sociopolitically-oriented case study. English for Specific Purposes (Elsevier) 25.4 (2006), 456–478.

07–443Moreira, Sylvia (City U New York, USA) & Maryellen Hamilton. Goats don't wear coats: An examination of semantic interference in rhyming assessments of reading readiness for English language learners. Bilingual Research Journal (National Association for Bilingual Education) 30.2 (2006), 547–557.

07–444Penney, Catherine (U Newfoundland, Canada) James Drover, Carrie Dyck & Amanda Squires, Phoneme awareness is not a prerequisite for learning to read. Written Language and Literacy (Benjamins) 9.1 (2006), 115–133.

07–445Serniclaes, Willy (U René Descartes, Paris, France), Allophonic perception in developmental dyslexia: Origin, reliability and implications of the categorical perception deficit. Written Language and Literacy (Benjamins) 9.1 (2006), 135–152.

07–446Suzuki, Akio (Josai U, Japan), Differences in reading strategies employed by students constructing graphic organizers and students producing summaries in EFL reading. JALT Journal (Japan Association for Language Teaching) 28.2 (2006), 177–196.

07–447Stapleton, Paul (Hokkaido U, Sapporo, Japan) & Rena Helms-Park, Evaluating Web sources in an EAP course: Introducing a multi-trait instrument for feedback and assessment. English for Specific Purposes (Elsevier) 25.4 (2006), 438–455.

07–448Zhu, Yunxia (U Queensland, New Zealand; [email protected]), Understanding sociocognitive space of written discourse: Implications for teaching business writing to Chinese students. International Review of Applied Linguistics in Language Teaching (Walter de Gruyter) 44.3 (2006), 265–285.

07–449Barber, Richard (Dubai Women's College, UAE), A practical model for creating efficient in-house placement tests. The Language Teacher (Japan Association for Language Teaching) 31.2 (2007), 3–7.

07–450Chang, Yuh-Fang (National Chung Hsing U, Taiwan), On the use of the immediate recall task as a measure of second language reading comprehension. Language Testing (Hodder Arnold) 23.4 (2006), 520–543.

07–451Hyun-Ju, Kim (U Seoul, Korea), World Englishes in language testing: A call for research. English Today (Cambridge University Press) 22.4 (2006), 32–39.

07–452Mahon, Elizabeth A. (Durham Public Schools, North Carolina, USA), High-stakes testing and English language learners: Questions of validity. Bilingual Research Journal (National Association for Bilingual Education) 30.2 (2006), 479–497.

07–453McCoy, Damien (Australian Centre for Education and Training, Vietnam), Utilizing students' preferred language learning strategies for IELTS test preparation. EA Journal (English Australia) 23.1 (2006), 3–13.

07–454Menken, Kate (City U New York, USA), Teaching to the test: How no child left behind impacts language policy, curriculum, and instruction for English language learners. Bilingual Research Journal (National Association for Bilingual Education) 30.2 (2006), 521–547.

07–455Pae, Tae-Il (Yeungnam U, China) & Gi-Pyo Park, Examining the relationship between differential item functioning and differential test functioning.Language Testing (Hodder Arnold) 23.4 (2006), 475–496.

07–456Rimmer, Wayne (U Reading, UK), Measuring grammatical complexity: The Gordian knot. Language Testing (Hodder Arnold) 23.4 (2006), 497–519.

07–457Rupp, André A. (Humboldt U, Berlin, Germany) Tracy Ferne & Hyeran Choi, How assessing reading comprehension with multiple-choice questions shapes the construct: A cognitive processing perspective. Language Testing (Hodder Arnold) 23.4 (2006), 441–474.

07–458Vanderveen, Terry (Kangawa U, Japan), The effect of EFL students' self-monitoring on class achievement test scores. JALT Journal (Japan Association for Language Teaching) 28.2 (2006), 197–206.

07–459Van Moere, Alistair (Lancaster U, UK), Validity evidence in a university group oral test. Language Testing (Hodder Arnold) 23.4 (2006), 411–440.

07–460Dogancay-Aktuna, Seran (Southern Illinois U, USA), Expanding the socio-cultural knowledge base of TESOL teacher education. Language, Culture and Curriculum (Multilingual Matters) 19.3 (2006), 278–295.

07–461Garrison, Leslie (San Diego State U, USA), Teacher attrition and retention along the Mexican border. Bilingual Research Journal (National Association for Bilingual Education) 30.2 (2006), 365–384.

07–462Harrison, Jennifer (U Leicester, UK), An examination of the language and interpretations of ‘Standard one’ for initial teacher training in England: ‘Professional values and practice’ – outcomes or opportunities?European Journal of Teacher Education (Routledge/Taylor & Francis) 29.4 (2006), 431–454.

07–463Love, Kristina (U Melbourne, Australia) & Merle Isles, ‘Welcome to the online discussion group’: A diagnostic framework for teachers.Australian Journal of Language and Literacy (Australian Literacy Educators' Association) 29.3 (2006), 210–224.

07–464Márquez-López, Teresa I. (U California, USA), Dual-language student teachers' classroom-entry issues: Stages toward gaining acceptance. Bilingual Research Journal (National Association for Bilingual Education) 30.2 (2006), 499–520.

07–465Rankin, Jamie (Princeton U, USA; [email protected]) & Florian Becker, Does reading the research make a difference? A case study of teacher growth in FL German. The Modern Language Journal (Blackwell) 90.3 (2006), 353–372.

07–466Santoro, Ninetta (Deakin U, Australia), ‘Outsiders’ and ‘others’: ‘Different’ teachers teaching in culturally diverse classrooms. Teachers and Teaching: Theory and Practice (Taylor & Francis) 13.1 (2007), 81–97.

07–467Sook Lee, Jin & Eva Oxelson (U California, Santa Barbara, USA), ‘It's not my job’: K–12 teacher attitudes toward students' heritage language maintenance. Bilingual Research Journal (National Association for Bilingual Education) 30.2 (2006), 453–477.

07–468Tudor, Ian (U Libre de Bruxelles, Belgium), Teacher training and ‘quality’ in higher education language teaching: Strategies and options. European Journal of Teacher Education (Routledge/Taylor & Francis) 29.4 (2006), 519–532.

07–469Dicker Hostos, Susan J. (City U New York, USA), Dominican Americans in Washington Heights, New York: Language and culture in a transnational community. International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 9.6 (2006), 713–727.

07–470Fitts, Shanan (California State U, USA), Reconstructing the status quo: Linguistic interaction in a dual-language school. Bilingual Research Journal (National Association for Bilingual Education) 30.2 (2006), 337–365.

07–471Hall, Anne-Marie (U Arizona, USA), Keeping La Llorona alive in the shadow of Cortés: What an examination of literacy in two Mexican schools can teach. Bilingual Research Journal (National Association for Bilingual Education) 30.2 (2006), 385–406.

07–472Han Chung, Haesook (Defense Language Institute, USA), Code switching as a communicative strategy: A case study of Korean–English bilinguals. Bilingual Research Journal (National Association for Bilingual Education) 30.2 (2006), 293–307.

07–473Hilmarsson-Dunn, A. M. (U Southampton, UK; [email protected]), Protectionist language policies in the face of the forces of English: The case of Iceland. Language Policy (Springer) 5.3 (2006), 295–314.

07–474Hogan-Brun, Gabrielle (U Bristol, UK; [email protected]), At the interface of language ideology and practice: The public discourse surrounding the 2004 education reform in Latvia. Language Policy (Springer) 5.3 (2006), 315–335.

07–475Jiménez, Terese C. (Loyola Marymount U, USA), , Alexis L. Filippini & Michael M. Gerber, Shared reading within Latino families: An analysis of reading interactions and language use. Bilingual Research Journal (National Association for Bilingual Education) 30.2 (2006), 431–452.

07–476King, Kendall & Lyn Fogle (Georgetown U, USA), Bilingual parenting as good parenting: Parents' perspectives on family language policy for additive bilingualism. International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 9.6 (2006), 695–712.

07–477Lee, Borim (Wonkwang U, Korea; [email protected]), Susan G. Guion & Tetsuo Harada, Acoustic analysis of the production of unstressed English vowels by early and late Korean and Japanese bilinguals. Studies in Second Language Acquisition (Cambridge University Press) 28.3 (2006), 487–513.

07–478Mar-Molinero, Clare & Patrick Stevenson (Centre for Transnational Studies, U Southampton, UK; [email protected]), Breaching the peace: Struggles around multilingualism in Switzerland. Language Policy (Springer) 5.3 (2006), 239–245.

07–479Mills, Kathy A. (Christian Heritage College, Australia), ‘Mr travelling-at-will Ted Doyle': Discourses in a multiliteracies classroom. Australian Journal of Language and Literacy (Australian Literacy Educators' Association) 29.2 (2006), 132–149.

07–480Pagett, Linda (U Plymouth, UK; [email protected]), Mum and Dad prefer me to speak Bengali at home: Code switching and parallel speech in a primary school setting. Literacy (Blackwell) 40.3 (2006), 137–145

07–481Ransdell, Sarah (Nova Southeastern U, Ft Lauderdale, FL, USA), Marie-Laure Barbier & Toomas Niit, Metacognitions about language skill and working memory among monolingual and bilingual college students: When does multilingualism matter?International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 9.6 (2006), 728–741.

07–482Souto-Manning, Mariana (U Georgia, USA), A critical look at bilingualism discourse in public schools: Autoethnographic reflections of a vulnerable observer. Bilingual Research Journal (National Association for Bilingual Education) 30.2 (2006), 559–577.

07–483Worthy, Jo & Alejandra Rodríguez-Galindo (U Texas, USA), ‘Mi hija vale dos personas': Latino immigrant parents’ perspectives about their children's bilingualism. Bilingual Research Journal (National Association for Bilingual Education) 30.2 (2006), 579–601.

07–484Aceto, Michael (East Carolina U, USA; [email protected]), Statian Creole English: An English-derived language emerges in the Dutch Antilles. World Englishes (Blackwell) 25.3 & 4 (2006), 411–435.

07–485Anchimbe, Eric A. (U Munich, Germany), World Englishes and the American tongue. English Today (Cambridge University Press) 22.4 (2006), 3–9.

07–486Bartha, Csilla & Anna Borbély (Hungarian Academy of Sciences, Budapest, Hungary; [email protected]), Dimensions of linguistic otherness: Prospects of minority language maintenance in Hungary. Language Policy (Springer) 5.3 (2006), 337–365.

07–487Coetzee-Van Rooy, Susan (North-West U, Potchefstroom, South Africa; [email protected]), Integrativeness: Untenable for world Englishes learners?World Englishes (Blackwell) 25.3 & 4 (2006), 437–450.

07–488Gooskens, Charlotte (U Groningen, The Netherlands; [email protected]) & Renée van Bezooijen, Mutual comprehensibility of written Afrikaans and Dutch: Symmetrical or asymmetrical?Literary and Linguistic Computing (Oxford University Press) 21.4 (2006), 543–557.

07–489Gooskens, Charlotte & Wilbert Heeringa (U Groningen, The Netherlands; [email protected]), The relative contribution of pronunciational, lexical, and prosodic differences to the perceived distances between Norwegian dialects. Literary and Linguistic Computing (Oxford University Press) 21.4 (2006), 477–492.

07–490Guilherme, Manuela (U De Coimbra, Portgual), English as a Global language and education for cosmopolitan citizenship. Language and International Communication (Multilingual Matters) 7.1 (2007), 72–90.

07–491Koscielecki, Marek (The Open U, Hongk Kong, China). Japanized English, its context and socio-historical background. English Today (Cambridge University Press) 22.4 (2006), 25–31.

07–492Meilin, Chen (Three Gorges University, China) & Hu Xiaoqiong, Towards the acceptability of China English at home and abroad.English Today (Cambridge University Press) 22.4 (2006), 44–52.

07–493Mesthrie, Rajend (U Cape Town, South Africa; [email protected]), World Englishes and the multilingual history of English. World Englishes (Blackwell) 25.3 & 4 (2006), 381–390.

07–494Poole, Brian (Ministry of Manpower, Muscat, the Sultanate of Oman), Some effects of Indian English on the language as it is used in Oman. English Today (Cambridge University Press) 22.4 (2006), 21–24.

07–495Robinson, Ian (U Calabria, Italy), Genre and loans: English words in an Italian newspaper. English Today (Cambridge University Press) 22.4 (2006), 9–20.

07–496Ross, Kathryn (U Oxford, UK; [email protected]), Status of women in highly literate societies: The case of Kerala and Finland. Literacy (Blackwell) 40.3 (2006), 171–178.

07–497Sala, Bonaventure M. (Cameroon), Does Cameroonian English have grammatical norms?English Today (Cambridge University Press) 22.4 (2006), 59–64.

07–498Wei-Yu Chen, Cheryl (National Taiwan Normal U, Taiwan; [email protected]), The mixing of English in magazine advertisements in Taiwan. World Englishes (Blackwell) 25.3 & 4 (2006), 467–478.

07–499Wong, Jock (National U Singapore, Singapore; [email protected]), Contextualizing aunty in Singaporean English. World Englishes (Blackwell) 25.3 & 4 (2006), 451–466.

07–500Xiaoxia, Cui (Yunnan U, China), An understanding of ‘China English’ and the learning and use of the English language in China. English Today (Cambridge University Press) 22.4 (2006), 40–43.

07–501Young, Ming Yee Carissa (Macao U Science & Technology, Macau; [email protected]), Macao students' attitudes toward English: A post-1999 survey. World Englishes (Blackwell) 25.3 & 4 (2006), 479–490.

07–502Ammon, Ulrich (U Duisburg-Essen, Germany; [email protected]), Language conflicts in the European Union: On finding a politically acceptable and practicable solution for EU institutions that satisfies diverging interests. International Journal of Applied Linguistics (Blackwell) 16.3 (2006), 319–338.

07–503Bagger Nissen, Henriette & Birgit Henriksen (U Copenhagen, Denmark; [email protected]), Word class influence on word association test results. International Journal of Applied Linguistics (Blackwell) 16.3 (2006), 389–408.

07–504Brizić, Katharina (U Vienna, Austria; [email protected]), The secret life of languages. Origin-specific differences in L1/L2 acquisition by immigrant children.International Journal of Applied Linguistics (Blackwell) 16.3 (2006), 339–362.

07–505Kenning, Marie-Madeleine (U East Anglia, UK; [email protected]), Evolving concepts and moving targets: Communicative competence and the mediation of communication.International Journal of Applied Linguistics (Blackwell) 16.3 (2006), 363–388.

07–506Riley, Philip (U Nancy 2, France; [email protected]), Self-expression and the negotiation of identity in a foreign language.International Journal of Applied Linguistics (Blackwell) 16.3 (2006), 295–318.

07–507Truscott, John (National Tsing Hua U, China; [email protected]), Optionality in second language acquisition: A generative, processing-oriented account. International Review of Applied Linguistics in Language Teaching (Walter de Gruyter) 44.4 (2006), 311–330.