In Other Professional Journals

Volume 90, Issue 1

Compiled by
MARYANN WEBER
&
CHRISTINE M. CAMPBELL

ALSIC, 8 (2005): [Online http://alsic.org] E. Duchiron, "Atouts, limites et exploitations potentielles du choix fourni dans les logiciels de langue"; E. Nissen, "Autonomie du groupe restreint et performance"; H. Walter, "L'intégration des mots venus d'ailleurs"; G. Antonaidis, S. Echinard, O. Kraif, T. Lebarbé & C. Ponton, "Modélisation de l'intégration de ressources TAL pour l'apprentissage des langues: la platforme MIRTO"; V. Zampa, "Utilisation de l'analyse sémantique latente pour tenter d'optimiser l'acquisition par exposition à une langue étrangère de spécialité"; C. Caws, "Application de principes cognitivistes et constructivistes à l'enseignement de l'écrit assité par ordinateur: perceptions des étudiants"; O. Sananes, "Enseignement du français à distance: l'expérience pakistanaise"; C. Demange-Ducrot, "Orientations pour l'intégration des TICE dans l'enseignement du français en Syrie. L'exemple du centre de documentation pédagogique de Damas"; C. Develotte & A. Potolia, "Les bases de données pédagogiques sur Internet: le cas du programme Idusasup"; P. Desmet & A. Héroguel, "Les enjeux de la création d'un environnement d'apprentissage électronique axé sur la compréhension oral à l'aide du système auteur IDIOMA-TIC."

American Educational Research Journal, 42,iii (2005): R. Zwick, et. al., "Predicting college grades and degree completion using high school grades and SAT scores: The role of student ethnicity and first language"; G. Carreon, et. al., "The importance of presence: Immigrant parents' school engagement experiences."

American Journal of Distance Education, 19,iii (2005): M. Moore, "Editorial: Blended learning"; D. Garrison & M. Cleveland-Innes, "Facilitating cognitive presence in online learning: Interaction is not enough"; D. Zhang, "Interactive multimedia-based e-learning: A study of effectiveness"; Y.-T. Yang, T. Newby, & R. Bill, "Using Socratic questioning to promote critical thinking skills through asynchronous discussion forums in distance learning environments."

American Journal of Distance Education, 19,ii (2005): J. Adams & M. DeFleur, "The acceptability of a doctoral degree earned online as a credential for obtaining a faculty position"; T. Egan & M. Akdere, "Clarifying distance education roles and competencies: Exploring similarities and differences between professional and student-practitioner perspectives"; D. Stein, C. Wanstreet, J. Calvin, C. Overtoom, & J. Wheaton, "Bridging the transactional distance gap in online learning environments."

American Journal of Distance Education, 19,i (2005): M. Moore, "Editorial: Cheating"; P. Fahy & M. Ally, "Student learning style and asynchronous computer-mediated conferencing (CMC) interaction"; L. Morris, S.-S. Wu, & C. Finnegan, "Predicting retention in online general education courses"; P. Duphorne & C. Gunawardena, "The effect of three computer conferencing designs on critical thinking skills of nursing students"; T. Roberts, T. Irani, R. Telg, & L. Lundy, "The development of an instrument to evaluate distance education courses using student attitudes."

Annual Review of Language Acquisition, 3,i (2004): P. Boersma & C. Levelt, "Optimality Theory and phonological acquisition"; K. Charkova, "Early foreign language education and metalinguistic development: A study of monolingual, bilingual and trilingual children on noun definition tasks"; E. Chen, "Language convergence and bilingual acquisition: The case of conditional constructions"; K. Deen, "The acquisition of inflectional prefixes in Nairobi Swahili."

Applied Cognitive Psychology, 19,vi (2005): M. Louwerse , A. Graesser, S. Lu, & H. Mitchell, "Social cues in animated conversation agents"; P. Morris, C. Fritz, L. Jackson, E. Nichol, & E. Roberts, "Strategies for learning proper names: Expanding retrieval practice, meaning and imagery."

Applied Linguistics, 26,iii (2005): E. Hauser, "Coding `corrective recasts': The maintenance of meaning and more fundamental problems"; S. Ross, "The impact of assessment method on foreign language proficiency growth"; N. Harwood, "`We do not seem to have a theory...The theory I present here attempts to fill this gap': Inclusive and exclusive pronouns in academic writing"; M. Swan, "Legislation by hypothesis: The case of task-based instruction"; P. Foster & A. Ohta, "Negotiation for meaning and peer assistance in second language classrooms"; S. North, "Disciplinary variation in the use of theme in undergraduate essays"; W. O'Grady, Y. Yamashita, & S.-Y. Lee, "A note on canonical word order."

Applied Psycholinguistics, 26,iv (2005): P. Trofimovich, "Spoken-word processing in native and second languages: An investigation of auditory word priming"; M. Chu & M. Leung, "Reading strategy of Hong Kong school-aged children: The development of word-level and character-level processing"; E. Pretorius, "English as a second language learner differences in anaphoric resolution: Reading to learn in the academic context"; A. Wittek & M. Tomasello, "Young children's sensitivity to listener knowledge and perceptual context in choosing referring expressions"; A. LaFrance & A. Gottardo, "A longitudinal study of phonological processing skills and reading in bilingual children"; D. Hardison, "Second-language spoken word identification: Effects of perceptual training, visual cues, and phonetic environment"; R. Horton-Ikard & S. Weismer, "Distinguishing African American English from developmental errors in the language production of toddlers"; R. Anderson & S. Souto, "The use of articles by monolingual Puerto Rican Spanish-speaking children with specific language impairment."

Applied Psycholinguistics, 26,iii (2005): M. Munro & V. Mann, "Age of immersion as a predictor of foreign accent"; C.-F. Hu & C. Schuele, "Learning nonnative names: The effect of poor native phonological awareness"; T. Grhter, "Comprehension and production of French object clitics by child second language learners and children with specific language impairment"; M. Saxton, C. Houston-Price, & N. Dawson, "The prompt hypothesis: Clarification requests as corrective input for grammatical errors"; C. McBride-Chang, R. Wagner, A. Muse, B. Chow, & H. Shu, "The role of morphological awareness in children's vocabulary acquisition in English"; L. Serratrice, "The role of discourse pragmatics in the acquisition of subjects in Italian"; I. Levin, A. Vries, D. Aram, & A. Bus, "Writing starts with own name writing: From scribbling to conventional spelling in Israeli and Dutch children."

Assessing Writing, 10,ii (2005): C. Rutz & J. Lauer-Glebov, "Assessment and innovation: One darn thing leads to another"; P. de Haan & K. van Esch, "The development of writing in English and Spanish as foreign languages"; H. Ezer & T. Sivan, "`Good' academic writing in Hebrew: The perceptions of pre-service teachers and their instructors"; J. Klein & D. Taub, "The effect of variations in handwriting and print on evaluation of student essays."

La Banque des mots, 70 (2004): J.-L. Astor, R. Bensaid, J.-M. Bernard, L. Brissaud, J. Georget, G. Goy, D. Marette, J. Schwob, & M. Thué, "En route pour Mars: Petit vocabulaire martien"; P. Pluvinet, "La langue bourguignonne, des mots aussi savoureux que des mets"; B.-D. Wells, "Traduction automatique à six rapports"; J. Pluvinet, "Vocabulaire des enduits décoratifs"; J. Chaline, "Glossaire de paléontologie évolutive."

La Banque des mots, 69 (2004): C. Murcia, "Quelques néologismes littéraires du XXe siècle"; C. de Schaetzen, "L'enseignement francophone de la terminographie et de la dictionnairique assistées"; B. Thiry, "Radiographie du langage de l'économie"; P. Alméras, "Le français, c'est fini?"

British Journal of Educational Psychology, 75,iii (2005): C. Masui & E. de Corte, "Learning to reflect and to attribute constructively as basic components of self-regulated learning"; A. Lizzio & K. Wilson, "Self-managed learning groups in higher education: Students' perceptions of process and outcomes"; T. Thompson & S. Musket, "Does priming for mastery goals improve the performance of students with an entity view of ability?"; R. Remedios, K. Ritchie, & D. Lieberman, "I used to like it but now I don't: The effect of the transfer test in Northern Ireland on pupils' intrinsic motivation"; B. Norwich, "The cultural nature of human development."

British Journal of Psychology, 96,iii (2005): J. Hayes, P. Smith, & V. Murphy, "Modality effects in compounding with English inflectional morphology"; D. Groome & N. Grant, "Retrieval-induced forgetting is inversely related to everyday cognitive failures."

British Journal of Psychology, 96,i (2005): C. Howe, D. McWilliam, & G. Cross, "Chance favours only the prepared mind: Incubation and the delayed effects of peer collaboration."

CALICO Journal, 23,i (2005): C. Chapelle, "CALICO at center stage: Our emerging rights and responsibilities"; A. Rimrott & T. Heift, "Language learners and generic spell checkers in CALL"; E. Ushida, "The role of students' attitudes and motivation in second language learning in online language courses"; J. Burston, "Video dubbing projects in the foreign language curriculum"; L. Lee, "Using Web-based instruction to promote active learning: Learners' perspectives."

Canadian Modern Language Review/La Revue canadienne des langues vivantes, 62,i (2005): J. Belz & N. Vyatkina, "Learner corpus analysis and the development of L2 pragmatic competence in networked inter-cultural language study: The case of German modal particles"; Y.-G. Chung, B. Graves, M. Wesche, M. Barfurth, "Computer-mediated communication in Korean-English chat rooms: Tandem learning in an international languages program"; V. Spiliotopoulos & S. Carey, "Investigating the role of identity in L2 writing using electronic bulletin boards"; H. Nguyen & G. Kellogg, "Emergent identities in on-line discussions for second language learning"; J. Thoms, J. Liao, & A. Szustak, "The use of L1 in an L2 on-line chat activity"; L. de Serres & M. Lafontaine, "Utilisation des TIC: adaptation et validation de trois échelles de mesures de variables affectives"; C. Chapelle, "CALL the Canadian way"; M.-J. Hamel, "Grammaire de texte en contexte d'ALAO: une année avec le didacticiel FreeText."

Cognitive Linguistics, 16,iii (2005): E. Dabrowska & E. Lieven, "Towards a lexically specific grammar of children's question constructions"; M. Fried, "A frame-based approach to case alternations: The swarm-class verbs in Czech"; Y. Kihara, "The mental space structure of verbal irony"; A. Ninio, "Accelerated learning without semantic similarity: Indirect objects"; E. Slingerland, "Conceptual blending, somantic marking, and normativity: A case example from ancient Chinese."

Cognitive Linguistics, 16,ii (2005): A. Cienki, "Metaphor in the `strict father' and `nurturant parent' cognitive models: Theoretical issues raised in an empirical study"; E. Gibson, T. Desmet, D. Brodner, D. Watson, & K. Ko, "Reading relative clauses in English"; S. Iwata, "Locative alternation and two levels of verb meaning."

Computers and Composition, 22,iii (2005): K. De Pew, "Second language writers in digital contexts"; K. De Pew & S. Miller, "Studying L2 writers' digital writing: An argument for post-critical methods"; B. Thatcher, "Situating L2 writing in global communication technologies"; K. Miller, "Second language writing research and pedagogy: A role for computer logging?"; C. Tardy, "Expressions of disciplinarity and individuality in a multimodal genre"; A. Hirvela, "Computer-based reading and writing across the curriculum: Two case studies of L2 writers"; S. Rilling, "The development of an ESL OWL, or learning how to tutor writing online"; D. Grigar, "The challenges of hybrid forms of electronic writing"; D. Grigar, "Global dimensions"; R. Adams, "It only needs a name if you're writing about it."

Current Issues in Language Planning, 5,ii (2004): N. Hhbschmannov< & J. Neustupnv, "`Terminological' processes in North-Central Romani"; R. Powell, "Terminological creation and language shift in Malaysia's legal system"; R. Lasimbang & T. Kinajil, "Building terminology in the Kadazandusun language"; C. Williams-van Klinken, "Developing electoral terminology for a new official language: Tatun in East Timor"; J. Troy & M. Walsh, "Terminology planning in aboriginal Australia"; R. Bovingdon, "From language to ethnolect: Maltese to Maltraljan."

Discourse and Society, 16,v (2005): A. Hepburn & S. Wiggins, "Developments in discursive psychology"; K. Eriksson & K. Aronsson, "`We're really lucky': Co-creating `us' and the `Other' in school booktalk."

Discourse Processes, 40,ii (2005): J. Cromley & R. Azevedo, "What do reading tutors do? A naturalistic study of more and less experiences tutors in reading"; J. Oller, L. Chen, S. Oller, & N. Pan, "Empirical predictions from a general theory of signs"; H. Marcos & J. Rabain-Jamin, "Conversational support for assertives in young children."

Educational Action Research, 13,iii (2005): S. Noffke, "Are we critical yet? some thoughts on reading, rereading, and Becoming Critical"; S. Groundwater-Smith, "Painting the educational landscape with tea: Rereading Becoming Critical"; W. Carr & S. Kemmis, "Staying critical"; J. Elliott, "Becoming critical: The failure to connect"; C. McKinney, "A balancing act: Ethical dilemmas of democratic teaching within critical pedagogy"; H. Jing, "Metacognition training in the Chinese university classroom: An action research study"; B. Davis & D. Sumara, "Complexity science and educational action research: Toward a pragmatics of transformation."

Educational and Psychological Measurement, 65,v (2005): W. de Corte & F. Lievens, "The risk of adverse impact in selections based on a test with known effect size"; H. Doran, "The information function for the one-parameter logistic model: Is it reliability?"; C. Bernaards & R. Jennrich, "Gradient projection algorithms and software for arbitrary rotation criteria in factor analysis"; L.-J. Weng & C.-P. Cheng, "Parallel analysis with unidimensional binary data"; J. Peugh & C. Enders, "Using the SPSS mixed procedure to fit cross-sectional and longitudinal multilevel models"; R. De Ayala, D. Vonderharr-Carlson, & D. Kim, "Assessing the reliability of the Beck Anxiety Inventory scores"; A. Collazo, "Translation of the Marlowe-Crowne Social Desirability Scale into an equivalent Spanish version"; B. Torff, D. Sessions, & K. Byrnes, "Assessment of teachers' attitudes about professional development."

Educational and Psychological Measurement, 65,iv (2005): W.-C. Wang & M. Wilson, "Assessment of differential item functioning in testlet-based items using the Rasch testlet"; H. Breland, Y.-W. Lee, & E. Muraki, "Comparability of TOEFL CBT essay prompts: Response-mode analysis"; W. Velicer & S. Colby, "A comparison of missing-date procedures for Arima time-series analysis"; D. Zimmerman & B. Zumbo, "Can percentiles replace raw scores in the statistical analysis of test data?"

Educational and Psychological Measurement, 65,iii (2005): N. Raju & T. Oshima, "Two prophecy formulas for assessing the reliability of item response theory-based ability estimates"; W.-C. Wang & C.-T. Chen, "Item parameter recovery, standard error estimates, and fit statistics of the Winsteps Program for the family of Rasch models"; M. Ross, M. Blackburn, & S. Forbes, "Reliability generalization of the patterns of adaptive learning survey goal orientation scales"; H. Le, A. Casillas, S. Robbins, & R. Langley, "Motivational and skills, social, and self-management predictors of college outcomes: Constructing the student readiness inventory"; S. Cashin & P. Elmore, "The survey of attitudes toward statistics scale: A construct validity study."

Educational Researcher, 34,vii (2005): M. Cochran-Smith, "The new teacher education: For better or for worse?"; W. Allen, "A forward glance in a mirror: diversity challenged--Access, equity, and success in higher education"; H. Alim, "Critical language awareness in the United States: Revisiting issues and revising pedagogies in a resegregated society."

Educational Researcher, 34,vi (2005): D. Boote & P. Beile, "Scholars before researchers: On the centrality of the dissertation literature review in research preparation"; K. Hostetler, "What is `good' education research?"

Educational Technology, Research, and Development, 53,iii (2005): J. van MerriNnboer & P. Ayres, "Research on cognitive load theory and its design implications for e-learning"; F. Paas, J. Tuovinen, J. MerriNnboer, & A. Darabi, "A motivational perspective on the relation between mental effort and performance: Optimizing learner involvement in instruction"; R. Moreno & A. Valdez, "Cognitive load and learning effects of having students organize pictures and words in multimedia environments: The role of student interactivity and feedback";W. Schnotz & T. Rasch, "Enabling, facilitating, and inhibiting effects of animations in multimedia learning: Why reduction of cognitive load can have negative results on learning"; T. van Gog, K. Ericsson, R. Rikers, & F. Paas, "Instructional design for advanced learners: Establishing connections between the theoretical frameworks of cognitive load and deliberate practice"; S. Kalyuga & J. Sweller, "Rapid dynamic assessment of expertise to improve the efficiency of adaptive e-learning"; G. Morrison & G. Anglin, "Research on cognitive load theory: Application to e-learning"; J. Gall & L. Lohr, "Curriculum, plans, and processes in instructional design: International perspectives."

ELT Journal, 59,iv (2005): R. Rubdy, "A multi-thrust approach to fostering a research culture"; J. Norton, "The paired format in the Cambridge Speaking Tests"; J. Schneider, "Teaching grammar through community issues"; C. Green, "Integrating extensive reading in the task-based curriculum"; C. Green & R. Tanner, "Multiple intelligences and online teacher education"; M. Koprowski, "Investigating the usefulness of lexical phrases in contemporary coursebooks"; P. Hiep, "University English classrooms in Vietnam"; B. Seidhofer, "English as a lingua franca."

English for Specific Purposes, 24,iv (2005): C. Nickerson, "Editorial: English as a lingua franca in international business contexts"; B. Planken, "Managing rapport in lingua franca sales negotiations: A comparison of processional and aspiring negotiators"; L. Louhiala-Salminen, M. Charles, & A. Kanaanranta, "English as a lingua franca in Nordic corporate mergers: Two case companies"; K.-S. Chew, "An investigation of the English language skills used by new entrants in banks in Hong Kong"; M. Connor, P. Rogers, & I. Wong, "Reinventing ourselves: Collaborative research initiatives between Singapore & US business schools."

English Today, 21,iv (2005): A. Hassan, "Language planning in Malaysia: The first hundred years"; G. Adamo, "Globalization, terrorism, and the English language in Nigeria"; B. Poole, "`Quality' problems"; N. Ross, "MS and the EU: Naming a non-starter"; M. Bulley, "I mightn't have had to have been writing this"; B. Blaisdell, "Death sentences"; X. Shao, "Practicing my English in China"; N. Qiang & M. Wolff, "Is EFL a modern Trojan horse?"; T. McArthur, "Teaching and using English in Hong Kong, China, and the world."

English Today, 21,iii (2005): A. Seaton, "Explaining oneself"; L. Lan, "The growing prosperity of on-line dictionaries"; G. Abbott, "Calling people names"; P. Rastall, "The nippy postie plays a nifty game of footie"; H. Xiaoqiong, "China English, at home and in the world"; J. Jin, "Which is better in China, a local or a native English-speaking teacher?"; M. Bulley, "Dyooty or jyooty? Back to the beginnings"; K. Davidson, "Très SHOW"; B. Blaisdell, "The Soup Kitchen Writing Workshop"; T. McArthur, "Chines, English, Spanish--and the rest."

Foreign Language Annals, 38,iii (2005): J. Aski, "Alternatives to mechanical drills for the early stages of language practice in foreign language textbooks"; B. Schuster, "Did a Foreign Language in the Elementary Schools (FLES) Program in a Kansas school district affect students' academic achievement in English?"; S. Savignon & P. Sysoyev, "Cultures and comparisons: Strategies for learners"; T. Houston, "Outcomes assessment for beginning and intermediate Spanish: One program's process and results"; A. Moyer, "Formal and informal experiential realms in German as a foreign language: A preliminary investigation"; T. Gregersen, "Nonverbal cues: Clues to the detection of foreign language anxiety"; O. Castro & V. Peck, "Learning styles and foreign language learning difficulties"; L. Ducate & L. Lomicka, "Exploring the blogosphere: Use of Web logs in the foreign language classroom"; E. Spodark, "Technoconstructivism for the undergraduate foreign language classroom."

French Review, 79,i (2005): A. Coveney, "Subject doubling in spoken French: A sociolinguistic approach"; H. York, "Le chemin du retour: Life after French in Action?"; C. Dio, "La vie des mots."

Hispania, 88,iii (2005): L. Calvin, "Ideas: Graffiti, the ultimate realia: Meeting the Standards through an unconventional cultural lesson"; G. Vélez-Rend\n, "Las autobiografRas linghRsticas: Une propuesta metodol\gica para el desarrolo de la lecto-escritura de los alumnos hispanohablantes"; B. Glick, "Ideas: La OEA y la ONU en espaZol: modelos de communicati\n"; H. Webb, "Un modelo de acercamiento a la cuesti\n de los textos auténticos en los cursos b<sicos: el por qué, con qué, cu<ndo y c\mo, quién, d\nde y cu<les"; G. Lord, "(How) can we teach foreign language pronunciation? On the effects of a Spanish phonetics course"; J. Barcroft, "La enseZanza del vocabulario en espaZol como segunda lengua"; M. Placencia, "Pragmatic variation in corner store interactions in Quito and Madrid."

International Journal of Bilingual Education & Bilingualism, 8,v (2005): S. May, "Introduction: Bilingual/immersion education in Aotearoa/New Zealand: Setting the context"; S. May & R. Hill, "M~ori-medium education: Current issues and challenges"; C. Rau, "Literacy acquisition, assessment and achievement of Year Two students in total immersion in M~ori programmes"; T. Glynn, M. Berryman, K. Loader, & T. Cavanagh, "From literacy in M~ori to biliteracy in M~ori and English: A community and school transition programme"; F. Tagoilelagi-Leota, S. McNaughton, S. MacDonald, & S. Farry, "Bilingual and biliteracy development over the transition to school"; P. Tuafuti & J. McCaffery, "Family and community empowerment through bilingual education."

International Journal of Bilingual Education & Bilingualism, 8,iv (2005): J. Mills, "Connecting communities: Identity, language and diaspora"; A. Pavlenko, "`Ask each pupil about her methods of cleaning': Ideologies of language and gender in Americanisation instruction (1900-1924)"; V. Edwards & L. Newcombe, "When school is not enough: New initiatives in intergenerational language transmission in Wales"; R. Barwell, "Empowerment, EAL and the national numeracy strategy"; P. GarcRa, "Case study: Parental language attitudes and practices to socialise children in a diglossic society"; A. Pavlenko, "Bilingual bliss, bilingual blues: Reflections by and about bilingual writers"; J. Leeman, "Mi lengua: Spanish as a heritage language in the United States"; L. Verplaeste, "Multilingual education in practice: Using diversity as a resource"; K. King, "Multilingual classroom ecologies: Inter-relationships, interactions and ideologies"; A. Blackledge, "Succeeding in diversity. Culture, language and learning in primary classrooms."

International Journal of Intercultural Relations, 29,iv (2005): S. Kline & F. Liu, "The influence of comparative media use on acculturation, acculturative stress, and family relationships of Chinese international students"; P. Cassiday, "Expatiate leadership: An organizational resource for collaboration"; S. Nonis, J. Teng, & C. Ford, "A cross-cultural investigation of time management practices and job outcomes"; Y.-F. Chen, D. Tjosvold, & S. Su, "Goal interdependence for working across cultural boundaries: Chinese employees with foreign managers"; W. Watson, A. BarNir, & R. Pavur, "Cultural diversity and learning teams: The impact on desired academic team processes"; V. Chirkov, M. Lynch, & S. Niwa, "Application of the senario questionnaire of horizontal and vertical individualism and collectivism to the assessment of cultural distance and cultural fit."

International Journal of Intercultural Relations, 29,iii (2005): O. Ourasse & F. van de Vijver, "The role of demographic variables and acculturation attitudes in predicting sociocultural and psychological adaptation in Moroccans in the Netherlands"; A. Kosic, L. Mannetti, & D. Sam, "The role of majority attitudes towards out-group in the perception of the acculturation strategies of immigrants"; D. Kealey, D. Protheroe, D. MacDonald, & T. Vulpe, "Re-examining the role of training in contributing to international project success: A literature review and an outline of a new model training program"; P. Vedder & E. Virta, "Language, ethnic identity, and the adaptation of Turkish immigrant youth in the Netherlands and Sweden"; S. Mol, M. Born, & H. van der Molen, "Developing criteria for expatriate effectiveness: Time to jump off the adjustment bandwagon"; R. Weisskirch, "Ethnicity and perceptions of being a `typical American' in relationship to ethnic identity development."

International Journal of Intercultural Relations, 29,ii (2005): L. Arassaratnam & M. Doerfel, "Intercultural communication competence: Identifying key components from multicultural perspectives"; J. Holt & C. DeVore, "Culture, gender, organizational role, and styles of conflict resolution: A meta-analysis"; S. Goto & D. Chan, "Becoming friends or remaining foes: An empirical test of a causal model of intergroup contact across two cultures"; T. Milstein, "Transformation abroad: Sojourning and the perceived enhancement of self-efficacy"; B. Lam, "Self-construal and depression among Vietnamese-American adolescents."

International Journal of Intercultural Relations, 29,i (2005): W. Stephan, C. Renfro, V. Esses, C. Stephan, & T. Martin, "The effects of feeling threatened on attitudes toward immigrants"; M. Navas, M. GarcRa, J. S<nchez, A. Rojas, P. Pumares, & J. Fren<ndez, "Relative Acculturation Extended Model (RAEM): New contributions with regard to the study of acculturation"; Y.-W. Ying, "Variations in acculturative stressors over time: A study of Taiwanese students in the United States"; J. Greenholtz, "Does intercultural sensitivity cross cultures? Validity issues in porting instruments across languages and cultures"; Z. Cemalcilar, T. Falbo, & L. Stapleton, "Cyber communication: A new opportunity for international students' adaptation."

International Journal of Qualitative Studies in Education, 18,iv (2005): M. Zembylas, "Beyond teacher cognition and teacher beliefs: The value of the ethnography of emotions in teaching"; K. Foster, "Diet of disparagement: The racial experiences of black students in a predominantly white university."

International Journal of Qualitative Studies in Education, 18,iii (2005): M. Gibson, "Promoting academic engagement among minority youth: Implications from John Ogbu's Shaker Heights ethnography"; L. Hubbard, "The role of gender in academic achievement"; N. Flores-Gonzalez, "Popularity versus respect: School structure, peer groups and Latino academic achievement."

International Journal of the Sociology of Language, 174,i (2005): M.-J. Azurmendi & I. De Luna, "Introduction: Presenting the Basque case"; M. Mateo, "Language policy and planning of the status of Basque, I: The Basque Autonomous Community (BAC)"; J. Legarra & E. Baxok, "Language policy and planning of the status of Basque, II: Navarre and the Northern Basque Country"; X. Telleria & J. Espin, "The sociolinguistic situation in the Basque Country according to the 2001 Sociolinguistic Survey"; N. Bardner & M. Zalbide, "Basque acquisition planning"; J. Azkue & J. Perales, "The teaching of Basque to adults"; I. De Luna & M.-J. Azurmendi, "Final reflections. Basque: From the present toward the future."

International Journal of the Sociology of Language, 173,i (2005): D. Bradley, "Introduction: Language policy and language endangerment in China"; L. Fat, "A dialect murders another dialect: The case of Hakka in Hong Kong"; J. Janhunen, "Tungusic," An endangered language family in Northeast Asia"; L. Fengxiang, "Contact, attrition, and structural shift: Evidence from Orogen"; P. Brassett & C. Brassett, "Diachronic and synchronic overview of the Tujia language of Central South China"; X. Shixuan, "Survey of the current situation of Laomian and Laopin in China"; K. Person, "Language revitalization or dying gasp? Language preservation efforts among the Bisu of Northern Thailand"; S. Hongkai, "The Anong language: Studies of a language in decline"; D. Bradley, "Sanie and language loss in China"; L. Tsung & D. Qingxia, "A vanishing language: The case of Xiandao."

International Journal of the Sociology of Language, 172,i (2005): T. Crowley, "Competing agendas in indigenous-language renewal: Initial vernacular education in Vanuatu"; W. Sperlich, "Will cyberforums save endangered languages? A Niuean case study"; M. Vamarasi, "Factors favoring and disfavoring obsolescence in the South Pacific: A case study of Rotuman"; J. Holmes, "Using M~ori English in New Zealand"; M. Mutu, "In search of the missing M~ori links--maintaining both ethnic identity and linguistic integrity in the revitalization of the M~ori language"; R. Harlow, "Covert attitudes to M~ori"; S. Chrisp, " M~ori intergenerational language transmission."

International Journal of the Sociology of Language, 171,i (2005): J. Cenoz & D. Gorter, "Introduction: Trilingualism and minority languages in Europe"; L. Aronin, "Theoretical perspectives of trilingual education"; S. Bj`rklund, "Toward trilingual education in Vaasa/Vasa, Finland"; J. Cenoz, "English in bilingual programs in the Basque country"; D. Gorter, "Three languages of instruction in Frysl>n"; C. MuZz, "Trilingualism in the Catalan educational system"; M. [ Laoire, "Three languages in the schools in Ireland"; R. Verra, "L'insegnamento trilingue nelle localitB Ladine della provincia di Bolzano"; C. Brohy, "Trilingual education in Switzerland."

IRAL, 43,iii (2005): J. Camps, "The emergence of the imperfect in Spanish as a foreign language: The association between imperfective morphology and state verbs"; J. Herschensohn, J. Stevenson & J. Waltmunson, "Children's acquisition of L2 Spanish morphosyntax in an immersion setting"; B. Yuan & Y. Zhao, "Resumptive pronouns in English-Chinese and Arabic-Chinese interlanguage"; N. Lorenzo-Dus & P. Meara, "Examiner support strategies and test-taker vocabulary."

Journal of Applied Linguistics, 1,i (2004): C. Candlin & S. Sarangi, "Making applied linguistics matter"; S. Adolphs, B. Brown, R. Carter, P. Crawford, & O. Sahota, "Applying corpus linguistics in a health care context"; C. Brouwer & J. Wagner, "Developmental issues in second language conversation"; J. Lantolf & M. Poehner, "Dynamic assessment of L2 development: Bringing the past into the future"; S. Heath & C. Kramsch, "Individuals, institutions and the uses of literacy"; A. Jones & S. Sin, "The integration of language and content: Action research based on a theory of task design."

Journal of Child Language, 32,ii (2005): L. Gerken, R. Wilson, & W. Lewis, "Infants can use distributional cues to form syntactic categories"; J. Pine, C. Rowland, E. Lieven, & A. Theakston, "Testing the agreement/tense omission model: Why the data on children's use of non-nominative 3psg subjects count against the ATOM"; Ô. _zçaliÕkan, "On learning to draw the distinction between physical and metaphorical motion: Is metaphor an early emerging cognitive and linguistic capacity?"; D. Casenhiser, "Children's resistance to homonymy: An experimental study of pseudohomonyms"; H. Deacon & P. Bryant, "The strength of children's knowledge of the role of root morphemes in spelling derived words"; H. Taelman, G. Durieux, & S. Gillis, "Notes on Ingram's whole-word measures for phonological development"; A. Goldberg, D. Casenhiser, & N. Sethuraman, "The role of prediction in construction-learning"; T. Nazzi, A. Gopnik, & A. Karmiloff-Smith, "Asynchrony in the cognitive and lexical development of young children with Williams syndrome"; V. Millogo, "The use of anaphoric pronouns by French children in narrative: Evidence from constrained text."

Journal of Educational Measurement, 42,iii (2005): H. Huitzing, B. Veldkamp, & A. Verschoor, "Infeasibility in automated test assembly models: A comparison study of different methods"; Y. Li & W. Schafer, "Increasing the homogeneity of CAT's item-exposure rates by minimizing or maximizing varied target functions while assembling shadow tests"; H. Wainer, X. Wang, W. Skorupski, & E. Bradlow, "A Bayesian method for evaluating passing scores: The PPoP curve."; W. van der Linden, "A comparison of item-selection methods for adaptive tests with content constraints."

Journal of Experimental Psychology: Learning, Memory, and Cognition, 31,iv (2005): H. Nilsson, H. Olsson, & P. Juslin, "The cognitive substrate of subjective probability"; R. Hertwig, T. Pachur, & S. Kurzenhahser, "Judgments of risk frequencies: Tests of possible cognitive mechanisms"; W. Maddox, J. Filoteo, J. Lauritzen, E. Connally, & K. Hejl, "Discontinuous categories affect information-integration but not rule-based category"; C. Morey & N. Cowan, "When do visual and verbal memories conflict? The importance of working-memory load and retrieval"; K. Oberauer, "Control of the contents of working memory--A comparison of two paradigms and two age groups"; A. Thron & C. Frankish, "Long-term knowledge effects on serial recall of nonwords are not exclusively lexical."

Journal of Language and Social Psychology, 24,iii (2005): K. Link & R. Kreuz, "The comprehension of ostensible speech acts"; J. Forgas & G. Tehani, "Affective influences on language use: Mood effects on performance feedback by experts and novices"; K. Graves, J. Schmidt, & M. Andrykowski, "Writing about September 11, 2001: Exploration of emotional intelligence and the social environment."

Journal of Multi-lingual and Multicultural Development, 26,v (2005): G. Hogan-Brun, "The Baltic Republics and language ideological debates surrounding European Union accession"; A. Verschik, "Research into multilingualism in Estonia"; R. Rouillard, "Between East and West is North: The loyalties and allegiances of Russian authors and painters living in EU Estonia"; A. Pried§te, "Surveying language attitudes and practices in Latvia"; G. Hogan-Brun & M. Ramonien, "Perspectives on language attitudes and use in Lithuania's multilingual setting"; I. Savickien & Violeta Kaldait, "Cultural and linguistic diversity of the Baltic States in a new Europe"; J.-B. Adrey, "Minority language rights before and after the 2004 EU enlargement: The Copenhagen criteria in the Baltic states."

Journal of Multi-lingual and Multicultural Development, 26,iv (2005): L. Callahan, "`Talking both languages': 20 perspectives on the use of Spanish and English inside and outside the workplace"; D. Lasagabaster, "Attitudes towards Basque, Spanish and English: An analysis of the most influential variables"; A. Rajah-Carrim, "Language use and attitudes in Mauritius on the basis of the 2000 population census"; N. Fukuchi & R. Sakamoto, "Affective dimensions of the Japanese foreign language learner: Implications for psychological learner development in Japan."

Journal of Pragmatics, 37,xi (2005): K. Aijmer & A.-B. Stenstr`m, "Approaches to spoken interaction"; M. Fried & J.-O. _stman, "Construction Grammar and spoken language: The case of pragmatic particles"; J. Holmes, "Leadership talk: How do leaders `do mentoring', and is gender relevant?"; D. Lewis, "Arguing in English and French asynchronous online discussion"; N. Norrick, "Interactional remembering in conversational narrative"; M. Overstreet, "And stuff und so: Investigating pragmatic expressions in English and German"; S. Smith, H. Noda, S. Andrews, & A. Jucker, "Setting the stage: How speakers prepare listeners for the introduction of referents in dialogues and monologues"; S. Tagliamonte, "So who? Like how? Just what? Discourse markers in the conversations of young Canadians."

Journal of Pragmatics, 37,x (2005): S. Coulson & T. Oakley, "Blending and coded meaning: Literal and figurative meaning in cognitive semantics"; E. Hutchins, "Material anchors for conceptual blends"; P. Brandt, "Mental spaces and cognitive semantics: A critical comment"; J. Grady, "Primary metaphors as inputs to conceptual integration"; P. Harder, "Blending and polarization: Cognition under pressure"; A. Hougaard, "Conceptual disintegration and blending in interactional sequences: A discussion of new phenomena, processes vs. products, and methodology"; T. Rohrer, "Mimesis, artistic inspiration and the blends we live by."

Journal of Pragmatics, 37,ix (2005): E. Ifantidou, "The semantics and pragmatics of metadiscourse"; A. Capone, "Pragmemes (a study with reference to English and Italian"; J. Fulda, "A pragmatic, truth-functional solution to a logical difficulty with biconditionals absent in conditionals"; L. Hoye, "`You may think that; I couldn't possibly comment!' Modality studies: Contemporary research and future directions. Part II."

Journal of Second Language Writing, 14,ii (2005): S. McCarthey, Y.-H. Guo, & S. Cummins, "Understanding changes in elementary Mandarin students' L1 and L2 writing"; L. Blanton, "Student, interrupted: A tale of two would-be writers"; A. MiÓak, M. MaruÓiƒ, & A. MaruÓiƒ, "Manuscript editing as a way of teaching academic writing: Experience from a small scientific journal"; T. Silva & E. Patton, "Selected bibliography of recent scholarship in second language writing."

Journal of Teacher Education, 56,v (2005): M. Cochran-Smith, "Editorial: Teacher education and the outcomes trap"; M. McDonald, "The integration of social justice in teacher education: Dimensions of prospective teachers' opportunities to learn"; T. Beauboeuf-Lafontant, "Womanist lessons for reinventing teaching"; M. Boyle-Baise, "Preparing community-oriented teachers: Reflections from a multicultural service-learning project"; J. Gordon, "The crumbling pedestal: Changing images of Japanese teachers"; J. Hermann-Wilmarth, "Listening to Anthony: The case of a disruptive preservice teacher"; A. Lippincott, C. Peck, M. D'Emidio-Caston, & J. Snyder, "Staging the work of teacher education through public conversation."

Journal of Teacher Education, 56,iv (2005): M. Cochran-Smith, "Introduction to the issue: Teacher accreditation: An update"; M. Cochran-Smith, "Editorial: Studying teacher education: What we know and need to know"; F. Murray, "On building a unified system of accreditation in teacher education"; A. Wise, "Establishing teaching as a profession: The essential role of professional accreditation"; E. Tamir & S. Wilson, "Who should guard the gates? Evidentiary and professional warrants for claiming jurisdiction"; M. Andrew, C. Cobb, & P. Giampietro, "Verbal ability and teacher effectiveness"; L. Orland-Barak, "Lost in translation: Mentors learning to participate in competing discourses of practice"; N. Huyland & S. Noffke, "Understanding diversity through social and community inquiry: An action-research study"; T. Nelson, "Knowledge interactions in teacher-scientist partnerships: Negotiation, consultation, and rejection."

Language, 81,iii (2005): K. Fukushima, "Lexical V-V compounds in Japanese: Lexicon vs. syntax"; A. Rosenbach, "Animacy versus weight as determinants of grammatical variation in English"; W. Davies, "Madurese prolepsis and its implications for a typology of raising"; R. Baayen & F. MartRn, "Semantic density and past-tense formation in three Germanic languages"; M. McGinnis, "On markedness asymmetries in person and number."

Language Acquisition: a Journal of Developmental Linguistics, 12,ii (2004): R. Reinhart, "The processing cost of reference set computation: Acquisition of stress shift and focus"; M. Becker, "Copula omission is a grammatical reflex."

Language Acquisition: a Journal of Developmental Linguistics, 12,i (2004): T. Ionin, H. Ko, & K. Wexler, "Article semantics in L2 acquisition: The role of specificity"; A. Papafragou & N. Tantalou, "Children's computation of implicatures"; J. Schaeffer & D. Shalom, "On root infinitives in child Hebrew"; J. Musolino & A. Gualmini, "The role of partitivity in child language."

Language Awareness, 14,ii/iii (2005): C. James, "Eric Hawkins: A tribute on your ninetieth birthday"; E. Hawkins, "Professor Eric Hawkins' address to the opening plenary of the ALA 2004 Conference at the University of Lleida, Spain"; R. Berry, "Who do they think `we' is? Learners' awareness of personality in pedagogic grammars"; M. Dooly, "How aware are they? Research into teachers' attitudes about linguistic diversity"; D. Lasagabaster, "Error correction: Students' versus teachers' perceptions"; A. Malmqvist, "How does group discussion in reconstruction tasks affect written language output?"; J. Picken, "Helping foreign language learners to make sense of literature with metaphor awareness-raising"; L. Sicola, "`Communicative lingerings': Exploring awareness of L2 influence on L1 in American expatriates after re-entry"; A. Svalberg, "Consciousness-raising activities in some Lebanese English language classrooms: Teacher perceptions and learner engagement."

Language and Cognitive Processes, 20,v (2005): L. Carlson & E. Covey, "How far is near? Inferring distance from spatial descriptions"; E. Lau & F. Ferreira, "Lingering effects of disfluent material on comprehension of garden path sentences"; M. Guasti, G. Chierchia, S. Crain, F. Foppolo, A. Gualmini, & L. Meroni, "Why children and adults sometimes (but not always) compute implicatures."

Language and Cognitive Processes, 20,iv (2005): H. Martensen, T. Dijkstra, & E. Maris, "A werd is not quite a word: On the role of sublexical phonological information in visual lexical decision"; N. Wicha, A. Orozco-Figueroa, I. Reyes, A. Hernandez, L. Gavald\n, & E. Bates, "When zebras become painted donkeys: grammatical gender and semantic priming interact during picture integration in a spoken Spanish sentence"; M. Biran & N. Friedmann, "From phonological paraphrasias to the structure of the phonological output lexicon."

Language and Cognitive Processes, 20,iii (2005): L. Dipper, M. Black, & K. Bryan, "Thinking for speaking and thinking for listening: The interaction of thought and language in typical and non-fluent comprehension and production"; N. Doignon & D. Zagar, "Illusory conjunctions in French: The nature of sublexical units in visual word recognition"; H. Gumnior, P. Zwitserlood, & J. Bölte, "Assimilation in existing and novel German compounds"; P. Maury & A. Teisserenc, "The role of connectives in science text comprehension and memory."

Language and Cognitive Processes, 20,i/ii (2005): R. Frost, J. Grainger, & K. Rastle, "Current issues in morphological processing: An introduction"; T. Dijkstra, F. MartRn, B. Schulpen, R. Schreuder, & R. Baayen, "A roommate in cream: Morphological family size effects on interlingual homograph recognition"; R. Kemps, L. Wurm, M. Ernestus, R. Schreuder, & H. Baayen, "Prosodic cues for morphological complexity in Dutch and English"; K. Diependaele, D. Sandra, & J. Grainger, "Masked cross-modal morphological priming: Unravelling morpho-orthographic and morpho-semantic influences in early word recognition"; J. Rueckl & B. Galantucci, "The locus and time course of long-term morphological priming"; J. Mirkoviƒ, M. MacDonald, & M. Seidenberg, "Where does gender come from? Evidence from a complex inflectional system"; H. Velan, R. Frost, A. Deutsch, & D. Plaut, "The processing of root morphemes in Hebrew: Contrasting localist and distributed accounts."

Language and Communication, 25,iii (2005): J. Collins & S. Slembrouck, "Multilingualism and diasporic populations: Spatializing practices, institutional processes, and social hierarchies"; J. Blommaert, J. Collins, & S. Slembrouck, "Spaces of multilingualism"; K. Arnaut, "`Our Baka brothers obviously do not speak French': Siting and scaling physical/discursive `movements' in post-colonial Belguim"; C. Vigouroux, "`There are no Whites in Africa': Territoriality, language, and identity among Francophone Africans in Cape Town"; M. Jacquemet, "Transidiomatic practices: Language and power in the age of globalization"; J. Jaspers, "Linguistic sabotage in a context of monolingualism and standardization"; K. Maryns, "Monolingual language ideologies and code choice in the Belgian asylum procedure"; M. de Haan & E. Elbers, "Reshaping diversity in a local classroom: Communication and identity issues in multicultural schools in the Netherlands."

Language Assessment Quarterly, 2,iii (2005): C. Elder, U. Knoch, G. Barkhuizen, & J. von Randow, "Individual feedback to enhance rater training: Does it work?"; T. Eckes, "Examining rater effects in TestDaF writing and speaking performance assessments: A many-facet Rasch analysis."

Language Assessment Quarterly, 2,ii (2005): J. Fox, "Rethinking second language admission requirements: Problems with language-residency criteria and the need for language assessment and support"; R. Johnson, J. Penny, B. Gordon, S. Shumate, & S. Fisher, "Resolving score differences in the rating of writing samples: does discussion improve the accuracy of scores?"; H. Farhady, "Language assessment: A linguametric perspective."

Language Assessment Quarterly, 2,i (2005): L. Bachman, "Building and supporting a case for test use"; A. Kunnan, "40 years in applied linguistics: An interview with Alan Davies"; S. Gysen & P. Avermaet, "Issues in functional language performance assessment: The case of the Certificate Dutch as a foreign language."

Language in Society, 34,iv (2005): P. Angermeyer, "Spelling bilingualism: Script choice in Russian American classified ads and signage"; M. Degraff, "Linguists' most dangerous myth: The fallacy of Creole Exceptionalism"; K. Kataoka, "Variability of spatial frames of reference in the wayfinding discourse on commercial signboards."

Language Learning, 55,iii (2005): G. Angelis, "Interlanguage transfer of function words"; E. Nicoladis, "The acquisition of complex deverbal words by a French-English bilingual child"; M. GarcRa Mayo, A. Ibarrola, & J. Liceras, "Placeholders in the English interlanguage of bilingual (Basque/Spanish) children"; N. Francis, "Research findings on early first language attrition: Implications for the discussion on critical periods in language acquisition"; P. Seedhouse, "`Task' as research construct."

Language Learning and Development, 1,iii/iv (2005): P. Kuhl, B. Conboy, D. Padden, T. Nelson, & J. Pruitt, "Early speech perception and later language development: Implications for the `critical period'"; H. Feldman, "Language learning with an injured brain"; A. Seidl & E. Buckley, "On the learning of arbitrary phonological rules."

Language Learning and Development, 1,ii (2005): D. Slobin & M. Tomasello, "Thirty years of research on language, cognition, and development: The legacy of Elizabeth Bates"; C. Kam & E. Newport, "Regularizing unpredictable variation: The roles of adult and child learners in language formation and change"; J. Werker & S. Curtin, "PRIMIR: A developmental framework of infant speech processing."

Language Learning and Development, 1,i (2005): L. Gerken & R. Aslin, "Thirty years of research on infant speech perception: The legacy of Peter W. Jusczyk"; L. Gleitman, K. Cassidy, R. Nappa, A. Papafragou, & J. Trueswell, "Hard words"; M. Thomas & A. Karmiloff-Smith, "Can developmental disorders reveal the component parts of the human language faculty?"; M. Baker, "Mapping the terrain of language learning."

Language Learning and Technology, 9,iii (2005): [Online http://llt.msu.edu] S. Payen & B. Ross, "Synchronous CMC, working memory, and L2 oral proficiency development"; D. Barr, J. Leakey, & A. Ranchous, "Told like it is! An evaluation of an integrated oral development pilot project"; K. Jepson, "Conversations--and negotiated interaction--in text and voice chat rooms"; Z. Handley & M.-J. Hamel, "Establishing a methodology for benchmarking speech synthesis for computer-assisted language learning (CALL)"; G. Jeon-Ellis, R. Debski, & G. Wigglesworth, "Oral interaction around computers in the project-oriented CALL classroom"; L. Volle, "Analyzing oral skills in voice e-mail and online interviews"; J. LeLoup & R. Ponterio, "First, you have to hear it! ESL oral language practice"; B. Godwin-Jones, "Skype and podcasting: Disruptive technologies for language learning."

Language Problems and Language Planning, 29,ii (2005): J. Lo Bianco, "Globalisation and national communities of communication"; V. Edwards & L. Newcombe, "Language transmission in the family in Wales: An example of innovative language planning"; L. Oakes, "From internationalisation to globalisation: Language and the nationalist revival in Sweden"; C. K`stner, "Glhck im Unglhck: Das Esperantomuseum an der Nationalbibliothek Wien 1938-45."

The Language Teacher, 29,ix (2005): R. Yoshihara, "Beyond language: Teaching feminism in EFL"; J. McCrostie & R. Romanko, "Is there a Doctor in the house? Getting your doctorate and a better job in Japan"; S. Ahola, "`Dear Instructor' letter: An after vacation writing activity"; D. Jackson, "Planning a comparison essay in small groups"; J. Porcaro, "Teachers are process writers, too!"; T. Fellner, "Diamond rankings: A communicative activity that involves all students."

The Language Teacher, 29,viii (2005): R. Biddle, "What makes a good English class? Perceptions of individuality and the group among Japanese EFL students"; M. Hughes & A. Jenkins, "Building for the future: Habitat for Humanity Global Village trips"; J. Porcaro, "African studies as a sustained-content EFL college course"; I.-J. Chen & W.-C. Chen, "Thematic sentence pattern drilling with mind mapping game"; B. Caspine, "Japanese Culture IQ Test"; J. Norris-Holt & H. Norris, "Magnetic shapes."

The Language Teacher, 29,vii (2005): B. Laufer, P. Meara, & P. Nation, "Ten best ideas for teaching vocabulary fluency"; D. Beglar & A. Hunt, "Six principles for teaching foreign language vocabulary"; T. Miura, "Interview with Paul Nation"; J. Shaffer, "Choosing narrow reading texts for incidental vocabulary acquisition"; T. Miura, "A case study of the lexical knowledge of an advanced proficiency EFL learner"; T. Squires, "Using a consciousness-raising task to learn register-appropriate vocabulary in a technical writing assignment"; R. Barber, "Chunking chunks: An exciting vocabulary review activity."

The Language Teacher, 29,vi (2005): J. Bassett, "Adopting a normal reader role"; D. Nunan, "Styles and strategies in the language classroom"; W. Blevins, "The importance of reading fluency and the English language learner"; M. Cummings, "Writing our language learning histories"; C. Fowle, "Simply read!"; K. Graves, "Needs assessment as ongoing teacher-learner dialogue"; M. McCarthy, "Fluency and confluence"; D. Phillips, "Getting ready for the Next Generation IBT TOEFL"; S. Stempleski, "Developing fluency"; A. Davies, "A book in question!"; T. Nakanishi, "Reading conversation"; S. Powell, "A student-centered integrated skills discussion task"; B. Collins, "Spontaneous speaking."

Language Teaching Research, 9,iv (2005): S. Kim & C. Elder, "Language choices and pedagogic functions in the foreign language classroom: A cross-linguistic functional analysis of teacher talk"; M. Lacorte, "Teachers' knowledge and experience in the discourse of foreign-language classrooms"; L. Gourlay, "OK, who's got number one? Permeable Triadic Dialogue, covert participation and the co-construction of checking episodes"; Y. Butler, "Comparative perspectives towards communicative activities among elementary school teachers in South Korea, Japan and Taiwan."

Language Testing, 22,iv (2005): T. Lumley & B. O'Sullivan, "The effect of test-taker gender, audience and topic on task performance in tape-mediated assessment of speaking"; C. Stransfield & W. Hewitt, "Examining the predictive validity of a screening test for court interpreters"; X. Xi, "Do visual chunks and planning impact performance on the graph description task in the SPEAK exam?" M. Al-Hamly & C. Coombe, "To change or not to change: Investigating the value of MCQ answer changing for Gulf Arab students."

Language Variation and Change, 17,iii (2005): A. Warner, "Why DO dove: Evidence for register variation in Early Modern English negatives"; S. Tagliamonte & R. Temple, "New perspectives on an ol' variable: (t,d) in British English"; R. Mesthrie, "Assessing representations of South African Indian English in writing: An application of variation theory"; A. D'Arcy, "The development of linguistic constraints: Phonological innovations in St. John's English."

Language Variation and Change, 17,ii (2005): G. Van Herk & J. Walker, "S marks the spot? Regional variation and early African American correspondence"; C. Boberg, "The Canadian shift in Montreal"; K. Beeching, "Politeness-induced semantic change: The case of quand même"; M. Herat, "BE variation in Sri Lankan English"; P. Warren, "Patterns of late rising in New Zealand English: Intonational variation or intonational change?"

Language Variation and Change, 17,i (2005): J. Walker, "The ain't constraint: Not contraction in early African American English"; A. Zilles, "The development of a new pronoun: The linguistic and social embedding of a gente in Brazilian Portuguese"; H. Raumolin-Brunberg, "The diffusion of subject YOU: A case study in historical sociolinguistics"; S. Tagliamonte, J. Smith, & H. Lawrence, "No taming the vernacular! Insights from the relatives in northern Britain."

Linguistic Inquiry, 36,iv (2005): B. Citko, "On the nature of merge: External merge, internal merge, and parallel merge"; M. den Dikken, "Comparative correlatives comparatively"; A. Holmberg, "Is there a little pro? Evidence from Finnish"; A. Rackowsky & N. Richards, "Phase edge and extraction: A tagalog case study"; H. Koopman, "Korean (and Japanese) morphology from a syntactic perspective"; J.-M. Authier & L. Reed, "The diverse nature of noninterrogative wh"; E. Ritter & S. Rosen, "Agreement without A-Positions: Another look at Algonquian."

Linguistic Inquiry, 36,iii (2005): G. Cinque, "Deriving Greenberg's Universal 20 and its exceptions"; P. Elbourne, "On the acquisition of Principle B"; M. Kural, "Tree traversal and word order"; T. Reinhart & T. Siloni, "The lexicon-syntax parameter: Reflexivization and other arity operations"; C. Boeckx & N. Hornstein, "A gap in the ECM paradigm"; E. Cowper, "A note on number"; P. Gordon & R. Hendrick, "Relativization, ergativity, and corpus frequency"; A. Gualmini & S. Crain, "The structure of children's linguistic knowledge."

Linguistic Inquiry, 36,ii (2005): D. Adger & G. Ramchand, "Merge and move: Wh-dependencies revisited"; J. Harris & M. Halle, "Unexpected plural inflections in Spanish: Reduplication and metathesis"; D. La Charité & C. Paradis, "Category preservation and proximity versus phonetic approximation in loanword adaptation"; D. Bhring, "Bound to bind"; A. Nevins, "Overwriting does not optimize in nonconcatenative morphology"; C. Collins, "A smuggling approach to raising in English"; J. Lin, "Does wh-in-situ license parasitic gaps?"; U. Sauerland, "DP is not a scope island."

Linguistic Inquiry, 36,i (2005): N. Chomsky, "Three factors in language design"; M. Halle, "Palatalization/velar softening: What it is and what it tells us about the nature of language"; I. Oltra-Massuet & K. Arregi, "Stress-by-structure in Spanish"; J. Hankamer & L. Mikkelsen, "When movement must be blocked: A reply to Embick and Noyer."

Meta, 50,iii (2005): L. Venuti, "Translation, history, narrative"; J. Delisle, "Les nouvelle règles de traduction du Vatican"; L. Wyler, "A promising research ground: Translation historiography in Brazil"; J. Santoyo, "Autotraducciones: Una perspectiva hist\rica"; C. Balliu, "Clefs pour une histoire de la traductologie soviétique"; P. Bandia, "Esquisse d'une histoire de la traduction en Afrique"; F. Kaufmann, "Contribution à l'histoire de l'interprétation consécutive: le metourguemane dans les synagogues de l'Antiquité"; J. Baigorri-Jal\n, "Conference interpreting in the First International Labor Conference (Washington, D.C., 1919)"; R. Lung & D. Li, "Interpreters as historians in China"; X. Jianzhong, "Brief history of science translation in China"; M. Zughoul & A. Abu-Alshaar, "English/Arabia/English machine translation: A historical perspective."

Multilingua, 24,iii (2005): L. Wee & W. Bokhorst-Heng, "Language policy and nationalist ideology: Statal narratives in Singapore"; W. Bokhorst-Heng, "Debating Singlish"; P. Garrett, A. Williams, & B. Evans, "Attitudinal data from New Zealand, Australia, the USA and UK about each other's Englishes: Recent changes or consequences of methodologies?"; P. Cutrone, "A case study examining backchannels in conversations between Japanese-British dyads"; K. Kong, "Linguistic resources as evaluators in English and Chinese research articles."

Reading in a Foreign Language, 17,i (2005): K. Chujo & M. Utiyama, "Understanding the role of text length, sample size and vocabulary size in determining text coverage"; A. Hunt & D. Beglar, "A framework for developing EFL reading vocabulary"; R. Day & J.-S. Park, "Developing reading comprehension questions."

Reading in a Foreign Language, 17,ii (2005): S. Rott, "Processing glosses: A qualitative exploration of how form-meaning connections are established and strengthened"; M. Ko, "Glosses, comprehension, and strategy use"; G. Claridge, "Simplification in graded readers: Measuring the authenticity of graded texts."

Review of Educational Research, 75,iii (2005): E. Kuiper, et. al., "The Web as an information resource in K-12 education: Strategies for supporting students in searching and processing information"; J. McBrien, "Educational needs and barriers for refugee students in the United States: A review of the literature"; R. Rogers, et. al., "Critical discourse analysis in education: A review of the literature"; S. Sirin, "Socioeconomic status and academic achievement: A meta-analytic review of research."

Review of Educational Research, 75,ii (2005): R. Stevens, et. al., "Comparative understanding of school subjects: Past, present, and future"; R. Slavin, et. al., "A synthesis of research on language or reading instruction for English language learners."

Review of Educational Research, 75,i (2005): N. Kuncel, et. al., "The validity of self-reported grade point averages, class ranks, and test scores: A meta-analysis and review of the literature"; B. Schirmer, et. al. , "Teaching reading to children who are deaf: Do the conclusions of the National Reading Panel apply?"

Second Language Research, 21,iv (2005): L. Dekydtspotter & J. Hathorn, "Quelque chose...de remarquable in English-French acquisition: Mandatory informationally encapsulated computations in second language interpretation"; E. Altenberg, "The perception of word boundaries in a second language"; C. Wilks, P. Meara, & B. Wolter, "A further note on simulating word association behaviour in a second language"; F. Myles, "Interlanguage corpora and second language acquisition research"; M. Thomas, "Theories of second language acquisition: Three sides, three angles, three points."

Target, 16,ii (2005): V. Longa, "A nonlinear approach to translation"; C. Zhu, "Repetition and signification: A study of textual accountability and perlocutionary effect in literary translation"; R. Meylaerts, "La traduction dans la culture multilingue: A la recherche des sources, des cibles et des territoires."

Target, 16,i (2005): A. Pym, "Propositions on cross-cultural communication and translation"; S. Johansson, "Why change the subject?: On changes in subject selection in translation from English into Norwegian"; I. Williams, "How to manage patients in English-Spanish translation: A target-oriented contrastive approach to Methods"; C. Waldensj`, "Dialogue interpreting: A monologising practice in a dialogically organised world"; K. Zethsen, "Latin-based terms: True or false friends?"; K. Koskinen, "Shared culture?: Reflections on recent trends in Translation Studies."

TESOL Quarterly, 39,iii (2005): J. Levis, "Changing contexts and shifting paradigms in pronunciation teaching"; T. Derwing & M. Munro, "Second language accent and pronunciation teaching: A research-based approach"; J. Filed, "Intelligibility and the listener: The role of lexical stress"; D. Deterding, "Listening to Estuary English in Singapore"; R. Riney, N. Takagi, & K. Inutsuka, "Phonetic parameters and perceptual judgments of accent in English by American and Japanese listeners"; N. Sifakis & A.-M. Sougari, "Pronunciation issues and EIL pedagogy in the periphery: A survey of Greek state school teachers' beliefs"; E. Gatbonton, P. Trofimovich, & M. Magid, "Learners' ethnic group affiliation and L2 pronunciation accuracy: A sociolinguistic investigation"; P. Golombek & S. Jordan, "Becoming `black lambs' nor `parrots': A poststructuralist orientation to intelligibility and identity"; J. Jenkins, "Implementing an international approach to English pronunciation: The role of teacher attitudes and identity"; R. Dauer, "The lingua franca core: A new model for pronunciation instruction?"; R. Walker, "Using student-produced recordings with monolingual groups to provide effective, individualized pronunciation practice"; D. Chun, "Streaming speech: Listening and pronunciation for advanced learners of English."

Text, 25,v (2005): L. Rossmann, "Cinco de Mayo: Stories, rituals, and transcendence in celebration"; D. Ben-Aaron, "Given and news: Evaluation in newspaper stories about national anniversaries"; T. Katriel, "Marking time: Anniversary celebrations and the dynamics of social life."

Text, 25,iv (2005): M. Hayashi, "Referential problems and turn construction: An exploration of an intersection between grammar and interaction"; Y.-F. Wang, "From lexical to pragmatic meaning; contrastive markers in spoken Chinese discourse"; D. W@sterfors & J. Holsanova, "Examples as crucial arguments in discourse on `others.'"

Text, 25,iii (2005): S. Britsch, "The multimodal mediation of power in the discourses of preschool story designers"; M. Newman, "Rap as literacy: A genre analysis of Hip-Hop ciphers."