Compiled by
MARYANN WEBER
&
CHRISTINE M. CAMPBELL

American Educational Research Journal, 43,iii (2006): C. Coburn, "Framing the problem of reading instruction:  Using frame analysis to uncover the microprocesses of policy implementation"; A. Neumann, "Professing passion:  Emotion in the scholarship of professors at research universities"; W. Hoy, C. Tarter, & A. Hoy, "Academic optimism of schools:  A force for student achievement"; S. Vaughn, P. Cirino, S. Linan-Thompson, P. Mathes, C. Carlson, E. Hagan, S. Pollard-Durodola, J. Fletcher, & D. Francis, "Effectiveness of a Spanish intervention and an English intervention for English-language learners at risk for reading problems"; R. Berry, "Inclusion, power, and community:  Teachers and students interpret the language of community in an inclusion classroom"; C. Bennett, L. McWhorter, & J. Kuykendall, "Will I ever teach?  Latino and African American students' perspectives on PRAXIS I."

American Journal of Distance Education, 20,iii (2006): S. Moisey, M. Ally, & B. Spencer, "Factors affecting the development and use of learning objects"; C. Pomales-García & Y. Liu, "Web-based distance learning technology:  The impacts of web module length and format."

American Journal of Distance Education, 20,ii (2006): M. Moore, "Editorial:  Faculty professional development"; S. Young, "Student views of effective online teaching in higher education"; M. Mabrito, "A study of synchronous versus asynchronous collaboration in an online business writing class."

Applied Linguistics, 27,iii (2006): Y.-A. Lee, "Towards respecification of communicative competence:  Condition of L2 instruction or its objective"; J. Hellermann, "Classroom interactive practices for developing L2 literacy:  A microethnographic study of two beginning adult learners of English"; A. Mackey, "Feedback, noticing and instructed second language learning";  R. Ellis, "Modelling learning difficulty and second language proficiency:  The differential contributions of implicit and explicit knowledge"; R. Erlam, "Elicited imitation as a measure of L2 implicit knowledge:  Am empirical validation study"; M. Charles, "The construction of stance in reporting clauses:  A cross-disciplinary study of theses"; P. Castagnaro, "Audiolingual method and behaviorism:  From misunderstanding to myth"; S. Ross, "A response to Paul Stapleton's `Critiquing research methodology'."

Applied Psycholinguistics, 27,iv (2006): S. Gathercole, "Nonword repetition and word learning:  The nature of the relationship"; D. Bishop, "Beyond words:  Phonological short-term memory and syntactic impairment in specific language impairment"; J. Bowey, " Clarifying the phonological processing account of nonword repetition"; S. Chiat, "The developmental trajectory of nonword repetition"; S. Weismer & J. Edwards, "The role of phonological storage deficits in specific language impairment:  A reconsideration"; S. Gray, "Commentary on Keynote"; P. Gupta, "Nonword repetition, phonological storage, and multiple determinations"; K. Marton, "Do nonword repetition errors in children with specific language impairment reflect a weakness in an unidentified skill specific to nonword repetition or a deficit in simultaneous processing?"; J. Montgomery & J. Evans, "Commentary on Keynote"; B. Munson, "Nonword repetition and levels of abstraction in phonological knowledge"; E. Service, "Phonological networks and new word learning"; B. Smith, "Precautions regarding nonword repetition tasks"; M. Snowling, "Nonword repetition and language learning disorders:  A developmental contingency framework"; H. van der Lely & N. Gallon, "Exploring the impact of higher level linguistic representations on nonword repetition performance"; M. Vitevitch, "Manipulating the characteristics of words and nonwords to better understand word learning"; S. Gathercole, "Complexities and constraints in nonword repetition and word learning."

Applied Psychological Measurement, 30,vi (2006): L. Yao & R. Schwarz, "A multidimensional partial credit model with associated item and test statistics:  An application to mixed-format tests"; W. van der Linden, "Equating scores from adaptive to linear tests"; S.-H. Kim, A. Cohen, & Y.-H. Lin, "LDIP:  A computer program for local dependence indices for polytomous items."

Australian Journal of Linguistics, 26,ii (2006): "The acoustic characteristics of /hVd/ vowels in the speech of some Australian teenagers"; A. Langlois, "Wordplay in teenage Pitjantjatjara"; R. O'Hanlon, "Australian hip hop:  A sociolinguistic investigation."

Babel, 52,1 (2006): A. Al-Kufaishi, "A pedagogic model of translating expository texts"; R. al-Kafaji, "In search of translation norms.  The case of shifts in lexical repetition in Arabic-English translations."

La banque des mots, 72 (2006): B.-D. Wells, "La (re)francisation de l'industrie automobile au Québec"; Gaz de France, Cegibat, "Vocabulaire du gaz"; C. Frey, "Lexique et usages du français en Afrique"; I. Oliveira, "Pour une approche de la métaphore terminologique"; C. Murcia, "Bonaparte ou Napoléon"; A. Azour & L. Depecker, "Terminologie et traduction:  quelques éléments"; C. Muller, "Le chocolat et les dictionnaires"; F. Bertaccini, C. Giampreti, & S. Sintuzzi, "Équivalence interlinguistique entre synonymes, variantes, termes `vedette' dans une langue et synonymes/variantes du terme `vedette' dans une autre langue"; L. Bouquiaux, "Le sanglot du francophone."

British Journal of Educational Psychology, 76,iii (2006): C. Rubie-Davies, J. Hattie, & R. Hamilton, "Expecting the best for students:  Teacher expectations and academic outcomes"; S. Strand, I. Deary, & P. Smith, "Sex difference in Cognitive Abilities Test scores:  A UK national picture"; J. Blake, S. Macdonald, L. Bayrami, V. Agosta, & A. Milian, "Book reading styles in dual-parent and single-mother families"; A. Halonen, K. Aunola, T. Ahonen, J.-E. Nurmi, "The role of learning to read in the development of problem behaviour:  A cross-lagged longitudinal study" T. DeBacker & H. Crowson, "Influences on cognitive engagement:  Epistemological beliefs and need for closure"; R. Butler, "Are mastery and ability goals both adaptive?  Evaluation, initial goal construction and the quality of task engagement."

British Journal of Psychology, 97,iii (2006): Q. Roberson & M. Stewart, "Understanding the motivational effects of procedural and informational justice in feedback processes"; R. Savage, K. Cornish, T. Manly, & C. Hollis, "Cognitive processes in children's reading and attention:  The role of working memory, divided attention, and response inhibition"; M. Overgaard, "Consciousness studies:  The view from psychology."

CALICO Journal, 24,i (2006): V. Hegelheimer, "Helping ESL writers through a multimodal, corpus-based online grammar resource"; L. Jones, "Effects of collaboration and multimedia annotations on vocabulary learning and listening comprehension"; R. Sanders, "A comparison of chat room productivity:  In-class versus out-of-class"; H.-C. Liou, J. Chang, H.-J. Chen, C.-C. Lin, M.-L. Liaw, Z. Gao, J.-S. Jang, Y. Yeh, T. Chuang, & G.-N. You, "Corpora processing and computational scaffolding for a web-based English learning environment:  The CANDLE Project"; C.-Y. Chiu & S. Savignon, "Writing to mean:  Computer-mediated feedback in online tutoring of multidraft compositions"; N. Chenoweth, E. Ushida, & K. Murday, "Student learning in hybrid French and Spanish courses:  An overview of language online"; C. Gascoigne, "Toward an understanding of incidental input enhancement in computerized L2 environments."

Canadian Modern Language Review/La Revue canadienne des langues vivantes, 63,i (2006): M. Horst & T. Cobb, "Editorial:  Second language vocabulary acquisition"; D. Wood, "Uses and functions of formulaic sequences in second language speech:  An exploration of the foundations of fluency"; T. Fitzpatrick & A. Wray, "Breaking up is not so hard to do:  Individual differences in L2 memorization"; I. Nation, "How large a vocabulary is needed for reading and listening?"; M. Horst & L. Collins, "From faible to strong:  How does their vocabulary grow?"; V. Ovtcharov, T. Cobb, & R. Halter, "La richesse lexicale des productions orales mesure fiable du niveau de competence"; J. Milton & N. Hopkins, "Comparing phonological and orthographic vocabulary size:  Do vocabulary tests underestimate the knowledge of some learners"; B. Laufer, "Comparing Focus on Form and Focus on FormS in second-language vocabulary learning."

College Composition and Communication, 58,i (2006): J. Reyman, "Copyright, distance education, and the TEACH Act:  Implications for teaching writing" B. Schneider, "Ethical research and pedagogical gaps"; K. Valentine, "Plagiarism as literacy practice:  Recognizing and rethinking ethical binaries"; R. Durst, "Can we be critical of critical pedagogy?"; J. Eldred, "To code or not to code, or, if I can't program a computer, why am I teaching writing?"

Computational Linguistics, 32,iii (2006): C. Ringstetter, K. Schulz, & S. Mihov, "Orthographic error in Web pages:  Toward cleaner Web corpora"; P. Merlo & E. Esteve, "The notion of argument in prepositional phrase attachment"; P. Turney, "Similarity of semantic relations"; D. Litman, M. Swerts, & J. Hirschberg, "Characterizing and predicting corrections in spoken dialogue systems"; S. Riezler, "New developments in parsing technology"; A. Feldman, "Computational linguistics:  Models, resources, applications"; P. Blackburn, "The language of time:  A reader"; K. Kipper, "Argument realization"; C. Callaway, "Wired for speech:  How voice activates and advances the human--computer relationship"; K. Sima'an, "Applied combinatorics on words."

Computational Linguistics, 32,ii/iii (2006): D. Hémard & S. Cushion, "Software design and development:  Improving CALL design by establishing an informed dialogue between designers, developers and learners"; J. Colpaert, "Toward an ontological approach in goal-oriented language courseware design and its implications for technology-independent content structuring"; M. Ward, "Using software design methods in CALL"; R. Farmer & P. Gruba, "Towards model-driver end-user development in CALL"; S. Cushion, "What does CALL have to offer computer science and what does computer science have to offer CALL?"; T. Heift, "Context-sensitive help in CALL"; D. Hémard, "Design issues related to the evaluation of learner--computer interaction in a web-based environment:  Activities vs. tasks."

Computers and Composition, 23,iii (2006): J. Rice, "The making of ka-knowledge:  Digital aurality"; M. Hess, "Was Foucault a plagiarist?  Hip-hop sampling and academic citation"; T. Rickert & M. Salvo, "The distributed Gesamptkunstwerk:  Sound, worlding, and new media culture"; H. McKee, "Sound matters:  Notes toward the analysis and design of sound in multimodal webtexts"; J. Shipka, "Sound engineering:  Toward a theory of multimodal soundness"; T. Shankar, "Speaking on the record:  A theory of composition."

Contemporary Educational Psychology, 31,iv (2006): L. Mason, F. Scirica, & L. Salvi, "Effects of beliefs about meaning construction and task instructions on interpretation of narrative text."

Current Issues in Language Planning, 7,i (2006): U. Ammon, "Language planning for international scientific communication:  An overview of questions and potential solutions"; J. Burrough-Boenisch, "Negotiable acceptability:  Reflections on the interactions between language professionals in Europe and nns scientists wishing to publish in English"; C. Durand, "`If it's not in English, it's not worth reading!'"; L. Landa, "Academic language barriers and language freedom"; S. Gill, "Change in language policy in Malaysia:  The reality of implementation in public universities"; R. Hamel, "Spanish in science and higher education:  Perspectives for a plurilingual language policy in the Spanish-speaking world"; O. Hamid, "English teachers' choice of language for publication:  Qualitative insights from Bangladesh."

Discourse & Society, 17,v (2006): J. Charteris-Black, "Britain as a container:  Immigration metaphors in the 2005 election campaign"; F. Tilbury & V. Colic-Peisker, "Deflecting responsibility in employer talk about race discrimination."

Discourse Processes, 42,iii (2006): J. Oberlander & A. Gill, "Language with character:  A stratified corpus comparison of individual differences in e-mail communication"; B. Arfé & P. Boscolo, "Causal coherence in deaf and hearing students' written narratives."

Educational Action Research, 14,iii (2006): E. Burman, "Emotions and reflexivity in feminized education action research"; A. Titchen & K. Manley, "Spiralling towards transformational action research:  Philosophical and practical journeys"; C. Jaruszewicz, "Opening windows on teaching and learning:  Transformative and emancipatory learning precipitated by experimenting with visual documentation of student learning"; J. Hussein, "Hopes and challenges in using action research:  The outcome of attempting to help in-service teachers learn how to design, evaluate and use reading comprehension questions collaboratively"; S. Bartlett & D. Burton, "Practitioner research or descriptions of classroom practice?  A discussion of teachers investigating their classrooms"; H. Clarke, B. Egan, L. Fletcher, & C. Ryan, "Creating case studies of practice through Appreciative Inquiry"; A. Lukenchuk, "Traversing the chiasms of lived experiences:  Phenomenological illuminations for practitioner research."

Educational and Psychological Measurement, 65,vi (2006): S.-W. Chang, "Methods in scaling the Basic Competence Test"; J. Graham, "Congeneric and (essentially) tau-equivalent estimates of score reliability:  What they are and how to use them"; J. Algina, H. Keselman, & R. Penfield, "Confidence interval coverage for Cohen's effect size statistic"; J. Sparfeldt, S. Schilling, D. Rost, & A. Thiel, "Blocked versus randomized format of questionnaires:  A confirmatory multigroup analysis"; F. Cano, "An in-depth analysis of the Learning and Study Strategies Inventory (LASSI)"; R. Hamel & V. Schmittmann, "The 20-minute version as a predictor of the Raven Advanced Progressive Matrices Test."

Educational and Psychological Measurement, 65,v (2006): C. Schuster, et al, "Estimating with a latent class model the reliability of nominal judgments upon which two raters agree"; W. Fan, et al, "Impact of post hoc measurement model overspecification on structural parameter integrity"; P. Simon, "Including omission mistakes in the calculation of Cohen's kappa and an analysis of the coefficient's paradox features"; A. Munroe, et al., "The Monroe Multicultural Attitude Scale Questionnaire:  A new instrument for multicultural studies"; J. Oliver, et al., "Comfirnatory factor analysis of the work locus of control scale."

Educational and Psychological Measurement, 65,iv (2006): X. Yang, et al., "Effects of estimation bias on multiple-category classification with an IRT-based adaptive classification procedure"; M. Cheung, "Recovering preipsative information from additive ipsatized data:  A factor score approach"; L. Feldt, "Testing the difference between two alpha coefficients with small samples of subjects and raters"; J. Muller, "The probability of obtaining two statistically different test scores as a test index"; W. Nugent, "The comparability of the standardized mean difference effect size across different measures of the same construct:  Measurement considerations"; R. Wilcox, "A note on inferences about the median of the distribution of difference scores"; H. Eklof, "Development and validation of scores from an instrument measuring student test-taking motivation"; P. Thiagarajan, et al., "A confirmatory factor analysis of Reilly's Role Overload Scale."

Educational Assessment, 11,iii/iv (2006): A. Bailey & K. Drummond, "Who is at risk and why? Teachers' reasons for concern and their understanding and assessment of early literacy"; D. Wiliam, "Formative assessment:  Getting the focus right."

Educational Researcher, 35,vii (2006): B. Ladson-Billings, "From the achievement gap to the education debt:  Understanding achievement in U.S. schools"; L. Darling-Hammond, "Securing the right to learn:  Policy and practice for powerful teaching and learning"; A. Alemán, "Latino demographics, democratic individuality, and educational accountability:  A pragmatist's view."

ELT Journal, 60,iv (2006): A. Waters, "Thinking and language learning"; D. Carless, "Collaborative EFL teaching in primary schools"; J. Cots, "Teaching `with an attitude':  Critical discourse analysis in EFL teaching"; S. Fidler, "Awakening to languages in primary school"; C. Brandt, "Allowing for practice:  A critical issue in TESOL teacher preparation"; G. Luque Agulló, "Overcoming age-related differences"; K. McGinley, "The `Test of Interactive English'--From conception to implementation"; S. Ioannou-Georgiou, "The future of CALL"; A. Holliday, "Native-speakerism"; R. Carter, "Grammar"; P. Harvey, "Grammar and Context:  An advanced resource book"; W. Rimmer, "Beyond the sentence:  Introducing discourse analysis grammar"; S. Burwood, "Writing with children"; D. Eastment, "Worksheets."

English for Specific Purposes, 25,iv (2006): T. Dovey, "What purposes, specifically?  Re-thinking purposes and specificity in the context of the `new vocationalism'"; R. Holme & B. Chalauisaeng, "The learner as needs analyst:  The use of participatory appraisal in the EAP reading classroom"; B. Song, "Content-based ESL instruction:  Long-term effects and outcomes" P. Stapleton & R. Helms-Park, "Evaluating Web sources in an EAP course:  Introducing a multi-trait instrument for feedback and assessment"; Y. Li, "A doctoral student of physics writing for publication:  A sociopolitically-oriented case study"; S. Kim, "Academic oral communication needs of East Asian international graduate students in non-science and non-engineering fields."

English Today, 22,iv (2006): T. McArthur, "Who pecks who in the world of English?"; E. Anchimbe, "World Englishes and the American tongue"; I. Robinson, "Genre and loans:  English words in an Italian newspaper"; B. Poole, "Some effects of Indian English on the language as it is used in Oman"; M. Koscielecki, "Japanized English, its context and socio-historical background"; H.-J. Kim, "World Englishes in language testing:  A call for research"; C. Xiaoxia, "An understanding of `China English' and the learning and use of the English language in China"; C. Meilin & H. Xiaoqiong, "Towards the acceptability of China English at home and abroad"; M. Jeon & J. Lee, "Hiring native-speaking English teachers in East Asian countries"; B. Sala, "Does Cameroonian English have grammatical norms?"

English World-Wide, 27,iii (2006): P. Trudgill & E. Gordon, "Predicting the past:  Dialect archeology and Australian English rhoticity"; S. Sharbawi, "The vowels of Brunei English:  An acoustic investigation"; D. Ziegeler & S. Lee, "Causativity reduction in Singaporean English"; M. Montgomery, "The morphology and syntax of Ulster Scots"; E. Thomas & P. Carter, "Prosodic rhythm and African American English."

Foreign Language Annals, 39,iii (2006): B. Adair-Hauck, E. Glisan, K. Koda, E. Swender, & P. Sandrock, "The Integrated Performance Assessment (IPA):  Connecting assessment to instruction and learning"; J. Price & C. Gascoigne, "Current perceptions and beliefs among incoming college students towards foreign language study and language requirements"; G. Husseinali, "Who is studying Arabic and why?  A survey of Arabic students' orientations at a major university"; G. Kaplan, "Teaching to the masses:  The design and implementation of a large lecture Hispanic culture course"; A. Kraemer, "Teachers' use of English in communicative German language classrooms:  A qualitative analysis"; K. Bueno, "Stepping out of the comfort zone:  Profiles of third-year Spanish students' attempt to develop their speaking skills"; T. Kennedy, "Language learning and its impact on the brain:  Connecting language learning with the mind through content-based instruction"; S. Colviell-Hall & B. O'Connor, "Using Big Books:  A standards-based instructional approach for foreign language teacher candidates in a Prek-12 program: L. Pearson, B. Fonseca-Greber, & K. Foell, "Advanced proficiency for foreign language teacher candidates:  What can we do to help them achieve this goal?"; R. Sparks, "Learning styles--making too many `wrong mistakes':  A response to Castro and Peck."

French Review, 80,I (2006): E. Knutson, "Thinking in English, writing in French"; E. Campbell, "Le traitement des insultes sexistes et racistes dans les dictionnaires bilingues"; C. Dio, "La vie des mots."

Harvard Educational Review, 76,iii (2006): L. Reyes, "The Aspira Consent Decree:  A thirtieth-anniversary retrospective of bilingual education in New York City"; J. Ancess & D. Allen, "Implementing small theme high schools in New York City:  Great intentions and great tensions."

Hispania, 89,iii (2006): M. Mir, "Using `oral journals' to develop speaking fluency, self-confidence and much more!"; C. Rogers, "Improving the visibility of Afro-Latin culture in the Spanish classroom"; H. El-Attar, "Diálogo latinamericano-árabe:  Desde el multi-e intercultrualismo hacia la multipolaridad"; K. Cessna-Buscemi, "National Spanish Examinations:  Standards-based assessments using online technology"; D. Pinto & s. Rex, "The acquisition of the Spanish prepositions por and para in a classroom setting"; M. Alba, "Consigo vs. con+stressed pronoun:  A study of their use in spoken Spanish discourse."

International Journal of Applied Linguistics (InJAL), 16,iii (2006):  B. Seidhofer, L. Breivik, & S. Gass, "Editorial"; P. Reiley, "Self-expression and the negotiation of identity in a foreign language"; U. Ammon, "Language conflicts in the European Union"; K. Brizi, "The secret life of languages.  Origin-specific differences in L1/L2 acquisition by immigrant children"; M.-M. Kenning, "Evolving concepts and moving targets:  Communicative competence and the mediation of communication"; H. Nissen & B. Henriksen, "Word class influence on word association test results"; G. Turner, "Why protect heritage sign languages?"; K. Johnson, "Revisiting Wilkins' Notional Syllabuses."

International Journal of Bilingual Education & Bilingualism, 9,vi (2006): K. King & L. Fogle, "Bilingual parenting as good parenting:  Parents' perspectives on family language policy for additive bilingualism"; S. Dicker, "Dominican Americans in Washington Heights, New York:  Language and culture in a transnational community"; S. Ransdell, M.-L. Barbier, & T. Niit, "Metacognitions about language skill and working memory among monolingual and bilingual college students:  When does bilingualism matter?"

International Journal of Bilingual Education & Bilingualism, 9,v (2006): N. Francis, "Guest editorial:  Indigenous languages and the study of bilingualism"; L. Sánchez, "Kechwa and Spanish bilingual grammars: Testing hypotheses on functional interference and convergence"; N. Dorian, "Negative borrowing in an indigenous-language shift to the dominant national language"; S. Allen, M. Crago, & D. Pesco, "The effect of majority language exposure on minority language skills:  The case of Inuktitut"; V. de Klerk, "Codeswitching, borrowing and mixing in a corpus of Xhosa English"; L. Torres, "Bilingual discourse markers in indigenous languages"; B. Trudell, "Language development and social uses of literacy:  A study of literacy practices in Cameroonian minority language communities"; L. Peter & T. Hirata-Edds, "Using assessment to inform instruction in Cherokee language revitalization"; T. McCarty, M. Romero-Little, & O. Zepeda, "Native American youth discourses on language shift and retention:  Ideological cross-currents and their implications for language planning."

International Journal of Corpus Linguistics, 11,iii (2006): J. Morley, "Lexical cohesion and rhetorical structure"; H. Nexi & H. Basturkmen, "Lexical bundles and discourse signalling in academic lectures"; M. Warren, "because of the role of er front office um in hotel:  Lexical cohesion and discourse intonation"; W. Cheng, "Describing the extended meanings of lexical cohesion in a corpus of SARS spoken discourse"; J. Flowerdew, "Use of signalling nouns in a learner corpus"; M. Mahlberg, "Lexical cohesion:  Corpus linguistic theory and its application in English language teaching."

International Journal of Intercultural Relations, 30,vi (2006): J. Van Oudenhoven, C. Ward, & A.-M. Masgoret, "Patterns of relations between immigrants and host societies"; V. Esses, U. Wagner, C. Wolf, M. Preiser, & C. Wilbur, "Perceptions of national identity and attitudes toward immigrants and immigration in Canada and Germany"; C. Ward & A.-M. Masgoret, "An integrative model of attitudes toward immigrants"; A. Rohmann, A. Florack, & U. Piontkowski, "The role of discordant acculturation attitudes in perceived threat:  An analysis of host and immigrant attitudes in Germany"; I. Pfafferott & R. Brown, "Acculturation preferences of majority and minority adolescents in Germany in the context of society and family"; J. Berry, "Mutual attitudes among immigrants and ethnocultural groups in Canada"; J. Griffiths & D. Nesdale, "In-group and out-group attitudes of ethnic majority and minority children"; T. Lee & S. Fiske, "Not an outgroup, not yet an ingroup:  Immigrants in the Stereotype Content Model"; A. Kosic & K. Phalet, "Ethnic categorization of immigrants:  The role of prejudice, perceived acculturation strategies and group size"; J. Van Oudenhoven & J. Hofstra, "Personal reactions to `strange' situations:  Attachment styles and acculturation attitudes of immigrants and majority members"; C.-H. Leong & C. Ward, "Cultural values and attitudes toward immigrants and multiculturalism:  The case of the Eurobarometer survey on racism and xenophobia."

International Journal of Intercultural Relations, 30,v (2006): J. Chung, N. Weed, & K. Han, "Evaluating cross-cultural equivalence of the Korean MMPI-2 via bilingual test-retest"; H. Abu-Rayya, "Ethnic self-identification and psychological well-being among adolescents with European mothers and Arab fathers in Israel"; S. Glazer, "Social support across cultures"; Y.-W. Ying & M. Han, "The contribution of personality, acculturative stressors, and social affiliation to adjustment:  A longitudinal study of Taiwanese students in the United States."

International Journal of Qualitative Studies in Education, 19,v (2006): J.-e. Rhee & S. Subreenduth, "De/colonizing education:  Examining transnational localities"; S. Daza, "Local responses to globalizing trends:  Student-produced materials at a Colombian public university"; B. Subedi, "Theorizing a `halfie' researcher's identity in transnational fieldwork"; J.-e. Rhee, "Re/membering (to) shifting alignments:  Korean women's transnational narratives in US higher education"; S. Subreenduth, "`Why, why are we not allowed even...?':  A de/colonizing narrative of complicity and resistance in post/apartheid South Africa"; R. Coloma, "Putting queer to work:  Examining empire and education"; S. Villenas, "Latina/Chicana feminist postcolonialities:  Un/tracking educational actors' interventions."

IRAL, 44,ii (2006): M. Gullberg, "Some reasons for studying gesture and second language acquisition (Hommage à Adam Kendon)"; N. Jungheim, "Learner and native speaker perspectives on a culturally-specific Japanese refusal gesture"; G. Stam, "Thinking for speaking about motion:  L1 and L2 speech and gesture"; K. Yoshioka & E. Kellerman, "Gestural introduction of Ground reference in L2 narrative discourse"; S. McCafferty, "Gesture and the materialization of second language prosody"; D. Sime, "What do learners make of teachers' gestures in the language classroom?"

ITL:  International Journal of Applied Linguistics, 152 (2006): K. Van den Brandes & M. Verhelst, "Preface:  Task-based language teaching:  Forms and functions"; R. Adams, "L2 tasks and orientation to form:  A role for modality?"; M. Moonen, R. De Graaff, & G. Westhoff, "Focused tasks, mental actions and second language teaching:  Cognitive and connectionist accounts of task effectiveness"; L. Sercu, L. De Wachter, E. Peters, F. Kuiken, & I. Vedder, "The effect of task complexity and task conditions on foreign language development and performance:  Three empirical studies"; H. Byrnes, C. Crane, H. Maxim, & K. Sprang, "Taking text to task:  Issues and choices in the curriculum construction"; K. Buyse, "Motivation writing education"; B. Kumaravadivelu, "Learner perception of learning tasks."

Japan Association for Language Teaching, 28,ii (2006): H. Shuuji, C. Kiyomi, & N. Chikako, "A chronological study of the level of difficulty and the usability of the English vocabulary used in university entrance examinations"; J. Carreira, "Motivation for learning English as a foreign language in Japanese elementary schools"; K. Atsuko, Y. Shinsuke, & Y. Haruyo, "A study of different learning environments for English tasks:  Comparison of PC-equipped classrooms and regular classrooms"; A. Suzuki, "The effect of EFL students' self-monitoring on class achievement test scores"; T. Vanderveen, "Differences in reading strategies employed by students constructing graphic organizers and students producing summaries in EFL reading."

Journal of Applied Linguistics, 1,iii (2004): C. Candlin & S. Sarangi, "Making inter-relationality matter in applied linguistics"; B. Hatim, "The translation of style:  Linguistic markedness and textual evaluativeness"; M. Hewings, "An `important contribution' or `tiresome reading'?  A study of evaluation in peer reviews of journal article submissions"; A. Holliday, "The value of reconstruction in revealing hidden or counter cultures"; R. Hughes, "Testing the visible:  Literate biases in oral language testing"; S. Sharoff, "Harnessing the lawless:  Using comparable corpora to find translation equivalents"; A. Shehadeh, "Modified output during task-based pair interaction and group interaction"; D. Crystal & C. Brumfit, "Coping with change in applied linguistics."

Journal of Applied Linguistics, 1,ii (2004):S. Saranji & C. Candlin, "Making methodology matter"; L. Cameron & J. Stelma, "Metaphor clusters in discourse"; N. Mercer, "Sociocultural discourse analysis:  Analysing classroom talk as a social mode of thinking"; F. Myles & R. Mitchell, "Using information technology to support empirical SLA research"; B. Saferstein, "Digital technology and methodological adaptation:  Text on video as a resource for analytical reflexivity."

Journal of Child Language, 33,iv (2006): K. McClure, J. Pine, & E. Lieven, "Investigating the abstractness of children's early knowledge of argument structure"; A. Papafragou, "From scalar semantics to implicature:  Children's interpretation of aspectuals"; A. Borovsky & J. Elman, "Language input and semantic categories:  A relation between cognition and early word learning"; D. Ravid, "Semantic development in textual contexts during the school years:  Noun Scale analyses"; A. Guerriero, Y. Oshima-Takane, & Y. Kuriyama, "The development of referential choice in English and Japanese:  A discourse-pragmatic perspective."

Journal of Child Language, 33,iii (2006): J. Maekawa & H. Storkel, "Individual differences in the influence of phonological characteristics on expressive vocabulary development by young children"; T. Keren-Portnoy, "Facilitation and practice in verb acquisition"; B. Ambridge, C. Rowland, A. Theakston, & M. Tomasello, "Comparing different accounts of inversion errors in children's non-subject wh-questions:  `What experimental data can tell us?'"; R. Ely & J. Gleason, "I'm sorry I said that":  Apologies in young children's discourse"; S. Gillis & D. Ravid, "Typological effects on spelling development:  A crosslinguistic study of Hebrew and Dutch."

Journal of Cross-Cultural Psychology, 37,v (2006): P. Kuppens, E. Ceulemans, M. Timmerman, E. Diener, & C. Kim-Prieto, "Universal intracultural and intercultural dimensions of the recalled frequency of emotional experience"; E. Hardin, "Convergent evidence for the multidimensionality of self-construal"; M. Cheung, K. Leung, & K. Au, "Evaluating multilevel models in cross-cultural research:  An illustration with social axioms"; G. Gelade, P. Dobson, & P. Gilbert, "National differences in organizational commitment:  Effect of economy, product of personality, or consequence of culture?"; S. Sireci, Y. Yang, J. Harter, & E. Ehrlich, "Evaluating guidelines for test adaptations:  A methodological analysis of translation quality"; D. Birman, "Acculturation gap and family adjustment:  Findings with Soviet Jewish refugees in the United States and implications for measurement."

Journal of Educational Measurement, 43,iii (2006): J.-S. Kim, "Using the distractor categories of multiple-choice items to improve IRT linking"; L. Roussos & O. Ozbek, "Formulation of the DETECT population parameter and evaluation of DETECT estimator bias"; P.-W. Lei, S.-Y. Chen, & L. Yu, "Comparing methods of assessing differential item functioning in a computerized adaptive testing environment"; M. Gierl, J. Leighton, & X. Tan, "Evaluating DETECT classification accuracy and consistency when data display complex structure."

Journal of Educational Research, 100,i (2006): S. Lutz, J. Guthrie, & M. Davis, "Scaffolding for engagement in elementary school reading instruction"; B. Monroe & G. Troia, "Teaching writing strategies to middle school students with disabilities"; M. Andrews & C. Ridenour, "Gender in schools:  A qualitative study of students in educational administration"; L. Person & W. Moomaw, "Continuing validation of the Teaching Autonomy Scale."

Journal of Educational Research, 99,vi (2006): J. Schreiber, A. Nora, F. Stage, E. Barlow, & J. King, "Reporting structural equation modeling and confirmatory factor analysis results:  A review"; M. Wighting, "Effects of computer use on high school students' sense of community."

Journal of Educational Technology Systems, 34,iv (2005-6): Z. Li & M. Guy, "Partnering prospective and practicing teachers to create technology-supported learning opportunities for students"; G. Lowerison, J. Schlater, R. Schmid, et al., "Are we using technology for learning?"; J. Mills & Y. Xu, "Statistics at a distance:  Technological tools, learning, and design features for today's modern course"; R. Beasley & Y. Chuang, "The effects of Web-based American music, lyrics, definitions, and explanations of Taiwanese ESL learners."

Journal of Educational Technology Systems, 34,iii (2005-6): S. Mulvenon, K. Wang, S. McKenzie, et al., "Spatially referenced educational achievement data exploration:  A Web-based interactive system integration of GIS, PHP, and MySQL technologies"; Y.-C. Yang, "Effects of embedded strategies on promoting the use of self-regulated learning strategies in an online learning environment"; G. Nugent, L.-K. Soh, & A. Samal, "Design, development, and validation of learning objects"; T. Redish, L. Webb, & B. Jiang, "Design and implementation of a Web-based portfolio for aspiring educational leaders:  A comprehensive, evidence-based model"; S. Lee & J. Powell, "Manifestation of pre-service teachers' interpersonal skills:  Effects of simulated and real experience"; E. Yukselturk & E. Top, "Reconsidering online course discussions:  A case study."

Journal of English for Academic Purposes, 5,iii (2006): F. Stoller, B. Horn, W. Grabe, & M. Robinson, "Evaluative review in materials development"; S.-C. Huang, Y.-S. Cheng, & C.-L Chern, "Pre-reading materials from subject matter texts--Learner choices and the underlying learner characteristics"; M. Cargill & P. O'Connor, "Developing Chinese scientists' skills for publishing in English:  Evaluating collaborating-colleague workshops based on genre analysis"; S. Starfield & L. Ravelli, "`The writing of this thesis was a process that I could not explore with the positivistic detachment of the classical sociologist':  Self and structure in New Humanities research theses."

Journal of Experimental Psychology:  Human Perception and Performance, 32,v (2006): C. Olivers & D. Watson, "Input control processes in rapid serial visual presentations:  Target selection and distractor inhibition"; C. Green & J. Hummel, "Familiar interacting object pairs are perceptually grouped"; M. Pitt & A. Samuel, "Word length and lexical activation:  Longer is better"; M. Spering, K. Gegenfurtnere, & D. Kerzel, "Distractor interference during smooth pursuit eye movements"; M. Behrmann, M. Peterson, M. Moscovitch, & S. Suzuki, "Independent representation of parts and the relations between them:  Evidence from integrative agnosia"; M. Geer & W. Schmidt, "Perception of initial moving target signals:  Support for a cumulative lateral inhibition theory"; J. Shen & Y. Jiang, "Interrupted visual searches reveal volatile search memory."

Journal of Experimental Psychology:  Human Perception and Performance, 32,iv (2006): C. Mulatti, M. Reynolds, & D. Besner, "Neighborhood effects in reading aloud:  New findings and new challenges for computational models"; E. Brenner, R. van Beers, G. Rotman, & J. Smeets, "The role of uncertainty in the systematic spatial mislocalization of moving objects"; J. Flombaum & B. Scholl, "A temporal same-object advantage in the tunnel effect:  Facilitated change detection for persisting objects"; C. Frings & D. Wentura, "Strategy effects counteract distractor inhibition:  Negative priming with constantly absent probe distractors"; J. Grainger, F. Farioli, J.-P. Grainger, E. van Assche, & W. van Heuven, "Letter position information and printed word perception:  The relative-position priming constraint"; J. Ivanoff &  R. Klein, "Inhibition of return:  Sensitivity and criterion as a function of response time"; C. Kent & K. Lamberts, "The time course of perception and retrieval in matching and recognition."

Journal of Experimental Psychology:  Learning, Memory, and Cognition, 32,v (2006): P. Perruchet, A. Cleeremans, & A. Destrebecqz, "Dissociating the effects of automatic activation and explicit expectancy on reaction times in a simple associative learning task"; W. Gaissmaier, L. Schooler, & J. Rieskamp, "Simple predictions fueled by capacity limitations:  When are they successful?"; T. Pachur & R. Hertwig, "On the psychology of the recognition heuristic:  Retrieval primacy as a key determinant of its use"; B. Claus & S. Keller, "Comprehending narratives containing flashbacks:  Evidence for temporally organized representations"; D. Watson, M. Breen, & E. Gibson, "The role of syntactic obligatoriness in the production of intonational boundaries"; A. Costa, M. Santesteban, & I. Ivanova, "How do highly proficient bilinguals control their lexicalization process?  Inhibitory and language-specific selection mechanisms are both functional"; M. Finkbeiner, J. Almeida, N. Janssen, & A. Caramazza, "Lexical selection in bilingual speech production does not involve language suppression"; D. Bordag, A. Opitz, & T. Pechmann, "Gender processing in first and second languages:  The role of noun termination"; Y. Kureta, T. Fushimi, & I. Takao, "The functional unit in phonological encoding:  Evidence for moraic representation in native Japanese speakers"; H. Hodgetts & D. Jones, "Contextual cues aid recovery from interruption:  The role of associative activation"; A. Koriat & R. Bjork, "Mending metacognitive illusions:  A comparison of mnemonic-based and theory-based procedures"; D. Lamaaing, "Predicting free recalls"; J. Hicks & J. Starns, "Remembering source evidence from associatively related items:  Explanations from a global matching model"; A. Kronlund & B. Whittlesea, "Remembering after a perception of discrepancy:  Out with the old, in with the two"; T. Bajo, C. Gómez-Ariza, A. Fernandez, & A. Marful, "Retrieval-induced forgetting in perceptually driven memory tests"; M. Takahashi, H. Shimizu, S. Saito, & H. Tomoyori, "One percent ability and ninety-nine percent perspiration:  A study of a Japanese memorist"; N. Schiller & A. Costa, "Different selection principles of freestanding and bound morphemes in language production"; S. Tremblay, F. Parmentier, K. Guérard, A. Nicholls, & D. Jones, "A spatial modality effect in serial memory"; E. Marsh, "When does generation enhance memory for location?"

Journal of Experimental Psychology:  Learning, Memory, and Cognition, 32,iv (2006): G. Cree, C. McNorgan, & K. McRae, "Distinctive features hold a privileged status in the computation of word meaning:  Implications for theories of semantic memory"; B. Rehder & K. ShinWoo, "How causal knowledge affects classification:  A generative theory of categorization"; B. Brooks & E. Cooper, "What types of visual recognition tasks are mediated by the neural subsystem that subserves face recognition?"; A. Lots & A. Kinder, "Transfer in artificial grammar learning:  The role of repetition information"; M. Page, N. Cumming, D. Norris, G. Hitch, & A. McNeil, "Repetition learning in the immediate serial recall of visual and auditory materials"; T. Rickard & D. Bajic, "Cued recall from image and sentence memory:  A shift from episodic to identical elements prepresentation"; M. Kane, B. Poole, S. Tuholsky, & R. Engle, "Working memory capacity and the top-down control of visual search:  Exploring the boundaries of `executive attention'"; W. Koutstaal & M. Cavendish, "Using what we know:  Consequences of intentionally retrieving gist versus item-specific information"; F. Zaromb, M. Howard, E. Dolan, Y. Sirotin, M. Tully, A. Wingfield, & M. Kahana, "Temporal associations and prior-list intrusions in free recall"; R. Diana & L. Reder, "The low-frequency encoding disadvantage:  Word frequency affects processing demands"; D. Long, J. Wilson, R. Hurley, &  C. Prat, "Assessing test representations with recognition:  The interaction of domain knowledge and text coherence"; G. Cook, R. Marsh, & J. Hicks, "Source memory in the absence of successful cued recall"; N. Mulligan, J. Lozito, & Z. Rosner, "Generation and context memory"; J. Starns, G. Cook, J. Hicks, & R. Marsh, "On rejecting emotional lures created by phonological neighborhood activation"; E. Hodgson & D. Waller, "Lack of set size effects in spatial updating:  Evidence for offline updating"; K. Fiedler & Y. Kareev, "Does decision quality (always) increase with the size of information samples?  Some vicissitudes in applying the law of large numbers"; A. Bröder & S. Schiffer, "Adaptive flexibility and maladaptive routines in selecting fast and frugal decision strategies"; S. Dewhurst & C. Barry, "Dissociating word frequency and age of acquisition:  The Klein effect revived (and reversed.)"

Journal of Instructional Media, 33,iii (2006): J. Donlevy, "Future-point learning"; A. Bartlett, et al., "Two views of electronic portfolios in teacher education:  Non-technology undergraduates and technology graduate students"; A. Olinzock, et al., "Writing an electronic multimedia paper"; C. Khentout, et al., "Learning and navigation assistance in a hypermedia"; L. Want, et al., "Integrating instant messenger into online office hours to enhance synchronous online interaction in teacher education"; C. Hsieh, et al., "MUD for learning:  Classification and instruction"; K. Yamashiro, et al., "The effect of adjunct post-questions, metacognitive process prompts, cognitive feedback and training in facilitating student achievement from semantic maps"; R. Clariana, et al., "The criterion-related validity of a computer-based approach for scoring concept maps"; I. Alghazo, "Computer competencies of the faculty members of the College of Education at the United Arab Emirates University."

Journal of Language and Social Psychology, 25,iii (2006): M. Pitts & J. Nussbaum, "Integrating the past and paving the future:  Examining current trends and extending boundaries of language and social psychology research"; D. Carbaugh with M. Berry, & M. Nurmikari-Berry, "Coding personhood through cultural terms and practices:  Silence and quietude as a Finnish `natural way of being'"; J. Ruscher & E. Hammer, "The development of shared stereotypic impressions in conversation:  An emerging model, methods, and extensions to cross-group settings"; Y. Kim, "From ethnic to interethnic:  The case for identity adaptation and transformation"; Y. Zhang, J. Harwood, A. Williams, V. Ylänne-McEwen, P. Wadleigh, & C. Thimm, "The portrayal of older adults in advertising:  A cross-national review."

Journal of Linguistics, 42,iii (2006): D. Adger, "Combinatorial variability"; J. Blevins, "Word-based morphology"; N. Burton-Roberts & G. Poole, "`Virtual conceptual necessity', feature-dissociation and the Saussurian legacy in generative grammar"; H. Goodluck, E. Guilfoyle, & S. Harrington, "Merge and binding in child relative clauses:  The case of Irish"; D. Adger, "Remarks on Minimalist feature theory and Move"; A. Asudeh & I. Toivonen, "Response to David Adger's `Remarks on Minimalist feature theory and Move'."

Journal of Memory and Language, 55,iv (2006): S. Lewandowsky & E. Heit, "Some targets for memory models"; A. Criss & J. McClelland, "Differentiating the differentiation models:  A comparison of the retrieving effectively from memory model (REM) and the subjective likelihood model (SLiM)"; A. Criss, "The consequences of differentiation in episodic memory:  Similarity and the strength based mirror effect"; C. Rotello & N. Macmillan, "Remember-know models as decision strategies in tow experimental paradigms"; A. Heathcote, F. Raymond, & J. Dunn, "Recollection and familiarity in recognition memory:  Evidence from ROC curves"; C. Berry, R. Henson, & D. Shanks, "On the relationship between repetition priming and recognition memory:  Insights from a computational model"; M. Jones, W. Kintsch, & D. Mewhort, "High-dimensional semantic space accounts of priming"; C. Kent & K. Lamberts, "Modeling the time course of feature perception and feature information retrieval"; A. Surprenant, I. Neath, & G. Brown, "Modeling age-related differences in immediate memory using SIMPLE"; S. Farrell, "Mixed-list phonological similarity effects in delayed serial recall"; K. Oberauer & R. Kliegl, "A formal model of capacity limits in working memory"; N. burgess & G. Hitch, "A revised model of short-term memory and long-term learning of verbal sequences."

Journal of Memory and Language, 55,iii (2006): M. Jönsson & J. Hampton, "The inverse conjunction fallacy"; R. van Gompel, M. Pickering, J. Pearson, & G. Jacob, "The activation of inappropriate analyses in garden-path sentences:  Evidence from structural priming"; J. Conlin & S. Gathercole, "Lexicality and interference in working memory in children and in adults"; J. McDonald, "Beyond the critical period:  Processing-based explanations for poor grammaticality judgment performance by late second language learners"; E. Ameel & G. Storms, "From prototypes to caricatures:  Geometrical models for concept typicality"; L. Moxey, "Effects of what is expected on the focusing properties of quantifiers:  A test of the presupposition-denial account."

Journal of Memory and Language, 55,ii (2006): J. Van Dyke & B. McElree, "Retrieval interference in sentence comprehension"; H. Shintel, H. Nusbaum, & A. Okrent, "Analog acoustic expression in speech communication"; M. Langanaro & F.-X. Alario, "On the locus of the syllable frequency effect in speech production"; A. Schwartz & J. Kroll, "Bilingual lexical activation in sentence context"; T. Barnhardt, H. Choi, D. Gerkens, & S. Smith, "Output position and word relatedness effects in a DRM paradigm:  Support for a dual-retrieval process theory of free recall and false memories"; A. Arregui, C. Clifton, L. Frazier, & K. Moulton, "Processing elided verb phrases with flawed antecedents:  The recycling hypothesis"; Y. Hino, P. Pexman, & S. Lupker, "Ambiguity and relatedness effects in semantic tasks:  Are they due to semantic coding?"; N. Cowan, J. Saults, & C. Morey, "Development of working memory for verbal-spatial associations"; R. Baayen, L. Feldman, & R. Schreuder, "Morphological influences on the recognition of monosyllabic monomorphemic words."

Journal of Multi-lingual and Multicultural Development, 27,v (2006): K. Agyekum, "Akan traditional arbitration:  Its structure and language"; G. Barkhuizen, U. Knoch, & D. Starks, "Language practices, preferences and policies:  Contrasting views of Pakeha, Maoir, Pasifika and Asian students"; P. Garrett, B. Evans, & A. Williams, "What does the word `globalisation' mean to you?:  Comparative perceptions and evaluations in Australia, New Zealand, the USA and the UK"; Á. Huguet, "Attitudes and motivation versus language achievement in cross-linguistic settings.  What is cause and what effect?" 

Journal of Phonetics, 34,iii (2006): D. Recasens & A. Espinosa, "Articulatory, positional and contextual characteristics of palatal consonants:  Evidence from Majorcan Catalan"; M. Vainio & J. Järvikivi,  "Tonal features, intensity, and word order in the perception of prominence"; P. Welby, "French intonational structure:  Evidence from tonal alignment"; J. Cebrian, "Experience and the use of non-native duration in L2 vowel categorization"; J. Andruski, "Tone clarity in mixed pitch/phonation-type tones."

Journal of Phonetics, 34,ii (2006): P. Nowak, "The role of vowel transitions and frication noise in the perception of Polish sibilants"; J. Flege, D. Birdsong, E. Bialystok, M. Mack, H. Sung, & K. Tsukada, "Degree of foreign accent in English sentences produced by Korean children and adults"; Y. Chen, "Durational adjustment under corrective focus in Standard Chinese"; B. Munson, E. McDonald, N. DeBoe, & A. White, "The acoustic and perceptual bases of judgments of women and men's sexual orientation from read speech"; N. Snoeren, P. Hallé, & J. Segui, "A voice for the voiceless:  Production and perception of assimilated stops in French"; A. Cutler, A. Weber, & T. Otake, "Asymmetric mapping from phonetic to lexical representations in second-language learning"; N. Warner, E. good, A. Jongman, & J. Sereno, "Letter to the editor:  Orthographic vs. morphological incomplete neutralization effects."

Journal of Pragmatics, 38,xi (2006): J. Mey, "Focus-on issue:  Intercultural pragmatics and sociolinguistics"; M.-T. Tryggvason, "Communicative behavior in family conversation:  Comparison of amount of talk in Finnish, SwedishFinnish, and Swedish families"; I. Nakane, "Silence and politeness in intercultural communication in university seminars"; L. Marti, "Indirectness and politeness in Turkish-German bilingual and Turkish monolingual requests"; J. Hlavac, "Bilingual discourse markers:  Evidence from Croatian-English code-switching"; R. Bataineh & R. Batineh, "Apology strategies of Jordanian EFL university students"; E. Jung, "Misunderstanding of academic monologues by nonnative speakers of English"; H. Ishida, "Learners' perception and interpretation of contextualization cues in spontaneous Japanese conversation:  Back-channel cue Uun"; M. Velasco-Sacristán & P. Fuertes-Olivera, "Towards a critical cognitive-pragmatic approach to gender metaphors in Advertising English"; M. del-Teso-Craviotto, "Words that matter:  Lexical choice and gender ideologies in women's magazines."

Journal of Psycholinguistic Research, 35,v (2006): J. Boland & A. Blodgett, "Argument status and PP-attachment"; J. Hsiao & R. Shillcock, "Analysis of a Chinese phonetic compound database:  Implications for orthographic processing"; M. Vion & A. Colas, "Pitch cues for the recognition of yes-no questions in French"; J. Burt, "Spelling in adults: The combined influences of language skills and reading experience."

Journal of Psycholinguistic Research, 35,iv (2006): M. Favart & P. Coirier, "Acquisition of the linearization process in text composition in third to ninth graders:  Effects of textual superstructure and macrostructural organization"; S. Parault & P. Schwanenflugel, "Sound-symbolism:  A piece in the puzzle of word learning"; J. Kurvers & H. Uri, "Metalexical awareness:  Development, methodology or written language?  A cross-linguistic comparison"; T. Sekiguchi, "Effects of lexical prosody and word familiarity on lexical access of spoken Japanese words."

Journal of Second Language Writing, 15,ii (2006):  C. Tardy, "Researching first and second language genre learning:  A comparative review and a look ahead"; A. Abasi, N. Akbari, & B. Graves, "Discourse appropriation, construction of identities, and the complex issue of plagiarism:  ESL students writing in graduate school"; H.-T. Min, "The effects of trained peer review on EFL students' revision types and writing quality"; K. Hirose, "Pursuing the complexity of the relationship between L1 and L2 writing"; R. Futász & E. Timár, "Academic writing:  Teaching on line and face to face--EATAW Conference 2005"; "Selected bibliography of recent scholarship in second language writing."

Journal of Teacher Education, 57,v (2006): H. Fogel & L. Ehri, "Teaching African American English forms to standard American English-speaking teachers:  Effects on acquisition, attitudes, and responses to student use."

Language, 82,iii (2006): P. LeSourd, "Problems for the pronominal argument hypothesis in Maliseet-Passamaquoddy"; J. de Ruiter, H. Mitterer, & N. Enfield, "Projecting the end of a speaker's turn"; S. Kawahara, "A faithfulness ranking projected from a perceptibility scale:  The case of [+voice] in Japanese"; A. Giannakidou, "Only, emotive factive verbs, and the dual nature of polarity dependency"; R. Hudson, "Wanna revisited."

Language Acquisition:  a Journal of Developmental Linguistics, 13,ii (2006): D. Lillo-Martin & W. Snyder, "Introduction so special guest-edited issue"; K. Drozd, "Comments from our guest editor"; J. Lidz & J. Musolino, "On the quantificational status of indefinites:  The view from child language"; H. De Hop & I. Krämer, "Children's optimal interpretations of indefinite subjects and objects"; S. Gennari & M. MacDonald, "Acquisition of negation and quantification:  Insights from adult production and comprehension."

Language and Communication, 26,iii/iv (2006): M. Baár & A. Ritivoi, "The Transylvanian Babel:  Negotiating national identity through language in a disputed territory"; T. Benes, "Language and the cognitive subject:  Heymann Steinthal (1823-1899) and Friedrich Nietzsche (1844-1900)"; M. Hyman, "Of glyphs and glottography"; D. Lurie, "Language, writing, and disciplinarity in the Critique of the `Ideographic Myth':  Some proleptical remarks"; P. Manning, "Words and things, goods and services:  Problems of translation between language and political economy"; M. Lähteenmäki, "Nikolai Marr and the idea of a unified language"; R. Moore, "Disappearing, Inc.:  Glimpsing the sublime in the politics of access to endangered languages"; T. Cheung, "The language monopoly:  Plessner on apes, humans and expressions"; J. Schneider, "Language and mediality:  On the medial status of `everyday language'"; J. Woodbridge, "Propositions as semantic pretense"; C. Klippi, "Vox populi, vox Dei:  The `People' as agent of linguistic norm"; A. Harvey, "Immortal signs:  Science, sacrament, and the poetics of immortality."

Language Assessment Quarterly, 3,iii (2006): S. Canagarajah, "Changing communicative needs, revised assessment objectives:  Testing English as an international language"; N. Saville & A. Kunnan, "A sort of memoir: An interview with Bernard Spolsky"; X. Song & L. Cheng, "Language learner strategy use and test performance of Chinese learners of English"; C. Chun, "Commentary:  Analysis of a language test for employment:  The authenticity of the PhonePass test."

Language Assessment Quarterly, 3,ii (2006): V. Yip & S. Matthews, "Assessing language dominance in bilingual acquisition:  A case for mean length utterance differentials"; L. Sánchez, "Bilingualism/second-language research and the assessment of oral proficiency in minority bilingual children"; N. Iwashita, "Syntactic complexity measures and their relation to oral proficiency in Japanese as a foreign language"; U. Lakshmanan, "Assessing linguistic competence:  Verbal inflection in child Tamil"; C. Ke, "A model of formative task-based language assessment for Chinese as a foreign language."

Language Awareness, 15,iii (2006): D. Vergugo, "A study of intonation awareness and learning in non-native speakers of English"; A. Révész & Z.-H. Han, "Task content familiarity, task type and efficacy of recasts"; K. Roehr, "Metalinguistic knowledge in L2 task performance:  A verbal protocol analysis"; D. Zhang & C. Goh, "Strategy knowledge and perceived strategy use:  Singaporean students' awareness of listening and speaking strategies."

Language, Culture and Curriculum, 19,ii (2006): J. McPake & J. Arthur, "Scots in contemporary social and educational context"; R. Hamel & N. Francis, "The teaching of Spanish as a second language in an indigenous bilingual intercultural curriculum"; X. Curdt-Christiansen, "Teaching and learning Chinese:  Heritage language classroom discourse in Montreal"; R. Chen & B. Hird, "Codeswitching in EFL group work in China"; P. Ngai, "Grassroots suggestions for linking native-language learning, Native American Studies, and mainstream education in reservation schools with mixed Indian and white student populations"; Ping-Liu, "Community-based Chinese schools in Southern California:  A survey of teachers."

The Language Educator, 1,vi (2006): K. Szarell &J. Rennhoff, "Reaching every student in the classroom through alternative assessments"; J. Rogers, "Taking stock in Kentucky following the Year of Languages"; M. Sweley, "Chinese fever:  Interest in learning this less commonly taught language is hot"; G. Caperton, "Interview with College Board president"; H. Gibbs, "Saving the Comanche language."

The Language Educator, 1,v (2006): "Interview with ACTFL 2006 keynote speaker Forrest Sawyer"; B. Sapienza, R. Donato, & G. Tucker, "Learning a second foreign language:  A district-wide foreign language program reaches the middle school"; S. Reese, "Villages for global understanding"; First person accounts of professional development experiences, "Honing classroom skills through professional development"; A. Nerenz, "Professional development models that work"; D. Byrd, "In the classroom:  Using graphic organizers to aid the writing process in second languages."

Language in Society, 35,v (2006): S. Erhlich & J. Sidnell, "`I think that's not an assumption you ought to make':  Challenging presuppositions in inquiry testimony."

Language Learning, 56,iv (2006): P. Ferr, R. Sánchez-Casas, & M. Guasch, "Can a horse be a donkey?  Semantic and form interference effects in translation recognition in early and late proficient and nonproficient Spanish-Catalan bilinguals"; S. Rubenfeld, R. Clément, D. Lussier, M. Lebrun, & R. Auger, "Second language learning and cultural representations:  Beyond competence and identity"; M. Abbott, "ESL reading strategies:  Differences in Arabic and Mandarin speaker test performance"; G. Stevens, "The age-length-onset problem in research on second language acquisition among immigrants"; K. McDonough & A. Mackey, "Responses to recasts:  Repetitions, primed production, and linguistic development."

Language Learning, 56,iii (2006): R. Dale & M. Spivey, "Unraveling the dyad:  Using recurrence analysis to explore patterns of syntactic coordination between children and caregivers in conversation"; L. Vandergrift, C. Goh, C. Mareschal, & M. Tafaghodtari, "The metacognitive Awareness Listening Questionnaire: Development and validation"; A. de Groot, "Effects of stimulus characteristics and background music on foreign language vocabulary learning and forgetting"; E. Marsden, "Exploring input processing in the classroom:  An experimental comparison of processing instruction and enriched input."

Language Learning, 56 Supp. (2006): P. Indefrey & M. Gullberg, "Introduction"; D. Birdsong, "Age and second language acquisition and processing:  A selective overview"; P. Coopmans, "L2 acquisition, age, and generativist reasoning.  Commentary on Birdsong"; H. Uylings, "Development of the human cortex and the concept of `critical' or `sensitive' periods"; P. Hagoort, "What we cannot learn from neuroanatomy about language learning and language processing.  Commentary on Uylings"; D. Green, J. Crinion, & C. Price, "Convergence, degeneracy, and control"; K. de Bot, "The plastic bilingual brain:  Synaptic pruning or growth?  Commentary on Green, et al."; A. Rodriguez-Fornells, R Balaguer, & T. Münte, "Executive control in bilingual language processing"; T. Dijkstra & W. van Heuven, "On language and the brain--Or on (psycho)linguists and neuroscientists?  Commentary on Rodriguez-Fornells et al."; L. Osterhout, J. McLaughlin, I. Pitkänen, C. Frenck-Mestre, & N. Molinaro, "Novice learners, longitudinal designs, and event-related potentials:  A means for exploring the neurocognition of second language processing"; D. Davidson, "Strategies for longitudinal neurophysiology.  Commentary on Osterhout et al."; J. Mueller, "L2 in a nutshell:  The investigation of second language processing in the miniature language model"; M. Lamers, "Cracking the nutshell differently.  Commentary on Mueller"; P. Indefrey, "A meta-analysis of hemodynamic studies on first and second language processing:  Which suggested differences can we trust and what do they mean?"; L. Stowe, "When does the neurological basis of first and second language processing differ?  Commentary on Indefrey"; J. Schumann, "Summing up:  Some themes in the cognitive neuroscience of second language acquisition"; "Glossary of neuroanatomical terms and phrases."

Language Learning and Development, 2,iv (2006): J. Goldsmith & J. O'Brien, "Learning inflectional classes"; V. Valian, "Young children's understanding of present and past tense"; B. Höhle, M. Schmitz, L Santelmann, & J. Weissenborn, "The recognition of discontinuous verbal dependencies by German 19-month-olds:  Evidence for lexical and structural influences on children's early processing capacities."

Language Learning & Technology, 10,iii (2006): [Online http://llt.msu.edu] M.-L. Liaw, "E-learning and the development of intercultural competence"; D.-S. Shin, "ESL students' computer-mediated communication practices"; M. Yoshii, "L1 and L2 glosses:  Their effects on incidental vocabulary learning"; C. Lai & Y. Zhao, "Noticing and text-based chat"; J. LeLoup & R. Ponterio, "Foreign language teachers' greatest hits"; L. Fryer & R. Carpenter, "Bots as language learning tools."

Language Problems and Language Planning, 30,iii (2006):  D. Hornsby & M. Jones, "Blue-sky thinking?  Léon Bollack and La langue française en l'an 2003"; D. Atkinson & H. Kelly-Holmes, "Linguistic normalisation and the market:  Advertising and linguistic choice in El Periódico de Catalunya"; J. Joseph, "Linguistic identities:  Double-edged swords"; U. Becker, "Publishing for a diaspora:  The development of publishing in the international Esperanto movement."

Language Teaching Research, 10,iv (2006): R. Ellis, "Editorial"; Y. Sheen, "Exploring the relationship between characteristics of recasts and learner uptake"; M. Takimoto, "The effects of explicit feedback on the development of pragmatic proficiency"; F. Yoshimura, "Does manipulating foreknowledge of output tasks lead to difference in reading behaviour, text comprehension and noticing of language form?"; N. Li, "Researching and experiencing motivation:  A plea for `balanced research'"; D. Schmitt, "Vocabulary myths:  Applying second language research to classroom teaching."

Language Testing, 23,iv (2006): A. Van Moere, "Validity evidence in a university group oral test"; A. Rupp, T. Ferne, & H. Choi, "How assessing reading comprehension with multiple-choice questions shapes the construct:  A cognitive processing perspective"; T.-I. Pae & G.-P. Park, "Examining the relationship between differential item and differential test functioning"; W. Rimmer, "Measuring grammatical complexity:  The Gordian knot"; Y.-F. Chang, "On the use of the immediate recall task as a measure of second language reading comprehension."

Linguistics and Education, 16,iv (2006): K. Hyland, "Representing readers in writing:  Student and expert practices"; J. Blommaert, N. Muyllaert, M. Huysmans, & C. Dyers, "Peripheral normativity:  Literacy and the production of locality in a South African township school"; A. Razfar, "Language ideologies in practice:  Repair and classroom discourse"; E. Jurasaite-Harbison & L. Rex, "Taking on a researcher's identity:  Teacher learning in and through research participation."

Meta, 52,iii (2006): M. García-Landa, "On defining translation"; G. Mendiluce-Cabrera & M. Bermúdez-Bausela, "Sci-tech communication:  Is there a process of internationalization in English and Spanish?"; M. Choi, "La traduction littéraire en B du coréen vers le français.  Quelques conditions de réussite"; J. Archibald & S. Wygoda, "La responsabilité du médiateur textuel"; K. Lotfipour-Saedi, "On the discoursal function of some special textual strategies in poetic texts:  Implications for literary translation"; E. Wai-Yee, "The translation of judgments"; H. Van Hoof, "Un bestiaire linguistique--ou les animaux dans les images du français et de l'anglais"; D. Li, "Translators as well as thinkers:  Teaching of journalistic translation in Hong Kong."

Multilingua, 25,iii (2006): M. Locher, "Polite behavior within relational work:  The discursive approach to politeness"; H. Cook, "Japanese politeness as an interactional achievement:  Academic consultation sessions in Japanese universities"; A. Golato & C. Taleghani-Nikazm, "Negotiation of face in web chats"; G. Kasper, "When once is not enough:  Politeness of multiple requests in oral proficiency interviews."

Second Language Research, 22,iv (2006): K. Gregg, "Taking a social turn for the worse:  The language socialization paradigm for second language acquisition"; U. Bohnacker, "When Swedes begin to learn German:  From V2 to V2"; J. Barcroft, "Can writing a new word detract from learning it?  More negative effects of forced output during vocabulary learning"; R. Slabakova, "Learnability in the second language acquisition of semantics:  A bidirectional study of a semantic parameter"; R. Adams, "Linguistics in you inbox:  A review of listservs for second language research."

Studies in Second Language Acquisition, 28,iv (2006): A. Ammar & N. Spada, "One size fits all?:  Recasts, prompts, and L2 learning"; R. Ellis & Y. Sheen, "Reexamining the role of recasts in second language acquisition"; T. Harada, "The acquisition of single and geminate stops by English-speaking children in a Japanese immersion program."

System, 34,iii (2006): M. Liu, "Anxiety in Chinese EFL students at different proficiency levels"; Y. In'nami, "The effects of test anxiety on listening test performance"; D. Carless, "Good practices in team teaching in Japan, South Korea and Hong Kong"; D. Palfreyman, "Social context and resources for language learning"; S.-C. Huang, "Reading English for academic purposes--What situational factors may motivate learners to read?"; M. Ikeda & O. Takeuchi, "Clarifying the differences in learning EFL reading strategies:  An analysis of portfolios"; K. Hong-Nam & A. Leavell, "Language learning strategy use of ESL students in an intensive English learning context"; H. Lin & T. Chen, "Decreasing cognitive load for novice EFL learners:  Effects of question and descriptive advance organizers in facilitating EFL learners' comprehension of an animation-based content lesson."

Target, 17,ii (2006):  P. Angermeyer, "Who is `you'?:  Polite forms of address and ambiguous participant roles in court interpreting"; J. Dickins, "Two models for metaphor translation."

TESOL Quarterly, 40,iii (2006): R. Kubota & A. Lin, "Race and TESOL:  Introduction to concepts and theories"; S. Motha, "Racializing ESOL teacher identities in U.S. K-12 public schools"; L. Taylor, "Wrestling with race:  The implications of integrative antiracism education for immigrant ESL youth"; K. Hammond, "More than a game:  A critical discourse analysis of a racial inequality exercise in Japan"; E. Lee & A. Simon-Maeda, "Racialized research identities in ESL/EFL research"; R. Spack, "English lessons"; M. Kubota, "Comments on Jennifer Jenkin's `Implementing an international approach to English pronunciation:  The role of teacher attitudes and identity':  A reader responds"; A. Suzuki & J. Jenkins, "The author responds"; S. Rich & S. Troudi, "Hard times:  Arab TESOL students' experience of racialization and othering in the United Kingdom"; K. Bashir-Ali, "Language learning and the definition of one's social, cultural, and racial identity"; A. Permegiani, "On race, language, power and identity:  Understanding the intricacies through multicultural communication, language policies, and the ebonics debate."

The Translator, 12,iii (2006): L. Polezzi, "Translation, travel, migration"; J. St André, "Travelling toward true translation:  The first generation of Sino-English translators"; E. Filonova, "Between literacy and non-literacy:  Interpreters in the exploration and colonization of eighteenth- and nineteenth-century Alaska"; P. Tonianto, "Translating gypsies:  Nomadic writing and the negotiation of Romani identity"; S. Susam-Sarajeva, "Rembetika songs and their `return' to Anatolia"; N. Pireddu, "Scribes of a transnational Europe:  Travel, translation, borders"; P. Bandia, "Decolonizing translation:  Language, culture and self."

World Englishes, 25,iii/iv (2006): R. Mesthrie, "World Englishes and the multilingual history of English"; D. Deterding & A. Kirkpatrick, "Emerging South-east Asian Englishes and intelligibility"; M. Aceto, "Statian Creole English:  An English-derived language emerges in the Dutch Antilles"; S. Coetzee-Van rooy, "Integrativeness:  Untenable for world Englishes learners?"; J. Wong, "Contextualizing aunty in Singaporean English"; C. Chen, "The mixing of English in magazine advertisements in Taiwan."