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Across Languages and Cultures, 8,i (2007): A. Chesterman, “On the idea of a theory”; P. Konšalová, “Explicitation as a universal in syntactic de/condensation”; H. Jawad, ‘’Arabic lexical doublets: Translation strategies”; L. Wong, “Centripetality and contrifugality in translation: With reference to European languages and Chinese”; C. Valero-Garcés, “Challenges in multilingual societies. The myth of the invisible interpreter and translator”; I. Horváth, “Autonomous learning: What makes it work in post graduate interpreter training?” American Educational Research Journal, 44,iii (2007): D. Hursh, “Assessing No Child Left Behind and the rise of neoliberal education policies”; L. Valli & D. Buese, “The changing roles of teachers in an ear of high-stakes accountability”; R. Balfanz, N. Legters, T. West, & L. Weber, “Are NCLB’s measures, incentives, and improvement strategies the right ones for the nation’s low-performing high schools?”; K. Finnigan & B. Gross, “Do accountability policy sanctions influence teacher motivation? Lessons from Chicago’s low-performing schools”; H. Marsh, U. Trautwein, O. Lüdtke, J. Baumert, & O. Köller, “The big-fish-little-pond effect: Persistent negative effects of selective high schools on self-concept after graduation”; E. Graue, K. Hatdh, K. Rao, & D. Oen, “The wisdom of class-size reduction”; L. Cohen-Vogel & T. Smith, “Qualification and assignments of alternatively certified teachers: Testing core assumptions.” The American Journal of Distance Education, 20,iv (2006): A. Jeong, “Gender interaction patterns and gender participation in computer-supported collaborative argumentation”; D. Graddy, “Gender salience and the use of linguistic qualifiers and intensifiers in online course discussions”; M. Hawkes, “Linguistic discourse variables as indicators of reflective online interaction.” Annual Review of Cognitive Linguistics, 4,i (2006): H. Herrera-Soler, “Conceptual metaphors in press headlines on globalisation”; S. Bonnefille, “Constructions with get: How to get the picture without getting confused”; F. Gonzalvez-García & C. Butler, “Mapping functional-cognitive space”; C. Broccias, “The construal of simultaneithy in English with special reference to as-clauses”; R. Gibbs, “Introspection and cognitive linguistics: Should we trust our own intuitions?”; S. Coulson & E. Pascual, “For the sake of argument: Mourning the unborn and reviving the dead through conceptual blending”; T. Cadierno & L. Ruiz, “Motion events in Spanish L2 acquisition”; M. Velasco-Sacristán & P. Fuertes-Olivera, “Olfactory and olfactory-mixed metaphors in print ads of perfume”; I. Ibarretxe-Antuñano, “Leonard Talmy: A windowing onto conceptual structure and language: Part 2: Language and cognition: Past and future”; N. Ascroft, “Butter and bread, and interview with John Taylor.” Applied Linguistics, 28,iii (2007): J.-E. Park, “Co-construction of nonnative speaker identity in cross-cultural interaction”; G. Pallotti, “An operational definition of the emergence criterion”; J. Alderson, “Judging the frequency of English words”; L. Fung & R. Carter, “Discourse markers and spoken English: Native and learner use in pedagogic settings”; J. Flowerdew & Y. Li, “Language re-use among Chinese apprentice scientists writing for publication”; A. Ito, “The interpretation of Japanese word order patterns by adult English-speaking learners of Japanese as a second language.” Applied Linguistics, 28,ii (2007): A. Pavlenko, “Autobiographic narratives as data in applied linguistics”; S. Frazier, “Tellings of remembrances `touched off’ by student reports in group work in undergraduate writing classes”; R. Corrigan, “An experimental analysis of the affective dimensions of deep vocabulary knowledge used in inferring the meaning of words in context”; D. Gardner, “Validating the construct of word in applied corpus-based vocabulary research: A critical survey”; K. Hyland, “Applying a gloss: Exemplifying and reformulating in academic discourse”; B. Andern, “Pedagogical rules and their relationship to frequency in the input: Observational and empirical data from L2 French”; I. De Ridder, L. Vangehuchten, & M. Gómez, “Enhancing automaticity through task-based language learning”; J. Hartley, “Reading, writing, speaking and listening: Perspecitves in applied linguistics.” Applied Psycholinguistics, 28,iv (2007): P. Wong & T. Perrachione, “Learning pitch patterns in lexical identification by native English-speaking adults”; L. Archibald & S. Gathercole, “Nonword repetition and serial recall: Equivalent measures of verbal short-term memory?”; E. Saiegh-Haddad, “Linguistic constraints on children’s ability to isolate phonemes in Arabic”; A. Salamoura & J. Williams, “Processing verb argument structure across languages: Evidence for shared representations in the bilingual lexicon”; B. New, M. Brysbaert, J. Vernonis, & C. Pallier, “The use of film subtitles to estimate word frequencies”; K. Cain, “Syntactic awareness and reading ability: Is there any evidence for a special relationship?”; A. Protopapas, S. Gerakaki, & S. Alexandri, “Sources of information for stress assignment in reading Greek”; E. Nicoladis, S. Pika, H. Yin, & P. Marentette, “Gesture use in story recall by Chinese-English bilinguals.” Asian EFL Journal, 9,iii (2007): I. Li, H.-H. Choiu, & S.-J. Lee, “Kindergartners’ temperament and cortisol response to Structured English Immersion (SEI) programs in Taiwan”; Z. Na, “A study of high school students’ English learning anxiety”; D. McIntyre, “Preparation for long-term overseas study: Toward an integrated approach”; J. Unger, “A developmental analysis of a concept map, speech, and gesture”; M. Man-fat, “The relationships between the use of metacognitive language-learning strategies and language-learning motivation among Chinese-speaking ESL learners at a vocational education institute in Hong Kong”; N. Alagozlu, “Critical thinking and voice in EFL writing”; M. Omori, “The effect of short-term exposure on familiarity with accented English for Japanese EFL learners”; M. Rahimpour & M. Yaghoubi-Notash, “Examining gender-based variability in task-prompted, monologic L2 oral performance”; M. Sabet & M. Youhanaee, “The relationship between syntactic clustering of obligatory/null subject parameters and proficiency levels in L2 acquisition: New evidence from a grammaticality judgment test”; K. Sadeghi, “The key for successful reader-writer interaction: Factors affecting reading comprehension in L2 revisited.” Asian EFL Journal, 9,ii (2007): T. Takagaki & N. Tanabe, “High school freshmen’s responses to home economics conducted in a non-native variety of English: A three-year survey on content-based instruction in Japan”; A. Al-Eryani, “Refusal strategies by Yemeni EFL learners”; M.-N. Yang, “Language learning strategies for junior college students in Taiwan: Investigating ethnicity and proficiency”; F. Farroki & J. Gholami, “Reactive and preemptive language related episodes and uptake in an EFL class”; M. Wei, “An examination of vocabulary learning of college-level learners of English in China”; A. Yang, “Cultivating a reading habit: Silent reading at school”; A. Jahangard, “Evaluation of EFL materials taught at Iranian public high schools”; Z. Lin, “Setting EFL reading comprehension questions in learners’ L1?”; A. Sattayatham & S. Honsa, “Medical students’ most frequent errors at Mahidol University, Thailand”; J. Moody, “Plagiarism or intertextuality?: Approaches to teaching EFL academic writing.” Assessing Writing, 12,i (2007): R. Todd, S. Khongput, & P. Darasawang, “Coherence, cohesion and comments on students’ academic essays”; U. Knoch, J. Read, & J. van Randow, “Re-training writing raters online: How does it compare with face-to-face training?”; L. Barlow, S. Liparulo, & D. Reynolds, “Keeping assessment local: The case for accountability through formative assessment”; S. Beck & J. Jeffery, “Genres of hig-stakes writing assessments and the construct of writing competence.” Australian Journal of Language & Literacy, 30,iii (2007): J. Pegg & D. Panizzon, “Inequities in student achievement for literacy: Metropolitan versus rural comparisons”; I. Hay & R. Fielding-Barnsley, “Facilitating children’s emergent literacy using shared reading: A comparison of two models”; K. Young, “Developmental stage theory of spelling: Analysis of consistency across four spellintegrated activities”; L. Graham, J. Pegg, & L. Alder, “Improving the reading achievement of middle-years students with learning difficulties”; F. Christie & S. Dreyfus, “Letting the secret out: Successful writing in secondary English”; A. Simpson, “Reading the Web: Strategies for Internet inquiry”; A. Simpson, “Making literacy real: Theories and practices for learning and teaching.” Australian Journal of Linguistics, 27,ii (2007): S. Ruhi, “Higher-order intentions and self-politeness in evaluations of (im)politeness: The relevance of compliment responses”; T. Lalor & J. Rendle-Short, “`That’s so gay’: A contemporary use of gay in Australian English”; G. Breen, “Reassessing Karnic”; W. McGregor, “Ergative marking of intransitive subjects in Warrwa.” Australian Review of Applied Linguistics, 30,i (2007): M. Clyne, “Are we making a difference? On the social responsibility and impact of the linguist/applied linguist in Australia”; J. Crichton & A. Scarino, “How are we to understand the `intercultural dimension’? An examination of the intercultural dimension of internationalisation in the context of higher education in Australia”; N. Kurata, “Language choice and second language learning opportunities in learners’ social networks: A case study of an Australian learner of Japanese”; M. Nakahara & P. Black, “How I survived as an overseas teacher of Japanese in Australia”; Y. Slaughter & J. Hajek, “Community languages and LOTE provision in Victorian primary schools: Mix or match?”; J. Winter & A. Pauwels, “Missing me and Msing the other: Courtesy titles for women in Englishes”; R. Woodward-Kron & L. Remedios, “Classroom discourse in problem-based learning classrooms in the health sciences.” Babel, 53,i (2007): H. Ghazala, “Touching upon the translation of the style of irony (English-Arabic)”; S. Fareh & M. Moussa, “Practicality and usefulness of English- Babel, 52,iv (2006): X. Xiumei, “`Style is the relationship’: A relevance-theoretic approach to the translator’s style”; A.-F. Abu-Ssaydeh, “Multi-word units: Can lexicography have a role in their acquisition?”; Y.-T. Chuang, “Studying subtitle translation from a multi-modal approach.” CALICO Journal, 25,i (2007): T. Heift, “Learner personas in CALL”; R. Sadler, “Computer-mediated communication and a cautionary tale of two cities”; A. Weinberg, “Web tracking and students’ work patterns in online language-learning activities”; C. Blythe & J. Davis, “Using formative evalution in the development of learner-centered materials”; M. van Olphen, “Perspectives of foreign language preservice teachers on the use of a web-based instructional environment in a methods course”; T. Koyama & O. Takeuchi, “Does look-up frequency help reading comprehension of EFL learners? Two empirical studies of electronic dictionaries.” CALICO Journal, 24,iii (2007): B. Lafford & P. Lafford, “Entre dicho y hecho…: An assessment of the application of research from second language acquisition and related fields to the creation of Spanish CALL materials for lexical acquisition”; K. Al-Seghayer, “The role of organizational devices in ESL readers’ construction of mental representations of hypertext content”; M. Darhower, “A tale of two communities: Group dynamics and community building in a Spanish-English telecollaboration”; Y. Wang, “Task design in videoconferencing-supported distance language learning”; G. Corbeil, “Can PowerPoint presentations effectively replace textbooks and blackboards for teaching grammar? Do students find them an effective learning tool?”; T. Houston, “Retrofitted materials for WebCT: Guidelines for authors, Web designers, and users”; F. Zabaleta, “Developing a multimedia, computer-based Spanish placement test.” Cognitive Linguistics, 18,iii (2007): W. Croft, “The origins of grammar in the verbalization of experience”; R. Dewell, “Moving around: The role of lthe conceptualizer in semantic interpretation”; Z. Jing-Schmidt, “Negativity bias in language: A cognitive-affective model of emotive intensifiers”; J. Zinken, “Discourse metaphors: The link between figurative language and habitual analogies.” Cognitive Linguistics, 18,ii (2007): A. Majid, M. Bowerman, M. van Staden, & J. Boster, “The semantic categories of cutting and breaking events: A crosslinguistic perspective”; J. Bohnemeyer, “Morpholexical Transparency and the argument structure of verbs of cutting and breaking”; A. Majid, M. Bullberg, M. van Staden, & M. Bowerman, “How similar are semantic categories in closely related languages? A comparison of cutting and breaking in four Germanic languages”; B. Narasimhan, “Cutting, breaking, and tearing verbs in Hindi and Tamil”; S. Levinson, “Cut and break verbs in Yélî Dnye, the Papua language of Rossel Island”; L. O’Connor, “`Chop, shred, snap apart’: Verbs of cutting and breaking in Lowland Chontal”; J. Essegbey, “Cut and break verbs in Sranan”; F. Lüpke, “`Smash it again, Sam’: Verbs of cutting and breaking in Jalonke”; A. Gaby, “Describing cutting and breaking events in Kuuk Thaayorre”; J. Chen, “`He cut-break the rope’: Encoding and categorizing cutting and breaking events in Mandarin”; N. Enfield, “Lao separation verbs and the logic of linguistic event categorization”; M. van Staden, “`Please open the fish’: Verbs of separation in Tidore, a Papuan language of Eastern Indonesia”; E. Palancar, “Cutting and breaking verbs in Otomi: An example of lexical specification”; P. Brown, “`She had just cut/broken off her head’: Cutting and breaking verbs in Tzeltal”; J. Taylor, “Semantic categories of cutting and breaking: Some final thoughts.” Cognitive Linguistics, 18,i (2007): T. Cameron-Faulkner & E. Kidd, “I’m are what I’m are: The acquisition of first-person singular present BE”; D. Eddington, “Flaps and other variants of /t/ in American English: Allophonic distribution without constraints, rules, or abstractions”; J. Svanlund, “Metaphor and convention.” Computational Linguistics, 33,iii (2007): A. Fraser & D. Marcu, “Measuring word alignment quality for statistical machine translation”; P. Li & K. Church, “A sketch algorithm for estimating two-way and multi-way associations”; J. Hockenmaier & M. Steedman, “CCGbank: A corpus of CCG derivations and dependency structures extracted from the Penn Treebank”; R. Fernández, J. Ginzburg, & S. Lappin, “Classifying non-sequential utterances in dialogue: A machine learning approach.” Computational Linguistics, 33,ii (2007): R. Malouf, “Maximal consistent subsets”; S. Padó & M. Lapata, “Dependency-based constructions of semantic space models”; D. Chiang, “Hierarchical phrase-based translation”; I. Paraboni, K. van Deemter, & J. Masthoff, “Generating referring expressions: Making referents easy to identify.” Computer Assisted Language Learning, 20,iii (2007): Y. Edasawa & K. Kabata, “An ethnographic study of a key-pal project: Learning a foreign language through bilingual communication”; T.-L. Chiu, H.-C. Liou, & Y. Yeh, “A study of web-based oral activities enhanced by Automatic Speech Recognition for EFL college learning”; O. Engwall & O. Bälter, “Pronunciation feedback from real and virtual language teachers”; J. Coryell D. Chlup, “Implementing E-Learning components with adult English language learners: Vital factors and lessons learned”; B. Heins, A. Duensing, Y. Stickler, & C. Batstone, “Spoken interaction in online and face-to-face language tutorials.” Computers and Composition, 24,iii (2007): L. Laurinen & M. Marttunen, “Written arguments and collaborative speech acts in practicing the argumentative power of language through chat debates”; L. Opdenacker & L. Van Waes, “Implementing an open process approach to a multilingual online writing center. The case of Calliope.” Corpus Linguistics and Linguistic Theory, 3,i (2007): G. Sampson, “Grammar without grammaticality”; G. Pullum, “Ungrammaticality, rarity, and corpus use”; W. Meurers, “Advancing linguistics between the extremes: Some thoughts on Goeffrey R. Sampson’s `Grammar without grammaticality’”; A. Stefanowitsch, “Linguistics beyond grammaticality”; J. Foster, “Real bad grammar: Realistic grammatical description with grammaticality”; T. Hoffmann, “`Good is good and bad is bad’: But how do we know which one we had?”; A. Arppe & J. Järvikivi, “Take empiricism seriously! In support of methodological diversity in linguistics”; G. Sampson, “Reply.” Cross-Cultural Research, 41,iv (2007): V. de Munck & A. Korotayev, “Wife-husband intimacy and female status in cross-cultural perspective”; M. Dow, “Galton’s problem as multiple network autocorrelation effects: Cultural trait transmission and ecological constraint”: R. Hayward & M. Kemmelmeier, “How competition is viewed across cultures: A test of four theories”: C. Ember, “Using the HRAF Collection of ethnography in conjunction with the standard cross-cultural sample and the ethnographic atlas”; M. Ember, C. Ember, & B. Low, “Comparing explanations of polygyny.” Current Issues in Language Planning, 8,iii (2007): S. Zhao & R. Baldauf, “Language planning, naming and character use in China”; C. Huang, “Language planning for naming and its socio-cultural connotations: A case study in Taiwan”; W. Bokhorst-Heng & L. Wee, “Language planning in Singapore: On pragmatism, communitarianism and personal names”; N. Watanabe, “Politics of Japanese naming practice: Language policy and character use”; I. Laversuch, “The politics of naming race and ethnicity: Language planning and policies regulating the selection of racial ethnonyms used by the US Census1990-2010”; F. Hodges, “Language planning and placenaming in Australia”; A. Pauwels & J. Winter, “The politics of naming reform in the gendered spheres of home and work”; M. Ramoniene, “Language planning and personal naming in Lithuania”; B. Makoni, S. Makoni, & P. Mashiri, “Naming practices and language planning in Zimbabwe.” Current Issues in Language Planning, 8,ii (2007): U. Butler, “Foreign language education at elementary schools in Japan: Searching for solutions amidst growing diversification”; M. Li, “Foreign language education in primary schools n the People’s Republic of China”; N. Hoa & N. Tuan, “Teaching English in primary schools in Vietnam: An overview”; Y. Kirkgöz, “Language planning and implementation in Turkish primary schools”; H. Uysal, L. Plakans, & S. Dembovskaya, “English language spread in local contexts: Turkey, Latvia and France”; J. Enever, “Yet another early-start languages policy in Europe: Poland this time!”; J. Filipovic, J. Vuco, & L. Djuric, “Critical review of language education policies in compulsory primary and secondary education in Serbia”; M. Amara, “Teaching Hebrew to Palestinian pupils in Israel”; E. Kitolo-Nsiku, “Dogs’ languages or people’s languages? The return of Bantu languages to primary schools in Mozambique.” Current Issues in Language Planning, 8,i (2007): J.-P. Kouega, “The language situation in Cameroon.” Discourse Processes, 44,ii (2007): H. Noice & T. Noice, “The non-literal enactment effect: Filling in the blanks”; A. Cook, S. Guérand, C. Was, & E. O’Brien, “Foregrounding effects during reading, revisited”; C. Stewart, L. Setlock, & S. Fussell, “Conversational argumentation in decision making: Chinese and U.S. participants in face-to-face and instant-messaging interactions.” Educational Measurement: Issues and Practice, 26,iii (2007): A. De Champlain, M. Cuddy, & T. LaDuca, “Examining contextual effects in a practice analysis: An application of dual scaling”; R. Kopriva, J. Emick, C. Hipolito-Delgado, & C. Cameron, “Do proper accommodation assignments make a difference? Examining the impact of improved decision making on scores for English language learners”; P.-W. Lei & Q. Wu, “An NCME instructional module on introduction to structural equation modeling: Issues and practical considerations.” Educational Researcher, 36,vii (2007): M. Akiba, G. LeTendre, & J. Scribner, “Teacher quality, opportunity gap, and national achievement in 46 countries”; H. Milner, “Race, culture, and researcher positionality: Working through dangers seen, unseen, and unforeseen”; A. Nolen & J. Putten, “Action research in education: Addressing gaps in ethical principles and practices.” Educational Researcher, 36,vi (2007): C. Golde, “Signature pedagogies in doctoral education: Are they adaptable for the preparation of education researchers?” Educational Researcher, 36,v (2007): J. Anderson, “Race-conscious educational policies versus a `color-blind Constitution’: A historical perspective”; W. Au, “High-stakes testing and curricular control: A qualitative metasynthesis”; B. Fuller, J. Wright, K. Gesicki, & E. Kang, “Gauging growth: How to judge No Child Left Behind?”; S. Kelly & L. Monczunski, “Overcoming the volatility in school-level gain scores: A new approach to identifying value added with cross-sectional data.” ELT Journal, 61,iv (2007): L. Collins, “L1 differences and L2 similarities: Teaching verb tenses in English”; C. Sowden, “Culture and the `good teacher’ in the English Language classroom”; T. Lynch, “Learning from the transcripts of an oral communication task”; I. Lee, “Preparing pre-service English teachers for reflective practice”; N. Hancioglu & J. Eldridge, “Texts and frequency lists: Some implications for practicing teachers”; A. Firkins, G. Forey, S. Sengupta, “Teaching writing to low proficiency EFL students”; A. Waters, “ELT and `the spirit of the times’”; A. Holliday, “Response to `Elt and the spirit of the times’”; A. Waters, “Ideology, reality, and false consciousness in ELT”; S. McDonough, “Motivation in ELT”; S. O’Dwyer, “What attitude, exactly?”; M. McMorrow, “Teacher education in the postmethods era.” English for Specific Purposes, 26,iii (2007): D. Biber & F. Barbieri, “Lexical bundles in university spoken and written registers”; A. Cheng, “Transferring generic features and recontextualizing genre awareness: Understanding writing performance in the ESP genre-based literacy frame-work”; G. Forey & J. Lockwood, “`I’d love to put someone in jail for this’: An initial investigation of English in the business processing outsourcing (BPO) industry”; B. Hoekje, “Medical discourse and ESP courses for international medical graduates (IMGs)”; M. Legg, “From question to answer: The genre of the problem-based learning tutorial at the University of Hong Kong”; H. Ding, “Genre analysis of personal statements: Analysis of moves in application essays to medical and dental schools.” English World-Wide, 28,iii (2007): P. Mühlhäusler, “The Pitkern-Norf’k language and education”; S. Wagner, “Unstressed periphrastic do—from Southwest England to Newfoundland?”; A. Simo Bobda, “Some segmental rules of Nigerian English phonology”; J. Magogwe, “An investigation into attitudes and motivation of Botswana secondary school students towards English, Setswana and indigenous languages.” Foreign Language Annals, 40,iii (2007): T. Fall, B. Adair-Hauck, & E. Glisan, “Assessing students’ oral proficiency: A case for online testing”; S.-O. Sohn & S.-K. Shin, “True beginners, false beginners, and fake beginners: Placement strategies for Korean heritage speakers”; S. Kissau, “Is what’s good for the goose good for the gander? The case of male and female encouragement to study French”; A. Riazi, “Language learning strategy use: Perceptions of female Arab English majors”; B. Burke, “Creating communicative classrooms with experiential design”; W. Caldwell, “Taking Spanish outside the box: A model for integrating service learning into foreign language study,” French Review. 81,i (2007): N. Brooks & A. Merfeld-Langston, “`That’s hot!’: Teaching Paris to the Paris (Hilton) generation.” GFL, 2 (2007): F. Saure, “`Körperliche Stärke und Behendigkeit zu ehren’ oder Olympia in Berlin: Der deutsche Idealismus, die Sportwettkämpfe im antiken Griechenland und das modern Deutschland”; J. Hughes, “`Im Sport ist der Nerv der Zeit selber zu spüren’: Sport and cultural debate in the Weimar Republic”; M. Dennis, “Behind the Wall: East German football between state and society.” GFL, 1 (2007): M. Schulze, G. Liebscher, & S. Zhen, “Geroline—Student perception and attainment in an online German language course”; S. Adamczak-Krysztofowicz & A. Stork, “Von der Selbsteinschätzung zur Fremdbeurteilung: Zur Vermittlung einer grundlegenden Beurteilungskompetenz mündlicher Kommunikationsfähigkeit im DaF-Studium”; J. Loescher, “Lebenswelt, Interpretation und `der Fremde’: Kognition und Interaktion im Unterricht Deutsch als Fremdsprache”; M. Dannerer & L. Keim, “Landeskunde via E-Mail und Internet—über die Verbindung von Lehren, Coachen und Lernen auf Distanz.” Harvard Educational Review, 77,iii (2007): T. Abu, “`I was born here, but my home, it’s not here’: Educating for democratic citizenship in an era of transnational migration and global conflict”; E. Ndura, “Calling institutions of higher education to join the quest for social justice and peace”; J. Kim, “A push for caring imposition against passive tolerance: Reflections on the Virginia Tech massacre through a multicultural lens.” Hispania, 90,iii (2007): M. Elorriaga, “College students as tutors: Learning from the Latino community of Adams County”; J. Stokes, “Meaningful writing for beginners”; C. García, “`Ché, mirá, vos sabés que no voy a poder’: How Argentineans refuse an invitation”; D. Tight, “Lexical subregularities and the stress preferences of L2 Spanish learners.” Innovation in Language Learning and Teaching, 1,i (2007): P. Nation, “The four strands”; D. Little, “Language learner autonomy: Some fundamental considerations revisited”; C. Chapelle, “Challenges in evaluation of innovation: Observations from technology research”; L. van Lier, “Action-based teaching, autonomy and identity”; D. Block, “Bilingualism: Four assumptions and four responses”; D. Singleton & L. Aronin, “Multiple language learning in the light of the theory of affordances”; C. White, “Innovation and identity in distance language learning and teaching”; R. Johnstone, “Nationally-sponsored innovations at school in Scotland: Issues of evidence, generalisability and sustainability”; A. Mackey, M. Al-Khalil, G. Atanassova, M. Hama, A. Logan-Terry, & K. Nakatsukasa, “Teachers’ intentions and learners’ perceptions about corrective feedback in the L2 classroom”; H.-F. Cheng & Z. Dörneyi, “The use of motivational strategies in language instruction: The case of EFL teaching in Taiwan.” International Journal of Applied Linguistics, 17,iii (2007): J. Appel, “Language teaching in performance”; T. Fitzpatrick, “Word association patterns: Unpacking the assumptions”; M. Dewey, “English as a lingua franca and globalization: An interconnected perspective”; N. Sifakis, “The education of teachers of English as a lingua franca: A transformative perspective”; A. Kirkpatrick, “Setting attainable and appropriate English language targets in multilingual settings: A case for Hong Kong”; D. Cameron, “Applied linguistics and the perils of popularity”; G. Cook, “A thing of the future: Translation in language learning.” International Journal of Bilingual Education and Bilingualism, 10,ii (2007): M. Deuchar, “Cutting edge research in bilingualism”; E. Bialystok, “Cognitive effects of bilingualism: How linguistic experience leads to cognitive change”; V. Gathercole, “Miami and North Wales, so far and yet so near: A constructivist account of morphosyntactic development in bilingual children”; J. Treffers-Daller, A. Özsoy, & R. van Hout, “(In)complete acquisition of Turkish among Turkish-German bilinguals in Germany and Turkey: An analysis of complex embeddings in narratives”; J. Paradis & E. Nicoladis, “The influence of dominance and sociolinguistic context on bilingual preschoolers’ language choice”; M. Deuchar, P. Muysken, & S.-L. Wang, “Structured variation in codeswitching: Towards an empirically based typology of bilingual speech patterns.” International Journal of Bilingual Education and Bilingualism, 10,iv (2007): J. Harris, “Bilingual education and bilingualism in Ireland North and South”; P. Ó Riagáin, “Relationships between attitudes to Irish, social class, religion and national identity in the Republic of Ireland and Northern Ireland”; E. McKendry, “Minority-language education in a situation of conflict: Irish in English-medium schools in Northern Ireland”; D. Ó Baoill, “Origins of Irish-medium education: The dynamic core of language revitalisation in Northern Ireland”; L. Murtagh, “Out-of-school use of Irish, motivation and proficiency in immersion and subject-only post-primary programmes”; M. Ó Laoire, “An approach to developing language awareness in the Irish language classroom: A case study”; T. Hickey, “Fluency in reading Irish as L1 or L2: Promoting high-frequency word recognition in emergent readers”; M. O’Malley-Madec, “How one word borrows another: The process of language-contact in two Irish-speaking communities”; T. Ó hIfearnáin, “Raising children to be bilingual in the Gaeltacht: Language preference and practice.” International Journal of Bilingual Education and Bilingualism, 10,v (2007): D. Coyle, “Content and language integrated learning: Towards a connected research agenda for CLIL pedagogies”; L. Gaio, “Linguistic knowledge and subject knowledge: How does bilingualism contribute to subject development?”; C. Serra, “Assessing CLIL at primary school: A longitudinal study”; R. de Graaf, G. Koopman, Y. Anikina, & G. Westhoff, “An observation tool for effective L2 pedagogy in content and language integrated learning (CLIL)”; C. Coonan, “Insider views of the CLIL class through teacher self-ovservation—introspection”; E. Dafouz, B. Núñez, & C. Sancho, “Analysing stance in a CLIL university context: Non-native speaker use of personal pronouns and modal verbs”; U. Wannagat, “Learning through L2—Content and Language Integrated Learning (CLIL) and English as Medium of Instruction (EMI)”; P. Mehisto & H. Asser, “Stakeholder perspectives: CLIL programme management in Estonia.” International Journal of Corpus Linguistics, 12,iii (2007): N. Nesselhauf & U. Römer, “Lexical-grammatical patterns in spoken English: The case of the progressive with future time reference”; D. Santos & A. Frakenberg-Garcia, “The corpus, its users and their needs: A user-oriented evaluation of COMPARA”; C. Dayrell, “A quantitative approach to compare collocational patterns in translated and non-translated texts”; A. Renouf & J. Banerjee, “Lexical repulsion between sense-related pairs”; G. Gerretson, “What your words know: The theory of lexical priming.” International Journal of Intercultural Relations, 31,v (2007): Y.-W. Ying, P. Lee, & J. 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©2009 The Modern Language Journal . Professor Leo van Lier, Editor mlj@miis.edu 460 Pierce Street . Monterey, CA 93940 |