Compiled by
MARCELA VAN OLPHEN &
CHRISTINE M. CAMPBELL

The following list includes current articles of potential interest to MLJ readers. The list comes from our survey of 197 leading journals that are devoted to foreign and second language learning or related fields such as applied psycholinguistics, curriculum development, educational methodology, educational technology, linguistics, and psychology. Articles on literary topics are not included. Certain journal titles may not appear in a particular listing if no new issue was available to us when our survey was done. For a complete listing of journals, including their Web addresses, if any, readers are referred to the MLJ Web site at http://polyglot.lss.wisc.edu/mlj

Adult Education Quarterly, 58,ii (2008): S. Brookfield, “Radical questioning on the long walk to freedom: Nelson Mandela and the practice of critical reflection”; T. Fenwick, “Women learning in garment work: Solidarity and sociality;” M. Shrestha, S. Wilson, & M. Singh, “Knowledge networking: a dilemma in building social capital through nonformal education”; L. Sims & A. Sinclair, “Learning through participatory resource management programs: Case studies from Costa Rica.”

American Educational Research Journal, 44,iv (2007): A. Applebee, M. Adler, & S. Flihan, “Interdisciplinary curricula in middle and high school classrooms: Case studies of approaches to curriculum and instruction”; M. Gasman, “Swept under the rug? A historiography of gender and Black colleges”; T. O'Brien, “Perils of accommodation: The case of Joseph W. Holley”; W. Penuel, B. Fishman, R. Yamaguchi, & L. Gallagher, “What makes professional development effective? Strategies that foster curriculum implementation”; E. Stewart, E. Stewart, & R. Simons, “The effect of neighborhood context on the college aspirations of African American adolescents”; T. Stritikus, & D. Nguyen, “Strategic transformation: Cultural and gender identity negotiation in first-generation Vietnamese youth”; L. Zientek, “Preparing high-quality teachers: views from the classroom.”

American Journal of Distance Education, 21,iv (2007): J. Hewitt, C. Brett, & V. Peters, “Scan rate: A new metric for the analysis of reading behaviors in asynchronous computer conferencing environments”; J. Hughes, S. McLeod, R. Brown, Y. Maeda, & J. Choi, “Academic achievement and perceptions of the learning environment in virtual and traditional secondary mathematics classrooms”; M. Moore, “Editorial: Web 2.0: Does it really matter?”; L. Shoaf, “Perceived advantages and disadvantages of an online charter school.”

American Journal of Political Science, 52,i (2008): J. Cox, & C. Witko, “School choice and the creation of social capital reexamined.”

Applied Cognitive Psychology, 21,ix (2007): U. Anderisson, “The contribution of working memory to children's mathematical word problem solving”; I. Candel, A. Memon, & F. Al-Harazi, “Peer discussion affects children's memory reports”; J. Dahl, I. Enemo, G. Drevland, E. Wessel, D. Eilertsen, & S. Magnussen, “Displayed emotions and witness credibility: A comparison of judgements by individuals and mock juries”; C. Gobbo, & D. Raccanello, “How children narrate happy and sad events: Does affective state count”; I. Hershkowitz, & A. Terner, “The effects of repeated interviewing on children's forensic statements of sexual abuse”; M. Lamb, Y. Orbach, I. Hershkowitz, D. Horowitz, & C. Abbott, “Does the type of prompt affect the accuracy of information provided by alleged victims of abuse in forensic interviews”; M. Migueles, & E. Garcia-Bajos, “Selective retrieval and induced forgetting in eyewitness memory.”

Applied Language Learning, 17,i-ii (2007): A. Byon, “Process-driven culture learning in American KFL classrooms”; A. Cohen, “Being a strategic language learner in CALL”; A. Daloglu, & F. Marsh, “Teacher-student partnership in evaluating and revising a multidisciplinary sustained-content English language course”; S. Lee, & H. Han, “Issues of validity of SAT subject test: Korean with listening”; G. Lord, “The role of the lexicon in learning second language stress.”

Applied Linguistics, 28,iv (2007): J. Holmes, “Making humour work: Creativity on the job”; J. Maybin, & J. Swann, “Everyday creativity in language: Textuality, contextuality, and critique”; S. North, “'The voices, the voices': Creativity in online conversation”; A. Pennycook, “'The rotation gets thick. The constraints get thin': Creativity, recontextualization, and difference”; A. Pomerantz, & N. Bell, “Learning to play, playing to learn: FL learners as multicompetent language users.”

Applied Psycholinguistics, 29,i (2007): P. Athanasopoulos, & C. Kasai, “Language and thought in bilinguals: The case of grammatical number and nonverbal classification preferences”; J. De Villiers, T. Roeper, L. Bland-Stewart, & B. Pearson, “Answering hard questions: Wh-movement across dialects and disorder”; J. Duthie, M. Nippold, J. Billow, & T. Mansfield, “Mental imagery of concrete proverbs: A developmental study of children, adolescents, and adults”; H. Golberg, J. Paradis, & M. Crago, “Lexical acquisition over time in minority first language children learning English as a second language”; V. Gutierrrez-Clellen, G. Simon-Cereijido, & C. Wagner, “Bilingual children with language impairment: A comparison with monolinguals and second language learners”; A. Hatzidaki, & E. Pothos, “Bilingual language representation and cognitive processes in translation”; E. Lee, & L. Rescorla, “The use of psychological state words by late talkers at ages 3, 4, and 5 years.”

Applied Psychological Measurement, 32,ii (2008): D. Belov, & R. Armstrong, “A Monte Carlo approach to the design, assembly, and evaluation of multistage adaptive tests”; A. Froelich, & B. Habing, “Conditional covariance-based subtest selection for DIMTEST”; T. Hoshino, & K. Shigemasu, “Standard errors of estimated latent variable scores with estimated structural parameters”; A. Kluge, “Performance assessments with microworlds and their difficulty.”

Arts and Humanities in Higher Education, 7,i (2008): P. Creme, “A space for academic play: student learning journals as transitional writing”; B. Grant, “Agonistic struggle: Master slave dialogues in humanities supervision”; J. Kormos, K. Csizer, A. Menyhart, & D. Torok, “'Great expectations': The motivational profile of Hungarian English language students”; J. Parker, “'What have the humanities to offer 21st-century Europe?': Reflections of a note taker”; G. Varsos, “The resistance to teaching.”

Assessing Writing, 12,ii (2007): K. Barkaoui, “Rating scale impact on EFL essay marking: A mixed-method study”; O. Dysthe, K. Engelsen, & I. Lima, “Variations in portfolio assessment in higher education: Discussion of quality issues based on a Norwegian survey across institutions and disciplines”; U. Knoch, “'Little coherence, considerable strain for reader': A comparison between two rating scales for the assessment of coherence”; R. Nixon, & J. McClay, “Collaborative writing assessment: Sowing seeds for transformational adult learning.”

Australian Journal of Language and Literacy, 31,i (2008): C. Buckland, & H. Fraser, “Phonological literacy: Preparing primary teachers for the challenge of a balanced approach to literacy education”; K. Clark, & M. Graves, “Open and directed text mediation in literature instruction: Effects on comprehension and attitudes”; M. Fussell, “Literacies in childhood: Changing views, challenging practice (2nd ed.)”; E. Hawe, H. Dixon, & E. Watson, “Oral feedback in the context of written language”; S. Hawthorne, “Students' beliefs about barriers to engagement with writing in secondary school English: A focus group study”; R. Henderson, “A boy behaving badly: Investigating teachers' assumptions about gender, behaviour, mobility and literacy learning”; J. Kompara, “Historical discourse”; C. Stewart, “Classroom literacy assessment: Making sense of what students know and do.”

Australian Review of Applied Linguistics, 30,iii (2007): H. Austin, & R. Fitzgerald, “Resisting categorisation: an ordinary mother”; J. Bianco, “M. G. Clyne, Australia's Language Potential (Book review)”; J. Crichton, “Doing battle with a noun: notes on the grammar of 'terror'”; M. Emmison, & S. Danby, “Who's the friend in the background? Interactional strategies in determining authenticity in calls to a national children's helpline”; G. Extra, “Dealing with new multilingualism in Europe: immigrant minority languages at home and at school”; A. Filipi, “A toddler's treatment of MM and MM HM in talk with a parent”; R. Gardner, & I. Mushin, “Post-start-up overlap and disattentiveness in talk in a Garrwa community”; A. Liddicoat, “The ideology of interculturality in Japanese language-in-education policy”; J. Lo Bianco, “Our (not so) polyglot pollies (language policy of Australia's parliamentary representatives)”; M. Nevile, & J. Rendle-Short, “Language as action (GUEST EDITORIAL)”; C. Norrby, & G. Hakansson, “Girl--lass or curl? Word associations in second language learners”; L. Skelt, “Damage control: closing problematic sequences in hearing-impaired interaction.”

Babel, 52,ii (2007): O. Bariki, “L’ implicite culturel dans la transduction”; M. Hui-juan, “Exploring the difference between Jin Di’s translation theory and Eugene A. Nida’s translation theory”; S. Lukits, “The power of translation”; O. Park, “What constitutes a translation graduate school in South Korea”; J. Rey, “Traduction et adaptation des éléments culturels dans les texts scientifiques”; M. Sanchez, “Translation and sociolinguistics: Can language translate society?”

La Banque des mots, 74 (2007): M. Azzaretti, “Terminologie de musique et de theorie musicale”; P. Chaturvedi, “L’humour dans la Pedagogie du FLE”; T. Collet, “Une approche lexicographique ou terminologique pour la description de la varabilité du terme”; S. Ouellet, “Les linguisticiels et la terminologie “le cas de la nutrition pulique”; R. Pinhas, Florilège des mimetismes lexicaux anglomaniaques”; N. Zellal, “Langue naturelle – langage artificial : à propos de dues types d’interactions”; P. Chaturvedi, “L’humour dans la pégagogie du FLE.”

Bilingualism: Language and Cognition, 10,iii (2007): J. Austin, “Grammatical interference and the acquisition of ergative case in bilingual children learning Basque and Spanish”; D. Bordag, & T. Pechmann, “Factors influencing L2 gender processing”; A. Hacohen, & J. Schaeffer, “Subject realization in early Hebrew/English bilingual acquisition: The role of crosslinguistic influence”; A. Knupsky, & P. Amrhein, “Phonological facilitation through translation in a bilingual picture-naming task”; A. Radford, T. Kupisch, Ouml, R. Ppe, & G. Azzaro, “Concord, convergence and accommodation in bilingual children”; A. Salamoura, & J. Williams, “The representation of grammatical gender in the bilingual lexicon: Evidence from Greek and German”; L. Serratrice, “Cross-linguistic influence in the interpretation of anaphoric and cataphoric pronouns in English–Italian bilingual children”; B. Yuan, “Behaviours of wh-words in English speakers' L2 Chinese wh-questions: Evidence of no variability, temporary variability and persistent variability in L2 grammars.”

Brain and Language, 104,ii (2008): F. Burchert, N. Meiner, & R. Bleser, “Production of non-canonical sentences in agrammatic aphasia: Limits in representation or rule application”; D. den Ouden, H. Hoogduin, L. Stowe, & R. Bastiaanse, “Neural correlates of Dutch Verb Second in speech production”; C. Finocchiaro, B. Fierro, F. Brighina, G. Giglia, M. Francolini, & A. Caramazza, “When nominal features are marked on verbs: A transcranial magnetic stimulation study”; A. Giraud, K. Neumann, A. Bachoud-Levi, A. von Gudenberg, H. Euler, H. Lanfermann, et al. “Severity of dysfluency correlates with basal ganglia activity in persistent developmental stuttering”; C. Lee, & K. Federmeier, “To watch, to see, and to differ: An event-related potential study of concreteness effects as a function of word class and lexical ambiguity”; N. Mashal, & M. Faust, “Right hemisphere sensitivity to novel metaphoric relations: Application of the signal detection theory”; A. Mietz, U. Toepel, A. Ischebeck, & K. Alter, “Inadequate and infrequent are not alike: ERPs to deviant prosodic patterns in spoken sentence comprehension”; K. Reinke, M. Fernandes, G. Schwindt, K. O'Craven, & C. Grady, “Functional specificity of the visual word form area: General activation for words and symbols but specific network activation for words”; S. Ruschemeyer, A. Nojack, & M. Limbach, “A mouse with a roof effects of phonological neighbors on processing of words in sentences in a non-native language.”

British Journal of Educational Psychology, 25,iv (2007): N. Atzaba-Poria, & A. Pike, “Are ethnic minority adolescents at risk for problem behaviour? Acculturation and intergenerational acculturation discrepancies in early adolescence”; F. Bara, E. Gentaz, & P. Colé “Haptics in learning to read with children from low socio-economic status families”; S. Bignell, & K. Cain, “Pragmatic aspects of communication and language comprehension in groups of children differentiated by teacher ratings of inattention and hyperactivity”; G. Doherty-Sneddon, F. Phelps, & J. Clark, “Development of gaze aversion: Qualitative changes over the early school years”; P. Kevin, C. Lewis, & D. Berridge, “Predictors of early numeracy: Is there a place for mistakes when learning about number”; J. Lodge, & S. Feldman, “Avoidant coping as a mediator between appearance-related victimization and self-esteem in young Australian adolescents”; U. Müller, M. Miller, K. Michalczyk, & K. Aaron, “False belief understanding: The influence of person, grammatical mood, counterfactual reasoning and working memory”; O. Muldoon, K. McLaughlin, & K. Trew, “Adolescents' perceptions of national identification and socialization: A grounded analysis”; S. Thomaes, H. Stegge, & T. Olthof, “Externalizing shame responses in children: The role of fragile-positive self-esteem”; L. Zupei, P. Jose, C. Huntsinger, & T. Pigott, “Fine motor skills and mathematics achievement in East Asian American and European American kindergartners and first graders.”

British Journal of Educational Technology, 39,i (2008): P. Bonanno, & P. Kommers, “Exploring the influence of gender and gaming competence on attitudes towards using instructional games”; C. Brown, R. Dickson, A. Humphreys, V. McQuillan, & E. Smears, “Promoting academic writing/referencing skills: Outcome of an undergraduate e-learning pilot project”; S. Chang, & F. Tung, “An empirical investigation of students' behavioural intentions to use the online learning course websites”; A. Correia, “Team conflict in ICT-rich environments: Roles of technologies in conflict management”; S. Godwin, M. Thorpe, & J. Richardson, “The impact of computer-mediated interaction on distance learning”; C. Kim, & J. Keller, “Effects of motivational and volitional email messages (MVEM) with personal messages on undergraduate students’ motivation, study habits and achievement”; F. Pazzaglia, C. Toso, & S. Cacciamani, “The specific involvement of verbal and visuospatial working memory in hypermedia learning”; G. Triantafyllakos, G. Palaigeorgiou, & I. Tsoukalas, “WebDesign: A student-centred participatory methodology for the design of educational applications”; R. Wood, & J. Ashfield, “The use of the interactive whiteboard for creative teaching and learning in literacy and mathematics: a case study”; P. Young, “Integrating Culture in the Design of ICTs.”

British Journal of Psychology, 98,iv (2007): S. Brown, & A. Morley, “Risk perception, fuzzy representations and comparative optimism”; A. Didierjean, “Parity effects in an implicit-learning task”; E. Ferguson, & L. Gallagher, “Message framing with respect to decisions about vaccination: The roles of frame valence, frame method and perceived risk”; K. Gilhooly, E. Fioratou, S. Anthony, & V. Wynn, “Divergent thinking: Strategies and executive involvement in generating novel uses for familiar objects”; P. Heaven, & J. Ciarrochi, “Personality and religious values among adolescents: A three-wave longitudinal analysis”; M. Ittyerah, & L. Marks, “Memory for curvature of objects: Haptic touch vs. vision”; G. Nobes, & G. Panagiotaki, “Adults' representations of the Earth: Implications for children's acquisition of scientific concepts”; M. Roberts, R. Taylor, & E. Newton, “Explaining inappropriate strategy selection in a simple reasoning task”; E. Subbotsky, “Children's and adults' reactions to magical and ordinary suggestion: Are suggestibility and magical thinking psychologically close relatives?”

Canadian Modern Language Review, 63,v (2007): F. Genesee, “French immersion and at-risk students: A review of research evidence”; F. Genesee, “Immersion française et élèves à risques: revue des données de recherché”; W. Lazaruk, “Linguistic, Academic, and Cognitive Benefits of French Immersion”; W. Lazaruk, “Avantages linguistiques, scolaires et cognitifs de l’immersion francaise”; C. Mady, “Allophone Students in French Second-Official-Language Programs: A Literature Review”; C. Mady, “Les élèves allophones dans les programmes de français seconde langue officielle: revue de la litérature.”

Cognitive Psychology, 56,ii (2008): K. Onishi, G. Murphy, & K. Bock, “Prototypicality in sentence production/”

Computer Assisted Language Learning, 20,v (2007): A. AbuSeileek, “Cooperative vs. individual learning of oral skills in a CALL environment”; J. Bertin, & J. Narcy-Combes, “Monitoring the learner- Who, why and what for”; T. Byrne, “Marrying two existing software packages into an efficient online tutoring tool”; R. Fischer, “How do we know what students are actually doing? Monitoring students' behavior in CALL”; F. Rosell-Aguilar, “Top of the pods - In search of a podcasting “Podagogy” for language learning.”

Computer Assisted Language Learning, 21,i (2008): L. Ducate, & L. Lomicka, “Adventures in the blogosphere: from blog readers to blog writers”; D. Galloway, & K. Peterson-Bidoshi, “The case for dynamic exercise systems in language learning”; A. Nino, “Evaluating the use of machine translation post-editing in the foreign language class”; K. Romeo, “A web-based listening methodology for studying relative clause acquisition”; C. Shei, “Discovering the hidden treasure on the Internet: using Google to uncover the veil of phraseology.”

Computers and Composition, 24,iv (2007): J. Dyehouse, “A politics for interactivity: Progressivism and its limits in federal congressional deliberations of distance education policy”; M. Guardado, & L. Shi, “ESL students' experiences of online peer feedback”; J. Johnson-Eilola, & S. Selber, “Plagiarism, originality, assemblage”; J. Rose, “When human subjects become cybersubjects: A call for collaborative consent”; C. Stroupe, “Hacking the cool: The shape of writing culture in the space of New Media.”

Contemporary Educational Psychology, 33,i (2008): P. Corkum, K. Humphries, J. Mullane, & F. Theriault, “Private speech in children with ADHD and their typically developing peers during problem-solving and inhibition tasks”; T. Goetz, A. Frenzel, N. Hall, & R. Pekrun, “Antecedents of academic emotions: Testing the internal/external frame of reference model for academic enjoyment”; F. Preckel, M. Zeidner, T. Goetz, & E. Schleyer, “Female `big fish' swimming against the tide: The `big-fish-little-pond effect' and gender-ratio in special gifted classes”; P. Sins, W. van Joolingen, E. Savelsbergh, & B. van Hout-Wolters, “Motivation and performance within a collaborative computer-based modeling task: Relations between students' achievement goal orientation, self-efficacy, cognitive processing, and achievement”; A. Woodruff, & D. Schallert, “Studying to play, playing to study: Nine college student-athletes' motivational sense of self.”

Contemporary Educational Psychology, 32,iv (2007): J. Byrnes, & D. Miller, “The relative importance of predictors of math and science achievement: An opportunity-propensity analysis”; E. Jamet, & O. Le Bohec, “The effect of redundant text in multimedia instruction”; S. Jeanne Horst, S. Finney, & K. Barron, “Moving beyond academic achievement goal measures: A study of social achievement goals”; N. Lavigne, & S. Lajoie, “Statistical reasoning of middle school children engaged in survey inquiry”; S. Lehman, G. Schraw, M. McCrudden, & K. Hartley, “Processing and recall of seductive details in scientific text”; N. Schwartz, M. Verdi, T. Morris, T. Lee, & N. Larson, “Navigating web-based environments: Differentiating internal spatial representations from external spatial displays.”

Contemporary Issues in Technology and Teacher Education, 7,iv (2007): E. Baker, “Developing preservice literacy teachers’ observation skills: Two stories, two technologies”; J. Dickerson, & D. Kubasko, “Digital microscopes: Enhancing collaboration and engagement in science classrooms with information technologies”; T. Herman, & S. Banister, “Face-to-face versus online coursework: A comparison of learning outcomes and costs”; G. Kersaint, “Toward Technology integration in mathematics education: A technology-integration course planning assignment”; M. Shoffner, “Pre-service English teachers and technology: A consideration of weblogs for the English classroom.”

Current Issues in Language Planning, 8,iv (2007): G. Hogan-Brun, U. Ozolins, M. Ramoniene, & M . Rannut, “Language olitics and practices in the Baltic states.”

Current Issues in Language Planning, 9,i (2008): N. Gottlieb, “”Japan: Language policy and planning in transition”; K. Horner, & J. Weber, “The language situation in Luxembourg1.”

Curriculum Inquiry, 38,i (2007): Z. Deng, “Transforming the subject matter: Examining the intellectual roots of pedagogical content knowledge”; M. Kooy, “Of texts, teachers, teaching, and transformations.”

Developmental Psychology, 43,vi (2007): R. Bradley, & R. Corwyn, “Externalizing problems in fifth grade: Relations with productive activity, maternal sensitivity, and harsh parenting from infancy through middle childhood”; L. Castelli, L. De Amicis, & S. Sherman, “The loyal member effect: On the preference for ingroup members who engage in exclusive relations with the ingroup”; E. Ferrer, J. McArdle, B. Shaywitz, J. Holahan, K. Marchione, & S. Shaywitz, “Longitudinal models of developmental dynamics between reading and cognition from childhood to adolescence”; C. Hughes, & R. Ensor, “Executive function and theory of mind: Predictive relations from ages 2 to 4”; J. Lau, F. Rijsdijk, A. Gregory, P. McGuffin, & T. Eley, “Pathways to childhood depressive symptoms: The role of social, cognitive, and genetic risk factors”; K. Magnuson, “Maternal education and children's academic achievement during middle childhood”; F. Poulin, & S. Pedersen, “Developmental changes in gender composition of friendship networks in adolescent girls and boys”; L. Steinberg, & K. Monahan, “Age differences in resistance to peer influence.”

Discourse and Society, 18,v (2007): M. Achugar, “Between remembering and forgetting: Uruguayan military discourse about human rights (1976-2004)”; R. Agne, Reframing practices in moral conflict: Interaction problems in the negotiation standoff at Waco”; W. Chiang, & R. Duann, “Conceptual metaphors for SARS: ‘war’ between whom”; F. Ferrari, “Metaphor at work in the analysis of political discourse: Investigating a ‘preventive war’ persuasion strategy”; D. Majstorovic, “Construction of Europeanization in the High Representative’s discourse in Bosnia and Herzegovina”; S. Norris, “The micropolitics of personal national and ethnicity identity.”

Discourse and Society, 19,i (2008): D. Gavriely-Nuri, “The `metaphorical annihilation' of the Second Lebanon War (2006) from the Israeli political discourse”; L. Holmgreen, “Biotech as `biothreat': Metaphorical constructions in discourse”; A. Johnston, “Co-membership in immigration gatekeeping interviews: Construction, ratification and refutation”; A. Schuck, & J. Ward, “Dealing with the inevitable: strategies of self-presentation and meaning construction in the final statements of inmates on Texas death row”; C. Stewart, “Social cognition and discourse processing goals in the analysis of `ex-gay' rhetoric”; U. Windisch, “Daily political communication and argumentation in direct democracy: advocates and opponents of nuclear energy.”

Discourse Processes, 44,iii (2007): J. Bateman, T. Tenbrink, & S. Farrar, “The role of conceptual and linguistic ontologies in interpreting spatial discourse”; R. Beun, & R. van Eijk, “Repairing conceptual mismatches in human-computer dialogue”; P. Ehlen, M. Schober, & F. Conrad, “Modeling speech disfluency to predict conceptual misalignment in speech survey interfaces”; P. Kuhnlein, & P. Piwek, “Dialogue modelling and generation”; I. van der Sluis, & E. Krahmer, “Generating multimodal references.”

Discourse Processes, 45,i (2008): M. Britt, C. Kurby, S. Dandotkar, & C. Wolfe, “I agreed with what? Memory for simple argument claims”; J. Hancock, L. Curry, S. Goorha, & M. Woodworth, “On lying and being lied to: A linguistic analysis of deception in computer-mediated communication”; M. Mohamed, & C. Clifton, “Processing inferential causal statements: Theoretical refinements and the role of the verb type”; J. Tree, & J. Tomlinson, “The rise of like in spontaneous quotations.”

Discourse Studies, 9,vi (2007): I. Askehave, “The impact of marketization on higher education genres the international student prospectus as a case in point”; J. Blommaert, “Narrative, interaction, or both”; M. Bucholtz, “Variation in transcription”; A. Jaffe, “Variability in transcription and the complexities of representation, authority and voice”; S. Slembrouck, “Transcription the extended directions of data histories: a response to M. Bucholtz's 'Variation in Transcription'”; S. Zubair, “Silent birds: metaphorical constructions of literacy and gender identity in women's talk.”

Early Childhood Research Quarterly, 23,i (2008): K. Bogard, F. Traylor, & R. Takanishi, “Teacher education and PK outcomes: Are we asking the right questions”; D. Early, K. Maxwell, R. Clifford, R. Pianta, S. Ritchie, C. Howes, C., “Teacher education and child outcomes: A reply to the commentary”; C. Howes, M. Burchinal, R. Pianta, D. Bryant, D. Early, R. Clifford, et al. “Ready to learn Children's pre-academic achievement in pre-Kindergarten programs”; L. Justice, A. Mashburn, B. Hamre, & R. Pianta, “Quality of language and literacy instruction in preschool classrooms serving at-risk pupils”; J. LoCasale-Crouch, A. Mashburn, J. Downer, & R. Pianta, “Pre-kindergarten teachers' use of transition practices and children's adjustment to kindergarten”; D. Powell, M. Burchinal, N. File, & S. Kontos, “An eco-behavioral analysis of children's engagement in urban public school preschool classrooms”; C. Raver, S. Jones, C. Li-Grining, M. Metzger, K. Champion, & L. Sardin, “Improving preschool classroom processes: Preliminary findings from a randomized trial implemented in Head Start settings”; K. Zvoch, R. Reynolds, & R. Parker, “Full-day kindergarten and student literacy growth: Does a lengthened school day make a difference.”

Early Childhood Research Quarterly, 22,vi (2007): E. Kryzer, N. Kovan, D. Phillips, L. Domagall, & M. Gunnar, “Toddlers' and preschoolers' experience in family day care: Age differences and behavioral correlates”; A. Martin, R. Ryan, & J. Brooks-Gunn, “The joint influence of mother and father parenting on child cognitive outcomes at age 5”; P. Munis, D. Greenfield, H. Henderson, & J. George, “Development and validation of the Preschool Temperament Classification System for use with teachers”; F. Palermo, L. Hanish, C. Martin, R. Fabes, & M. Reiser, “Preschoolers' academic readiness: What role does the teacher-child relationship play?”

Education and Urban Society, 40,ii (2008): P. Akuffo, & S. Hodge, “Roles and responsibilities of adapted physical education teachers in an urban school district”; J. Bempechat, B. Boulay, S. Piergross, & K. Wenk, “Beyond the rhetoric: Understanding achievement and motivation in catholic school students”; Z. Gross, “Relocation in rural and urban settings: A case study of uprooted schools from the gaza strip”; W. Jeynes, “A Meta-analysis of the relationship between phonics instruction and minority elementary school student academic achievement”; M. Pearrow, & W. Sanchez, “Personal epistemology of urban elementary school teachers”; W. Stewart, “School structural characteristics, student effort, peer associations, and parental involvement: The influence of school- and individual-level factors on academic achievement”; P. van der Westhuizen, I. Oosthuizen, & C. Wolhuter, “The relationship between an effective organizational culture and student discipline in a boarding school.”

Educational Action Research, 15,iv (2007): S. Bragg, “’But I listen to children anyway!’—teacher perspectives on pupil voice”; T. Cotton, & M. Griffiths, “Action research, stories and practical philosophy”; D. Phillips, & K. Carr, “Illustrations of the analytic memo as reflexivity for preservice teachers”; M. Ledwith, “On being critical: uniting theory and practice through emancipator action research”; I. Margolin, “Shaping a new professional identity y building a new personal concept of leadership though action research”; L. Savoie, & N. Descamps-Bednarz, “Action research and collaborative research: their specific contributions to professional development”; L. Williams, “A contemporary tale of participatory action research in Aotearoa/New Zealand: applying a power-culture lens to support participatory action research as a diverse and evolving practice.”

Educational Measurement, 26,iv (2007): A. Ho, “Discrepancies between score trends from NAEP and state tests: A scale-invariant perspective”; J. Kim, & D. Bolt, “An NCME instructional module on estimating Item Response Theory models using Markov Chain Monte Carlo Methods”; Y. Lu, & S. Sireci, “Validity issues in test speededness”; J. Parkes, “Reliability as argument”; S. Sinharay, S. Haberman, & G. Puhan, “Subscores based on Classical Test Theory: To report or not to report.”

Educational Philosophy and Theory, 39,vii (2007): D. Cho, “Wo es war: Psychoanalysis, Marxism, and subjectivity”; N. Friesen, & A. Feenberg, “Ed tech in reverse: Information technologies and the cognitive revolution”; T. Lewis, “Biopolitical utopianism in educational theory”; P. Solvie, “Leaping Out of our skins: Postmodern considerations in use of an electronic whiteboard to foster critical engagement in early literacy lessons.”

Educational Policy, 22,i (2208): J. Brooks, R. Hughes, & M. Brooks, “Fear and trembling in the American high school: Educational reform and teacher alienation”; J. Cibulka, & N. Myers, “Fearful reformers: The institutionalization of the Christian right in American politics”; S. Conley, & N. Glasman, “Fear, the school organization, and teacher evaluation”; B. Cooper, & E. Randall, “Fear and privatization”; B. Cooper, & J. Sureau, “Teacher unions and the politics of fear in labor relations”; R. Ginsberg, & L. Lyche, “The culture of fear and the politics of education”; B. Jackson, “Race, education, and the politics of fear”; J. Lindle, “School safety: Real or imagined fear”; L. Schoen, & L. Fusarelli, “Innovation, NCLB, and the fear factor: The challenge of leading 21st-century schools in an era of accountability”; M. Young, & C. Brewer, “Fear and the preparation of school leaders: The role of ambiguity, anxiety, and power in meaning making.”

Educational and Psychological Measurement, 68,i (2008): S. Beretvas, M. Suizzo, J. Durham, & L. Yarnell, “A Reliability Generalization Study of Scores on Rotter's and Nowicki-Strickland's Locus of Control Scales”; A. Gilpin, “Requivalent, meta-analysis, and robustness: An empirical examination of Rosenthal and Rubin's Effect Size Indicator”; R. Hirschfeld, C. Thomas, & D. McNatt, “Implications of self-deception for self-reported intrinsic and extrinsic motivational dispositions and actual learning performance: A higher order structural model”; R. Howell, & A. Shields, “The file drawer problem in reliability generalization: A strategy to compute a fail-safe n with reliability coefficients”; R. Lange, & G. Iverson, “Concurrent validity of Wechsler Adult Intelligence Scales - Third Edition Index Score Short Forms in the Canadian standardization sample”; C. Peng, & A. Jin, “Comparison of two approaches for handling missing covariates in logistic regression”; Y. Ping, & J. Sconing, “Estimating standard errors of cut scores for item rating and mapmark procedures: A generalizability theory approach”; A. Rupp, & J. Templin, “The effects of Q-Matrix misspecification on parameter estimates and classification accuracy in the DINA Model”; W. Shudong, J. Hong, M. Young, T. Brooks, & J. Olson, “Comparability of computer-based and paper-and-pencil testing in K-12 reading assessments: A meta-analysis of testing mode effects”; E. Talento-miller, & L. Rudner, “The validity of graduate management admission test scores: A summary of studies conducted from 1997 to 2004.”

Educational Assessment, 12.iii-iv (2007): E. Baker, “Model-based assessments to support learning and accountability: The evolution of CRESST's research on multiple-purpose measures”; R. Brown, “Using latent class analysis to set academic performance standards”; P. Goldschmidt, J. Martinez, D. Niemi, & E. Baker, “Relationships among measures as empirical evidence of validity: Incorporating multiple indicators of achievement and school context”; J. Martinez, P. Goldschmidt, D. Niemi, E. Baker, & R. Sylvester, “The effect of including pretest I

items in an operational computerized adaptive test: Do different ability examinees spend different amounts of time on embedded pretest items”; D. Niemi, E. Baker, & R. Sylvester, “Scaling up, scaling down: Seven years of performance assessment development in the nation's second largest school district”; D. Niemi, J. Wang, D. Steinberg, E. Baker, & H. Wang, “Instructional sensitivity of a complex language arts performance assessment.”

Educational Philosophy and Theory, 40,i (2008): M. Alhadeff-Jones, “Three Generations of complexity theories: Nuances and ambiguities”; B. Davis, “Complexity and education: Vital simultaneities”; W. Doll, “Complexity and the culture of curriculum”; T. Haggis, “’Knowledge must be contextual’: Some possible implications of complexity and dynamic systems theories for educational research”; J. Horn, “Human research and complexity theory”; L. Kuhn, “Complexity and educational research: A critical reflection”; J. Lemke, & N. Sabelli, “Complex systems and educational change: Towards a new research agenda”; M. Mason, “Complexity Theory and the philosophy of education”; M. Mason, “What is Complexity Theory and what are its implications for educational change”; K. Morrison, “Educational philosophy and the challenge of complexity theory”; M. Olssen, “Foucault as Complexity Theorist: Overcoming the problems of classical philosophical analysis”; D. Osberg, G. Biesta, & P. Cilliers, “From representation to emergence: Complexity's challenge to the epistemology of schooling”; M. Peters, “Editorial: Complexity and knowledge systems”; M. Radford, “Complexity and truth in educational research”; I. Semetsky, “On the creative logic of education, or: Re-reading Dewey through the lens of complexity science”; D. Sumara, R. Luce-Kapler, & T. Iftody, “Educating consciousness through literary experiences.”

Educational Research, 49,iv (2007): A. Kalambouka, P. Farrell, A. Dyson, & I. Kaplan, “The impact of placing pupils with special educational needs in mainstream schools on the achievement of their peers”; J. Rix, & P. Twining, “Exploring education systems: towards a typology for future learning?”

Educational Research Review, 2,ii (2007): P. Adey, B. Csapo, A. Demetriou, J. Hautamaki, & M. Shayer, “Can we be intelligent about intelligence?: Why education needs the concept of plastic general ability”; L. Baartman, T. Bastiaens, P. Kirschner, & C. van der Vleuten, “Evaluating assessment quality in competence-based education: A qualitative comparison of two frameworks”; A. Castro Sotos, S. Vanhoof, W. Van den Noortgate, & P. Onghena, “Students' misconceptions of statistical inference: A review of the empirical evidence from research on statistics education”; A. Jonsson, & G. Svingby, “The use of scoring rubrics: Reliability, validity and educational consequences.”

Educational Researcher, 36,viii (2007): R. Lissitz, & K. Samuelsen, “A suggested Change in Terminology and Emphasis Regarding Validity and Education.”

Educational Researcher, 36,ix (2007): D. Ball, & F. Forzani, “What Makes Education Research ‘Educational’”; C. O’Connor, A. Lewis, & J. Mueller, “Researching ‘Black’ Educational Experiences and Outcomes: Theoretical and Methodological Considerations.”

Educational Studies, 33,iv (2007): B. Carrington, B. Francis, M. Hutchings, C. Skelton, B. Read, & I. Hall, “Does the gender of the teacher really matter? Seven- to eight-year-olds' accounts of their interactions with their teachers”; F. Demie, & C. McLean, “Raising the achievement of African heritage pupils: a case study of good practice in British schools”; A. Harrop, A. Tattersall, & A. Goody, “Gender matters in higher education”; K. Konings, M. van Zundert, S. Brand-Gruwel, & J. van Merrienboer, “Participatory design in secondary education: Is it a good idea? Students' and teachers' opinions on its desirability and feasibility”; J. Nette, & M. Hayden, “Globally mobile children: the sense of belonging”; M. Zuljan, & J. Vogrinc, “A mentor's aid in developing the competences of teacher trainees.”

ELT J, 62,i (2008): D. Barrera-Pardo, “The reality of stress-timing”; J. Boston, “Learner mining of pre-task and task input”; C. Brandt, “Integrating feedback and reflection in teacher preparation”; T. Farrell, “Critical incidents in ELT initial teacher training”; S. Gibson, “Reading aloud: a useful learning tool”; S. Hsiu-Chih, “The value of English picture story books”; H. Saito, “A framework for goal-driven pair drills”; R. Walker, & C. Riu, “Coherence in the assessment of writing skills.”

English for Specific Purposes, 27,i (2008): G. Ayers, “The evolutionary nature of genre: An investigation of the short texts accompanying research articles in the scientific journal Nature”; N. Bacha, & R. Bahous, “Contrasting views of business students' writing needs in an EFL environment”; K. Hyland, “As can be seen: Lexical bundles and disciplinary variation”; B. Kwan, “The nexus of reading, writing and researching in the doctoral undertaking of humanities and social sciences: Implications for literature reviewing”; P. Matsuda, & C. Tardy, “Continuing the conversation on voice in academic writing”; P. Stapleton, & R. Helms-Park, “A response to Matsuda and Tardy's "Voice in academic writing: The rhetorical construction of author identity in blind manuscript review".

English for Specific Purposes, 26,iv (2007): Q. Chen, & G. Ge, “A corpus-based lexical study on frequency and distribution of Coxhead's AWL word families in medical research articles (RAs).”; J. Cowling, “Needs analysis: Planning a syllabus for a series of intensive workplace courses at a leading Japanese company”; A. Henry, “Evaluating language learners' response to web-based, data-driven, genre teaching materials”; J. Parkinson, L. Jackson, T. Kirkwood, & V. Padayachee, “A scaffolded reading and writing course for foundation level science students”; U. Sesek, “English for teachers of EFL - Toward a holistic description”; S. Wharton, “Social identity and parallel text dynamics in the reporting of educational action research”; Z. Zhang, “Towards an integrated approach to teaching Business English: A Chinese experience.”

English Today, 24,i (2008): J. Cheshire, “Still a gender-biased language”; I. Chiluwa, “Assessing the Nigerianness of SMS text-messages in English”; D. Crystal, “Two thousand million”; J. Dougill, “Japan and English as an alien language”; S. Granath, & M. Wherrity, “Thinking in space: the lexis of thinking from a cognitive perspective”; G. Hughes, “Words, war and terror”; R. Mesthrie, “English circling the globe”; M. Meyerhoff, “Bequia sweet/ Bequia is sweet: syntactic variation in a lesser-known variety of Caribbean English”; B. Poole, “Tiger Woods as a linguistic role model”; M. Rundell, “The corpus revolution revisited.”

European Journal of Education, 43,i (2008): M. Awartani, C. Whitman, & J. Gordon, “Developing instruments to capture young people's perceptions of how school as a learning environment affects their well-being”; A. Ben-Arieh, “Indicators and indices of children's well-being: Towards a more policy-oriented perspective”; R. Desjardins, “Researching the links between education and well-being”; J. Hall, & E. Matthews, “The measurement of progress and the role of education”; C. Hinton, K. Miyamoto, & B. Della-Chiesa, “Brain research, learning and emotions: Implications for education research, policy and practice”; L. O'Toole, “Understanding individual patterns of learning: Implications for the well-being of students”; E. Prokou, “A comparative approach to lifelong learning policies in Europe: The cases of the UK, Sweden and Greece”; D. Tavares, O. Tavares, E. Justino, & A. Amaral, “Students' preferences and needs in Portuguese higher education.”

European Journal of Education, 42,iv (2007): S. Allais, “Why the South African NQF failed: Lessons for countries wanting to introduce national qualifications frameworks”; A. Bouder, & J. Kirsch, “The French vocational education and training system: Like an unrecognised prototype”; J. Hart, & A. Rogojinaru, “The development of national qualifications and quality assurance frameworks in the context of the TVET Reform in Romania”; D. Raffe, “Making haste slowly: The evolution of a unified qualifications framework in Scotland”; P. Werquin, “Moving mountains: will qualifications systems promote lifelong learning”; M. Young, “Qualifications frameworks: some conceptual issues.”

Evaluation & Research in Education, 21,i (2008): V. Rethinam, C. Pyke, & S. Lynch, “Using multi-level analyses to study the effectiveness of science curriculum materials”; A. Scott-Baumann, “Qualitative, quantitative and mixed methods approaches”; H. Woodfield, “Problematising discourse completion tasks: Voices from verbal report.”

First Language, 28,I (2008): M. Fagan, “Toddlers' persistence when communication fails: Response motivation and goal substitution”; S. Quay, “Dinner conversations with a trilingual two-year-old: Language socialization in a multilingual context”; C. Strapp, D. Bleakney, A. Helmick, & H. Tonkovich, “Developmental differences in the effects of negative and positive evidence”; M. Tare, M. Shatz, & L. Gilbertson, “Maternal uses of non-object terms in child-directed speech: Color, number and time”; S. Wehberg, W. Vach, D. Bleses, P. Thomsen, T. Madsen, & H. Basboll, “Girls talk about dolls and boys about cars? Analyses of group and individual variation in Danish children's first words.”

Foreign Language Annals, 40,iv (2007): J. Barcroft, “Effects of word and fragment writing during L2 vocabulary learning”; M. Bush, “Facilitating the integration of culture and vocabulary learning: The categorization and use of pictures in the classroom”; L. Lee, “Fostering second language oral communication through constructivist interaction in desktop videoconferencing”; M. O’Donnell, “Policies and practices in foreign language writing at the college level: Survey results and implications”; M. Porto, Learning diaries in the English as a foreign language Classroom: A tool for accessing learners’ perceptions of lessons and developing learner autonomy and reflection”; J. Mikhailova, “Rethinking description in the Russian SOPI: Shortcomings of the simulated Oral Proficiency Interview”; G. Rivera & C. Matsuzawa, “Multiple-language program assessment: Learners’ perspectives on first- and second- year college foreign language programs and their implications for program improvement”; S. Todhunter, “Instructional conversations in a high school Spanish class”; P. Winke & R. Abbuhl, “Taking a closer look at vocabulary learning strategies: A case study of a Chinese foreign language class”; R. Yoshida, “Perceptions of a learners’ self-expressive speech by an instructor and the learner.”

French Review, 81,ii (2007): C. Duvergé, “Madame de Maintenon’s Image in Patricia Mazuy’s Saint-Cyr: Teaching History through Film”; D. Fein, “Villon’s Disgusting Recipe for Fried Tongue”; M. Hamil, “Postcolonialism and its Ghosts in Tahar Djaout’s Les chercheurs d’os”; H. Moulaison, “France’s Burgeoning Cyberculture: The New French Paradox”; M. O’Riley, “National Identity and Unrealized Union in Rachid Bouchareb’s Indigènes”; S. Pinette, “Diderot’s Dialogic Difference”; C. Wall-Romana, “Poire, Plume, Douve et bob—les fantoches filmiques de la poésie.”

French Review, 81,iii (2008): A. Blatt, “The Play’s the Thing: Marivaux and the Banlieue in Abdellatif Kechiche’s L’Esquive”; M. Green, “Reworking Autobiography: Malika Mokeddem’s Double Life”; G. Hope, “Reading an Artist’s book of Poems: The Florilège des Amours de Ronsard by Henri Matisse”; J. Kem, “Est-ce qu’on connait la chanson? Teaching the Langage commun of a French musical”; C. Martin, “Voile et laïcité: la leçon des Lumières”; S. Weber-Feve, “Assia Djebar as Film Theorist in ‘Touchia: Ouverture’ and Ces voix qui m’assiegent.”

French Studies, 62,i (2008): M. McLaughlin, “(In)visibility: Dislocation in French and the voice of the translator.”

French Studies, 61,iv (2007): J. Hartford, “Flaubert, ethics and queer religious art: 'La Legende de saint Julien L'Hospitalier'”; T. Mathews, “Touch, translation, witness in Alberto Giacometti, La Main, Le Nez”; D. Reid, “The worlds of Frantz Fanon's 'L'Algerie se devoile'”; S. Rose, “Mathieu Kassovitz's La Haine and the ambivalence of French Jewish identity”; A. Steczowicz, “'Doctrine moult paradoxe et nouvelle': Linguistic and medical innovation in Rabelais's Tiers Livre.”

Field Methods, 20,i (2008): J. Blair, & K. Srinath, “A note on sample size for behavior coding pretests”; R. Godoy, V. Reyes-Garcia, S. Tanner, W. Leonard, T. McDade, & T. Huanca, “Can we trust an adult's estimate of parental school attainment? Disentangling social desirability bias and random measurement error”; C. Kadushin, S. Hecht, T. Sasson, & L. Saxe, “Triangulation and mixed methods designs: Practicing what we preach in the evaluation of an Israel experience educational program”; C. Voils, M. Sandelowski, J. Barroso, & V. Hasselblad, “Making sense of qualitative and quantitative findings in mixed research synthesis studies.”

Harvard Educational Review, 77,iv (2007): E. Freedman, “Is teaching for social justice undemocratic”; V. Macdonald, J. Botti, & L. Clark, “From visibility to autonomy: Latinos and higher education in the U.S., 1965-2005.”

Hispania, 90,iv (2007): J. Beusterien, “Time for the corrido and the romance”; A. Cerminaro-Costanzi, “Merging the erotic and the poetic in Vicente Aleixandre’s Espadas como labios and La destruccion o el amor”; R. Granados, “Teresa de Jesus: La retórica de lo divino”; C. Pearson, “Escribir el cuerpo posguerra: Conexiones de la memoria, la política y el deseo en la segunda siega literaria centroamericana”; E. Pennington, “Power and punishment in Antonio Buero Vallejo’s El sueño de la razón”; G. Seminet, “Positioned between limits and desire: national reality vs. national romance in Mal de amores”; H. Thurston-Griswold, “La novelización del testimonio en La otra cara, de Gaspar Pedro Gonzalez.”

Interacting with Computers, 20,i (2008): S. Amershi, G. Carenini, C. Conati, A. Mackworth, & D. Poole, “Pedagogy and usability in interactive algorithm visualizations: Designing and evaluating CI space”; F. Barcellini, F. Detienne, J. Burkhardt, & W. Sack, A socio-cognitive analysis of online design discussions in an Open Source Software community”; L. Chen, G. Chen, C. Xu, J. March, & S. Benford, “EmoPlayer: A media player for video clips with affective annotations”; W. Edmondson, & R. Beale, “Projected Cognition - extending Distributed Cognition for the study of human interaction with computers”; J. Hourcade, & T. Berkel, “Simple pen interaction performance of young and older adults using handheld computers”; A. Komlodi, & W. Lutters, “Collaborative use of individual search histories”; J. Macias, & F. Paterno, “Customization of Web applications through an intelligent environment exploiting logical interface descriptions”; A. Oulasvirta, & J. Blom, “Motivations in personalisation behavior”; J. Sierra, B. Fernandez-Manjon, & A. Fernandez-Valmayor, “A language-driven approach for the design of interactive applications”; C. Spannagel, R. Girwidz, H. Lothe, A, Zendler, & U. Schroeder, “Animated demonstrations and training wheels interfaces in a complex learning environment”; T. Uldall-Espersen, E. Frokjaer, & K. Hornbaek, “Tracing impact in a usability improvement process.”

Innovation in Language Learning and Teaching, 1,ii (2007): X. Gao, “Language learning experiences and learning strategy research: Voices of a mainland Chinese student in Hong Kong”; T. Ibarz, & S. Webb, “Listening to learners to investigate the viability of technology-driven ESOL pedagogy”; A. Kolb, “How languages are learnt: Primary children's language learning beliefs”; S. Hurd, “Distant voices: Learners' stories about the affective side of learning a language at a distance.”

International Journal of Applied Linguistics, 17,iii (2007): J. Appel, “Language teaching in performance”; A. Bjorge, “Power distance in English lingua franca email communication”; R. Carter, “Literature and language teaching 1986-2006: a review”; M. Dewey, M. “English as a lingua franca and globalization: an interconnected perspective”; T. Fitzpatrick, “Word association patterns: unpacking the assumptions”; J. Huang, & B. Normandia, “Learning the language of mathematics: a study of student writing”; M. Keshavarz, & H. Salimi, “Collocational competence and cloze test performance: a study of Iranian EFL learners”; A. Kirkpatrick, “Setting attainable and appropriate English language targets in multilingual settings: A case for Hong Kong”; K. Murata, “Unanswered questions: cultural assumptions in text interpretation”; N. Sifakis, “The education of teachers of English as a lingua franca: A transformative perspective”; C. Walter, “First- to second-language reading comprehension: Not transfer, but access”; J. Zwiers, “Teacher practices and perspectives for developing academic language.”

International Journal of Bilingual Education and Bilingualism, 11,i (2008): L. Bedore, E. Peña, “Assessment of bilingual children for identification of language impairment: Current findings and implications for practice”; M. Haneda, “Contexts for learning: English language learners in a US middle school”; J. Lee, L. Hill-Bonnet, & J. Gillispie, “Learning in two languages: Interactional spaces for becoming bilingual speakers”; D. Priven, “Grievability of First language loss: Towards a reconceptualisation of European minority language education practices”; C. Hammer, F. Lawrence, & A. Miccio, “Exposure to English before and after entry into head start: Bilingual children's receptive language growth in Spanish and English.”

International Journal of Corpus Linguistics, 12,iv (2007): D. Brown, C. Tiberius, & G. Corbett, “The alignment of form and function: Corpus-based evidence from Russian”; O. Crasborn, J. Mesch, D. Waters, A. Nonhebel, E. vander Kooij, B. Woll, & B. Bergman, “Sharing sign language data online: Experiences from the ECHO project”; S. Crossley, & M. Louwerse, “Multi-dimensional register classification using bigrams”; D. Wong, & P. Peters, “A study of backchannels in regional varieties of English, using corpus mark-up as the means of identification.”

International Journal of Educational Development, 28,ii (2008): A. Layne, V. Jules, P. Kutnick, & C. Layne, “Academic achievement, pupil participation and integration of group work skills in secondary school classrooms in Trinidad and Barbados”; S. McGrath, “Educational change: Best practices and messy realities”; A. Moore, S. Akhter, & F. Aboud, “Evaluating an improved quality preschool program in rural Bangladesh”; J. O'Neill, & D. Spennemann, “Education and cultural change: A view from Micronesia.”

International Journal of Educational Development, 28,i (2008): G. Grossman, & M. Sands, “Restructuring reforms in Turkish teacher education: Modernisation and development in a dynamic environment”; F. Hardman, J. Abd-Kadir, & F. Smith, “Pedagogical renewal: Improving the quality of classroom interaction in Nigerian primary schools”; J. Hong, J. Horng, C. Lin, & L. ChanLin, “Competency disparity between pre-service teacher education and in-service teaching requirements in Taiwan”; M. Mustafa, & C. Cullingford, “Teacher autonomy and centralised control: The case of textbooks”; B. Robinson, & W. Yi, “The role and status of non-governmental (`daike') teachers in China's rural education”; E. Saito, A. Tsukui, & Y. Tanaka, “Problems on primary school-based in-service training in Vietnam: A case study of Bac Giang province”; Z. Scholtz, M. Braund, M. Hodges, R. Koopman, & F. Lubben, “South African teachers' ability to argue: The emergence of inclusive argumentation.”

International Journal of Educational Research, 46,iii-iv (2007): M. Arvaja, “Contextual resources in meaning negotiations of a student pair in a web-based history project”; R. Brown, “Exploring the social positions that students construct within a classroom community of practice”; M. Castanheira, J. Green, C. Dixon, & B. Yeagerb, “(Re)Formulating identities in the face of fluid modernity: An interactional ethnographic approach”; J. Choo, H. Austin, & P. Renshaw, “Reasoning with cultural categories in understanding student diversity”; E. Hirst, “Identity construction in complex second language classrooms”; S. Kalliola, & R. Nakari, “Renewing occupational cultures--Bridging boundaries in learning spaces”; R. Koskimaa, M. Lehtonen, U. Heinonen, H. Ruokamo, V. Tissari, S. Vahtivuori-Hanninen, et al. “A cultural approach to networked-based mobile education”; M. Kovalainen, & K. Kumpulainen, “The social construction of participation in an elementary classroom community”; K. Kumpulainen, & P. Renshaw, “Cultures of learning”; L. Putney, “Discursive practices as cultural resources: Formulating identities for individual and collective in an inclusive classroom setting”; P. Renshaw, “A commentary on the chronotopes of different `cultures of learning': Transforming classrooms from trading-places into relational-places of learning.”

International Journal on E-Learning, 7,i (2008): S. Appana, “A review of benefits and limitations of online learning in the context of the student, the instructor and the tenured faculty”; W. Chen, & C. Bonk, “The use of weblogs in learning and assessment in Chinese higher education: Possibilities and potential problems”; K. Hogarth, & D. Dawson, “Implementing e-learning in organisations: What e-Learning research can learn from instructional technology (IT) and organisational studies (OS) innovation studies”; M. Lavooy, & M. Newlin, “Online chats and cyber-office hours: Everything but the office”; G. Trentin, “TEL and university teaching: Different approaches for different purposes”; G. Walker, & N. Johnson, “Faculty intentions to use components for web-enhanced instruction.”

International Journal of Intercultural Relations, 31,vi (2007): S. Oikawa, & T. Yoshida, “An identity based on being different: A focus on Biethnic individuals in Japan”; C. Marcotte, J. Desroches, & I. Poupart, “Preparing internationally minded business graduates: The role of international mobility programs”; C. Maisonneuve, & B. Teste, “Acculturation preferences of a host community: The effects of immigrant acculturation strategies on evaluations and impression formation”; M. Mealy, W. Stephan, & I. Urrutia, “The acceptability of lies: A comparison of Ecuadorians and Euro-Americans”; A. Ergeneli, R. Gohar, & Z. Temirbekova, “Transformational leadership: Its relationship to culture value dimensions”; A. Dinsbach, J. Feij, & R. de Vries, “The role of communication content in an ethnically diverse organization”; D. Matsumoto, J. LeRoux, Y. Robles, & F. Campos, “The Intercultural Adjustment Potential Scale (ICAPS) predicts adjustment above and beyond personality and general intelligence”; S, Liu, “Living with ithers: Mapping the routes to acculturation in a multicultural society”.

International Journal of Multilingualism, 5,i (2008): L. Aronin, & D. Singleton, “Multilingualism as a new linguistic dispensation”; J. Cots, & L. Nussbaum, “Communicative competence and institutional affiliation: Interactional processes of identity construction by immigrant students in Catalonia”; D. Dagenais, & M. Jacquet, “Theories of representation in French and English scholarship on multilingualism”; L. di Lucca, G. Masiero, & G. Pallotti, “Language socialisation and language shift in the 1b generation: A study of Moroccan adolescents in Italy.”

Interpreting, 9,ii (2007): C. Chang, & D. Schallert, “The impact of directionality on Chinese/English simultaneous interpreting”; J. Lee, “Telephone interpreting—seen from the interpreters’ perspective”; R. Setton, & M. Motta, “Syntacrobatics: Quality and reformulation in simultaneous-with-text”; M. Waasaf, “Intonation and the structural organisation of texts in simultaneous interpreting.”

Journal of Adolescence, 31,i (2008): S. Carlton-Ford, M. Ender, & A. Tabatabai, “Iraqi adolescents: Self-regard, self-derogation, and perceived threat in war”; G. Gini, P. Albiero, B. Benelli, & G. Altoe, “Determinants of adolescents' active defending and passive bystanding behavior in bullying”; S. Hinduja, & J. Patchin, “Personal information of adolescents on the Internet: A quantitative content analysis of MySpace”; A. McGillicuddy-De Lisi, R. De Lisi, & K. Van Gulik, “The effects of grade level, context, and family type on male and female adolescents' distributive justice reasoning”; S. Walsh, K. White, & R. Young, “Over-connected A qualitative exploration of the relationship between Australian youth and their mobile phones”; H. Ybrandt, “The relation between self-concept and social functioning in adolescence.”

Journal of Applied Psychology, 92,vi (2007): D. Allen, R. Mahto, & R. Otondo, “Web-based recruitment: Effects of information, organizational brand, and attitudes toward a web site on applicant attraction”; J. Brockner, A. Fishman, J. Reb, B. Goldman, S. Spiegel, & C. Garden, “Procedural fairness, outcome favorability, and judgments of an authority's responsibility”; S. de Jong, G. Van der Vegt, & E. Molleman, “The relationships among asymmetry in task dependence, perceived helping behavior, and trust”; F. Jones, D. O'Connor, M. Conner, B. McMillan, & E. Ferguson, “Impact of daily mood, work hours, and iso-strain variables on self-reported health behaviors”; J. Levashina, & M. Campion, “Measuring faking in the employment interview: Development and validation of an interview faking behavior scale”; F. Lievens, C. Reeve, & E. Heggestad, “An examination of psychometric bias due to retesting on cognitive ability tests in selection settings”; S. Reynolds, & T. Ceranic, “The effects of moral judgment and moral identity on moral behavior: An empirical examination of the moral individual”; B. Ritter, & R. Lord, “The impact of previous leaders on the evaluation of new leaders: An alternative to prototype matching”; A. Salvaggio, B. Schneider, L. Nishii, D. Mayer, A. Ramesh, & J. Lyon, “Manager personality, manager service quality orientation, and service climate: Test of a model”; S. Shin, & J. Zhou, “When is educational specialization heterogeneity related to creativity in research and development teams? Transformational leadership as a moderator”; Z. Zhang, P. Hempel, Y. Han, & D. Tjosvold, “Transactive memory system links work team characteristics and performance.”

Journal of Applied Research in Intellectual Disabilities, 20,vi (2007): J. Karreman, T. van der Geest, & E. Buursink, “Accessible website content guidelines for users with intellectual disabilities.”

Journal of Applied Research in Intellectual Disabilities, 21,i (2008): J. Clegg, E. Murphy, K. Almack, & A. Harvey, “Tensions around inclusion: Reframing the moral horizon”; K. de Ruiter, M. Dekker, J. Douma, F. Verhulst, & H. Koot, “Development of parent- and teacher-reported emotional and behavioural problems in young people with intellectual disabilities: Does level of intellectual disability matter”; G. Firth, H. Elford, C. Leeming, & M. Crabbe, “Intensive interaction as a novel approach in social care: Care staff's views on the practice change process”; S. Hepburn, A. Philofsky, D. Fidler, & S. Rogers, “Autism symptoms in toddlers with Down syndrome: a descriptive study”; A. Jahoda, J. Kemp, S. Riddell, & P. Banks, “Feelings about work: A review of the socio-emotional impact of supported employment on people with intellectual disabilities”; S. Parsons, H. Daniels, J. Porter, & C. Robertson, “Resources, staff beliefs and organizational culture: Factors in the use of information and communication technology for adults with intellectual disabilities”; C. Rapanaro, A. Bartu, & A. Lee, “Perceived benefits and negative impact of challenges encountered in caring for young adults with intellectual Disabilities in the transition to adulthood.”

Journal of Applied Social Psychology, 38,i (2008): G. Buontempo, & J. Brockner, “Emotional intelligence and the ease of recall judgment bias: The mediating effect of private self-focused attention”; N. Chen, J. Lu, D. Tjosvold, & C. Lin, “Effects of team goal interdependence on newcomer socialization: An experiment in China”; J. Deffenbacher, “Anger, aggression, and risky behavior on the road: A preliminary study of urban and rural differences”; H. Riggio, “Political party, strength of identification, and knowledge and evaluation of Bush v. Gore”; T. Schroder, & H. Mieg, “The impact of perceived justice on contingent value judgments”; P. Siegel, M. Schraeder, & R. Morrison, “A taxonomy of equity factors”; J. Sparks, & C. Areni, “Style versus substance: Multiple roles of language power in persuasion.”

Journal of Cases in Educational Leadership, 10,iii-iv (2007): A. Jaeger, & C. Thornton, “Forsaking honor or for the sake of honor: A case study of Lee-Allen University”; E. Ramalho, “Combined policies and ideologies in an American International School”; J. Stroup, M. Salmonowicz, & C. Broom, “James Madison High: A school at the crossroads.”

Journal of Child Language, 34,iv (2007): L. D'Odorico, & M. Fasolo, “Nouns and verbs in the vocabulary acquisition of Italian children”; B. Estigarribia, & E. Clark, “Getting and maintaining attention in talk to young children”; J. Hohenstein, & N. Akhtar, “Two-year-olds' productivity with verbal inflections”; C. Houston-Price, E. Mather, & E. Sakkalou, “Discrepancy between parental reports of infants' receptive vocabulary and infants' behaviour in a preferential looking task”; A. Laakso, & L. Smith, “Pronouns and verbs in adult speech to children: A corpus analysis”; M. Redford, & C. Gildersleeve-Neumann, “The acquisition of two phonetic cues to word boundaries”; J. Scofield, & D. Behrend, “Two-year-olds differentially disambiguate novel words and facts”; P. Shimpi, & J. Huttenlocher, “Redirective labels and early vocabulary development”; D. Snow, “Polysyllabic units in the vocalizations of children from 0?;?6 to 1?;?11: Intonation-groups, tones and rhythms.”

Journal of Child Language, 35,i (2008): R. Corrigan, R. “Conveying information about adjective meanings in spoken discourse”; K. Demuth, & A. Tremblay, “Prosodically-conditioned variability in children's production of French determiners”; M. Friend, & M. Keplinger, “Reliability and validity of the Computerized Comprehension Task (CCT): data from American English and Mexican Spanish infants”; M. PawOwska, L. Leonard, S. Camarata, B. Brown, & M. Camarata, “Factors accounting for the ability of children with SLI to learn agreement morphemes in intervention”; J. Pine, G. Conti-Ramsden, K. Joseph, E. Lieven, & L. Serratrice, “Tense over time: testing the Agreement/Tense Omission Model as an account of the pattern of tense-marking provision in early child English”; M. Rowe, “Child-directed speech: relation to socioeconomic status, knowledge of child development and child vocabulary skill”; A. Seidl, & E. Johnson, “Boundary alignment enables 11-month-olds to segment vowel initial words from speech”; A. Theakston, & E. Lieven, “The influence of discourse context on children's provision of auxiliary BE.”

Journal of Child Psychology and Psychiatry, 49,i (2008): M. Gernsbacher, E. Sauer, H. Geye, E. Schweigert, & H. Hill Goldsmith, “Infant and toddler oral- and manual-motor skills predict later speech fluency in autism”; M. Kofler, M. Rapport, & R. Matt Alderson, “Quantifying ADHD classroom inattentiveness, its moderators, and variability: a meta-analytic review”; S. Lee, R. Schachar, S. Chen, T. Ornstein, A. Charach, C. Barr, et al. “Predictive validity of DSM-IV and ICD-10 criteria for ADHD and hyperkinetic disorder”; T. Moffitt, L. Arseneault, S. Jaffee, J. Kim-Cohen, K. Koenen, C. Odgers, et al. “Research Review: DSM-V conduct disorder: research needs for an evidence base.”

Journal of Communication, 57,iv (2007): E. Bucy, & M. Grabe, “Taking television seriously: A sound and image bite analysis of presidential campaign coverage, 1992-2004”; J. Dillard, K. Weber, & R. Vail, “The relationship between the perceived and actual effectiveness of persuasive messages: A meta-analysis with implications for formative campaign research”; A. Hayes, “Exploring the forms of self-censorship: On the spiral of silence and the use of opinion expression avoidance strategies”; A. Hetsroni, “Four decades of violent content on prime-time network programming: A longitudinal meta-analytic review”; O. Meyers, “Memory in journalism and the memory of journalism: Israeli journalists and the constructed legacy of Haolam Hazeh”; D. Shah, J. Cho, S. Nah, M. Gotlieb, H. Hwang, N. Lee, et al. “Campaign ads, online messaging, and participation: Extending the communication mediation model”; Y. Tsfati, “Hostile Media perceptions, presumed media influence, and minority alienation: The case of Arabs in Israel”; M. Xenos, & P. Moy, “Direct and differential effects of the internet on political and civic engagement.”

Journal of Communication Disorders, 41,ii (2008): E. Allard, & D. Williams, “Listeners' perceptions of speech and language disorders”; D. Girbau, & R. Schwartz, “Phonological working memory in Spanish-English bilingual children with and without specific language impairment.”

Journal of Communication Disorders, 41,i (2008): A. Durante, & R. Carvallo, “Contralateral suppression of linear and nonlinear transient evoked otoacoustic emissions in neonates at risk for hearing loss”; D. Johnson, D. McCormick, & C. Baldwin, “Early middle ear effusion and language at age seven”; M. Kambanaros, “The trouble with nouns and verbs in Greek fluent aphasia”; M. Kiefte, & J. Armson, “Dissecting choral speech: Properties of the accompanist critical to stuttering reduction”; K. Rosen, J. Goozee, & B. Murdoch, “Examining the effects of Multiple Sclerosis on speech production: Does phonetic structure matter?”

Journal of Computer Assisted Learning, 24,i (2008): S. de Freitas, M. Oliver, A. Mee, & T. Mayes, “The practitioner perspective on the modeling of pedagogy and practice”; M. Grabe, & K. Christopherson, “Optional student use of online lecture resources: resource preferences, performance and lecture attendance”; S. Kennewell, H. Tanner, S. Jones, & G. Beauchamp, “Analysing the use of interactive technology to implement interactive teaching”; N. Mogey, G. Sarab, J. Haywood, S. van Heyningen, D. Dewhurst, D. Hounsell, et al. “The end of handwriting? Using computers in traditional essay examinations”; M. Tsuei, “A web-based curriculum-based measurement system for class-wide ongoing assessment”; P. van Rosmalen, P. Sloep, L. Kester, F. Brouns, M. de Croock, K. Pannekeet, et al. “A learner support model based on peer tutor selection.”

Journal of Computer Assisted Learning, 23,vi (2007): C. Blake, & E. Scanlon, “Reconsidering simulations in science education at a distance: features of effective use”; J. Davidson, & D. Elliot, “A comparison of e-learning in Scotland's colleges and secondary schools: the case of National Qualifications in ‘Core Skills’”; J. Derry, “Epistemology and conceptual resources for the development of learning technologies”; A. Ravenscroft, “Promoting thinking and conceptual change with digital dialogue games”; B. Shih, J. Shih, & R. Chen, “Organizing learning materials through hierarchical topic maps: an illustration through Chinese herb medication”; H. Yang, Y. Lay, Y. Liou, W. Tsao, & C. Lin, “Development and evaluation of computer-aided music-learning system for the hearing impaired.”

Journal of Cross-Cultural Psychology, 39,i (2008): F. Cheung, S. Cheung, J. Zhang, K. Leung, F. Leong, & K. Yeh, “Relevance of openness as a personality dimension in Chinese culture - Aspects of its cultural relevance.”

Journal of Curriculum Studies, 39,vi (2007): W. Bokhorst-Heng, “Multiculturalism's narratives in Singapore and Canada: exploring a model for comparative multiculturalism and multicultural education.”

Journal of Education Policy, 22,vi (2007): S. Billett, C. Ovens, A. Clemans, & T. Seddon, “Collaborative working and contested practices: forming, developing and sustaining social partnerships in education”; S. Bradford, & V. Hey, “Successful subjectivities? The successification of class, ethnic and gender positions”; R. Deem, “Managing a meritocracy or an equitable organisation? Senior managers' and employees' views about equal opportunities policies in UK universities”; D. Hartley, “Education policy and the 'inter'-regnum”; G. Hebson, J. Earnshaw, & L. Marchington, “Too emotional to be capable? The changing nature of emotion work in definitions of 'capable teaching'”; A. Hodgson, & K. Spours, “Specialised diplomas: transforming the 14-19 landscape in England?”

Journal of Educational Measurement, 44,iv (2007): R. Almond, L. DiBello, B. Moulder, & J. Zapata-Rivera, “Modeling diagnostic assessments with Bayesian networks”; D. Bolt, “The present and future ofIRT-based Cognitive Diagnostic models (ICDMs) and related methods”; L. DiBello, & W. Stout, “Guest Editors’ introduction and overview: IRT-Based Cognitive Diagnostic Models and related methods”; M. Gierl, “Making diagnostic inferences about cognitive attributes using the rule-space model and attribute hierarchy method”; R. Henson, J. Templin, & J. Douglas, “Using efficient model based sum-scores for conducting skills diagnoses”; L. Roussos, J. Templin, & R. Henson, “Skills diagnosis using IRT-Based Latent Class Models”; W. Stout, “Skills diagnosis using IRT-Based Continuous Latent Trait Models.”

Journal of Educational Multimedia and Hypermedia, 17,i (2008): R. Beasley, Y. Chuang, & C. Liao, “American music immersion: Influencing factors and its impact on Taiwanese EFL learners engaged in web-based, multimedia music study”; K. Boon Shiong, B. Aris, M. Hura Ahmad, M. Bilal Ali, J. Harun, & Z. Tasir, “Learning “Goal Programming” using an interactive multimedia courseware: Design factors and students’ preferences”; I. Choi, S. Lee, & J. Jung, “Designing multimedia case-based instruction accommodating students’ diverse learning styles”; G. Clarebout, & J. Elen, “Advice on tool use in open learning environments”; N. Ellison, & Y. Wu, “Blogging in the classroom: A preliminary exploration of student attitudes and impact on comprehension.”

Journal of Educational Psychology, 99,iv (2007): J. Fryer, & A. Elliot, “Stability and change in achievement goals”; T. Goetz, A. Frenzel, R. Pekrun, N. Hall, & O. Ludtke, “Between- and within-domain relations of students' academic emotions”; W. Hoglund, “School functioning in early adolescence: Gender-linked responses to peer victimization”; W. Jongejan, L. Verhoeven, & L. Siegel, “Predictors of reading and spelling abilities in first- and second-language learners”; N. Lesaux, A. Rupp, & L. Siegel, “Growth in reading skills of children from diverse linguistic backgrounds: Findings from a 5-year longitudinal study”; H. Marsh, “Do university teachers become more effective with experience a multilevel growth model of students' evaluations of teaching over 13 years”; J. Naumann, T. Richter, J. Flender, U. Christmann, & N. Groeben, “Signaling in expository hypertexts compensates for deficits in reading Skill”; H. Osana, G. Lacroix, B. Tucker, E. Idan, G. & Jabbour, “The impact of print exposure quality and inference construction on syllogistic reasoning”; C. Ratelle, F. Guay, R. Vallerand, S. Larose, & C. Senecal, “Autonomous, controlled, and amotivated types of academic motivation: A Person-oriented Analysis”; G. Roth, A. Assor, Y. Kanat-Maymon, & H. Kaplan, “Autonomous motivation for teaching: How self-determined teaching may lead to self-determined learning”; A. Stull, & R. Mayer, “Learning by doing versus learning by viewing: Three experimental comparisons of learner-generated versus author-provided graphic organizers”; I. Taylor, & N. Ntoumanis, “Teacher motivational strategies and student self-determination in physical education”; J. Walczyk, M. Wei, D. Griffith-Ross, S. Goubert, A. Cooper, & P. Zha, “Development of the interplay between automatic processes and cognitive resources in reading”; L. Yin, R. Anderson, & J. Zhu, “Stages in Chinese children's reading of English words.”

Journal of English for Academic Purposes, 6,vi (2007): M. Charles, “Reconciling top-down and bottom-up approaches to graduate writing: Using a corpus to teach rhetorical functions”; E. Csomay, “A corpus-based look at linguistic variation in classroom interaction: Teacher talk versus student talk in American University classes”; G. Gilquin, S. Granger, & M. Paquot, “Learner corpora: The missing link in EAP pedagogy”; C. Hafner, & C. Candlin, “Corpus tools as an affordance to learning in professional legal education”; R. Krishnamurthy, & I. Kosem, “Issues in creating a corpus for EAP pedagogy and research.”

Journal of English for Academic Purposes, 6,iii (2007): B. Conner Loudermilk, “Occluded academic genres: An analysis of the MBA Thought Essay”; A. Cooper, & D. Bikowski, “Writing at the graduate level: What tasks do professors actually require”; T. Morell, “What enhances EFL students' participation in lecture discourse? Student, lecturer and discourse perspectives”; B. Petric, “Rhetorical functions of citations in high- and low-rated master's theses”; W. Siew Mei, “The use of engagement resources in high- and low-rated undergraduate geography essays.”

Journal of Experimental Education, 76,ii (2008): L. Anderman, & A. Kaplan, “The role of interpersonal relationships in student motivation: Introduction to the special issue”; M. Bong, “Effects of parent-child relationships and classroom goal structures on motivation, help-seeking avoidance, and cheating”; R. Nelson, & T. DeBacker, “Achievement motivation in adolescents: The role of peer climate and best friends”; S. Nichols, “An exploration of students' belongingness beliefs in one middle school”; H. Patrick, P. Mantzicopoulos, A. Samarapungavan, & B. French, “Patterns of young children's motivation for science and teacher-child relationships”; J. Walker, “Looking at teacher practices through the lens of parenting style.”

Journal of Hispanic Higher Education, 7,i (2008): M. Balderrama, “Language matters: understanding, changing, and committing to action”; G. Bunch, & D. Panayotova, “Latinos, language minority students, and the construction of ESL: Language testing and placement from high school to community college”; D. Campos, “The Hispanic English language learner”; Y. De La Cruz, “Who sentors Hispanic English language learners”; R. Delgado, “The instructional dynamics of a bilingual teacher: One teacher's beliefs about English language learners”; A. Hale, “Service learning with Latino communities: Effects on preservice teachers”; M. Mulnix, & P. Esther, “The decision to speak English.”

Journal of Intellectual Disability Research, 52,ii (2008): S. Buckley, J. Hillery, S. Guerin, J. McEvoy, & P. Dodd, “The prevalence of features of attention deficit hyperactivity disorder in a special school in Ireland.”

Journal of Intellectual Disability Research, 52,i (2008): T. Holland, “Determining priorities in intellectual disability research”; T. Lloyd, & R. Hastings, “Psychological variables as correlates of adjustment in mothers of children with intellectual disabilities: cross-sectional and longitudinal relationships”; M. Peeters, L. Verhoeven, H. van Balkom, & J. de Moor, “Foundations of phonological awareness in pre-school children with cerebral palsy: the impact of intellectual disability”; C. Su, C. Chen, Y. Wuang, Y. Lin, & Y. Wu, “Neuropsychological predictors of everyday functioning in adults with intellectual disabilities.”

Journal of Interactive Learning Research, 19,i (2008): D. Churchill, “Learning objects for educational applications via PDA technology”; J. Du, K. Zhang, A. Olinzock, & J. Adams, “Graduate students' perspectives on the meaningful nature of online discussions”; B. Havard, J. Du, & J. Xu, “Online collaborative learning and communication media”; J. Masters, T. Madhyastha, & A. Shakouri, “ExplaNet: A collaborative learning tool and hybrid recommender system for student-authored explanations”; M. Peterson, “Non-native speaker interaction management strategies in a network-based virtual environment.”

Journal of Memory and Language, 58,ii (2008): E. Ameel, B. Malt, & G. Storms, “Object naming and later lexical development: From baby bottle to beer bottle”; J. Bavelas, J. Gerwing, C. Sutton, & D. Prevost, “Gesturing on the telephone: Independent effects of dialogue and visibility”; M. Cortese, M. Khanna, K. White, I. Veljkovic, & G. Drumm, “The activation and monitoring of memories produced by words and pseudohomophones”; S. Gennari, & M. MacDonald, “Semantic indeterminacy in object relative clauses”; R. Hartsuiker, S. Bernolet, S. Schoonbaert, S. Speybroeck, & D. Vanderelst, “Syntactic priming persists while the lexical boost decays: Evidence from written and spoken dialogue”; K. Ito, & S. Speer, “Anticipatory effects of intonation: Eye movements during instructed visual search”; S. Joordens, J. Ozubko, & M. Niewiadomski, “Featuring old/new recognition: The two faces of the pseudoword effect”; A. Kawamoto, Q. Liu, K. Mura, & A. Sanchez, “Articulatory preparation in the delayed naming task”; A. Kielar, M. Joanisse, & M. Hare, “Priming English past tense verbs: Rules or statistics”; H. Kreiner, P. Sturt, & S. Garrod, “Processing definitional and stereotypical gender in reference resolution: Evidence from eye-movements”; S. Lewandowsky, & S. Farrell, “Phonological similarity in serial recall: Constraints on theories of memory”; S. Lewandowsky, L. Nimmo, & G. Brown, “When temporal isolation benefits memory for serial order”; S. Loft, M. Humphreys, & S. Whitney, “Control of access to memory: The use of task interference as a behavioral probe”; M. Mather, & K. Nesmith, “Arousal-enhanced location memory for pictures”; D. McCabe, “The role of covert retrieval in working memory span tasks: Evidence from delayed recall tests”; S. McCormick, K. Rastle, & M. Davis, “Is there a `fete' in `fetish' Effects of orthographic opacity on morpho-orthographic segmentation in visual word recognition”; W. Quinn, & S. Kinoshita, “Congruence effect in semantic categorization with masked primes with narrow and broad categories”; J. Snedeker, & S. Yuan, “Effects of prosodic and lexical constraints on parsing in young children (and adults)”; M. Taft, A. Castles, C. Davis, G. Lazendic, & M. Nguyen-Hoan, “Automatic activation of orthography in spoken word recognition: Pseudohomograph priming”; P. Thibodeau, & F. Durgin, “Productive figurative communication: Conventional metaphors facilitate the comprehension of related novel metaphors”; M. Thothathiri, & J. Snedeker, “Syntactic priming during language comprehension in three- and four-year-old children.”

Journal of Memory and Language, 58,i (2008): N. Brown, “How metastrategic considerations influence the selection of frequency estimation strategies”; M. Carreiras, E. Gutierrez-Sigut, S. Baquero, & D. Corina, “Lexical processing in Spanish Sign Language (LSE)”; B. Finn, & J. Metcalfe, “Judgments of learning are influenced by memory for past test”; E. Jefferies, P. Hoffman, R. Jones, & M. Lambon Ralph, “The impact of semantic impairment on verbal short-term memory in stroke aphasia and semantic dementia: A comparative study”; J. Kuipers, & W. La Heij, “Semantic facilitation in category and action naming: Testing the message-congruency account”; F. Meunier, A. Seigneuric, & E. Spinelli, “The morpheme gender effect”; P. Verkoeijen, & P. Delaney, “Rote rehearsal and spacing effects in the free recall of pure and mixed lists”; E. Wagenmakers, R. Ratcliff, P. Gomez, & G. McKoon, “A diffusion model account of criterion shifts in the lexical decision task”; A. Woodward, W. Macken, & D. Jones, “Linguistic familiarity in short-term memory: A role for (co-)articulatory fluency?”

Journal of Mixed Methods Research, 2,i (2008): J. Greene, “Is mixed methods social inquiry a distinctive methodology”; D. Vitale, A. Armenakis, & H. Feild, “Integrating qualitative and quantitative methods for organizational diagnosis: Possible priming effects”; R. Wall, P. Devine-Wright, & G. Mill, “Interactions between perceived behavioral control and personal-normative motives: Qualitative and quantitative evidence from a study of commuting-mode choice”; K. Yount, & J. Gittelsohn, “Comparing reports of health-seeking behavior from the integrated illness history and a standard child morbidity survey.”

Journal of Multicultural Discourses, 2,ii (2007): R. Gordon, “Beyond the failures of Western communication theory”; I. Satoshi, “A Western contention for Asia-centred communication scholarship paradigms: A commentary on Gordon's Paper”; J. Blommaert, “Sociolinguistics and discourse analysis: Orders of indexicality and polycentricity”; F. Ndhlovu, “The role of discourse in identity formation and the manufacture of ethnic minorities in Zimbabwe.”

Journal of Multilingual & Multicultural Development, 28,vi (2007): M. Ehala, & K. Niglas, “Empirical evaluation of a mathematical model of ethnolinguistic vitality: The case of Voro”; C. Gooskens, “The contribution of linguistic factors to the intelligibility of closely related languages”; A. Hilaire, “National development and the language planning challenge in St Lucia, West Indies”; G. Humphreys, & U. Miyazoe-Wong, “’So what is the appeal?’ The phenomenon of Japanese as a foreign language in Hong Kong”; D. Morris, & K. Jones, “Minority language socialisation within the family: Investigating the early Welsh language socialisation of babies and young children in mixed language families in Wales”; A. Moyer, “Do language attitudes determine accent? A study of bilinguals in the USA.”

Journal of Multilingual & Multicultural Development, 29,ii (2008): H. Mohamed, & F. Banda, “Classroom discourse and discursive practices in higher education in Tanzania”; C. Dyers, “Truncated multilingualism or language shift? An examination of language use in intimate domains in a new non-racial working class township in South Africa”; M. Hornsby, “The incongruence of the Breton linguistic landscape for young speakers of Breton”; R. McKenzie, “The role of variety recognition in Japanese university students’ attitudes towards English speech varieties”; P. O'Donnell, & A. Toebosch, “Multilingualism in Brussels: ‘I'd rather speak English’.”

Journal of Neurolinguistics, 21,i (2008): M. Dickey, L. Milman, & C. Thompson, “Judgment of functional morphology in agrammatic aphasia”; V. Stojanovik, & L. van Ewijk, “Do children with Williams syndrome have unusual vocabularies”; K. Strelnikov, “Activation-verification in continuous speech processing: Interaction of cognitive strategies as a possible theoretical approach.”

Journal of Neurolinguistics, 20,vi (2007): S. Edwards, & S. Varlokosta, “Pronominal and anaphoric reference in agrammatism”; A. Lacroix, J. Bernicot, & J. Reilly, “Narration and collaborative conversation in French-speaking children with Williams syndrome”; J. Peelle, A. Cooke, P. Moore, L. Vesely, & M. Grossman, “Syntactic and thematic components of sentence processing in progressive nonfluent aphasia and nonaphasic frontotemporal dementia:M. Roll, M. Horne, & M. Lindgren, “Object Shift and Event-Related Brain Potentials.”

Journal of Personality, 75,vi (2007): M. Diehl, & E. Hay, “Contextualized self-representations in adulthood”; R. Fraley, “A connectionist approach to the organization and continuity of working models of attachment”; D. Heller, D. Watson, J. Komar, J. Min, & W. Perunovic, “Contextualized personality: Traditional and new assessment procedures”; J. La Guardia, & R. Ryan, “Why identities fluctuate: Variability in traits as a function of situational variations in autonomy support”; D. Matsumoto, “Culture, context, and behavior”; S. Peck, “TEMPEST in a Gallimaufry: Applying multilevel systems theory to Person-in-context research”; B. Roberts, “Contextualizing personality psychology”; S. Stryker, “Identity theory and personality theory: Mutual relevance”; E. Suh, “Downsides of an overly context-sensitive self: Implications from the culture and subjective well-being research”; D. Wood, “Using the PRISM to compare the explanatory value of general and role-contextualized trait ratings.”

Journal of Pidgin and Creole Language, 22,ii (2007): V. Deprez, “Nominal constituents in French lexifier creoles: Probing the structuring role of grammaticalization”; E. Drechsel, “Sociolinguistic-ethnohistorical observations on Maritime Polynesian Pidgin in Herman Melville’s two major semi-autobiographical novels of the Pacific”; K. Speedy, “Reunion Creole in New Caledonia: What influence on Tayo?”

Journal of Pragmatics, 40,i (2008): F. Cooren, “Between semiotics and pragmatics: Opening language studies to textual agency”; E. Dafouz-Milne, “The pragmatic role of textual and interpersonal metadiscourse markers in the construction and attainment of persuasion: A cross-linguistic study of newspaper discourse”; M. Georgalidou, “The contextual parameters of linguistic choice: Greek children's preferences for the formation of directive speech acts”; J. Katzav, & C. Reed, “Modelling argument recognition and reconstruction”; A. McHoul, M. Rapley, & C. Antaki, “You gotta light?: On the luxury of context for understanding talk in interaction”; R. Sasamoto, “Japanese discourse connectives dakara and sorede: A re-assessment of procedural meaning”; O. Spevak, “The position of Focus constituents in Latin: A comparison between Latin and Czech.”

Journal of Refugee Studies, 20,iv (2007): K. Amone-P'Olak, “Coping with life in rebel captivity and the challenge of reintegrating formerly abducted boys in Northern Uganda”; L. Hovil, “Self-settled refugees in Uganda: An alternative approach to displacement”; M. Klinthall, “Refugee return migration: Return migration from Sweden to Chile, Iran and Poland 1973 1996”; P. Novak, “Place and Afghan refugees: A contribution to Turton”; K. Stoll, & P. Johnson, “Determinants of the psychosocial adjustment of Southern Sudanese men”;

Journal of Research on Adolescence, 17,iv (2007): L. Crockett, J. Brown, S. Russell, & Y. Shen, “The meaning of good parent-child relationships for Mexican American adolescents”; A. Harris-Britt, C. Valrie, B. Kurtz-Costes, & S. Rowley, “Perceived racial discrimination and self-esteem in African American youth: Racial socialization as a protective factor”; M. Jones, & R. Galliher, “Ethnic identity and psychosocial functioning in Navajo adolescents”; S. Maatta, J. Nurmi, & H. Stattin, “Achievement orientations, school adjustment, and well-being: A longitudinal study”; J. Schneiders, N. Nicolson, J. Berkhof, F. Feron, M. deVries, & J. van Os, “Mood in daily contexts: Relationship with risk in early adolescence.”

Journal of Research in Personality, 41,vi (2007): J. Adler, J. Wagner, & D. McAdams, “Personality and the coherence of psychotherapy narratives”; J. Ciarrochi, P. Heaven, & F. Davies, “The impact of hope, self-esteem, and attributional style on adolescents' school grades and emotional well-being: A longitudinal study”; A. del Prado, A. Timothy Church, M. Katigbak, L. Miramontes, M. Whitty, G. Curtis, et al. “Culture, method, and the content of self-concepts: Testing trait, individual-self-primacy, and cultural psychology perspectives”; J. Musek, “A general factor of personality: Evidence for the Big One in the five-factor model.”

Journal of Research in Reading, 31,i (2008): J. Burt, & P. Blackwell, “Sound-spelling consistency in adults' orthographic learning”; B. Byrne, W. Coventry, R. Olson, J. Hulslander, S. Wadsworth, J. DeFries, et al. “A behaviour-genetic analysis of orthographic learning, spelling and decoding”; A. Castles, & K. Nation, “Learning to be a good orthographic reader”; V. Holmes, A. Malone, & H. Redenbach, “Orthographic processing and visual sequential memory in unexpectedly poor spellers”; S. Kohnen, L. Nickels, R. Brunsdon, & M. Coltheart, “Patterns of generalisation after treating sub-lexical spelling deficits in a child with mixed dysgraphia”; V. Martens, & P. de Jong, “Effects of repeated reading on the length effect in word and pseudoword reading”; M. McKague, C. Davis, C. Pratt, & M. Johnston, “The role of feedback from phonology to orthography in orthographic learning: an extension of item-based accounts”; N. Pitchford, T. Ledgeway, & J. Masterson, “Effect of orthographic processes on letter position encoding”; J. Ricketts, D. Bishop, & K. Nation, “Investigating orthographic and semantic aspects of word learning in poor comprehenders”; D. Shahar-Yames, & D. Share, “Spelling as a self-teaching mechanism in orthographic learning.”

Journal of Research in Science Teaching, 45,i (2008): D. Ash, “Thematic continuities: Talking and thinking about adaptation in a socially complex classroom”; A. Kahveci, P. Gilmer, & S. Southerland, “Understanding chemistry professors' use of educational technologies: An activity theoretical approach”; O. Lee, J. Maerten-Rivera, R. Penfield, K. Leroy, & W. Secada, “Science achievement of English language learners in urban elementary schools: Results of a first-year professional development intervention”; L. Louca, & Z. Zacharia, “The use of computer-based programming environments as computer modelling tools in early science education: The cases of textual and graphical program languages”; K. McNeill, & J. Krajcik, “Scientific explanations: Characterizing and evaluating the effects of teachers' instructional practices on student learning.”

Journal of School Health, 78,i (2008): J. Sakimura, M. Dang, K. Ballard, & R. Hansen, “Cognitive and temperament clusters in 3- to 5-year-old children with aggressive behavior”; X. Wen, W. Chen, Z. Qian, J. Muscat, C. Lu, & W. Ling, “Differences in Students’ Smoking-Related knowledge, attitudes, and behaviors among public, factory, and private secondary schools in Guangzhou, China.”

Journal of Second Language Writing, 16,iii (2007): A. Coxhead, & P. Byrd, “Preparing writing teachers to teach the vocabulary and grammar of academic prose”; D. Ferris, “Preparing teachers to respond to student writing”; A. Hirvela, & D. Belcher, “Writing scholars as teacher educators: Exploring writing teacher education”; K. Hyland, “Genre pedagogy: Language, literacy and L2 writing instruction”; S. Weigle, “Teaching writing teachers about assessment”;

Journal of Second Language Writing, 16,ii (2007): K. Costino, & S. Hyon, “"A Class for Students Like Me": Reconsidering relationships among identity labels, residency status, and students' preferences for mainstream or multilingual composition”; Y. Li, & J. Flowerdew, “Shaping Chinese novice scientists' manuscripts for publication”; J. Montgomery, & W. Baker, “Teacher-written feedback: Student perceptions, teacher self-assessment, and actual teacher performance.”

Journal of Social Issues, 64,i (2008): M. Englund, B. Egeland, & W. Collins, “Exceptions to high school dropout predictions in a low-income sample: Do adults make a difference”; L. Feinstein, & S. Peck, “Unexpected pathways through education: Why do some students not succeed in school and what helps others beat the odds”; L. Feinstein, & A. Vignoles, “Individual differences in the pathways into and beyond higher education in the UK: A life-course approach”; M. Janosz, I. Archambault, J. Morizot, & L. Pagani, “School engagement trajectories and their differential predictive relations to dropout”; K. Kokko, L. Pulkkinen, P. Mesiainen, & A. Lyyra, “Trajectories based on postcomprehensive and higher education: Their correlates and antecedents”; E. Melhuish, M. Phan, K. Sylva, P. Sammons, I. Siraj-Blatchford, & B. Taggart, “Effects of the home learning environment and preschool center experience upon literacy and numeracy development in early primary school”; E. Messersmith, & J. Schulenberg, “When can we expect the unexpected? Predicting educational attainment when it differs from previous expectations”; M. Neuenschwander, & J. Garrett, “Causes and consequences of unexpected educational transitions in Switzerland”; L. Pagani, F. Vitaro, R. Tremblay, P. McDuff, C. Japel, & S. Larose, “When Predictions Fail: The case of unexpected pathways toward high school dropout”; S. Peck, R. Roeser, N. Zarrett, & J. Eccles, “Exploring the roles of extracurricular activity quantity and quality in the educational resilience of vulnerable adolescents: Variable- and pattern-centered approaches”; K. Trost, & B. El-Khouri, “Mapping Swedish females' educational pathways in terms of academic competence and adjustment problems.”

Journal of Social Issues, 63,iv (2007): T. Antonucci, J. Jackson, & S. Biggs, “Intergenerational relations: Theory, research, and policy”; S. Biggs, “Thinking about generations: Conceptual positions and policy implications”; A. Grenier, “Crossing age and generational boundaries: Exploring intergenerational research encounters”; J. Jackson, I. Forsythe-Brown, & I. Govia, “Age cohort, ancestry, and immigrant generation influences in family relations and psychological well-being among Black Caribbean family members”; S. Ruiz, & M. Silverstein, “Relationships with grandparents and the emotional well-being of late adolescent and young adult grandchildren.”

Journal of Sociolinguistics, 12,i (2008): F. Barbieri, “Patterns of age-based linguistic variation in American English1”; R. Dodsworth, “Sociological consciousness as a component of linguistic variation1”; B. Johnstone, & S. Kiesling, “Indexicality and experience: Exploring the meanings of /aw/-monophthongization in Pittsburgh”; K. Precht, “Sex similarities and differences in stance in informal American conversation.”

Journal of Sociolinguistics, 11,v (2007): R. Scollon, & S. Scollon, “Nexus analysis: Refocusing ethnography on action”; A. Sealey, “Linguistic ethnography in realist perspective”; L. Tsitsipis, “Relationality in sociolinguistics: A dialogue with linguistic ethnography”; K. Tusting, & J. Maybin, “Linguistic ethnography and interdisciplinarity: Opening the discussion”; M. Wetherell, “A step too far: Discursive psychology, linguistic ethnography and questions of identity.”

Journal of Studies in International Education, 12,i (2008): L. Brown, “The Incidence of Study-Related Stress in International Students in the Initial Stage of the International Sojourn”; D. Comp, “U.S. Heritage-Seeking Students Discover Minority Communities in Western Europe”; K. Durkin, “The Middle Way: East Asian Master's Students' Perceptions of Critical Argumentation in U.K. Universities”; V. Martens, & P. Grant, “A Needs Assessment of International Students' Wives”; E. Murakami-Ramalho, “Domestic Practices in Foreign Lands: Lessons on Leadership for Diversity in American International Schools.”

Journal of Teacher Education, 59,i (2008): G. Goodman, C. Arbona, & R. Dominguez De Rameriz, “High-stakes, minimum-competency exams: How competent are they for evaluating teacher competence”; P. Grossman, “Responding to our critics: From crisis to opportunity in research on teacher education”; V. Haviland, “Things get glossed over: Rearticulating the silencing power of whiteness in education”; B. Levin, & H. Ye, “Investigating the content and sources of teacher candidates' personal practical theories (PPTs)”; K. Struyven, F. Dochy, & S. Janssens, “The effects of hands-on experience on students' preferences for assessment methods”; J. Whitcomb, H. Borko, & D. Liston, “Why Teach”; S. Wolf, “The mysteries of creative partnerships.”

Journal of Teacher Education, 58,v (2007): H. Borko, D. Liston, & J. Whitcomb, “Apples and fishes: The debate over dispositions in teacher education”; T. Burant, S. Chubbuck, & J. Whipp, “Reclaiming the moral in the dispositions debate”; D. Chifeng, P. Sindelar, D. Denslow, J. Dewey, & M. Rosenberg, “Economic analysis and the design of alternative-route teacher education programs”; W. Damon, “Dispositions and Teacher Assessment: The Need for a More Rigorous Definition”; F. Murray, “Disposition: A superfluous construct in teacher education”; T. Van Laarhoven, D. Munk, K. Lynch, J. Bosma, & J. Rouse, “A model for preparing special and general education preservice teachers for inclusive education”; A. Villegas, “Dispositions in teacher education: A look at social justice”; L. Wasburn-moses, “Minority students' perceptions of their doctoral programs in special education.”

Journal of Technology and Teacher Education, 16,ii (2008): B. Calandra, R. Gurvitch, & J. Lund, “An exploratory study of digital video editing as a tool for teacher preparation”; T. Frey, “Determining the impact of online practicum facilitation for inservice teachers”; T. Levin, & R. Wadmany, “Teachers’ views on factors affecting effective integration of information technology in the classroom: Developmental scenery”; R. McCrory, R. Putnam, & A. Jansen, “Interaction in online courses for teacher education: Subject matter and pedagogy”; B. Wassell, & C. Crouch, “Fostering critical engagement in preservice teachers: Incorporating weblogs into multicultural education.”

Journal of Technology and Teacher Education, 16,i (2008): L. Annetta, M. Murray, S. Gull Laird, S. Bohr, & J. Park, “Investigating student attitudes toward a synchronous, online graduate course in a multi-user virtual learning environment”; H. Bai, & P. Ertmer, “Teacher educators’ beliefs and technology uses as predictors of preservice teachers’ beliefs and technology attitudes”; T. Braun, “Making a choice: The perceptions and attitudes of online graduate students”; E. Glazer, & M. Hannafin, “Factors that influence mentor and teacher interactions during technology integration collaborative apprenticeships”; T. Paulus, & L. Scherff, “"Can anyone offer any words of encouragement?” Online dialogue as a support mechanism for preservice teachers.”

Language, 83,iv (2007): M. Aronoff, “In the beginning was the word”; R. Otheguy, A. Zentella, & D. Livert, “Language and dialect contact in Spanish in New York: Toward the formation of a speech community”; M. Redford, & R. Miikkulainen, “Effects of acquisition rate on emergent structure in phonological development”; J. Tonhauser, “Nominal tense? The meaning of Guarani nominal temporal markers.”

Language Awareness, 17,i (2008): L. Bouffard, & M. Sarkar, “Training 8-Year-old French immersion students in metalinguistic analysis: An innovation in form-focused pedagogy”; F. Farr, “evaluating the use of corpus-based instruction in a language teacher education context: Perspectives from the users”; H. Teramoto, & P. Mickan, “writing a critical review: Reflections on literacy practices”; L. Wang, & H. Ladegaard, “Language attitudes and gender in China: Perceptions and reported use of Putonghua and Cantonese in the Southern Province of Guangdong”; R. Yoshida, “Teachers' choice and learners' preference of corrective feedback types.”

Language and Cognitive Processes, 22,viii (2007): F. Ferreira, “Prosody and performance in language production”; S. Kita, A. Ozyiirek, S. Allen, A. Brown, R. Furman, & T. Ishizuka, “Relations between syntactic encoding and co-speech gestures: Implications for a model of speech and gesture production”; A. Roelofs, “A critique of simple name-retrieval models of spoken word planning”; N. Schiller, V. Ferreira, & F. Alario, “Words, pauses, and gestures: New directions in language production research.”

Language & Communication, 28,i (2008): R. Alexander, “The language of the `naked facts': Joseph Priestley and the apocalypse of language”; E. Davies, & A. Bentahila, “Code switching as a poetic device: Examples from rai lyrics”; J. Hermann, “The `language' problem”; M. Isermann, “George Berkeley's language of vision and the occult tradition of linguistic Platonism. Part II: George Berkeley's language of vision and linguistic Platonism”; A. Minks, “Performing gender in song games among Nicaraguan Miskitu children.”

Language and Education, 22,i (2008): R. Fisher, & S. Larkin, “Pedagogy or ideological struggle? An examination of pupils' and teachers' expectations for talk in the classroom”; Y. Guo, & B. Mohan, “ESL parents and teachers: Towards dialogue”; J. Medwell, & D. Wray, “Handwriting – A forgotten language skill”; S. Pickford, “Dimensions of ‘vernacular’ pedagogy”; L. Unsworth, “Multiliteracies, E-literature and English teaching.”

Language and Intercultural Communication, 7,iv (2007): S. Rathje, “Intercultural competence: The status and future of a controversial concept”; J. O'Regan, & M. MacDonald, “Cultural relativism and the discourse of intercultural communication: Aporias of praxis in the intercultural public sphere”; C. Geoffroy, “‘Mobile’ Contexts/‘Immobile’ Cultures”; C. Jordão, “An interview with José Eustáquio Romão.”

Language and Linguistics Compass, 1,vi (2007): C. Campbell, & G. Duncan, “From theory to practice: General trends in foreign language teaching methodology and their influence on language assessment”; J. Edmondson, & K. Gregerson, “The languages of Vietnam: mosaics and expansions”; N. Flores-Ferran, “A bend in the road: subject personal pronoun expression in spanish after 30 years of sociolinguistic research”; M. Gordon, “Typology in optimality theory”; E. Kaan, “Event-Related Potentials and Language Processing: A Brief Overview”; S. Kiesling, “Men, masculinities, and language”; T. McFadden, “Auxiliary Selection”; W. O’Neil, “Project English: Lessons from curriculum reform past”; J. Rijkhoff, “Word Classes.”

Language Assessment Quarterly, 5,i (2008): D. Qian, “From single words to passages: Contextual effects on predictive power of vocabulary measures for assessing reading performance”; A. Phakiti, “Strategic competence as a fourth-order factor model: A structural equation modeling approach”; N. Carr, “Using microsoft excel® to calculate descripitive statistics and create graphics”; C. Shih, “The general English proficiency test.”

Language Awareness, 16,iv (2007): Z. Rao, P. Gu, L. Zhang, & G. Hu, “Reading strategies and approaches to learning of bilingual primary school pupils”; H. Venkatagiri, & J. Levis, “Phonological awareness and speech comprehensibility: An exploratory Study”; J. White, C Munoz, & L. Collins, “Challenge: Making progress in a ‘regular’ L2 programme.”

Language, Culture and Curriculum, 20,iii (2007): B. Trudell, & L. Schroeder, “Reading methodologies for african languages: Avoiding linguistics and pedagogical imperialism”; A. Feuer, “Right on target? Rethinking the concept of the TL group in a Canadian Hebrew language class”; H. Matsumoto, “Peak learning experiences and language learning: A study of american learners of Japanese”; M. Alimi, “English Articles and Modals in the Writing of Some Batswana Students”; S. Park, & M. Sarkar, “Parents’ attitudes toward heritage language maintenance for their children and their efforts to help their children maintain the heritage language: A case study of Korean-Canadian immigrants.”

Language, Culture and Curriculum, 21,i (2008): J. Cenoz, “Learning through the minority: An introduction to the use of Basque in education in the Basque Country”; M. Zalbide, & J. Cenoz, “Bilingual education in the Basque Autonomous Community: Achievements and challenges”; N. Bretón, & P. Ruiz, “bilingual education in Navarre: Achievements and challenges”; J. Sierra, “Assessment of bilingual education in the Basque Country”; K. Santiago, J. Lukas, L. Joaristi, L. Lizasoain, & N. Moyano, “A longitudinal study of academic achievement in Spanish: The effect of linguistic models”; I. Martínez de Luna, & P. Suberbiola, “Measuring student language use in the school context”; F. Etxeberria, & K. Elosegi, “Basque, Spanish and Immigrant Minority Languages in Basque Schools”; I. Elorza and I. Muñoa, “Promoting the minority language through integrated plurilingual language planning: The case of the Ikastolas.”

Language in Society, 37,i (2008): T. Milani, “Language testing and citizenship: A language ideological debate in Sweden”; R. Stasch, “Referent-wrecking in Korowai: A New Guinea abuse register as ethnosemiotic protest”; A. Webster, “Performance, the individual, and cultural poetic traditions”; J. Wilce, “Scientizing Bangladeshi psychiatry: Parallelism, enregisterment, and the cure for a magic complex.”

Language Language, 6 (2007): G. Mansour, “Preface in English”; G. Mansour, “Diglossia in the context of language change and variation (In English)”; M. Al-Sharkawi, “Some Reactions to Diglossia (in Arabic)”; F. Corriente, “Marginalia on Arabic Diglossia and evidence thereof in the ‘Kitab al-Agani’ (Arabic translation by Muhammed Al-Sharkawi).”

Language Learning, 58,i (2008): C. Dimroth, “Age effects on the process of l2 acquisition? Evidence from the acquisition of negation and finiteness in L2 German”; M. Hamada, & K. Koda, “Influence of first language orthographic experience on second language decoding and word learning”; L. Jansen, “Acquisition of German word order in tutored learners: A cross-sectional study in a wider theoretical context”; H. Min, “EFL vocabulary acquisition and retention: Reading plus vocabulary enhancement activities and narrow reading”; N. Taguchi, “Cognition, language contact, and the development of pragmatic comprehension in a study-abroad context”; J. Yan, & E. Horwitz, “Learners' perceptions of how anxiety interacts with personal and instructional factors to influence their achievement in English: A qualitative analysis of EFL learners in China.”

Language Learning, 57,iv (2007): J. Davis, “Resistance to L2 pragmatics in the Australian ESL Context”; T. Holtgraves, “Second language learners and speech act comprehension”; E. Lee, & H. Kim, “On crosslinguistic variations in imperfective aspect: The case of L2 Korean”; R. Manchon, & J. de Larios, “On the temporal nature of planning in L1 and L2 composing”; H. Nassaji, “Elicitation and reformulation and their relationship with learner repair in dyadic interaction.”

Language Learning and Technology, 12,i (2008): K. Kitade, “The role of offline metalanguage talk in asynchronous computer-mediated communication”; B. Smith, “Methodological hurdles in capturing CMC data: The case of missing self-repair”; P. Ware, & R. O'Dowd, “Peer feedback on language form in telleboration.”

Language Problems and Language Planning, 31,iii (2007): L. Cardinal, A. Denault, & N. Riendeau, “Bilingualism and the politics of language planning and policy-making in Wales”; C. Minnaja, “Giuseppe Peano e Louis Couturat sullo sfondo della lingua internazionale”; M. Payne, “Foreign language planning: Towards a supporting framework”; J. Pietilainen, “Evoluo de lingvoscio en Europa Unio: Al nur-angla au plurlingva Europo.”

Language Sciences, 30,ii-iii (2008): P. Brown, “Up, down, and across the land: landscape terms, place names, and spatial language in Tzeltal”; N. Burenhult, “Streams of words: Hydrological lexicon in Jahai”; N. Burenhult, & S. Levinson, “Language and landscape: a cross-linguistic perspective”; G. Cablitz, “When "what" is "where": A linguistic analysis of landscape terms, place names and body part terms in Marquesan (Oceanic, French Polynesia)”; N. Enfield, “Linguistic categories and their utilities: The case of Lao landscape terms”; S. Levinson, “Landscape, seascape and the ontology of places on Rossel Island, Papua New Guinea”; L. O'Connor, & P. Kroefges, “The land remembers: landscape terms and place names in Lowland Chontal of Oaxaca, Mexico”; C. O'Meara, & J. Bohnemeyer, “Complex landscape terms in Seri”; G. Senft, “Landscape terms and place names in the Trobriand Islands - the Kaile'una subset”; T. Widlok, “Landscape unbounded: space, place, and orientation in ≠Akhoe Hai//om and beyond.”

Language Sciences, 30,i (2008): C. Butler, “Cognitive adequacy in structural-functional theories of language”; R. Dixon, “Deriving verbs in English”; B. Heine, & H. Miyashita, “Accounting for a functional category: German drohen `to threaten'”; E. Koerner, “Hermann Paul and general linguistic theory.”

Language Teacher, The (Japanese), 32,i (2008): N. Kuihara, “Noriko Kurihara examines changes in attitudes towards English in Japanese high school students.”

Language Teacher, The, 32,ii (2008): M. Crawford, “Michael Crawford shares the benefits of timed reading.”

Language Teaching, 41,i (2007): H. Byrnes, “Articulating a foreign language sequence through content: A look at the culture standards”; A. Holliday, “Standards of English and politics of inclusion”; U. Jessner, “Teaching third languages: Findings, trends and challenges”; J. Phillips, “Foreign language standards and the contexts of communication”; T. Siek-Piskozub, A. Wach, & A. Raulinajtys, “Research on foreign language teaching in Poland 2000–2006.”

Language Teaching Research, 12,i (2008): D. Allwright, “Practitioner research”; R. Ellis, “Regional studies”; N. Mochizuki, & L. Ortega, “Balancing communication and grammar in beginning-level foreign language classrooms: A study of guided planning and relativization”; L. Murphy, “Supporting learner autonomy: Developing practice through the production of courses for distance learners of French, German and Spanish”; J. Qin, “The effect of processing instruction and dictogloss tasks on acquisition of the English passive voice”; R. Silver, “Trainee teachers' understanding of content/language connections”; S. Springer, & L. Collins, “Interacting inside and outside of the language classroom”; S. Taki, “International and local curricula: The question of ideology.”

Learning and Instruction, 17,vi (2007): L. Del Favero, P. Boscolo, G. Vidotto, & M. Vicentini, “Classroom discussion and individual problem-solving in the teaching of history: Do different instructional approaches affect interest in different ways”; I. Elia, A. Gagatsis, & A. Demetriou, “The effects of different modes of representation on the solution of one-step additive problems”; C. Groe, & A. Renkl, “Finding and fixing errors in worked examples: Can this foster learning outcomes”; D. Hijzen, M. Boekaerts, & P. Vedder, “Exploring the links between students' engagement in cooperative learning, their goal preferences and appraisals of instructional conditions in the classroom”; T. Hoffler, & D. Leutner, “Instructional animation versus static pictures: A meta-analysis”; E. Kapa, “Transfer from structured to open-ended problem solving in a computerized metacognitive environment”; P. Klein, S. Piacente-Cimini, & L. Williams, “The role of writing in learning from analogies”; I. Kollar, F. Fischer, & J. Slotta, “Internal and external scripts in computer-supported collaborative inquiry learning”; L. Malmberg, & T. Little, “Profiles of ability, effort, and difficulty: Relationships with worldviews, motivation and adjustment”; E. Schaffner, & U. Schiefele, “The effect of experimental manipulation of student motivation on the situational representation of text”; E. Stahl, & R. Bromme, “The CAEB: An instrument for measuring connotative aspects of epistemological beliefs.”

Learning and Individual Differences, 17,iv (2007): G. Araz, & S. Sungur, “The interplay between cognitive and motivational variables in a problem-based learning environment”; M. Arendasy, & M. Sommer, “Using psychometric technology in educational assessment: The case of a schema-based isomorphic approach to the automatic generation of quantitative reasoning items”; M. Calero, M. Garcia-Martin, M. Jimenez, M. Kazen, & A. Araque, “Self-regulation advantage for high-IQ children: Findings from a research study”; M. Chiu, B. Chow, & C. McBride-Chang, “Universals and specifics in learning strategies: Explaining adolescent mathematics, science, and reading achievement across 34 countries”; P. Rozencwajg, “Cognitive process development as measured by an adapted version of Wechsler's Similarities test”; V. Swami, A. Furnham, I. Maakip, S. Ahmad, N. Hudani, P. Voo, et al. “A cross-cultural investigation of students' preferences for lecturers' personalities in Britain, Malaysia and the United States”; T. Webb, J. Christian, & C. Armitage, “Helping students turn up for class: Does personality moderate the effectiveness of an implementation intention intervention?”

Learning and Instruction, 17,v (2007): K. Berthold, M. Nuckles, & A. Renkl, “Do learning protocols support learning strategies and outcomes? The role of cognitive and metacognitive prompts”; M. Kunter, J. Baumert, & O. Koller, “Effective classroom management and the development of subject-related interest”; G. van den Boom, F. Paas, & J. van Merrienboer, “Effects of elicited reflections combined with tutor or peer feedback on self-regulated learning and learning outcomes.”

Lingua, 118,iii (2008): I. Botwinik-Rotem, & A. Terzi, “Greek and Hebrew locative prepositional phrases: A unified Case-driven account”; B. Citko, “Small clauses reconsidered: Not so small and not all alike”; M. Gerner, “Ambiguity-driven differential object marking in Yongren Lolo”; A. Perez-Leroux, M. Pirvulescu, & Y. Roberge, “Null objects in child language: Syntax and the lexicon”; S. Yeo, “Morphosyntax of predicates and syntactic categories in Korean.”

Lingua, 118,ii (2008): H. Branigan, M. Pickering, & M. Tanaka, “Contributions of animacy to grammatical function assignment and word order during production”; J. Bresnan, & J. Hay, “Gradient grammar: An effect of animacy on the syntax of give in New Zealand and American English”; O. Dahl, “Animacy and egophoricity: Grammar, ontology and phylogeny”; P. de Swart, M. Lamers, & S. Lestrade, “Animacy, argument structure, and argument encoding”; H. Drenhaus, & C. Fery, “Animacy and child grammar: An OT account”; R. Folli, & H. Harley, “Teleology and animacy in external arguments”; A. Malchukov, “Animacy and asymmetries in differential case marking”; A. Rosenbach, “Animacy and grammatical variation--Findings from English genitive variation.”

Lingua, 118,i (2008): M. Charette, “The vital role of the trochaic foot in explaining Turkish word endings”; S. Detey, & J. Nespoulous, “Can orthography influence second language syllabic segmentation?: Japanese epenthetic vowels and French consonantal clusters”; V. Janke, “Control without a subject”; M. Jary, “The relevance of complement choice: A corpus study of `believe'”; J. Minett, & W. Wang, “Modelling endangered languages: The effects of bilingualism and social structure.”

Linguistics and Education, 18,iii-iv (2007): L. Bartlett, “Bilingual literacies, social identification, and educational trajectories”; K. Bruna, “Traveling tags: The informal literacies of Mexican newcomers in and out of the classroom”; T. McGinnis, A. Goodstein-Stolzenberg, & E. Saliani, “"indnpride": Online spaces of transnational youth as sites of creative and sophisticated literacy and identity work”; P. Sanchez, “Cultural authenticity and transnational Latina youth: Constructing a meta-narrative across borders”; D. Warriner, “"It's just the nature of the beast": Re-imagining the literacies of schooling in adult ESL education”; D. Warriner, “Transnational literacies: Immigration, language learning, and identity.”

Linguistics and Education, 18,ii (2007): M. Dooly, “Constructing differences: A qualitative analysis of teachers' perspectives on linguistic and cultural diversity”; T. Milani, “Voices of authority in conflict: The making of the expert in a language debate in Sweden”; K. Olson, “Lost opportunities to learn: The effects of education policy on primary language instruction for English learners.”

Meta, 52,iv (2007): K. Abdallah, & K. Koskinen, “Managin Trust: Translating and the Network Economy”; H. Buzelin, “Repenser la traduction àtravers le spectre de la coédition”; M. Castro-Prieto, & M. Olvera-Lobo, “Panorama intellectual de la terminologia a traves del analisis de redes socials”; M. Serano, “La fiction québcoise traduite en Espagne: Une question de réseaux”; Y. Gambier, “Reseaux de traducteurs/interpretes benevoles”; L. Jay-Rayon, “Traduire les reseaux metaphoriques chez Nuruddin Farah”; J. McDonough, “How Do Language Professionals Organize Themselves? An Overview of Translation Networks”; F. Plassard, “La traduction face aux nouvelles pratiques en réseaux”; A. Pym, “Cross-Cultural Networking: Translators in the French-German Network of Petites Revues at the End of the Nineteenth Century”; S. Tahir-Gürça?lar, “Chaos Before Order: Network Maps and Research Design in DTS.”

Mind, Brain, and Education, 1,iv (2007): E. Grigorenko, “Understanding the etiology of complex traits: Symbiotic relationships between psychology and genetics”; C. Haworth, E. Meaburn, N. Harlaar, & R. Plomin, “Reading and generalist genes”; S. Petrill, & L. Justice, “Bridging the gap between genomics and education”; G. Schulte-Korne, K. Ludwig, J. el Sharkawy, M. Nothen, B. Muller-Myhsok, & P. Hoffmann, “Genetics and neuroscience in dyslexia: Perspectives for education and remediation”; E. Willcutt, R. Betjemann, B. Pennington, R. Olson, J. DeFries, & S. Wadsworth, “Longitudinal study of reading disability and attention-deficit/hyperactivity disorder: Implications for education.”

Mind & Language, 22,v (2007): F. Kannetzky, “What makes cultural heredity unique? On action-types, intentionality and cooperation in imitation”; E. Lowe, “Sortals and the individuation of objects”; J. Perner, B. Rendl, & A. Garnham, “Objects of desire, thought, and reality: Problems of anchoring discourse referents in development.”

Multilingua, 26,iv (2007): M. Haggan, “Text messaging in Kuwait. Is the medium a message”; S. Kell, M. Marra, J. Holmes, & B. Vine, “Ethnic differences in the dynamics of the women’s work meetings”; S. Leppanen, & R. Nikula, “Diverse uses of English in Finnish society: Discourse-pragmatic insights into media, educational and business context”; V. Lytra, “Teasing in contact encounters: Frames, participant positions and responses” J. Rajadurai, “Sociolinguistic perspectives on variation in non-native varieties of English: The case of Malaysian English.”

New Writing: The International Journal for the Practice and Theory of Creative Writing, 4,iii (2007): G. Harper, “Creative Writing: 40 Years, 400 Years, 4000 Years”; J. Kroll, “Targeting an International audience: Can creative writing texts cross the world without jet lag”; S. Pickford, “Father's Day”; D. Ben-Shir, “The endless search: Writing as a way of being”; N. McLoughlin, “Aubade”; T. Williams, “I Leave Myself”; S. Clayton, “mythic structure in screenwriting.”

Phi Delta Kappan, 89,v (2008): G. Bracey, “Public versus private ... Again”; D. Brewer, & D. Goldhaber, “Examining the incentives in educational research”; R. Fowler, “The heralded rise and neglected fall of the Massachusetts Signing Bonus”; L. Fusarelli, “Flying (partially) blind: School leaders' use of research in decision making”; C. Gallagher, “Democratic policy making and the arts engagement”; W. Garrison, “Democracy and education: Empowering students to make sense of their world”; J. Henig, “The evolving relationship between researchers and public policy”; F. Hess, “The politics of knowledge”; R. Ingersoll, “A researcher encounters the policy realm - A personal tale”; R. Isenberg, “Shakespeare's improbable journey to Inner Mongolia”; J. Kim, “Research and the reading wars”; M. Miller, “What do students think about inclusion”; R. Neumann, “American democracy at risk”; A. Rotherham, “The translators: The media and school choice research”; E. Young, “Focus on Global Education - A report from the 2007 PDK's Summit.”

Perspectives, 15,i (2007): S. Esteva, “Translating Chinese pop fiction”; A. Lai, “Two translations of the Chinese Cinderella story”; J. Pedersen, “Cultural interchangeability: The effects of substituting cultural references in subtitling”; Y. Zhong, & J. Lin, “Are readers lost in the foreign land? Investigating the impact of foreignised translation in Guangzhou.”

Prospect, 22,ii (2007): H. Basturkmen, “Signalling the relationship between ideas in academic speaking: From language description to pedagogy”; S. Bridges, “Learner perceptions of a professional development immersion course”; J. Hunter, & D. Cooke, “Thought autonomy to agency: Giving power to language learners”; P. Mickan, K. Lucas, B. Davies, & M. Lim, “Socialisation and contestation in an ESL class of adolescent African refugees”; S. Moore, “Researching appropriate assessment for low/pre-literacy adult ESL learners: Results, issues and challenges.”

Qualitative Inquiry, 14,i (2008): L. La Jevic, & S. Springgay, “A/r/tography as an ethics of embodiment: Visual journals in preservice education”; L. Lockford, “Investing in the political beyond”; M. O'Connor, F. Netting, & M. Thomas, “Grounded Theory: Managing the challenge for those facing institutional review board oversight”; D. Patterson, “Research ethics boards as spaces of marginalization: A Canadian story”; C. Poulos, “Narrative conscience and the autoethnographic adventure: Probing memories, secrets, shadows, and possibilities”; T. Wagle, & D. Cantaffa, “Working our hyphens: Exploring identity relations in qualitative research.”

Qualitative Research, 8,i (2008): C. Bagley, “Educational ethnography as performance art: towards a sensuous feeling and knowing”; G. Bowen, “Naturalistic inquiry and the saturation concept: a research note”; N. Hookway, “`Entering the blogosphere': some strategies for using blogs in social research”; T. Poso, P. Honkatukia, & L. Nyqvist, “Focus groups and the study of violence”; B. Smith, & A. Sparkes, “Contrasting perspectives on narrating selves and identities: an invitation to dialogue”; Y. Taylor, “The tip of the iceberg: working on the Victoria Climbie Data Corpus Project”; A. Youngblood Jackson, “Power and pleasure in ethnographic home-work: producing a recognizable ethics.”

Reading Teacher, 61,iv (2007): M. Avalos, A. Plasencia, C. Chavez, & J. Rascon, “Modified guided reading: Gateway to English as a second language and literacy learning”; J. Ranker, “Using comic books as read-alouds: Insights on reading instruction from an English as a second language classroom.”

ReCALL, 20,i (2008): M. Absalom, & A. Rizzi, “Comparing the outcomes of online listening versus online text-based tasks in university level Italian L2 study”; D. Coniam, “Evaluating the language resources of chatbots for their potential in English as a second language”; P. Dooey, “Language testing and technology: problems of transition to a new era”; M. Lirola, & M. Cuevas, “Integrating CALL and Genre Theory: A proposal to increase students' literacy”; A. Lund, “Wikis: a collective approach to language production”; L. Murray, & T. Hourigan, “Blogs for specific purposes: Expressivist or socio-cognitivist approach”; T. Nakata, “English vocabulary learning with word lists, word cards and computers: implications from cognitive psychology research for optimal spaced learning.”

RELC Journal, 38,iii (2007): A. Bradford, “Motivational orientations in under-researched FLL Contexts: Findings from Indonesia”; A. Chang, & J. Read, “Support for foreign language listeners: Its Effectiveness and limitations”; D. Hoang Oanh, “Meeting students' needs in two EAP Programmes in Vietnam and New Zealand: A comparative study”; R. Lee, & A. Bathmaker, “The use of English textbooks for teaching English to 'vocational' students in Singapore Secondary Schools: A Survey of teachers' beliefs”; C. Ling, & G. Braine, “The Attitudes of university students towards non-native speakers English teachers in Hong Kong”; I. Walkinshaw, “Power and disagreement: Insights into Japanese learners of English.”

Research in the Teaching of English, 42,ii (2007): N. Amare, “Where is she? Gender occurences in online grammar guides”; R. Beach, M. Bigelow, D. Dillon, L. Galda, L. Helman, J. Kalnin, C. Lewis, D. O’Brien, M. Sato, K. Jorgensen, L. Liang, G. Rijlaarsdam, & T. Janssen, “Annotated bibliography of research in the teaching of English”; A. Fisher, “’Every City Has Soldiers’: The role of intergenerational relationships in participatory literacy communities”; S. Murphy, “Culture and consequences: The Canaries in the coal mine.”

Research on Language and Social Interaction, 40,iv (2007): M. Goodwin, & A. Kyratzis, “Children socializing children: Practices for negotiating the social order among peers”; J. Reynolds, “"Buenos Dias/((Military Salute))": The natural history of a coined insult.”

Review of Higher Education, 31,ii (2008): J. Lindholm, & H. Astin, “Spirituality and pedagogy: Faculty's spirituality and use of student-centered approaches to undergraduate teaching”; L. Perna, H. Rowan-Kenyon, S. Thomas, A. Bell, R. Anderson, & C. Li, “The role of college counseling in shaping college opportunity: Variations across high schools”; G. Rhoades, J. Kiyama, R. McCormick, & M. Quiroz, “Local cosmopolitans and cosmopolitan locals: New models of professionals in the academy.”

Social Science & Medicine, 65,xi (2007): J. Martin, & D. Marker, “Informed consent: Interpretations and practice on social surveys”; T. Miller, & M. Boulton, “Changing constructions of informed consent: Qualitative research and complex social worlds”; E. Murphy, & R. Dingwall, “Informed consent, anticipatory regulation and ethnographic practice”; M. Parker, “Ethnography/ethics.”

Space and Culture, 10,iv (2007): A. Jansson, “Encapsulations: The production of a future gaze at Montreal's Expo 67”; A. Kahera, “Two Muslim communities: Two disparate ways of Islamizing public spaces”; M. Karrholm, “The materiality of territorial production: A conceptual discussion of territoriality, materiality, and the everyday life of public space”; S. Varlander, “The role of local strategies on a globalizing market: An exploration of two service industry cases.”

Studies in Second Language Acquisition, 30,i (2008): B. Anderson, “Forms of evidence and grammatical development in the acquisition of adjective position in L2 French”; K. McDonough, & A. Mackey, “Syntactic priming and ESL question development”; H. Nguyen, & M. Macken, “Factors affecting the production of Vietnamese tones: A study of American learners”; S. Webb, “Receptive and productive vocabulary sizes of L2 learners.”

System, 35,iv (2007): N. Arnold, “Reducing foreign language communication apprehension with computer-mediated communication: A preliminary study”; D. Barker, “A personalized approach to analyzing `cost' and `benefit' in vocabulary selection”; D. Carless, “The suitability of task-based approaches for secondary schools: Perspectives from Hong Kong”; A. Ching-Shyang Chang, “The impact of vocabulary preparation on L2 listening comprehension, confidence and strategy use”; E. Clark, & A. Paran, “The employability of non-native-speaker teachers of EFL: A UK survey”; K. Figura, & H. Jarvis, “Computer-based materials: A study of learner autonomy and strategies”; S. Hurd, “Anxiety and non-anxiety in a distance language learning environment: The distance factor as a modifying influence”; C. Jenks, “Floor management in task-based interaction: The interactional role of participatory structures”; A. Maleki, “Teachability of communication strategies: An Iranian experience”; R. Memon, & R. Badger, “Purposeful change? Changing the teaching of reading in a regional university in Pakistan”; B. Montero, F. Watts, & A. Garcia-Carbonell, “Discussion forum interactions: Text and context”; D. Simard, L. French, & V. Fortier, “Elicited metalinguistic reflection and second language learning: Is there a link”; S. Zhao, & J. Bitchener, “Incidental focus on form in teacher-learner and learner-learner interactions.”

Teaching and Teacher Education, 24,i (2008): C. Correa, M. Perry, L. Sims, K. Miller, & G. Fang, “Connected and culturally embedded beliefs: Chinese and US teachers talk about how their students best learn mathematics”; C. Courneya, D. Pratt, & J. Collins, “Through what perspective do we judge the teaching of peers”; X. Gao, “Teachers' professional vulnerability and cultural tradition: A Chinese paradox”; R. Hermans, J. van Braak, & H. Van Keer, “Development of the Beliefs about Primary Education Scale: Distinguishing a developmental and transmissive dimension”; I. Ke, “World culture and experienced primary school teachers' understandings of educational changes in Taiwan”; D. Knoblauch, & A. Woolfolk Hoy, “"Maybe I can teach those kids." The influence of contextual factors on student teachers' efficacy beliefs”; M. Krecic, & M. Ivanus Grmek, “Cooperative learning and team culture in schools: Conditions for teachers' professional development”; S. Leshem, “Novices and veterans journeying into real-world teaching: How a veteran learns from novices”; L. Margalef Garcia, & N. Pareja Roblin, “Innovation, research and professional development in higher education: Learning from our own experience”; G. Moss, “Diversity study circles in teacher education practice: An experiential learning project”; S. Murray, J. Nuttall, & J. Mitchell, “Research into initial teacher education in Australia: A survey of the literature 1995-2004”; K. O'Connor, “"You choose to care": Teachers, emotions and professional identity”; T. O'Donoghue, & S. Burley, “God's antipodean teaching force: An historical exposition on Catholic teaching religious in Australia”; H. Pence, & I. Macgillivray, “The impact of an international field experience on preservice teachers”; K. Tellez, “What student teachers learn about multicultural education from their cooperating teachers”; V. Vescio, D. Ross, & A. Adams, “A review of research on the impact of professional learning communities on teaching practice and student learning”; A. Woodgate-Jones, “Training confident primary modern foreign language teachers in England: An investigation into preservice teachers' perceptions of their subject knowledge”; G. Yair, “Key educational experiences and self-discovery in higher education.”

Technology in Society, 30,i (2008): T. Rivers, “Technology's role in the confusion of needs and wants.”

Terminology, 13,ii (2007): I. da Cunha, L. Wanner, & T. Cabré, “Summarization of specialized discourse: The case of medical articles in Spanish”; J. Dancette, “Semantic relations in the field of retailing”; A. Depierre, “Souvent HAEMA varie … : Les dérivés du grec HAEMA en anglais: Étude de cas de variation”; A. Reimerink, “The use of verbs in research articles: A corpus analysis”; A. Schierz, “Monitoring knowledge: A text-based approach”; J. Vivaldi, & H. Rodriquez, “Evaluation of terms and term extraction systems: A practical approach.”

TESL Reporter, 40,ii (2007): P. Dheram, “Empowerment through enquiry: ESL teacher to educator”; D. Gardner, & E. Hansen, “Effects of lexical simplification during unaided reading of English informational texts”; L. Henrichsen, “English language teaching in China: An update on the state of the art”; J. Lee, “Implementation of the new English curriculum in China: Using big books and shared reading”.

TESOL Quarterly, 41,iv (2007): Y. Butler, “How are nonnative-English-speaking teachers perceived by young learners”; J. Janzen, “Preparing teachers of second language reading”; M. Kabilan, “English language teachers reflecting on reflections: A Malaysian experience”; M. Lamb, “The Impact of school on EFL learning motivation: An Indonesian case study”; A. Tsui, “Complexities of identity formation: A narrative inquiry of an EFL teacher”.

Text and Talk, 27,v-vi (2007): C. Briggs, “Introduction: Aaron V. Cicourel and the emergence of critical perspectives on social scientific inquiry”; C. Briggs, “The Gallup poll, democracy, and the vox populi: Ideologies of interviewing and the communicability of modern life”; K. Cetina, Global markets as global conversations”; A. Cicourel, A personal, retrospective view of ecological validity”; P. Davies, & H. Mehan, “Aaron Cicourel’s contributions to language us, theory method, and measurement”; M. Heller, “Distributed knowledge, distributed power: A sociolinguistics of structuration”; P. Maseide, “Discourses of collaborative medical work”; S. Sarangi, “Editorial: The anatomy of interpretation: Coming to terms with the analyst’s paradox in professional discourse studies”; R. Wodak, Discourses in European Union organizations: Aspects of access, participation, and exclusion.”

The Translator, 13,ii (2007): M. Beaton, “Interpreted ideologies in institutional discourse: The case of the European Parliament”; K. Bennett, “Epistemicide! The tale of a predatory discourse”; S. Cunico, & J. Munday, “Encounters and clashes: Introduction to translation and ideology”; J. Kang, “Recontextualization of news discourse: A case study of translation of news discourse on North Korea”; R. Meylaerts, “’La Belgique vivra-t-elle?’: language and translation ideological debates in Belgium (1919-1940)”; J. Munday, “Translation and ideology: A textual approach”; M. Perez, “Translators and translation studies: Scholars as inoculators of resistance”; D. Sanchez, “The ‘truth’ about sexual difference: Scientific discourse and cultural transfer”; Y. Wai-Ping, “Norms, polysystems and ideology: A case study.”

Urban Education, 43,i (2008): B. Bergeron, “Enacting a culturally responsive curriculum in a novice teacher's classroom: Encountering disequilibrium”; S. Marx, “Popular White teachers of Latina/o Kids: The strengths of personal experiences and the limitations of Whiteness”; S. McKinney, M. Haberman, S. Stafford-Johnson, & J. Robinson, “Developing teachers for high-poverty schools: The role of the internship experience”; S. Ou, “Do GED Recipients differ from graduates and school dropouts?: Findings from an inner-city cohort.”

Working Papers in Educational Linguistics, 22,i (2007): J. Deak, “African-American language and American linguistic cultures: An analysis of language policies in education”; C. Groff, “Status and acquisition planning and linguistic minorities in India”; M. Ravindranath,” Transnational endangered language communities and the Garifuna Nation”; B. Spolsky, “Towards a theory of language policy”; C. Thomas, “Language policy in multilingual organizations”; W. Zeng, “Medium of instruction in secondary education in post-colonial Hong Kong: Why Chinese? Why English?”

World Englishes, 26,iv (2007): A. Bhatia, “Religious metaphor in the discourse of illusion: George W. Bush and Osama bin Laden1”; A. Bobda, “Patterns of segment sequence simplification in some African Englishes1”W. Bokhorst-Heng, L. Alsagoff, S. McKay, & R. Rubdy, “English language ownership among Singaporean Malays: going beyond the NS/NNS dichotomy”; P. Collins, “Can/could and may/might in British, American and Australian English: A corpus-based account”; L. Lim, “Mergers and acquisitions: On the ages and origins of Singapore English particles”; R. Ljosland, “English in Norwegian academia: A step towards diglossia?”