Annual Review of Cognitive Linguistics, 4,i (2006): H. Herrera-Soler, “Conceptual metaphors in press headlines on globalisation”; S. Bonnefille, “Constructions with get:  How to get the picture without getting confused”; F. Gonzalvez-García & C. Butler, “Mapping functional-cognitive space”; C. Broccias, “The construal of simultaneity in English with special reference to as clauses”; R. Gibbs, “Introspection and cognitive linguistics:  should we trust our own intuitions?”; S. Coulson & E. Pascual, “For the sake of argument:  Mourning the unborn and reviving the dead through conceptual blending”; T. Cadierno & L. Ruíz, “Motion events in Spanish L2 acquisition”; M. Velasco-Sacristán & P. Fuertes-Olivera, “Olfactory and olfactory-mixed metaphors in print ads of perfume.”

Applied Cognitive Psychology, 21,i (2007): D. La Rooy, M.-E. Pipe, & J. Murray, “Enhancing children’s event recall after long delays”; A. Wright & R. Holliday, “Enhancing the recall of young, young-old and old-old adults with cognitive interviews.”

Applied Cognitive Psychology, 20,ix (2006): J. Langan-Fox, C. Platania-Phung, & J. Waycott, “Effects of advance organizers, mental models and abilities on task and recall performance.”

Applied Linguistics, 27,iv (2006): N. Ellis & D. Larsen-Freeman, “Language emergence:  Implications for applied linguistics—Introduction to the special issue”; D. Larsen-Freeman, “The emergence of complexity, fluency, and accuracy in the oral and written production of five Chinese learners of English”; P. Meara, “Emergent properties of multilingual lexicons”; J. Mellow, “The emergence of second language syntax:  A case study of the acquisition of relative clauses”; L. Cameron & A. Deignan, “The emergence of metaphor in discourse”; J. Ke & J. Holland, “Language origin from an emergentist perspective”; J. Lantolf, “Language emergence: Implications for applied linguistics—A sociocultural perspective”; B. MacWhinney, “Emergentism—Use often and with care”; B. Wolter, “Lexical network structures and L2 vocabulary acquisition:  The role of L1 lexical/conceptual knowledge.”

Applied Psycholinguistics, 28,i (2007): G. Morgan, S. Barrett-Jones, & H. Stoneham, “The first signs of language:  Phonological development in British sign language”; H. Winskel & V. Widjaja, “Phonological awareness, and literacy development in Indonesian beginner readers and spellers”; A. Gupta & G. Jamal, “Reading strategies of bilingual normally progressing and dyslexic readers in Hindi and English”; Y.-S. Kim, “Phonological awareness and literacy skills in Korean:  An examination of the unique role of body-coda units”; A. Lehtonen & R. Treiman, “Adults’ knowledge of phoneme-letter relationships is phonology based and flexible”; D.-M. Wright & L. Ehri, “Beginners remember orthography when they learn to read words:  The case of doubled letters”; M. Portin, M. Hehtonen, & M. Laine, “Processing of inflected nouns in late bilinguals”; L. D’Odorico, A. Assanelli, F. Franco, & V. Jacob, “A follow-up study on Italian late talkers: Development of language, short-term memory, phonological awareness, impulsiveness, and attention”; E. Duursma, S.  Romero-Contreras, A. Szuber, P. Proctor, C. Snow, D. August, & M. Calderón, “The role of home literacy and language environment on bilinguals’ English and Spanish vocabulary development.”

Applied Psychological Measurement, 31,i (2007): R. Gibbons, R. Bock, D. Hedeker, D. Weiss, E. Segawa, D. Bhaumik, D. Kupfer, E. Frank, V. Grochocinski, & A. Stover, “Full-information item bifactor analysis of graded response data”; K. Christensen & S. Kreiner, “A Monte Carlo approach to unidimensionality testing in polytomous Rasch models”; C. van Bameveld, “The effect of examinee motivation on test construction within an IRT framework”; Y. Noel & B. Dauvier, “A beta item response model for continuous bounded responses.”

Assessing Writing, 11,ii (2006): P. Elbow, “Do we need a single standard of value for institutional assessment?  An essay response to Asao Inoue’s `community-based assessment pedagogy’”; C. Anson, “Assessing writing in cross-curricular programs:  Determining the locus of activity”; A. Green, “Washback to the learner:  Learner and teacher perspectives on IELTS preparation course expectations and outcomes.”

Babel, 52,ii (2006): L. Wong, “Syntax and translatability”; S. Bahumaid, “Collocation in English-Arabic translation”; S. Varella, “Lexical relations in a cross-linguistic context.”

British Journal of Educational Psychology, 76,iv (2006): K. Cain & J. Oakhill, “Profiles of children with specific reading comprehension difficulties”; K. Cain & J. Oakhill, “Assessment matters:  Issues in the measurement of reading comprehension”; N. Scheuer, M. de la Cruz, J. Pozo, & S. Neira, “Children’s autobiographies of learning to write”; H. Winskel, “The effects of an early history of otitis media on children’s language and literacy skill development”; I. Andriessen, K. Phalet, & W. Lens, “Future goal setting, task motivation and learning of minority and non-minority students in Dutch schools”; N. Aharony, “The use of deep and surface learning strategies among students learning English as a foreign language in an Internet environment”; J. Richardson, “Investigating the relationship between variations in students’ perceptions of their academic environment and variations in study behaviour in distance education.”

Canadian Modern Language Review/La Revue canadienne des langues vivantes, 63,ii (2006): M. Lessard-Clouston, “Breadth and depth:  Specialized vocabulary learning in theology among native and non-native English speakers”; L. Wiltse, “`Like pulling teeth’:  Oral discourse practices in a culturally diverse language arts classroom”; C. Mattar, “Apprentissage coopératif et prises de parole en langue cible dans deux classes d’immersion”; D. Atay & G. Kurt, “Elementary school EFL learners’ vocabulary learning:  The effects of post-reading activities”; A. Edstrom, “L1 use in the L2 classroom:  One teacher’s self-evaluation.”

CALICO Journal, 24,ii (2007): D. Chun, “Come ride the wave:  But where is it taking us?”; C. Luke & J. Britten, “The expanding role of technology in foreign language teacher education programs”; M.-C. Ho & S.. Savignon, “Face-to-face and computer-mediated peer review in EFL writing”; L. Jin & T. Erben, “Intercultural learning via instant messenger interaction”; G. Corbeil, “Using the French tutor multimedia package or a textbook to teach two French past tense verbs:  Which approach is more effective?”; L. Chang, “The effects of using CALL on advanced Chinese foreign language learners”; Y. Okuyama, “CALL vocabulary learning in Japanese:  Does Romaji help beginners learn more words?”; L. England, “Technology applications in English language teaching in Egyptian universities:  A developing relationship.”

Computational Linguistics, 32,iv (2006): M. Lapata, “Automatic evaluation of information ordering:  Kendall’s Tau,” T. Kiss & J. Strunk, “Unsupervised multilingual sentence boundary detection”; J. Mariño, R. Banch, J. Crego, A. de Gispert, P. Lambert, J. Fonollosa, & M. Costa-jussà, “N-gram-based machine translation.”

Computers and Composition, 23,iv (2006): M. Kalantzis & B. Cope, “On globalisation and diversity”; M. Sorapure, “Text, image, code, comment:  Writing in Flash”; R. Cummings, “Coding with power:  Toward a rhetoric of computer coding and composition”; R. Helms-Park & P. Stapleton, “How the views of faculty can inform undergraduate Web-based research:  Implications for academic writing”; P. Webb, “Reconceptualizing classroom-based research in computers and composition”; D. Grigar, “Global dimensions:  Posts from DAC 2005”; S. Wei & H. Wei, “Uncovering hidden maps:  Illustrative narratology for digital artists/designers.”

Contemporary Educational Psychology, 32,i (2007): D. Pastor, K. Barron, B. Miller, & S. Davis, “A latent profile analysis of college students’ achievement goal orientation”; S. Tettegah & C. Anderson, “Pre-service teachers’ empathy and cognitions:  Statistical analysis of text data by graphical models”; A. Miller & T. Murdock, “Modeling latent true scores to determine the utility of aggregate student perceptions as classroom indicators in HLM:  The case of classroom goal structures”; D. Templeaar, W. Gijselaers, S. van der Loeff, & J. Nijhuis, “A structural equation model analyzing the relationship of student achievement motivations and personality factors in a range of academic subject-matter areas”; B. De Fraine, J. Van Damme, & P. Onghena, “A longitudinal analysis of gender differences in academic self-concept and language achievement:  A multivariate multilevel latent growth approach.”

Current Issues in Language Planning, 7,ii&iii (2006):  R. Baldauf, “Rearticulating the case for micro language planning in a language ecology context”; J. Winter & A. Pauwels, “`Trajectories of agency’ and discursive identities in education:  A critical site in feminist language planning”; M. Payne, “Foreign language planning in England:  The pupil perspective”; C. Chua, “Singaporean educational planning:  Moving from the macro to the micro”; D. Chríost, “Micro-level language planning in Ireland”; C. Sims, “Language planning in American Indian pueblo communities:  Contemporary challenges and issues”; S. Tulloch, “Preserving dialects of an endangered language”; A. Hatoss, “Community-level approaches in language planning:  The case of Hungarian in Australia”; J. Nekvapil & M. Nekula, “On language management in multinational companies in the Czech Republic”; H. Marriott, “Micro language planning for student support in a pharmacy faculty”; L. McEntee-Atalianis, “Geostrategies of interlingualism:  Language policy and practice in the International Maritime Organisation, London, UK”; C. van der Walt, “University students’ attitudes towards and experiences of bilingual classrooms.”

Discourse and Society, 17,vi (2006): S. Harris, K. Grainger, & L. Mullany, “The pragmatics of political apologies”; K. Haworth, “The dynamics of power and resistance in police interview discourse”; D. Kaufer, “Genre variation and minority ethnic identity:  Exploring the `personal profile’ in Indian American community publications.”

Discourse Processes, 43,i (2007): M. de Vega, M. Rinck, J. Díaz, & I. León, “Figure and ground in temporal sentences:  The role of the adverbs when and while”; M.-M. Pu, “The distribution of relative clauses in Chinese discourse”; M. Pasupathi, K. Alderman, & D. Shaw, “Talking the talk:  Collaborative remembering and self-perceived expertise.”

Educational Action Research, 14,iv (2006): P. Ponte, “Quality of action research:  `What is it’, `what is it for’ and `what next’?”; S. Kemmis, “Participatory action research and the public sphere”; J. Meyer, C. Ashburner, & C. Holman, “Becoming connected, being caring”; B. Capabianco & A. Feldman, “Promoting quality for teacher action research:  Lessons learned”; H. Salleh, “Action research in Singapore education-constraints and sustainability”; E. James, “A study of participatory action research as professional development for educators in areas of educational disadvantage”; C. Folkes & P. Carmichael, “`Learning to assess’ and `assessing to learn’:  The construction of knowledge about Assistive Technology”; A.-C. Wennergren & K. Rönnerman, “The relation between tools used in action research and the zone of proximal development”; G. Jacobs, “Imagining the flowers, but working the rich and heavy clay.  Participation and empowerment in action research for health.”

Educational and Psychological Measurement, 67,i (2007): K. Breithaupt & d. Hare, “Automated simultaneous assembly of multistage testlets for a high-stakes licensing examination”; M. Hess, K. Hogarty, J. Ferron, & J. Kromrey, “Interval estimates of multivariate effect sizes:  coverage and interval width estimates under variance heterogeneity and nonnormality”; A. Weissman, “Mutual information item selection in adaptive classification testing”; P. Natesan & B. Thompson, “Extending improvement-over-chance I-index effect size simulation studies to cover some small-sample cases”; C. Woods, “Empirical histograms in item response theory with ordinal data”; K. Cokley & N. Patel, “A psychometric investigation of the academic self-concept of Asian American college students”; R. Dedrick, K. Marfo, & D. Harris, “Experimental analysis of question wording in an instrument measuring teachers’ attitudes toward inclusive education.”

Educational Evaluation & Policy Analysis, 28,iv (2006): C. Milesi, et al., “Effects of class size and instruction on kindergarten achievement”; A. Rupp, et al., “Meeting expectations?  An empirical investigation of a standards-based assessment of reading comprehension”; J. Kim, “Effects of a voluntary summer reading intervention on reading achievement:  Results from a randomized field trial.”

Educational Researcher, 35,ix (2006): S. Yanchar & D. Williams, “Reconsidering the compatibility thesis and eclecticism:  Five proposed guidelines for method use”; M. Juzwik, “Situating narrative-minded research:  A commentary on Anna Sfard and Anna Prusak’s `Telling identities’”; A. Sfard, “Telling ideas by the company they keep:  A response to the critique by Mary Juzwik.”

Educational Researcher, 35,viii (2006): R. Bullough, “Developing interdisciplinary researches:  What ever happened to the humanities in education?”; W. Parker, “Public discourses in schools:  Purposes, problems, possibilities”; K. Squire, “From content to context:  Videogames as designed experience”; A. Godley, J. Sweetland, R. Wheeler, A. Minnici, & B. Carpenter, "Preparing teachers for dialectally diverse classrooms.”

Educational Technology, Research, and Development, 54,vi (2006): A. Jeong & G. Davidson-Shivers, “The effects of gender interaction patterns on student participation in computer-supported collaborative argumentation”; Y. Kim & Am Baylor, “A social-cognitive framework for pedagogical agents as learning companions.”

Educational Technology, Research, and Development, 54,v (2006): H.-D. Song & B. Grabowski, “Stimulating intrinsic motivation for problem solving using goad-oriented contexts and peer group composition”; J. Buzhardt, C. Greenwood, M. Abbott, & Y. Tapia, “Research on scaling up evidence-based instructional practice:  Developing a sensitive measure of the rate of implementation”; N. Bos & N. Shami, “Adapting a face-to-face role-playing simulation for online play.”

ELT Journal, 61,i (2007): M. Chapman, “Theory and practice of teaching discourse intonation”; J. Sudo, “Teaching new tendencies in gender usage in modern English”; Y. Chen, “Learning to learn:  The impact of strategy training”; J. Field, “Looking outwards, not inwards”; A. García, “Young learners’ functional use of the L2 in a low-immersion EFL context”; C. Linse, “Predictable books in the children’s EFL classroom”; J. de Sonneville, “Acknowledgement as a key to teacher learning.”

English for Specific Purposes, 26,i (2007): S. Crossley, “A chronotopic approach to genre analysis:  An exploratory study”; I. Ozturk, “The textual organisation of research article introductions in applied linguistics:  Variability within a single discipline”; D. Atay & C. Ozbulgan, “Memory strategy instruction, contextual learning and ESP vocabulary recall”; I. Cabanillas, C. Martínez, M. Prados, & E. Redondo, “English loan words in Spanish computer language”; P. Mungra, “A research and discussion note:  The macrostructure of consensus statements”; V. Soler, “Writing titles in science:  An exploratory study”; P. Rogerson-Revell, “Using English for international business:  A European case study”; W. Aiguo, “Teaching aviation English in the Chinese context:  Developing ESP theory in a non-English speaking country.”

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

Foreign Language Annals, 39,iv (2006): C. Gascoigne, “Explicit imput enhancement:  Effects on target and non-target aspects of second language acquisition”; L. Williams, “Web-based translation as a tool for promoting electronic literacy and language awareness”; Z. Moore, “Technology and teaching culture:  What Spanish teachers do”; M. Fairclough, “Language placement exams for heritage speakers of Spanish:  Learning from students’ mistakes”; T. Hernández, “Integrative motivation as a predictor of success in the intermediate foreign language classroom”; K. Paesani, “Exercices de style:  Developing multiple competencies through a writing portfolio”; J. Bown, “Locus of learning and affective strategy use:  Two factors affecting success in self-instructed language learning”; A. Mikulski, “Accent-uating rules and relationships:  Motivations, attitudes, and goals in Spanish for native speakers class”; J. Stewart & K. Santiago, “Using the literary text to engage learners in a multilingual community.”

French Review, 80,iii (2007): B. Fonseca-Greber, “The book fair in French teacher education”; C. Dio, “La vie des mots.”

French Review, 80,ii (2006): S. Magnan, “Enjeux et défis de l’enseignement du français langue étrangère en France et aux Etats-Unis»; G. Saint-Yves, «L’Anglicisme ou le mea culpa des Québécois:  éclairage historique’»; C. Dio, «La vie des mots.»

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

International Journal of Corpus Linguistics, 11,iv (2006): C. Rühlemann, “Coming to terms with conversational grammar:  `Dislocation’ and `dysfluency’”; W. Cheng, C. Greaves, & M. Warren, “From n-gram to skipgram to concgram”; S. Sharoff, “Open-source corpora:  Using the net to fish for linguistic data.”

International Journal of Intercultural Relations, 31,ii (2007): A. Estrada, M. Stetz, & C. Harbke, “Further examination and refinement of the psychometric properties of the MEOCS with data from reserve component personnel”; R. Fischer, J. Maes, & M. Schmitt, “Tearing down the `wall in the head’?  Culture contact between Germans”; I. Galchenko & F. van de Vijver, “The role of perceived cultural distance in the acculturation of exchange students in Russia”; V. Chirkov, M. Vansteenkiste, R. Tao, & M. Lynch, “The role of self-determined motivation and goals for study abroad in the adaptation of international students”; I. Jasinskaja-Lahti, K. Liebkind, & R. Perhoniemi, “Perceived ethnic discrimination at work and well-being of immigrants in Finland:  The moderating role of employment status and work-specific group-level control beliefs”; X.-P. Chen, S. Wasti, & H. Triandis, “When does group norm or group identity predict cooperation in a public goods dilemma?  The moderating effects of idiocentrism and allocentrism.”

International Journal of Intercultural Relations, 31,i (2007): L. Wilkinson, “A developmental approach to uses of moving pictures in intercultural education”; N. Sussman, N. Truong, & J. Lim, “Who experiences `America the beautiful’?:  Ethnicity moderating the effect of acculturation on body image and risks for eating disorders among immigrant women”; E. Dunbar, M. Sullaway, A. Blanco, J. Horcajo, & L. de la Corte, “Human rights attitudes and peer influence:  The role of explicit bias, gender, and salience”; M. Navas, A. Rojas, M. García, & P. Pumares, “Acculturation strategies and attitudes according to the Relative Acculturation Extended Model (RAEM):  The perspectives of natives versus immigrants”; R. Littrell, “Influences on employee preferences for empowerment practices by the `ideal manager’ in China”; N. Oren & D. Bar-Tal, “The detrimental dynamics of delegitimization in intractable conflicts:  The Israeli-Palestinian case”; M. Brunton, “One message for all?  Framing public health messages to recognize diversity.”

International Journal of Multilingualism, 3,iv (2006): M. Mayo, “Synthetic compounding in the English interlanguage of Basque-Spanish bilinguals”; C. Kirsch, “Young children learning languages in a multilingual context”; S. Modirkhamene, “The reading achievement of third language versus second language learners of English in relation to the interdependence hypothesis.”

IRAL:  International Review of Applied Linguistics in Language Teaching, 44,iv (2006): J. Truscott, “Optionality in second language acquisition:  A generative, processing-oriented account”; A. Chan, “Strategies used by Cantonese speakers in pronouncing English initial consonant clusters:  Insights into the interlanguage phonology of Cantonese ESL learners in Hong Kong”; A. Neri, C. Cucchiarini, & H. Strik, “Selecting segmental errors in non-native Dutch for optimal pronunciation training.”

IRAL:  International Review of Applied Linguistics in Language Teaching, 44,iii (2006): W. Baker & P. Trofimovich, “Perceptual paths to accurate production of L2 vowels:  The role of individual differences”; M. Yava & R. Wildemuth, “The effects of place of articulation and vowel height in the acquisition of English aspirated stops by Spanish speakers”; Y. Zhu, “Understanding sociocognitive space of written discourse:  Implications for teaching business writing to Chinese students”; J. Orton, “Responses to Chinese speakers of English.”

Journal of Child Language, 34,i (2007): U. Liszkowski, M. Carpenter, & M. Tomasello, “Reference and attitude in infant pointing”; M. Resches & M. Pereira, “Referential communication abilities and Theory of Mind development in preschool children”; B. Lukaszewicz, “Reduction in syllable onsets in the acquisition of Polish:  Deletion, coalescence, metathesis and gemination”; D. Freudenthal, J. Pine, & F. Gobet, “Understanding the developmental dynamics of subject omission:  The role of processing limitations in learning”; N. Ševa, V. Kempe, P. Brooks, N. Mironova, A. Pershukova, & O. Fedorova, “Crosslinguistic evidence for the diminutive advantage:  Gender agreement in Russian and Serbian children”; J. De Villiers & V. Johnson, “The information in third-person /s/: Acquisition across dialects of American English”; L. Comeau, F. Genesee, & M. Mendelson, “Bilingual children’s repairs of breakdowns in communication”; J. Benigno, L. Clark, & M. Farrar, “Three is not always a crowd:  Contexts of joint attention and language.”

Journal of Cross-Cultural Psychology, 38,i (2007): R. Fischer, P. Smith, B. Richey, M. Ferreira, E. Assmar, J. Maes, & S. Stumpt, “How do organizations allocate rewards?  The predictive validity of national values, economic and organizational factors across six nations”; Y. Gong & S. Chang, “The relationships of cross-cultural adjustment with dispositional learning orientation and goal setting:  A longitudinal analysis”; E. Varela, R. Steele, & E. Benson, “The contribution of ethnic minority status to adaptive style:  A comparison of Mexican, Mexican American, and European American children”; A. Cohen, “An examination of the relationship between commitments and culture among five cultural groups of Israeli teachers”; B. Lamm & H. Keller, “Understanding cultural models of parenting:  The role of intracultural variation and response style”; J. Fu, C.-Y. Chiu, M. Morris, & M. Young, “Spontaneous inferences from cultural cues:  Varying responses of cultural insiders and outsiders”; G. Horenczyk & S. Munayer, “Acculturation orientations toward two majority groups:  the case of Palestinian Arab Christian adolescents in Israel.”

Journal of Educational Measurement, 43,iv (2006): R. Penfield & J. Algina, “A generalized DIF effect variance estimator for measuring unsigned differential test functioning in mixed format tests”; D. Bolt & M. Gierl, “Testing features of graphical DIF:  Application of a regression correction to three nonparametric statistical tests”; W.-C. Wang, M. Wilson, & C.-L. Shih, “Modeling randomness in judging rating scales with a random-effects rating scale model”; S. Kim, “A comparative study of IRT fixed parameter calibration methods.”

Journal of English for Academic Purposes, 5,iv (2006): M. Schleppegrell & L. de Oliveira, “An integrated language and content approach for history teachers”; J. Hammond, “High challenge, high support:  Integrating language and content instruction for diverse learners in an English literature classroom”; G. Bunch, “`Academic English’ in the 7th grade:  Broadening the lens, expanding access” ; B. Mohan & T. Slater, “Examining the theory/practice relation in a high school science register:  A functional linguistic perspective”; J. Zwiers, “Integrating academic language, thinking, and content:  Learning scaffolds for non-native speakers in the middle grades”; A. Meijer, “Second International Conference on Integrating Content and Language in Higher Education.”

Journal of Language and Social Psychology, 25,iv (2006): N. Coupland, H. Bishop, B. Evans, & P. Garrett, “Imagining Wales and the Welsh language:  Ethnolinguistic subjectivities and demographic flow”; U. Rudolph & U. von Hecker, “Three principles of explanation:  Verb schemas, balance, and imbalance repair”; C. Gowen & T. Britt, “The interactive effects of homosexual speech and sexual orientation on the stigmatization of men:  Evidence for expectancy violation theory.”

Journal of Language, Identity, and Education, 5,iv (2006): G. Shuck, “Racializing the nonnative English speaker”; N. Hornberger, “Voice and biliteracy in indigenous language revitalization:  Contentious educational practices in Quechua, Guarani, and Maori contexts”; M. Hohepa, “Biliterate practices in the home:  supporting indigenous language regeneration”; S. May, “Addressing the context and complexity of indigenous language revitalization”; T. McCarty, “Voice and choice in indigenous language revitalization.”

Journal of Memory and Language, 56,ii (2007): S. Schoonbaert, R. Hartsuiker, & M. Pickering, “The representation of lexical and syntactic information in bilinguals:  Evidence from syntactic priming”; D. Chiappe & P. Chiappe, “The role of working memory in metaphor production and comprehension”; C. Frankish & E. Turner, “SIHST and SUNOD:  The role of orthography and phonology in the perception of transposed letter anagrams”; Y. Maehara & S. Saito, “The relationship between processing and storage in working memory span:  Not two sides of the same coin”; R. Treiman, B. Kessler, & R. Evans, “Anticipatory conditioning of spelling-to-sound translation”; E. Fedorenko, E. Gibson, & D. Rohde, “The nature of working memory in linguistic, arithmetic and spatial integration processes”; G. McKoon & R. Ratcliff, “Interactions of meaning and syntax:  Implications for models of sentence comprehension”; N. Jacobs & A. Garnham, “The role of conversational hand gestures in a narrative task.”

Journal of Memory and Language, 56,i (2007): T. Kraljic & A. Samuel, “Perceptual adjustments to multiple speakers”; E. Thiessen, “The effect of distributional information on children’s use of phonemic contrasts”; G. Tehan & G. Tolan, “Word length effects in long-term memory”; M. Page, A. Madge, N. Cumming, & D. Norris, “Speech errors and the phonological similarity effect in short-term memory”; W. Badecker & F. Kuminiak, “Morphology, agreement and working memory retrieval in sentence production:  Evidence from gender and case in Slovak”; C. Was & D. Woltz, “Reexamining the relationship between working memory and comprehension:  The role of available long-term memory”; C. Camblin, P. Gordon, & T. Swaab, “The interplay of discourse congruence and lexical association during sentence processing:  Evidence from ERPs and eye tracking”; Y. Faroqi-Shad & C. Thompson, “Verb inflections in agrammatic aphasia:  Encoding of tense features.”

Journal of Multi-lingual and Multicultural Development, 28,i (2007): C. Alptekin, G. Erçetin, & Y. Bayyurt, “The effectiveness of a theme-based syllabus for young L2 learners”; R. Blackwood, “L’exception française?  Post-war language policy on Corsica”; H. Kelly-Holmes & D. Atkinson, “Minority language advertising:  A profile of two Irish-language newspapers”; A. Rajah-Carrim, “Mauritian Creole and language attitudes in the education system of multiethnic and multilingual Mauritius.”

Journal of Multi-lingual and Multicultural Development, 27,vi (2006): A. Cargile, J. Takai, & J. Rodríguez, “Attitudes toward African-American vernacular English:  A US export to Japan?”; P. Coluzzi, “Minority language planning and micronationalism in Italy:  The cases of Lombardy and Friuli”; M. Tannenbaum, N. Abugov, & D. Ravid, “Hebrew-language narratives of Yiddish-speaking ultra-orthodox girls in Israel”; Z. Rao, “Understanding Chinese students’ use of language learning strategies from cultural and educational perspectives.”

Journal of Phonetics, 35,i (2007): L. Ménard, J.-L. Schwartz, J.-L. Boë, & J. Aubin, “Articulatory-acoustic relationships during vocal tract growth for French vowels:  Analysis of real data and simulations with an articulatory model”; P. Mokhtari, T. Kitamura, H. Takemoto, & K. Honda, “Principal components of vocal-tract area functions and inversion of vowels by linear regression of cepstrum coefficients”; K. Suomi, “On the tonal and temporal domains of accent in Finnish”; A. Miller, “Guttural vowels and guttural co-articulation in Jul’hoansi”; R. Newman & S. Evers, “The effect of talker familiarity on stream segregation”; E. Khouw & V. Ciocca, “Perceptual correlates of Cantonese tones”; H. Balog & D. Snow, “The adaptation and application of relational and independent analysis for intonation production in young children.”

Journal of Phonetics, 34,iv (2006): S. Jannedy & J. Hay, “Modelling sociophonetic variation”; P. Foulkes & G. Docherty, “The social life of phonetics and phonology”; J. Harrington, “An acoustic analysis of `happy-tensing’ in the Queen’s Christmas broadcasts”; J. Hay, P. Warren, & K. Drager, “Factors influencing speech perception in the context of a merger-in-progress”; K. Johnson, “Resonance in an exemplar-based lexicon:  The emergence of social identity and phonology”; W. Labov, “A sociolinguistic perspective on sociophonetic research”; J. Pierrehumbert, “The next toolkit.”

Journal of Pidgin and Creole Languages, 21,ii (2006): P.-A. Mather, “Second language acquisition and creolization:  Same (i-) processes, different (e-) results”; C. Lefebvre & V. Loranger, “On the properties of Saramaccan FU:  synchronic and diachronic perspectives”; J. Singler, “Yes, but not in the Caribbean”; H. Cardoso, “Diu Indo-Portuguese at present.”

Journal of Pragmatics, 39,ii (2007): J. Mey, “Editorial:  Focus-on issue:  Discourse, information, and pragmatics”; M. Abdoulaye, “Profiling and identification in Hausa”; D. Kimps, “Declarative constant polarity tag questions:  A data-driven analysis of their form, meaning and attitudinal uses”; S. Ji, “A textual perspective on Givón’s quantity principle”; H. Netz & R. Kuzar, “Three marked theme constructions in spoken English”; R. Loock, “Appositive relative clauses and their functions in discourse”; D.-Y. Lee, “Involvement and the Japanese interactive particles ne and yo.”

Journal of Pragmatics, 39,i (2007): J. Mey, “Editorial:  Focus-on issue:  Topics in applied pragmatics”; P. Rogerson-Revell, “Humour in business:  a double-edged sword.  A study of humour and style shifting in intercultural business meetings”; J. Coates, “Talk in a play frame:  More on laughter and intimacy”; P. Hobbs, “Judges’ use of humour as a social corrective”; D. Cao, “Inter-lingual uncertainty in bilingual and multilingual law”; M. Haugh, “The co-constitution of politeness implicature in conversation”; F. Kern, “Prosody as a resource in children’s game explanations:  Some aspects of turn construction and recipiency”; I. De Marco, L. Colle, & M. Bucciarelli, “Linguistic and extralinguistic communication in deaf children”; J. Hellermann & A. Vergun, “Language which is not taught:  The discourse marker use of beginning adult learners of English”; Y.-A. Lee, “Third turn position in teacher talk:  Contingency and the work of teaching”; S. Savignon, “Beyond communicative language teaching:  What’s ahead?”

Journal of Pragmatics, 38,xii (2006): J. Mey, “Editorial:  Focus-on issue:  Discourse and conversation in different cultures”; T. Huth, “Negotiating structure and culture:  L2 learners’ realization of L2 compliment-response sequences in talk-in-interaction”; B. Heisterkamp, “Conversational displays of mediator neutrality in a court-based program”; B. Martinovski, “A framework for the analysis of mitigation in courts:  Toward a theory of mitigation”; R. Piazza, “The representation of conflict in the discourse of Italian melodrama”; L. Mizushima & P. Stapleton, “Analyzing the function of meta-oriented critical comments in Japanese comic conversations”; M. Patrona, “Constructing the expert as a public speaker:  Face considerations on floor-claiming in Greek television discussion programs”; M. Frescura, “Reacting to a context specific reprimand:  A study of an Italian speech community”; J. Félix-Brasdefer, “Linguistic politeness in Mexico:  Refusal strategies among male speakers of Mexican Spanish”; A. de Silva, “The polysemy of discourse markers:  The case of pronto in Portuguese”; S. Hsieh, “A corpus-based study on animal expressions in Mandarin Chinese and German.”

Journal of Psycholinguistic Research, 35,vi (2006): M. Leikin & E. Hagit, “Morphological processing in adult dyslexia”; L. Slowiaczek, E. Soltano, & H. Bernstein, “Lexical and metrical stress in word recognition:  Lexical or pre-lexical influences?”; Y. Lee, M. Moreno, H. Park, C. Carello, & M. Turvey, “Phonological assimilation and visual word recognition”; J. Booth, Y. Harasaki, & D. Burman, “Development of lexical and sentence level context effects for dominant and subordinate word meanings of homonyms.”

Journal of Second Language Writing, 15,iii (2006): Y. Li, “Negotiating knowledge contribution to multiple discourse communities:  A doctoral student of computer science writing for publication”; M. Yang, R. Badger, & Z. Yu, “A comparative study of peer and teacher feedback in a Chinese EFL writing class”; M. Stevenson, R. Schoonen, & K. de Glopper, “Revising in two languages:  A multi-dimensional comparison of online writing revisions in L1 and FL”; A. Johns, A. Bawarshi, R. Coe, K. Hyland, B. Paltridge, M. Reiff, & C. Tardy, “Crossing the boundaries of genre studies:  Commentaries by experts”; “Selected bibliography of recent scholarship in second language writing.”

Language, 82,iv (2006): B. Joseph, “From usage to grammar:  The mind’s response to repetition”; J. Bybee, “The nonunity of VP-preposing”; S. Vasishth & R. Lewis, “Argument-head distance and processing complexity:  Explaining both locality and antilocality effects”; C. Phillips, “The real-time status of island phenomena”; M. Dalrymple & I. Nikolaeva, “Syntax of natural and accidental coordination:  Evidence from agreement.”

Language Acquisition:  a Journal of Developmental Linguistics, 13,iv (2006): T. Gruter, “Another take on the L2 initial state:  Evidence from comprehension in L2 German”; P. Hendriks & J. Spenader, “When production precedes comprehension:  An optimization approach to the acquisition of pronouns”; K. Sugisaki & W. Snyder, “The parameter of preposition standing:  A view from child English”; A. Gualmini, “Some facts about quantification and negation one simply cannot deny:  A reply to Gennari and MacDonald”; E. Aguilar-Mediavilla, “The incidence of phonological competence on the morpho-syntax of children with specific language impairment.”

Language Acquisition:  a Journal of Developmental Linguistics, 13,iii (2006): P. Brooks & I. Sekerina, “Shortcuts to quantifier interpretation in children and adults”; A. Papafragou & N. Schwarz, “Most wanted”; K. Paterson, S. Livesedge, D. White, R. Filik, & K. Jaz, “Children’s interpretation of ambiguous focus in sentences with `only.’”

Language & Communication, 27,i (2007): T. Scheffer, “On procedural discoursivation—or how local utterances are turned into binding facts”; R. Botha, “On homesign systems as a potential window on language evolution”; D. Bade, “Colorless green ideals in the language of bibliographic description:  Making sense and nonsense in libraries”; C. Greiffenhagen & W. Sharrock, “Linguistic relativism:  Logic, grammar, and arithmetic in cultural comparison.”

Language Awareness, 15,iv (2006): A. Brady, “University language study for civic education:  A framework for students’ participation to effect individual and social change”; A. Byon, “Developing KFL students’ pragmatic awareness of Korean speech acts:  The use of discourse completion tasks”; L. Shi, “Cultural backgrounds and textual appropriation”; H. Wong & P. Storey, “Knowing and doing in the ESL writing class.”

Language Culture and Curriculum, 19,iii (2006): J. Napier, “Effectively teaching discourse to sign language interpreting students”; A. Feuer, “Parental influences on language learning in Hebrew Sunday school classes”; S. Dogancay-Aktuna, “Expanding the socio-cultural knowledge base of TESOL teacher education”; A. Chan, “Cantonese ESL learners&apos (sic.):  Pronunciation of English final consonants”;  D. Nault, “Going global:  Rethinking culture teaching in ELT contexts.”

The Language Educator, 2,i (2007): “Iraq study group report highlights lack of language expertise as detrimental to U.S. efforts”; M. Sweley, “Raising the bar:  Middlebury’s programs set a high standard for language education”; S. Cutshall, “ACTFL 2006:  Forty years of excellence celebrated during annual conference and exposition in Nashville”; S. Reese, “The flying Samaritans.”

Language in Society, 36,i (2007): C. Higgins, “Shifting tactics of intersubjectivity to align indexicalities:  A case of joking around in Swahinglish”; S. Makoni, J. Brutt-Griffler, & P. Mashiri, “The use of `indigenous’ and urban vernaculars in Zimbabwe”; G. Mautner, “Mining large corpora for social information:  The case of elderly”; W. Orr, “The bargaining genre:  A study of retail encounters in traditional Chinese local markets.”

Language Learning, 57,i (2007): N. Jiang, “Selective integration of linguistic knowledge in adult second language learning”; J. Barcroft, “Effects of opportunities for word retrieval during second language vocabulary learning”; Y. Mori, K. Sato, & H. Shimizu, “Japanese language students’ perceptions on kanji learning and their relationship to novel kanji word learning ability”; S.-K. Lee, “Effects of textual enhancement and topic familiarity on Korean EFL students’ reading comprehension and learning of passive form”; M. Kaushanskaya & V. Marian, “Bilingual language processing and interference in bilinguals:  Evidence from eye tracking and picture naming.”

Language Learning and Development, 3,i (2007): S. Thompson & E. Newport, “Statistical learning of syntax:  The role of transitional probability”; L. Pearl & A. Weinberg, “Input filtering in syntactic acquisition:  Answers from language change modeling”; E. Thiessen & J. Saffran, “Learning to learn:  Infants’ acquisition of stress-based strategies for word segmentation.”

Language Learning & Technology, 11,i (2007): [Online http://llt.msu.edu] M. Grgurovic & V. Hegelheimer, “Help options and multimedia listening:  Students’ use of subtitles and the transcript”; E. Wagner, “Are they watching?  Test-taker behavior during a video listening test”; D. Verdugo & I. Belmonte, “Using digital stories to improve listening comprehension with Spanish young learners of English”; M. Rost, “Commentary:  I’m only trying to help:  A role for interventions in teaching listening”; R. Robin, “Commentary:  Learner-based listening and technological authenticity”; J. LeLoup & R. Ponterio, “Listening:  You’ve got to be carefully taught”; R. Godwin-Jones, “Digital video update:  YouTube, flash, high-definition."

Language Teaching, 39,iv (2006): C. White, “Distance learning of foreign languages.”

Linguistic Inquiry, 38,i (2007): C.-h. Han, J. Lidz, & J. Musolino, “V-raising and grammar competition in Korean:  Evidence from negation and quantifier scope”; H. Ko, “Asymmetries in scrambling and cyclic linearization”; J. Rubach, “Feature geometry from the perspective of Polish, Russian, and Ukrainian”; B. Bruening, “Wh-in-situ does not correlate with wh-indefinites or question particles”; J. van Craenenbroeck & L. Haegeman, “The derivation of subject-initial V2”; H. Soh, “Ellipsis, last resort, and the dummy auxiliary shi `be’ in Mandarin Chinese”; T. Toda, “So inversion revisited.”

Linguistic Inquiry, 37,iv (2006):  G. Chierchia, “Broaden your views:  Implicatures of domain widening and the `logicality’ of language”; C. Boeckx & N. Hornstein, “Control in Icelandic and theories of control”; S. Miyagawa, “On the `undoing’ property of scrambling:  A response to Boškovic”; K. Nakatani, “Processing complexity of complex predicates:  A case study in Japanese”; E. Williams, “The subject-predicate theory of there”; J. van Craenenbroeck & M. den Dikken, “Ellipsis and EPP repair”; C. Cye, “A- and a-movement in Romanian supine constructions”; H. Nakajima, “Adverbial cognate objects”; M. Rezac, “The interaction of th/ex and locative inversion.”

Linguistics and Education, 17,ii (2006): G. Viechnicki & J. Kuipers, “`It’s all human error!’:  When a school science experiment fails”; J. Jaspers, “Stylizing Standard Dutch by Moroccan boys in Antwerp”; J. Siegel, “Language ideologies and the education of speakers of marginalized language varieties:  Adopting a critical awareness approach”; D. Brown, “Micro-level teaching strategies for linguistically diverse learners.”

Linguistics and Education, 17,i (2006): C. Roberts & M. Baynham, “Introduction to the special issue:  Research in adult ESOL”; C. Roberts, “Figures in a landscape:  Some methodological issues in adult ESOL research”; M. Baynham, “Agency and contingency in the language learning of refugees and asylum seekers”; J. Simpson, “Differing expectations in the assessment of the speaking skills of ESOL learners”; M. Cooke, “`When I wake up I dream of electricity’:  The lives, aspirations and `needs’ of adult ESOL learners”; C. Wallace, “The text, dead or alive:  Expanding repertoires in the adult ESOL classroom”; B. Norton, “Not an afterthought:  Authoring a text on adult ESOL”; A. Burns, “Surveying landscapes in adult ESOL research.”

Language Variation and Change, 19,i (2007): M. Maclagan & J. Hay, “Getting fed up with our feet:  Contrast maintenance and the New Zealand English `short’ front vowel shift”; A. Kallel, “The loss of negative concord in Standard English:  Internal factors”; M. Chiosáin, “Effects of synchronous speech task on length and prosody in interdialectal nonprestige varieties”; J. Smith, M. Durham, & L. Fortune, “`Mam, my trousers is fa’in doon!’:  Community, caregiver, and child in the acquisition of variation in a Scottish dialect.”

Reading in a Foreign Language, 18,ii (2006): C. Brantmeier, “Toward a multicomponent model of interest and L2 reading:  Sources of interest, perceived situational interest, and comprehension”; A. Taylor, “Text selection and frequency:  Comments on Pigada and Schmitt (2006.)”

Reading in a Foreign Language, 18,i (2006): M. Pigada & N. Schmitt, “Vocabulary acquisition from extensive reading:  A case study”; G. Seng & F. Hashim, “Use of L1 in L2 reading comprehension among tertiary ESL learners”; K. Kondo-Brown, “Affective variables and Japanese L2 reading ability”; A. Taylor, “Factors associated with glossing:  Comments on Ko (2005.)”

RELC Journal, 37,iii (2006): G. Xuesong, “Strategies used by Chinese parents to support English language learning:  Voices of `elite’ university students”; C. Stroud & L. Wee, “Anxiety and identity in the language classroom”; L. Woodrow, “Anxiety and speaking English as a second language”; W. Mei, “Creating a contrastive rhetorical stance:  Investigating the strategy of problematization in students’ argumentation”; H. Winskel, S. Luksaneeyanawink, & P. Yangklang, “Language socialization of the child through caretaker-child personal narratives:  A comparison of Thai and English”; J. Hadfield, “Teacher education and trainee learning style.”

Studies in Second Language Acquisition, 29,i (2007): N. Sugaya & Y. Shirai, “The acquisition of progressive and resultative meanings of the imperfective aspect marker by L2 learners of Japanese”; A. Rossomondo, “The role of lexical temporal indicators and text interaction format in the incidental acquisition of the Spanish future tense”; R. Sachs & C. Polio, “Learners’ uses of two types of written feedback on a L2 writing revision task”; I. Isemonger, “Operational definitions of explicit and implicit knowledge:  Response to R. Ellis (2005) and some recommendations for future research in this area”; R. Ellis & S. Loewen, “Confirming the operational definitions of explicit and implicit knowledge in Ellis (2005):  Responding to Isemonger.”

System, 34,iv (2006): A. Chambers & S. Bax, “Making CALL work:  Towards normalisation”; Y. Cao & J. Philp, “Interactional context and willingness to communicate:  A comparison of behavior in whole class, group and dyadic interaction”; C. Alptekin, “Cultural familiarity in inferential and literal comprehension in L2 reading”; K. Hyland & E. Anan, “Teachers’ perceptions of error:  The effects of first language and experience”; M. Munro & T. Derwing, “The functional load principle in ESL pronunciation instruction:  An exploratory study”; K. Johnson & S. Jackson, “Comparing language teaching and other-skill teaching:  Has the language teacher anything to learn?”; J. Philp, R. Oliver, & A. Mackey, “The impact of planning time on children’s task-based interactions”; M. Ojima, “Concept mapping as pre-task planning:  A case study of three Japanese ESL writers”; E. Babaii & M. Moghaddam, “On the interplay between test task difficulty and macro-level processing in the C-test”; M. Takimoto, “The effects of explicit feedback and form-meaning processing on the development of pragmatic proficiency in consciousness-raising tasks”; A. Pinter, “Verbal evidence of task related strategies:  Child versus adult interactions.”

Target, 18,i (2006): R. Meylaerts, “Heterolingualism in/and translation:  How legitimate are the Other and his/her language?”; R. Grutman, “Refraction and recognition:  Literary multilingualism in translation”; L. Ladouceur, “Write to speak:  Accents et alternances de codes dans les textes dramatiques écrits et traduits au Canada”; C. Gagnon, “Language plurality as power struggle, or:  Translating politics in Canada.”

Terminology, 12,ii (2006): A.-C. L’Homme, “The processing of terms in dictionaries:  New models and techniques.  A state of the art.”; A. González-Jover, “Meaning and anisomorphism in modern lexicography”; M. Mortchev-Bouveret, “Fonctions lexicales pour le typage de relations syntagmatiques et paradigmatiques:  Une approche lexicographique du terme”; B. Orliac,  «Un outil d’extraction de collocations spécialisées basé sur les fonctions lexicales»; H. Bergenholtz & S. Nielson,  «Subject-field components as integrated parts of LSP dictionaries.»

TESL Reporter, 39,ii (2006): G. Deckert, “What helped highly proficient EFL learners the most?”; B. Templer, “Revitalizing `basic English’ in Asia:  New directions in English as a lingua franca”; A. Burns, “Integrating research and professional development on pronunciation teaching in a national adult ESL program”; R. Stroupe, “Integrating critical thinking throughout ESL curricula”; K. Tafo, “Talking about our own culture”; M. Seo, “Shifting responsibility from teacher to students”; J. Kirschenmann, “Addressing classroom challenges with volunteer help.”

TESOL Quarterly, 40,iv (2006): M. Bigelow, R Delmas, K. Hansen, & E. Tarone, “Literacy and the processing of oral recasts in SLA”; Y.-A. Lee, “Respecifying display questions:  Interactional resources for language teaching”; J. Scales, A. Wennerstrom, D. Richard, & S. Wu, “Language learners’ perceptions of accent”; E. Low, “A cross-varietal comparison of deaccenting and given information:  Implications for international intelligibility and pronunciation teaching”; J. Setter, “Speech rhythm in World Englishes:  The case of Hong Kong”; M. James, “Transfer of learning from a university content-based EAP course”; M. Haneda, “Classrooms as communities of practice:  A reevaluation”; K. Hill, “Comments on J. Zuengler and E. R. Miller’s `Cognitive and sociocultural perspectives:  Two parallel SLA worlds?’  A reader responds.  A sociocognitive perspective:  The best of both worlds”; J. Zuengler & E. Miller, “The authors reply”; R. Sheen, “Comments on R. Ellis’s `Current issues in the teaching of Grammar:  An SLA perspective’:  A reader responds”; R. Ellis, “The author replies:  A balanced perspective:  Replying to Sheen”; M. Swan & C. Walter, “Readers respond.  `Teach the whole of the grammar’”; R. Ellis, “The author replies”; M. Davies, “Paralinguistic focus on form”; J. Tembe, “Teacher training and the English language in Uganda”; N. Yamchik, “English teaching and training issues in Palestine.”

World Englishes, 25,iii/iv (2006): J. Webster, “Meaning making poetry:  Words alone are certain good”; R. Gargesh, “On nativizing the Indian English poetic medium”; R. Mesthrie, “World Englishes and the multilingual history of English”; D. Deterding & A. Kirkpatrick, “Emerging South-East Asian Englishes and intelligibility”; M. Aceto, “Statian Creole English:  An English-derived language emerges in the Dutch Antilles”; S. Coetzee-van Rooy, “Integrativeness:  Untenable for world Englishes learners?”; J. Wong, “Contextualizing aunty in Singaporean English”; C. Chen, “The mixing of English in magazine advertisements in Taiwan”; M. Young, “Macao students’ attitudes toward English:  A post-1999 survey”; Y. Ouafeu, “Listing intonation in Cameroon English speech”; S. Nero, “Language, identity, and education of Caribbean English speakers”; J. Chang, “Globalization and English in Chinese higher education.”

World Englishes, 25,ii (2006): T. Omoniyi, “Hip-hop through the world Englishes lens:  A response to globalization”; A. Moody, “English in Japanese popular culture and J-Pop music”; Y. Kachru, “Mixers lyricing in Hinglish:  Blending and fusion in Indian pop culture”; J. Lee, “Crossing and crossers in East Asian pop music:  Korea and Japan”; I. Ustinova, “English and emerging advertising in Russia”; T. Bhatia, “Super-heroes to super languages:  American popular culture through South Asian language comics”; L. Gao, “Language contact and convergence in computer-mediated communication.”