Compiled by
MARYANN WEBER
&
CHRISTINE M. CAMPBELL

American Educational Research Journal, 44,ii (2007): R. Correnti & B. Rowan, “Opening up the black box:  Literacy instruction in schools participating in three comprehensive school reform programs”; E. O’Connor & K. McCartney, “Examining teacher-child relationships and achievement as part of an ecological model of development”; X. Hadjioannou, “Bringing the background to the foreground:  What do classroom environments that support authentic discussions look like?”; D. Robinson, J. Levin, G. Thomas, K. Pituch, & S. Vaughn, “The incidence of `causal’ statements in teaching-and-learning research journals”; L. Ehri, L. Dreyer, B. Flugman, & A. Gross, “Reading rescue:  An effective tutoring intervention model for language-minority students who are struggling readers in first grade.”

Applied Linguistics, 28,ii (2007): A. Pavlenko, “Autobiographic narratives as data in applied linguistics”; S. Frazier, “Tellings of remembrances `touched off’ by student reports in group work in undergraduate writing classes”; R. Corrigan, “An experimental analysis of the affective dimensions of deep vocabulary knowledge used in inferring the meaning of words in context”; D. Gardner, “Validating the construct of word in applied corpus-based vocabulary research:  A critical survey”; K. Hyland, “Applying a gloss:  Exemplifying and reformulating in academic discourse”; B. Anderson, “Pedagogical rules and their relationship to frequency in the input:  Observational and empirical data from L2 French.”

Applied Psycholinguistics, 28,iii (2007): E. Bialystok, “Language acquisition and bilingualism:  Consequences for a multilingual society”; B. Pearson, “Social factors in childhood bilingualism in the Unites States”; A. De Houwer, “Parental language input patterns and children’s bilingual use”; L. Verhoeven, “Early bilingualism, language transfer, and phonological awareness”; E. Nicoladis, “The effect of bilingualism on the use of manual gestures”; T. Burns, K. Yoshida, K. Hill, & J. Werker, “The development of phonetic representation in bilingual and monolingual infants”; M. Vihman, G. Thierry, J. Lum, T. Keren-Portnoy, & P. Martin, “Onset of word form recognition in English, Welsh, and English-Welsh bilingual infants”; J. Meisel, “The weaker language in early child bilingualism:  Acquiring a first language as a second language?”; S. Allen, “The future of Inuktitut in the face of majority languages:  Bilingualism or language shift?”; R. Mayberry, “When timing is everything:  Age of first-language acquisition effects on second-language learning”; J. Paradis, “Bilingual children with specific language impairment:  Theoretical and applied issues.”

Assessing Writing, 11,iii (2006): J. Burke & G. Cizek, “Effects of composition mode and self-perceived computer skills on essay scores of sixth graders”; C. James, “Validating a computerized scoring system for assessing writing and placing students in composition courses”; M. East, “The impact of bilingual dictionaries on lexical sophistication and lexical accuracy in tests of L2 writing proficiency:  A quantitative analysis”; C. Chai, “Writing plan quality:  Relevance to writing scores.”

Australian Journal of Language & Literacy, 30,ii (2007): L. Unsworth, D. Baxter, C. Buckland, & B. Croker, “Introduction:  Literacy, place, environment”; P. Cormack & B. Green, “Writing place in English:  How a school subject constitutes children’s relations to the environment”; H. Nixon, “Expanding the semiotic repertoire:  Environmental communications in the primary school”; J.-A. Reid, “Literacy and environmental communications:  Towards a `pedagogy of responsibility’”; L. Kerkham & B. Comber, “Literacy, places and identity:  The complexity of teaching environmental communications”; M. Somerville, “Place literacies.”

La Banque des mots, 74 (2007): S. Ouellet, «Les linguisticiels et la terminologie:  le cas de la nutrition publique»; T. Collet, «Une approche lexicographique ou terminologique pour la description de la variabilité du terme»; R. Pinhas, «Florilège des mimétismes lexicaux anglomaniaques»; M. Azzaretti, «Terminologie de musique et de théorie musicale»;N. Zellal, «Langue naturelle—langue artificiel: à propos de deux types d’interactions»; P. Chaturvedi, «L’humour dans la Pédagogie du FLE.»

Bilingualism:  Language and Cognition, 10,ii (2007): P. Li & D. Green, “Neurocognitive approaches to bilingualism:  Asian languages”; E. Bialystok & G. Luk, “The universality of symbolic representation for reading in Asian and alphabetic languages”; C. Perfetti, Y. Liu, J. Fiez, J. Nelson, D. Bolger, & L.-H. Tan, “Reading in two writing systems:  Accommodation and assimilation of the brain’s reading network”; Y. Zhang & Y. Wang, “Neural plasticity in speech acquisition and learning”; L. Chen, H. Shu, Y. Liu, J. Zhao, & P. Li, “ERP signatures of subject-verb agreement in L2 learning”; H. Jeong, M. Sugiura, Y. Sassa, S. Yokoyama, K. Horie, S. Sato, M. Taira, & R. Kawashima, “Cross-linguistic influence on brain activation during second language processing:  An fMRI study”; D. Green, J. Crinion, & C. Price, “Exploring cross-linguistic vocabulary effects on brain structure using voxel-based morphometry”; B. Weekes, I. Su, W. Yin, & X. Zhang, “Oral reading in bilingual aphasia:  Evidence from Mongolian and Chinese.”

Brain and Language, 102,iii (2007): J. Hellige & M. Adamson, “Hemispheric differences in processing handwritten cursive”; H. Cowles, R. Kluender, M. Kutas, & M. Polinsky, “Violations of information structure:  An electrophysiological study of answers to wh-questions”; J. Torkildsen, G. Syversen, H. Simonsen, I. Moen, & M. Lindgren, “Brain responses to lexical-semantic priming in children at-risk for dyslexia”; R. Jonkers & R. Bastiannse, “Action naming in anomic aphasic speakers:  Effects of instrumentality and name relation”; P. Kok, A. van Doorn, & H. Kolk, “Inflection and computational load in agrammatic speech.”

Brain and Language, 101,iii (2007): A. Özyürek & S. Kelly, “Gesture, brain, and language”; S. Kita, O. de Condappa, & C. Mohr, “Metaphor explanation attenuates the right-hand preference for depictive co-speech gestures that imitate actions”; J. Iverson, A. Hall, L. Nickel, & R. Wozniak, “The relationship between reduplicated babble onset and laterality biases in infant rhythmic arm movements”; S. Kelly, S. Ward, P. Creigh, & J. Bartolotti, “An intentional stance modulates the integration of gesture and speech during comprehension”; Y. Wu & S. Coulson, “How iconic gestures enhance communication:  An ERP study”; E. Sheehan, L. Namy, & D. Mills, “Developmental changes in neural activity to familiar words and gestures”; J. Skipper, S. Goldin-Meadow, H. Nusbaum, & S. Small, “Speech-associated gestures, Broca’s area, and the human mirror system”; R. Willems & P. Hagoort, “Neural evidence for the interplay between language gesture, and action:  A review.”

British Journal of Educational Psychology, 77,ii (2007): J. Richardson, “Mental models of learning in distance education”; C. Rubie-Davies, “Classroom interactions:  Exploring the practices of high- and low-expectation teachers”; M. Samuelstuen & I. Bråten, “Examining the validity of self-reports on scales measuring students’ strategic processing”; D. Lieberman & R. Remedios, “Do undergraduates’ motives for studying change as they progress through their degrees?”; A. Martin, “Examining a multidimensional model of student motivation and engagement using a construct validation approach.”

CALICO Journal, 24,iii (2007): B. Lafford, P. Lafford, & J. Sykes, “Entre dicho y hecho...:  An assessment of the application of research from second language acquisition and related fields to the creation of Spanish CALL materials for lexical acquisition”; K. Al-Seghayer, “The role of organizational devices in ESL readers’ construction of mental representations in hypertext content”; M. Darhower, “A tale of two communities:  Group dynamics and community building in a Spanish-English telecollaboration”; G. Corbeil, “Can PowerPoint presentations effectively replace textbooks and blackboards for teaching grammar?  Do students find them an effective tool?”; T. Houston, “Retrofitted materials for WebCT:  Guidelines for authors, web designers, and users”; F. Zabaleta, “Developing a multimedia, computer-based Spanish placement test.”

Canadian Modern Language Review/La Revue canadienne des langues vivantes, 63,iv (2007): S. Zappa-Hollman, “Academic presentations across post-secondary contexts:   The discourse socialization of non-native English speakers”; L. Rivard, S. Dilk, & G. Barnabé, “Etude comparative des compétences grammaticales d’élèves du secondaire en FL1 et en FL2 au Manitoba”; S. Peterson & D. Heywood, “Contributions of families’ linguistic, social, and cultural capital to minority-language children’s literacy:  Parents’, teachers’, and principals’ perspectives”; L. Dudley, “Integrating volunteering into the adult immigrant second language experience”; L. Steinman, “Literacy autobiographies in a university ESL class.”

Computers and Composition, 24,ii (2007): D. Journet, “Inventing myself in multimodality:  Encouraging senior faculty to use digital media”; J. Walker, “Narratives in the database:  Memorializing September 11th online”; M. Rife, “The fair use doctrine:  History, application, and implications for (new media) writing teachers”; D. Fisher, “CMS-based simulations in the writing classroom:  Evoking genre through game play”; D. Grigar, “What new media offers.”

Computer Assisted Language Learning, 20,ii (2007): I. Stewart & P. File, “Let’s chat:  A conversational dialogue system for second language practice”; H. Reinders & N. Lázaro, “Innovation in language support:  The provision of technology in self-access”; Y. Yeh, H.-C. Liou, & L.-H. Li, “Online synonym materials and concordancing for EFL college writing”; G. Zapata & N. Sagarra, “CALL on hold:  The delayed benefits of an online workbook on L2 vocabulary learning”; G. Kessler, “Formal and informal CALL preparation and teacher attitude toward technology.”

Contemporary Educational Psychology, 32,iii (2007): J. Guthrie, A. Hoa, A. Wigfield, S. Tonks, N. Humenick, & E. Littles, “Reading motivation and reading comprehension growth in the later elementary years”; M. Saleh, A. Lazonder, & T. de Jong, “Structuring collaboration in mixed-ability groups to promote verbal interaction, learning, and motivation of average-ability students”; D. Dai & X. Wang, “The role of need for cognition and reader beliefs in text comprehension and interest development”; U. Trautwein & O. Lüdtke, “Epistemological beliefs, school achievement, and college major:  A large-scale longitudinal study on the impact of certainty beliefs”; M. McCrudden, G. Schraw, S. Lehman, & A. Poliquin, “The effect of causal diagrams on text learning”; A. Glenberg, M. Brown, & J. Levin, “Enhancing comprehension in small reading groups using a manipulation strategy”; J. Hughes & D. Zhang, “Effects of the structure of classmates’ perceptions of peers’ academic abilities on children’s perceived cognitive competence, peer acceptance, and engagement”; R. Ricco, “Individual differences in the analysis of informal reasoning fallacies”; J. Surber & M. Schroeder, “Effect of prior domain knowledge and headings on processing of informative text”; J. Nietfeld, S. Finney, G. Schraw, & M. Mc Crudden, “A test of theoretical models that account for information processing demands”; S. Marley, J. Levin, & A. Clenberg, “Improving Native American children’s listening comprehension through concrete representations.”

Discourse & Society, 18,iv (2007): Y. Majors, “Narrations of cross-cultural encounters as interpretative frames for reading word and world.”

Discourse Processes, 44,i (2007): A. Sanford, E. Dawydiak, & L. Moxey, “A unified account of quantifier perspective effects in discourse”; P. Gygax, I. Tapiero, & E. Carruzzo, “Emotion inferences during reading comprehension:  What evidence can the self-pace reading paradigm provide?”; M. Casteel, “Contextual support and predictive inferences:  What do readers generate and keep available for use?”

Educational Action Research, 15,ii (2007): K. Rerguson-Patrick, “Writers develop skills through collaboration:  An action research approach”; M. Holmqvist, L. Gustavsson, & A. Wernberg, “Generative learning:  Learning beyond the learning situation”; M. Moustakim, “From transmission to dialogue:  promoting critical engagement in higher education teaching and learning”; J. Esposito & V. Evans-Winters, “Contextualizing critical action research:  Lessons from urban educators”; A. Feldman, “Teachers, responsibility and action research”; R. Winter & G. Badley, “Action research and academic writing:  A conversation”; P. Nason & P. Whitty, “Bringing action research to the curriculum development process”; J. Burnett, “Tilling the soil of the European higher education area”; M. Walker, “Action research and narratives:  `Finely aware and richly responsible.’”

Educational Measurement:  Issues and Practices, 26,ii (2007): J. Leighton & M. Cierl, “Defining and evaluating models of cognition used in educational measurement to make inferences about examinees’ thinking processes”; S. Elliott, E. Compton, & A. Roach, “Building validity evidence for scores on a state-wide alternate assessment:  A contrasting groups, multimethod approach”; A. Hendrickson, “An NCME instructional module on multistage testing.”

Educational Psychology, 27,iv (2007): M. Grimley, “Learning from multimedia materials:  The relative impact of individual differences”; J. Corpus & M. Lepper, “The effects of person versus performance praise on children’s motivation:  Gender and age as moderating factors.”

Educational Researcher, 36,iv (2007): E. Stuart, “Estimating causal effects using school-level date sets.”

Educational Researcher, 36,iii (2007): A. Kelly & R. Yin, “Strengthening structure abstracts of education research:  The need for claim-based structured abstracts”; M. Kennedy, “Defining a literature”; R. Sternberg, “Who are the bright children?  The cultural context of being and acting intelligent”; T. Chapman, “Interrogating classroom relationships and events:  Using portraiture and critical race theory in education research.”

ELT Journal, 61,iii (2007): P. Hiep, “Communicative language teaching:  Unity within diversity”; A. Nazari, “EFL teachers’ perception of the concept of communicative competence”; I. Salem, “The lexico-grammatical continuum viewed through student error”; L. Miller, E. Shuk-Ching, & M. Hopkins, “Establishing a self-access centre in a secondary school”; H. McGarrell & J. Verbeem, “Motivating revision of drafts through formative feedback”; B. Baurain, “Small group multitasking in literature classes”; J. McCrostie, “Examining learner vocabulary notebooks”; T. Stewart, “Teachers and learners evaluating course tasks together.”

English for Specific Purposes, 26,ii (2007): G. Taillefer, “The professional language needs of economics graduates:  Assessment and perspectives in the French context”;  L. Yeung, “In search of commonalities:  Some linguistic and rhetorical features of business reports as a genre”; L. Shi & R. Kubota, “Patterns of rhetorical organization in Canadian and American language arts textbooks:  An exploratory study”; M. Charles, “Argument or evidence?  Disciplinary variation in the use of the noun that pattern in stance construction”; P. Fuertes-Olivera, “A corpus-based view of lexical gender in written Business English”; P. Matsuda & C. Tardy, “Voice in academic writing:  The rhetorical construction of author identity in blind manuscript review.”

English World-Wide, 28,ii (2007): D. Starks, J. Christie, & L. Thompson, “Miuean English:  Initial insights into an emerging variety”; J. Walker, “`There’s bears back there’:  Plural existential and vernacular universals in (Quebec) English”; S. Mollin, “New variety or learner English?  Criteria for variety status and the case of Euro-English”; Y. Ouafeu, “Intonational marking of new and given information in Cameroon English.”

Foreign Language Annals, 40,ii (2007): J. Davidheiser, “Fairy tales and foreign languages;  Ever the twain shall meet”; D. Neville & D. Britt, “A problem-based learning approach to integrating foreign language into engineering”; D. McAlpine & S. Dhonau, “Creating a culture for the preparation of an ACTFL/NCATE Program Review”; R. Sparks & L. Ganschow, “Is the Foreign Language Classroom Anxiety Scale measuring anxiety or language skills?”; C. Haight, C. Herron, & S. Cole, “The effects of deductive and guided inductive instructional approaches on the learning of grammar in the elementary foreign language college classroom”; A. Acar, “Teaching languages from a distance through multipoint videoconferencing”; J. Pino-Silva, “The video-based short comment writing task”; C. Isabelli, “Development of the Spanish subjunctive by advanced learners:  Study abroad followed by at-home instruction”; R. Morin, “A neglected aspect of the standards:  Preparing foreign language Spanish teacher to teach pronunciation.”

Harvard Educational Review, 77,ii (2007): N. King, “Developing imagination, creativity, and literacy though collaborative storymaking:  A way of knowing.”

Hispania, 90,ii (2007): J. Leeman & L. Rabin, “Reading language:  Critical perspectives for the literature classroom”; C. Sessarego, “La enseñanza de la pragmática:  Principios de un enfoque didáctico para nivel principiante en un entorno universitario anglófono”; J. Rothman & M. Iverson, “On parameter clustering and resetting the null-subject parameter in L2 Spanish:  Implications and observations”; K. Gervarsi, “The use of Spanish impersonal forms in monolingual and bilingual speech.”

International Journal of Applied Linguistics, 17,ii (2007): J.-e. Shin & D. Kellogg, “The novice, the native, and the nature of language teacher expertise”; K. Anderson, “Constructing `otherness’:  Ideologies and differentiating speech style”; A. García & J. Trillo, “Getting personal:  Native speaker and EFL pre-school children’s use of the personal function”; Q. Wen & Y. Gao, “Dual publication and academic inequality.”

International Journal of Corpus Linguistics, 12,ii (2007): R. Moon,  “Sinclair, lexicography, and the Cobuild Project:  The application of theory”; G. Barnbrook, “Sinclair on collocation”; C. Owen, “Notes on the ofness of of—Sinclair and grammar”; W. Teubert, “Sinclair, pattern grammar and the question of hatred”; S. Hunston, “Semantic prosody revisited”; M. Toolan, “Trust and text, text as trust.”

International Journal of Intercultural Relations, 31,iv (2007): T. Pettigrew, O. Christ, U. Wagner, & J. Stellmacher, “Direct and indirect intergroup contact effects on prejudice:  A normative interpretation”; M. Euwema, J. Van Emmerick, “Intercultural competencies and conglomerated conflict behaviors in intercultural relations”; R. Richardson & S. Smith, “The influence of high/low-context culture and power distance on choice of communication media:  Students’ media choice to communicate with professors in Japan and America”; L. Gong, “Ethnic identity and identification with the majority group:  Relations with national identity and self-esteem.”

International Journal of Qualitative Studies in Education, 20,iv (2007): “`Aquí no somos unidos’/`We’re not united here’:  Adult literacy and the obstacles to solidarity in postwar El Salvador.”

International Journal of Qualitative Studies in Education, 20,iii (2007): P. Bansel, “Subjects of choice and lifelong learning”; M. Watkins, “Thwarting desire: Discursive constraint and pedagogic practice”; S. Saltmarsh, “Cultural complicities:  Elitism, heteronormativity and violence in the education marketplace.”

The Interpreter and Translator Trainer, 1,i (2007): M. Lederer, “Can theory help interpreter and translator trainers and trainees?”; M. Olohan, “Scientific and technical translation:  Matching training methods to market needs”; M. Gabr, “A TQM approach to translator training:  Balancing stakeholders’ needs and responsibilities”; R. Mayoral, “For a new approach to translator training:  Questioning some of the concepts which inform current programme structure and content in Spain”; C. Funayama, “Enhancing mental processes in simultaneous interpreter training”; R. Schäler, “Translators and localization:  Education and training in the context of the global initiative for local computing.”

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

Interpreting, 9,i (2007): L. Henriksen, “The song in the booth:  Formulaic interpreting and oral textualisation”; S. Barun, “Interpreting in small-group bilingual videoconferences:  Challenges and adaptation processes”; M. Rudvin, “Professionalism and ethics in community interpreting:  The impact of individualist versus collective group identity”; M. Gómez, T. Molina, P. Benítez, & J. de Torres, “Predicting proficiency in signed language interpreting:  A preliminary study”; I. Hansen & M. Shlesinger, “The silver lining:  Technology and self-study in the interpreting classroom.”

Japan Association for Language Teaching, 29,i (2007): Y. Butler, “Factors associated with the notion that native speakers are the ideal language teachers.  An examination of elementary school teachers in Japan”; K. Sakui, “Classroom management in Japanese EFL classrooms”; T. Hiroaki & H. Tomohito, “The effects of educational intervention that enhances intrinsic motivation of L2 students”; F. Yuuko, “Exchanging Japanese e-mails with Japanese university students:  Understanding language learners through personal attitude construct analysis”; Y. Kurihara & K. Samimy, “The impact of a U.S. teacher training program on teaching beliefs and practices:  A case study of secondary school level Japanese teachers of English”; D. Verity, “Exploring the dialectic:  An interview with James P. Lantolf.”

Journal of Child Language. 34,iii (2007): G. Szagun, B. Stumper, N. Sondag, & M. Franik, “The acquisition of gender marking by young German-speaking children: Evidence for learning guided by phonological regularities”; M. Levorato, M. Roch, & B. Nesi, “A longitudinal study of idiom and text comprehension”; S. Tse, H. Li, & S. Leung, “The acquisition of Cantonese classifiers by preschool children in Hong Kong”; V. Flynn & E. Masur, “Characteristics of maternal verbal style:  Responsiveness and directives in two natural contexts”; A. Owen & L. Leonard, “The overgeneralization of non-finite complements to finite contexts:  The case of decide”; H. Clahsen, M. Lück, & A. Hahne, “How children process over-regularizations:  Evidence from event-related brain potentials”; R. Luyster, K. Lopez, & C. Lord, “Characterizing communicative development in children referred for Autism Spectrum Disorders using the MacArthur-Bates Communicative Development Inventory (CDI)”; S. Foster-Cohen, J. Edgin, P. Champion, & L. Woodward, “Early delayed language development in very preterm infants:  Evidence from the MacArthur-Bates CDI”; S. Grassman & M. Tomasello, “Two-year-olds use primary sentence accent to learn new words.”

Journal of English for Academic Purposes, 6,ii (2007): S. Van Bonn & J. Swales, “English and French journal abstracts in the language sciences:  Three exploratory studies”; M. Paxton, “Tensions between textbook pedagogy and the literacy practices of the disciplinary community:  A study of writing in first year economics”; A. Hewings & C. Coffin, “Writing in multi-party computer conferences and single authored assignments:  Exploring the role of writer as thinker”; P. Dueñas, “`I/we focus on...’:  A cross-cultural analysis of self-mentions in business management research articles”; H. Perpignan, B. Rubin, & H. Katznelson, “`By-products’:  The added value of academic writing instruction for higher education.”

Journal of Language and Learning, 4,i (2006): G. Kavaliauskiene, L. Anusiene, & M. Viktorija, “Applications of blogging for learner development”; S. Razmjoo & A. Riazi, “Is communicative language teaching practical in the expanding circle?:  Case study of teachers of Shiraz high schools and institutes”; C. Chang, “Effects of topic familiarity and linguistic difficulty on the reading strategies and mental representations of nonnative readers of Chinese”; R. Gupta, “The effects of prior instruction on academic writing in Singapore”; R. Tang, “Addressing self-representation in academic writing in a beginners’ EAP classroom”; A. Al-Issa, “Ideologies governing teaching the language skills in the Omani ELT system.”

Journal of Language and Social Psychology, 26,ii (2007): S. Ng, “Language-based discrimination:  Blatant and subtle forms”; S. Wright & E. Bougie, “Intergroup contact and minority-language education:  Reducing language-based discrimination and its negative impact”; S. Rubenfeld, R. Clément, J. Vinograd, D. Lussier, V. Amireault, R. Auger, & M. Lebrun, “Becoming a cultural intermediary:  A further social corollary of second-language learning”; D. Taylor & E. Usborne, “Is the social psychology of language a genuine field of study?”

Journal of Linguistics, 43,ii (2007): D. Arnold, “Non-restrictive relatives are no orphans”; D. Blakemore, “`Or’-parentheticals, `that is’-parentheticals and the pragmatics of reformulation”; S. Hannahs, “Constraining Welsh vowel mutation”; F. Karlsson, “Constraints on multiple center-embedding of clauses”; S. Lappin & S. Shieber, “Machine learning theory and practice as a source of insight into universal grammar.”

Journal of Memory and Language, 57,ii (2007): J. Karpicke & H. Roediger, “Repeated retrieval during learning is the key to long-term retention”; L. Henkel & M. Mather, “Memory attributions for choices:  How beliefs shape our memories”; L. Archibald & S. Gathercole, “The complexities of complex memory span:  Storage and processing deficits in specific language impairment”; M. Damian & N. Dumay, “Time pressure and phonological advance planning in spoken production”; A. Meyer, E. Belke, C. Häcker, & L. Mortensen, “Use of word length information in utterance planning”; A. Roelofs, “Attention and gaze control in picture naming, word reading, and word categorizing”; N. Mani & K. Plunkett, “Phonological specificity of vowels and consonants in early lexical representations”; L. Ranbom & C. Connine, “Lexical representation of phonological variation in spoken word recognition”; A. Staub, “The return of the repressed:  Abandoned parses facilitate syntactic reanalysis.”

Journal of Pidgin and Creole Languages, 22,i (2007): B. Migge & N. Smith, “Introduction:  Substrate influence in creole formation”; R. Price, “Some anthropological musings on Creolization”; J. Essegbey & F. Ameka, “`Cut’ and `break’ verbs in Gbe and Sranan”; G. Huttar, J. Essegbey, & F. Ameka, “Gbe and other West African sources of Suriname creole semantic structures:  Implications for creole genesis”; D. Winford & B. Migge, “Substrate influence on the emergence of the TMA systems of the Surinamese creoles”; N. Smith & V. Haabo, “The Saramaccan implosives:  Tools for linguistic archaeology”; J. Singler, “Samaná and Sinoe, Part I:  Stalking the vernacular”; D. La Charité,
 “Multilingualism in creole genesis.”

Journal of Pragmatics, 39,vii (2007): S. Kita & S. Ide, “Nodding, aizuchi, and final particles in Japanese conversation:  How conversation reflects the ideology of communication and social relationships”; S. Miyata & H. Nisisawa, “The acquisition of Japanese backchanneling behavior:  Observing the emergence of aizuchi in a Japanese boy”; M. Kogure, “Nodding and smiling in silence during the loop sequence of backchannels in Japanese conversation”; S. Saft, “Exploring aizuchi as resources in Japanese social interaction:  The case of a political discussion program”; Y. Katagiri, “Dialogue functions of Japanese sentence-final particles `Yo’ and `Ne.’”

Journal of Pragmatics, 39,vi (2007): K. Allan, “The pragmatics of connotation”; L. Serratrice, “Referential cohesion in the narratives of bilingual English-Italian children and monolingual peers”; S. Jones, “`Opposites’ in discourse:  A comparison of antonym use across four domains”; D. Van de Mieroop, “The complementarity of two identities and two approaches.  Quantitative and qualitative analysis of institutional and professional identity”; S. Okamoto, “An analysis of the usage of Japanese hiniku:  Based on the communicative insincerity theory of irony”; E. Ruzickova, “Strong and mild requestive hints and positive-face redress in Cuban Spanish”; Y.-A. Lee, “Third turn position in teacher talk:  Contingency and the work of teaching.”

Journal of Teacher Education, 58,iii (2007): L. de Oliveira & S. Athanases, “Graduates’ reports of advocating for English language learners”; C. Clayton, “Curriculum making as novice professional development:  Practical risk taking as learning in high-stakes times”; K. Hostetler, M. Latta, & L. Sarroub, “Retrieving meaning in teacher education:  The question of being”; J. Cooper, “Strengthening the case for community-based learning in teacher education.”

Language, 83,ii (2007): D. Beaver, B. Clark, E. Flemming, T. Jaeger, & M. Wolters, “When semantics meets phonetics:  Acoustical studies of second-occurrence focus”; K. Zuraw, “The role of phonetic knowledge in phonological patterning:  Corpus and survey evidence from Tagalog infixation”; B. Birner, J. Kaplan, & G. Ward, “Functional compositionality and the interaction of discourse constraints”; W. Labov, “Transmission and diffusion”; H. Hay & L. Bauer, “Phoneme inventory size and population size.”

Language Acquisition:  A Journal of Developmental Linguistics, 14,iii (2007): H. Hyams, “Aspectual effects on interpretation in early grammar”; L. Green & T. Roeper, “The acquisition path for tense-aspect:  Remote past and habitual in child African American English”; J. Legate & C. Yang, “Morphosyntactic learning and the development of tense.”

Language and Cognitive Processes, 22,v (2007): C. Pattamadilok, J. Morais, P. Ventura, & R. Kolinskyh, “The locus of the orthographic consistency effect in auditory word recognition:  Further evidence from French”; H. Blumenfeld & V. Marian, “Constraints on parallel activation in bilingual spoken language processing:  Examining proficiency and lexical status using eye-tracking”; L. In-mao, S. Iue-ruey, C. Sau-chin, & C. Ting-hsi, “Sentence-frame frequency effects”; M. Pickering & A. Majid, “What are implicit causality and consequentiality?”; P. Athanasopoulos, “Interaction between grammatical categories and cognition in bilinguals:  The role of proficiency, cultural immersion, and language of instruction”; N. Tokowicz & J. Kroll, “Number of meanings and concreteness:  Consequences of ambiguity within and across languages.”

Language and Cognitive Processes, 22,iii (2007): A. Hostetter, M. Alibali, & S. Kita, “I see it in my hand’s eye:  Representational gestures reflect conceptual demands”; K. Kiyonaga, J. Grainger, K. Kidgley, & P. Holcomb, “Masked cross-modal repetition priming:  An event-related potential investigation”; D. MacKay, L. James, J. Taylor, & D. Marain, “Amnesic H.M. exhibits parallel deficits and sparing in language and memory:  Systems versus binding theory accounts”; P. Siakaluk, P. Pexman, C. Sears, & W. Owen, “Multiple meanings are not necessarily a disadvantage in semantic processing:  Evidence from homophone effects in semantic categorisation.”

Language and Communication, 27,iii (2007): D. Davidson, “East spaces in West times:  Deictic reference and political self-positioning in post-socialist East German chronotope”; S. Perrino, “Cross-chronotope alignment in Senegalese oral narrative”; M. Lempert, “Conspicuously past:  Distressed discourse and diagrammatic embedding in a Tibetan represented speech style”; R. Parmentier, “It’s about time:  On the semiotics of temporality”; P. Haneyh, “Relato, relajo, and recording.”

Language and Education, 21,iii (2007): I. Snyder & M. Prinsloo, “Young people’s engagement with digital literacies in marginal contexts in a globalized world”; D. Braga, “Developing critical social awareness through digital literacy practices within the context of higher education in Brazil”; D. Koutsogiannis, “A political multi-layered approach to researching children’s digital literacy practices”; M. Walton, “Cheating literacy:  The limits of simulated classroom discourse in educational software for children”; B. Mitsikopoulou, “The interplay of the global and the local in English language learning and electronic communication discourses and practices in Greece”; S. Bulfin & S. North, “Negotiating digital literacy practices across school and home:  Case studies of young people in Australia”; H. Mutonyi & B. Norton, “ICT on the margins:  Lessons for Ugandan education.”

Language and Intercultural Communication, 7,ii (2007): C. Gheorghiu, “Intercultural approaches to the integration of migrating minorities”; A. Contreras, “Recent history of the Maghreb:  A sociological approach”; K. Eide, “Recognition and social integration:  The interpretation of children on the move”; B. Townsley, “Interpreting in the UK community:  Some reflections on public service interpreting in the UK”; C. Gheorghiu, “The role of interpreting in Spanish central and local government integration policies.  The case of the Romanian population in Alicante.”

Language and Intercultural Communication, 7,i (2007): J. Sell, “A metaphorical basis for transcultural narrative:  A response to David Pan”; B. Heinz, H. Cheng, & A. Inuzuka, “Greenpeace greenspeak:  A transcultural discourse analysis”; Y. Kawai, “Japanese nationalism and the global spread of English:  An analysis of Japanese governmental and public discourses on English”; H. Starkey, “Language education, identities and citizenship:  Developing cosmopolitan perspectives”; M. Guilheme, “English as a global language and education for cosmopolitan citizenship”; A. Phipps, “Other worlds are possible:  An interview with Boaventura de Sousa Santos.”

Language & Literacy, 9,i (2007): A. Feuer, “`We didn’t learn grammar, we learned Hebrew:  Divisions and displacement in the language classroom”; P. Larkin-Lieffers, “A question of access:  Finding information books for emergent readers”; A. Stalwick, “Constructing masculinity:  How three grade eight boys explore the boundaries of masculinity through writing toward a bio-cultural theory of reading and learning”; S. Beach, A. Ward, & S. Mirseitova, “Student views of learning:  Perspectives from three countries.”

Language Assessment Quarterly, 4,iii (2007): C. Sedgwick, “Survey to investigate expectations of achievement in written English on English language degree programmes in Europe”; C. Leung, “Dynanmic assessment:  Assessment for and as teaching?”; M. Spann, “Evolution of a test item.”

Language Assessment Quarterly, 4,ii (2007): T. Ferne & A. Rupp, “A synthesis of 15 years of research on DIF in language testing:  Methodological advances, challenges, and recommendations”; G. Ockey, “Investigating the validity of math word problems for English language learners with DIF”; C. Roever, “DIF in the assessment of second language pragmatics”; A. Geranpayeh & A. Kunnan, “Differential item functioning in terms of age in the Certificate in Advanced English Examination”; B. Zumbo, “Three generations of DIF analyses:  Considering where it has been, where it is now, and where it is going.”

Language Awareness, 16,ii (2007): J. Bell, “Indian and Bangladeshi perspectives:  Use of metacognition and framing in postgraduate study”; M. Dodigovic, “Artificial intelligence and second language learning:  An efficient approach to error remediation”; M. Jeon, “Language ideologies and bilingual education:  A Korean-American perspective”; W. Suzuki & N. Itagaki, “Learner metalinguistic reflections following output-oriented and reflective activities.”

Language in Society, 36,iii (2007): R. Gardner, “The Right connections:  Acknowledging epistemic progression in talk”; P. Kockelman, “Inalienable possession and personhood in a Q’eqchi’-Mayan community”; A. de Fina, “Code-switching and the construction of ethnic identity in a community of practice”; J. Wilson & K. Stapleton, “The discourse of resistance:  Social change and policing in Northern Ireland.”

Language Learning, 57,ii (2007): S. Rott, “The effect of frequency of input-enhancement on word learning and text comprehension”; E. Nicoladis & A. Krott, “Word family size and French-speaking children’s segmentation of existing compounds”; M. Leeser, “Learner-based factors in L2 reading comprehension and processing grammatical form:  Topic familiarity and working memory”; R. Schiff & S. Calif, “Role of phonological and morphological awareness in L2 oral word reading”; J. Bae, “Development of English skills need not suffer as a result of immersion:  Grades 1 and 2 writing assessment in a Korean/English two-way immersion program.”

Language Learning and Development, 3,iii (2007): L. Lakusta, L. Wagner, K. O’Hearn, & B. Landau, “Conceptual foundations of spatial language:  Evidence for a goal bias in infants”; R. Zangi & A. Fernald, “Increasing flexibility in children’s  online processing of grammatical and nonce determiners in fluent speech”; C. Sandhofer & L. Smith, “Learning adjectives in the real world:  How learning nouns impedes learning adjectives.”

Language Learning and Technology, 11,ii (2007): [online http://llt,msu.edu] E. Peters, “Manipulating L2 learners’ online dictionary use and its effect on L2 word retention”; S. Biesenbach-Lucas, “Students writing emails to faculty:  An examination of e-politeness among native and non-native speakers of English”; O. Basharina, “An activity theory perspective on student-reported contradictions in international telecollaboration”; M. Levy, “Culture, culture learning and new technologies:  Towards a pedagogical framework”; J. Bloch, “Abdullah’s blogging:  A generation 1.5 student enters the blogosphere”; T. Chanier, “Commentary:  Open access to research and the individual responsibility of researchers”; J. Laborda, “Introducing standardized ESL/EFL exams”; R. Godwin-Jones, “Tools and trends in self-paced language instruction.”

Language Policy, 6,ii (2007): S. Wright, “The right to speak one’s own language:  Reflections on theory and practice”; M. Benrabah, “Language-in-education planning in Algeria:  Historical development and current issues”; C. Stroud & L. Wee, “Consuming identities:  Language planning and policy in Singaporean late modernity”; N. Brown, “Status language planning in Belarus:  An examination of written discourse in public places.”

Language Sciences, 29,iv (2007): C. Fehringer & C. Fry. “Frills, furbelows and activated memory:  Syntactically optional elements in the spontaneous language production of bilingual speakers”; K. Schulte, “What causes adverbial infinitives to spread?  Evidence from Romance”; H. Onozuka, “Remarks on causative verbs and object deletion in English”; A. Athanasiadou, “On the subjectivity of intensifiers”; S. Mufwene & E. Francis, “McCawley’s legacy:  A response to Pieter A. M. Seuren”; P. Seuren, “The theory that dare not speak its name:  A rejoinder to Mufwene and Francis.”

Language Teaching, 40,iii (2007): L. Vandergrift, “Recent developments in second and foreign language listening comprehension research”; M. Evans, “Recent research (2000-2006) into applied linguistics and language teaching with specific reference to French”; F. Davidson & G. Fulcher, “The Common European Framework of Reference (CEFR) and the design of language tests:  A matter of effect”; W. Littlewood, “Communicative and task-based language teaching in East Asian classrooms."

Language Teaching Research, 11,iii (2007): P. Mennim, “Long-term effects of noticing on oral output”; I. Guk & D. Kellogg, “The ZPD and whole class teaching:  Teacher-led and student-led interactional mediation of tasks”; R. Cox & K. Schaetzel, “A preliminary study of pre-service teachers as readers in Singapore:  Prolific, functional, or detached?”; F. Barbieri & S. Edkhardt, “Applying corpus-based findings to form-focused instruction:  The case of reported speech”; S. Morimoto & S. Loewen, “A comparison of the effects of image-schema-based instruction and translation-based instruction on the acquisition of L2 polysemous words”; V. Graves, Y. Hill, B. Shoen, P. Chou, H. Huang, H. Joo, E. Lee, & M. Nagahira, “Teachers exploring tasks in English language teaching.”

Language Teaching Research, 11,ii (2007): Y. Watanabe & M. Seain, “Effects of proficiency differences and patterns of pair interaction on second language learning:  Collaborative dialogue between adult ESL learners”; N. Stroch, “Investigating the merits of pair work on a text editing task in ESL classes”; M. Chavez, “The orientation of learner language use in peer work:  Teacher role, learner role and individual identity”; A. Pinter, “Some benefits of peer-peer interaction:  10-year old children practicing with a communication task”; T. Gregersen, “Breaking the code of silence:  A study of teachers’ nonverbal decoding accuracy of foreign language anxiety”; C. Po-ying, “How students react to the power and responsibility of being decision makers in their own learning.”

Language Testing, 24,ii (2007): F. Walters, “A conversation-analytic hermeneutic rating protocol to assess L2 oral pragmatic competence”; L. Cheng, D. Klinger, & Y. Zheng, “The challenges of the Ontario Secondary School Literacy Test for second language students”; A. Cohen & T. Upton, “`I want to go back to the text’: Response strategies on the reading subtest of the new TOEFL®”; X. Xi, “Evaluating analytic scoring for the TOEFL® Academic Speaking Test (TAST) for operational use.”

Lingua, 117,x (2007): I. Kaufmann, “Middle voice”; I.-P. Wan, “On the phonological organization of Mandarin tones”; R. Sybesma & B. Li, “The dissection and structural mapping of Cantonese sentence final particles”; M. Tomalin, “Reconsidering recursion in syntactic theory”; K. Kawachi, “Korean putting verbs do not categorize space contrastively in terms of `tightness of fit.’”

Lingua, 117,ix (2007): V. Samek-Lodovici, “An invitation to OT syntax and semantics”; G. Legendre, “On the typology of auxiliary selection”; W Badecker, “A feature principle for partial agreement”; E. Reilly, “Morphological and phonological sources of split ergative agreement”; E. Woolford, “Case locality:  Pure domains and object shift”; N. Yang & G. van Bergen, “Scrambled objects and case marking in Mandarin Chinese”; H. de Hoop & A. Malchukov, “On fluid differential case marking:  A bidirectional OT approach”; D. Farkas & H. de Swart, “Article choice in plural generics.”

Linguistic Inquiry. 38,iii (2007): C. Agüero-Bautista, “Diagnosing cyclicity in sluicing”; K. van Fintel & S. Iatridou, “Anatomy of a modal construction”; I. Landau, “EPP extensions”; J. Aoun & J. Nunes, “Vehicle change phenomena as an argument for move F”; B. Haddican, “The structural deficiency of verbal pro-forms”; T. Hirose, “Nominal paths and the head parameter”; A. Meinunger, “About object es in the German Vorfeld”; M. Richards, “On feature inheritance:  An argument from the phase impenetrability condition”; J. Sprouse, “Rhetorical questions and wh-movement”; R. Sybesma, “Whether we tense-agree overtly or not.”

Linguistics and Education. 18,i (2007): L. Sterponi, “Clandestine interactional reading:  Intertextuality and double-voicing under the desk”; N. Bell, “Microteaching:  What is it that is going on here?”; J. Bezemer, “`They don’t have that feeling’:  The attribution of linguistic resources to multilingual students in a primary school.”

Meta, 52,ii (2007): G. Thomson-Wohlgemuth, “...and he flew out of the window on a wooden spoon”; K. November, “The hare and the tortoise down my the king’s pond:  A tale of four translations”; B. Mossop, “Reader reaction and workplace habits in the English translation of French proper names in Canada”; S. Lambert-Tierrafría, “Templating as a strategy for translating official documents from Spanish to English”; M.-N. Guillot, “Oral et illusion d’oralité dans les sous-titres de dialogues de film”; R. Ricoy, “Internationalizaion vs. localization:  The translation of videogame advertising”; M. Hamidi & F. Pôchhacker, “Simultaneous consecutive interpreting:  A new technique put to the test”; K. Seeber & C/ Zelger, “Betrayal—vice or virtue?  An ethical perspective on accuracy in simultaneous interpreting”; R. Al-Jarf, “SVO word order errors in English-Arabic translation”; H. Van Hoof, “Un bestiaire linguistique—ou les animaux dans les images du français et de l’anglais”; C. Daniel & A.-C. Roudot, “La terminologie de la texture des aliments”; J. al-Qinai, “Abbreviation and acronymy in English Arabic translation”; A. Clifford, “Grading scientific translation:  What’s a new teacher to do?”

Multilingua, 26,i (2007): D. Bousfield, “Impoliteness, preference organization and conductivity”; L. Fung & R. Carter, “Cantonese e-discourse:  A new hybrid variety of English”; S. Lawson & A. Jaworski, “Shopping and chatting:  Reports of tourist-host interaction in The Gambia”; G. Sachs & D. Li, “Cantonese as an additional language in Hong Kong:  Problems and prospects.”

Prospect, 22,i (2007): J. Edge, “Developing the community of practice in the AMEP”; G. Wigglesworth & D. Murray, “Opening doors:  Teachers learning through collaborative research”; J. Deblaquiere & A. Williams, “Research as professional development:  `Appropriate topic content’ research projects”; W. Lam, “Tapping ESL learners’ problems and strategies in oral communication tasks:  Insights from stimulated recall”; N. Schackleford & C. Blickem, “A model for language and academic skills development for first-year students of business.”

Studies in Second Language Acquisition, 29,iii (2007): L. Colantoni & J. Steele, “Acquiring/ [alveolar approximant]/ in context”; P. Trofimovich, E. Gatbonton, & N. Segalowitz, “A dynamic look at L2 phonological learning:  Seeking processing explanations for implicational phenomena”; M. Steinel, J. Hulstijn, & W. Steinel, “Second language idiom learning in a paired-associate paradigm:  Effects of direction of learning, direction of testing, idiom imageability, and idiom transparency.”

System, 35,ii (2007): E. Schmid, “Enhancing performance knowledge and self-esteem in classroom language learning:  The potential of the ACTIVote component of interactive whiteboard technology”; I. Isemonger & K. Watanabe, “The construct validity of scores on a Japanese version of the perceptual component of the Style Analysis Survey”; G. Ali, “Assessment of metacognitive knowledge among science students, a case study of two bilingual and two NNS students”; L. Grant, “In a manner of speaking:  Assessing frequent spoken figurative idioms to assist ESL/EFL teachers”; P. Xing & G. Fulcher, “Reliability assessment for two versions of Vocabulary Levels Tests”; R. Akbari, “Reflections on reflection:  A critical appraisal of reflective practices in L2 teacher education”; L. Lomicka & G. Lord, “Social presence in virtual communities of foreign language (FL) teachers”; G. Ghaith, K. Shaaban, & S. Harkous, “An investigation of the relationship between forms of positive interdependence, social support, and selected aspects of classroom climate”; J. Kormos & K. Csizér, “An interview study of inter-cultural contact and its role in language learning in a foreign language environment”; X. Gao, “A tale of Blue Rain Café:  A study on the online narrative construction about a community of English learners on the Chinese mainland”; Y. Ding, “Text memorization and imitation:  The practices of successful Chinese learners of English.”

Terminology, 13,i (2007): E. Marshman, “Towards strategies for processing relationships between multiple relation participants in knowledge patterns:  An analysis in English and French”; F. Ville-Ometz, J. Royauté, & A. Zasadzinski, “Enhancing in automatic recognition and extraction of term variants with linguistic features”; C. Rodríguez, “Understanding scientific communication through the extraction of the conceptual and rhetorical information codified by verbs”; C. van Laer & T. van Laer, “The shortage of legal dictionaries translating European languages.”

TESL-EJ, 10,ii (2006): [online: http://tesl-ej.org] D. Santos & B. Fabrício, “The English lesson as a site for the development of critical thinking”; B. Lanteigne, “Regionally specific tasks of non-western English language use”; H. Hussin, “Dimensions of questioning:  A qualitative study of current classroom practice in Malaysia”; D. Oanh & N. Hien, “Memorization and EFL students’ strategies at university level in Vietnam”; M. Kubanyiova, “Developing a motivational teaching practice in EFL teachers in Slovakia:  Challenges of promoting teacher change in EFL contexts”; R. Diab, “Teaching practices and student learning in the introductory research methods class”; A. Simon-Maeda, E. Churchill, & S. Cornwell, “Negotiating academic practices, identities, and the relationships in a doctoral program:  A case from an overseas institution in Japan”; D. Atay, “Teachers’ professional development:  Partnerships in research”; S. Pani, “Teacher development through reading strategy instruction:  The story of Supriya”; P. Hiep, “Researching the research culture in English language education in Vietnam”; G. Gorsuch, “Doing language education research in a developing country”; J. Laborda, “The dark side of the ESL classroom.”

TESOL Quarterly, 41,ii (2007): K. Hyland & P. Tse, “Is there an `academic vocabulary’?”; Y. Sheen, “The effect of focused written corrective feedback and language aptitude on ESL learners’ acquisition of articles”; A. Mackey, A. Kanganas, & R. Oliver, “Task familiarity and interactional feedback in child ESL classrooms”; N. Taguchi, “Development of speed and accuracy in pragmatic comprehension in English as a foreign language”; D. Gardner & M. Davies, “Pointing out frequent phrasal verbs:  A corpus-based analysis”; R. Cullen & I.-C. Kuo, “Spoken grammar and ELT course materials:  A missing link?”; Z. Han, “Pedagogical implications:  Genuine or pretentious?”; M. Cargill, “The research/pedagogy interface in a 21st-century publication context”;  D. Belcher, “A bridge too far?”; S. Magnan, “Gauging the scholarly value of connecting research to teaching”; C. Chapelle, “Pedagogical implications in TESOL Quarterly?  Yes, please!”; M. Lima & B. Fontana, “Constructing pedagogical awareness with Brazilian language educators”; A. Clemente, “English as cultural capital in the Oaxacan community of Mexico.”

Theoretical Linguistics, 32,i (2006): F. Hamm, H. Kamp, & M. van Lambalgen, “There is no opposition between formal and cognitive semantics”; M. Bierwisch, “Comments on:  Fritz Hamm, Hans Kamp, Michiel van Lambalgen, `There is no opposition between formal and cognitive semantics’”; M. Bittner, “Ontology for human talk and thought (not robotics)”; T. Fernando, “Representing events and discourse:  Comments on Hamm, Kamp and van Lambalgen”; L. Michaelis, “What is an action-based model of interpretation?”; M. Steedman & M. Stone, “Is semantics computational?”; M. Stokhof, “The future of semantics?”; F. Hamm, H. Kamp, & M. van Lambalgen, “Replies to comments.”

World Englishes, 26,iii (2007): N. Kamwangamalu, “One language, multi-layered identities:  English in a society in transition, South Africa”; D. Hasanova, “Broadening the boundaries of the expanding circle:  English in Uzbekistan”; M. Gerritsen, C. Nickerson, A. van Hooft, F. van Meurs, U. Nederstigt, M. Starren, & R. Crijns, “English in product advertisements in Belgium, France, Germany, the Netherlands and Spain”; C. Cowie, “The accents of outsourcing:  The meanings of `neutral’ in the Indian call centre industry”; E. Friginal, “Outsource call centers and English in the Philippines”; U. Gut, “First language influence and final consonant clusters in the new Englishes of Singapore and Nigeria”; L. Wee, “Singapore English x-self and ownself”; S. Dimova, “English, the Internet and computer terminology in Macedonia.”

World Englishes, 26,ii (2007): E. Erling:  “Local identities, global connections:  Affinities to English among students at the Freie Universität Berlin”; S. Hilgendorf, “English in Germany:  Contact, spread and attitudes”; S. Leppänen, ”Youth language in media contexts:  Insights into the functions of English in Finland”; E. Martin, “`Frenglish’ for sale:  Multilingual discourses for addressing today’s global consumer”; F. van Meurs, H. Korzilius, B. Planken, & S. Fairley, “The effect of English job titles in job advertisements on Dutch respondents”; T. Nikula, “Speaking English in Finnish content-based classrooms”; H. Sharp, “Swedish-English language mixing”; C. Sing, “The discourse of didacticization of English in Germany.”