Increasingly used in the reform of national curricula and by international consortia for the comparison of language certificates, the Common European Framework of Reference for Languages (CEFR) is basically conceived as a practical tool for setting clear standards to be attained at successive stages of learning. Of particular interest to course designers, textbook writers, testers, teachers and teacher trainers, it is also a descriptive scheme that is used to analyse L2 learners' needs, guide the development of L2 learning materials and activities, and provide orientation for the assessment of L2 learning outcomes. In this issue, David Little summarises the content, purpose and origins of the CEFR, and discusses its impact on L2 teaching and learning, and on the assessment of L2 proficiency.

John Trim, who was very much a part of the process which led to the creation on the CEFR, and who has been associated with Language Teaching since its foundation, has recently retired from the editorial board of this journal. We would like to take this opportunity to thank him for his help and advice over these past forty years.

Since its circulation in two draft versions in 1996, and especially since its commercial publication in English and French in 2001, the Common European Framework of Reference for Languages (CEFR) has come to dominate discussion of L2 curricula, the assessment of L2 proficiency, and L2 teaching and learning in Europe. Although it is widely referred to, however, the CEFR remains relatively little known beyond the summaries of its six proficiency levels presented in the so-called ‘global scale’ and ‘self-assessment grid’. This article summarises the CEFR's content, purpose, and origins; describes its reception, paying particular attention to its impact on L2 teaching and learning (especially via its companion piece, the European Language Portfolio) and on the assessment of L2 proficiency; and concludes with a brief consideration of present challenges and future prospects.

06–433Berry, Vivien (U Hong Kong, China; vberry@hku.hk) & Arthur McNeill, Raising English language standards in Hong Kong. Language Policy (Springer) 4.4 (2005), 371–394.

06–434Callow, Jon, Images, politics and multiliteracies: Using a visual metalanguage. Australian Journal of Language and Literacy (Australian Literacy Educators' Association) 29.1 (2006), 7–23.

06–435Chen, Runyi (South China Normal U, China; chenry@scnu.edu.cn) & Bernard Hird, Group work in the EFL classroom in China: A closer look. RELC Journal (Sage) 37.1 (2006), 91–;103.

06–436Crozier, Nicola (Sophia U, Japan; Nic_j_c@yahoo.com) & Robert Kleinsasser, Home country teachers' advice to non-home country teachers: Some initial insights. RELC Journal (Sage) 37.1 (2006), 27–45.

06–437Daniels, Harry (U Bath, UK; sh.r.j.daniels@bath.ac.uk), The dangers of corruption in special needs education. British Journal of Special Education (Blackwell) 33.1 (2006), 1–;9.

06–438Feng, Anwei (U Durham, UK), Bilingualism for the minor or the major? An evaluative analysis of parallel conceptions in China. International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 8.6 (2005), 529–;551.

06–439Hasan, Ali S. (Damascus U, Syria), Analysing bilingual classroom discourse. International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 9.1 (2006), 7–;18.

06–440Lyster, Roy (McGill U, Canada; roy.lyster@mcgill.ca), Predictability in French gender attribution: A corpus analysis. Journal of French Language Studies (Cambridge University Press) 16.1 (2006), 69–;92.

06–441Maxim, Hiram H. (Georgetown U, USA; hhm2@georgetown.edu), Integrating textual thinking into the introductory college-level foreign language classroom. The Modern Language Journal (Blackwell) 90.1 (2006), 19–;32.

06–442Mudraya, Olga (Lancaster U, UK; o.moudraia@lancaster.ac.uk), Engineering English: A lexical frequency instructional model. English for Specific Purposes (Elsevier) 25.2 (2006), 235–;256.

06–443Nicholson, Deborah (Centre for Literacy in Primary Education, London, UK; deborahn@clpe.co.uk), Putting literature at the heart of the literacy curriculum. Literacy (Blackwell) 40.1 (2006), 11–;21.

06–444Richards, Jack (jcrichards1001@yahoo.com), Materials development and research –; making the connection. RELC Journal (Sage) 37.1 (2006), 5–;26.

06–445Sealey, Alison (U Birmingham, UK; a.j.sealey@bham.ac.uk) & Paul Thompson, ‘Nice things get said’: Corpus evidence and the National Literacy Strategy. Literacy (Blackwell) 40.1 (2006), 22–;28.

06–446Tang, Yanfang (College of William and Mary, USA; yxtang@wm.edu), Beyond behavior: Goals of cultural learning in the second language classroom. The Modern Language Journal (Blackwell) 90.1 (2006), 86–;99.

06–447Torres-Gu María E. (Columbia U, USA) & Etxeberría Feli, Modelo B/Dual language programmes in the Basque Country and the USA. International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 8.6 (2005), 506–;528.

06–448Wedin, Âsa (Högskolan Dalarna, Falun & Stockholm U, Sweden), Language ideologies and schooled education in rural Tanzania: The case of Karagwe. International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 8.6 (2005), 568–;587.

06–449Wright, Jannet A. (U College London, UK; jannet.wright@ucl.ac.uk), Caroline Newton, Michael Clarke, Chris Donlan, Claire Lister & Jasmina Cherguit, Communication aids in the classroom: The views of education staff and speech and language therapists involved with the Communication Aids Project. British Journal of Special Education (Blackwell) 33.1 (2006), 25–;32.

06–450Yang, Jian (Seattle U, USA), English as a Third Language among China's ethnic minorities. International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 8.6 (2005), 552–;567.

06–451Baquedano-López, Patricia (U California, Berkeley, USA; pbl@berkeley.edu), Jorge L. Solís & Shlomy Kattan, Adaptation: The language of classroom learning. Linguistics and Education (Elsevier) 16.1 (2005), 1–26.

06–452Brooks, Patricia, J. (City U New York, USA; pbrooks@mail.csi.cuny.edu), Vera Kempe & Ariel Sionov, The role of learner and input variables in learning inflectional morphology. Applied Psycholinguistics (Cambridge University Press) 27.2 (2006), 185–209.

06–453Clahsen, Harald & Claudia Felser (U Essex, UK; harald@essex.ac.uk), Grammatical processing in language learners. Applied Psycholinguistics (Cambridge University Press) 27.1 (2006), 3–42.

06–454Cleland, Alexandra A. (U York, UK; a.cleland@psych.york.ac.uk) & Martin J. Pickering, Do writing and speaking employ the same syntactic representations?Journal of Memory and Language (Elsevier) 54.2 (2006), 185–198.

06–455Devescovi, Antonella (U Rome, Italy; antonella.devescovi@uniroma1.it), Maria Cristina Caselli, Daniela Marchione, Patrizio Pasqualetti, Judy Reilly & Elisabeth Bates, A cross-linguistic study of the relationship between grammar and lexical development. Journal of Child Language (Cambridge University Press) 32.4 (2005), 759–786.

06–456Fomin, Maxim & Gregory Toner (U Ulster, UK; gj.toner@ulster.ac.uk), Digitizing a dictionary of Medieval Irish: The eDIL Project. Literary and Linguistic Computing (Oxford University Press) 21.1 (2006), 83–90.

06–457Geeslin, Kimberly L. (Indiana U, USA; kgeeslin@indiana.edu) & Pedro Guijarro-Fuentes, Second language acquisition of variable structures in Spanish by Portuguese speakers. Language Learning (Blackwell) 56.1 (2006), 53–107.

06–458Gullberg, Marianne (Max Planck Institute for Psycholinguistics, the Netherlands; marianne.gullberg@mpi.nl), Handling discourse: Gestures, reference tracking, and communication strategies in early L2. Language Learning (Blackwell) 56.1 (2006), 155–196.

06–459Hickmann, Maya (U René Descartes Paris 5, France) & Henriette Hendriks, Static and dynamic location in French and in English. First Language (Sage) 26.1 (2006), 103–135.

06–460Hohlfeld, Annette (U Complutense, Spain; ahohlfeld@isciii.es), Accessing grammatical gender in German: The impact of gender-marking regularities. Applied Psycholinguistics (Cambridge University Press) 27.2 (2006), 127–142.

06–461Howard, Martin (U College, Cork, Ireland; mhoward@french.ucc.ie), Isabelle Lemée & Vera Regan, The L2 acquisition of a phonological variable: The case of /l/deletion in French. Journal of French Language Studies (Cambridge University Press) 16.1 (2006), 1–24.

06–462Huong, Le Pham Hoai (Hue U of Foreign Languages, Vietnam; quangandhuong@yahoo.com), Learning vocabulary in group work in Vietnam. RELC Journal (Sage) 37.1 (2006), 105–121.

06–463Jie, Li (Chinese U Hong Kong, China; lijie@cuhk.edu.hk) & Qin Xiaoqing, Language learning styles and learning strategies of tertiary-level English learners in China. RELC Journal (Sage) 37.1 (2006), 67–90.

06–464Kiefer, Kate (Colorado State U, USA; Kate.Kiefer@colostate.edu), Complexity, class dynamics, and distance learning. Computers and Composition (Elsevier) 23.1 (2006), 125–138.

06–465Kondo-Brown, Kimi (U Hawaii at Manoa, USA; kondo@hawaii.edu), How do English L1 learners of advanced Japanese infer unknownKanjiwords in authentic texts?Language Learning (Blackwell) 56.1 (2006), 109–153.

06–466Leonard, Lawrence B. (Purdue U, USA; xdxl@purdue.edu), Anita M.-Y. Wong, Patricia Deevy, Stephanie F. Stokes & Paul Fletcher, The production of passives by children with specific language impairment: Acquiring English or Cantonese. Applied Psycholinguistics (Cambridge University Press) 27.2 (2006), 267–299.

06–467Leong, Che Kan (U Saskatchewan, Canada; leong@sask.usask.ca), Kit Tai Hau, Pui Wan Cheng & Li Hai Tan, Exploring two-wave reciprocal-structural relations among orthographic knowledge, phonological sensitivity, and reading and spelling of English words by Chinese students. Journal of Educational Psychology (American Psychological Association) 97.4 (2005), 591–600.

06–468Macizo, Pedro & M. Teresa Bajo (U Granada, Spain; mbajo@ugr.es), Reading for repetition and reading for translation: Do they involve the same processes?Cognition (Elsevier) 99.1 (2006), 1–34.

06–469Mackay, Ian R. & James E. Fleger (U Alabama, USA; jeflege@uab.edu) & Satomi Imai, Evaluating the effects of chronological age and sentence duration on degree of perceived foreign accent. Applied Psycholinguistics (Cambridge University Press) 27.2 (2006), 157–183.

06–470Pavlik Jr., Philip I. & John R. Anderson (Carnegie Mellon U, USA), Practice and forgetting effects on vocabulary memory: An activationbased model of the spacing effect. Cognitive Science: A Multidisciplinary Journal (Lawrence Erlbaum) 29.4 (2005), 559–586.

06–471Ram, Frost (Hebrew U, Israel; frost@mscc.huji.ac.il), Tamar Kugler, Avital Deutsch & Kenneth I. Foster, Orthographic structure versus morphological structure: Principles of lexical organization in a given language. Journal of Experimental Psychology: Learning, Memory, and Cognition (American Psychological Association) 31.6 (2005), 1293–1396.

06–472Roberts, Theresa, A. (California State U, USA; robertst@csus.edu), Articulation accuracy and vocabulary size contributions to phonemic awareness and word reading in English language learners. Journal of Educational Psychology (American Psychological Association) 97.4 (2005), 601–616.

06–473Treiman, Rebecca (Washington U, USA; rtreiman@wustl.edu), Brett Kessler & Tatiana Cury Pollo, Learning about the letter name subset of the vocabulary: Evidence from US and Brazilian pre-schoolers. Applied Psycholinguistics (Cambridge University Press) 27.2 (2006), 211–227.

06–474Vandergrift, Larry (U Ottawa, Canada; lvdgrift@uottawa.ca), Second language listening: Listening ability or language proficiency?The Modern Language Journal (Blackwell) 90.1 (2006), 6–18.

06–475Al-Ali, Mohammed N. (Jordan U of Science and Technology, Irbid, Jordan), Genre-pragmatic strategies in English letter-of-application writing of Jordanian Arabic–English bilinguals. International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 9.1 (2006), 119–139.

06–476Anderson, Bill (Massey U College of Education, New Zealand; w.g.anderson@massey.ac.nz), Writing power into online discussion. Computers and Composition (Elsevier) 23.1 (2006), 108–124.

06–477Blaır, Kristine & Cheryl Hoy (Bowling Green State U, USA; kblair@bgnet.bgsu.edu), Paying attention to adult learners online: The pedagogy and politics of community. Computers and Composition (Elsevier) 23.1 (2006), 32–48.

06–478Blakelock, Jane & Tracy E. Smith (Wright State U, USA; jane.blakelock@wright.edu) Distance learning: From multiple snapshots, a composite portrait. Computers and Composition (Elsevier) 23.1 (2006), 139–161.

06–479Bulley, Míchael, Wasthatnecessary?English Today (Cambridge University Press) 22.2 (2006), 47–49.

06–480Chi-Fen, Emily Chen (National Kaohsiung First U of Science and Technology, Taiwan; emchen@ccms.nkfust.edu.tw), The development of email literacy: From writing to peers to writing to authority figures.Language Learning & Technology (http://llt.msu.edu) 10.2 (2006), 35–55.

06–481Chikamatsu, Nobuko (DePaul U, Chicago, USA; nchikama@condor.depaul.edu), Developmental word recognition: A study of L1 English readers of L2 Japanese. The Modern Language Journal (Blackwell) 90.1 (2006), 67–85.

06–482DePew, Kevin Eric (Old Dominion U, USA; Kdepew@odu.edu), T. A. Fishman, Julia E. Romberger & Bridget Fahey Ruetenik, Designing efficiencies: The parallel narratives of distance education and composition studies. Computers and Composition (Elsevier) 23.1 (2006), 49–67.

06–483Dix, Stephanie (Hamilton, New Zealand; stephd@waikato.ac.nz), ‘What did I change and why did I do it?’ Young writers' revision practices. Literacy (Blackwell) 40.1 (2006), 3–10.

06–484Donohue, James P. (London, UK; jdonohue@hillcroft.ac.uk), How to support a one-handed economist: The role of modalisation in economic forecasting. English for Specific Purposes (Elsevier) 25.2 (2006), 200–216.

06–485Eisenhart, Christopher (U Massachusetts at Dartmouth, USA), The Humanist scholar as public expert. Written Communication (Sage) 23.2 (2006), 150–172.

06–486Foy, Judith G. & Virginia Mann (Loyola Marymount U, USA; jfoy@lmu.edu), Changes in letter sound knowledge are associated with development of phonological awareness in pre-school children. Journal of Research in Reading (Blackwell) 29.2 (2006), 143–161.

06–487Gruba, Paul (U Melbourne, Australia), Playing the videotext: A media literacy perspective on video-mediated L2 listening. Language Learning & Technology (http://llt.msu.edu) 10.2 (2006), 77–92.

06–488Halliday, Lorna F. (MRC Institute of Hearing Research, Nottingham, UK) & Dorothy V. M. Bishop, Auditory frequency discrimination in children with dyslexia. Journal of Research in Reading (Blackwell) 29.2 (2006), 213–228.

06–489Hayes, John R. (Carnegie Mellon U, USA) & N. Ann Chenoweth, Is working memory involved in the transcribing and editing of texts?Written Communication (Sage) 23.2 (2006), 135–149.

06–490Hewett, Beth L. (Forest Hill, MD, USA; beth.hewett@comcast.net), Synchronous online conference-based instruction: A study of whiteboard interactions and student writing. Computers and Composition (Elsevier) 23.1 (2006), 4–31.

06–491Hilton, Mary (U Cambridge, UK; mhiltonhom@aol.com), Damaging confusions in England's KS2 reading tests: A response to Anne Kispal. Literacy (Blackwell) 40.1 (2006), 36–41.

06–492Hock Seng, Goh (U Pendikikan Sultan Idris, Malaysia) & Fatimah Hashim, Use of L1 in L2 reading comprehension among tertiary ESL learners. Reading in a Foreign Language (http://www.nflrc.hawaii.edu) 18.1 (2006), 26 pp.

06–493Khuwaileh, Abdullah A. (Abu Dhabi, Al-ain, United Arab Emirates), Medical rhetoric: A contrastive study of Arabic and English in the UAE. English Today (Cambridge University Press) 22.2 (2006), 38–44.

06–494Kondo-Brown, Kimi (U Hawaii at Manoa, USA), Affective variables and Japanese L2 reading ability. Reading in a Foreign Language (http://www.nflrc.hawaii.edu) 18.1 (2006), 17 pp.

06–495Lee, Jin Sook (U California, USA), Exploring the relationship between electronic literacy and heritage language maintenance. Language Learning & Technology (http://llt.msu.edu) 10.2 (2006), 93–113.

06–496Macaruso, Paul (Community College of Rhode Island, USA; pmacaruso@ccri.edu), Pamela E. Hook & Robert McCabe, The efficacy of computer-based supplementary phonics programs for advancing reading skills in at-risk elementary students. Journal of Research in Reading (Blackwell) 29.2 (2006), 162–172.

06–497Magnet, Anne (U Burgundy, France; anne.magnet@u-bourgogne.fr) & Didier Carnet, Letters to the editor: Still vigorous after all these years? A presentation of the discursive and linguistic features of the genre. English for Specific Purposes (Elsevier) 25.2 (2006), 173–199.

06–498Miller-Cochran, Susan K. & Rochelle L. Rodrigo (Mesa Community College, USA; susan.miller@mail.mc.maricopa.edu), Determining effective distance learning designs through usability testing. Computers and Composition (Elsevier) 23.1 (2006), 91–107.

06–499Nelson, Mark Evan (U California, USA; menelson@berkeley.edu), Mode, meaning, and synaestesia in multimedia L2 writing. Language Learning & Technology (http://llt.msu.edu) 10.2 (2006), 55–76.

06–500Nikolov, Marianne (U Pécs, Hungary; nikolov@nostromo.pte.hu), Test-taking strategies of 12- and 13-year-old Hungarian learners of EFL: Why whales have migraines. Language Learning (Blackwell) 56.1 (2006), 1–51.

06–501Parks, Susan, Diane Huot, Josiane Hamers & France H.-Lemonnier (U Laval, Canada; susan.parks@lli.ulaval.ca), ‘History of theatre’ web sites: A brief history of the writing process in a high school ESL language arts class. Journal of Second Language Writing (Elsevier) 14.4 (2005), 233–258.

06–502Pigada, Maria & Norbert Schmitt (U Nottingham, UK), Vocabulary acquisition from extensive reading: a case study. Reading in a Foreign Language (http://www.nflrc.hawaii.edu) 18.1 (2006), 28 pp.

06–503Powell, Daisy (Institute of Education, U London, UK; d.powell@ioe.ac.uk), David Plaut & Elaine Funnell, Does the PMSP connectionist model of single word reading learn to read in the same way as a child?Journal of Research in Reading (Blackwell) 29.2 (2006), 229–250.

06–504Reichelt, Melinda (U Toledo, USA; melinda.reichelt@utoledo.edu), English-language writing instruction in Poland. Journal of Second Language Writing (Elsevier) 14.4 (2005), 215–232.

06–505Reilly, Colleen A. & Joseph John Williams (U North Carolina, USA; reillyc@uncw.edu), The price of free software: Labor, ethics, and context in distance education. Computers and Composition (Elsevier) 23.1 (2006), 68–90.

06–506Reimer, Jason F. (California State U, USA; jreimer@csusb.edu), Developmental changes in the allocation of semantic feedback during visual word recognition. Journal of Research in Reading (Blackwell) 29.2 (2006), 194–212.

06–507Richter, Tobias (U Cologne, Germany), What is wrong with ANOVA and Multiple Regression? Analyzing sentence reading times with hierarchical linear models. Discourse Processes (Erlbaum) 41.3 (2006), 221–250.

06–508Roca De Larios, Julio (U of Murcia, Spain; jrl@um.es), Rosa M. Manchón & Liz Murphy, Generating text in native and foreign language writing: a temporal analysis of problem-solving formulation processes. The Modern Language Journal (Blackwell) 90.1 (2006), 100–114.

06–509Spencer, Ken (U Hull, UK; k.a.spencer@hull.ac.uk), Phonics self-teaching materials for foundation literacy. Literacy (Blackwell) 40.1 (2006), 42–50.

06–510Spooner, Alice L. R. (U Central Lancashire, UK; aspooner@uclan.ac.uk), Susan E. Gathercole & Alan D. Baddeley, Does weak reading comprehension reflect an integration deficit?Journal of Research in Reading (Blackwell) 29.2 (2006), 173–193.

06–511Swarts, Jason (North Carolina State U, USA), Coherent fragments: The problem of mobility and genred information. Written Communication (Sage) 23.2 (2006), 173–201.

06–512Walsh, Maureen, The ‘textual shift’: examining the reading process with print, visual and multimodal texts. Australian Journal of Language and Literacy (Australian Literacy Educators' Association) 29.1 (2006), 24–37.

06–513Wilson, Andrew (Lancaster U, UK; eiaaw@exchange.lancs.ac.uk), Development and application of a content analysis dictionary for body boundary research. Literary and Linguistic Computing (Oxford University Press) 21.1 (2006), 105–110.

06–514Yusun Kang, Jennifer (Harvard U Graduate School of Education, USA; jennifer_kang@post.harvard.edu), Written narratives as an index of L2 competence in Korean EFL learners. Journal of Second Language Writing (Elsevier) 14.4 (2005), 259–279.

06–515Dudley, Albert (Aichi Prefectural U, Japan), Multiple dichotomous-scored items in second language testing: investigating the multiple true–false item type under norm-referenced conditions. Language Testing (Hodder Arnold) 23.2 (2006), 198–228.

06–516Lee, Yong-Won (Educational Testing Service, China), Dependability of scores for a new ESL speaking assessment consisting of integrated and independent tasks. Language Testing (Hodder Arnold) 23.2 (2006), 131–166.

06–517Mcnamara, Tim (U Melbourne, Australia; tfmcna@unimelb.edu.au), 21st Century shibboleth: Language tests, identity and intergroup conflict. Language Policy (Springer) 4.4 (2005), 351–370.

06–518Roever, Carsten (U Melbourne, Australia), Validation of a web-based test of ESL pragmalinguistics. Language Testing (Hodder Arnold) 23.2 (2006), 229–256.

06–519Vincent, John (U Melbourne, Australia; jtv@unimelb.edu.au), Children writing: Multimodality and assessment in the writing classroom. Literacy (Blackwell) 40.1 (2006), 51–57.

06–520Weir, Cyril J. & Wu, Jessica R. W. (U Luton, UK & Testing Center, Taiwan), Establishing test form and individual task comparability: a case study of a semi-direct speaking test. Language Testing (Hodder Arnold) 23.2 (2006), 167–197.

06–521Barbera, Michele (Munich, Germany; barbera@netseven.it), The HyperLearning Project: Towards a distributed and semantically structured e-research and e-learning platform. Literary and Linguistic Computing (Oxford University Press) 21.1 (2006), 77–82.

06–522Bean, Wendy, STELLA: Professional Learning Pilot Project. Australian Journal of Language and Literacy (Australian Literacy Educators' Association) 29.1 (2006), 79–86.

06–523Commins, Nancy L. & Ofelia B. Miramontes (U Colorado-Boulder, USA), Addressing linguistic diversity from the outset. Journal of Teacher Education (Sage) 57.3 (2006), 240–246.

06–524Darling-Hammond, Linda (Stanford U, USA; ldh@stanford.edu), Assessing teacher education: The usefulness of multiple measures for assessing program outcomes. Journal of Teacher Education (Sage) 57.2 (2006), 120–138.

06–525Fahmi Bataineh, Ruba & Lamma Hmoud Zghoul (Yarmouk U, Irbid, Jordan), Jordanian TEFL graduate students' use of critical thinking skills (as measured by the Cornell Critical Thinking Test, Level Z). International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 9.1 (2006), 33–50.

06–526Fallon, Daniel (Carnegie Corporation of New York, USA), The buffalo upon the chimneypiece: The value of evidence. Journal of Teacher Education (Sage) 57.2 (2006), 139–154.

06–527Grant, Carl A. (U Wisconsin-Madison, USA) & Maureen Gillette, A candid talk to teacher educators about effectively preparing teachers who can teach everyone's children. Journal of Teacher Education (Sage) 57.3 (2006), 292–299.

06–528Kaí-Cheung Poon, Franky (Tai Po Secondary School, Hong Kong, China), Hong Kong English, China English and World English. English Today (Cambridge University Press) 22.2 (2006), 23–28.

06–529McDonough, Kim (Northern Arizona U, USA; kim.mcdonough@nau.edu), Action research and the professional development of graduate teaching assistants. The Modern Language Journal (Blackwell) 90.1 (2006), 33–47.

06–530Mullock, Barbara (U New South Wales, Sydney, Australia; b.mullock@unsw.edu.au), The pedagogical knowledge base of four TESOL teachers. The Modern Language Journal (Blackwell) 90.1 (2006), 48–66.

06–531O'Dwyer, Shaun (David English House, Japan/U New South Wales, Australia; shaunodwyer@yahoo.com.au), The English teacher as facilitator and authority. TESL-EJ (http://www.tesl-ej.org) 9.4 (2006), 15 pp.

06–532Otero, Valerie K. (U Colorado-Boulder, USA), Moving beyond the ‘get it or don't’ conception of formative assessment. Journal of Teacher Education (Sage) 57.3 (2006), 240–246.

06–533Rybicki, Jan (Kraków Pedagogical U, Poland; jrybicki@ap.krakow.pl), Burrowing into translation: Character idiolects in Henryk Sienkiewicz's Trilogy and its two English translations. Literary and Linguistic Computing (Oxford University Press) 21.1 (2006), 91–103.

06–534Son, Jeong-Bae (U Southern Queensland, Australia; sonjb@usq.edu.au), Using online discussion groups in a CALL teacher training course. RELC Journal (Sage) 37.1 (2006), 123–135.

06–535Velazquez-Torres, Nancy (Metropolitan College of New York, USA; NvtowerV@aol.com), How well are ESL teachers being prepared to integrate technology in their classrooms?TESL-EJ (http://www.tesl-ej.org) 9.4 (2006), 28 pp.

06–536Abd-el-Jawad, Hassan R. (Sultan Qaboos U, Oman), Why do minority languages persist? The case of Circassian in Jordan. International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 9.1 (2006), 51–74.

06–537Athanasopoulos, Panos (U Essex, UK; pathan@essex.ac.uk), Effects of the grammatical representation of number on cognition in bilinguals. Bilingualism: Language and Cognition (Cambridge University Press) 9.1 (2006), 89–96.

06–538Bialystok, Ellen (York U, Canada; ellenb@yorku.ca), Catherine Mcbride-Chang & Gigi Luk, Bilingualism, language proficiency and learning to read in two writing systems. Journal of Educational Psychology (American Psychological Association) 97.4 (2005), 580–590.

06–539Broersma, Mirjam (Max Planck Institute for Psycholinguistics, Netherlands; mirjam.broersma@mpi.nl) & Kees de Bot, Triggered codeswitching: A corpus-based evaluation of the original triggering hypothesis and a new alternative. Bilingualism: Language and Cognition (Cambridge University Press) 9.1 (2006), 1–13.

06–540Cahnmann, Melisa (U Georgia, Athens, USA; cahnmann@uga.edu) & Manka M. Varghese, Critical advocacy and bilingual education in the United States. Linguistics and Education (Elsevier) 16.1 (2005), 59–73.

06–541Creese, Angela (U Birmingham, UK), Arvind Bhatt, Nirmala Bhojani & Peter Martin, Multicultural, heritage and learner identities in complementary schools. Language and Education (Multilingual Matters) 20.1 (2006), 23–43

06–542Deuchar, Margaret (U Wales, Bangor, UK; m.deuchar@bangor.ac.uk), Congruence and Welsh–English code-switching. Bilingualism: Language and Cognition (Cambridge University Press) 8.3 (2005), 255–269.

06–543Dong, Yanping (Guangdong U of Foreign Studies, China; ypdong@mail.gdufs.edu.cn), Shichun Gui & Brian Macwhinney, Shared and separate meanings in the bilingual mental lexicon. Bilingualism: Language and Cognition (Cambridge University Press) 8.3 (2005), 221–238.

06–544du Plessis, Theo (U Free State, South Africa; dplesslt.hum@mail.uovs.ac.za), From monolingual to bilingual higher education: The repositioning of historically Afrikaans-medium universities in South Africa. Language Policy (Springer) 5.1 (2006), 87–113.

06–545Étienne, Corinne (U Massachusetts, USA; corinne.etienne@umb.edu), The lexical particularities of French in the Haitian press: Readers' perceptions and appropriation. Journal of French Language Studies (Cambridge University Press) 15.3 (2005), 257–277.

06–546Fargha, Mohammed & Madeline Haggan (Kuwait U, Kuwait), Compliment behaviour in bilingual Kuwaiti college students. International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 9.1 (2006), 94–118.

06–547Francis, Norbert (Northern Arizona U, USA; norbert.francis@nau.edu), Bilingual children's writing: Self-correction and revision of written narratives in Spanish and Nahuatl. Linguistics and Education (Elsevier) 16.1 (2005), 74–92.

06–548Hayes, Renée (U Sunderland, UK; rhayes@mundo-r.com), Conversation, negotiation, and the word as deed: Linguistic interaction in a dual language program. Linguistics and Education (Elsevier) 16.1 (2005), 93–112.

06–549Martin, Peter (U East London, UK), Arvind Bhatt, Nirmala Bhojani & Angela Creese, Managing bilingual interaction in a Gujarati complementary school in Leicester. Language and Education (Multilingual Matters) 20.1 (2006), 5–22.

06–550McGroarty, Mary (Northern Arizona U, USA; mary.mcgroarty@nau.edu), Neoliberal collusion or strategic simultaneity? On multiple rationales for language-in-education policies. Language Policy (Springer) 5.1 (2006), 3–13.

06–551Mooko, Theophilus (U Botswana, Gaborone, Botswana), Counteracting the threat of language death: The case of minority languages in Botswana. Journal of Multilingual and Multicultural Development (Multilingual Matters) 27.2 (2006), 109–125.

06–552Nicoladis, Elena (U Alberta, Canada; elenan@ualberta.ca), Cross-linguistic transfer in adjective–noun strings by preschool bilingual children. Bilingualism: Language and Cognition (Cambridge University Press) 9.1 (2006), 15–32.

06–553Nikula, Tarja (U Jyväskylä, Finland; tnikula@cc.jyu.fi), English as an object and tool of study in classrooms: Interactional effects and pragmatic implications. Linguistics and Education (Elsevier) 16.1 (2005), 27–58.

06–554Padilla, Francisca, Maria Teresa Bajo & Pedro Macizo (U Granada, Spain; mbajo@ugr.es), Articulatory suppression in language interpretation: Working memory capacity, dual tasking and word knowledge. Bilingualism: Language and Cognition (Cambridge University Press) 8.3 (2005), 207–219.

06–555Palozzi, Vincent J. (Indiana U, USA; vpalozzi@indiana.edu), Assessing voter attitude toward language policy issues in the United States. Language Policy (Springer) 5.1 (2006), 15–39.

06–556Petrovic, John E. (U Alabama, USA; Petrovic@bamaed.ua.edu), The conservative restoration and neoliberal defenses of bilingual education. Language Policy (Springer) 4.4 (2005), 395–416.

06–557Robertson, Leena Helavaara (Middlesex U, UK), Learning to read ‘properly’ by moving between parallel literacy classes. Language and Education (Multilingual Matters) 20.1 (2006), 44–61.

06–558Reyes, Iliana (U Arizona, USA; ireyes@email.arizona.edu) & Arturo E. Hernández, Sentence interpretation strategies in emergent bilingual children and adults. Bilingualism: Language and Cognition (Cambridge University Press) 9.1 (2006), 51–69.

06–559Rolla San Francisco, Andrea, María Carlo, Diane August & Catherine E. Snow (Harvard U Graduate School, USA; snowcat@gse.harvard.edu), The role of language of instruction and vocabulary in the English phonological awareness of Spanish–English bilingual children. Applied Psycholinguistics (Cambridge University Press) 27.2 (2006), 229–246.

06–560Sandel, Todd L. (U Oklahoma, Norman, USA), Wen-Yu Chao & Chung-Hui Liang, Language shift and language accommodation across family generations in Taiwan. Journal of Multilingual and Multicultural Development (Multilingual Matters) 27.2 (2006), 126–147.

06–561Sundara, Megha, Linda Polka & Shari Baum (McGill U, USA; msundara@u.washington.edu), Production of coronal stops by simultaneous bilingual adults. Bilingualism: Language and Cognition (Cambridge University Press) 9.1 (2006), 97–114.

06–562Tan, Charlene (Nanyang Technological U, Singapore), Change and continuity: Chinese language policy in Singapore. Language Policy (Springer) 5.1 (2006), 41–62.

06–563Taube-Schiffnorman, Marlene (Concordia U, Canada; marlene_taubeschiff@yahoo.ca) & Norman Segalowitz, Within-language attention control in second language processing. Bilingualism: Language and Cognition (Cambridge University Press) 8.3 (2005), 195–206.

06–564Thabit Saeed, Aziz & Shehdeh Fareh (U Sharjah, UAE), Difficulties encountered by bilingual Arab learners in translating Arabic ‘fa’ into English. International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 9.1 (2006), 19–32.

06–565Uchikoshi, Yuuko (Harvard U, USA; yuchikoshi@ucdavis.edu), English vocabulary development in bilingual kindergarteners: What are the best predictors?Bilingualism: Language and Cognition (Cambridge University Press) 9.1 (2006), 33–49.

06–566Veii, Kazuvire (U Surrey, UK & U Namibia) & John Everatt (j.everatt@surrey.ac.uk), Predictors of reading among Herero–English bilingual Namibian school children. Bilingualism: Language and Cognition (Cambridge University Press) 8.3 (2005), 239–254.

06–567Wu, Chao-Jung (U Leicester, UK), Look w talking: language choices and culture of learning in UK Chinese classrooms. Language and Education (Multilingual Matters) 20.1 (2006), 62–75.

06–568Yamamoto, Masayo (Kwansei Gakuin U, Japan), What makes who choose what languages to whom? Language use in Japanese–Filipino interlingual families in Japan. International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 8.6 (2005), 588–606.

06–569Zwanziger, Elizabeth (Boston U, USA; eezp@bu.edu), Shanley E. M. Allen & Fred Genesee, Cross-linguistic influence in bilingual acquisition: Subject omission in learners of Inuktitut and English. Journal of Child Language (Cambridge University Press) 32 (2005), 893–909.

06–570Anchímbe, Eríc A. (U Munich, Germany), Local meaning in the English of West Africa. English Today (Cambridge University Press) 22.2 (2006), 50–54.

06–571McColl Mıllar, Robert (U Aberdeen, Scotland; r.millar@abdn.ac.uk), ‘Burying alive’: Unfocussed governmental language policy and Scots. Language Policy (Springer) 5.1 (2006), 63–86.

06–572Takahashi, Kaoru (Toyota National College of Technology, Japan; takahasi@toyota-ct.ac.jp), A study of register variation in the British National Corpus. Literary and Linguistic Computing (Oxford University Press) 21.1 (2006), 111–126.

06–573Tanaka, Shigenori (Keio U, Japan; stanaka@sfc.keio.ac.jp), English and multiculturalism – from the language user's perspective. RELC Journal (Sage) 37.1 (2006), 47–66.

06–574Uchidate, Keiko (International Pacific College, New Zealand), Use of honorifics by second language learners. The Language Teacher (Japan Association for Language Teaching) 30.4 (2006), 3–9.

06–575Ushioda, Ema (U Warwick, UK), Language motivation in a reconfigured Europe: Access, identity, autonomy. Journal of Multilingual and Multicultural Development (Multilingual Matters) 27.2 (2006), 148–161.

06–576Watson, Kevin (Lancaster U, UK), Phonological resistance and innovation in the North-West of England. English Today (Cambridge University Press) 22.2 (2006), 55–61.

06–577Yajun, Jíang & Chenggang Zhou (Donghua U, Shanghai, China), World Englishes and contrastive rhetoric. English Today (Cambridge University Press) 22.2 (2006), 11–22.

06–578Yang, Jian (Seattle U, USA), Learners and users of English in China. English Today (Cambridge University Press) 22.2 (2006), 3–10.

06–579El-Yasin, Mohammed K. (Yarmouk U, Irbid, Jordan; majlouny@yahoo.com) & Abdulla K. Al-Shehabat, Translating proverbs. Babel (John Benjamins) 51.2 (2005), 161–173.

06–580Flowerdew, John (City U Hong Kong, Hong Kong, China; enjohnf@cityu.edu.hk) & Alina Wan, Genre analysis of tax computation letters: How and why tax accountants write the way they do. English for Specific Purposes (Elsevier) 25.2 (2006),133–153.

06–581Francis, Norbert (Northern Arizona U, USA; norbert.francis@nau.edu), The development of secondary discourse ability and metalinguistic awareness in second language learners. International Journal of Applied Linguistics (Blackwell) 16.1 (2006), 37–60.

06–582Gimenez, Julio (Middlesex U, London, UK; jgimenez@mdx.ac.uk), Embedded business emails: Meeting new demands in international business communication. English for Specific Purposes (Elsevier) 25.2 (2006), 154–172.

06–583Hamston, Julie, Pathways to multiliteracies: Student teachers' critical reflections on a multimodal text. Australian Journal of Language and Literacy (Australian Literacy Educators' Association) 29.1 (2006), 38–51.

06–584Hassan Al-Saqqaf, Abdullah (Sultan Qaboos U, Muscat), The linguistics of loanwords in Hadrami Arabic. International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 9.1 (2006), 75–93.

06–585Hüllen, Werner (U Duisburg-Essen, Germany;werner.huellen@uni-essen.de), Foreign language teaching – a modern building on historical foundations. International Journal of Applied Linguistics (Blackwell) 16.1 (2006), 61–87.

06–586Léwy, Nicolas (U Neuchâtel, Switzerland; nicolas.lewy@unine.ch), François Grosjean, Lysiane Grosjean, Isabelle Racine & Carole Yersin, Un modèle psycholinguistique informatique de la reconnaissance des mots dans la chaîne parlée du français [A computational psycholinguistic model for word recognition in French connected speech]. Journal of French Language Studies (Cambridge University Press) 15.1 (2005), 25–48.

06–587Macken-Horarik, Mary, Hierarchies in diversities: What students' examined responses tell us about literacy practices in contemporary school English. Australian Journal of Language and Literacy (Australian Literacy Educators' Association) 29.1 (2006), 52–78.

06–588Nelson, Mike (U Turku, Finland; mike.nelson@utu.fi), Semantic associations in Business English: A corpus-based analysis. English for Specific Purposes (Elsevier) 25.2 (2006), 217–234.

06–589Siepmann, Dirk (Universität-GH Siegen, Germany; dsiepmann@t-online.de), Collocation, colligation and encoding dictionaries (Part II: Lexicographical aspects). International Journal of Lexicography (Oxford University Press) 19.1 (2006), 1–39.

06–590Thue Vold, Eva (U Bergen, Norway; eva.vold@roman.uib.no), Epistemic modality markers in research articles: A cross-linguistic and cross-disciplinary study. International Journal of Applied Linguistics (Blackwell) 16.1 (2006), 61–87.

06–591Williams, Ian A. (U de Cantabria, Santander, Spain; williams@unican.es), Thematic items referring to research and researchers in the Discussion section of Spanish biomedical articles and English-Spanish translations. Babel (John Benjamins) 51.2 (2005), 124–160.

06–592Williams, John N. (U Cambridge, UK; jnw12@cam.ac.uk), Incremental interpretation in second language sentence processing. Bilingualism: Language and Cognition (Cambridge University Press) 9.1 (2006), 71–88.

06–593Winter, Jo & Anne Pauwels (U Western Australia; jewinter@cyllene.uwa.edu.au), Men staying at home looking after their children: Feminist linguistic reform and social change. International Journal of Applied Linguistics (Blackwell) 16.1 (2006), 16–36.

06–594Baker, Mona (U Manchester, UK; mona.baker@manchester.ac.uk), Contextualization in translator- and interpreter-mediated events. Journal of Pragmatics (Elsevier) 38.3 (2006), 321–337.

06–595Ermida, Isabel (U Minho, Braga, Portugal; iermida@ilch.uminho.pt), Linguistic mechanisms of power inNineteen Eighty-Four: Applying politeness theory to Orwell's world. Journal of Pragmatics (Elsevier) 38.6 (2006), 842–862.

06–596Frajzyngier, Zygmunt (U Colorado, USA; Zygmunt.Frajzyngier@colorado.edu) & Bill Jirsa, The Principle of Indirect Means in language use and language structure. Journal of Pragmatics (Elsevier) 38.4 (2006), 513–542.

06–597Fulda, Joseph S. (New York, USA; fulda@acm.org), Abstracts from logical form: An experimental study of the nexus between language and logic I. Journal of Pragmatics (Elsevier) 38.5 (2006), 778–807.

06–598Fulda, Joseph S. (New York, USA; fulda@acm.org), Abstracts from logical form: An experimental study of the nexus between language and logic II. Journal of Pragmatics (Elsevier) 38.6 (2006), 925–943.

06–599House, Juliane (U Hamburg, Germany; juliane.house@uni-hamburg.de), Text and context in translation. Journal of Pragmatics (Elsevier) 38.3 (2006), 338–358.

06–600Jiang, Xiangying (Northern Arizona U, USA; xiangying.jiang@nau.edu), Cross-cultural pragmatic differences in US and Chinese press conferences: The case of the North Korea nuclear crisis. Discourse & Society (Sage) 17.2 (2006), 237–257.

06–601Lee, EunHee (U Buffalo, USA; ehlee@buffalo.edu), Stative progressives in Korean and English. Journal of Pragmatics (Elsevier) 38.5 (2006), 695–717.

06–602Mason, Ian (Heriot Watt U, UK; I.Mason@hw.ac.uk), On mutual accessibility of contextual assumptions in dialogue interpreting. Journal of Pragmatics (Elsevier) 38.3 (2006), 359–373.

06–603Pérez González, Luis (U Manchester, UK; Luis.Perez-Gonzalez@manchester.ac.uk), Interpreting strategic recontextualization cues in the courtroom: Corpus-based insights into the pragmatic force of non-restrictive relative clauses.Journal of Pragmatics (Elsevier) 38.3 (2006), 390–417.

06–604Sannino, Annalisa (U Salerno, Fisciano, Italy; ansannin@unisa.it), Analyzing discontinuous speech in EU conversations: a methodological proposal. Journal of Pragmatics (Elsevier) 38.4 (2006), 543–566.

06–605Setton, Robin (Fu Jen Catholic U, Taiwan; Robin.Setton@eti.unige.ch), Context in simultaneous interpretation. Journal of Pragmatics (Elsevier) 38.3 (2006), 374–389.

06–606Taboada, Maite (Simon Fraser U, Canada; mtaboada@sfu.ca), Discourse markers as signals (or not) of rhetorical relations. Journal of Pragmatics (Elsevier) 38.4 (2006), 567–592.

06–607Tao Lü, Jian (South China U of Technology, Guangzhou, China; antonylu@sohu.com), Unidirectional floating of information: A case study of polylogue in a commercial colloquium. Journal of Pragmatics (Elsevier) 38.4 (2006), 475–489.

06–608Tsur, Reuven (Tel Aviv U, Israel; tsurxx@post.tau.ac.il), Size–sound symbolism revisited. Journal of Pragmatics (Elsevier) 38.6 (2006), 905–924.

06–609Ávila, cesar (U Jaime I, Spain), Julio González, María-antonia Parcet & Vicente Belloch, Selective alteration of native but not second language articulation in a patient with Foreign Accent Syndrome. NeuroReport (Lippincott Williams & Wilkins) 15.14 (2004), 2267–2270.

06–610Conboy, Barbara T. (U Washington, USA; bconboy@u.washington.edu) & Debra L. Mills, Two languages, one developing brain: Event-related potentials to words in bilingual toddlers. Developmental Science (Blackwell) 9.1 (2006), 1–12.

06–611Elston-Guettler, Kerrie E. (Max Planck Institute for Human Cognitive and Brain Sciences, Germany; guettler@cbs.mpg.de), Thomas C. Gunter & Sonja A. Kotz, Zooming into L2: Global language context and adjustment affect processing of interlingual homographs in sentences. Cognitive Brain Research (Elsevier) 25.1 (2005), 57–70.

06–612Frenck-Mestre, Cheryl (Centre National de Recherche Scientifique, France), Jean-Luc Antón, Muriel Roth, Jyotsna Vaid & Francois Viallet, Articulation in early and late bilinguals' two languages: Evidence from functional magnetic resonance imaging. NeuroReport (Lippincott Williams & Wilkins) 16.7 (2005), 761–765.

06–613Hahne, Anja (Max Planck Institute for Human Cognitive and Brain Sciences, Germany; hahne@cbs.mpg.de), Jutta L. Mueller & Harald Clahsen, Morphological processing in a second language: Behavioral and event-related brain potential evidence for storage and decomposition. Journal of Cognitive Neuroscience (MIT Press) 18.1 (2006), 121–134.

06–614Ihara, Aya (National Institute for Physiological Sciences, Japan; ayihara@nips.ac.jp) & Ryusuke Kakigi, Oscillatory activity in the occipitotemporal area related to the visual perception of letters of a first/second language and pseudoletters. NeuroImage (Elsevier) 29.3 (2006), 789–796.

06–615Lee, Susan S. & Mirella Dapretto (U California at Los Angeles, USA; mirella@loni.ucla.edu), Metaphorical vs. literal word meanings: fMRI evidence against a selective role of the right hemisphere. NeuroImage (Elsevier) 29.2 (2006), 536–544.

06–616Lehtonen, Minna H. (Abo Akademi University, Turku, Finland), Matti Laine, Jussi Neimi, Tormod thomsen, Victor vorobyev & Kenneth Hugdahl, Brain correlates of sentence translation in Finnish–Norwegian bilinguals. NeuroReport (Lippincott Williams & Wilkins) 16.6 (2005), 601–610.

06–617Meschyan, Gayane (U Houston, USA; gayane.meschyan@times.uh.edu) & Arturo E. Hernandez, Impact of language proficiency and orthographic transparency on bilingual word reading: An fMRI investigation. NeuroImage (Elsevier) 29.4 (2006), 1135–1140.

06–618Papafragou, Anna (U Delaware, USA; papafragou@psych.udel.edu), Christine Massey & Lila Gleitman, When English proposes what Greek presupposes: The cross-linguistic encoding of motion events. Cognition (Elsevier) 98.3 (2006), B75–B87.

06–619Pylkkaenen, Linna (New York U, USA; liina.pylkkanen@nyu.edu), Rodolfo Llinás & Gregory L. Murphy, The representation of polysemy: MEG evidence. Journal of Cognitive Neuroscience (MIT Press) 18.1 (2006), 97–109.

06–620Tatsuno, Yoshinori & Kuniyoshi L. Sakai (U Tokyo, Japan;sakai@mind.c.u-toyko.ac.jp,) Language-related activations in the left prefrontal regions are differentially modulated by age, proficiency, and task demands. The Journal of Neuroscience (Society for Neuroscience) 25.7 (2005), 1637–1644.

06–621Venkatraman, Vinod (SingHealth, Singapore; vinod.venkatraman@singhealth.com.sg), Soon Chun Siong, Michael W. L. Chee & Daniel Ansari, Effects of language switching on arithmetic: A bilingual fMRI study. Journal of Cognitive Neuroscience (MIT Press) 18.1 (2006), 64–74.