While few would argue that feedback is regarded as a key aspect for the development of L2 writing skills, its practice and effectiveness remain a subject of hot debate. In this issue, Ken Hyland and Fiona Hyland address these and other issues related to teacher written and oral responses, collaborative peer feedback and computer-mediated feedback. The research evidence is also considered to suggest how far different practices produce more effective results, whether long-term benefits have been seen to result from such approaches, if technology has a suitable role, and the extent to which culture plays a part in student responses to feedback.

We note with great sadness the death of a prominent member of the Editorial Board of the journal Language Teaching, Professor Christopher Brumfit. Chris will be remembered by all of us who had the good fortune to have regular contact with him on the journal as one of those special people one occasionally meets in life, whose indomitable spirit inspired those around him to make ever greater efforts to advance and improve.

Feedback is widely seen as crucial for encouraging and consolidating learning, and this significance has also been recognised by those working in the field of second language (L2) writing. Its importance is acknowledged in process-based classrooms, where it forms a key element of the students' growing control over composing skills, and by genre-oriented teachers employing scaffolded learning techniques. In fact, over the past twenty years, changes in writing pedagogy and research have transformed feedback practices, with teacher written comments often supplemented with peer feedback, writing workshops, conferences, and computer-delivered feedback. But while feedback is a central aspect of ESL/EFL writing programs across the world, the research literature has not been unequivocally positive about its role in writing development, and teachers often have a sense that they are not making use of its full potential. In this paper we examine recent research related to feedback on L2 students' writing, focusing on the role of feedback in writing instruction and discussing current issues relating to teacher written and oral feedback, collaborative peer feedback and computer-mediated feedback.

06–208Bertinetto, Pier Marco (Scuola Normale Superiore, Pisa, Italy; bertinetto@sns.it) & Michele Loporcaro, The sound pattern of Standard Italian, as compared with the varieties spoken in Florence, Milan and Rome. Journal of the International Phonetic Association (Cambridge University Press) 35.1 (2005), 131–151.

06–209Bruton, Anthony (U Seville, Spain; abruton@siff.us.es), Process writing and communicative-task-based instruction: Many common features, but more common limitations?TESL-EJ (www.tesl-ej.org) 9.3 (2005), 33 pp.

06–210Canagarajah, A. Suresh (City U New York, USA), TESOL at forty: What are the issues. TESOL Quarterly (Teachers of English to Speakers of Other Languages) 40.1 (2006), 9–34.

06–211Davies, Alun (Aichi Shukutoku U; Japan alun1917@yahoo.co.uk), What do learners really want from their EFL course?ELT Journal (Oxford University Press) 60.1 (2006), 3–12.

06–212Eckert, Germana (U Technology, Sydney, Australia; geckert@aim.edu.au), Optimal class sizes in EAP programs. English in Australia (www.englishaustralia.com.au) 22.2 (2005), 12 pp.

06–213Ellis, Rod (U Auckland, New Zealand), Current issues in the teaching of grammar: An SLA perspective. TESOL Quarterly (Teachers of English to Speakers of Other Languages) 40.1 (2006), 83–107.

06–214Farrell, Thomas S. C. (Brock U, Canada; tfarrell@brocku.ca) & Particia Lim Poh Choo, Conceptions of grammar teaching: A case study of teachers' beliefs and classroom practices. TESL-EJ (www.tesl-ej.org) 9.2 (2005), 13 pp.

06–215Felix, Uschi (Monash U, Melbourne, Australia; uschi.felix@arts.monash.edu.au), What do meta-analyses tell us about CALL effectiveness?ReCALL (Cambridge University Press) 17.2 (2005), 269–288.

06–216Haneda, Mari (Ohio State U, USA; haneda.1@osu.edu), Some functions of triadic dialogue in the classroom: examples from L2 research. The Canadian Modern Language Review (University of Toronto Press) 62.2 (2005), 313–333.

06–217Hinkel, Eli (Seattle U, USA), Current perspective on teaching the four skills. TESOL Quarterly (Teachers of English to Speakers of Other Languages) 40.1 (2006), 109–131.

06–218Hu, Guangwei (Technological U, Singapore; gwhu@nie.edu.sg), English language education in China: Policies, progress, and problems. Language Policy (Springer) 4.1 (2005), 5–24.

06–219Jenkins, Jennifer (King's College, London, UK; Jennifer.jenkins@kcl.ac.uk), Current perspectives on teaching world Englishes and English as a lingua franca. TESOL Quarterly (Teachers of English to Speakers of Other Languages) 40.1 (2006), 157–181.

06–220Johnson, David (Kennesaw State U, USA; djohnson@kennesaw.edu), Teaching culture in adult ESL: Pedagogical and ethical considerations. TESL-EJ (www.tesl-ej.org) 9.1 (2005), 12 pp.

06–221Kern, Richard (U California at Berkeley, USA), Perspectives on technology in learning and teaching languages. TESOL Quarterly (Teachers of English to Speakers of Other Languages) 40.1 (2006), 183–210.

06–222Kumaravidivelu, B. (San José State U, USA), TESOL methods: changing tracks, challenging trends. TESOL Quarterly (Teachers of English to Speakers of Other Languages) 40.1 (2006), 59–81.

06–223Li, Song (Harbin Institute of Technology, China) & Fu Li, Intercultural communicative language teaching: Rethinking the communicative approach to ELT in China. English in Australia (www.englishaustralia.com.au) 22.1 (2004), 24 pp.

06–224Mantero, Miguel (U Alabama, USA; mmantero@bamaed.ua.edu), Language, education, and success: A view of emerging beliefs and strategies in the Southeastern United States. TESL-EJ (www.tesl-ej.org) 9.1 (2005), 15 pp.

06–225Morgan, Angela (U Wolverhampton, UK; Angela-Morgan@wlv.ac.uk) & Kevin Hogan, School placement and conductive education: the experiences of education administrators. British Journal of Special Education (Blackwell) 32.3 (2005), 149–156.

06–226Ryan, Mary, Systemic literacy initiatives: Stories of regulation, conflict and compliance. Australian Journal of Language and Literacy (Australian Literacy Educators' Association) 28.2 (2005), 114–126.

06–227Savickienė, Ineta & Violeta Kalėdaitė (Vytautas Magnus U, Kaunas, Lithuania), Cultural and linguistic diversity of the Baltic states in a new Europe. Journal of Multilingual and Multicultural Development (Multilingual Matters) 26.5 (2005), 442–452.

06–228Schauer, Gila (Lancaster U, UK; g.schauer@lancaster.ac.uk) & Svenja Adolphs, Expressions of gratitude in corpus and DCT data: Vocabulary, formulaic sequences, and pedagogy. System (Elsevier) 34.1 (2006), 119–134.

06–229Silver, Rita Elaine & Rita Skuja Steele (Nanyang Technological U, Singapore; resilver@nie.edu.sg), Priorities in English language education policy and classroom implementation. Language Policy (Springer) 4.1 (2005), 107–128.

06–230Sugita, Yoshihito (Yamanashi U, Japan; sugita@yamanshi-ken.ac.uk), The impact of teachers' comment types on students' revision. ELT Journal (Oxford University Press) 60.1 (2006), 34–41.

06–231Vandergriff, Ilona (San Francisco State U, USA; vdgriff@sfsu.edu), Negotiating common ground in computer-mediated versus face-to-face discussion. Language Learning & Technology (http://llt.msu.edu/intro.html) 10.1 (2006), 110–138.

06–232Wells-Jensen, Sheri (Bowling Green State U, USA; swellsj@bgnet.bgsu.edu), The Braille International Phonetic Alphabet and other options: The blind student in the phonetics classroom. Journal of the International Phonetic Association (Cambridge University Press) 35.1 (2005), 221–230.

06–233Williams, Howard (Columbia U, USA; howwil@aol.com), Maths in the grammar classroom. ELT Journal (Oxford University Press) 60.1 (2006), 23–33.

06–234Zacharias, Nugrahenny T. (Satya Wacana Christian U, Indonesia), Teachers' beliefs about the use of the students' mother tongue: A survey of tertiary English teachers in Indonesia. English in Australia (www.englishaustralia.com.au) 22.1 (2004), 9 pp.

06–235Akinjobi, Adenike (U Ibadan, Nigeria), Vowel reduction and suffixation in Nigeria. English Today (Cambridge University Press) 22.1 (2006), 10–17.

06–236Bernat, Eva (Macquarie U, Australia; Eva.Bernat@nceltr.mq.edu.au) & Inna Gvozdenko, Beliefs about language learning: Current knowledge, pedagogical implications, and new research directions. TESL-EJ (www.tesl-ej.org) 9.1 (2005), 21 pp.

06–237Cheater, Angela P. (Macau Polytechnic Institute, China), Beyond meatspace – or, geeking out in e-English. English Today (Cambridge University Press) 22.1 (2006), 18–28.

06–238Chen, Liang (Lehigh U, Pennsylvania, USA; cheng@cse.lehigh.edu), Indexical relations and sound motion pictures in L2 curricula: the dynamic role of the teacher. The Canadian Modern Language Review (University of Toronto Press) 62.2 (2005), 263–284.

06–239Cristobel, E. & E. Llurda (U de Lleida, Spain; ellurda@dal.udl.es), Learners' preferences regarding types of language school: An exploratory market research. System (Elsevier) 34.1 (2006), 135–148.

06–240Diab, Rula (American U of Beirut, Lebanon; rd10@aub.edu.lb), University students' beliefs about learning English and French in Lebanon. System (Elsevier) 34.1 (2006), 80–96.

06–241Frankenberg-Garcia, Ana (Instituto Superior de Línguas e Administração, Lisbon, Portugal; ana.frankenberg@sapo.pt), A peek into what today's language learners as researchers actually do. The International Journal of Lexicography (Oxford University Press) 18.3 (2005), 335–355.

06–242Gao, Xuesong (U Hong Kong, China; Xuesong.Gao@hkusua.hku.hk), Understanding changes in Chinese students' uses of learning strategies in China and Britain: A socio-cultural re-interpretation. System (Elsevier) 34.1 (2006), 55–67.

06–243Green, Bridget (Mukogawa Fort Wright Institute, USA), A framework for teaching grammar to Japanese learners in an intensive English program. The Language Teacher (Japan Association for Language Teaching) 30.2 (2006), 3–11.

06–244Harker, Mihye & Dmitra Koutsantoni (The Leadership Foundation for Higher Education, London, UK; mihyeharker@lfhe.ac.uk), Can it be as effective? Distance versus blended learning in a web-based EAP programme. ReCALL (Cambridge University Press) 17.2 (2005), 197–216.

06–245Hawkins, Roger (U Essex, Colchester, UK; roghawk@essex.ac.uk), The contribution of the theory of Universal Grammar to our understanding of the acquisition of French as a second language. Journal of French Language Studies (Cambridge University Press) 14.3 (2004), 233–255.

06–246Hinger, Barbara (U Innsbruck, Austria; barbara.hinger@uibk.ac.at), The distribution of instructional time and its effect on group cohesion in the foreign language classroom: a comparison of intensive and standard format courses. System (Elsevier) 34.1 (2006), 97–118.

06–247Jing, Huang (Zhanjiang Teachers U/U of Hong Kong, China), Metacognition training in the Chinese university classroom: An action research study. Educational Action Research (Routledge/Taylor & Francis) 13.3 (2005), 413–434.

06–248Kapec, Peter (Fachhochschule Bonn-Rhein-Sieg, Sankt Augustin, Germany; Peter.Kapec@fh-bonn-rhein-sieg.de) & Klaus Schweinhorst, In two minds? Learner attitudes to bilingualism and the bilingual tandem analyser. ReCALL (Cambridge University Press) 17.2 (2005), 254–268.

06–249Kervin, Lisa,Students talking about home–school communication: Can technology support this process?Australian Journal of Language and Literacy (Australian Literacy Educators' Association) 28.2 (2005), 150–163.

06–250Kwon, Minsook (Samjeon Elementary School, Korea), Teaching talk as a game of catch. The Canadian Modern Language Review (University of Toronto Press) 62.2 (2005), 335–348.

06–251Lyster, Roy (McGill U, Montréal, Canada; roy.lyster@mcgill.ca), Research on form-focused instruction in immersion classrooms: implications for theory and practice. Journal of French Language Studies (Cambridge University Press) 14.3 (2004), 321–341.

06–252Makarova, Veronika (U Saskatchewan, Canada), The effect of poetry practice on English pronunciation acquisition by Japanese EFL learners. The Language Teacher (Japan Association for Language Teaching) 30.3 (2006), 3–9.

06–253Mckinney, Carolyn (U Witwatersrand, South Africa), A balancing act: Ethical dilemmas of democratic teaching within critical pedagogy. Educational Action Research (Routledge/Taylor & Francis) 13.3 (2005), 375–392.

06–254Morgan-Short, Kara (Georgetown U, USA; morgankd@georgetown.edu) & Harriet Wood Bowden, Processing instruction and meaningful output-based instruction: effects on second language development. Studies in Second Language Acquisition (Cambridge University Press) 28.1 (2006), 31–65.

06–255Munro, Murray J. (Simon Fraser U, Canada; mjmunro@sfu.ca), Tracey M. Derwing & Susan L. Morton, The mutual intelligibility of L2 speech. Studies in Second Language Acquisition (Cambridge University Press) 28.1 (2006), 111–131.

06–256Myles, Florence (U Newcastle, UK; Florence.Myles@newcastle.ac.uk), French second language acquisition research: Setting the scene. Journal of French Language Studies (Cambridge University Press) 14.3 (2004), 211–232.

06–257Mynard, Jo & Iman Almarzouqui (Koryo College, Japan; mynardjo@hotmail.com), Investigating peer tutoring. ELT Journal (Oxford University Press) 60.1 (2006), 13–22.

06–258Neumeier, Petra (Ludwig-Maximilians-Universität, Munich, Germany; petra.neumeier@lmu.de), A closer look at blended learning – parameters for designing a blended learning environment for language teaching and learning. ReCALL (Cambridge University Press) 17.2 (2005), 163–178.

06–259Noels, Kimberly, A. (U Alberta, Canada; knoels@ualberta.ca), Orientations to learning German: Heritage language learning and motivational substrates. The Canadian Modern Language Review (University of Toronto Press) 62.2 (2005), 285–312.

06–260Ohata, Kota (International Christian U, Tokyo, Japan; ohata@icu.ac.jp), Potential sources of anxiety for Japanese learners of English: Preliminary case interviews with five Japanese college students in the U.S.TESL-EJ (www.tesl-ej.org) 9.3 (2005), 21 pp.

06–261Peltola, Maija S. (U Turku, Finland; maija.peltola@utu.fi) & Olli Aaltonen, Long-term memory trace activation for vowels depending on the mother tongue and the linguistic content. Journal of Psychophysiology (Hogrefe & Huber Publishers) 19.3 (2005), 159–164.

06–262Pichette, François (U Florida, USA; pichette@chuma1.cas.usf.edu), Time spent on reading and reading comprehension in second language learning. The Canadian Modern Language Review (University of Toronto Press) 62.2 (2005), 243–262.

06–263Ramírez Verdugo, Dolores (U Autónoma de Madrid, Spain; dolores.ramirez@uam.es), The nature and patterning of native and non-native intonation in the expression of certainty and uncertainty: Pragmatic effects. Journal of Pragmatics (Elsevier) 37.12 (2005), 2086–2115.

06–264Sabourin, Laura (U Groningen, the Netherlands;), Laurie A. Stowe, Ger J. de Haan, Transfer effects in learning a second language grammatical gender system. Second Language Research (Hodder Arnold) 22.1 (2006), 1–29.

06–265Simina, Vassiliki (Thessaloniki, Greece; vsimina@hotmail.com) & Marie-Josee Hamel, CASLA through a social constructivist perspective: WebQuest in project-driven language learning. ReCALL (Cambridge University Press) 17.2 (2005), 217–228.

06–266Sopata, Aldona (Adam Mickiewicz U, Poznań, Poland; sopata@amu.edu.pl), Optionality in non-native grammars: L2 acquisition of German constructions with absent expletives. Bilingualism: Language and Cognition (Cambridge University Press) 8.3 (2005), 177–193.

06–267Tokeshi, Masanori (Meio U, Japan), Listening comprehension processes of 6 Japanese junior high school students in interactive settings. The Language Teacher (Japan Association for Language Teaching) 30.1 (2006), 3–7.

06–268Trembley, Annie (U Hawai'i at Manoa, USA), On the second language acquisition of Spanish reflexive passives and reflexive impersonals by French- and English-speaking adults. Second Language Research (Hodder Arnold) 22.1 (2006), 30–63.

06–269Trofimovich, Pavel (Concordia U, Montréal, Canada; pavel@education.concordia.ca) & Wendy Baker, Learning second language suprasegmentals: Effect of L2 experience on prosody and fluency characteristics of L2 speech. Studies in Second Language Acquisition (Cambridge University Press) 28.1 (2006), 1–30.

06–270Véronique, Daniel (U Paris III, France; Daniel.Véronique@univ-paris3.fr), The development of referential activities and clause-combining as aspects of the acquisition of discourse in French as L2. Journal of French Language Studies (Cambridge University Press) 14.3 (2004), 257–280.

06–271Watson Todd, R. (King Mongkut's U Technology, Thailand; irictodd@kmutt.ac.th), Continuing change after the innovation. System (Elsevier) 34.1 (2006), 1–14.

06–272Yazigi, Rana (Emirates National School, United Arab Emirates; ranayazigi@hotmail.com) & Paul Seedhouse, ‘Sharing time’ with young learners.TESL-EJ (www.tesl-ej.org) 9.3 (2005), 26 pp.

06–273Andrews, Richard (York U, UK; rja3@york.ac.uk), Carole Torgerson, Sue Beveton, Allison Freeman, Terry Locke, Graham Lowe, Alison Robinson & Die Zhu, The effect of grammar teaching on writing development. British Educational Research Journal (Routledge/Taylor & Francis) 32.1 (2006), 39–55.

06–274Astika, Gusti (Satya Wacana U, Salatiga, Indonesia; astika@uksw.edu), A task-based approach to reading English for specialised purposes. English in Australia (www.englishaustralia.com.au) 22.2 (2005), 14 pp.

06–275Ayoola, Kehinde A. (Lagos State Polytechnic, Ikorodu, Nigeria; kehinday77@yahoo.co.uk), Challenges to a new generation of Nigerian writers in English. English Today (Cambridge University Press) 22.1 (2006), 3–9.

06–276Banerjee, Jayanti & Dianne Wall (Lancaster U, UK; j.banerjee@lancaster.ac.uk), Assessing and reporting performances on pre-sessional EAP courses: Developing a final assessment checklist and investigating its validity. Journal of English for Academic Purposes (Elsevier) 5.1 (2006), 50–69.

06–277Bitchener, John (Auckland U Technology, New Zealand; john.bitchener@aut.ac.nz) & Helen Basturkmen, Perceptions of the difficulties of postgraduate L2 thesis students writing the discussion section. Journal of English for Academic Purposes (Elsevier) 5.1 (2006), 4–18.

06–278Brantmeier, Cindy (Washington U, USA; cbrantme@artsci.wustl.edu), Advanced L2 learners and reading placement: Self-assessment, CBT, and subsequent performance. System (Elsevier) 34.1 (2006), 15–35.

06–279Byrne, Brian (U New England, USA; bbyrne@une.edu.au), Richard K. Olson, Stefan Samuelsson, Sally Wadsworth, Robin Corley, John C. DeFries & Erik Willcutt, Genetic and environmental influences on early literacy. Journal of Research in Reading (Blackwell) 29.1 (2006), 33–49.

06–280Castles, Anne (U Melbourne, Australia; acastles@unimelb.edu.au), Timothy Bates, Max Coltheart, Michelle Luciano & Nicholas G. Martin, Cognitive modelling and the behaviour genetics of reading. Journal of Research in Reading (Blackwell) 29.1 (2006), 92–103.

06–281Cheng, An (Oklahoma State U, USA; an.cheng@okstate.edu), Understanding learners and learning in ESP genre-based writing instruction. English for Specific Purposes (Elsevier) 25.1 (2006), 76–89.

06–282Conlon, Elizabeth G., Melanie J. Zimmer-Gembeck, Peter A. Creed & Melinda Tucker (Griffith U, Australia; e.conlon@griffith.edu.au), Family history, self-perceptions, attitudes and cognitive abilities are associated with early adolescent reading skills. Journal of Research in Reading (Blackwell) 29.1 (2006), 11–32.

06–283Fitze, Michael (Dubai Women's College, Dubai), Discourse and participation in ESL face-to-face and written electroncic conferences.Language Learning & Technology (http://llt.msu.edu/intro.html) 10.1 (2006), 67–86.

06–284Grigorenko, Elena L. (Yale U, USA & Moscow State U, Russia; elena.grigorenko@yale.edu), Damaris Ngorosho, Matthew Jukes & Donald Bundy, Reading in able and disabled readers from around the world: same or different? An illustration from a study of reading-related processes in a Swahili sample of siblings. Journal of Research in Reading (Blackwell) 29.1 (2006), 104–123.

06–285Halleck, Gene B. (Oklahoma State U, USA; halleck@okstate.edu) & Ulla M. Connor, Rhetorical moves in TESOL conference proposals. Journal of English for Academic Purposes (Elsevier) 5.1 (2006), 70–86.

06–286Hayiou-Thomas, Marianna E. (U York, UK; m.hayiou-thomas@psychology.york.ac.uk), Nicole Harlaar, Philip S. Dale & Robert Plomin, Genetic and environmental mediation of the prediction from preschool language and nonverbal ability to 7-year reading. Journal of Research in Reading (Blackwell) 29.1 (2006), 50–74.

06–287Hood, Susan (U Technology, Sydney, Australia; sue.hood@uts.edu.au), The persuasive power of prosodies: Radiating values in academic writing. Journal of English for Academic Purposes (Elsevier) 5.1 (2006), 37–49.

06–288Keenan, Janice M. (U Denver, USA; jkeenan@du.edu), Rebecca S. Betjemann, Sally J. Wadsworth, John C. DeFries & Richard K. Olson, Genetic and environmental influences on reading and listening comprehension. Journal of Research in Reading (Blackwell) 29.1 (2006), 75–91.

06–289Koutsantoni, Dimitra (U Birmingham, UK; dkoutsantoni@yahoo.com), Rhetorical strategies in engineering research articles and research theses: Advanced academic literacy and relations of power. Journal of English for Academic Purposes (Elsevier) 5.1 (2006), 19–36.

06–290Kwan, Becky S. C. (Hong Kong Baptist U, Hong Kong, China; becky@hkbu.edu.hk), The schematic structure of literature reviews in doctoral theses of applied linguistics.English for Specific Purposes (Elsevier) 25.1 (2006), 30–55.

06–291Lee, David & John Swales (Nagoya U, Japan; david_lee00@hotmail.com), A corpus-based EAP course for NNS doctoral students: Moving from available specialized corpora to self-compiled corpora. English for Specific Purposes (Elsevier) 25.1 (2006), 56–75.

06–292Okamura, A. (Takasaki City U of Economics, Japan; okamura@tcue.ac.jp), Two types of strategies used by Japanese scientists, when writing research articles in English. System (Elsevier) 34.1 (2006), 68–79.

06–293Pecorari, Diane (Mälardalen U, Sweden; Diane.Pecorari@mdh.se), Visible and occluded citation features in postgraduate second-language writing. English for Specific Purposes (Elsevier) 25.1 (2006), 4–29.

06–294Piller, Bonnie & Mary Jo Skillings (California State U, San Bernardino, USA; bpiller@csusb.edu), English language teaching strategies used by primary teachers in one New Delhi, India, school. TESL-EJ (www.tesl-ej.org) 9.3 (2005), 23 pp.

06–295Elder, Catherine (Monash U, Australia), Evaluating the effectiveness of heritage language education: What role for testing?International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 8.2&3 (2005), 196–212.

06–296Fehring, Heather, Critical, analytical and reflective literacy assessment: Reconstructing practice. Australian Journal of Language and Literacy (Australian Literacy Educators' Association) 28.2 (2005), 95–113.

06–297Jenkins, Jennifer (King's College London, UK; Jennifer.jenkins@kcl.ac.uk), The spread of EIL: A testing time for testers. ELT Journal (Oxford University Press) 60.1 (2006), 42–50.

06–298Leung, Constant & Jo Lewkowicz (King's College London, UK), Expanding horizons and unresolved conundrums: language testing and assessment. TESOL Quarterly (Teachers of English to Speakers of Other Languages) 40.1 (2006), 211–234.

06–299Taylor, Linda (The U Cambridge Local Examinations Syndicate, UK; taylor.l@ucles.org.uk), The changing landscape of English: Implications for language assessment. ELT Journal (Oxford University Press) 60.1 (2006), 51–60.

06–300Andrew, Michael D. (U New Hampshire, USA), Casey D. Cobb & Peter J. Giampietro, Verbal ability and teacher effectiveness. Journal of Teacher Education (Sage) 56.4 (2005), 343–354.

06–301Arnold, Nike (U Tennessee, USA; mnarnold@utk.edu) & Lara Ducate, Future foreign language teachers' social and cgnitive collaboration in an online environment. Language Learning & Technology (http://llt.msu.edu/intro.html) 10.1 (2006), 42–66.

06–302Ballet, Katrijn, Geert Kelchtermans (U Leuven, Belgium) & John Loughran, Beyond intensification towards a scholarship of practice: Analysing changes in teachers' work lives. Teachers and Teaching: Theory and Practice (Routledge/Taylor & Francis) 12.2 (2006), 209–229.

06–303Borg, Michaela (Northumbria U, UK; mborg13@yahoo.com), A case study of the development in pedagogic thinking of a pre-service teacher. TESL-EJ (www.tesl-ej.org) 9.2 (2005), 30 pp.

06–304Burton, Jill (U South Australia; Jill.Burton@unisa.edu.au), The importance of teachers writing on TESOL. TESL-EJ (www.tesl-ej.org) 9.2 (2005), 18 pp.

06–305Curtis, Andy (Queen's U, Canada; curtisa@post.queensu.ca) & Margit Szestay, The impact of teacher knowledge seminars: Unpacking reflective practice. TESL-EJ (www.tesl-ej.org) 9.2 (2005), 16 pp.

06–306Day, Christopher, Gordan Stobart, Pam Sammons & Alison Kington (U Nottingham, UK), Variations in the work and lives of teachers: Relative and relational effectiveness. Teachers and Teaching: Theory and Practice (Routledge/Taylor & Francis) 12.2 (2006), 169–192.

06–307Develotte, Christine (Ecole Normale Supérieure Lettres et Sciences Humaines, Lyon, France; cdevelotte@ens-lsh.fr), Francois Mangenot & Katerina Zourou, Situated creation of multimedia activities for distance learners: Motivational and cultural issues. ReCALL (Cambridge University Press) 17.2 (2005), 229–244.

06–308Gebhard, Jerry G. (Indiana U Pennsylvania; jgebhard@iup.edu), Teacher development through exploration: Principles, ways, and examples. TESL-EJ (www.tesl-ej.org) 9.2 (2005), 15 pp.

06–309Gordon, June A. (U California-Santa Cruz, USA), The crumbling pedestal: Changing images of Japanese teachers. Journal of Teacher Education (Sage) 56.5 (2005), 459–470.

06–310Gorsuch, Greta J. (Texas Technical U, USA; greta.gorsuch@ttu.edu), Discipline-specific practica for international teaching assistants. English for Specific Purposes (Elsevier) 25.1 (2006), 90–108.

06–311Hanson, Jane L. (U Iowa, USA; jane-hanson@uiowa.edu), Svetlana Dembovskaya & Soojung Lee, CALL research archive: How can an online knowledge base further communication among second language professionals?ReCALL (Cambridge University Press) 17.2 (2005), 245–253.

06–312Holmes, John (U Leeds, UK; j.l.holmes@education.leeds.ac.uk) & Maria Antonieta Alba Celani, Sustainability and local knowledge: The case of the Brazilian ESP Project 1980–2005. English for Specific Purposes (Elsevier) 25.1 (2006), 109–122.

06–313Johnson, Karen (Pennsylvania State U, USA), The sociocultural turn and its challenges to second language teacher education. TESOL Quarterly (Teachers of English to Speakers of Other Languages) 40.1 (2006), 235–257.

06–314Kupetz, Rita & Birgit Zeigenmeyer (U Hannover, Germany; Rita.Kupetz@anglistik.uni-hannover.de), Blended learning in a teacher training course: Integrated interactive e-learning and contact learning. ReCALL (Cambridge University Press) 17.2 (2005), 179–196.

06–315Lloyd, Rosemarie, Considerations in survey design, data analysis and presentation: A guide for ELT practitioners. English in Australia (www.englishaustralia.com.au) 22.2 (2005), 25 pp.

06–316Lyons, Nona (U College Cork, Ireland), Reflective engagement as professional development in the lives of university teachers. Teachers and Teaching: Theory and Practice (Routledge/Taylor & Francis) 12.2 (2006), 151–168.

06–317Napier, Jemina (Macquarie U, Australia), Making learning accessible for sign language interpreters: A process of change. Educational Action Research (Oxford, UK) 13.4 (2005), 505–524.

06–318Orland-Barak, Lily (U Haifa, Israel), Convergent, divergent and parallel dialogues: Knowledge construction in professional conversations. Teachers and Teaching: Theory and Practice (Routledge/Taylor & Francis) 12.1 (2006), 13–31.

06–319Orland-Barak, Lily (U Haifa, Israel), Lost in translation: Mentors learning to participate in competing discourses of practice. Journal of Teacher Education (Sage) 56.4 (2005), 355–366.

06–320Phillips, Rachel & Sandra Hollingsworth (San José State U, USA), From curriculum to activism: A graduate degree program in literacy to develop teachers as leaders for equity through action research. Educational Action Research (Routledge/Taylor & Francis) 13.1 (2005), 85–102.

06–321Rust, Frances (New York U, USA) & Ellen Meyers, The bright side: Teacher research in the context of educational reform and policy-making. Teachers and Teaching: Theory and Practice (Routledge/Taylor & Francis) 12.1 (2006), 69–86.

06–322Schmidt, Clea (U Manitoba, Canada; schmidtc@cc.umanitoba.ca), From teacher candidates to ESL ambassadors in teacher education. TESL-EJ (www.tesl-ej.org) 9.2 (2005), 11 pp.

06–323Silva, Marimar Da (U Federal de S Catarina, Brazil; marimars@bol.com.br), Constructing the teaching process from inside out: How pre-service teachers make sense of their perceptions of the teaching of the four skills. TESL-EJ (www.tesl-ej.org) 9.2 (2005), 19 pp.

06–324Sivell, John (Brock U, Canada; jsivell@brocku.ca), Second language teacher education in Canada: The development of professional standards. TESL-EJ (www.tesl-ej.org) 9.2 (2005), 7 pp.

06–325Somekh, Bridget (Manchester Metropolitan U, UK), Constructing intercultural knowledge and understanding through collaborative action research. Teachers and Teaching: Theory and Practice (Routledge/Taylor & Francis) 12.1 (2006), 87–106.

06–326Stewart, Timothy (Kumamoto U, Japan; stewart@kumamoto-u.ac.jp) & Bill Perry, Interdisciplinary team teaching as a model for teacher development. TESL-EJ (www.tesl-ej.org) 9.2 (2005), 17 pp.

06–327Tillema, Harm (Leiden U, the Netherlands) & Gert Van der Westhuizen (U Johannesburg, South Africa), Knowledge construction in collaborative enquiry among teachers. Teachers and Teaching: Theory and Practice (Routledge/Taylor & Francis) 12.1 (2006), 51–67.

06–328Ting, Y. L. Teresa (U Calabria, Italy; yltting@tin.it), Empowering the teacher-researcher: Adopting a tool from biochemist-researcher training. TESL-EJ (www.tesl-ej.org) 9.2 (2005), 13 pp.

06–329Watkins, Amanda (U Central England, UK; amanda@european-agency.org), So what exactly do teacher researchers think about doing research?Support for Learning (Blackwell) 21.1 (2006), 12–18.

06–330Wilkinson, Lyn, Improving literacy outcomes for students in disadvantaged schools: the importance of teacher theory. Australian Journal of Language and Literacy (Australian Literacy Educators' Association) 28.2 (2005), 127–137.

06–331Zellermayer, Michal & Tabak, Edith (Levinsky College of Education, Israel), Knowledge construction in a teachers' community of enquiry: A possible road map. Teachers and Teaching: Theory and Practice (Routledge/Taylor & Francis) 12.1 (2006), 33–49.

06–332Asker, Barry (Lingnan U, Hong Kong, China), Some reflections on English as a ‘semi-sacred’ language. English Today (Cambridge University Press) 22.1 (2006), 29–35.

06–333Baldauf, Richard B. (U Queensland, Australia), Coordinating government and community support for community language teaching in Australia: Overview with special attention to New South Wales. International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 8.2&3 (2005), 132–144.

06–334Bamiro, Edmund O. (Adekunle Ajasin U, Nigeria; eddiebamiro@yahoo.com), The politics of code-switching: English vs. Nigerian languages. World Englishes (Blackwell) 25.1 (2006), 23–35.

06–335Barwell, Richard (U Bristol, UK), Empowerment, EAL and the National Numeracy Strategy. International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 8.4 (2005), 313–327.

06–336Borland, Helen (Victoria U of Technology, Australia), Heritage languages and community identity building: The case of a language of lesser status. International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 8.2&3 (2005), 109–123.

06–337Cashman, Holly R. (Arizona State U, Tempe, USA), Who wins in research on bilingualism in an anti-bilingual state?. Journal of Multilingual and Multicultural Development (Multilingual Matters) 27.1 (2006), 42–60.

06–338de Courcy, Michèle (U Melbourne, Australia), Policy challenges for bilingual and immersion education in Australia: Literacy and language choices for users of Aboriginal languages, Auslan and Italian. International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 8.2&3 (2005), 178–187.

06–339Duyck, Wouter (Ghent U, Belgium), Kevin Diependaele, Denis Drieghe & Marc Brysbaert, The size of the cross-lingual masked phonological priming effect does not depend on second language proficiency. Experimental Psychology (Hogrefe & Huber Publishers) 51.2 (2004), 116–124.

06–340Evans, Bruce A. (Southern Oregon U, USA; evansb@sou.edu) & Nancy H. Hornberger, No child left behind: Repealing and unpeeling federal language education policy in the United States. Language Policy (Springer) 4.1 (2005), 87–106.

06–341Fitzgerald, Michael & Robert Debski (U Melbourne, Australia; rdebski@unimelb.edu.au), Internet use of Polish by Polish Melburnians: Implications for maintenance and teaching.Language Learning & Technology (http://llt.msu.edu/intro.html) 10.1 (2006), 87–109.

06–342Glynn, Ted & Cavanagh, Tom (U Waikato, New Zealand), Mere Berryman & Kura Loader, From literacy in Māori to biliteracy in Māori and English: A community and school transition programme. International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 8.5 (2005), 433–454.

06–343Grin, François (U Geneva, Switzerland; francois.grin@etat.ge.ch) & Britta Korth, On the reciprocal influence of language politics and language education: The case of English in Switzerland. Language Policy (Springer) 4.1 (2005), 67–85.

06–344Kagan, Olga (U California at Los Angeles, USA), In support of a proficiency-based definition of heritage language learners: The case of Russian. International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 8.2&3 (2005), 213–221.

06–345Kasanga, Luanga A. (Sultan Qaboos U, Oman; luangak@yahoo.fr), Requests in a South African variety of English. World Englishes (Blackwell) 25.1 (2006), 65–89.

06–346Love, Tracy (U Califonia, USA), Edwin Maas & David Swinney, Influence of language exposure on lexical and syntactic language processing. Experimental Psychology (Hogrefe & Huber Publishers) 50.3 (2003), 204–216.

06–347Malcolm, Ian G. (Edith Cowan U, Mount Lawley, Australia) & Farzad Sharifian, Something old, something new, something borrowed, something blue: Australian Aboriginal students' schematic repertoire. Journal of Multilingual and Multicultural Development (Multilingual Matters) 26.6 (2005), 512–532.

06–348May, Stephen & Richard Hill (U Waikato, New Zealand), Māori-medium education: Current issues and challenges. International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 8.5 (2005), 377–403.

06–349Mercurio, Antonio (Assessment Board of South Australia, Australia) & Angela Scarino, Heritage languages at upper secondary level in South Australia: A struggle for legitimacy. International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 8.2&3 (2005), 145–159.

06–350Nicholls, Christine (Flinders U, Australia), Death by a thousand cuts: Indigenous language bilingual education programmes in the Northern Territory of Australia, 1972–1998. International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 8.2&3 (2005), 160–177.

06–351Pauwels, Anna (The U Western Australia, Australia), Maintaining the community language in Australia: Challenges and roles for families. International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 8.2&3 (2005), 124–131.

06–352Rau, Cath (U Waikato, New Zealand), Literacy acquisition, assessment and achievement of year two students in total immersion in Māori programmes. International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 8.5 (2005), 404–432.

06–353Sharifian, Farzad (Monash U, Victoria, Australia; Farzad.Sharifian@arts.monash.edu.au), A cultural-conceptual approach and world Englishes: The case of Aboriginal English. World Englishes (Blackwell) 25.1 (2006), 11–22.

06–354Starks, Donna (U Auckland, New Zealand), The effects of self-confidence in bilingual abilities on language use: Perspectives on Pasifika language use in South Auckland. Journal of Multilingual and Multicultural Development (Multilingual Matters) 26.6 (2005), 533–550.

06–355Tagoilelagi-LeotaGlynn, Fa'asaulala, Stuart McNaughton, Shelley MacDonald & Sasha Farry (U Auckland, New Zealand), Bilingual and biliteracy development over the transition to school. International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 8.5 (2005), 455–479.

06–356Tuafuti, Patisepa & John McCaffery (U Auckland, New Zealand), Family and community empowerment through bilingual education. International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 8.5 (2005), 480–503.

06–357Tucker, G. Richard (Carnegie Mellon U, USA), Innovative language education programmes for heritage language students: The special case of Puerto Ricans?International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 8.2&3 (2005), 188–195.

06–358Wiltshire, Caroline R. & James D. Harnsberger (U Florida, USA; wiltshir@ufl.edu), The influence of Gujarati and Tamil L1s on Indian English: A preliminary study. World Englishes (Blackwell) 25.1 (2006), 91–104.

06–359Zhiming, Bao & Hong Huaqing (National University of Singapore, Singapore; ellbaozm@nus.edu.sg), Diglossia and register variation in Singapore English. World Englishes (Blackwell) 25.1 (2006), 105–114.

06–360Blackledge, Adrian (U Birmingham, UK), The magical frontier between the dominant and the dominated: Sociolinguistics and social justice in a multilingual world. Journal of Multilingual and Multicultural Development (Multilingual Matters) 27.1 (2006), 22–41.

06–361Boughton, Zoë (U Exeter, UK; z.c.boughton@exeter.ac.uk), Accent levelling and accent localisation in northern French: Comparing Nancy and Rennes. Journal of French Language Studies (Cambridge University Press) 15.3 (2005), 235–256.

06–362Brown, N. Anthony (Brigham Young U, Utah, USA; tony_brown@byu.edu), Language and identity in Belarus.Language Policy (Springer) 4.3 (2005), 311–332.

06–363Cameron, Deborah (U Oxford, UK) Language, gender, and sexuality: Current issues and new directions. Applied Linguistics (Oxford University Press) 26.4 (2005), 482–502.

06–364Deutch, Yocheved (Bar-Ilan U, Israel; yochd@netvision.net.il), Language law in Israel. Language Policy (Springer) 4.3 (2005), 261–285.

06–365Edwards, John (St Francis Xavier U, Nova Scotia, Canada), Players and power in minority-group settings. Journal of Multilingual and Multicultural Development (Multilingual Matters) 27.1 (2006), 4–21.

06–366Edwards, Viv & Lynda Pritchard Newcombe (U Reading, UK), When school is not enough: New initiatives in intergenerational language transmission in Wales. International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 8.4 (2005), 298–312.

06–367García, Patricia (Stanford U Graduate School of Education, USA), Parental language attitudes and practices to socialise children in a diglossic society. International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 8.4 (2005), 328–344.

06–368Garner, Mark (U Aberdeen, UK), Christine Raschka & Peter Sercombe, Sociolinguistic minorities, research, and social relationships.Journal of Multilingual and Multicultural Development (Multilingual Matters) 27.1 (2006), 61–78.

06–369Goto, Yuko (U Pennsylvania, USA; ybutler@gse.upenn.edu) & Masakazu Iino, Current Japanese reforms in English language education: The 2003 ‘Action Plan’. Language Policy (Springer) 4.1 (2005), 25–45.

06–370Hankoni Kamwendo, Gregory (U Botswana, Botswana; kamwendog@mopipi.ub.bw), Language planning from below: An example from northern Malawi. Language Policy (Springer) 4.2 (2005), 143–165.

06–371Kaur Gill, Saran (U Kebangsaan, Malaysia, Malaysia; saran@pkrisc.cc.ukm.my), Language policy in Malaysia: Reversing direction. Language Policy (Springer) 4.3 (2005), 241–260.

06–372Lantolf, James P. (Pennsylvania State U, USA; jpl7@psu.edu), Sociocultural theory and L2: State of the art. Studies in Second Language Acquisition (Cambridge University Press) 28.1 (2006), 67–109.

06–373Määttä, Simo K. (U California, Berkeley, USA; asunto@uclink.berkeley.edu), The European Charter for Regional or Minority Languages, French language laws, and national identity. Language Policy (Springer) 4.2 (2005), 167–186.

06–374Mills, Jean (U Birmingham, UK), Connecting communities: Identity, language and diaspora. International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 8.4 (2005), 253–274.

06–375Pavlenko, Aneta (Temple U, USA), ‘Ask each pupil about her methods of cleaning’: Ideologies of language and gender in Americanisation instruction (1900–1924). International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 8.4 (2005), 275–297.

06–376Richland, Justin B. (U California, Irvine, USA), The multiple calculi of meaning.Discourse & Society (Sage) 17.1 (2006), 65–97.

06–377Silver, Rita Elaine (Nanyang Technological U, Singapore; resilver@nie.edu.sg), The discourse of linguistic capital: Language and economic policy planning in Singapore. Language Policy (Springer) 4.1 (2005), 47–66.

06–378Tannenbaum, Michal & Marina Berkovich (Tel Aviv U, Israel; mtannen@post.tau.ac.il), Family relations and language maintenance: Implications for language educational policies. Language Policy (Springer) 4.3 (2005), 287–309.

06–379Vaish, Viniti (Nanyang Technical U, Singapore; vvaish@nie.edu.sg), A peripherist view of English as a language of decolonization in post-colonial India. Language Policy (Springer) 4.2 (2005), 187–206.

06–380Zuengler, Jane & Elizabeth R. Miller (U Winconsin-Madison, USA), Cognitive and sociocultural perspectives: Two parallel SLA worlds?TESOL Quarterly (Teachers of English to Speakers of Other Languages) 40.1 (2006), 35–58.

06–381Abdel-Fattah, Mahmoud M. (Birzeit U, West Bank; mfatah@birzeit.edu), On the translation of modals from English into Arabic and vice versa: The case of deontic modality mistranslations. Babel (John Benjamins) 51.1 (2005), 31–48.

06–382Adler, Silvia (U Haifa, Israel; sadler@univ.haifa.ac.il), Un paramètre discursif dans l'ellipse des régimes prépositionnels [A discourse parameter in the ellipsis of prepositional rules]. Journal of French Language Studies (Cambridge University Press) 15.3 (2005), 219–234.

06–383Barnbrook, Geoff (U Birmingham, UK; G.Barnbrook@bham.ac.uk), Usage notes in Johnson'sDictionary. The International Journal of Lexicography (Oxford University Press) 18.2 (2005), 189–201.

06–384Belcher, Diane (Georgia State U, USA), English for Specific Purposes: Teaching to perceived needs and imagined futures in the worlds of work, study and everyday life. TESOL Quarterly (Teachers of English to Speakers of Other Languages) 40.1 (2006), 133–156.

06–385Burridge, Kate (Monash U, Australia), Proper English: Rhetoric or reality. English in Australia (www.englishaustralia.com.au) 22.1 (2004), 12 pp.

06–386Charolles, Michel (U de Paris, France; Michel.Charolles@ens.fr), Anne Le Draoulec, Marie-Paule Pery-Woodley & Laure Sarda, Temporal and spatial dimensions of discourse organisation. Journal of French Language Studies (Cambridge University Press) 15.2 (2005), 115–130.

06–387Eades, Diana (U New England, Australia), Applied linguistics and language analysis in asylum seeker cases. Applied Linguistics (Oxford University Press) 26.4 (2005), 503–526.

06–388Espinal, M. Teresa (U Autónoma de Barcelona, Spain; Teresa.Espinal@uab.es), A conceptual dictionary of Catalan idioms. The International Journal of Lexicography (Oxford University Press) 18.4 (2005), 509–540.

06–389Grabski, Michael (Technische Universität Berlin, Germany) & Manfred Stede,Bei: Intraclausal coherence relations illustrated with a German preposition. Discourse Processes (Erlbaum) 41.2 (2006), 195–219.

06–390Hanks, Patrick (Brandeis U, USA & Berlin-Brandenburg Academy of Sciences, Germany; hanks@bbaw.de), Johnson and modern lexicography. The International Journal of Lexicography (Oxford University Press) 18.2 (2005), 243–266.

06–391Kramsch, Claire (U California at Berkeley, USA), Post 9/11: Foreign languages between knowledge and power. Applied Linguistics (Oxford University Press) 26.4 (2005), 545–567.

06–392Larrivee, Pierre (Aston U, Birmingham, UK; p.larrivee@aston.ac.uk), Quelqu'un n'est pas venu [Someone didn't come]. Journal of French Language Studies (Cambridge University Press) 15.3 (2005), 279–296.

06–393Le Draoulec, Anne (U de Toulouse-Le Mirail, France; draoulec@univ-tlse2.fr), Avant que/ de: possibles passages à la connexion temporelle [Avant que/de: possible links to temporal connections]. Journal of French Language Studies (Cambridge University Press) 15.2 (2005), 131–151.

06–394Lillo, Antonio (U Alicante, Spain), Cut-down puns. English Today (Cambridge University Press) 22.1 (2006), 36–44.

06–395Macnamara, Matthew (National U Ireland, Cork; mmacnamara@french.ucc.ie), Tense and discourse topic in a corpus ofLe Mondepolitical articles. Journal of French Language Studies (Cambridge University Press) 15.1 (2005), 49–66.

06–396Mosegaard Hansen, Maj-Britt (U Copenhagen, Denmark; maj@hum.ku.dk), A comparative study of the semantics and pragmatics ofenfin and finalement, in synchrony and diachrony. Journal of French Language Studies (Cambridge University Press) 15.2 (2005), 153–171.

06–397Myers, Greg (Lancaster U, UK), Applied linguistics and institutions of opinion. Applied Linguistics (Oxford University Press) 26.4 (2005), 527–544.

06–398Nelson, Gerald (U College London, UK; g.nelson@ucl.ac.uk), The core and periphery of world Englishes: A corpus-based exploration. World Englishes (Blackwell) 25.1 (2006), 115–129.

06–399Otani, Hiroaki (Hoshi U, Japan; hiroaki-otani@jcom.home.ne.jp), Investigating intercollocations – towards an archaeology of text. The International Journal of Lexicography (Oxford University Press) 18.1 (2005), 1–24.

06–400Piot, Mireille (U Stendhal-Grenoble, Paris, France; mireille.piot@ens.fr), Sur la nature des fausses prépositionssauf et excepté [Concerning the nature of the false prepositions sauf and excepté]. Journal of French Language Studies (Cambridge University Press) 15.3 (2005), 297–314.

06–401Prćić, Tvrtko (U Novi Sad, Serbia; tprcic@EUnet.yu), Prefixes vs initial combining forms in English: A lexicographic perspective. The International Journal of Lexicography (Oxford University Press) 18.3 (2005), 313–334.

06–402Ravid, Dorit & Ruth A. Berman (Tel Aviv U, Israel), Information density in the development of spoken and written narratives in English and Hebrew. Discourse Processes (Erlbaum) 41.2 (2006), 117–149.

06–403Ricalens, Karine (U de Toulouse-Le Mirail, France; ricalens@univ-tlse2.fr), Laure Sarda & Francis Cornish, Prescriptions d'itinéraires: rôles de l'organisation spatio-temporelle, de la structure référentielle, de la mémoire et du genre [Descriptions of itineraries: The roles of spatio-temporal organisation, referential structure, memory and genre]. Journal of French Language Studies (Cambridge University Press) 15.2 (2005), 195–218.

06–404Rule, Sarah (U Southampton; s.rule@soton.ac.uk), French interlanguage oral corpora: recent developments. Journal of French Language Studies (Cambridge University Press) 14.3 (2004), 343–356.

06–405Snell, Julia (U Leeds, UK), Schema theory and the humour ofLittle Britain. English Today (Cambridge University Press) 22.1 (2006), 59–64.

06–406Stahlke, Herbert F. W. (Ball State U, USA), Assimilation to /r/ in English initial consonant clusters. English Today (Cambridge University Press) 22.1 (2006), 57–58.

06–407van Rooy, Bertus (North West U, South Africa; ntlajvr@puk.ac.za), The extension of the progressive aspect in Black South African English. World Englishes (Blackwell) 25.1 (2006), 37–64.

06–408Vieu, Laure (IRIT, CNRS/LOA-ISTC-CNR, Trento, Italy; vieu@irit.fr), Myriam Bras, Nicholas Asher & Michel Aurnague, Locating adverbials in discourse. Journal of French Language Studies (Cambridge University Press) 15.2 (2005), 173–193.

06–409Whittaker, Sunniva (Norwegian School of Economics and Business Administration, Helleveien, Norway; sunniva.whittaker@nhh.no), Description syntaxique et discursive des syntagmes nominaux de typeN dit + complément adjectival, prépositionnel ou nominal [A syntactic and discoursal description of the nominal constructions N dit + adjectival, prepositional or nominal complement]. Journal of French Language Studies (Cambridge University Press) 15.1 (2005), 83–96.

06–410Xu, Hai (Guangdong U of Foreign Studies, China; xuhai1101@yahoo.com.cn), Treatment of deictic expressions in example sentences in English learners' dictionaries. The International Journal of Lexicography (Oxford University Press) 18.3 (2005), 289–311.

06–411Holmes, Janet (U Wellington, New Zealand; Janet.Holmes@vuw.ac.nz), Leadership talk: How do leaders ‘do mentoring’, and is gender relevant?Journal of Pragmatics (Elsevier) 37.11 (2005), 1779–1800.

06–412Jiang, Xiangying (Northern Arizona U, USA; Xiangying.Jiang@NAU.EDU), Suggestions: What should ESL students know?System (Elsevier) 34.1 (2006), 36–54.

06–413Lewis, Diana M. (Faculté des Langues, Lyon, France; Diana.Lewis@univ-lyon2.fr), Arguing in English and French asynchronous online discussion. Journal of Pragmatics (Elsevier) 37.11 (2005), 1801–1818.

06–414Overstreet, Maryann (U Hawai‘i at Manoa, USA; overst@hawaii.edu), And stuff, und so: Investigating pragmatic expressions in English and German. Journal of Pragmatics (Elsevier) 37.11 (2005), 1845–1864.

06–415Ruey-Jiuan, Regina Wu (San Diego State U, USA), Initiating repair and beyond: The use of two repeat-formatted repair initiations in Mandarin conversation. Discourse Processes (Lawrence Erlbaum) 41.1 (2006), 67–109.

06–416Ding, Guosheng (Beijing Normal U, China), Perry Conrad, Peng Danling, Ma Lin, Li Dejun, Shu Shiyong, Luo Qian, Xu Duo & Yang Jing, Neural mechanisms underlying semantic and orthographic processing in Chinese–English bilinguals. NeuroReport (Lippincott Williams & Wilkins) 14.12 (2003), 1557–1562.

06–417Elston-Güttler, Kerrie E. (Max Planck Institute for Human Cognitive and Brain Sciences, Leipzig, Germany; guettler@cbs.mpg.de), Silke Paulmann & Sonja A. Kotz, Who's in control? Proficiency and L1 influence on L2 processing. Journal of Cognitive Neuroscience (MIT Press) 17.10 (2005), 1593–1610.

06–418Gollan, Tamar H. (U Califonia, San Diego, USA; tgollan@ucsd.edu), Marina P. Bonanni & Rosa I. Montoya, Proper names get stuck on bilingual and monolingual speakers' tip of the tongue equally often. Neuropsychology (American Psychological Association) 19.3 (2005), 278–287.

06–419Hernandez, Arturo (U Houston, USA), Ping Li & Brian MacWhinney, The emergence of competing modules in bilingualism. Trends in Cognitive Sciences (Elsevier) 9.5 (2005), 220–225.

06–420Mahendra Nidhi, Elena Plante (U Arizona, USA; eplante@email.arizona.edu), Joel Magloire, Lisa Milman & Theodore P. Trouard, fMRI variability and the localization of languages in the bilingual brain. NeuroReport (Lippincott Williams & Wilkins) 14.9 (2003), 1225–1228.

06–421Mildner, Vesna (U Zagreb, Croatia; vesna.mildner@ffzg.hr), Davor Stanković & Marina Petković, The relationship between active hand and ear advantage in the native and foreign language. Brain and Cognition (Elsevier) 57.2 (2005), 158–161.

06–422Minagawa-Kawai, Yasuyo (National Institute for Japanese Language, Tokyo, Japan), Koichi Mori, Yataka Sato & Toshizo Koizumi, Differential cortical responses in second language learners to different vowel contrasts. NeuroReport (Lippincott Williams & Wilkins) 15.5 (2004), 899–903.

06–423Mueller, Jutta L. (Max Planck Institute for Human Cognitive and Brain Sciences, Leipzig, Germany; muellerj@cbs.mpg.de), Anja Hahne, Yugo Fujii & Angela D. Friederici, Native and non-native speakers' processing of a miniature version of Japanese as revealed by ERPs. Journal of Cognitive Neuroscience (MIT Press) 17.8 (2005), 1229–1244.

06–424Ojima, Shiro (U Essex, UK; sojima@nips.ac.jp), Hiroki Nakata & Ryusuke Kakigi, An ERP study of second language learning after childhood: Effects of proficiency. Journal of Cognitive Neuroscience (MIT Press) 17.8 (2005), 1212–1228.

06–425Oran, Revital (U Haifa, Israel; zviab@construct.haifa.ac.il) &Zvia Breznitz, Reading processes in L1 and L2 among dyslexic as compared to regular bilingual readers: Behavioral and electrophysiological evidence. Journal of Neurolinguistics (Elsevier) 18.2 (2005), 127–151.

06–426Peltola, Maija S. (U Turku, Finland; maija.peltola@utu.fi), Minna Kuntola, Henna Tamminen, Heikki Hämäläinen & Olli Aaltonen, Early exposure to non-native language alters preattentive vowel discrimination. Neuroscience Letters (Amsterdam, the Netherlands) 388.3 (2005), 121–125.

06–427Perani, Daniela (Vita Salute San Raffaele U, Milan, Italy; daniela.perani@hsr.it) & Jubin Abutalebi, The neural basis of first and second language processing. Current Opinion in Neurobiology (Elsevier) 15.2 (2005), 202–206.

06–428Rodríguez-Fornells, Antoni (Otto-von-Guericke U, Magdeburg, Germany), Arie van der Lugt, Michael Rotte, Belinda Britti, Hans-Jochen Heinze & Thomas F. Münte, Second language interferes with word production in fluent bilinguals: Brain potential and functional imaging evidence. Journal of Cognitive Neuroscience (MIT Press) 17.3 (2005), 422–433.

06–429Thierry, Guillaume (U Wales, Bangor, UK) & Jing Yan Wu, Electrophysiological evidence for language interference in late bilinguals. NeuroReport (Lippincott Williams & Wilkins) 15.10 (2004), 1555–1558.

06–430Van Borsel, John (Gent U Hospital, Belgium; john.vanborsel@ugent.be), Reinilde Sunaert & Sophie Engelen, Speech disruption under delayed auditory feedback in multilingual speakers. Journal of Fluency Disorders (Elsevier) 30.3 (2005), 201–217.

06–431Xue, Gui, Qi Dong (Beijing Normal U, China), Zhen Jin, Lei Zhang & Yue Wang, An fMRI study with semantic access in low proficiency second language learners. NeuroReport (Lippincott Williams & Wilkins) 15.5 (2004), 791–796.

06–432Zhang, Yang (U Washington, USA; yazhang@u.washington.edu), Patricia K. Kuhl, Toshiaki Imada, Makoto Kotani & Yoh' ichi Tohkura, Effects of language experience: Neural commitment to language-specific auditory patterns. NeuroImage (Elsevier) 26.3 (2005), 703–720.