In Part 1 of this two-part review article (Alderson & Banerjee, 2001), we first addressed issues of washback, ethics, politics and standards. After a discussion of trends in testing on a national level and in testing for specific purposes, we surveyed developments in computer-based testing and then finally examined self-assessment, alternative assessment and the assessment of young learners.

In this second part, we begin by discussing recent theories of construct validity and the theories of language use that help define the constructs that we wish to measure through language tests. The main sections of the second part concentrate on summarising recent research into the constructs themselves, in turn addressing reading, listening, grammatical and lexical abilities, speaking and writing. Finally we discuss a number of outstanding issues in the field.

This paper argues that teachers' mental lives represent the ‘hidden side’ of teaching. It examines how teacher learning and teacher knowledge, as central attributes of those mental lives, have been conceptualized and studied since 1975 and traces connections to similar work in English language teaching (ELT)In this paper, I use the phrase ‘English language teaching,’ or (ELT), to refer to the teaching of English as a second, additional, or foreign language, known in the US as TESOL. I recognize that the phrase ELT is a bit problematic in that in the United States it can be taken to refer to English as mother tongue or first language instruction (language arts), while in Europe it would seem to be more accurately applied in this case.. While the majority of literature reviewed is drawn from the north American perspective, parallels are sketched in some of the emerging research in ELT teacher education. The analysis examines four broad families of issues: how teachers learn content and teaching practices, how teachers' mental processes are conceived, the role of prior knowledge in learning to teach, and the role of social and institutional context. Taken together, research in these areas suggests implications for the design and practice of teacher training and professional development in Second language teacher education.

As is customary in this annual review, the focus is on research which has been published mainly in international research journals and which has a bearing on the teaching of languages and on those aspects of languages learning and use which seem to have implications for teaching. For the most part, it is additional languages which are under discussion, whether of the second, (third, fourth) or modern foreign or some other variety. 2001 yielded a large number of valuable articles of this sort. Rather than seeking to mention them all, I have made a selection in order to allow certain themes to be developed.

Three themes seemed to me to be of particular interest in 2001: ‘Focus on form’, ‘Information and Communications Technology (ICT) and languages’ and ‘Early language learning’. None of these of course represents a new area of research, but in 2001 they seemed to play strongly. My review begins with a discussion of each of these in turn.

In the sections to follow, cross-reference is made to the abstracts in Language Teaching. Thus, Haley (2001: 02–253) refers to the article published in 2001 and appearing as abstract 253 in the 2002 volume of the journal.

02–812 Dagenais, Diane and Berron, Catherine (Simon Fraser U., British Columbia, Bumaby, Canada; Email: dagenais@sfu.ca) Promoting multilingualism through French immersion and language maintenance in three immigrant families. Language, Culture and Curriculum (Clevedon, UK), 14, 2 (2001), 142–55.

This article describes the structure, functions and origins of the Council of Europe's European Language Portfolio (ELP); summarizes the scope and findings of the pilot projects (1998–2000) and the measures that have been taken to encourage large-scale implementation in 2001 and beyond; outlines the pedagogical challenge posed by the ELP; and suggests various possibilities for future work.

02–792 Berger, Marie Josée and Heller, Monica (Ontario Inst. for Studies in Ed., U. of Toronto, Canada). Promoting ethnocultural equity education in Franco-Ontarian schools. Language, Culture and Curriculum (Clevedon, UK), 14, 2 (2001), 130–41.

02–180 Babaii, Esmat and Ansary, Hasan (Shiraz U., Tehran, Iram; Email: babai@saba.tmu.ac.ir). The C-test: a valid operationalization of reduced redundancy principle? System (Oxford, UK), 29, 2 (2001), 209–19.

02–226 Albero, Brigitte (INRP, Department of New Technologies and Education, France). Les ‘Espaces Langues’: un potentiel d'évolutions des pratiques d'enseignement et des pratiques d'apprentissage. [‘Language Spaces’: an opportunity for development in teaching and learning practices.] Les Langues Modernes (Paris, France), 2 (2001), 76–84.

Bialystok, Ellen

Bilingualism in development: Language, literacy, and cognition. Cambridge University Press, 2001. xii + 288pp. ISBN 0 521 63507 1, £15.95, pb.

02–498 Armengol-Castells, Lourdes (Universitat de Lleida, Spain; Email: Larmengol@dal.udl.es). Text-generating strategies of three multilingual writers: A protocol-based study. Language Awareness (Clevedon, UK), 10, 2/3 (2001), 91–106.

02–216 Cooke, David (York U., Toronto, Ontario, Canada). Lives on hold: ESL in a restructured society. TESL Canada Journal / La Revue TESL du Canada (Burnaby, B.C.), 18, 2 (2001), 65–77.

02–746 Allison, Desmond and Wu, Siew Mei (National U. of Singapore). Academic writing: Whose expectations? RELC Journal (Singapore), 32, 1 (2001), 52–72.

02–531 Bebout, Linda (U. of Windsor, USA). ‘What was it like to learn English?’ Learner interviews in TESL training. TESL Canada Journal ' La Revue TESL du Canada (Burnaby, BC, Canada), 19, 1 (2001), 73–79.

02–195 Biechele, Barbara, Böttcher, Dagmar and Kittner, Ralf (Friedrich-Schiller Universität, Jena, Germany). Ausgewählte Ergebnisse einer empirischen Untersuchung zu subjektiven Theorien. Erfahrungen von DaF-Studierenden in Bezug auf (neue) Medien und Lernen. [Selected results of an empirical study of subjective theories. Experiences of GFL students in relation to new media and learning.] Info DaF (Munich, Germany), 28, 4 (2001), 343–68.

02–551 Albert, Steve J. (New York U., USA). Linguistic anthropology and the study of contemporary France. The French Review (Carbondale, IL, USA), 74, 6 (2001), 1165–175.

02–650 Akiyama, Yasuhiro (Toho Junior-Senior High School, Tokyo, Japan; Email: jmyasu@a1.mbn.or.jp). Japanese adult learners' development of the locality condition on English reflexives. Studies in Second Language Acquisition (New York, USA), 24, 1 (2002), 27–54.

02–382 Alalou, Ali (U. of Delaware, USA). Reevaluating curricular objectives using students' perceived needs: The case of three language programmes. Foreign Language Annals (New York, USA), 34, 5 (2001), 453–69.

02–1 Aitsiselmi, Farid (U. of Bradford, UK; Email: f.aitsiselmi@bradford.ac.uk). Acquiring French by electronic mail. Francophonie (Rugby, UK), 23 (2001), 15–19.

02–89 Allwright, Dick (U. of Lancaster, UK). Learning (and teaching) as well as you know how: why is it so very difficult? Odense Working Papers in Language and Communication (Odense, Denmark), 22 (2001), 1–41.

02–446 Abrams, Zsuzsanna lttzes (U. of Texas-Austin, Austin, TX, USA; Email: zsabrams@mail.utexas.edu). Computer-mediated communication and group journals: Expanding the repertoire of participant roles. System (Oxford, UK), 29, 4 (2001), 489–503.