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Trinity College Dublin was proud to host, in April 2016, the Second International Conference on Telecollaboration in Higher Education, with the theme "New Directions in Telecollaborative Research and Practice." Over two and a half days, 150 participants offered 95 research presentations, posters, and "problem shared" sessions. Following a preface (Breffni O'Rourke) and introduction (Sake Jager, Malgorzata Kurek, and Breffni O'Rourke), selected papers from this conference presented herein include: (1) Telecollaboration and student mobility for language learning (Celeste Kinginger); (2) A task is a task is a task is a task… or is it? Researching telecollaborative teacher competence development--the need for more qualitative research (Andreas Müller-Hartmann); (3) Learner autonomy and telecollaborative language learning (David Little); (4) Developing intercultural communicative competence across the Americas (Diane Ceo-DiFrancesco, Oscar Mora, and Andrea Serna Collazos); (5) CHILCAN: a Chilean-Canadian intercultural telecollaborative language exchange (Constanza Rojas-Primus); (6) Multifaceted dimensions of telecollaboration through English as a Lingua Franca (ELF): Paris-Valladolid intercultural telecollaboration project (Paloma Castro and Martine Derivry-Plard); (7) Student perspectives on intercultural learning from an online teacher education partnership (Shannon Sauro); (8) Blogging as a tool for intercultural learning in a telecollaborative study (Se Jeong Yang); (9) Intergenerational telecollaboration: what risks for what rewards? (Erica Johnson); (10) Telecollaboration, challenges and oppportunities (Emmanuel Abruquah, Ildiko Dosa, and Grazyna Duda); (11) Exploring telecollaboration through the lens of university students: a Spanish-Cypriot telecollaborative exchange (Anna Nicolaou and Ana Sevilla-Pavón); (12) A comparison of telecollaborative classes between Japan and Asian-Pacific countries -- Asian-Pacific Exchange Collaboration (APEC) project (Yoshihiko Shimizu, Dwayne Pack, Mikio Kano, Hiroyuki Okazaki, and Hiroto Yamamura); (13) Incorporating cross-cultural videoconferencing to enhance Content and Language Integrated Learning (CLIL) at the tertiary level (Barbara Loranc-Paszylk); (14) Multimodal strategies allowing corrective feedback to be softened during webconferencing-supported interactions (Ciara R. Wigham and Julie Vidal); (15) Problem-solving interaction in GFL videoconferencing (Makiko Hoshii and Nicole Schumacher); (16) Interactional dimension of online asynchronous exchange in an asymmetric telecollaboration (Dora Loizidou and François Mangenot); (17) Telecollaboration in secondary EFL: a blended teacher education course (Shona Whyte and Linda Gijsen); (18) It takes two to tango: online teacher tandems for teaching in English (Jennifer Valcke and Elena Romero Alfaro); (19) Getting their feet wet: trainee EFL teachers in Germany and Israel collaborate online to promote their telecollaboration competence through experiential learning (Tina Waldman, Efrat Harel, and Götz Schwab); (20) Teacher competences for telecollaboration: the role of coaching (Sabela Melchor-Couto and Kristi Jauregi); (21) Preparing student mobility through telecollaboration (Marta Giralt and Catherine Jeanneau); (22) What are the perceived effects of telecollaboration compared to other communication-scenarios with peers? (Elke Nissen); (23) The "Bologna-München" Tandem -- experiencing interculturality (Sandro De Martino); (24) Comparing the development of transversal skills between virtual and physical exchanges (Bart van der Velden, Sophie Millner, and Casper van der Heijden); (25) Making virtual exchange/telecollaboration mainstream -- large scale exchanges (Eric Hagley); (26) Searching for telecollaboration in secondary geography education in Germany (Jelena Deutscher); (27) Communication strategies in a telecollaboration project with a focus on Latin American history (Susana S. Fernández); (28) Students' perspective on Web 2.0-enhanced telecollaboration as added value in translator education (Mariusz Marczak); (29) Intercultural communication for professional development: creative approaches in higher education (Linda Joy Mesh); (30) Illustrating challenges and practicing competencies for global technology-assisted collaboration: lessons from a real-time north-south teaching collaboration (Stephen Capobianco, Nadia Rubaii, and Sebastian Líppez-De Castro); (31) Telecollaboration as a tool for building intercultural and interreligious understanding: the Sousse-Villanova programme (Jonathan Mason); (32) Vicious cycles of turn negotiation in video-mediated telecollaboration: interactional sociolinguistics perspective (Yuka Akiyama); (33) A corpus-based study of the use of pronouns in the asynchronous discussion forums in the online intercultural exchange MexCo (Marina Orsini-Jones, Zoe Gazeley-Eke, and Hannah Leinster); (34) Cooperative autonomy in online lingua franca exchanges: A case study on foreign language education in secondary schools (Petra Hoffstaedter and Kurt Kohn); (35) Emerging affordances in telecollaborative multimodal interactions (Aparajita Dey-Plissonneau and Françoise Blin); (36) Telecollaboration in online communities for L2 learning (Maria Luisa Malerba and Christine Appel); (37) Fostering students' engagement with topical issues through different modes of online exchange (Marie-Thérèse Batardière and Francesca Helm); (38) A conversation analysis approach to researching eTandems--the challenges of data collection (Julia Renner); and (39) DOTI: Databank of Oral Teletandem Interactions (Solange Aranha and Paola Leone). An author index is included. Individual papers contain references.

This issue includes the following articles: "On Negative Alternative Questions" (Chung-hye Han); "A Categorical Syntax for Verbs of Perception" (Robin Clark, Gerhard Jager); "Defective Complements in Tree Adjoining Grammar" (Seth Kulick, Robert Frank, K. Vijayshanker); "The Convergence of Lexicalist Perspectives in Psycholinguistics and Computational Linguistics" (Albert E. Kim, Bangalore Srinivas, John C. Trueswell); "Event Heads and the Distribution of Psych-Roots" (Martha McGinnis); "Echo Reduplication in Kannada: Implications for a Theory of Word Formation" (Jeffrey Lidz); "The Distribution of the Old Irish Infixed Pronouns: Evidence for the Syntactic Evolution of Insular Celtic?" (Ronald Kim); "Discourse Salience and Pronoun Resolution in Hindi" (Rashmi Prasad, Michael Strube); "The Effect of Thematic Roles on Pronoun Use and Frequency of Reference Continuation" (Jennifer E. Arnold); "Bilingual Code-Switching and the Open/Closed Class Distinction" (Ellen F. Prince and Susan Pintzuk); "Dialect Acquisition and Prestige" (Clarissa Surek-Clark); "Final Extrametricality in Latin and Manam" (Eugene Buckley); "Yoruba Vowel Elision and Compounding" (Amanda Seidl); "The Laryngeal Effect in Korean: Phonology or Phonetics?" (Eon-Suk Ko); and "Multidimensional Exploration of Online Linguistic Field Data" (Steven Bird). Individual articles contain references. (KFT)

This volume contains working papers on a variety of topics in linguistics. They include: "A View of Phonology from a Cognitive and Functional Perspective" (Joan Bybee); "The Geography of Language Shift: Distance from the Mexican Border and Spanish Language Claiming in the Southwestern United States" (Garland D. Bills, Eduardo Hernandez-Chavez, Alan Hudson); "Rethinking the 'Power Semantic': Alternatives for the Analysis and Interpretation of Non-Reciprocal T/V Address" (Scott Schwenter); "Prototype Theory in Language and Cognition" (Patricia Escarraz); "Sociolinguistic Competence in Context: The Formality Factor" (Robin Dale Zuskin); "Male/Female Speech Patterns: Singularity versus Diversity" (Anne Wiltshire); "Supplementing the Binding Theory: On the Question of Proper Binding" (Hector A. Torres); "Some Considerations of the Use of Indices with Pronouns and Wh- Traces" (Carolyn Kennedy); "Toward a Better Understanding of Universal Grammar: Evidence from Child Language" (Teresa M. Meehan); and "Re-Examination of the Notion of Proper Binding: The Interpretation of Reflexives in Japanese" (Teruo Ueno). (MSE)

Following an introduction by Anthony Liddicoat on the general nature of bilingualism, three papers on the characteristics, development, and advantages of bilingualism are presented. "Psycholinguistic Aspects of Bilingualism" by Susanne Dopke, Tim Macnamara, and Terry Quinn considers the linguistic, cognitive, emotional, and educational development of the bilingual individual and the social psychology of bilingualism. "Sociolinguistic Aspects of Bilingualism: Bilingualism and Society" by George Saunders looks at bilingualism in its social context and the linguistic and social factors influencing attainment and maintenance of bilingualism. Emphasis here is on the situation of bilinguals in Australia. "Bilingual Education" by Marta Rado focuses on bilingual education as an effective way of developing bilingualism. Much of the discussion here is relevant to language teaching and describes models for bilingual education used in major English-speaking countries. (Contains approximately 300 references.) (MSE)

The working papers contained in this volume include the following: "Intercultural Communication and the Analysis of Conversation" (Nessa Wolfson); "Methods of Inquiry into Cultural Expression in Speech Behavior" (Ruth Benander); "'I Really Like Your Lifestyle': ESL Learners Learning How to Compliment" (Kristine Billmyer); "'Your Eye is Sparkling': Formulaic Expressions and Routines in Turkish" (Seran Dogancay); "Misunderstood Efforts and Missed Opportunities: An Examination of EFL in Japan" (Yoshiko Okushi); and "Discourse Marking and Elaboration and the Comprehensibility of Second Language Speakers" (Jessica Williams). (MSE)

This volume is a selection of papers prepared for a conference on sociolinguistically oriented language surveys organized by the Center for Applied Linguistics and held in New York in September 1971. The purpose of the conference was to review the role and function of such language surveys in the light of surveys conducted in recent years. The selection is intended to give a general picture of such surveys to the layman and to reflect the aims of the conference. The papers deal with scope, problems, uses, organization, and techniques of surveys, and descriptions of particular surveys, and are mostly related to the Eastern Africa Survey. The authors of these selections are: Charles A. Ferguson, Ashok R. Kelkar, J. Donald Bowen, Edgar C. Polome, Sirarpi Ohannessian, Gilbert Ansre, Probodh B. Pandit, William D. Reyburn, Bonifacio P. Sibayan, Clifford H. Prator, Mervyn C. Alleyne, M. L. Bender, R. L. Cooper and Joshua A. Fishman. (Author/AM)

A collection of papers on linguistics includes: "Italian Comparatives of Inequality with 'Che' and 'Di'" (Adrian C. Battye); "A Note on Passives in GPSG [Generalized Phrase Structure Grammar]" (Robert D. Borsley); "Reduplicated Constructions in Chinese and Questions of Generative Power" (Jonathan Calder); "A Note on Subcategorization, Constituent Order, and the Notion 'Head'" (Gerald Gazdar, Geoffrey K. Pullum); "Constituent Structure in Text-Copying" (Patrick D. Griffiths); "Gaps in Generalised Phrase Structure Grammar" (Steve J. Harlow); "Some Rhythm, Resonance and Quality Variations in Urban Tyneside Speech" (John K. Local); "A Methodology for Describing Socio-Linguistic Variability within Multi-lingual Settings in General and 'Interactive' and 'Reactive' Ethnic Processes in Language in Particular" (Ben Rampton); and "Ellipsis Conditions and the Status of the English Copula" (Anthony R. Warner). Three monographs are also reviewed. The monographs are on sentence particles in Cantonese, interracial friendship and communication among black and white adolescents, and Pacific linguistics. (MSE)

Papers on a variety of linguistic topics include six papers from a Festschrift and nine others, as follows: "Attitudes Towards English as a Possible Lingua Franca in Switzerland" (Urs Durmuller); "Functional Stability and Structural Levelling of Dialects: The Case of Maastricht" (Anton M. Hagen, Henk Munstermann); "On the Limits of Auditory Transcription: A Sociophonetic Approach" (Paul Kerswill, Susan Wright); "Current Language Planning and Policy in Catalonia" (Clare Mar-Molinero); "Constructive Beliefs and Political Reference" (John Wilson); Lexical Density in Interview and Conversation" (Subhi Zora, Catherine Johns-Lewis); "Reflections on Nominal Quantification in Three Romance Varieties: French, Italian, and Genoese" (Adrian Battye); "On the Notion of the Idiomatic Preposition: A Case Study from Italian" (Piero Bottari); "A Solution to the 'Must Of' Problem" (Richard Coates); "The 'No Crossing Constraint' in Autosegmental Phonology" (John Coleman, John Local); "Phrase Structure, Possessives, and Definiteness" (Christopher Lyons); "Processing Relative Clauses in Basque and Spanish" (Amaya Mendikoetxea); "A Pragmatic View of French Deixis" (John Charles Smith); "Confirmation and Repair: An Interactional Analysis of Redoing Sequences in Child-Adult Talk" (Clare Tarplee); and "The Range of Gapping and the Status of Auxiliaries" (Anthony R. Warner). (MSE)

The following articles appear in this issue: "Changing Views of Language in Applied Linguistics" (Gillian Brown); "Society, Education, and Language: The Last 2000 (and the next 20?) Years of Language Teaching" (Michael Stubbs); "The Secret Life of Grammar Translation" (Malcolm J. Bensen); "Changing Views of Language Learning" (Susan Gass); "Change and Continuity in Second Language Acquisition Research" (Florence Myles); "Rethinking Interactive Models of Reading" (Martin Gill); "Continuity and Change in Views of Society in Applied Linguistics" (Ben Rampton); "Talking Disability: the Quiet Revolution in Language Change" (Mairian Corker); "Critical Discourse Method of Field: Tracking the Ideological Shift in Australian Labor Governments 1983-1986" (Bernard McKenna); "Risk as the Mobilizing Dynamic of a Society Bent on Change: How Metaphors Help Stabilise the Developing Discourse of the Learning Society and How They Don't" (Alison Piper, Charmian Kenner); "The Role of Idioms in Negotiating Workplace Encounters" (Almut Josepha Koester); "Looking At Changes From the Learners Point of View: An Analysis of Group Interaction Patterns in Cross Cultural Settings" (Tan Bee Tin). (KFT)

The journal of linguistics of the University of Neuchatel (Switzerland) contains information on the programs and faculty and articles in French (F) and English (E). They include: "From Behavioral Psychology to Sociolinguistics: Ten Years of Linguistics Applied to Language Teaching at Neuchatel" (F); "Intonation and Syntax: Neurolinguistic Contribution to the Study of the Role of Intonation Factors in Establishment of Syntactico-Semantic Relations of Phrase Constituents" (F); "Dialect and School in the European Countries" (E); "Experimental Psycholinguistics: A Science at the Crossroads of Several Disciplines" (F); "Teaching By Pictures or Through Pictures?" (F); "The Hidden Side of French" (F); "Phenomena of Regression in Linguistic Competence in Second Language Learning in a School Situation" (F); "What Is Logic Today?" (F); "Assimilation of Consonants in Spoken French" (F); "Good Usage is My Usage: Linguistic Norms and Procedures for Correction of Themes" (F); "Interaction Management and Discourse Complication: Narrative Sequences in Non-Native Language Conversation" (F); "Contrastive Analysis: History and Current Situation" (F); "Study of Interrogative Forms in French in 3-Year-Olds" (F); "Toward a Rhetoric of Implicit Content: The Example of Jokes" (F); "The Structure of the Minimal Utterance as Condition of Access to Interpretive Strategies" (F); and "Language Evaluation: Representative and Communicative Dimensions" (F). (MSE)

This book consists of the 29 papers presented at the Conference on Child Language co-sponsored by the Center for Applied Linguistics and the American Council on the Teaching of Foreign Languages in Chicago in November of 1971. The subject of the conference was restricted to the learning of two or more languages or dialects by young children, especially between the ages of three and eight, with particular attention to the social setting. The volume is divided into the following eight sections: (1) Theory and Method; (2) Early Language Learning; (3) Family Bilingualism; (4) Bilingualism and Society; (5) Planning Preschool Language Learning; (6) Planning the Primary Curriculum; (7) Case Studies of School Bilingualism; and (8) Policy and Research. (CFM)

This volume is a collection of articles on various aspects of applied linguistics as it relates to language teaching. Chapter 1, by S. Pit Corder, entitled "Applied Linguistics and Language Teaching," gives a short, general survey of applied linguistics in language teaching. Chapters 2-5 give an account of the main concepts in what is now called theoretical linguistics. These chapters are: "Some Basic Concepts in Linguistics" by J.P.B. Allen; "Grammar and Language Teaching" by J.P.B. Allen and H.G. Widdowson;" Phonological Theory and Language Teaching" by Gillian Brown; and "Semantics and Language Teaching" by Paul Van Buren. The sociological and psychological approaches to language are dealt with in the final three chapters: "Sociolinguistics and Language Teaching" by C. Criper and H.G. Widdowson; "Psychology and Language Learning" by Elisabeth Ingram; and "Adult Theories, Child Strategies and their Implications for the Language Teacher" by Ruth Clark. (Author/AM)

Reports on three surveys of Australian Aboriginal language use, undertaken to determine the language groups' needs for translation and literacy projects, are presented. "Communicability of Some Western Desert Communilects" by K. C. Hansen evaluates mutual intelligibility between languages and dialects in that region, and addresses the complicating factor of bilingualism: how much of the intelligibility is due to linguistic similarity and how much to contact between language groups. "Report on Survey of the Central Northern Territory" by David Glasgow describes a more general linguistic survey to determine the locations and numbers of speakers of several language groups and to answer some preliminary questions about language usage. "Observations on Language Change at Hope Vale" by Noreen Pym reports on a sociolinguistic survey that looked at a single community and addressed questions of language usage: who speaks what, to whom, and in what circumstances, and how people feel about their traditional languages. (MSE)

Reviews Deborah Tannen's collection of essays, "Gender and Discourse." The review maintains that this collection is padded with anecdotes but provides little evidence of the research supposedly underlying this work. It is concluded that what is needed in a discussion of gender and discourse is a methodology in which linguistic features are empirically determined, not presupposed by theory. (14 references) (CK)

The aim of this book was to present innovative applications of technology in second language teaching and learning, as well as to explore the transformation of the different techniques to different theoretical frameworks. It has also been desired to have a representation of researchers from different parts of the world as contributors. When the reviewing process was finished, there were nine selected chapters from seven different countries: Canada, Finland, France, Ireland, Spain, Sweden, and Singapore. Thus, the chapters of this book consist of the work of eleven young researchers within the field of net-based language learning. These nine chapters all deal with topical areas of Internet-based Computer-assisted language learning (CALL). Following Notes on Contributors, Acknowledgements, and Foreword, the following papers are included in this book: (1) Introduction on Views of Emergent Researchers in L2 Teaching and Learning with Technology (Sylvie Thouësny and Linda Bradley); (2) Personal Learning Environments in Higher Education Language Courses: An Informal and Learner-Centred Approach (Ilona Laakkonen); (3) QuickAssist: Reading and Learning Vocabulary Independently with the Help of CALL and NLP Technologies (Peter Wood); (4) Self-Assessment and Tutor Assessment in Online Language Learning Materials: InGenio FCE Online Course and Tester (Ana Sevilla-Pavón, Antonio Martínez-Sáez, and José Macario de Siqueira); (5) Mobile-Assisted Language Learning: Designing for Your Students (Agnieszka Palalas); (6) A Design for Intercultural Exchange--An Analysis of Engineering Students' Interaction with English Majors in a Poetry Blog (Linda Bradley, Berner Lindström, Hans Rystedt, and Magnus Gustafsson); (7) Developing Sociolinguistic Competence through Intercultural Online Exchange (Mathy Ritchie); (8) Second Language Learning by Exchanging Cultural Contexts through the Mobile Group Blog (Yinjuan Shao); (9) Dynamically Assessing Written Language: To what Extent Do Learners of French Language Accept Mediation? (Sylvie Thouësny); and (10) Computer-Mediated Negotiated Interactions: How is Meaning Negotiated in Discussion Boards, Text Chat and Videoconferencing? (Cédric Sarré). A name index is included. (Individual papers contain references.)

This collection of papers is divided into five parts. Part 1, "The Native Speaker," includes "The (Non)Native Standard Language in Foreign Language Education: A Critical Perspective" (Robert W. Train) and "The Native Speaker, the Student, and Woody Allen: Examining Traditional Roles in the Foreign Language Classroom" (Anke Finger). Part 2, "The Pedagogical Norm," includes "The Acquisition of Sociostylistic and Sociopragmatic Variation by Instructed Second Language Learners: The Elaboration of Pedagogical Norms" (Albert Valdman) and "Linguistic Norms vs. Functional Competence: Introducing Quebec French to American Students" (Julie Auger). Part 3, "The Heritage Speaker," includes "Interaction with Heritage Language Learners in Foreign Language Classrooms" (Manel Lacorte and Evelyn Canabal) and "Near-Native Speakers in the Foreign Language Classroom: The Case of Haitian Immigrant Students" (Stacey Katz). Part 4, "The Use of English," includes "The Diglossic Foreign Language Classroom: Learners' Views on L1 and L2 Functions" (Monika Chavez) and "Identity, Deficiency, and First Language Use in Foreign Language Education" (Julie A. Belz). Part 5, "The Native/Non-Native Dichotomy Debated," includes "The Privilege of the Non-Native Speaker" (Claire Kramsch); "The Privilege of the Nonnative Speaker Meets the Practical Needs of the Language Teacher" (Dale A. Koike and Judith E. Liskin-Gasparro); "Prescriptivism, Linguistic Variation, and the So-Called Privilege of the Non-Native Speaker" (Betsy J. Kerr); "Privilege (or Noblesse Oblige) of the Nonnative Speaker of Russian" (Thomas J. Garza); and "The Native Speaker: Membership has its Privileges" (H. Jay Siskin). (Papers contain references.) (SM)

This collection of papers is divided into two parts. After "Introduction" (L. Kathy Heilenman), Part 1, "Research and Language Program Directors: The Relationship," includes "Research Domains and Language Program Direction" (Bill VanPatten); "Language Program Direction and the Modernist Agenda" (Celeste Kinginger); "The Research-Pedagogy Interface in L2 Acquisition: Implications for Language Program Directors" (Raphael Salaberry); and "Applications of Sociolinguistic and Sociocultural Research to the French Language Classroom" (Nadine O'Connor Di Vito). Part 2, "Research and Language Program Directors: Possibilities," includes "Beliefs and Practices of Teacher Assistants toward Target Language Use in Elementary French Classes" (Michael Morris); "Gesture in Japanese Language Instruction: The Case of Error Correction" (Naoko Muramoto); "Investigating the Properties of Assessment Instruments and the Setting of Proficiency Standards for Admission in to University Second Language Courses" (Micheline Chalhoub-Deville); "Positional Pedagogies and Understanding the Other: Epistemological Research, Subjective Theories, Narratives, and the Language Program Director in a `Web of Relationship'" (Mary E. Wildner-Basset and Birgit Meerholz-Haerle); and "The Professionalization of Language Teachers: A Case Study of the Professional Development Needs of Lecturers at the University of California, Berkeley" (Nelleke Van Deusen-Scholl, Linda von Hoene, and Karen Moller-Irving). (Papers contain references.) (SM)

The papers in this volume fall into five categories. After "Introduction: Making the Invisible Visible" (Claire Kramsch), Part 1, "Theoretical Boundaries," includes "The Metamorphosis of the Foreign Language Director, or: Waking Up to Theory" (Mark Webber) and "Subjects-in-Process: Revisioning TA Development through Psychoanalytic, Feminist, and Postcolonial Theory" (Linda M. von Hoene). Part 2, "Educational Boundaries," includes "Redefining the Boundaries of Language Use: The Foreign Language Classroom as a Multilingual Speech Community" (Carl Blyth), "Poetics to Pedagogy: The Imagistic Power of Language" (Hung-nin Samuel Cheung); and "A Framework for Investigating the Effectiveness of Study Abroad Programs" (Thom Huebner). Part 4, "Cultural Boundaries," includes "Using Ethnography to Bridge the Gap between Study Abroad and the On-Campus Language and Culture Curriculum" (Richard Jurasek) and "Searching for Averroes: Reflections on Why It is Desirable and Impossible to Teach Culture in Foreign Language Courses" (Nicolas Shumway). Part 5, "Language Learning Environments and Their Boundaries," includes "The Electronic Language Learning Environment" (James S. Noblitt) and "The Foreign Language Problem: The Governance of Foreign Language Teaching and Learning" (Peter C. Petrakis). (Papers contain references.) (SM)

The papers in this collection fall into three categories. Part 1, "Overview of Research," includes "New Directions in Language Anxiety Research" (Dolly Jesusita Young) and "Native Genderlects and Their Relation to Gender Issues in Second Language Classrooms: The Sex of Our Students as a Sociolinguistic Variable" (Lydie E. Meunier). Part 2, "Research Studies on Learner Variables," includes "Weakest and Strongest Learners in Intensive Language Training: A Study of Extremes" (Madeline Ehrman); "Affective Outcomes of Error Correction: An Aptitude-Treatment Interaction Study" (Robert M. DeKeyser); "Teachers Turned Learners: How Do They Learn?" (M. Mahodi Alosh); "Gender Differences in Language Learning Strategy Use in University-Level Introductory French Classes: A Pilot Study Employing a Strategy Questionnaire" (Sadia Zoubir-Shaw and Rebecca L. Oxford); "Language Anxiety and Gender Differences in Adult Second Language Learners: Exploring the Relationship" (Christine M. Campbell and Victor M. Shaw); and "Demographically Induced Variation in Students' Curricular Preferences" (Monika Chavez). Part 3, "Policy and Curricular Implications," includes "Making Learning Strategy Instruction a Reality in the Foreign Language Curriculum" (Susan J. Weaver and Andrew D. Cohen); "Students Labeled Learning Disabled and the Foreign Language Requirement: Background and Suggestions for Teachers" (Ann Sax Mabbott); and "A Student-Centered Spanish-for-Native-Speakers Program: Theory, Curriculum, Design, and Outcome Assessment" (Cecilia Rodriguez Pino and Daniel Villa). (Papers contain references.) (SM)

Purpose: The purpose of this scientific monograph is to show new and creative approaches to different school subjects in primary and secondary level. Methodology: Interdisciplinary and international comparative approaches were used. Now according to the 7th Framework Program, the preferred form of Science Education (www.scientix.eu) is preferred inquiry-based learning. Chapters in the monograph bring a lot of different kinds of motivation for teachers in practise. Results: Results indicate that using constructivist and inquiry-based learning methods bring positive results in motivation and development of key competencies by pupils in primary and secondary level. Conclusions: Results show that pupils who are working in groups and led by teachers as managers of theirs own activities have better results than pupils led in transmissive form. Recommendations: Educators need to increase their knowledge of the effects of constructivist teaching to pupils and need international and interdisciplinary exchange of best practices. Additional data: Monograph was supported by Erasmus Intensive Program. [Contents of this monograph are as follows: (1) Some Interactive Elementary Mathematics Lessons (Edith Debrenti); (2) Origami and Mathematics (Asuman Duatepe Paksu); (3) New Inequalities in Higher Education: Pre-Service Teachers in Partium Region (Agnes Reka Dusa and Edina Kovacs); (4) Instructional Software with Focus on Instructional Games in Mathematics and Chemistry Education (Pavla Hanzalova and Katerina Chroustova); (5) On a Method Solving Some Mathematical Problems Using Quantifier Elimination (Lukas Honzik); (6) Importance of Narration in Primary Education (Zuzana Chanasova); (7) Use of Educational Software for Mathematics and Computer Science (Jan Guncaga, Janka Majherova, and Hedviga Palasthy); (8) Education in Smart Cities (Sevinc Gulsecen, Serra Celik, Sebnem Ozdemir, Tuba Ugras, and Mustafa Ozcan); (9) Education of the Pupil for Life in the Complex Society and the Role of the Teacher in this Process (Giuseppi Mari); (10) Curricula and Values in Teacher Training (Silvia Matusova); (11) Introduction to Computer Animation and Its Possible Educational Applications (Sajid Musa, Rushan Ziatdinov, Carol Griffiths); (12) Pedagogical Training from the Pre-Service Teachers' Point of View at the University of Debrecen--A Pilot Research (Zoltan Nagy, Krisztina Banoczki, Eszter Gerjak, Daniel Karai, Jozsef Katona, Edina Malmos, and Eva Fruzsina Racz; (13) Sprachliche Attituden der Slowaken in Sudostungarn--Einfluss zum Schulwesen (Sandor Janos Toth); and (14) Science Education--Formal versus Informal Education (Zuzana Vaclavikova). [Individual papers contain bibliographies.]

This collection of papers includes 12 chapters in two parts. Part 1 "Culture as the Core: Interdisciplinary Perspectives on Culture Teaching and Learning in the Second Language Curriculum," includes: (1) "Extending Communicative Concepts in the Second Language Curriculum: A Sociolinguistic Perspective" (Muriel Saville-Troike); (2) "Teaching along the Cultural Frontline" (Claire Kramsch); (3) "A Linguistic Anthropological Perspective on Language and Culture in the Second Language Curriculum" (Jill Brody); (4) "Culture in Second Language Learning and Teaching: Anthropology Revisited" (Robert C. Lafayette); (5) "Closing the Language and Culture Gap: An Intercultural-Communication Perspective" (Louise Damen); (6) "Theoretical Foundations of Intercultural Training and Applications to the Teaching of Culture" (Shelly L. Smith, R. Michael Paige, and Inge Steglitz); and (7) "A Critical Perspective on Culture in the Second Language Classroom" (Linda M. Crawford and Peter McLaren). Part 2, "Culture as the Core: Integrating Culture into Second Language Curriculum," includes: (8) "National Standards for Foreign Language Learning: Culture the Driving Force" (June K. Phillips); (9) "Culture Learning in Language Education: A Review of the Literature" (R. Michael Paige, Helen L. Jorstad, Laura Siaya, Francine Klein, and Jeanette Colby); (10) "Developing Intercultural Competence in the Language Classroom" (Janet M. Bennett, Milton J. Bennett, and Wendy Allen); (11) "Implications of Theory and Research for the Development of Principles for Teaching and Learning Culture in Second Language Classrooms" (Dale L. Lange); and (12) "Future Directions for Culture Teaching and Learning: Implications of the New Culture Standards and Theoretical Frameworks for Curriculum, Assessment, Instruction, and Research" (Dale L. Lange). (Papers contain references.) (SM)

This collection of papers explores language socialization from very early childhood through adulthood. After "Introduction: Toward a Dynamic Model of Language Socialization" (Robert Bayley and Sandra R. Schecter), there are 16 papers in 4 parts. Part 1, "Language Socialization at Home," includes: (1) "Transforming Perspectives on Bilingual Language Socialization" (Lucinda Pease-Alvarez); (2) "Weaving Languages Together: Family Language Policy and Gender Socialization in Bilingual Aymara Households" (Aurolyn Luykx); (3) "Collaborative Literacy in a Mexican Immigrant Household: The Role of Sibling Mediators in the Socialization of Pre-School Learners" (Maria de la Piedra and Harriett D. Romo); and (4) "Growing Up Trilingual in Montreal: Perceptions of College Students" (Patricia Lamarre and Josefina Rossell Paredes). Part 2, "Language Socialization at School," includes: (5) "Representational Practices and Multi-Modal Communication in U.S. High Schools: Implications for Adolescent Immigrants" (Linda Harklau); (6) "Engaging in an Authentic Science Project: Appropriating, Resisting, and Denying 'Scientific' Identities" (KimMarie Cole and Jane Zuengler); (7) "Interrupted by Silences: The Contemporary Education of Hong Kong-Born Chinese Canadians" (Gordon Pon, Tara Goldstein, and Sandra R. Schecter); (8) "Novices and Their Speech Roles in Chinese Heritage Language Classes" (Agnes Weiyun He); and (9) "Language Socialization and Dys-Socialization in a South Indian College" (Dwight Atkinson). Part 3, "Language Socialization in Bilingual and Multilingual Societies," includes: (10) "Language Socialization and Second Language Acquisition in a Multilingual Arctic Quebec Community" (Donna Patrick); (11) "Growing a 'Banyavirag' (Rock Crystal) on Barren Soil: Forming a Hungarian Identity in Eastern Slovakia through Joint (Inter)action" (Juliet Langman); (12) "Multiliteracies in Springvale: Negotiating Language, Culture and Identity in Suburban Melbourne" (Heather Lotherington); and (13) "Terms of Desire: Are There Lesbians in Egypt?" (Didi Khayatt). Part 4, "Language Socialization in the Workplace," includes: (14) "Language Dynamics in the Bi- and Multilingual Workplace" (Christopher McAll); (15) "Back to School: Learning Practices in a Job Retraining Community" (Jill Sinclair Bell); and (16) "Bilingualism and Standardization in a Canadian Call Center: Challenges for a Linguistic Minority Community" (Sylvie Roy). (Contains approximately 475 references.) (SM)

This book presents a collection of papers resulting from a gathering of a mixed group of translators and language researchers to investigate multilingual translation with a view to seeking consensus and identifying priorities for moving forward. There are 14 papers in 3 parts. Part 1, "Overviews of Languages and Cultures in Contact," includes the following: (1) "The Multilingual Translation Service in the EU Parliament" (Barry Wilson); (2) "Multilingualism and the Interpenetration of Languages in Contact" (John Trim); (3) "The Use of Anglicisms in Contemporary French" (Christopher Rollason); (4) "Translation of EU Legal Texts" (Renato Correia); and (5) "European Affairs: The Writer, the Translator, and the Reader" (Arturo Tosi). Part 2, "The Making of a Single European Voice," contains these titles: (6) "The Contribution of Freelance Translators" (Freddie De Corte); (7) "Translation and Computerisation at the EU Parliament" (Anne Tucker); (8) "Translating Transparency in the EU Commission" (Luca Tomasi); and (9) "Helping the Journalist to Translate for the Reader" (Christopher Cook). Part 3, "The Debate Between Insiders and Outsiders," includes (10) "Linguistic Interpenetration or Cultural Contamination?" (Helen Swallow); (11) "Equivalences or Divergences in Legal Translation?" (Nichole Buchin and Edward Seymour); (12) "Opaque or User-Friendly Language?" (Christopher Rollason); (13) "Round Table on Multilingualism: Barrier or Bridge?" (Sylvia Ball); and (14) "Conclusions" (Arturo Tosi). The European Community's language charter is appended. (Papers contain references.) (SM)

This collection of papers considers processes involved in language change and issues of how they can be modeled and studied. After "Introduction" (Raymond Hickey), there are 15 papers in 6 parts. Part 1, "The Phenomenon of Language Change," includes: (1) "On Change in 'E-language'" (Peter Matthews); and (2) "Formal and Functional Motivation for Language Change" (Frederick J. Newmeyer). Part 2, "Linguistic Models and Language Change," includes: (3) "Metaphors, Models and Language Change" (Jean Aitchison); (4) "Log(ist)ic and Simplistic S-Curves" (David Denison); (5) "Regular Suppletion" (Richard Hogg); and (6) "On Not Explaining Language Change: Optimality Theory and the Great Vowel Shift" (April McMahon). Part 3, "Grammaticalisation," includes: (7) Grammaticalisation: Cause or Effect?" (David Lightfoot); and (8) "From Subjectification to Intersubjectification" (Elizabeth Closs Traugott). Part 4, "The Social Context for Language Change," includes (9) "On the Role of the Speaker in Language Change" (James Milroy). Part 5, "Contact-Based Explanations," includes: (10) "The Quest for the Most 'Parsimonious' Explanations: Endogeny vs. Contact Revisited" (Markku Filppula); (11) "Diagnosing Prehistoric Language Contact" (Malcolm Ross); (12) "The Ingenerate Motivation of Sound Change" (Gregory K. Iverson and Joseph C. Salmons); and (13) "How Do Dialects Get the Features They Have? On the Process of New Dialect Formation" (Raymond Hickey). Part 6, "The Typological Perspective," includes: (14) "Reconstruction, Typology and Reality" (Bernard Comrie); and (15) "Reanalysis and Typological Change" (Raymond Hickey). (Papers contain references.) (SM)

This collection of papers includes the following: (1) "A Brief History of American Sociolinguistics 1949-1989" (Roger W. Shuy); (2) "Reflections on the Origins of Sociolinguistics in Europe" (Louis-Jean Calvet); (3) "Models of the Interaction of Language and Social Life" (Dell Hymes); (4) "I Came to Sing: Negotiating Identities and Places in the Tuscan 'Contrasto': (Valentina Pagliai); (5) "Narrative Analysis: Oral Versions of Personal Experience" (William Labov and Joshua Waletzky); (6) "'Narrative Analysis' Thirty Years Later" (Emanuel A. Schegloff); (7) "Narrative Structure: Some Contrasts between Maori and Pakeha Story-telling" (Janet Holmes); (8) "Contextualization Conventions" (John J. Gumperz); (9) "The Pronouns of Power and Solidarity" (Roger Brown and Albert Gilman); (10) "Complimenting: A Positive Politeness Strategy" (Janet Holmes); (11) "Selections from 'Language and Woman's Place'" (Robin Lakoff); (12) "The Relativity of Linguistic Strategies: Rethinking Power and Solidarity in Gender Dominance" (Deborah Tannen); (13) "Some Sociolinguistic Principles" (William Labov); (14) "On the Construction of Vernacular Dialect Norms" (Walt Wolfram); (15) "The Linguistic Individual in an American Public-Opinion Survey" (Barbara Johnstone); (16) "Trade Jargons and Creole Dialects as Marginal Languages" (John E. Reinecke); (17) "A Social Psychology of Bilingualism" (Wallace E. Lambert); (18) "BICS and CALP: Origins and Rationale for the Distinction" (Jim Cummins); (19) "Linguistic Diversity, Schooling, and Social Class: Rethinking Our Conception of Language Proficiency in Language Minority Education" (Jeff MacSwan and Kellie Rolstad); (20) "Diglossia" (Charles Ferguson); (21) "Bilingualism With and Without Diglossia; Diglossia With and Without Bilingualism" (Joshua A. Fishman); (22) "Toward the Systematic Study of Diglossia" (Alan Hudson); (23) "Empirical Explorations of Two Popular Assumptions: Inter-Polity Perspective on the Relationship between Linguistic Heterogeneity, Civil Strife, and Per Capita Gross National Product" (Joshua A. Fishman); (24) "Linguistic Minorities and Language Policies" (Christina Bratt Paulston); (25) "Dialect, Language, Nation" (Einar Haugen); (26) "Language Planning Goals: A Classification" (Moshe Nahir); and (27) "Literacy and Language Planning" (Nancy H. Hornberger). (Papers contain references.) (SM)

This collection of 24 papers focuses on language and society in South Africa. Part 1, "The Main Language Groupings," includes (1) "South Africa: A Sociolinguistic Overview" (R. Mesthrie); (2) "The Khoesan Languages" (A. Traill); (3) "The Bantu Languages: Sociohistorical Perspectives" (Robert K. Herbert and Richard Bailey); (4) "Afrikaans: Considering Origins" (Paul T. Roberge); (5) "South African English" (Roger Lass); (6) "South African Sign Language: One Language or Many?" (Debra Aarons and Philemon Akach); (7) "German Speakers in South Africa" (Elizabeth De Kadt); and (8) "Language Change, Survival, Decline: Indian Languages in South Africa" (R. Mesthrie). Part 2, "Language Contact," includes (9) "Fanakalo: A Pidgin in South Africa" (Ralph Adendorff); (10) "Mutual Lexical Borrowings among Some Languages of Southern Africa: Xhosa, Afrikaans and English" (William Branford and J.S. Claughton); (11) "Code-Switching, Mixing and Convergence in Cape Town" (K. McCormick); (12) "Code-Switching in South African Townships" (S. Slabbert and R. Finlayson); (13) "Intercultural Miscommunication in South Africa" (J. Keith Chick); (14) "Women's Language of Respect: isihlonipho sabafazi" (R. Finlayson); (15) "The Sociohistory of Clicks in Southern Bantu" (Robert K. Herbert); (16) "The Political Economy of Language Shift: Language and Gendered Ethnicity in a Thonga Community" (Robert K. Herbert); (17) "From Second Language to First Language: Indian South African English" (R. Mesthrie); (18) "Black South African English" (Vivian de Klerk and David Gough); (19) "The Lexicon and Sociolinguistic Codes of the Working-Class Afrikaans-Speaking Cape Peninsula Coloured Community" (Gerald L. Stone); (20) "An Introduction to Flaaitaal (or Tsotsiaal)" (K.D.P. Makhudu); and (21) "Language and Language Practices in Soweto" (Dumisani Krushchev Ntshangase). Part 3, "Language Planning, Policy and Education" includes (22) "Language Planning and Language Policy: Past, Present and Future" (T.G. Reagan); (23) "Language Issues in South African Education: An Overview" (Sarah Murray); and (24) "Recovering Multilingualism: Recent Language-Policy Developments" (Kathleen Heugh). (Papers contain references.) (SM)

This book explores the many Englishes that are spoken in the classroom and the layers of politics, power, and identity that those different forms carry. There are 12 papers in three parts. Part 1, "Language and Identity," includes: "Ovuh Dyuh" (Joanne Kilgour Dowdy); and "Ebonics: A Case History" (Ernie Smith). Part 2, "Languages in the Classroom," includes: (3) "No Kinda Sense" (Lisa Delpit); (4) "Trilingualism" (Judith Baker); (5) "Some Basic Sociolinguistic Concepts" (Michael Stubbs); (6) "Language, Culture, and the Assessment of African American Children" (Asa G. Hilliard, III); (7) "I Ain't Writin' Nuttin': Permissions to Fail and Demands to Succeed in Urban Classrooms" (Gloria J. Ladson-Billings); and (8) "'...As Soon as She Opened Her Mouth!': Issues of Language, Literacy, and Power" (Victoria Purcell-Gates). Part 3, "Teacher knowledge," includes: (9) "Topsy-Turvies: Teacher Talk and Student Talk" (Herbert Kohl); (10) "Toward a National Public Policy on Language" (Geneva Smitherman); (11) "The Clash of 'Common Senses': Two African American Women Become Teachers" (Shuaib Meacham); and (12) "'We Don't Talk Right. You Ask Him'" (Joan Wynne). An appendix presents the Linguistic Society of America Resolution on the Oakland "Ebonics" issue. (Papers contain references.) (SM)

This collection of papers includes the following: "Language Issues and Language Planning in Europe" (Anthony J. Liddicoat and Karis Muller); "Language and National Identity" (Peter M. Hill); "Language Planning, Linguistic Diversity and Democracy in Europe" (Anthony J. Liddicoat); "Language Competition in European Community Institutions" (Karis Muller); "French Monopoly of the Linguistic Marketplace: A Regional Perspective" (Nicole George); "Jack Lang and Minority Languages: A Radical Change in French Linguistic Policies or More of the Same?" (Henri Jeanjean); "The Problem of English as the Lingua Franca of Scholarly Writing from a German Perspective" (Winifried Theilmann); "Croatia's Independence and the Language Politics of the 1990s" (Maja Mikula); "Doing it Our Way: Language Politics in the Clash between Istrian Regionalism and Croatian Nationalism" (Dean Vuletic); "Language and Politics in the Republika Srpska" (Andjelija Dragosavljevic). (Papers contain references.) (SM)

This collection of papers examines how children acquire language and how this affects language change over the generations. It proceeds from the basis that it is important to address not only the language faculty per se within the framework of evolutionary theory, but also the origins and subsequent development of languages themselves, suggesting that languages evolve via cultural rather than biological transmission on a historical rather than genetic timescale. Ten papers include: (1) "Introduction" (Ted Briscoe); (2) "Learned Systems of Arbitrary Reference: The Foundation of Human Linguistic Uniqueness" (Michael Oliphant); (3) "Bootstrapping Grounded Word Semantics" (Luc Steels and Frederic Kaplan); (4) "Linguistic Structure and the Evolution of Words" (Robert Worden); (5) "The Negotiation and Acquisition of Recursive Grammars as a Result of Competition among Exemplars" (John Batali); (6) "Learning, Bottlenecks and the Evolution of Recursive Syntax" (Simon Kirby); (7) "Theories of Cultural Evolution and their Application to Language Change" (Partha Niyogi); (8) "The Learning Guided Evolution of Natural Language" (William J. Turkel); (9) "Grammatical Acquisition and Linguistic Selection" (Ted Briscoe); and (10) "Expression/Induction Models of Language Evolution: Dimensions and Issues" (James R. Hurford). (Papers contain references.) (SM)

This collection of papers presents a kaleidoscope of shifting identities and loyalties in Western Europe and beyond, explaining how change is manifest in a variety of linguistic and other ways. After "Introduction" (Mike Holt and Paul Gubbins), 11 papers focus on: (1) "Language, Nationalism and Globalism: Educational Consequences of Changing Patterns of Language Use" (Stephen Barbour); (2) "Who We Are and Where We're Going: Language and Identities in the New Europe" (Jenny Cheshire); (3) "The Lexicon in European Languages Today: Unification or Diversification?" (Richard Trim); (4) "Lost in Translation: EU Language Policy in an Expanded Europe" (Paul Gubbins); (5) "Identity in Transition: Cultural Memory, Language and Symbolic Russianness" (Harald Haarmann); (6) "Transformation of the State in Western Europe: Regionalism in Catalonia and Northern Italy" (Brendan Murphy, Cristina Diaz-Varela, and Salvatore Coluccello); (7) "Fixing National Borders: Language and Loyalty in Nice" (Sue Wright); (8) "The French Language, Universalism and Post-Colonial Identity" (Mike Holt); (9) "'It's a Culture Thing': Children, Language and 'Boundary' in the Bicultural Family" (Michael Anderson); (10) "Language Use and Identity among African-Caribbean Young People in Sheffield" (Lerleen Willis); and (11) "Punjabi/Urdu in Sheffield: Language Maintenance and Loss and Development of a Mixed Code" (Mike Reynolds). (Papers contain references.) (SM)

This collection of papers examines how sign languages are distributed around the world; what occurs when they come in contact with spoken and written languages, and how signers use them in a variety of situations. Each chapter introduces the key issues in a particular area of inquiry and provides a comprehensive review of the literature. The seven papers include the following: (1) "Introduction" (Ceil Lucas); (2) "Multilingualism: The Global Approach to Sign Languages" (Bencie Woll, Rachel Sutton-Spence, and Frances Elton); (3) "Bilingualism and Language Contact" (Jean Ann); (4) "Sociolinguistic Variation" (Ceil Lucas, Robert Bayley, Clayton Valli, Mary Rose, and Alyssa Wulf); (5) "Discourse Analysis" (Melanie Metzger and Ben Bahan); (6) "Language Planning and Policy" (Timothy Reagan); and (7) "Language Attitudes" (Sarah Burns, Patrick Matthews, and Evelyn Nolan-Conroy). (Contains 620 references, 14 figures, and 9 tables.) (SM)

This collection of papers by leading experts from a range of disciplines is divided into four sections. Section 1, "Anthropological Approaches," includes: (1) "'Style' as Distinctiveness: The Culture and Ideology of Linguistic Differentiation" (Judith T. Irvine); (2) "Variety, Style-Shifting, and Ideology" (Susan Ervin-Tripp); (3) "The Ethnography of Genre in a Mexican Market: Form, Function, Variation" (Richard Bauman); and (4) "The Question of Genre" (Ronald Macaulay). Section 2, "Attention Paid to Speech," includes: (5) "The Anatomy of Style-Shifting" (William Labov); (6) "A Dissection of Style-Shifting" (John Baugh); (7) "Style and Social Meaning" (Penelope Eckert); and (8) "Zeroing in on Multifunctionality and Style" (Elizabeth Closs Traugott). Section 3, "Audience Design and Self-Identification," includes: (9) "Back in Style: Reworking Audience Design" (Allan Bell); (10) "Primitives of a System for 'Style' and 'Register'" (Malcah Yaeger-Dror); (11) "Language, Situation, and the Relational Self: Theorizing Dialect-Style in Sociolinguistics" (Nikolas Coupland); (12) "Couplandia and Beyond" (Howard Giles); and (13) "Style and Stylizing from the Perspective of a Non-Autonomous Sociolinguistics" (John R. Rickford). Section 4, "Functionally Motivated Situational Variation," includes: (14) "Register Variation and Social Dialect Variation: The Register Axiom" (Edward Finegan and Douglas Biber); (15) "Conversation, Spoken Language, and Social Identity" (Lesley Milroy); and (16) "Style and the Psycholinguistics of Sociolinguistics: The Logical Problem of Language Variation" (Dennis R. Preston). (Papers contain references.) (SM)

This book contains papers from the 2001 Georgetown University Round Table on Languages and Linguistics, "Linguistics, Language, and the Real World: Discourse and Beyond." Papers include: "Introduction" (Deborah Tannen); "A Brief History of the Georgetown University Round Table on Languages and Linguistics" (James E. Alatis); "Some Notes on the Musicality of Speech" (Frederick Erickson); "Laughing While Talking" (Wallace Chafe); "Power Maneuvers or Connection Maneuvers? Ventriloquizing in Family Interaction" (Deborah Tannen); "Uncovering the Event Structure of Narrative" (William Labov); "Linguistics and History: Oral History as Discourse" (Deborah Schiffrin); "The Voice of the Audience in Contemporary American Political Discourse" (Alessandro Duranti); "Narrative in the Construction of Social and Political Identity" (Robin Tolmach Lakoff); "Patients' Voices in the Medical World: An Exploration of Accounts of Noncompliance" (Heidi E. Hamilton); "Discourse of Denial" (Shirley Brice Heath); and "Implementing a District-Wide Foreign Language Program: A Case Study of Acquisition Planning and Curricular Innovation" (G. Richard Tucker and Richard Donato). (Papers contain references.) (SM)

This book, which focuses on the relationship between adult education institutions and social movements, contains 31 papers originally presented at a 1998 conference on the history of adult education. Following an Introduction (Cooke), the papers are: Mobilisation, Popular Participation and Sustainable Development: Themes in the Recent History of Adult Education in Poor Countries" (Brown); "Social Movements and Adult Education in a Cross-Cultural Perspective" (Hake); "Historical Reasons for the Rise and Fall of European Adult Education Institutions and Social Movements" (Poggeler); "Adult Education Institutions Within the Context of Political Change" (Popovik); "The Challenge of Modernisation: Education and Adult Education Policy in Hungary, 1950 to the Present" (Petho); "People's Universities, University Extension and Folk High Schools in Slovenia" (Jug); "The Development of Adult Education in Croatia, 1820 to 1990" (Lavrnja, Klapan); "A Continuity of Purpose? Education and the South Wales Miners" (Francis, Trotman); "REVAG An Association for the Social and Cultural Education of Miners" (Paape, Putz); "Adult Education Movements in Finnish Universities from 1870 to the Present" (Sivonen); "Five Decades of Adult Education at University College Cork, 1948-1998: From Roman Catholic Social Reconstruction to Community Partnerships and Empowerment" (O'Fathaigh, O'Sullivan); "Alternative Living, Alternative Learning: The Grith Fyrd Movement in England in the 1930s" (Field); "Mediating an Institutional and Professional Identity between Reich and Region: The Thuringian Association of Folk High Schools in the Weimar Republic 1919-1933" (Haase); "The Legacy of Mansbridge Down Under: the WEA (Workers Educational Association) in New South Wales 1913-1953" (Dymock); "Education for Women in Late Victorian Dundee" (Spackman, Paul); "The Relationship Between Adult Education as a Social Movement and the Women's Movement with Particular Reference to South Wales" (Elliot); "Non Aligned Popular Education versus National Socialism: the Decline of The Thuringian Folk High School 1930-1933" (Meilhammer); "The Rise and Fall of the Community School Society in Poland 1891-1939" (Aleksander); "The Protestant Academy of Thuringia Idea and Reality in a Totalitarian Context" (Nagel); "The Relationship between Adult Education Movements and Existing Social, Political and Economic Systems: The University Workers' Movement in Sri Lanka" (Wijetunga); "The Rise and Fall of the Public Understanding of Science" (Counihan); "Scotland and the 1919 Report (Cooke); Technical and Vocational a Challenge to the Hegemony of Adult Liberal Education?" (Merricks); "Ivory Tower or Wasted Asset? Why did Residential Adult Education Fail to Take Root in Scotland?" (Ducklin, Wallace); "A Policy Initiative: the Advisory Council for Adult and Continuing Education, 1977-1983" (Small); "The Australian Association of Adult and Community Education: The Evolution of an Adult Education Movement" (Stehlik); "The Development of Distance Education in Iran" (Alimohammadi); "Training Interventions for the Unemployed in Bremen, Germany, and Dundee, Scotland" (Sporing); "The Adult Education Movement for Literacy in South Korea Since 1945" (Lee); "Adult Education Development in Hong Kong Since the War" (Mok); "The Development of Adult Education and Its Training Institutions in Hungary Since 1989" (Nemeth). All of the papers contain bibliographies, some of them substantial. (AJ)

This collection of papers examines what it means to teach culture as an integrated part of language from both the language learner's and the language teacher's perspectives. The 11 papers include the following: "Teaching Cultures as an Integrated Part of Language: Implications for the Aims, Approaches and Pedagogies of Language Teaching" (Chantal Crozet and Anthony J. Liddicoat); "Globalisation and the Impact of Teaching Languages in Australia" (Anne Pauwels); "Primary Socialization and Cultural Factors in Second Language Learning: Wending Our Way through Semi-Charted Territory" (Francis Mangubhai); "Everyday Speech as Culture: Implications for Language Teaching" (Anthony J. Liddicoat); "Teaching Conversation and Sociocultural Norms with Conversation Analysis" (Anne-Marie Barraja-Rohan); "Contrastive Rhetoric and the Teaching of Writing: Seven Principles" (Andy Kirkpatrick); "Teaching Literature across Cultures and across Artforms" (Louise Maurer, Piera Carroli, and Roger Hillman); "Cultural Transmission in Literacy Acquisition: A Case Study in Chinese" (Judy W.Y. Ho); "Is There a Class in This Room?" (Peter Cowley and Barbara E. Hanna); "Teaching Culture and Language for Specific Purposes: An Approach to the Development of Appropriate Teaching Material" (Gabriele Schmidt); and "Developing Pathways for Conceptualizing the Integration of Culture-and-Language" (Leo Papademetre). (Papers contain references.) (SM)

The purpose of this paper is to present a general overview of the linguistic setting of Arabic. Three main areas are covered. The first of these, diglossia, is defined in general terms and then examined more closely in relation to its historical development in Arabic-speaking countries (i.e., as resulting from geographic, socioeconomic, and religious splittings in this area of the world). The second major portion of this paper is devoted to a synchronic comparison of the phonology, morphology, syntax, and lexicon of Classical Arabic and Syrian Arabic. The comparison shows that: (1) the phonology of the two varieties of Arabic is "moderately different;" (2) the vernacular has a simpler grammatical structure than the Classical, and is becoming increasingly synthetic; and (3) lexically, the vernacular borrows much from Classical Arabic. The final portion of the paper discusses the need for and development of a standardized language that would dissolve the diglossic split in Arabic. The most practical and likely choice for a unified language is here offered as that dialect known as the "language of the educated." This Intercommon Spoken Arabic, alreading evolving, perhaps will lead to sociolinguistic changes what will distribute literacy more widely in the Arab world. (Author/TL)

The papers in this collection provide a brief state-of-the-art statement on the role of non-standard dialects of English in education and on some implications of the Ann Arbor decision. The following papers are included: (1) "Vernacular Black English: Setting the Issues in Time," by Roger W. Shuy; (2) "Beyond Black English: Implications of the Ann Arbor Decision for Other Non-Mainstream Varieties," by Walt Wolfram; (3) "Evaluating the Language of Black English Speakers: Implications of the Ann Arbor Decision," by Fay Boyd Vaughn-Cooke; (4) "Lawyers, Linguists, and Language Arts: From the School Administrator's Viewpoint," by Thomas P. Pietras; (5) "Black English: Implications of the Ann Arbor Decision for the Classroom," by Elizabeth M. Whatley; (6) "Knowledge into Practice: Delivering Research to Teachers," by Robert Berdan; (7) "Teacher Attitude Change: Does Informing Make a Difference?" by Shirley Lewis; and (8) "Projecting the Issue into Time: What Do We Know and Where Do We Go from Here?" by William S. Hall. (AMH)

The role and use of Spanish in the geographic areas outside of the U.S. Southwest are examined in a collection of 16 conference papers. The papers address the general topics of language contact, linguistic variation, sociolinguistic factors, and language maintenance policy, and planning. Among the specific issues discussed are: a dialectology of U.S. Spanish, subject-object reversals among New York Hispanics, interference and code switching in contemporary New York Judeo-Spanish, code shifting patterns in Chicano Spanish, Spanish-English bilingual children as peer teachers, bilingual competence, Spanish language resources in the United States, Mexican American language communities in Minnesota cities, and the Hispanic speech community of Washington, D.C. (RW)

Forty-one papers on language research and linguistic theory from the annual conference address these topics: linguistic philosophy; aspects of phonetics and phonology; topics in syntax; aspect; topics in semantics; topics in discourse analysis; sociolinguistics and language contact; historical linguistics; metatheory; and interdisciplinary language research. Languages studied include Welsh, Bella Coola, Hungarian, Polish, English, Japanese, Korean, Old and Middle English; Spanish and Uto-Aztecan (Tarahumara). Selected papers include: (1) "The Meaning-Text Approach to the Study of Natural Language and Linguistic Functional Models" (Mel'chuk); (2) "The Organization and Production of Narrative" (Pu); (3) "The Invisible Consonants in 'Cynghanedd' Poetry" (Griffen); (4) "A Phonetic Basis for Cross-Language Patterns in Vowel Rounding" (Hogan); (5) "Discourse and the Making of Grammatical Particles" (Chen); (6) "Four Kinds of Aspect" (Hewson); (7) "'Some' as an Expression of Approximation in English: From Partitive to Approximative" (Duffley); (8) "Alternating Semantic Polarities" (Katz); (9) "Lexical Repetition and the Given/New Distinction in Written English" (Cummings); (10) "Expository Discourse Schema for Scholarly Electronic Messages" (Hwang); (11) "A Psycholinguistic Analysis of Code-Switching" (Belyayeva); (12) "The Reality of the Classification 'Poetry' for Old English" (Collins); and (13) "Verbal Metaphors and Nonverbal Metaphorics: What Can They Teach Us?" (Baider, Roman). (MSE)

This edited volume of conference papers contains the following titles: "Presentation: Realism and Idealism in Language Conflict and Their Resolution" (Douglas A. Kibbee); "Legal and Linguistic Perspectives on Language Legislation" (Douglas A. Kibbee); "The Linguistic Rights of Non-English Speaking Suspects, Witnesses, Victims, and Defendants" (Kate Storey); "Great Mischiefs--An Historical Look at Language Legislation" (Ruth Morris); "The Criminalization of Spanish in the United States" (Patricia MacGregor-Mendoza); "Towards Consensus? Standard English in the National Curriculum" (Joan Swann); "Beyond Anglo-Saxon Confederation: The Clash of World Hegemonies in the Language Ideologies of Arthur Balfour and Woodrow Wilson" (Chris Andre); "Anatomy of the English-Only Movement: Social and Ideological Sources of Language Restrictionism in the United States" (James Crawford); "The Courts, the Legislature and Society: The Shaping of Federal Language Policy in the United States" (Thomas Ricento); "Language Rights Arguments in Central Europe and the USA: How Similar Are They?" (Miklos Kontra); "What Happens After English is Declared the Official Language of the United States?" (Terrence G. Wiley); "A Historical Perspective on Language Policy in Russia" (Elena Schmitt); "Majority Language, Minority Misery: The Case of Sri Lanka" (Richard W. Bailey); "On the Eleven-Official Languages Policy of the New South Africa" (Sheila Mmusi); "OAU's Resolutions on African Languages and the State of Their Implementation" (Kahambo Mateene); "Language Policy in Education and the Future of Indigenous Languages in Post-Aparthied South Africa" (Joyce B. Sukumane); "Language and Human Rights in Africa" (Michel Ngussan) "The Case for Brazilian Sign Language: A Deaf Community Finds Its Voice" (Norine Berenz); "Requirements, Dynamics and Realities of Language Use in the EU: A Case Study of the European Commission" (Carsten Quell); "French Language Policy and Francophonie" (Louis-Jean Calvet); "Quebec's Charter of the French Language Twenty Years After" (Gerald Paquette); "The Philosophy of the French Language Legislation: Internal and International Aspects" (Yves Marek); "The Role of the French Language in Maintaining Linguistic Diversity in North America: Some Gluttopolitical Considerations" (Normand Labrie). A bibliography is included, and is divided in general and court decision sections. There are also three indexes -- for personal names, languages, and a general index. Scholarly references appear at the end of each paper. (KFT)

Papers on lexicographic research in Quebec (Canada) include: "Indications semantiques dans les dictionnaires bilingues" ("Semantic Indications in Bilingual Dictionaries) (Johanne Blais, Roda P. Roberts); "Definitions predictionnairiques de 'maison, batiment, et pavillon'" ("Pre-dictionary definitions of 'house, building, and pavillon'") (Helene D'Amours, Pierre Martel); "Ma nation, ton peuple, notre pays. Analyse lexicographique d'un corpus sociolinguistique quebecois" ("My Nation, Your People, Our Land. Lexical Analysis of a Quebec Sociolinguistic Corpus") (Nadine Vincent); "Le dictionnaire et l'ideologie dominante: le portrait des groupes marginaux" ("The Dictionary and Dominant Ideology: The Portrait of Marginal Groups") (Matthew Ball); "Traitement et evolution des termes medicaux dans un dictionnaire de langue generale" ("Treatment and Evolution of Medical Terms in a General Language Dictionary") (Isabelle Bigras, Isabelle Simard); "Quelques reflections sur le traitement de lexies semantiquement apparentees dans les dictionnaires bilingues" ("Some Reflections on the Treatment of Semantically Linked Words in Bilingual Dictionaries") (Sophie Campbell, Aline Francoeur, Rene Gemme); "Les marques d'usage et le lexique des journaux quebecois" ("Usage Markings and the Lexicon on Quebec Newspapers") (Pierre Cardinal, Jean-Pierre Jousselin); "Problematique de marquage des emprunts de sens" ("Problems in Marking Borrowed Meanings") (Ines Escayola, Marie-Claude Lavallee, Sylvie Thiboutot, Marie-France Langlois); "Etude comparative des particularites lexicales du francais et de l'anglais au Canada" ("Comparative Study of the Lexical Peculiarities of Canadian French and English") (Chantale Grenon-Nyenhuis, Catherine Ouimet); and "L'utilite des exemples dans les dictionnaires biligues francais-anglais pour les etudiants de traduction" ("The Usefulness of Examples in French-English Bilingual Dictionaries for Translation Students") (Virginia Martin-Rutledge). (MSE)

All languages encode aspects of culture and every culture has its own specificities to be proud of and to be transmitted. The papers in this book explore aspects of this relationship between language and culture, considering issues related to the processes of internationalization and localization of the English language. The volume is divided into two sections, complementing each other; the first one (Localizing English) focuses on the significance of ethnic knowledge, local culture, and tradition wherever English is used. The second one (Internationalizing English) deals with the degrees and patterns of internationalization of English deriving from its contact with diverse cultures and its adaptation to different professional settings and communicative purposes. Contents include: (1) Introduction (Roberta Facchinetti, David Crystal and Barbara Seidlhofer); (2) The future of Englishes: going local (David Crystal); (3) Code switching in diasporic Indian and Jewish English language media (Jill Hallett); (4) Israeli politeness in English: an intercultural perspective (Cristiana Chiarini); (5) A comparative analysis of English feature articles in magazines published in Thailand and Britain: Linguistic aspects (Wannapa Trakulkasemsuka and Namtip Pingkarawat); (6) Investigating ELF group membership: A case study focusing on "The Baltic Times" (Franca Poppi); (7) "Only the immigrants can speak the Queen's English these days" but all kids have a Jamaican accent: Overcompensation vs. urban slang in multiethnic London (Mara Logaldo); (8) Giving VOICE to English as a Lingua Franca (Barbara Seidlhofer); (9) The Pakeha myth of one New Zealand/Aotearoa: An exploration in the use of Maori loanwords in New Zealand English (Marta Degani); (10) The pragmatics of anglicisms in modern Russian discourse (Irina Khoutyz); (11) A "persuasive" upturn. Textual and semiotic variations in the intercultural recontextualisation of financial discourse (Maria Cristina Gatti); and (12) ELF and sign-making practices on YouTube: Between globalisation and specificities (Elisabetta Adami).

This book offers 21 papers in three parts. After (1) "Introduction" (Jacques Maurais and Michael A. Morris), Part 1, "Global Communication Challenges," includes (2) "Towards a New Global Linguistic Order?" (Jacques Maurais); (3) "The Geostrategies of Interlingualism" (Mark Fettes); (4) "Language Policy and Linguistic Theory" (Douglas A Kibbee); (5) "Babel and the Market: Geostrategies for Minority Languages" (Jean LaPonce); and (6) "Forecasting the Fate of Languages" (William F. Mackey). Part 2, "Major Areas," includes (7) "Language Geostrategy in Eastern and Central Europe: Assessment and Perspectives" (Ferenc Fodor and Sandrine Peluau); (8) "Languages and Supranationality in Europe: The Linguistic Influence of the European Union" (Claude Truchot); (9) "Regional Blocs as a Barrier against English Hegemony? The Language Policy of Mercosur in South America" (Rainer Enrique Hamel); (10) "Effects of North American Integration on Linguistic Diversity" (Michael A Morris); (11) "Sociolinguistic Changes in Transformed Central Asian Societies" (Birgit N. Schlyter); (12) "Language and Script in Japan and Other East Asian Countries: Between Insularity and Technology" (Stefan Kaiser); (13) "Sub-Saharan Africa" (Roland J. L. Breton); and (14) "Australasia and the South Pacific" (Richard B. Baldauf, Jr. and Paulin G. Djite). Part 3, "Language of Wider Communication," includes (15) "The International Standing of the German Language" (Ulrich Ammon); (16) "Arabic and the New Technologies" (Foued Laroussi); (17) "Russian in the Modern World" (Vida Io. Mikhalchenko and Yulia Trushkova); (18) "Geolinguistics, Geopolitics, Geostrategy: The Case of French" (Robert Chaudenson); (19) "Towards a Scientific Geostrategy for English" (Grant D. McConnell); and (20) "On Brazilian Portuguese in Latin American Integration" (Maria Da Graca Krieger). The conclusion offers (21) "The Search for a Global Linguistic Strategy" (Humphrey Tonkin). (SM)

Discusses two books, "Globalization and Language Teaching," by David Block and Deborah Cameron and "The Sociopolitics of English Language Teaching," edited by Joan Kelly Hall and William G. Eggington. (Author/VWL)

This book examines changes in the first language (L1) of people who know a second language (L2), seeing L2 users as people who differ from the monolingual in both first and second languages. It describes a range of psychological and linguistic approaches. The 13 chapters include the following: (1) "Introduction: The Changing L1 in the L2 User's Mind" (Vivian Cook); (2) "The Influence of L2 on L1 Collocational Knowledge and on L1 Lexical Diversity in Free Written Expression" (Batia Laufer); (3) "'I Feel Clumsy Speaking Russian': L2 Influence on L1 in Narratives of Russian L2 Users of English" (Aneta Pavlenko); (4) "The Intercultural Style Hypothesis: L1 and L2 Interaction in Requesting Behaviour" (Jasone Cenoz); (5) "Probing the Effects of the L2 on the L1: A Case Study" (Scott Jarvis); (6) "English from a Distance: Code-Mixing and Blending in the L1 Output of Long-Term Resident Overseas EFL Teachers" (Graeme Porte); (7) "Productivity and Lexical Diversity in Native and Non-Native Speech: A Study of Cross-Cultural Effects" (Jean-Marc Dewaele and Aneta Pavlenko); (8) "L2 Influence on L1 Linguistic Representations" (Victoria A. Murphy and Karen J. Pine); (9) "Cross-Linguistic Influence of L2 English on Middle Constructions in L1 French" (Patricia Balcom); (10) "Effects of the L2 on the Syntactic Processing of the L1" (Vivian Cook, Elisabet Iarossi, Nektarios Stellakis, and Yuki Tokumaru); (11) "Economy of Interpretation: Patterns of Pronoun Selection in Transitional Bilinguals" (Teresa Satterfield); (12) "A Dynamic Approach to Language Attrition in Multilingual Systems" (Ulrike Jessner); and (13) "How to Demonstrate the Conceptual Effect of L2 on L1? Methods and Techniques" (Istvan Kecskes and Tunde Papp). (Papers contain references.) (SM)

This book discusses some of the functions, ends, or goals that language serves in religion; the various kinds of linguistic resources that are exploited; and some of the social processes that characterize the use of language. In section one, "Performance," three approaches to the description of verbal behavior are contrasted. This section contains the following papers: (1) "Nonsegmental Phonology in Religious Modalities," by D. Crystal; (2) "Religious Utterances and the Theory of Speech Acts," by P. L. Ravenhill; and (3) "Language as Ritual Substance," by G. H. Gossen. Section two, "Form," analyzes discourse in prayer and consists of the following papers: (1) "Controlling Capricious Gods," by A. J. Shelton; (2) "From Prayer to Reprimand," by D. Tedlock; (3) "Divination as Model for Literary Form," by B. O. Long; and (4) "The Collect as a Form of Discourse," by C. A. Ferguson. Section three, "Tradition," examines the macrosociolinguistic implications of religiously tinted plurilingualism, in the following papers: (1) "Patterns of Telugu Religious Language," by J. M. Christian; (2) "Liturgy and Language in Judaism," by C. Rabin; and (3) "The Use of Hebrew by Christians in Israel," by P. E. Lapide. (Author/AM)