Abstract: This article uses an unconventional format to explore the role of parent and nature and the development of a young child's ecological identity. It follows journal entries from a mother observing her young son, Julian, as he explores, interacts with, and learns from the Stawamus River on the west coast of British Columbia. By creating questions, discussing and analysing these written observations, we explore the role of parenting and nature and the implications this might have for environmental education. Some of the ideas explored in this article include early ecological identity, empathy, relational existence, experiential learning, and affordances in the natural world. We further suggest that nature and parent working together might become key educators for a child.

Abstract: This study investigates nature connection practices in a nonformal place-responsive programme for primary school-aged children in Brisbane, Australia. The practices are explored in terms of their role in making visible the interconnectedness of humans, place and the more-than-human, drawing on posthuman educational theories and practice, in particular common worlds approaches, as well as place pedagogies. The project explores the practices of sit spot, solo wander , journalling, gathering, story-sharing and nature names with a group of children participating in an outdoor homeschool programme. Children’s representations of their experiences in place through story, writing, drawing and the collection of items from nature are analysed to create narrative summaries, which are reflected on and presented with some of the children’s journal entries. The study finds that when integrated together, the nature connection practices: foster embodied and generative place encounters; enable relationships with place and the more-than-human to emerge; cultivate learning with place and (re)story place relations. The paper recommends the use of these nature connection practices in programmes that focus on or integrate outdoor learning in order to generate new understandings about place that recognise the entanglement of humans, place and the more-than-human world.

Abstract: 06–381 Abdel-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. 06–382 Adler, 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. 06–383 Barnbrook, Geoff (U Birmingham, UK; G.Barnbrook@bham.ac.uk ), Usage notes in Johnson's Dictionary . The International Journal of Lexicography (Oxford University Press) 18.2 (2005), 189–201. 06–384 Belcher, 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. 06–385 Burridge, Kate (Monash U, Australia), Proper English: Rhetoric or reality . English in Australia ( www.englishaustralia.com.au ) 22.1 (2004), 12 pp. 06–386 Charolles, 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. 06–387 Eades, Diana (U New England, Australia), Applied linguistics and language analysis in asylum seeker cases . Applied Linguistics (Oxford University Press) 26.4 (2005), 503–526. 06–388 Espinal, 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. 06–389 Grabski, Michael (Technische Universität Berlin, Germany) & Manfred Stede, Bei : Intraclausal coherence relations illustrated with a German preposition . Discourse Processes (Erlbaum) 41.2 (2006), 195–219. 06–390 Hanks, 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. 06–391 Kramsch, 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. 06–392 Larrivee, 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. 06–393 Le 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. 06–394 Lillo, Antonio (U Alicante, Spain), Cut-down puns . English Today (Cambridge University Press) 22.1 (2006), 36–44. 06–395 Macnamara, Matthew (National U Ireland, Cork; mmacnamara@french.ucc.ie ), Tense and discourse topic in a corpus of Le Monde political articles . Journal of French Language Studies (Cambridge University Press) 15.1 (2005), 49–66. 06–396 Mosegaard Hansen, Maj-Britt (U Copenhagen, Denmark; maj@hum.ku.dk ), A comparative study of the semantics and pragmatics of enfin and finalement , in synchrony and diachrony . Journal of French Language Studies (Cambridge University Press) 15.2 (2005), 153–171. 06–397 Myers, Greg (Lancaster U, UK), Applied linguistics and institutions of opinion . Applied Linguistics (Oxford University Press) 26.4 (2005), 527–544. 06–398 Nelson, 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. 06–399 Otani, 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. 06–400 Piot, Mireille (U Stendhal-Grenoble, Paris, France; mireille.piot@ens.fr ), Sur la nature des fausses prépositions sauf 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. 06–401 Prćić, 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. 06–402 Ravid, 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. 06–403 Ricalens, 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. 06–404 Rule, 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. 06–405 Snell, Julia (U Leeds, UK), Schema theory and the humour of Little Britain . English Today (Cambridge University Press) 22.1 (2006), 59–64. 06–406 Stahlke, 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. 06–407 van 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. 06–408 Vieu, 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. 06–409 Whittaker, Sunniva (Norwegian School of Economics and Business Administration, Helleveien, Norway; sunniva.whittaker@nhh.no ), Description syntaxique et discursive des syntagmes nominaux de type N 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. 06–410 Xu, 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.

Abstract: The aim of the research is to examine the environmental awareness and attitudes towards the environment of 5–6-year-old children attending nature-centred private kindergartens and public kindergartens. The study group of the descriptive research that used a screening model consists of 48 children from nature-centred Private Maki Kindergartens and 48 children from public kindergartens in the province of Balikesir in the 2020–2021 academic year. A Personal Information Form and Environmental Awareness and Attitude Scale for Preschool Children, developed by Soydan and Samur ( International Electronic Journal of Environmental Education , 7(1), 78–97, 2017) for 60–72 months old children, were used in the study. The scale consists of two sub-dimensions as Attitude Towards Environment (15 items) and Environmental Awareness (11 Items) and 26 pictures. The Cronbach α coefficients of the Environmental Awareness (.74) and Attitude (.78) Scale for Preschool Children and the overall scale (.82) were calculated. The data were collected by the researcher through one-on-one meetings with each child. The mean, mode, median, skewness and kurtosis values of the variables in the study were calculated. To determine whether the environmental awareness and environmental attitudes of the study group differ according to the school they attend, independent samples t -test was conducted. According to the results of the research, a significant difference was found in environmental attitudes and environmental awareness of children in nature-centred kindergartens compared to children in public kindergartens. Children attending public schools are less exposed to the environment. Preparing the Pre-School Education Program in an environment-friendly manner to increase the environmental awareness of children attending public schools will be effective in terms of making a difference in their attitudes towards the environment.

Abstract: 06–743 Amador moreno, Carolina, stephanie o'riordan & angela chambers (U de Extremadura, Spain; camador@unex.es ), Integrating a corpus of classroom discourse in language teacher education: The case of discourse markers . ReCALL (Cambridge University Press) 18.1 (2006), 83–104. 06–744 Arnold, Ewen (U Leeds, UK; mahakand@omantel.net.om ), Assessing the quality of mentoring: Sinking or learning to swim? ELT Journal (Oxford University Press) 60.2 (2006), 117–124. 06–745 Cary, Lisa J. & Stuart Reifel (U Texas-Austin, USA), Cinematic landscapes of teaching: Lessons from a narrative of classic film , Action in Teacher Education (Association of Teacher Educators) 27.3 (2005), 95–109. 06–746 Commins, Nancy L. & Ofelia B. Miramontes (U Colorado-Boulder, USA), Addressing linguistic diversity from the outset . Journal of Teacher Education (Sage) 57.3 (2006), 240–246. 06–747 Donnelly, Anna M. (Washington College, USA), Let me show you my portfolio! Demonstrating competence through peer interviews . Action in Teacher Education (Association of Teacher Educators) 27.3 (2005), 55–63. 06–748 Ellis, Elizabeth Margaret (U New England, Australia; liz.ellis@une.edu.au ), Language learning experience as a contributor to ESOL teacher cognition . TESL-EJ ( http://www.tesl-ej.org ) 10.1 (2006), 26 pp. 06–749 Ezer, Hanna (Levinsky College of Education, Israel) , Shoshy Millet & Dorit Pakin , Multicultural perspectives in the curricula of two colleges of education in Israel: ‘The curriculum is a cruel mirror of our society’ . Teachers and Teaching: Theory and Practice (Routledge/Taylor & Francis) 12.4 (2006), 391–406. 06–750 Farrel, Thomas (Brock U, Canada; tfarrell@brocku.ca ), The first year of language teaching: Imposing order . System (Elsevier) 34.2 (2006), 211–221. 06–751 Garrido, Cecilia & Inma Álvarez (The Open U, UK), Language teacher education for intercultural understanding . European Journal of Teacher Education (Routledge/Taylor & Francis) 29.2 (2006), 163–179. 06–752 Goker, Suleyman Davut (Eastern Mediterranean U, Turkey; suleyman.goker@emu.edu.tr ), Impact of peer coaching on self-efficacy and instructional skills in TEFL teacher education . System (Elsevier) 34.2 (2006), 239–254. 06–753 Grant, Carl A. (U Wisconsin-Madison, USA) & Maureen Gillette , A candid talk to teacher educators about effectively preparing teachers who can teach everyone's children . Journal of Teacher Education (Sage) 57.3 (2006), 292–299. 06–754 Jones, Phyllis (U South Florida, USA; pjones@banshee.sar.usf.edu ) , Elizabeth West & Dana Stevens , Nurturing moments of transformation in teachers – Comparative perspectives on the challenges of professional development . British Journal of Special Education (Blackwell) 33.2 (2006), 82–90. 06–755 Kupetz, Rita & Birgit zeigenmeyer (U Hannover, Germany; Rita.Kupetz@anglistik.uni-hannover.de ), Flexible learning activities fostering autonomy in teaching training . ReCALL (Cambridge University Press) 18.1 (2006), 63–82. 06–756 Kwan, Tammy & Francis Lopez-Real (U Hong Kong, China), Mentors' perceptions of their roles in mentoring student teachers . Asia-Pacific Journal of Teacher Education (Routledge/Taylor & Francis) 33.3 (2005), 275–287. 06–757 Lenski, Susan Davis (Portland State U, USA) , Kathleen Crawford, Thomas Crumpler & Corsandra Stallworth , Preparing pre-service teachers in a diverse world . Action in Teacher Education (Association of Teacher Educators) 27.3 (2005), 3–12. 06–758 Martin, Andrew J. (U Western Sydney, Australia), The relationship between teachers' perceptions of student motivation and engagement and teachers' enjoyment of and confidence in teaching . Asia-Pacific Journal of Teacher Education (Routledge/Taylor & Francis) 34.1 (2006), 73–93. 06–759 Mayer, Diane (U California, USA), The changing face of the Australian teaching profession: New generations and new ways of working and learning . Asia-Pacific Journal of Teacher Education (Routledge/Taylor & Francis) 34.1 (2006), 57–71. 06–760 McCormack, Ann, Jennifer Gore & Kaye Thomas (U Newcastle, Australia), Early career teacher professional learning . Asia-Pacific Journal of Teacher Education (Routledge/Taylor & Francis) 34.1 (2006), 95–113. 06–761 Olson, Susan J. & Carol Werhan (U Akron, USA), Teacher preparation via on-line learning: A growing alternative for many . Action in Teacher Education (Association of Teacher Educators) 27.3 (2005), 76–84. 06–762 Otero, Valerie K. (U Colorado-Boulder, USA), Moving beyond the ‘get it or don't’ conception of formative assessment . Journal of Teacher Education (Sage) 57.3 (2006), 240–246. 06–763 Phelan, Anne M. (U British Columbia, Canada) , Russell Sawa, Constance Barlow, Deborah Hurlock, Katherine Irvine, Gayla Rogers & Florence Myrick , Violence and subjectivity in teacher education . Asia-Pacific Journal of Teacher Education (Routledge/Taylor & Francis) 34.2 (2006), 161–179. 06–764 Rantz, Frédérique (Kildare Education Centre, Ireland), Exploring intercultural awareness in the primary modern language classroom: The potential of the new model of European language portfolio developed by the Irish Modern Languages in Primary Schools Initiative (MLPSI) . Language and International Communication (Multilingual Matters) 5.3 & 4 (2005), 209–221. 06–765 Reid, Jo-Anne & Ninetta Santoro (Charles Sturt U, Australia), Cinders in snow? Indigenous teacher identities in formation . Asia-Pacific Journal of Teacher Education (Routledge/Taylor & Francis) 34.2 (2006), 143–160. 06–766 Reis-Jorge, José M. (Instituto Superior de Educação e Ciências, Portugal), Developing teachers' knowledge and skills as researchers: A conceptual framework . Asia-Pacific Journal of Teacher Education (Routledge/Taylor & Francis) 33.3 (2005), 303–319. 06–767 Richardson, Paul W. & Helen M. G. Watt (Monash U, Australia), Who chooses teaching and why? Profiling characteristics and motivations across three Australian universities . Asia-Pacific Journal of Teacher Education (Routledge/Taylor & Francis) 34.1 (2006), 27–56. 06–768 Romano, Molly (U Arizona, USA), Assessing and meeting the needs of pre-service teachers: A programmatic perspective . Action in Teacher Education (Association of Teacher Educators) 27.3 (2005), 40–54. 06–769 Ruan, Jiening & Sara Ann Beach (U Oklahoma, USA), Using online peer dialogue journaling to promote reflection in elementary pre-service teachers . Action in Teacher Education (Association of Teacher Educators) 27.3 (2005), 64–75. 06–770 Shaw, Carla Cooper (Northern Illinois U, USA) & Deborah Dobbins Nederhouser , Reel teachers: References for reflection for real teachers . Action in Teacher Education (Association of Teacher Educators) 27.3 (2005), 85–94. 06–771 Shin, Sarah (U Maryland Baltimore County, USA), Learning to teach writing through tutoring and journal writing . Teachers and Teaching: Theory and Practice (Routledge/Taylor & Francis) 12.3 (2006), 325–345. 06–772 Smith, Erica (Charles Sturt U, Australia), A rich tapestry: Changing views of teaching and teaching qualifications in the vocational education and training sector . Asia-Pacific Journal of Teacher Education (Routledge/Taylor & Francis) 33.3 (2005), 339–351. 06–773 Smith, Kari & Lilach Lev-Ari (Oranim Academic College of Education, Israel), The place of the practicum in pre-service teacher education: The voice of the students . Asia-Pacific Journal of Teacher Education (Routledge/Taylor & Francis) 33.3 (2005), 289–302. 06–774 Stern, Lesa A. (Southern Illinois U, USA; Lstern@siue.edu ) & Amanda Solomon , Effective faculty feedback: The road less travelled . Assessing Writing (Elsevier) 11.1 (2006), 22–41. 06–775 Tate, Patricia, Curtis Pyke, Karen Kortecamp (The George Washington U, USA) & CarolMuskin , Developing an ethical orientation toward supervisory practice through collaborative case writing . Action in Teacher Education (Association of Teacher Educators) 27.3 (2005), 13–25. 06–776 Tin, Tan Bee (U Auckland, New Zealand; tb.tin@auckland.ac.nz ), Investigating the nature of ‘interest’ reported by a group of postgraduate students in an MA in English language teacher education programme . System (Elsevier) 34.2 (2006), 222–238. 06–777 Vick, Malcolm (James Cook U, Australia), ‘It's a difficult matter’: Historical perspectives on the enduring problem of the practicum in teacher preparation . Asia-Pacific Journal of Teacher Education (Routledge/Taylor & Francis) 34.2 (2006), 181–198. 06–778 Walsh, Steve (Queens U Belfast, UK), Talking the talk of the TESOL classroom . ELT Journal (Oxford University Press) 60.2 (2006), 133–141. 06–779 Wasburn-Moses, Leah (Miami U, Ohio, USA), Preparing special educators for secondary positions . Action in Teacher Education (Association of Teacher Educators) 27.3 (2005), 26–39. 06–780 Wubbels, Theo (Utrecht U, the Netherlands) , Perry Den Brok, Letje Veldman & Jan Van Tartvijk, Teacher interpersonal competence for Dutch secondary multicultural classrooms . Teachers and Teaching: Theory and Practice (Routledge/Taylor & Francis) 12.4 (2006), 407–433. 06–781 Yee Fan Tang, Sylvia, May May Hung Cheng & Winnie Wing Mui So (Hong Kong Institute of Education, China), Supporting student teachers' professional learning with standards-referenced assessment . Asia-Pacific Journal of Teacher Education (Routledge/Taylor & Francis) 34.2 (2006), 223–244.

Abstract: 06–194 Altarriba, Jeanette & Jennifer L. Gianico (U Albany, State U New York, USA), Lexical ambiguity resolution across languages: A theoretical and empirical review . Experimental Psychology (Hogrefe & Huber Publishers) 50.3 (2003), 159–170. 06–195 Bialystok, Ellen (York U, Canada; ellenb@yorku.ca ) & Dana Shapero, Ambiguous benefits: The effect of bilingualism on reversing ambiguous figures . Developmental Science (Blackwell) 8.6 (2005), 595. 06–196 Blot, J. Kevin (Clark U & Boston College, USA), Michael A. Zaraté & Paul B. Paulus, Code-switching across brainstorming sessions: Implications for the revised hierarchical model of bilingual language processing . Experimental Psychology (Hogrefe & Huber Publishers) 50.3 (2003), 171–183. 06–197 Costa, Albert (U Barcelona, Spain; acosta@ub.edu ), Mikel Santesteban & Agnès Caño, On the facilitatory effects of cognate words in bilingual speech production . Brain and Language (Elsevier) 94.1 (2005), 94–103. 06–198 De Diego Balaguer, R. (Faculté de Médecine, Paris XII, France), N. Sebastián-Gallés, B. Díaz & A. Rodríguez-Fornells, Morphological processing in early bilinguals: An ERP study of regular and irregular verb processing . Cognitive Brain Research (Elsevier) 25.1 (2005), 312–327. 06–199 Elston-Güttler, Kerrie E. (Max Planck Institute of Human Cognitive and Brain Sciences, Leipzig, Germany; km.guettler@t.online.de ) & Angela D. Friederici, Native and L2 processing of homonyms in sentential context . Journal of Memory and Language (Elsevier) 52.2 (2005), 256–283. 06–200 Luka, Barbara J. (Bard College, USA; Luka@bard.edu ) & Lawrence W. Barsalou, Structural facilitation: Mere exposure effects for grammatical acceptability as evidence for syntactic priming in comprehension . Journal of Memory and Language (Elsevier) 52.3 (2005), 436–459. 06–201 McLaughlin, Judith (U Washington, USA; giuditta@u.washington.edu ), Lee Osterhout & Albert Kim, Neural correlates of second- language word learning: Minimal instruction produces rapid change . Nature Neuroscience (Nature Publishing Group) 7 (2004), 703–704. 06–202 Mechelli, Andrea (Wellcome Department of Imaging Neuroscience, U London, UK; a.mechelli@fil.ion.ucl.ac.uk ), Jenny T. Crinion, Uta Noppeney, John O'Doherty, John Ashburner, Richard S. Frackowiak & Cathy J. Price, Neurolinguistics: Structural plasticity in the bilingual brain . Nature (Nature Publishing Group) 431.757 (2004), 256–283. 06–203 Meijer, Paul J. A. (Clark U & Boston College, USA) & Jean E. Fox Tree, Building syntactic structures in speaking: A bilingual exploration . Experimental Psychology (Hogrefe & Huber Publishers) 50.3 (2003), 184–195. 06–204 Moreno, Eva M. (U Califonia, USA; kutas@cogsci.ucsd.edu ) & Marta Kutas, Processing semantic anomalies in two languages: An electrophysiological exploration in both languages of Spanish–English bilinguals . Cognitive Brain Research (Elsevier) 22.2 (2005), 205–220. 06–205 Pallier, C. (Service Hospitalier Fredrik Joliot, Orsay, France; pallier@lscp.ehess.fr ), S. Dehaene, J.-B. Poline, D. Lebihan, A.-M. Argenti, E. Dupoux & J. Mehler, Brain imaging of language plasticity in adopted adults: Can a second language replace the first? Cerebral Cortex (Oxford University Press) 13.2 (2003), 155–161. 06–206 Reiterer, Susanne (U Vienna, Austria; Susanne.Reiterer@med.uni-tuebingen.de ), Claudia Hemmelmann, Peter Rappelsberger & Michael L. Berger, Characteristic functional networks in high- versus low-proficiency second-language speakers detected also during native language processing: An explorative EEG coherence study in 6 frequency bands . Cognitive Brain Research (Elsevier) 25.2 (2005), 566–578. 06–207 Tham, Wendy W. P. (Nanyang Technological U, Singapore), Susan J. Rickard Liow, Jagath C. Rajapakse, Tan Choong Leong, Samuel E. S. Ng, Winston E. H. Lim & Lynn G. Homoreno, Phonological processing in Chinese–English bilingual biscriptals: An fMRI study . Neuroimage (Elsevier) 28.3 (2005), 579–587.

Abstract: We are living in an era characterized by multilingualism, global mobility, superdiversity (Blommaert, 2010), and digital communications. Mobility and multilingualism, however, have long characterized most geolinguistic contexts, including those where monolingual ideologies have influenced the formation of contemporary nation states (Cenoz, 2013). As language is a pillar of both curriculum and instruction, in many academic spaces around the world efforts are on the rise to acknowledge the colonial origins of English, decenter the dominance of Standard English(es), and decolonize knowledge production (e.g., Bhambra et al., 2018; de Sousa Santos, 2017). Additionally, many ‘inner circle’ (Kachru, 2001) Anglophone contexts have long witnessed the centrifugal forces of multilingualism. Yet what prevails in institutional academic contexts is a centripetal pull toward what has been captured in phrases such as ‘linguistic mononormativity’ (Blommaert & Horner, 2017) or ‘Anglonormativity’ (McKinney, 2017). Nowhere is this pull more evident than in the sphere of writing for publication, relentlessly construed as an ‘English Only’ space, as exemplified in Elnathan's (2021) claim in the journal Nature : ‘English is the international language of science, for better or for worse.’

Abstract: 06–20 Abbott, Chris (King's College, U London, UK) & Alim Shaikh, Visual representation in the digital age: Issues arising from a case study of digital media use and representation by pupils in multicultural school settings . Language and Education (Multilingual Matters) 19.6 (2005), 455–466. 06–21 Andreou, Georgia & Napoleon Mitsis (U Thessaly, Greece), Greek as a foreign language for speakers of Arabic: A study of medical students at the University of Thessaly . Language, Culture and Curriculum (Multilingual Matters) 18.2 (2005), 181–187. 06–22 Aune, R. Kelly (U Hawaii at Manoa, USA; kaune@hawaii.edu ), Timothy R. Levine, Hee Sun Park, Kelli Jean K. Asada & John A. Banas, Tests of a theory of communicative responsibility . Journal of Language and Social Psychology (Sage) 24.4 (2005), 358–381. 06–23 Belz, Julie A. (The Pennsylvania State U, USA; jab63@psu.edu ) & Nina Vyatkina, Learner corpus analysis and the development of L2 pragmatic competence in networked intercultural language study: The case of German modal particles . The Canadian Modern Language Review (University of Toronto Press) 62.1 (2005), 17–48. 06–24 Bird, Stephen (U Brunei Darussalam, Brunei; sbird@fass.ubd.edu.bn ), Language learning edutainment: Mixing motives in digital resources . RELC Journal (Sage) 36.3 (2005), 311–339. 06–25 Carrington, Victoria (U Plymouth, UK), The uncanny, digital texts and literacy . Language and Education (Multilingual Matters) 19.6 (2005), 467–482. 06–26 Chung, Yang-Gyun (International Languages Program, Ottawa, Canada; jchung2536@rogers.com ), Barbara Graves, Mari Wesche & Marion Barfurth, Computer-mediated communication in Korean–English chat rooms: Tandem learning in an international languages program . The Canadian Modern Language Review (University of Toronto Press) 62.1 (2005), 49–86. 06–27 Clopper, Cynthia G. & David B. Pisoni, Effects of talker variability on perceptual learning of dialects , Language and Speech (Kingston Press) 47.3 (2004), 207–239. 06–28 Csizér, Kata (Eötvös U, Budapest, Hungary; weinkata@yahoo.com ) & Zoltán Dörnyei, Language learners' motivational profiles and their motivated learning behavior . Language Learning (Blackwell) 55.4 (2005), 613–659. 06–29 Davis, Adrian (Macao Polytechnic Institute, Macao, China; ajdavis@ipm.edu.mo ), Teachers' and students' beliefs regarding aspects of language learning . Evaluation and Research in Education (Multilingual Matters) 17.4 (2003), 207–222. 06–30 Deterding, David (Nanyang Technological U, Singapore; dhdeter@nie.edu.sg ), Listening to Estuary English in Singapore . TESOL Quarterly (Teachers of English to Speakers of Other Languages) 39.3 (2005), 425–440. 06–31 Dörnyei, Zoltán (U Nottingham, UK; zoltan.dornyei@nottingham.ac.uk ) & Kata Csizér, The effects of intercultural contact and tourism on language attitudes and language learning motivation . Journal of Language and Social Psychology (Sage) 24.4 (2005), 327–357. 06–32 Enk, Anneke van (Simon Fraser U, Burnaby, Canada), Diane Dagenais & Kelleen Toohey, A socio-cultural perspective on school-based literacy research: Some emerging considerations . Language and Education (Multilingual Matters) 19.6 (2005), 496–512. 06–33 Foster, Pauline & Amy Snyder Ohta (St Mary's College, U London, UK), Negotiation for meaning and peer assistance in second language classrooms . Applied Linguistics (Oxford University Press) 26.3 (2005), 402–430. 06–34 Furmanovsky, Michael (Ryukoku U, Japan), Japanese students' reflections on a short-term language program . The Language Teacher (Japan Association for Language Teaching) 29.12 (2005), 3–9. 06–35 Gass, Susan (Michigan State U, USA; gass@msu.edu ), Alison Mackey & Lauren Ross-Feldman, Task-based interactions in classroom and laboratory settings . Language Learning (Blackwell) 55.4 (2005), 575–611. 06–36 Gatbonton, Elizabeth, Pavel Trofimovich & Michael Magid (Concordia U, USA), Learners' ethnic group affiliation and L2 pronunciation accuracy: A sociolinguistic investigation . TESOL Quarterly (Teachers of English to Speakers of Other Languages) 39.3 (2005), 489–512. 06–37 Gerjets, Peter & Friedrich Hesse (Knowledge Media Research Center, Germany; p.gerjets@iwm-kmrc.de ), When are powerful learning environments effective? The role of learner activities and of students' conceptions of educational technology . International Journal of Educational Research (Elsevier) 41.6 (2004), 445–465. 06–38 Golombek, Paula & Stefanie Jordan (The Pennsylvania State U, USA), Becoming ‘black lambs’ not ‘parrots’: A poststructuralist orientation to intelligibility and identity . TESOL Quarterly (Teachers of English to Speakers of Other Languages) 39.3 (2005), 513–534. 06–39 Green, Christopher (Hong Kong Polytechnic U, Hong Kong, China; egchrisg@polyu.edu.hk ), Integrating extensive reading in the task-based curriculum . ELT Journal (Oxford University Press) 59.4 (2005), 306–311. 06–40 Hardison, Debra M. (Michigan State U, USA; hardiso2@msu.edu ), Second-language spoken word identification: Effects of perceptual training, visual cues, and phonetic environment . Applied Psycholinguistics (Cambridge University Press) 26.4 (2005), 579–596. 06–41 Harwood, Nigel (U Essex, UK; nharwood@essex.ac.uk ), ‘We do not seem to have a theory … the theory I present here attempts to fill this gap’: Inclusive and exclusive pronouns in academic writing . Applied Linguistics (Oxford University Press) 26.3 (2005), 343–375. 06–42 Hauser, Eric (U Electro-Communications, Japan), Coding ‘corrective recasts’: The maintenance of meaning and more fundamental problems . Applied Linguistics (Oxford University Press) 26.3 (2005), 293–316. 06–43 Kondo-Brown, Kimi (U Hawaii at Manoa, USA; kondo@hawaii.edu ), Differences in language skills: Heritage language learner subgroups and foreign language learners . The Modern Language Journal (Blackwell) 89.4 (2005), 563–581. 06–44 Koprowski, Mark ( markkoprowski@yahoo.com ), Investigating the usefulness of lexical phrases in contemporary coursebooks . ELT Journal (Oxford University Press) 59.4 (2005), 322–332. 06–45 LaFrance, Adéle (U Toronto, Canada; alafrance@oise.utoronto.ca ) & Alexandra Gottardo, A longitudinal study of phonological processing skills and reading in bilingual children . Applied Psycholinguistics (Cambridge University Press) 26.4 (2005), 559–578. 06–46 Nassaji, Hossein (U Victoria, Canada), Input modality and remembering name-referent associations in vocabulary learning . Canadian Journal of Applied Linguistics (Canadian Association of Applied Linguistics) 7.1 (2004), 39–55. 06–47 Nguyen, Hanh Thi (Hawaii Pacific U, USA; htnguyen@hawaii.edu ) & Guy Kellogg, Emergent identities in on-line discussions for second language learning . The Canadian Modern Language Review (University of Toronto Press) 62.1 (2005), 111–136. 06–48 Norton, Julie (U Leicester, UK; jen7@le.ac.uk ), The paired format in the Cambridge Speaking Tests . ELT Journal (Oxford University Press) 59.4 (2005), 287–297. 06–49 North, Sarah (The Open U, UK), Disciplinary variation in the use of theme in undergraduate essays . Applied Linguistics (Oxford University Press) 26.3 (2005), 431–452. 06–50 Nunan, David (U Hong Kong, China), Styles and strategies in the language classroom . The Language Teacher (Japan Association for Language Teaching) 29.6 (2005), 9–11. 06–51 Paribakht, T. Sima (U Ottawa, Canada; paribakh@uottawa.ca ), The influence of first language lexicalization on second language lexical inferencing: A study of Farsi-speaking learners of English as a foreign language . Language Learning (Blackwell) 55.4 (2005), 701–748. 06–52 Potts, Diana (U British Columbia, Canada; djpotts7@hotmail.com ), Pedagogy, purpose, and the second language learner in on-line communities . The Canadian Modern Language Review (University of Toronto Press) 62.1 (2005), 137–160. 06–53 Pretorius, Elizabeth J. (U South Africa, Pretoria, South Africa; pretoej@unisa.ac.za ), English as a second language learner differences in anaphoric resolution: Reading to learn in the academic context . Applied Psycholinguistics (Cambridge University Press) 26.4 (2005), 521–539. 06–54 Ramírez Verdugo, Dolores (Universidad 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. 06–55 Riney, Timothy J., Naoyuki Takagi & Kumiko Inutsu (Interntional Christian U, Japan), Phonetic parameters and perceptual judgments of accent in English by American and Japanese listeners . TESOL Quarterly (Teachers of English to Speakers of Other Languages) 39.3 (2005), 441–466. 06–56 Rossiter, Marian J. (U Alberta, Canada), Developmental sequences of L2 communication strategies . Applied Language Learning (Defense Language Institute Foreign Language Center and Presidio of Monterey, USA) 15.1 & 15.2 (2005), 55–66. 06–57 Rubdy, Rani (Nanyang Technological U, Singapore; rsrubdy@nie.edu.sg ), A multi-thrust approach to fostering a research culture . ELT Journal (Oxford University Press) 59.4 (2005), 277–286. 06–58 Schneider, Jason ( jasoncschneider@yahoo.com ), Teaching grammar through community issues . ELT Journal (Oxford University Press) 59.4 (2005), 298–305. 06–59 Shaaban, Kassim (American U Beirut, Lebanon), A proposed framework for incorporating moral education into the ESL/EFL classroom . Language, Culture and Curriculum (Multilingual Matters) 18.2 (2005), 201–217. 06–60 Sider, Steve R. (U Western Ontario, Canada), Growing up overseas: Perceptions of second language attrition and retrieval amongst expatriate children in India . Canadian Journal of Applied Linguistics (Canadian Association of Applied Linguistics) 7.2 (2004), 117–138. 06–61 Spiliotopoulus, Valia (U Toronto, Canada; valia.spiliotopoulos@ubc.ca ) & Stephen Carey, Investigating the role of identity in writing using electronic bulletin boards . The Canadian Modern Language Review (University of Toronto Press) 62.1 (2005), 87–109. 06–62 Sueyoshi, Ayano (Michigan State U, USA; hardiso2@msu.edu ) & Debra M. Hardison, The role of gestures and facial cues in second language listening comprehension . Language Learning (Blackwell) 55.4 (2005), 661–699. 06–63 Taguchi, Naoko (Carnegie Mellon U, USA; taguchi@andrew.cmu.edu ), Comprehending implied meaning in English as a foreign language . The Modern Language Journal (Blackwell) 89.4 (2005), 543–562. 06–64 Taillefer, Gail F. (Université Toulouse I Sciences Sociales, France; gail.taillefer@univ-tlse1.fr ), Foreign language reading and study abroad: Cross-cultural and cross-linguistic questions . The Modern Language Journal (Blackwell) 89.4 (2005), 503–528. 06–65 Tani-Fukuchi, Naoko (Kwansei Gakuin U, Japan), Japanese learner psychology and assessment of affect in foreign language study . The Language Teacher (Japan Association for Language Teaching) 29.4 (2005), 3–9. 06–66 Tani-Fukuchi, Naoko (Kwansei Gakuin U, Hyogo, Japan) & Robin Sakamoto, Affective dimensions of the Japanese foreign language learner: Implications for psychological learner development in Japan . Journal of Multilingual and Multicultural Development (Multilingual Matters) 26.4 (2005), 333–350. 06–67 Thoms, Joshua (U Iowa, USA; joshua_thomas@uiowa.edu ), Jianling Liao & Anja Szustak, The use of L1 in an L2 on-line chat activity . The Canadian Modern Language Review (University of Toronto Press) 62.1 (2005), 161–182. 06–68 Tickoo, Asha (Southern Illinois U, USA; atickoo@siue.edu ), The selective marking of past tense: Insights from Indian learners of English . International Journal of Applied Linguistics (Blackwell) 15.3 (2005), 364–378. 06–69 Tocalli-Beller, Agustina & Merrill Swain (U Toronto, Canada; atocalli-beller@oise.utoronto.ca ), Reformulation: The cognitive conflict and L2 learning it generates . International Journal of Applied Linguistics (Blackwell) 15.1 (2005), 5–28. 06–70 Trofimovich, Pavel (Concordia U, Quebec, Canada; pavel@education.concordia.ca ), Spoken-word processing in native and second languages: An investigation of auditory word priming . Applied Psycholinguistics (Cambridge University Press) 26.4 (2005), 479–504. 06–71 Tuveng, Elena (U Oslo, Norway) & Astri Heen Wold, The collaboration of teacher and language-minority children in masking comprehension problems in the language of instruction: A case study in an urban Norwegian school . Language and Education (Multilingual Matters) 19.6 (2005), 513–536. 06–72 Warga, Muriel (Karl Franzens U, Graz, Austria), ‘Je serais très merciable’: Formulaic vs. creatively produced speech in learners' request closings . Canadian Journal of Applied Linguistics (Canadian Association of Applied Linguistics) 8.1 (2005), 67–94.

Abstract: In her review of Language Awareness (LA), Agneta Svalberg shows how its multidisciplinary nature and wide scope make it particularly suited to dealing with the complexities of language. After a brief discussion of definitions, she reviews the place of LA in teaching languages. The author considers also other aspects of LA including critical language awareness, intercultural language awareness and multilingualism. The new series of plenary and keynote speeches from international applied linguistics and second language acquisition conferences continues in this issue with an adapted version of the speech given at the Applied Linguistics Association of New Zealand symposium in 2006 by Cynthia White and with Patricia Duff's speech given at the Pacific Second Language Research Forum and Australian Association of Applied Linguistics joint conference in the same year. The present issue of Language Teaching is the last one in which we include the Abstracts section. In future volumes, starting with volume 41 in January 2008, the state-of-the-art articles will continue to present research on specific topics. A new strand of articles will survey recent second language acquisition and teaching research conducted in individual countries and another new strand will survey research on the teaching of languages other than English. The plenary and keynote speeches series, and the section with annual reports from research groups around the world will continue to feature in the new-look journal. A further section will be allocated to empirical research papers which follow a replication approach in their methodology.

Abstract: 06–235 Akinjobi, Adenike (U Ibadan, Nigeria), Vowel reduction and suffixation in Nigeria . English Today (Cambridge University Press) 22.1 (2006), 10–17. 06–236 Bernat, 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. 06–237 Cheater, Angela P. (Macau Polytechnic Institute, China), Beyond meatspace – or, geeking out in e-English . English Today (Cambridge University Press) 22.1 (2006), 18–28. 06–238 Chen, 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. 06–239 Cristobel, 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. 06–240 Diab, 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. 06–241 Frankenberg-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. 06–242 Gao, 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. 06–243 Green, 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. 06–244 Harker, 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. 06–245 Hawkins, 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. 06–246 Hinger, 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. 06–247 Jing, 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. 06–248 Kapec, 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. 06–249 Kervin, 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. 06–250 Kwon, 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. 06–251 Lyster, 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. 06–252 Makarova, 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. 06–253 Mckinney, 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. 06–254 Morgan-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. 06–255 Munro, 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. 06–256 Myles, 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. 06–257 Mynard, Jo & Iman Almarzouqui (Koryo College, Japan; mynardjo@hotmail.com ), Investigating peer tutoring . ELT Journal (Oxford University Press) 60.1 (2006), 13–22. 06–258 Neumeier, 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. 06–259 Noels, 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. 06–260 Ohata, 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. 06–261 Peltola, 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. 06–262 Pichette, 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. 06–263 Ramírez 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. 06–264 Sabourin, 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. 06–265 Simina, 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. 06–266 Sopata, 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. 06–267 Tokeshi, 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. 06–268 Trembley, 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. 06–269 Trofimovich, 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. 06–270 Véronique, 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. 06–271 Watson Todd, R. (King Mongkut's U Technology, Thailand; irictodd@kmutt.ac.th ), Continuing change after the innovation . System (Elsevier) 34.1 (2006), 1–14. 06–272 Yazigi, 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.