Applied Linguistics – Vol. 29, No. 2, June 2008

• Karen Roehr, 'Metalinguistic knowledge and language ability in university-level L2 learners', p. 173-199.
• Seth Lindstromberg and Frank Boers, 'The mnemonic effect of noticing alliteration in lexical chunks', p. 200-222.
• Nelya Koteyko, Brigitte Nerlich, Paul Crawford, and Nick Wright, ''Not rocket science' or 'No silver bullet'? Media and government discourses about MRSA and cleanliness', p. 223-243.
• Michelle Y Szpara and E Caroline Wylie, 'Writing differences in teacher performance assessments: an investigation of African American language and edited American English', p. 244-266.
• Julia Menard-Warwick, ''Because she made beds. Every day'. Social positioning, classroom discourse, and language learning', p. 267-289.
• Stephen J Caldas, 'Changing bilingual self-perceptions from early adolescence to early adulthood: Empirical evidence from a mixed-methods case study', p. 290-311.
• Seyyed-Abdolhamid Mirhosseini, 'Forum: English and a world of diversities: confrontation, appropriation, awareness', p. 312-317.

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Australian Journal of Language and Literacy – Vol. 31, No. 2, June 2008

Theme: Challenging Pedagogies: Engaging ESL Students in Intellectual Quality

• Jenny Hammond, 'Challenging pedagogies: Engaging ESL students in intellectual quality', p. 101-105.
  Guest Editorial
• Ken Johnston and Debra Hayes, '"This is as good as it gets": Classroom lessons and learning in challenging circumstances', p. 109-127.
• Jennifer Hammond, 'Intellectual challenge and ESL students: Implications of quality teaching initiatives', p. 128-154.
• Pauline Gibbons, '"It was taught good and I learned a lot": Intellectual practices and ESL learners in the middle years', p. 155-173.
• Mary J Schleppegrell, Stacey Greer and Sarah Taylor, 'Literacy in history: Language and meaning', p. 174-187.
• Peter Freebody, Karl Maton & J R Martin, 'Talk, text, and knowledge in cumulative, integrated learning: A response to 'intellectual challenge'', p. 188-202.

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ELT Journal – Vol. 62, No. 3, July 2008

• Richard Cullen, 'Teaching grammar as a liberating force', p. 221-230.
• Gary Barkhuizen, 'A narrative approach to exploring context in language teaching', p. 231-239.
• Simon Evans, 'Reading reaction journals in EAP courses', p. 240-247.
• John Macalister, 'Implementing extensive reading in an EAP programme', p. 248-256.
• Shosh Leshem and Rivka Bar-Hama, 'Evaluating teaching practice', p. 257-265.
• Fumiyo Nakatsuhara, 'Inter-interviewer variation in oral interview tests', p. 266-275.
• Ramin Akbari, 'Transforming lives: introducing critical pedagogy into ELT classrooms', p. 276-283.
• Colin Sowden, 'There's more to life than politics', p. 284-291.
• Ramin Akbari, 'Education is filled with politics', p. 292-293.
• Hitomi Masuhara, Naeema Hann, Yong Yi, and Brian Tomlinson, 'Adult EFL courses', p. 294-312.
  Survey Review - reviews eight current EFL coursebooks by British publishers.

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English Teaching Professional – No. 57, July 2008

• Robert O'Neill, 'Delusions and reality', p. 4-6.
  ... about foreign language learning and teaching.
• John Hughes, 'Eye on the classroom 1: Peer observation', p. 8-9.
• Susan Doran, 'The perfect way to unpack your baggage', p. 10-12.
  Teaching the present perfect
• Miguel Witte Stucht, 'Learning for life', p. 13-14.
  Offers some practical tips for effective language teaching based on neuroscience
• Paul Bress, 'Words as signposts', p. 16.
  Focuses on language beyond the level of the sentence
• Vesna Nikolic, 'Scaffolding', p. 18-21.
  How the author structures her teaching to help build listening skills
• Nina Lauder, 'Teaching young learners: CLIL with children', p. 22-23.
  Explores project work as a way of integrating content and language learning
• María Rosa Batlle Pou, 'Teaching young learners: Fostering thinking skills', p. 24-25.
• Augustin Simo Bobda, 'Teaching word stress', p. 26-27.
• Karen Geiger, 'Language broker', p. 28-29.
  Uses culture studies to mediate between students from different backgrounds
• Jamie Keddie, 'Images 9', p. 30-31.
  Goes online and exploits an unusual source of language - book titles
• Jonathan Sweeney, 'Business English professional: Tales of the unexpected', p. 34-35.
  Reveals his secret for dealing with classroom surprises
• Ian Johnson, 'Special students, Special needs', p. 36-37.
  The author advocates extra aid for Arabic-speaking learners
• John Potts, 'Preparing to teach ... Confusable pairs', p. 38-39.
• Jon Marks, 'Activity corner: Two activities for business students', p. 45-47.
• Chris Rühlemann, 'Authentic versus standard', p. 48-49.
  Examines the 'type' of English we teach
• Chunmei Yan, 'Teacher development: Organised cooperation', p. 50-51.
• Peter Travis, 'Technology: Ten serviceable sites', p. 54.
  A list of sites for materials creation
• Chris Baldwin, 'Write right with wikis', p. 55-56.
  How to set up and use a writing wiki
• Russell Stannard, 'Webwatcher', p. 57.
  How to make sophisticated cartoons quite simply

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ESL Magazine – No. 63, May/June 2008

• Tim Thompson, 'Designing and teaching an intensive presentation skills course', p. 9-14.
• Anne Vize, 'Helping ESL students understand direct marketing', p. 15-17.
• Valerie Traurig, 'Writing a group paragraph', p. 18.
• Wencui Zhu, 'Clearing the way to comprehension', p. 20-21.
• Sunwoo Shin, Myung-sook Koh, Kay C Reeves, 'Teaching in Korea: a crisis in confidence?', p. 22-23.
• Marlen Harrison, 'The closet in the classroom', p. 24-26.
• Diane Garafalo, 'Web tools for teachers', p. 28.
• Donna Carmen McVey, 'Teaching comes non-natively', p. 30.

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Essential Teacher – Vol. 5, No. 2, June 2008

• Judie Haynes, 'Circle time: Out of the storage room', p. 6-7.
• Linda New Levine, 'Home room: Mark's first year in school', p. 7-8.
• Debbie Zacarian, 'The road taken: Finding the right interpreter is harder than you might think', p. 9-10.
• Ke Xu, 'Multilingual momentum: Good luck, China!', p. 10-11.
• Alvino E Fantini, 'Culture/cross-culture: Redesigning ESOL courses to address cultural and intercultural aspects', p. 12-13.
• Dorothy Zemach, 'From A to Z: Using metaphors to examine language learning and teaching', p. 13-14.
• Sherrie Sacharow, 'Rage in the classroom', p. 16-18.
• Eun-Young Kim, 'A nonnative speaker, and still the right person for the job', p. 19-21.
• Feng-Ling Margaret Johnson (with Jessica A Peterson), 'Learning the language of meetings', p. 22-24.
• Sandra Hancock, 'White lies or communicative competence?', p. 25-27.
• Diane Rodriguez, 'Preparing Latina teachers for special education programs', p. 28-30.
• Elise Geither, 'Understanding how tutors can help nonnative-English-speaking students', p. 31-33.
• Debra W Hawke, 'Improving academic English at outdoor nature centers', p. 34-36.
• Daniela Munca, 'Turning blogs into cognitive tools', p. 37-39.

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Language Learning - Volume 58, Issue 2, June 2008

• Paul D Toth, 'Teacher- and learner-led discourse in task-based grammar instruction: Providing procedural assistance for L2 morphosyntactic development', p. 237–283.
• YouJin Kim, 'The role of task-induced involvement and learner proficiency in L2 vocabulary acquisition', p. 285–325.
• Judit Kormos, Kata Csizér, 'Age-related differences in the motivation of learning English as a foreign language: attitudes, selves, and motivated learning behavior', p. 327–355.
• Wen-Ta Tseng, Norbert Schmitt, 'Toward a model of motivated vocabulary learning: A structural equation modeling approach', p. 357–400.
• Gerald P Berent, Ronald R Kelly, and Jeffrey E Porter, Judith Fonzi, 'Deaf learners' knowledge of English universal quantifiers', p. 401–437.
• Parvaneh Tavakoli, Pauline Foster, 'Task design and second language performance: The effect of narrative type on learner output', p. 439–473.

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Literacy Learning: the Middle Years – Vol. 16, No. 2, June 2008

Theme: Multi-modal Texts / Multiliteracies / Digital Literacies

• Robyn Henderson, 'It's a digital life! Digital literacies, multiliteracies and multimodality', p. 11-15.
• Christopher S Walsh, 'Girls challenging patriarchy through multimodal design and participation in online communities of practice', p. 16-22.
• Rosie Kerin, 'So you say you want a revolution? English and literacy educators shaping digital futures', p. 23-31.
• Anna Kinnane, 'Short commentary: Who are we teaching again?: Teaching in a digital world', p. 32-33.
• Cindy Watson, 'Practical strategies: Encouraging reluctant writers through the use of multimodal formats', p. i-viii.
• Suzanne Derbyshire, 'Using a visual mind-map to collect information about 'Out-of-school' literacy practices within a middle years literacy intervention program', p. 34-43.
• Sumin Zhao, 'From her world to our world: Making history on a children's website', p. 44-52.
• Jennifer Rennie & Annette Patterson, 'Reading and identity: The Google generation', p. 53-58.

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Practically Primary – Vol. 13, No. 2, June 2008

Theme: Giving Voice to Literacy

• Brian Cambourne, 'What can teachers do about the current debates in reading?', p. 4-5.
• Helen Cozmescu, 'Thinking balanced literacy planning', p. 6-9.
• 'Ten things I can't live without in my literacy classroom', p. 13-17.
  various authors
• Eileen Hoonan, 'Improving and sustaining literacy through pedagogical change', p. 18.
• Vicki Thorpe, 'The SALT project', p. 19-21.
• Janeen Brian, 'Let's look at the three R's in literature: Rhyme, Rhythm and Repetition', p. 22-25.
• Heidi Bush, 'The classroom spelling program: More than learning words', p. 26-28.
• Kathy Jordan, 'Learning to teach writing by learning to write', p. 29-31.
• Jenny Sesta, 'Enhancing reflection through reciprocal journal writing: Making student voices visible', p. 32-36.
• Gloria Latham, 'Responding with literature: Lessons from the car seat', p. 37-38.

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TESOL Quarterly – Vol. 42, No. 2, June 2008

• Nina Spada, Patsy M Lightbown, 'Form-focused instruction: Isolated or integrated?', p. 181-207.
• Manami Suzuki, 'Japanese learners' self revisions and peer revisions of their written compositions in English', p. 209-233.
• Patricia R Kelly, Francisco-Xavier Gómez-Bellengé, Jing Chen, Melissa M Schulz, 'Learner outcomes for English language learner low readers in an early intervention', p. 235-260.
• Sheena Gardner, 'Transforming talk and phonics practice: Or, how do crabs clap?', p. 261-284.
• AlisterCumming, 'Theory in an applied field', p. 285-291.
  Symposium: Theory in TESOL
• Diane Larsen-Freeman, 'Does TESOL share theories with other disciplines?', p. 291-293.
  Symposium: Theory in TESOL
• Robert Kaplan, 'Practice without theory and theory without practice', p. 294-296.
  Symposium: Theory in TESOL
• Alan Davies, 'TESOL, applied linguistics, and the butterfly effect', p. 296-298.
  Symposium: Theory in TESOL
• Sandra Silberstein, '"Theorizing" TESOL', p. 299-301.
  Symposium: Theory in TESOL
• Tim McNamara, 'Mapping the scope of theory in TESOL', p. 302-304.
  Symposium: Theory in TESOL
• Allan Luke, 'TESOL in the corporate university', p. 305-313.
  Symposium: Theory in TESOL
• Katie Dunworth, 'A task-based analysis of undergraduate assessment: A tool for the EAP practitioner', p. 315-323.
• Marian J Rossiter, Tracey M Derwing, Vivienne MLO Jones, 'Is a picture worth a thousand words?', p. 325-329.
• Laura Sanchez, Scott Jarvis, 'The use of picture stories in the investigation of crosslinguistic influence', p. 329-333.

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