Reading and writing

04–64Andrews, Richard (U. of York, UK). Where next in research on ICT and literacies?English in Education (Sheffield, UK), 37, 3 (2003), 28–41.04–65Beard, Roger (Leeds U., UK; Email: [email protected]). Not the whole story of the national literacy strategy: a response to Dominic Wyse. British Educational Research Journal (London, UK), 29, 6 (2003), 917–928.04–66Bournot-Trites, M. and Seror, J. (University of British Columbia, Canada; Email: [email protected]). Students' and teachers' perceptions about strategies which promote proficiency in second language writing. Revue Canadienne de Linguistique Appliquée/Canadian Journal of Applied Linguistics (Ottawa, Canada), 6, 2 (2003), 129–157.04–67Gardner, Dee (Brigham Young University, USA). Vocabulary input through extensive reading: a comparison of words found in children's narrative and expository reading materials. Applied Linguistics (Oxford, UK), 25, 1 (2004), 1–37.04–68Hu, Jim (U. College of the Cariboo, Canada). Thinking languages in L2 writing: research findings and pedagogical implications. TESL Canada Journal/Revue du TESL Canada (Burnaby, Canada), 21, 1 (2003), 39–63.04–69Jarvis, Scott (Ohio University, USA; Email: [email protected]), Grant, Leslie, Bikowski, Dawn and Ferris, Dana. Exploring multiple profiles of highly rated learner compositions. Journal of Second Language Writing (New York, USA), 12, 4 (2003), 377–403.04–70Mihwa Chung, Teresa and Nation, Paul (Victoria University of Wellington, NZ). Technical vocabulary in specialised texts. Reading in a Foreign Language (Hawai'i, USA), 15, 2 (2003), 103–116.04–71Ndiaye, M. and Vandeventer Faltin, A. (University of Geneva, Switzerland; Email: [email protected]). A spell checker tailored to language learners. Computer Assisted Language Learning (Lisse, The Netherlands), 16, 2–3 (2003), 213–232.04–72Pecorari, Diane (Stockholm University, Sweden; Email: [email protected]). Good and original: Plagiarism and patchwriting in academic second-language writing. Journal of Second Language Writing (New York, USA), 12, 4 (2003), 317–345.04–73Ridgway, Tony (Queen's U., UK). Literacy and foreign language reading. Reading in a Foreign Language (Hawai'i, USA), 15, 2 (2003), 117–129.04–74Shi, L., Wang, W. and Wen, Q. (University of British Columbia, Canada; Email: [email protected]). Teaching experience and evaluation of second-language students' writing. Revue Canadienne de Linguistic Appliquée/Canadian Journal of Applied Linguistics (Ottawa, Canada), 6, 2 (2003), 219–236.04–75Stuart, Morag (U. of London; Email: [email protected]). Getting ready for reading: a follow-up study of inner city second language learners at the end of Key Stage 1. British Journal of Educational Psychology (Leicester, UK), 74 (2004), 15–36.04–76Stuart, Morag (U. of London, UK; Email: [email protected]), Dixon, Maureen, Masterson, Jackie and Gray, Bob. Children's early reading vocabulary: description and word frequency lists. British Journal of Educational Psychology (Leicester, UK), 73 (2003), 585–598.04–77Takagaki, Toshiyuki.The revision patterns and intentions in L1 and L2 by Japanese writers: a case study. TESL Canada Journal/Revue TESL du Canada (Burnaby, Canada), 21, 1 (2003), 22–38.04–78Van de Poel, K. and Swanepoel, P. (Centre for Language and Speech, University of Antwerp, Belgium; Email: [email protected]). Theoretical and methodological pluralism in designing effective lexical support for CALL. Computer Assisted Language Learning (Lisse, The Netherlands), 16, 2–3 (2003), 173–211.04–79Wang, Lurong (University of Toronto, Canada; Email: [email protected]). Switching to first language among writers with differing second-language proficiency. Journal of Second Language Writing (New York, USA), 12, 4 (2003), 347–375.04–80Warner, Lionel (Newlands Girls' School, Maidenhead, UK). Wider reading. English in Education (Sheffield, UK), 37, 3 (2003), 13–18.04–81Williams, Mary (Brunel U., UK). The importance of metacognition in the literacy development of young gifted and talented children. Gifted Education International (Bicester, UK), 17, 3 (2003).04–82Wyse, Dominic (Liverpool John Moores U., UK; Email: [email protected]). The national literacy strategy: a critical review of empirical evidence. British Educational Research Journal (London, UK), 29, 6 (2003), 903–916.

Sociolinguistics

04–660 Chen Eoyang, Eugene (Indiana U., USA & Lingnan U., Hong Kong). English as a postcolonial tool: anti-hegemonic subversions in a hegemonic language. English Today (Cambridge, UK), 19, 4 (2003), 23–29.04–661 Heinz, Bettina (Bowling Green State U., USA; Email: [email protected]). Backchannel responses as strategic responses in bilingual speakers' conversations. Journal of Pragmatics (Amsterdam, The Netherlands), 35, 7 (2003), 1113–1142.04–662 Hinkel, Eli (Seattle U., USA; Email: [email protected]). Adverbial markers and tone in L1 and L2 students' writing. Journal of Pragmatics (Amsterdam, The Netherlands), 35, 7 (2003), 1049–1068.04–663 Mackie, Ardiss (Okanagan University College, B.C., Canada). Race and desire: toward critical literacies for ESL. TESL Canada Journal (Burnaby, B.C., Canada), 20, 2 (2003), 23–37.04–664 MacPherson, Seonaigh (Manitoba U., Canada). TESOL for biolinguistic sustainability: the ecology of English as aLingua Mundi. TESL Canada Journal (Burnaby, B.C., Canada), 20, 2 (2003), 1–22.04–665 Marsh, Jackie (Sheffield U., UK). One-way traffic? Connections between literacy practices at home and in the nursery. British Educational Research Journal (London, UK), 29, 3 (2003), 369–382.04–666 Matthews, Mona W. and Kesner, John (Georgia State U., USA). Children learning with peers: the confluence of peer status and literacy competence within small-group literacy events. Reading Research Quarterly (Newark, DE, USA), 38, 2 (2003), 208–234.04–667 Spencer-Oatey, Helen and Jiang, Wenying (UK eUniversities Worldwide, UK; Email: [email protected]). Explaining cross-cultural pragmatic findings: moving from politeness maxims to sociopragmatic interactional principles (SIPs). Journal of Pragmatics (Amsterdam, The Netherlands), 35, 10–11 (2003), 1633–1650.04–668 Zhu, Huimin (China). Globalization and new ELT challenges in China. An account of the teaching of English and the kinds of English used in a vast, varied, and rapidly changing society. English Today (Cambridge, UK), 19, 4 (2003), 36–41.