The construct ‘awareness’ is undoubtedly one of the more difficult constructs to operationalize and measure in both second language acquisition (SLA) and non-SLA fields of research. Indeed, the multi-faceted nature of awareness is clearly exemplified in concepts that include perception, detection, and noticing, and also in type of learning or learning conditions (implicit, explicit, incidental, subliminal), type of consciousness (autonoetic, noetic, anoetic), and type of awareness (language, phenomenal, meta-cognitive, situational). Given this broad perspective, this article provides, from a psycholinguistic perspective, a timeline on the research that addresses the role of awareness or lack thereof in second/foreign language (L2) learning.

This article is a personal view of the application of results from three areas of research that I believe are relevant to developing second language speaking in the classroom: task repetition, pre-task planning and communication strategies. I will discuss these three areas in terms of level of research application – where research is not applied well (task repetition), where it is reasonably well applied (pre-task planning), and where it may have been over-applied (communication strategies). For each area I briefly review the relevant research to highlight how teachers can potentially apply the research findings to scaffold learning processes in speaking. I will also suggest how much of the research is getting through to teachers and being taken up in day-to-day teaching of English. I draw mainly on my own extensive experience as a teacher educator for over 20 years working with pre-service English teachers of bilingual students in Singapore schools and in-service teachers attending professional development courses or pursuing Master's degree studies, as well as college English as a foreign language (EFL) teachers from the People's Republic of China receiving postgraduate teaching certification in English language teaching (ELT) and higher degree qualifications in my university each year. I will also include some observations about classroom practice based on a survey of selected course books.

East and Southeast Asia represents a linguistically and culturally diverse region. For example, more than 700 languages are spoken in Indonesia alone. It is against this backdrop of diversity that the ten countries that comprise Association of South East Asian Nations (ASEAN) have recently signed the ASEAN Charter which, while calling for respect for the region's languages, cultures and religions also officially nominates English as ASEAN's working language. In this article, we examine the language education policies of the region and consider the implications of these policies for the maintenance of linguistic and cultural diversity on the one hand and the promotion of English and the respective national languages on the other. As ASEAN is closely connected to the three major countries of China, Japan and South Korea, as indicated by the ‘ASEAN + 3’ forum, we also include these countries here. We stress that, as space forbids an in-depth treatment of the language education policies of each of the 13 countries, we have chosen to describe and discuss in some depth the policies of 5 countries (China, Indonesia, Japan, the Philippines and Vietnam), as these provide a cross-section of language policy contexts and approaches in the region. We add brief notes on the policies of the remaining countries.

In 1998, Wolfe-Quintero, Inagaki & Kim published a monograph describing measures used in assessing writing development. Despite more recent research on linguistic development (e.g., Bulté & Housen 2012; Verspoor, Schmid & Xu 2012; Connor-Linton & Polio 2014), the volume is still a valuable resource and good starting point for anyone wanting to select measures of fluency, accuracy, and complexity for second language (L2) writing research. The volume, however, was limited to research on language development within the context of writing, and this is certainly one way to think about writing development. A recent edited volume by Manchón (2012), however, has greatly expanded conceptions of writing development showing that it involves much more that linguistic development, for example, genre knowledge (Tardy 2012) and goal setting (Cumming 2012) as well. Writing development can also focus on various aspects of the writing process and how writers’ change their approach to text production as they become more expert writers (e.g., Sasaki 2004; Nicolás-Conesa, Roca de Larios & Coyle 2014). This expansion of focus, of course, makes development more difficult to define.

This seminar was held at Heriot-Watt University, Edinburgh, on 27 May 2016. It was jointly organised by BAAL members Nicola Bermingham (Heriot-Watt University) and Gwennan Higham (Swansea University) in collaboration with COST Action IS1306 New Speakers in a Multilingual Europe: Opportunities and Challenges, and supported by the Intercultural Research Centre and the Department of Languages and Intercultural Studies at Heriot-Watt University. Ten papers and two keynote speeches were given. The keynote speakers were Professor Alison Phipps (Glasgow University) and Professor Máiréad Nic Craith (Heriot-Watt University). A round-table discussion was also held, with invited speakers including Ms Mandy Watts from Education Scotland; Professor Bernadette O'Rourke, chair of COST Action IS1306; Dr Cassie Smith Christmas, University of the Highlands and Islands; and Dr Kathryn Jones, Director of Language Policy and Research at the Welsh Centre for Language Planning.

A dedicated teacher, keen to try out new methods of teaching English and French and different ways of getting learners to talk. The teacher knows it is important to motivate the learners by bringing the real world and the target culture into the classroom and uses authentic newspaper articles on current events and takes the class out of the classroom to observe and discuss a phenomenon of physical geography which was mentioned in one of the reading texts. For three years this teacher keeps a diary of ideas for individual lessons, questions about materials and procedures as well as learner reactions and their learning difficulties and successes. Their language work is documented and analysed. As a result of these analyses, the teacher selects different procedures for further lessons, which are likewise analysed. Finally, the teacher publishes his observations, reflections and analyses for the benefit of other language teachers as well as academic discussion on language teaching methodology.

In modern populations, inequalities in oral health have been observed between urban and rural communities, but to date the impact of the place of residence on oral health in archaeological populations has received only limited attention. This meta-study analyses dental palaeopathological data to examine the relationship between place of residence and oral health in Roman, early medieval, and late medieval Britain. Published data on ante-mortem tooth loss, calculus, caries, dental abscesses, and periodontal disease were analysed from cemeteries in urban and rural locations from each period. The results indicate that the place of residence influenced oral health in Roman and late medieval times, with urban populations enjoying better oral health than rural populations in Roman Britain, but poorer oral health in the late Middle Ages. These findings may reflect changes in the nature of urban settlements and in their relationship with their rural hinterlands over time.

I started out as a budding English as a second language (ESL) teacher in 1976 at UCLA where I went through the M.A. TESL (Teaching English as a Second Language) and Applied Linguistics Ph.D. programs. Sadly, those two programs were ‘disestablished’ in 2014, which provides a stark lesson to any departments that think they are hot stuff that nothing lasts forever. Nonetheless, my training in those programs provided me with an excellent start down three professional paths: second language testing, curriculum development, and research methods.

According to Wlodek Rabinowicz's (2008) fitting-attitude analysis of value relations, two items are on a par if and only if it is both permissible to strictly prefer one to the other and permissible to have the opposite strict preference. Rabinowicz's account is subject, however, to one important objection: if strict preferences involve betterness judgements, then his analysis contrasts with the intuitive understanding of parity. In this paper, I examine Rabinowicz's three responses to this objection and argue that they do not succeed. I then propose an alternative solution. I argue that the objection can be avoided if we ‘relativize’ Rabinowicz's account and define parity in terms of opposite strict preferences between two items that are only relatively permissible, rather than permissible simpliciter. I argue that this account of parity can be defended if we take seriously the distinction between sufficient and decisive reason for a preference relation. I also show that, on the basis of this distinction, we can arrive at a more extensive taxonomy of value relations than the one proposed by Rabinowicz.

The canonical gospels often portray Christ as limited in various ways, for example, with respect to knowledge. But how could Christ be divine yet fail to know certain true propositions? One prominent answer is known as kenoticism, the view that upon becoming incarnate Christ ‘emptied’ himself of certain divine properties, including omniscience. A powerful objection to kenoticism, however, is that it conflicts with Anselmian intuitions about divinity. Specifically, kenoticism implies that Christ was not the greatest conceivable being. I articulate a modified version of kenoticism that avoids this powerful objection while remaining faithful to the depiction of Christ found in the gospels.

According to non-doxastic theories of propositional faith, belief that p is not necessary for faith that p. Rather, propositional faith merely requires a ‘positive cognitive attitude’. This broad condition, however, can be satisfied by several pragmatic approaches to a domain, including fictionalism. This article shows precisely how fictionalists can have faith given non-doxastic theory, and explains why this is problematic. It then explores one means of separating the two theories, in virtue of the fact that the truth of the propositions in a discourse is of little consequence for fictionalists, whereas their truth matters deeply for the faithful. Although promising, this approach incurs several theoretical costs, hence providing a compelling reason to favour a purely doxastic account of faith.

Feature Inheritance (Richards 2007) entails that uninterpretable features originate on the phase head C or v* and are then transferred to the associated Agree head, T or V. In the present article, it is argued that the French que–qui alternation is the locus of a Case contrast, implying that nominative Case originates on the complementiser and only becomes associated with T as a consequence of feature transfer. Que–qui thus provides new, Case-based empirical support for the theory of Feature Inheritance. The article also suggests that the que–qui alternation has an important implication for Chomsky's recent application of dynamic antisymmetry, reinterpreted in terms of labelling, to the issue of subject extraction failure. Specifically, the alternation appears to indicate that Case-matching is required, in addition to phi-feature agreement, in order for extraction to be blocked by labelling.

Near the end of the nineteenth century, English scholar James Bryce criticized Western railroad land grants as “often improvident” and as giving “rise to endless lobbying and intrigue, first to secure them, then to keep them from being declared forfeited in respect of some breach of the conditions imposed by Congress on the company.” Bryce also observed the extent to which grants of land to railroads allowed the beneficiary companies to exercise great power not only through their role as carriers of people and commerce, but also through their role as large landowners. This, he noted, brought them “yet another source of wealth and power” and “brought them into intimate and often perilously delicate relations with leading politicians.” From the perspective of the so-called “railroad tycoons” and their financial backers, the land grants became sources of wealth and power independent of and sometimes contrary to the interests of the railroad corporations themselves as carriers. Whereas Congress intended the railroad land grants to serve as a means to the end of railroad construction and the settlement of the federal government's expansive public domain, the railroads came to see them as an end in themselves: as independent sources of wealth and power.

How much personal partiality do agent-centred prerogatives allow? If there are limits on what morality may demand of us, then how much does it permit? For a view Henry Shue has termed ‘yuppie ethics’, the answer to both questions is a great deal. It holds that rich people are morally permitted to spend large amounts of money on themselves, even when this means leaving those living in extreme poverty unaided. Against this view, I demonstrate that personal permissions are limited in certain ways: their strength must be continuous with the reasons put forward to explain their presence inside morality to begin with. Typically, these reasons include non-alienation and the preservation of personal integrity. However, when personal costs do not result in alienation or violate integrity, they are things that morality can routinely demand of us. Yuppie ethics therefore runs afoul of what I call the ‘continuity constraint’.

Crucial to the implementation of the War Relocation Authority's (WRA) regulations of its detention camps for the uprooted Japanese American community of the West Coast were the WRA “project attorneys,” white lawyers stationed in the camps who gave legal advice to administrators and internees alike. These lawyers left behind a voluminous correspondence that opens a new window on the WRA's relationship with its prisoners, a relationship heretofore understood as encompassing coercion on one side and either compliance or resistance on the other. This article uses the voluminous correspondence of the project attorney at the Heart Mountain Relocation Center in Wyoming as a new lens for viewing the regulatory relationship between the WRA and the imprisoned community. It focuses on three of the many matters about which the project attorney gave advice: the design of the camp's community government, its criminal justice system, and its business enterprises. Evidence from this one law office suggests that on many key issues, the relationship between the WRA and the internees was marked not so much by coercion as by reciprocal accommodation, with each taking account of some of the preferences of the other. While the data are from just one of the ten WRA camps, they suggest a need to reconsider our understanding of how this American system of racial imprisonment operated.

What is divinity if it can come
Only in silent shadows and in dreams?
—Wallace Stevens