Academic literature on the topic 'Chumash language'

The hypothesis presented by Jones and Klar (2005) that elements of prehistoric Chumash technology and language arrived from East Polynesia is considered. Trans-oceanic diffusion in general should not be rejected out of hand, but in this case it is improbable that it involved East Polynesia. There are substantial differences in the sewn-plank canoes at issue and the compound hooks are of a general form that is not confined to Polynesia. The chronology of East Polynesian colonization is probably too late for diffusion to southern California before A.D. 700. East Polynesian seafaring may have been inadequate to reach the Californian coast. If the explanation is diffusionary, then a source in East Asia is more plausible.

This research report presents the English-language translations of several hand-written, Chinese-language letters from the overseas-Chinese Ah Louis family of San Luis Obispo, California. During the late 1800s and early 1900s, when these letters were written, this medium-sized town on the Pacific coast between San Francisco and Los Angeles was home to hundreds of Cantonese immigrants. As unofficial “mayor” of San Luis Obispo’s Chinatown, the Guangdong-born Ah Louis interacted with a wide variety of merchants, employees, friends, family members, and officials. These documents discuss commerce in Chinatown, a legal case about local Chumash Indians, migration between China and the United States, family life in rural Guangdong Province, and labor relations in California, providing a near-unique window into ordinary Chinese-American life around the turn of the twentieth century. Extensive footnotes also place the letters in their historical and cultural context.

While the prevailing theoretical orthodoxy of North American archaeology overwhelmingly discourages consideration of transoceanic cultural diffusion, linguistic and archaeological evidence appear to indicate at least one instance of direct cultural contact between Polynesia and southern California during the prehistoric era. Three words used to refer to boats - including the distinctive sewn-plank canoe used by Chumashan and Gabrielino speakers of the southern California coast - are odd by the phonotactic and morphological standards of their languages and appear to correlate with Proto-Central Eastern Polynesian terms associated with woodworking and canoe construction. Chumashan and Gabrielino speakers seem to have borrowed this complex of words along with the sewn-plank construction technique itself sometime between ca. A.D. 400 and 800, at which time there is also evidence for punctuated adaptive change (e.g., increased exploitation of pelagic fish) and appearance of a Polynesian style two-piece bone fishhook in the Santa Barbara Channel. These developments were coeval with a period of major exploratory seafaring by the Polynesians that resulted in the discovery and settlement of Hawaii - the nearest Polynesian outpost to southern California. Archaeological and ethnographic information from the Pacific indicates that the Polynesians had the capabilities of navigation, boat construction, and sailing, as well as the cultural incentives to complete a one-way passage from Hawaii to the mainland of southern California. These findings suggest that diffusion and other forms of historical contingency still need to be considered in constructions of North American prehistory.

The article examines the processes of adaptation of the Nenets to new types of dwellings in the extreme east (in the interfluve of the Taz and Yenisei rivers) and the extreme west (in the Kanin tundra) of their territory in the XX — early XXI centuries. The ar-ticle analyzes the problems faced by economic workers in the 1930—1980s, trying to replace the traditional yurts by introducing ar-tificially designed tents, wagons, and trailers into the everyday life of northern nomads. The processes of a difficult, but natural transition of the Taz-Yenisei Nenets from the yurts to the Dolgan-type gullies, and the Kanin Nenets into tents designed by the Ko-mi-Izhemtsy are shown. The transition of the Yenisei Nenets to the gullies might not have taken place if not for the construction of collective farms in the North in the 1930s. The Dolgans were the only nomads who lived in the gullies for almost a century before the establishment of Soviet power. None of the peoples who roamed at that time in the immediate vicinity of them replaced the traditional chums with beams. Only the attempts of Soviet workers to voluntarily improve the nomadic life of reindeer herders made this change possible. Gullies proved to be the most acceptable type of housing to replace the yurts. The transformation of the life of the Nenets of the Kanin tundra began in the 1960s—1980s. The Komi-Izhemtsy became the innovators who radically changed the life of the Kanin reindeer breeders. A tent built in the early 1960s by the late 1980s gradually replaced the yurt. The Nenets resisted this innovation for a long time and gave up only because they saw an important advantage of the tent — the absence of the need to slaughter a large number of reindeer and to engage in labor-intensive manufacturing of skins for tires. The main conclusion of the study is that it is only the conservative thinking that for a long time did not allow the Nenets to change anything in their way of life, including the types of dwellings.

This article explores the functions of secondary girl characters in English-language American and Canadian girls’ Bildungsromane. Previously, we have explored girls’ literature as a distinct genre, framed in the theory of genre as social action, and our past scholarship examines the ways in which pre-WWII girls’ Bildungsroman stories emphasize girls’ eventual integration into their communities. Rather than having adventures, as in boys’ coming-of-age texts, we have noted ways in which the main girl characters grow “down” into social restrictions, usually as (potential) wives and mothers. Secondary female characters in these girls’ stories are compared, contrasted, or conflated with their close peers as they grow to womanhood, whether they function as the protagonists' “bosom friend,” a rival or “frenemy,” a sibling, or a classmate. However, without the same coming-of-age expectations of a text’s or series’ heroine, these secondary female characters often demonstrate alternate paths to womanhood, highlighting diversities or serving as a warning to the girl protagonists on their journeys.

06–235Akinjobi, Adenike (U Ibadan, Nigeria), Vowel reduction and suffixation in Nigeria. English Today (Cambridge University Press) 22.1 (2006), 10–17.06–236Bernat, 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.06–237Cheater, Angela P. (Macau Polytechnic Institute, China), Beyond meatspace – or, geeking out in e-English. English Today (Cambridge University Press) 22.1 (2006), 18–28.06–238Chen, 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), 263–284.06–239Cristobel, 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), 135–148.06–240Diab, 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), 80–96.06–241Frankenberg-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), 335–355.06–242Gao, 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), 55–67.06–243Green, 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), 3–11.06–244Harker, 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), 197–216.06–245Hawkins, 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), 233–255.06–246Hinger, 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), 97–118.06–247Jing, 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), 413–434.06–248Kapec, 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), 254–268.06–249Kervin, 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), 150–163.06–250Kwon, Minsook (Samjeon Elementary School, Korea), Teaching talk as a game of catch. The Canadian Modern Language Review (University of Toronto Press) 62.2 (2005), 335–348.06–251Lyster, 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), 321–341.06–252Makarova, 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), 3–9.06–253Mckinney, 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), 375–392.06–254Morgan-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), 31–65.06–255Munro, 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), 111–131.06–256Myles, 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), 211–232.06–257Mynard, Jo & Iman Almarzouqui (Koryo College, Japan; mynardjo@hotmail.com), Investigating peer tutoring. ELT Journal (Oxford University Press) 60.1 (2006), 13–22.06–258Neumeier, 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), 163–178.06–259Noels, 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), 285–312.06–260Ohata, 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.06–261Peltola, 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), 159–164.06–262Pichette, 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), 243–262.06–263Ramírez 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), 2086–2115.06–264Sabourin, 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), 1–29.06–265Simina, 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), 217–228.06–266Sopata, 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), 177–193.06–267Tokeshi, 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), 3–7.06–268Trembley, 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), 30–63.06–269Trofimovich, 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), 1–30.06–270Véronique, 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), 257–280.06–271Watson Todd, R. (King Mongkut's U Technology, Thailand; irictodd@kmutt.ac.th), Continuing change after the innovation. System (Elsevier) 34.1 (2006), 1–14.06–272Yazigi, 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.

03—285 Ahmed, Mehreen (U. of Queensland, Australia). A note on phrase structure analysis and design implication for ICALL. Computer Assisted Language Learning (Lisse, The Netherlands), 15, 4 (2002), 423—33.03—286 Argaman, Osnat and Abu-Rabia, Salim (U. of Haifa, Israel). The influence of language anxiety on English reading and writing tasks among native Hebrew speakers. Language, Culture and Curriculum (Clevedon, UK), 15, 2 (2002), 143—60.03—287 Bielinska, Monika (Schlesische Universität, Katowice, Poland). Zu Semantischen Aspekten der Wortkombinatorik. [On semantic aspects of word combination.] Glottodidactica (Poznań, Poland), 28 (2002), 19—27.03—288 Bonci, Angelica (Royal Holloway, U. of London, UK). Collocational restrictions in Italian as a second language: A case control study. Tuttitalia (Rugby, UK), 26 (2002), 3—14.03—289 Brown, Charles Grant (U. of Northern British Columbia, Canada; Email: brownc@unbc.ca). Inferring and maintaining the learner model. Computer Assisted Language Learning (Lisse, The Netherlands), 15, 4 (2002), 343—55.03—290 Butler, Yuko Goto (U. of Pennsylvania, USA; Email: ybutler@gse.upenn.edu). Second language learners' theories on the use of English articles: An analysis of the metalinguistic knowledge used by Japanese students in acquiring the English article system. Studies in Second Language Acquisition (New York, USA), 24, 3 (2002), 451—80.03—291 Carroll, Susanne E. (Universität Potsdam, Germany; Email: carroll@rz.uni-potsdam.de). Induction in a modular learner. Second Language Research (London, UK), 18, 3 (2002), 224—49.03—292 Chen, Liang, Tokuda, Naoyuki and Xiao, Dahai (Sunflare Company, Tokyo, Japan; Email: chen_1@sunflare.co.jp). A POST parser-based learner model for template-based ICALL for Japanese-English writing skills. Computer Assisted Language Learning (Lisse, The Netherlands), 15, 4 (2002), 357—72.03—293 Di Biase, Bruno and Kawaguchi, Satomi (U. of Western Sydney, Australia; Email: B.DiBiase@uws.edu.au). Exploring the typological plausibility of Processability Theory: Language development in Italian second language and Japanese second language. Second Language Research (London, UK), 18, 3 (2002), 274—302.03—294 Dimroth, Christine (Max Planck Inst. for Psycholinguistics, Nijmegen, The Netherlands; Email: christine.dimroth@mpi.nl). Topics, assertions, and additive words: How L2 learners get from information structure to target-language syntax. Linguistics (Berlin, Germany), 40, 4 (2002), 891—923.03—295 Duffield, Nigel (McGill U., Canada), White, Lydia, Bruhn de Garavito, Joyce, Montrul, Silvina and Prévost, Philippe. Clitic placement in L2 French: Evidence from sentence matching. Journal of Linguistics (Cambridge, UK), 38, 3 (2002), 487—525.03—296 Francis, Norbert (Northern Arizona U., USA; Email: norbert.francis@nau.edu). Literacy, second language learning, and the development of metalinguistic awareness: A study of bilingual children's perceptions of focus on form. Linguistics and Education (New York, USA), 13, 3 (2002), 373—404.03—297 Gamper, Johann (Free U. of Bozen, Italy; Email: judith.knapp@eurac.edu) and Knapp, Judith. A review of intelligent CALL systems. Computer Assisted Language Learning (Lisse, The Netherlands), 15, 4 (2002), 329—42.03—298 Gavruseva, Elena (U. of Iowa, USA; Email: elena-gavruseva@uiowa.edu). Is there primacy of aspect in child L2 English? Bilingualism: Language and Cognition (Cambridge, UK), 5, 2 (2002), 109—30.03—299 Geeslin, Kimberly L. (Indiana U., USA; Email: kgeeslin@indiana.edu). The acquisition of Spanish copula choice and its relationship to language change. Studies in Second Language Acquisition (New York, USA), 24, 3 (2002), 419—50.03—300 Ghaith, G. M. (American U. of Beirut, Lebanon; Email: gghaith@aub.edu.lb). The relationship between cooperative learning, perception of social support, and academic achievement. System (Oxford, UK), 30, 3 (2002), 263—73.03—301 Golato, Peter (U. of Illinois, Urbana-Champaign, USA; Email: pgolato@uiuc.edu). Word parsing by late-learning French-English bilinguals. Applied Psycholinguistics (Cambridge, UK), 23, 3 (2002), 417—46.03—302 Gorostiaga, Arantxa and Balluerka, Nekane (U. of the Basque Country; Email: pspgomaa@ss.ehu.es). The influence of the social use and the history of acquisition of Euskera on comprehension and recall of scientific texts in Euskera and Castilian. Language Learning (Malden, MA, USA), 52, 3 (2002), 491—512.03—303 Hada, Yoshiaki, Ogata, Hiroaki and Yano, Yoneo (Tokushima U., Japan; Email: hada@is.tokushima-u.ac.jp). Video-based language learning environment using an online video-editing system. Computer Assisted Language Learning (Lisse, The Netherlands), 15, 4 (2002), 387—408.03—304 Håkansson, Gisela (U. of Lund, Sweden; Email: Gisela.Hakansson@ling.lu.se), Pienemann, Manfred and Sayehli, Susan. Transfer and typological proximity in the context of second language processing. Second Language Research (London, UK), 18, 3 (2002), 250—73.03—305 Hatasa, Yukiko Abe (U. of Iowa, USA; Email: yukiko-hatasa@uiowa.edu). The effects of differential timing in the introduction of Japanese syllabaries on early second language development in Japanese. The Modern Language Journal (Malden, MA, USA), 86, 3 (2002), 349—67.03—306 Hsiao, Tsung-Yuan (Nat. Taiwan Ocean U., Republic of China; Email: tyhsiao@mail.ntou.edu.tw) and Oxford, Rebecca L.. Comparing theories of language learning strategies: A confirmatory factor analysis. The Modern Language Journal (Malden, MA, USA), 86, 3 (2002), 368—83.03—307 Hu, Guangwei (Nat. Inst. of Ed., Nanyang Technological U., Singapore; Email: gwhu@nie.edu.sg). Psychological constraints on the utility of metalinguistic knowledge in second language production. Studies in Second Language Acquisition (New York, USA), 24, 3 (2002), 347—86.03—308 Hulstijn, Jan (U. of Amsterdam, The Netherlands; Email: hulstijn@hum.uva.nl). Towards a unified account of the representation, processing and acquisition of second language knowledge. Second Language Research (London, UK), 18, 3 (2002), 193—223.03—309 Itakura, Hiroko (The Hong Kong Polytechnic U.; Email: eghiroko@polyu.edu.hk). Gender and pragmatic transfer in topic development. Language, Culture and Curriculum (Clevedon, UK), 15, 2 (2002), 161—83.03—310 Jarvis, Scott (Ohio U., USA; Email: jarvis@ohio.edu). Topic continuity in L2 English article use. Studies in Second Language Acquisition (New York, USA), 24, 3 (2002), 387—418.03—311 Jung, Udo O. H. (U. of Bayreuth, Germany; Email: hmejung@gmx.de). An international bibliography of computer-assisted language learning: Fifth instalment. System (Oxford, UK), 30, 3 (2002), 349—98.03—312 Kim, Daejin (Hansei U., Republic of Korea; Email: daejkim@chollian.net) and Hall, Joan Kelly. The role of an interactive book reading program in the development of second language pragmatic competence. The Modern Language Journal (Malden, MA, USA), 86, 3 (2002), 332—48.03—313 Lee, Eun-Joo (Stanford U., USA; Email: eunlee@stanford.edu). Comparing personal references in English by a native-speaking and a Korean pre-adolescent. English Teaching (Korea), 57, 3 (2002), 125—43.03—314 Lee, Lina (U. of New Hampshire, USA; Email: llee@hopper.unh.edu). Synchronous online exchanges: A study of modification devices on non-native discourse. System (Oxford, UK), 30, 3 (2002), 275—88.03—315 Lee, Siok H. (Burnaby Sch. District & Simon Fraser U., Canada; Email: slee@alpha.sd41.bc.ca) and Carey, Stephen. Explaining Chinese learners' errors in the phonological representations of Latinate derivatives in English: A psycholinguistic perspective. Canadian Journal of Applied Linguistics (Ottawa, Canada), 5, 1/2 (2002), 65—91.03—316 Liontas, John I. (U. of Notre Dame, IN, USA; Email: jliontas@nd.edu). Exploring second language learners' notions of idiomaticity. System (Oxford, UK), 30, 3 (2002), 289—313.03—317 Macintyre, Peter D. (U. Coll. of Cape Breton, Canada; Email: peter_macintyre@uccb.ca), Baker, Susan C., Clément, Richard and Donovan, Leslie A.. Sex and age effects on willingness to communicate, anxiety, perceived competence, and L2 motivation among junior high school French immersion students. Language Learning (Malden, MA, USA), 52, 3 (2002), 537—64.03—318 Martínez, Ana Cristina Lahuerta (U. of Oviedo, Asturias, Spain; Email: lahuerta@correo.uniovi.es). Empirical examination of EFL readers' use of rhetorical information. English for Specific Purposes (Amsterdam, The Netherlands), 21, 1 (2002), 81—98.03—319 Mori, Yoshiko (Georgetown U., USA; Email: moriy@georgetown.edu). Individual differences in the integration of information from context and word parts in interpreting unknown kanji words. Applied Psycholinguistics (Cambridge, UK), 23, 3 (2002), 375—97.03—320 Morris, Frank A. (U. of Miami, USA). Negotiation moves and recasts in relation to error types and learner repair in the foreign language classroom. Foreign Language Annals (New York, USA), 35, 4 (2002), 395—404.03—321 O'Grady, William (U. of Hawai'i, USA; Email: ogrady@hawaii.edu) and Yamashita, Yoshie. Partial agreement in second-language acquisition. Linguistics (Berlin, Germany), 40, 5 (2002), 1011—19.03—322 Perdue, Clive (Université Paris VIII, France; Email: clive@univ-paris8.fr), Benazzo, Sandra and Giuliano, Patrizia. When finiteness gets marked: The relations between morphosyntactic development and use of scopal items in adult language. Linguistics (Berlin, Germany), 40, 4 (2002), 849—90.03—323 Pichette, François (U. of South Florida, USA; Email: pichette@chuma1.cas.usf.edu). Second-language vocabulary learning and the additivity hypothesis. Canadian Journal of Applied Linguistics (Ottawa, Canada), 5, 1/2 (2002), 117—30.03—324 Raymond, Patricia M. (U. of Ottawa, Canada) and Parks, Susan. Transitions: Orienting to reading and writing assignments in EAP and MBA contexts. The Canadian Modern Language Review/La Revue canadienne des langues vivantes (Toronto, Ont.), 59, 1 (2002), 152—80.03—325 Schulz, Renate A. (U. of Arizona, USA). Hilft es die Regel zu wissen um sie anzuwenden? Das Verhältnis von metalinguistischem Bewusstsein und grammatischer Kompetenz in DaF. [Does it help to know the rule to apply it? The relationship between metalinguistic consciousness and grammatical competence in German as a foreign language.] Die Unterrichtspraxis/Teaching German (Cherry Hill, NJ, USA), 36, 1 (2002), 15—24.03—326 Segler, Thomas M., Pain, Helen and Sorace, Antonella (U. of Edinburgh, Scotland, UK; Email: thomasse@dai.ed.ac.uk). Second language vocabulary acquisition and learning strategies in ICALL environments. Computer Assisted Language Learning (Lisse, The Netherlands), 15, 4 (2002), 409—22.03—327 Shehadeh, Ali (U. of Aleppo/King Saud U., Ryadh, Saudi Arabia; Email: ashhada@ksu.edu.sa). Comprehensible output, from occurrence to acquisition: An agenda for acquisitional research. Language Learning (Malden, MA, USA), 52, 3 (2002), 597—647.03—328 Tokuda, Naoyuki (SunFlare Research and Development Center, Tokyo, Japan; Email: tokuda_n@sunflare.co.jp). New developments in intelligent CALL systems in a rapidly internationalised information age. Computer Assisted Language Learning (Lisse, The Netherlands), 15, 4 (2002), 319—27.03—329 Tracy, Rosemarie (U. of Mannheim, Germany). Growing (clausal) roots: All children start out (and may remain) multilingual. Linguistics (Berlin, Germany), 40, 4 (2002), 653—86.03—330 van de Craats, Ineke (U. of Nijmegen, The Netherlands; Email: I.v.d.Craats@let.kun.nl), van Hout, Roeland and Corver, Norbert. The acquisition of possessive HAVE-clauses by Turkish and Moroccan learners of Dutch. Bilingualism: Language and Cognition (Cambridge, UK), 5, 2 (2002), 147—74.03—331 Verhoeven, Ludo (U. of Nijmegen, The Netherlands; Email: L.Verhoeven@ped.kun.nl) and Vermeer, Anne. Communicative competence and personality dimensions in first and second language learners. Applied Psycholinguistics (Cambridge, UK), 23, 3 (2002), 361—74.03—332 Wendt, Michael (U. Bremen, Germany). Kontext und Konstruktion: Fremdsprachendidaktische Theoriebildung und ihre Implikationen für die Fremdsprachenforschung. [Context and construction: Foreign language didactic theory formation and its implications for foreign language learning.] Zeitschrift für Fremdsprachenforschung (Germany), 13, 1 (2002), 1–62.03—333 Williams, Marion, Burden, Robert and Lanvers, Ursula (U. of Exeter, UK). ‘French is the Language of Love and Stuff’: Student perceptions of issues related to motivation in learning a foreign language. British Educational Research Journal (Abingdon, UK), 28, 4 (2002), 503—28.03—334 Wray, Alison (Cardiff U., UK; Email: wraya@cf.ac.uk). Formulaic language in computer-supported communication: Theory meets reality. Language Awareness (Clevedon, UK), 11, 2 (2002), 114—31.

In this conversation, directors and community-focused artists José Cruz González and David Lozano discuss the varied ways they have appropriated Shakespeare in community settings. From community-engagement projects featuring lost Native American languages (the Chumash culture and Samala language of González’s The Winter’s Tale adaptation, Invierno) to physical theatre riffs off The Tempest and The Merchant of Venice, both González and Lozano demonstrate how Shakespeare can be remixed to become relevant to Latinx audiences today. Although the productions they discuss are distinct, they all share the same goal: to be relevant to Latinx audiences who might not otherwise see themselves represented in a traditional production of one of Shakespeare’s plays. They each discuss their involvement with distinct productions and adaptations of Romeo and Juliet. González addresses his Theatre for Young Audiences (TYA) Shakespearean appropriation, Forever Poppy.

This chapter examines how fear prevailed during the Spanish colonization of California. Under Spain, colonial California witnessed the destruction of its densely inhabited zone of linguistically diverse indigenous societies. Waves of illness and warfare transformed tribal societies in the interior, eroded the environment, and devastated the political order. The changes produced by the Spanish colonial presence created what Randall Milliken has called a “time of little choice.” The chapter explores how fear appears in indigenous accounts as a historical emotion, but one elaborated very specifically in relation to native forms of thought and culture such as dance, as seen in the writing of Pablo Tac. It also considers how fear was promulgated in Spanish-language accounts of the Chumash War and concludes by assessing indigenous Californians' histories of the war.