THE BUILDING BLOCKS OF MEANING: IDEAS FOR A PHILOSOPHICAL GRAMMAR. Michele Prandi. Amsterdam: Benjamins, 2004. Pp. xviii + 520. $162.00 cloth.

This volume is an attempt to develop a philosophical grammar, one that separates out and unifies the contributions to meaning from syntax, the lexicon, and conceptual structure, and one within which figures of speech such as metonymy and metaphor—conflictual complex meanings—can be explored and analyzed. These are forms of expression that the author views as neglected by philosophers and linguistics (although the work of Lakoff and other cognitive linguists would be one exception). The grammar itself is given in completely descriptive, informal terms.

BEYOND NATURE-NURTURE: ESSAYS IN HONOR OF ELIZABETH BATES. Michael Tomasello and Dan Slobin (Eds.). Mahwah, NJ: Erlbaum, 2005. Pp. ii + 339. $89.95 cloth.

This volume has been compiled both to review and assess Bates's contribution to the field of child language and to demonstrate that her influence and the ideas she stimulated live on and are being pursued by her colleagues. After an introduction by the editors, a brief compilation of some of Bates's aphorisms—for which she was justifiably famous—and her full curriculum vitae, the volume is divided into five parts, each of which addresses one of Bates's interests.

NON-WESTERN EDUCATIONAL TRADITIONS: INDIGENOUS APPROACHES TO EDUCATIONAL THOUGHT AND PRACTICE (3rd ed.). Timothy Reagan. Mahwah, NJ: Erlbaum, 2005. Pp. xiii + 308. $36.00 paper.

Within the field of applied linguistics, globalization expresses itself most clearly in two phenomena: (a) the increase of cultural and linguistic diversity in urban centers around the world and (b) the rapid spread of English as a global language fueled by the perception of many policy-makers, educators, and parents that English proficiency is a prerequisite for social and economic advancement. Both of these phenomena have increased the level of cross-cultural contact within the educational system. Teachers in Western contexts are now teaching students who come from many different cultural and educational traditions. Similarly, as countries around the world compete to promote English proficiency, teachers and students in these countries are increasingly coming into contact with the cultural traditions and educational assumptions embodied in English language curricula and personified in teachers who come from English-speaking countries.

Publications received.

Acknowledgment of readers for volume 28.