In this paper, I argue for expanding language socialization research on the academic discourse socialization of speakers of English as an additional language to less-commonly researched settings outside of English-dominant countries. Following an overview of some theoretical and methodological issues involved in conducting such research, I lay out a research agenda, focusing on several topics and issues that have the potential to illuminate issues of interest in both language socialization and second language acquisition regarding how competence and community are defined in a globalized, multilingual world. These include: (a) closer investigation of presumed ‘cultural differences’ between ‘Western’ and ‘Asian’ academic discourse practices, (b) the effect of social categories such as ethnicity and ‘nonnative speaker’ status on the construction of ‘expert’ and ‘novice’ identities in these settings, (c) the role of socializing agents outside of the classroom, and (d) the extent to which students in these settings are being socialized into practices and ideologies that promote multicompetence.

What makes the question of grandparental investment so very interesting is trying to tease out the underlying motivations. Grandparental investment is variable and grandparental altruism, if it exists at all, is also variable. Neither evolutionary theory nor rational choice theory has an easy time explaining this variation, and insight is further impeded by the absence of any compelling empirical studies designed for the purpose of testing alternative explanations of variations in grandparental investment.

Although schools have long been recognized as primary sites for creating citizens of the modern nation-state, in recent years traditional assimilationist and exclusionist notions of national identity have been challenged by competing values of multiculturalism, hybridity, and transnationalism. This article surveys recent language socialization research that has examined classrooms as sites for socializing novices into political identities associated with membership in a national or transnational community. It explores five broad themes: (a) socialization into the national language, (b) socialization of immigrants, (c) socialization into new forms of national identity, (d) socialization of minority political identities within nation-states, and (e) socialization and transnational identities. The survey concludes with a review of the contributions of a language socialization approach to the study of these issues as well as suggested directions for future research.

In 1997 the Association for Professionals in Infection Control and Epidemiology and the Society for Healthcare Epidemiology of America established a consensus panel to develop recommendations for optimal infrastructure and essential activities of infection control and epidemiology programs in out-of-hospital settings. The following report represents the Consensus Panel's best assessment of requirements for a healthy and effective out-of-hospital-based infection control and epidemiology program. The recommendations fall into 5 categories: managing critical data and information; developing and recommending policies and procedures; intervening directly to prevent infections; educating and training of health care workers, patients, and nonmedical caregivers; and resources. The Consensus Panel used an evidence-based approach and categorized recommendations according to modifications of the scheme developed by the Clinical Affairs Committee of the Infectious Diseases Society of America and the Centers for Disease Control and Prevention's Healthcare Infection Control Practices Advisory Committee.