This contribution outlines the current research on many of the positive benefits of cross-border education as well as some of what we know about student experiences. The authors also highlight some of the limitations of the study-abroad research to date (too White, too American, too European), and suggest that it is time to consider different sorts of “international” experiences; these potentially include crossing into local multilingual and multicultural communities as well as examining a fuller range of experiences for members of diaspora communities. By challenging common ideologies about international education, they suggest that it might be pedagogically better, more practical, and more ethical to find local international sites for all, and for future educators in particular.

RAISING BILINGUAL-BILITERATE CHILDREN IN MONOLINGUAL CULTURES. Stephen J. Caldas. Clevedon, UK: Multilingual Matters, 2006. Pp. xvi + 231. $39.95 paper.

Caldas's work tells the story of his three children's language development over the course of 19 years. Caldas is a native English speaker from Louisiana and a fluent but nonnative speaker of French. Caldas's wife hails from Quebec and is a native French speaker, also fluent in English. Their three children—a boy and twin girls who were born 2 years later—were raised in suburban Louisiana with extended French-immersion vacations in Quebec. Caldas and his wife attempt to make their home a French-only environment by adopting a family language policy of speaking only French themselves and by promoting French-language books, television, and media. Whereas they are successful throughout the children's early years, their project meets resistance when their eldest boy reaches about 10 and begins to reject everything French. The younger girls soon follow in his footsteps. With patience, perseverance, and regular extended visits to French-speaking Quebec, this phase passes, and by the volume's happy ending, all three children become bilingual and biliterate teens (and presumably adults).

RESEARCH IN APPLIED LINGUISTICS: BECOMING A DISCERNING CONSUMER. Fred L. Perry, Jr. Mahwah, NJ: Erlbaum, 2005. Pp. xx + 268. $29.95 paper.

As one might expect based on its title, this volume offers a basic introduction to research within the field of applied linguistics, including data collection methods, statistical analyses, and research write-ups. In contrast to other recent research methods volumes (e.g., Mackey & Gass, 2006), Perry frames this volume not as teaching readers how to do applied linguistics research but rather as how to read and critically evaluate this research, along similar lines as Porte (2002).

Hand-held hyperspectral reflectance data were collected in the summers of 2002, 2003, and 2004 to differentiate unique spectral characteristics of common turfgrass and weed species. Turfgrass species evaluated were: bermudagrass, ‘Tifway 419’; zoysiagrass, ‘Meyer’; St. Augustinegrass, ‘Raleigh’; common centipedegrass; and creeping bentgrass, ‘Crenshaw’. Weed species evaluated were: dallisgrass, southern crabgrass, eclipta, and Virginia buttonweed. Reflectance data were collected from greenhouse and field locations. An overall classification accuracy of 85% was achieved for all species in the field. A total of 21 spectral bands between 378 and 1,000 nm that were consistent over the three data collection periods were used for analysis. Only centipedegrass, zoysiagrass, and dallisgrass were correctly classified less than 80% of the time. An overall classification accuracy of 69% was achieved for the greenhouse species. Spectral bands used in this analysis ranged from 353 to 799 nm. Creeping bentgrass and Virginia buttonweed were classified correctly at 96 and 92%, respectively.

This article examines ideologies surrounding Quechua's use as a lingua franca and contrasts these ideologies with the historical and ethnographic record across pre-Colombian, colonial, and postcolonial times. Drawing from classic and recent research on Quechua sociolinguistics and comparatively on current work in the study of World Englishes and English as a lingua franca, we describe ways in which Quechua possibly served as a lingua franca, but also argue that Quechua's role and potential as lingua franca have often been misunderstood. We illustrate how these misunderstandings are intertwined with some of the myths and ideologies surrounding the Quechua language in particular and lingua francas more generally. Specifically, we argue that Quechua as lingua franca has been neither one stable, standardized variety nor a politically neutral communicative tool. Further, we highlight some of the overlooked ways in which local varieties and local speakers of the lingua franca have responded to, and in some cases resisted, the inequities and ideologies associated with the lingua franca.

Experiments have shown that when a mixture of fuel and oxygen is passed through a zirconia tube whose inner surface is coated with a catalyst, and then ignited at the end of the tube, a reaction front, or flame, propagates back along the tube towards the fuel inlet. The reaction front is visible as a red hot region moving at a speed of a few millimetres per second. In this paper we study a model of the flow, which takes into account diffusion, advection and chemical reaction at the inner surface of the tube. By assuming that the flame propagates at a constant speed without change of form, we can formulate a steady problem in a frame of reference moving with the reaction front. This is solved using the method of matched asymptotic expansions, assuming that the Reynolds and Damköhler numbers are large. We present numerical and, where possible, analytical results, first when the change in fluid density is small (a simplistic but informative limit) and secondly in the variable-density case. The speed of the travelling wave decreases as the critical temperature of the surface reaction increases and as the mass flow rate of fuel increases. We also make a comparison between our results and some preliminary experiments.

AN INTEGRATED VIEW OF LANGUAGE DEVELOPMENT: PAPERS IN HONOR OF HENNING WODE. Petra Burmeister, Thorsten Piske, and Andreas Rohde (Eds.). Trier, Germany: Wissenschaftlicher Verlag, 2002. Pp. xxv + 552. 40.00 € paper.

Wode's lifetime of scholarship can be divided loosely into three general research areas, each of which comprises one section of this edited volume: theory-building in first (L1) and second (L2) language acquisition, the development of speech production and perception skills in L1 and L2, and immersion education and foreign language teaching. This first area of work, dating from the 1970s and early 1980s, draws in part from Wode's detailed analysis of the language of his four young children. The second, initiated in 1989 with Pieper, stems from a large-scale study of early phonological development. Finally, the third, begun in the wake of European integration, came out of his work to support immersion programs and language learning in preschools and elementary and secondary institutions.

The present study examined gender and age patterns of diminutive use in conversations between 32 Spanish-speaking Peruvian mothers and their three- and five-year-old children. Results confirm previous findings concerning both parents' greater use of diminutives with younger children and children's early acquisition of this complex aspect of morphology. However, findings do not support previous studies on gender differences in parental use of diminutives with young children. Results also revealed that mothers' and children's imitations of their interlocutors' diminutized words promoted their interlocutors' overall diminutive use. This finding highlights the acute sensitivity of both speakers to each others' language and the potential role of imitation in older children's language development.

This excellent collection of twelve papers is sure to be of keen interest to Andean scholars from a range of disciplines. Howard-Malverde has succeeded at two difficult tasks: compiling a substantial number of academically outstanding papers and, perhaps a greater challenge for an editor, creating a volume which reads as a coherent whole. The latter feat is even more impressive given the breadth and depth of the contributions and the varied academic backgrounds of the contributors. The volume's authors are scholars of anthropology, linguistics, history, and literature, reflecting the academic traditions of nations both in Europe and in North and South America. All but two papers were originally presented at the 1991 conference, “Textuality in Amerindian cultures,” convened by RHM and William Rowe.