Methods in current instructed second language acquisition research range from laboratory experiments to ethnography using non-obtrusive participant observation, from cross-sectional designs to longitudinal case studies. Many different types of data serve as the basis for analysis, including reaction times measurements, global test scores, paper and pencil measures, introspective comments, grammaticality judgements, as well as textual data (elicited or naturalistic, oral or written, relating to comprehension or production). Some studies rely on extensive quantification of data, while others may favour a more qualitative and hermeneutic analytic approach. Many of these issues and methods are exemplified by the contributions to this volume. Data-based studies included here deal with the acquisition of specific linguistic phenomena (e.g. verb and noun morphology, lexicon, clause structures) in a range of target languages (e.g. English, French, German, Russian) from a variety of settings involving different instructional approaches (e.g. traditional foreign language classes, immersion classes, intensive ESL classes, content and language integrated language classes). Collectively, the chapters in this book illustrate the productivity and diversity of current research on instructed second language acquisition. As such they serve as a valuable resource for researchers in SLA, psycholinguistics, linguistics, and language education.

The publication of Hugo Baetens Beardsmore's book Bilingualism: Basic Principles by Multilingual Matters in 1982 coincided with an unprecedented upsurge of interest in bilingualism. A major reason for this was the acknowledgement that bilingualism is far more common than was previously thought, and perhaps even the norm. The number of bilinguals at the turn of the third millennium is probably greater than ever before and will continue to grow as a result of the combined forces of globalisation, automatisation, increased mobility and migration, and modernisation of foreign language teaching. The contributions in this book prove that, given the right conditions, bilingualism can confer distinct benefits like intellectual, psychological, social, cultural and economic improvement on the individual. The papers in this volume have been written by leading scholars in the field of bilingualism and deal with individual bilingualism, societal and educational phenomena, addressing issues such as bilingual usage, acquisition, teaching, and language planning and policy. The volume's major asset lies in its diversity, not only in depth of investigation and in topical variety but also in the range of languages and geographical regions covered. Another important feature of the volume is its multidisciplinary perspective. Among the contributors are linguists, sociologists, psychologists and sociolinguists.

This volume contributes to the debates about the social aspects of bilingualism, focusing on the various opportunities and challenges bilingualism presents to today's society. The contributions in this volume are of a prospective stance, delineating directions for future research on bilingualism and/or identifying important issues which have been under-researched or which are still of a controversial nature. All the contributions are from leading international scholars who have researched and published extensively in the field of bilingualism. To facilitate further discussions of the issues raised in the volume, there are study questions and suggested reading attached to each of the main chapters.

Research into complexity, accuracy and fluency (CAF) as basic dimensions of second language performance, proficiency and development has received increased attention in SLA. However, the larger picture in this field of research is often obscured by the breadth of scope, multiple objectives and lack of clarity as to how complexity, accuracy and fluency should be defined, operationalized and measured. The present volume showcases current research on CAF by bringing together eleven contributions from renowned international researchers in the field. These contributions not only add to the body of empirical knowledge about L2 use and L2 development by bringing new research findings to light but they also address fundamental theoretical and methodological issues by responding to questions about the nature, manifestation, development and assessment of CAF as multifaceted constructs. Collectively, the chapters in this book illustrate the converging and sometimes diverging approaches that different disciplines bring to CAF research.