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The field of second language learning research has grown rapidly in recent years. Educators have become increasingly aware that pedagogical knowledge varies significantly from one subject domain to the next and that findings from educational research in one domain are not necessarily applicable to the next. Researchers in second language learning are adding to our understandings of secondlanguage specific pedagogy. There exists a need, therefore, for an outlet for these ever improving understandings of this content-specific pedagogy. The new book series, Research in Second Language Learning, will provide just such an outlet. The series invites articles from all methodological approaches to research. The series will promote a research-based approach to the decision-making process in second language teaching/learning.
Chapter 1. Theoretical Developments in Reading Chinese and Japanese as Foreign Languages; Michael E. Everson
Chapter 2. Technological Literacy and Foreign Language Literacy in a Technological Era: Considerations of Two Interacting Constructs for Foreign Language Education; Michael Frost
Chapter 3. What Should Teachers Know About Bilingual Learners and the Reading Process?; Andrew D. Cohen and Rosalind Horowitz
Chapter 4. Teaching Foreign (Second) Languages to At-Risk Learners: Research and Practice; Richard L. Sparks, Elke Schneider, and Leonore Ganschow
Chapter 5. Spanish Teachers' Beliefs and Practices About Reading in a Second Language; Terri Ann Gehl and Leslie L. Schrier
Chapter 6. The Form-Meaning Interface: A Study of Japanese as a Foreign-Language Writing; Sufumi So
Chapter 7. Electronic Message Boards in the Foreign Language Classroom: Linking Learners and Literacy; Rebecca L. Chism
Chapter 8. The Effects of Passage Content in Second Language Reading by Gender Across Instructional Levels; Cindy Brantmeier
Chapter 9. Reading Between the Lines: Detecting, Decoding, and Understanding Idioms in Second Languages; John I. Liontas
Chapter 10. Advanced Second Language Readers' Inferencing; JoAnn Hammond-Sullivan
Chapter 11. When Phonological Limitations Compromise Literacy: A Connectionist Approach to Enhancing the Phonological Competence of Heritage Language Speakers of Spanish; Maria M. Carreira
Chapter 12. Literacy in Digital Environments: Connecting Communities of Language Learners; Mary Ann Lyman-Hager, Ann Johns, Honorine Nacon, and James N. Davis