The Editor and Board of Language Teaching are pleased to announce that the winner of the 2013 Christopher Brumfit thesis award is Dr. Ellen Johnson Serafini . The thesis was selected by an external panel of judges based on its significance to the field of second language acquisition, second or foreign language learning and teaching, originality and creativity and quality of presentation.

In Bilingual education in the 21st century: a global perspective, Ofelia Garcı́a construes the complexity of bilingual education through a recurring analogy of the banyan tree, coherently woven throughout the book’s five main parts. It is an image that captures the myriad of contextual variables and choices involved in bilingualism and bilingual education and allows for ‘growth in different directions at the same time [while] grounded in the diverse social realities from which it emerges’ (17). As this analogy portrays, bilingual education is multi-faceted in its complexity since historical, linguistic, cultural, political, and social realities must be taken into account to begin any useful discussion. To guide readers, Garcı́a initially explores language, and most importantly, bilingualism, on an individual and societal level. She continues with a comprehensive overview of the various frameworks, models, variables, and program types in bilingual education as practiced in schools and communities all over the world. Bilingual education policies, practices, pedagogies, and assessment receive extensive attention in the latter chapters of the book. Despite the impressive content and global ambitions of this work, the simple principle that motivated its creation is never obscured; namely, that bilingual education, as practiced according to local needs, can be valuable for both minority and majority-language children, as well as for adult learners. Such a visionary proposal demands questioning traditional, monoglossic conceptions of bilingualism as a problem, and of bilingual individuals as the sum of two monolinguals. In thoughtfully critiquing the limitations of these notions, a dynamic view of bilingualism is developed which regards the phenomenon as both a right and resource while engendering a heteroglossic vision of bilingual individuals who fall all along points of a continuum in receptive and productive abilities in both their first and second (or multiple) languages. Thus, students labeled English language learners (ELLs) or limited English proficient students (LEPs) are referred to here as ‘emergent bilinguals’ (175), which reasserts bilingualism as a resource and recognizes learners’ differing instructional and assessment needs. One plus one does not always equal two and bilingual education pedagogy as both social justice and social practice emerge as guiding principles in the pursuit of equitable education for minority-language children. Part I maps out the content of the book. Bilingual education is defined (7 8) in terms of actual language use in the classroom, departing from abstract notions of International Journal of Bilingual Education and Bilingualism Vol. 13, No. 4, July 2010, 469 478

Objective: Systems for efficient case finding of women with major depression during pregnancy and postpartum are needed. Here we assess the diagnostic accuracy of a modified 2-item patient health questionnaire (PHQ-2) as a pre-screen in assessing depression. Methods: Cross-sectional assessments at 15 weeks' gestation (n = 414), 30 weeks' gestation (n = 334), and 6 to 16 weeks postpartum (n = 193) among women from a diverse set of races/ethnicities, participating in the IMPLICIT maternal care quality improvement network. The Edinburgh Postnatal Depression Scale score (≥13) was used as the criterion measure for the PHQ-2. Results: A positive 2-item screen had sensitivity of 93%, 82%, and 80% and specificity of 75%, 80%, and 86% for Edinburgh Postnatal Depression Scale score of ≥13 for assessment at 15 and 30 weeks gestational age and postpartum, respectively. The positive/negative predictive values for the PHQ-2 were 44/98, 24/91, and 30/98 for each time point, respectively. Areas under the receiver operating characteristic curve analysis suggested that 2-item assessments at each time point had approximately equal diagnostic validity. Conclusions: Two questions were efficient to rule out depression and reduced the need for further screening of approximately 60% to 80% of women, depending on the point in pregnancy or postpartum. A diagnostic interview follow-up of women screening positive is still required.

(1999). Encouraging the Beginning of Equitable Science Teaching Practice: Collaboration is the Key. Journal of Science Teacher Education: Vol. 10, No. 3, pp. 159-173.

Cooperating teachers are prominent people in influencing the next generation of teachers because they interact daily with student teachers. This paper discusses the impact of gender-sensitive cooperating teachers on student teachers' teaching strategies, questioning patterns and interactions during their teaching practicum. Student teachers working with these gender-sensitive cooperating teachers were more equitable in their questioning patterns and more likely to ask students (of both genders) higher-order questions than their peers.

When Joel Chandler Harris was a teenager, he was hired as a prin- ter's apprentice on the plantation of Joseph Turner, about a mile from what would later become Alice Walker's childhood home, where her parents lived as sharecroppers , in the northeastern part of the Putnam County. Though their hometown of Eatonton has venerated Harris and ignored Walker in the past, their value is reversed in the eyes of many critics. Some of those who praise Walker condemn Harris. Walker's work is seen as a celebration of African American culture and Harris's work as a trivialization of it, or worse, as degrading and racist. Why do modern readers tend to view Harris's Uncle Remus stories as parodies but not Walker's novels? Is the reason found in the way they represent the speech of their characters? This is the central question that this paper addresses. Though both authors represent the dialect of this community accurately, they use different styles to do this. Harris uses many more respellings than Walker does. Since respellings can be used to belittle a character in the eyes of r eaders, this difference in representatio n stains Harris's reputation, perhaps unjustly. But the explanation for the differing responses of modern readers to their work is more complex; these responses cannot simply be attributed to their linguistic style. We have to acknowledge that one part of the answer is that Harris is white and Walker is black. Harris's ethnicity makes it easier to imagine that the respellings serve the purpose of ridicule, and also leads to criticism because of the narrative setting of his stories, which romanticizes the plantation culture.