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Why have some developing country states been more successful at facilitating industrialization than others? An answer to this question is developed by focusing both on patterns of state construction and intervention aimed at promoting industrialization. Four countries are analyzed in detail - South Korea, Brazil, India, and Nigeria - over the twentieth century. The states in these countries varied from cohesive-capitalist (mainly in Korea), through fragmented-multiclass (mainly in India), to neo-patrimonial (mainly in Nigeria). It is argued that cohesive-capitalist states have been most effective at promoting industrialization and neo-patrimonial states the least. The performance of fragmented-multiclass states falls somewhere in the middle. After explaining in detail as to why this should be so, the study traces the origins of these different state types historically, emphasizing the role of different types of colonialisms in the process of state construction in the developing world.

This article uses sequence analysis to examine how gender inequality in work-family trajectories unfolds from early adulthood until middle age in two different welfare state contexts. Results based on the National Longitudinal Survey of Youth and the German National Education Panel Study demonstrate that in Germany, all work-family trajectories are highly gender-specific irrespective of social class. In contrast, patterns of work-family interplay across the life course in the United States are, overall, less gendered, but they differ widely by social class. In fact, work-family patterns characterized by high occupational prestige are fairly equally accessible for men and women. However, women are far more likely than men to experience the joint occurrence of single parenthood and unstable low-prestige work careers in the United States. The authors contribute to the literature by bringing in a longitudinal, process-oriented life course perspective and conceptualizing work-family trajectories as interlocked, multidimensional processes (Orig.).

Recent research in second language acquisition suggests that a number of speed, breakdown, repair, and composite measures reliably assess fluency and predict proficiency. However, there is little research evidence to indicate which measures best characterize fluency at each assessed level of proficiency and which can consistently distinguish one level from the next. This study investigated fluency in 32 speakers' performing 4 tasks of the British Council's Aptis Speaking Test, which were awarded 4 different levels of proficiency (Common European Framework of Reference for Language levels A2-C1). Using PRAAT, the performances were analyzed for various aspects of utterance fluency across different levels of proficiency. The results suggest that speed and composite measures consistently distinguish fluency from the lowest to upper-intermediate levels (A2-B2), and many breakdown measures differentiate between the lowest level (A2) and the rest of the proficiency groups, with a few differentiating between lower (A2, B1) and higher levels (B2, C1). The varied use of repair measures at different levels suggests that a more complex process is at play. The findings imply that a detailed micro-analysis of fluency offers a more reliable understanding of the construct and its relationship with assessment of proficiency. (Verlag).

This study investigates learner engagement in pedagogic task performance by triangulating multiple sources of data to gain insight into the cognitive and affective processes that take place on a range of tasks and how they engage learners of different target languages. The study provides a detailed analysis of 4 learners' second language (L2) performance (2 first language [L1] Japanese learners of English; 2 L1 Japanese learners of Chinese). All learners completed an identical set of 12 communication tasks in 3 discourse genres (instruction, narrative, and opinion) in a learner-generated (LGC) and teacher-generated content (TGC) condition. The performances were followed by immediate stimulated video recalls and questionnaires on perceived levels of anxiety and motivation during each task. Triangulation of these data sources revealed that both the English and Chinese learners were more socially and emotionally engaged in LGC tasks than in TGC tasks and that this engagement was associated with more fluent and accurate, but less complex, speech. The difference between the Chinese and English learners was in their self-reported preferences and levels of anxiety and motivation while performing the tasks in the respective conditions. Based on the learners' background profiles, this difference in subjective response to the tasks is attributed to previous experience with formal L2 instruction. (Verlag).

This study examined how well second language (L2) recall and recognition vocabulary tests correlated with a reading test, how well each vocabulary test discriminated between reading proficiency levels, and how accurate each test was in predicting reading proficiency when compared with corpus studies. A total of 116 college-level learners of English as a foreign language took a reading test and 2 vocabulary size tests: meaning recall and meaning recognition. Participants were divided into 4 reading proficiency levels based on the reading scores. The authors correlated the reading scores with the 2 vocabulary scores, compared the 4 reading groups on each vocabulary test, and compared the vocabulary size of each of the reading proficiency groups with corpus studies. Both vocabulary tests were good predictors of reading, but the recognition test fared slightly better. The authors introduce the notion of 'comprehension vocabulary' and suggest that a recall test is more appropriate for measuring sight vocabulary while a recognition test is more appropriate for measuring comprehension vocabulary. (Verlag, adapt.).

How do political parties remain vibrant organizations? This qualitative study of political parties in Chile, Costa Rica, and Uruguay explains how party vibrancy is maintained and reproduced over time. A vibrant party is an active organization that operates beyond electoral cycles, has clear symbols, and maintains a significant presence in the territory. The study identifies the complex interaction between four causal factors that account for the reproduction of party vibrancy: Purpose, Trauma, Channels of Ambition, and moderate Exit Barriers. Purpose activates retrospective loyalty among members. Trauma refers to a shared traumatic past that engenders retrospective loyalty. Channels of Ambition are routes by which individuals can pursue a political career. Moderate Exit Barriers are rules that set costs of defection at reasonable levels. The case studies suggest that, after a process of consolidation and stability, the presence of the four causal factors explains party vibrancy. The presence of the factors then sustains the reproduction of this vibrancy over time. The four causal factors are observed during a party’s “golden age.” Vibrant parties are resilient. Yet the study also shows that the ability of Trauma to forge loyalty decreases over time and that the long-term reproduction of Purpose can be elusive, as has been shown in Latin America. Older vibrant parties thus exhibit a combination of only Channels of Ambition and moderate Exit Barriers, and are less resilient than those that also have Purpose and/or Trauma.

A strand of task-based interaction research has emerged to better understand the effects of heritage language (HL) and second language (L2) learners' peer collaboration on interactional moves (e.g., language-related episodes [LREs], self-repairs) and linguistic focus. To extend this line of research, this study compared 14 HL-L2 and 16 HL-HL advanced learners' peer interactions across face-to-face (FTF) and written synchronous computer-mediated communication (SCMC) modes. Each dyad completed 2 decision-making/collaborative writing tasks in Spanish across both interaction modes. Results revealed that interaction mode had a large effect on the extent to which HL-L2 and HL-HL pairs produced self-repairs and initiated LREs. That is, both pair types initiated more LREs in FTF mode, and self-repaired non-target-like utterances more extensively in SCMC mode. As for pair types, HL-L2 pairs significantly resolved more lexis-focused episodes in FTF mode, and HL-HL pairs only produced self-repair episodes in SCMC mode. HL-L2 and HL-HL dyads addressed linguistic items (e.g., morphosyntax) rather equally across interaction modes. The findings are discussed in light of the differences in prior language-learning experiences of HL and L2 learners. (Verlag, adapt.).

Academics are coming under increasing pressure to publish internationally. Given the global dominance of English, this very likely means publishing in English-medium journals and with publishers which publish in English. This raises the important question of the possible disadvantage of those scholars whose first language is not English and who therefore have the additional burden of having to develop adequate proficiency in an additional language, English. As a student of modern languages to university level and of other languages to rather lower levels of proficiency and as a teacher of English for academic purposes (EAP) and of English for research and publication purposes (ERPP), since I became aware of this issue, I have always believed this extra burden on the English as an additional language (EAL) academic writer to be a self-evident truth. Ken Hyland, however, in a recent book (Hyland, 2015) and an article titled ‘Academic publishing and the myth of linguistic injustice’ (Hyland, 2016a), has taken it upon himself to argue that such an assumption is ill-founded. Hyland argues that native-speakers (NSs) of English encounter the same difficulties as non-native speakers (NNSs) when it comes to academic writing, that ‘academic English is no one's first language’, and that it requires ‘deliberate learning’ by both NSs and NSs (p. 57). Native and non-native writers, Hyland implies, are on a level playing field when it comes to writing for publication, both groups having to jump the same hurdles.

The reported study presents and analyzes the comprehension of relative clauses in child and adult speakers of Russian, comparing monolingual controls with Russian heritage speakers (HSs) who are English-dominant. Monolingual and bilingual children demonstrate full adultlike mastery of relative clauses. Adult HSs, however, are significantly different from the monolingual adult controls and from the child HS group. This divergent performance indicates that the adult heritage grammar is not a product of the fossilization of child language. Instead, it suggests that forms existing in the baseline undergo gradual attrition over the life span of a HS. This result is consistent with observations on narrative structure in child and adult HSs (Polinsky, 2008b). Evidence from word order facts suggests that relative clause reanalysis in adult HSs cannot be attributed to transfer from English. (Verlag, adapt.).

The proliferation of regional institutions and initiatives in Asia over the past decade is unmatched in any other region of the world. The authors in this collection explore the distinctive features of these institutions by comparing them for the first time to the experience of other regions; from the elaborate institution-building of Europe to the more modest regional projects of the Americas. It is an opportune moment for this reassessment, as the European regional model faces a sovereign debt crisis while Asian economies see more secure sources of growth from their immediate neighbors. Asia's regional institutions display a distinctive combination of decision rules, commitment devices, and membership practices, shaped by underlying features of the region, the dynamics of regional integration, and the availability of institutional substitutes. Within this context, the authors propose changes that will better sustain the prosperity and peace that have marked Asia in recent decades.