JLLT Volume 1 (2010) Issue 2 I. Articles Maduabuchi Agbo (Benin, Nigeria):On Igbo Verbs with Body-Part ComplementsJournal of Linguistics and Language Teaching 1 (2010), 2, 173–196Abstract: Using Role and Reference Grammar, this study classifies Igbo verbs with body-part complements into five subclasses (mouth, heart, head, body, eye). It shows how these noun phrase complements extend verb meanings by adding nuances such as negativity, emotional depth, mental state, well-being, and evaluative insight. Dinh Trong Pham (Regensburg, Germany):The Cooperative Principle: Does Grice’s Framework Fit Vietnamese Language Culture?Journal of Linguistics and Language Teaching 1 (2010), 2, 197–219Abstract: Analyzing 300 conversational contributions from Vietnamese media and natural discourse, this study finds that while Grice’s maxims are often met, they are also deliberately or inadvertently disregarded. These deviations reveal cultural traits—such as circular discourse, politeness, high-context communication, and a value for harmony—with implications for intercultural communication and language teaching. Maite Correa (Fort Collins, USA):Heritage Language Learner Programs and Life after the Classroom – A Not So Critical ApproachJournal of Linguistics and Language Teaching 1 (2010), 2, 221–240Abstract (English): This paper proposes a comprehensive Heritage Language teaching approach that challenges power relations between standard and local varieties, encourages critical reflection on linguistic identity, and supports exposure to academic language—enhancing learning both inside and outside the classroom.Abstract (Español): Se propone un enfoque integral para la enseñanza de Lenguas de Herencia que cuestiona las relaciones de poder entre variedades locales y estándares, empodera a los estudiantes y promueve la exposición a la lengua académica para mejorar la experiencia educativa. Shing-Lung Chen (Kaohsiung, Taiwan):Analyse ausgewählter Lernsysteme für dem Fremdsprachenlernen unterliegende Denkmodelle anhand taiwanesischer PatentschriftenJournal of Linguistics and Language Teaching 1 (2010), 2, 241–269Abstract (English): This article analyzes patents related to foreign language learning by classifying them into three groups: those addressing learning problems, promoting learner motivation, and developing learning tools. It demonstrates how innovative IT models can boost language learning beyond traditional methods.Abstract (Deutsch): Der Artikel untersucht Patentschriften zum Fremdsprachenlernen, ordnet sie in drei Kategorien ein und zeigt, wie innovative IT-Modelle den Lernerfolg steigern können. Kay Cheng Soh (Singapore):Bilingual Dual-Coding and Code-Switching: Implications for the L1 in L2 LearningJournal of Linguistics and Language Teaching 1 (2010), 2, 271–296Abstract: Adopting the Paivio-Desrochers bilingual dual-coding model, this study reinterprets data on English–Chinese code-switching among Singaporean primary school children. High correlations between monolingual and bilingual test scores highlight implications for integrating L1 in L2 instruction. II. University Report Adriano Murelli (Mannheim, Germany) & Rosanna Pedretti (Freiburg im Breisgau, Germany):Das E-Tandem-Projekt am Sprachlehrinstitut der Universität Freiburg – ein ZwischenberichtJournal of Linguistics and Language Teaching 1 (2010), 2, 299–231Abstract (English): This report outlines an e-tandem project at Freiburg University, initiated in the winter term 2009/2010 with a German–Italian pilot course in cooperation with Pavia University. Using web applications (e.g., Skype, email) and weekly electronic portfolios, the project promoted autonomous language learning; the paper describes its structure and presents a preliminary evaluation.Abstract (Italiano): Il contributo descrive il progetto e-tandem dell’Università di Freiburg, iniziato nel semestre invernale 2009/2010 con un corso pilota tedesco-italiano in collaborazione con l’Università di Pavia. Vengono illustrate le applicazioni web usate e un bilancio preliminare del corso. III. Book Reviews Barbara Beyersdörfer (Saarbrücken, Deutschland):Catherine Rampf: Deutsch-Französische Übersetzungsübungen für das Grundstudium. Wilhelmsfeld: Egert 2008. 183 Seiten.Journal of Linguistics and Language Teaching 1 (2010), 2, 325–330 Thomas Tinnefeld (Saarbrücken, Deutschland):Matthias Hutz / Kathryn Khairi-Taraki (unter Mitarbeit von Wolfgang Reumuth): Praktische Grammatik der englischen Sprache. Wilhelmsfeld: Egert 2008. XVII + 532 S.Journal of Linguistics and Language Teaching 1 (2010), 2, 331–339