Conference Venue

About Conference Venue

The conference will be held at: The Open University of (Main Campus)

30 Good Shepherd, , Hong Kong Bus routes

Kowloon Motor Bus 7B Ferry <----> Lok Fu

8 <----> Station

17 () <----> Oi Man

18 Cheung Sha Wan (Shum Mong Road) <----> Oi Man (Circular)

41 Cheung Ching <----> Ferry

45 Kowloon City Ferry <----> Lai Yiu

City Bus E21A Ho Man Tin (Oi Man Estate) <----> Tung Chung (Yat Tung Estate)

Tunnel Bus 103 Chuk Yuen Estate <----> Pokfield Road

109 Ho Man Tin <----> Central (Macau Ferry)

113 Choi Hung <----> ()

170 Shatin Railway Station Bus Terminus <----> Wah Fu (Central)

N170 Shatin Central B/T <----> Wah Fu (Central)

182 Yu Chui Court <----> Central (Macau Ferry)

N182 Kwong Yuen B/T <----> Central (Macau Ferry)

Mini Bus (Green Top) 8 (Hankow Road) <----> Ho Man Tin (Sheung Wo Street)

8M <----> Ho Man Tin (Sheung Wo Street)

8S Tsim Sha Tsui (Hankow Road) <----> Ho Man Tin (King Man House)

27M Lok Man Sun Chuen <----> Station

27MS Ho Man Tin (Sheung Lok Street) <---->

28M (Wyler Gardens) <----> Mong Kok Station

Mini Bus (Red Top) Mong Kok () <----> / Oi Man Estate (via Fat Kwong Street)

Mong Kok (Bute Street) <----> Hung Hom (Bulkeley Street) (via Fat Kwong Street)

To Kwa Wan (Tam Kung Road) <----> Oi Man Estate (via Fat Kwong Street)

MTR Ho Man Tin Station Exit A3

Entrance from Block A and B

Entrance from Block C

Registration counter on 20 June

Level -1 Access by Registration Counter on 21 - 22 June Lift No. 6 - 9 Coffee Break Room Level 6 in Block C Access by Coffee Break Room Level 8 Lift No. 6 - 9 in Block C

Meet the ISLS Board of Directors, Executive Officers, and Conference Chairs

Board of Directors

President Timothy Reagan President-Elect Erin Mikulec Immediate-Past President Jennifer Wooten Secretary/Treasurer John Schwieter Director-at-Large Angel Lin Director-at-Large Theresa Austin Director-at-Large Cuhullan Tsuyoshi McGivern

Executive Officers

Chief Executive Officer John Watzke Executive Officer for Finance and Regulatory Issues John Watzke Executive Officer for Information Technology Paul Chamness Iida Executive Officer for Conferences Jennifer Wooten Executive Officer for Publications Paul Chamness Iida Executive Officer for Special Programs Ryuko Kubota

Conference Chairs for ISLS 2019

April Yiqi Liu Benjamin Chang Jason Man-bo Ho Paul Chamness Iida Erin Mikulec Cuhullan Tsuyoshi McGivern

Special Acknowledgments

We would like to thank The Open University of Hong Kong and Dr. April Liu for co-organizing this conference with ISLS and for hosting the conference on their campus.

ISLS would like to thank The Open University of Hong Kong, The Education University of Hong Kong’s Faculty of Education and Human Development, and the Community College of City University of Hong Kong for providing conference supplies and materials to make this conference possible! International Society for Language Studies Official 2019 Conference Program

Welcome to The Open University of Hong Kong and to the ISLS 2019 conference! We have a few details and recommendations for presenters to keep in mind in preparation for the conference:

Technology

Each presentation room will have an LCD projector, a screen, AND A COMPUTER. Presenters should bring their PowerPoint presentation on a USB drive and only use the computer provided. Please come to the registration desk if you need help getting your presentation to operate properly.

Free WiFi is available! The network is OUHK-Guest. The Login ID is ISLS2019 and the password is also ISLS2019.

Presentation Guidelines

1) Each session will have a SINGLE paper or symposium. Single paper sessions are 30 minutes in length. Symposia are 85 minutes in length. 2) Please arrive at least 10 minutes before your session starts in order to have enough time to get your technology set up. 3) We recommend that you plan on allowing 10 minutes for questions at the end of your presentation, but the format is your choice. Some presenters prefer to keep a more informal atmosphere by welcoming questions throughout the presentation. Make clear to your audience at the start of your session what your preference is. 4) There are no session chairs or discussants at ISLS. To that end, it is vital that you monitor time and end your session at the scheduled time in order to allow the next presenter to set up. We recommend asking an attendee of your session to keep time for you. 5) We do not provide “clickers.” So if you like to use one, please bring your own.

Additional Information

1) The entire conference will take place on the The Open University of Hong Kong campus. You will need to stop by the registration desk to check in and get your name badge and any conference-related materials before attending any sessions. Registration/check-in will be open from 8:30 a.m. to 5:00 p.m. on June 20th and 8:00 a.m. to 3:30 on the 21st. On June 22nd, the registration desk will be open from 8:00 a.m. until 12:00 p.m. Please also note the desk will close on June 20th and 21st during lunch hours. 2) There are two publication opportunities available this year. A call for proposals for a special issue of Critical Inquiry in Language Studies and for Readings in Language Studies, Vol. 9 is included in your conference packet. We will begin accepting proposals immediately following the conference. We encourage you to submit your conference paper for consideration for either of these publications. 3) We are pleased to offer beverage service throughout the conference. We will also have a social event immediately following the last session on Thursday, June 20th and we will have a luncheon June 21st. All registered attendees are welcome to these events. Please join us! 4) All ISLS members and non-members are invited to attend the business meeting immediately following the luncheon on Friday, June 21st.

ISLS 2019 Conference at a Glance

NOTE: All sessions will take place on the Main Campus of The Open University of Hong Kong.

June 20

8:30-5:00 Registration Desk Open (Outside Bank of China Lecture Theatre, -1/F, Block A) Coffee/Tea Available All Day (C0619, 6/F, Block C and C0816, 8/F, Block C)

9:00-10:00 Opening Session 10:00-10:30 Coffee/Tea Break (C0619, 6/F, Block C and C0816, 8/F, Block C) 10:30-11:00 Concurrent Sessions 11:15-11:45 Concurrent Sessions 11:45-1:00 Lunch Break on your own 1:00-1:30 Concurrent Sessions 1:45-2:15 Concurrent Sessions 2:30-3:00 Concurrent Sessions 3:15-3:45 Concurrent Sessions 4:00-4:30 Concurrent Sessions 4:45-5:15 Concurrent Sessions 5:30-7:00 Social Event (Multi-purpose Hall, 10/F, Block C)

June 21

8:00-4:30 Registration Desk Open (Outside C0619, 6/F, Block C) Coffee/Tea Available All Day (C0619, 6/F, Block C and C0816, 8/F, Block C)

8:30-9:00 Concurrent Sessions 9:15-9:45 Concurrent Sessions 10:00-10:30 Concurrent Sessions 10:45-11:15 Concurrent Sessions 11:30-12:00 Concurrent Sessions 12:00-1:30 Luncheon & ISLS Business Meeting (Multi-purpose Hall, 10/F, Block C) 1:45-2:15 Concurrent Sessions 2:30-3:00 Concurrent Sessions 3:15-3:45 Concurrent Sessions 4:00-4:30 Concurrent Sessions

June 22

8:30-3:00 Registration Desk Open (Outside C0619, 6/F, Block C) Coffee/Tea Available All Day (C0619, 6/F, Block C and C0816, 8/F, Block C)

8:30-9:00 Concurrent Sessions 9:15-9:45 Concurrent Sessions 10:00-10:30 Concurrent Sessions 10:45-11:15 Concurrent Sessions 11:30-12:00 Concurrent Sessions 12:00-1:30 Lunch Break on your own 1:45-2:15 Concurrent Sessions 2:30-3:00 Concurrent Sessions 3:15-3:45 Concurrent Sessions 4:00-4:30 Concurrent Sessions Thursday THURSDAY JUNE 20, 2019

8:30 a.m. – 5:00 p.m. Registration Desk Open

Outside Bank of The Registration Desk will be open from 8:30 a.m. until 5:00 p.m. today, with the China Lecture exception of between 11:45 and 1:00, when we will close for lunch. Please check in to get Theatre, -1/F, your registration packet before attending sessions. Block A

Welcome from Dr. Cheung Kwok Wah, Dean, School of Education and Languages, The Open University of Hong Kong

Opening Session: Existing and Emergent Methodologies in Hong Kong: Exploring Relationships Among Language, Power, Discourses, and Social Practice in Asia's World City

In this opening session, a panel of esteemed scholars based in Hong Kong will explore the themes of the 2019 conference with a focus on the region and Greater China. Moderated by Conference Co-Chair Benjamin “Benji” Chang, the panel will discuss interdisciplinary ways in which the panel members have researched inequities for minoritized communities in Hong Kong, and how research on language has both disrupted and reified these 9:00-10:00 a.m. inequities in education. The panel will include a Q&A section, as well as address

emerging sites of promise and struggle for social justice in Hong Kong and its position as Bank of China a Special Administrative Region of mainland China. Lecture Theatre,

-1/F, Block A A Critical Race Perspective in Language Dominating Discourses Miron Kumar Bhowmik, The Education University of Hong Kong

Reconsidering Criticality in Late Capitalism: Implications for Language-based Research Carlos Soto, The University of Hong Kong

A Spatio-Temporal Analysis of the Interplay Between Identity, Power and Discourse: Migrant Families as the Locus of Investigation Michelle Mingyue Gu, The Education University of Hong Kong

Moderator: Benjamin “Benji” Chang, University of North Carolina, Greensboro 10:00 – 10:30 a.m. Coffee/Tea Break

We hope you will use this time after the opening session to grab something to drink and C0619, 6/F, Block introduce yourself to others you don’t already know or greet a familiar face! C and C0816, 8/F, Block C

Thursday Symposium: Critical Translanguaging Pedagogy: Transmediating among Semiolinguistic Resources for Transformative Teaching and Learning Sunny Man Chu Lau, Bishop's University 10:30-11:55 a.m. Marsha Jing-Ji Liaw, University of Massachusetts Amherst Zhongfeng Tian, Boston College C0613, 6/F, Block C This panel features three classroom-based studies, with researchers collaborating with teachers/educators in designing and implementing translanguaging pedagogy aimed to foster critical learning. Covering a varied range of contexts--Chinese-English dual language immersion, English-French bilingual, and TESOL preparation programs, the panel illuminates the affordances and challenges of critical translanguaging pedagogy.

10:30 – 11:00 Concurrent Sessions a.m. Criticality in an EAP linked course: Negotiating Challenges in the Hong Kong Context Haiyan Lai, The University of Hong Kong

C0811, 8/F, Block This paper intends to identify challenges for Southeast Asian EAL MEd (Master of C Education) students in adopting a critical stance in their enculturation into the Anglophone academic writing norms from a critical EAP perspective, specifically, during their developing and writing a feasible research proposal as their Research Methods course assignment. Rethinking the Role of Needs Analysis in Developing a Task-Based Curriculum in ESP in an EFL Context Chieko Mimura, Sugino Fashion College C0812, 8/F, Block C This study questions the validity of the needs analysis in ESP curriculum development because the needs that informants (domain experts, teachers, and learners) provide are affected by discourse and do not necessarily reflect reality. The study reveals some contradicting facts about needs and the real situation in an EFL ESP. Disrupting Math with Literacies: How Picture-Books Can Help English Language Learners in Elementary Mathematics Maria Bastien, Walla Walla University C0813, 8/F, Block C Around the world, there are growing numbers of English language learners in elementary school classrooms. How might arbitrary disciplinary territories such as math and reading impact language learners? This presentation shares a genre of writing that can be used in math AND literacy classrooms -- math stories with plot-driven narratives.

Thursday 11:15 – 11:45 Concurrent Sessions a.m. Bilingualism in the Transnational Workplace: Narratives of Japanese-Chinese Bilingual BPO Workers Ruriko Otomo, Hokkaido University

C0811, 8/F, Block This paper examines the relationship between Japanese-Chinese bilingualism and the C BPO (Business Process Outsourcing) industry, typically involving offshore data entry offices and call centers. I introduce a brief overview of the China-Japan BPO industry, and offer an analysis of narratives of former and current call centre agents and BPO officers. Recreating Future Teachers' Understandings of Teaching Immigrant and Refugee Students Madeline Milian, University of Northern Colorado C0812, 8/F, Block

C This presentation illustrates efforts to recreate pre-service teachers' understandings of the languages and cultures represented in our district's schools as a way to promote culturally and linguistically sustaining pedagogies and best practices for English learners. Disrupting Research on Academic Writing by Multilingual Chinese (Under)Graduate Students: Power Dynamics in Interviews Charles Estus, Univerity of Massachusetts, Amherst

C0813, 8/F, Block In qualitative social science research, interviewing is relied upon for triangulation or C providing deeper understanding of participants. This literature review explores qualitative interviewing in EFL academic writing research and reveals that many interview text analyses appear to lack criticality with data presented as one-sided participant responses as truths or facts.

Lunch 11:45 – 1:00 Lunch on your own (and hopefully with new friends/colleagues)! Symposium: Language Planning and Teacher Attitudes Sandra Duval, KonekPlus Géraldine Duval, KonekPlus 1:00-2:25 p.m.

C0613, 6/F, Block Our world is changing exponentially. In this workshop, you will identify and analyze tools C that can be used to disrupt hegemonic paradigms by recreating positive beliefs and attitudes to shape language studies and policy so that global competence is intentionally fostered in professional development and program development.

1:00 – 1:30 p.m. Concurrent Sessions Researching English Language Teachers' Beliefs Towards Mobile Technology with Automated Lexical Analyses Christopher Fulton, University of Macau C0811, 8/F, Block C Identifying fundamental beliefs which English language teachers' hold may help relate pedagogical beliefs to technology integration practices in language learning classrooms. A qualitative research approach which used software to generate automated lexical analyses may be of limited use in validating coding approaches.

Thursday In Defense of the 'Crazy' Names for Hong Kong Racehorses Enid Lee, Okinawa International University

C0812, 8/F, Block Hong Kong racehorse names, both English and Chinese, have overtly and repeatedly been C criticized and ridiculed by an Australian journalist as being crazy. This paper aims to present a crosslinguistic comparison of the structural characteristics of the names and explore their value and significance through the lens of interculturality. Negotiating Identities and Building 'Third-Culture': Communicative Strategies in Intercultural Marriages Kimberly Jhie Alejandrino, Mindanao State University

C0813, 8/F, Block Following descriptive case study research design to analyze three intermarried couples C (Filipina-Arab, Filipino-Japanese, and Filipina-American), findings revealed that with the individuals' ability to employ communicative strategies, facilitated by a common language English, differing cultural backgrounds do not equate to problematicity but rather provide opportunities for negotiation.

1:45 – 2:15 p.m. Concurrent Sessions

Negotiating the 'Chinese-Global' Dichotomy: Language Policy in a Chinese IB School in Hong Kong Farrah Ching, The University of Hong Kong C0811, 8/F, Block C This paper examines how students negotiated the 'Chinese-global' dichotomy as constructed in their school's language policy to facilitate their success in the International Baccalaureate (IB) in Hong Kong. The three-year ethnography seeks to unveil the ideologies and power relations in the process of restricting the local language (). Privileged Enough to Study English for Fun: Marginalized Japanese Women's Beliefs Recreated by Hegemonic Discourse Yoko Kobayashi

C0812, 8/F, Block Through critical discourse analyses of English school TV commercial series, the study C critically examines young Japanese women's socially shaped beliefs about English study purposes that, from school to work transition, are disrupted and recreated by hegemonic masculinity that ideologically positions them as privileged enough to study English for fun. Disrupting Japanese Language and Technology Hierarchies: Sustainable Programming Education in Akita Mary Frances Agnello, Akita International University Florent Domenach, Akita International University Naoko Araki, Akita International University C0813, 8/F, Block C Sustainable Programming Education (SPE) in Akita will collaboratively develop sustainable pedagogical approaches multi-generationally, particularly regarding Instructional Technology expertise and integrated studies based on teacher knowledge, skills, and needs. They will disrupt current practices by re-positioning themselves with pedagogical and programming strengths through SPE to ensure their compliance with MEXT 2020

Thursday Symposium: Expanding Linguistic Repertoires Through CLIL: A Comparative Case Study Across the Taiwan Strait Michael Kai-yip Tsang, Yuen Long Merchants Association Secondary School Yu Tzu Lin Peter Jyun-hung Luo, Fengshan Senior High School 2:30-3:55 p.m. Yun-chai Chen, Wun Shan Senior High School C0613, 6/F, Block

C The symposium explores the importance of building language support in content-based education classrooms in Hong Kong and Taiwan. Paper topics cover a wide range of emergent issues in classroom practices for vocational and higher secondary education, ranging from discipline-specific literacies, CLIL, metacognition in English and Chemistry classroom discourse analysis.

2:30 – 3:00 p.m. Concurrent Sessions New Empiricism and New Conditions for L2 Teacher Education and Computer- Enhanced Language Learning Francis Bangou, University of Ottawa Gene Vasilopoulos C0811, 8/F, Block

C This presentation re-thinks the relationality between technology and L2 teacher education by reporting on data collected as part of a study that focused on the design of an online graduate course whose objective was to prepare students to work with(in) the opportunities associated with technological integration in language teaching. Reported Speech as an indicator of Ideology in Spanish Press Kareen Gervasi, California State University, San Bernardino

C0812, 8/F, Block The present study is a qualitative and quantitative analysis of patterns of use of Reported C Speech in news reports extracted from Granma (GR) and El Nuevo Herald (ENH), two Spanish language newspapers. It analyzes pragmatic and ideological factors that influence how journalists choose to report the news to their readership Violating the Linguistic Human Rights of Deaf Children: Time for a Paradigm Shift Timothy Reagan, University of Maine

C0813, 8/F, Block Language rights are perhaps the most commonly violated of all human rights, and C nowhere is this clearer than in the case of the d/Deaf. The lack of appropriate linguistic access for d/Deaf children leads to educational underachievement, but even more, to the continued marginalization of d/Deaf people. 3:15 - 3:45 p.m. Concurrent Sessions A Psycholinguistic Analysis of Inscriptions on Commercial Buses in Lagos State Babatunji Adepoju, University of Lagos

C0811, 8/F, Block We attempt an investigation of the language-use of commercial vehicle operators through C the analysis of the inscriptions obtained from the body panels of commercial buses. The major tools of analysis are concepts obtained from Psycholinguistics and Pragmatics. Relevant concepts are Presupposition and Mutual Contextual Beliefs (MCBs)

Thursday Disrupting Beliefs of Pre-Service Teachers on Immersion of English Language Learners in Mainstream Classes Daniela DiGregorio, Wilson College

C0812, 8/F, Block This presentation discusses disrupting beliefs of pre-service teachers who assume that C English learners should attend only ESL classes before being immersed into the K-12 content area classes. Through research, discussions and observations, pre-service teachers can recreate beliefs that modified content curriculum and individualized accommodations support students' acquisition of academic English. Disrupting Language Separation: A Bilingual Community Challenging Linguistic Policies in a Dual Language Math Classroom Armando Garza, California State University, Fullerton

C0813, 8/F, Block This paper presents linguistic instances where a mathematics teacher and his bilingual C students disrupt common linguistic policies of dual language classrooms in the USA. Findings suggest that teaching bilingually through a translanguaging frame (García, 2009) is an effective way for teaching and learning mathematics, and promoting academic biliteracies. 4:00 – 4:30 p.m. Concurrent Sessions Transnational Aspirations and Myanmar-Oriented Education: and Content Learning Experiences of Chinese-M Jia Li, Yunnan University Huamei Han, Simon Fraser University C0613, 6/F, Block C Our study examines the Chinese language and content learning experiences and trajectories of Chinese-Myanmar youth. We argue that China's CMI not only reproduces the linguistic hierarchy between Mandarin and other Chinese varieties but also valorizes the legitimacy of national language of various countries China's global market expansion reaches. Recreating New Pathways on Cross-linguistic Transfer in the Bilingual Classroom: A Cognate Study Johanna Esquivel, University of Texas Rio Grande Valley C0811, 8/F, Block C This experimental study investigates Latino students' ability to use cognates to transfer their linguistic knowledge to the learning of their second language. Results showed that the explicit instruction of cognates recreate beliefs on language learning that help students develop their bilingual skills in English and Spanish. A Stranger's Narrative Dilemma: A Critical Discourse Analysis of Late Autumn Lifang Bai, Hainan University C0812, 8/F, Block

C This article adopts the method of critical discourse analysis to examine how the female protagonist Anna is marginalized and silenced in various discourses in American society. Exploring Bilingual Learners' Desires in English-Medium Studies: Evidence from a Thai Private Bilingual School Yiqi Liu, The Open University of Hong Kong C0813, 8/F, Block C The current study explores EFL learners' perceptions, desires and discursively constructed identities in the EMI academic program with examples from a Thai bilingual school. It is found that the EFL students actively invest in EMI studies under multiple and sometimes contradictory desires shaped and reshaped by the broader society.

Thursday

4:45 – 5:15 p.m. Concurrent Sessions Asian College Students' Attitudes Toward Face-to-Face vs. Anonymous Peer Review in an EFL Writing Classroom Sugene Kim, Nagoya University of Commerce & Business C0613, 6/F, Block C While peer review in L2 writing classrooms is generally regarded as beneficial, some studies have claimed that Asian students hesitate to provide negative feedback for cultural reasons that value group consensus over verbal negotiations. This study verifies and extends the previous research by analyzing data collected in Japan and China. Disrupting and Recreating Beliefs in Language Policy in Mexico: Indigenous Languages at the Crossroads of Education Daniel Isaac Hernández Espíndola, Universitat Autonoma de Barcelona

C0811, 8/F, Block Join us to understand how language policies from international contexts could help C empowering Mexican indigenous languages in the educational field. This presentation will examine how and why an improvement in the national language policy concerning indigenous languages would be beneficial at the macro, regional and local levels of education. Language Use in Linguistically Diverse Classrooms in Australia: Monolingualism Versus Plurilinguals' Language Rights Germana Eckert, University of Technology Sydney C0812, 8/F, Block C This paper presents case study research findings of plurilingual teachers' experiences and beliefs. A Bourdieusian framework is used to analyse these findings and ascertain both the positioning of language in the Australian education field, and the extent to which plurilingual teachers have changed the logic of practice in the field. Language Acquisition Among Study Abroad Sojourners: Looking for the Best Predictors Michal B. Paradowski, Institute of Applied Linguistics, University of Warsaw Andrzej Jarynowski, Interdisciplinary Research Institute in Wroclaw/Głogów C0813, 8/F, Block

C Social network analysis (SNA) provides new insight into the link between social relations and language acquisition, showing how social network configuration and peer interaction dynamics are stronger predictors of L2/L3 performance than individual factors such as attitude or motivation, and offers a novel methodology for investigating the phenomena. Social Event 5:30 – 7:00 p.m. Please join us for drinks and light hors d’oeuvres before dinner to get to know other

attendees and make plans for dinner! We encourage you to discuss topics related to the Multi-purpose opening session and the theme of the conference. Free non-alcoholic drinks are available, Hall, 10/F, Block and one drink ticket is provided per person for other types of beverages. A cash bar is C available for those wanting additional beverages.

Friday FRIDAY JUNE 21

8:00 a.m. – 4:30 Registration Desk Open p.m. The Registration Desk will be open from 8:00 a.m. until 4:30 p.m. today, with the

exception of between 12:00 and 1:30, when we will close for lunch. Please check in to Outside C0619, get your registration packet before attending sessions. 6/F, Block C Symposium: Self-Study Research Informing Bilingual Multicultural Education Models Sandra Duval, KonekPlus Géraldine Duval, KonekPlus 8:30-9:55 a.m.

C0613, 6/F, This workshop presents how personal narrative vignettes serves as a model to design Block C bilingual and transcultural education programs. Come explore specific practices to build your cultural competence and bilingual programs while addressing curriculum standards. Ultimately, this research model re-conceptualizes the intersection between teachers' and students' identities, pedagogy for elevating practice. 8:30-9:00 a.m. Concurrent Sessions Language Fluidness in Chemistry and Biology Courses: Making Teaching Meaningful Through Translanguaging Kevin Carroll, University of Puerto Rico, Rio Piedras Anyeliz Pagan Muñoz, University of Puerto Rico, Rio Piedras C0811, 8/F,

Block C Framed within the theory of translanguaging, this paper uses ethnographic methods to compare language use in two undergraduate science courses at a bilingual university in Puerto Rico. Special attention is paid to professors' language practices and the strategies they use to make scientific content comprehensible to their students. Exploring the Rhetorical Organization and Metadiscourse Markers of Abstracts Across Disciplines: A Corpus-Based Analysis Maria Isabel Vergel, De La Salle University Aileen Valle, De La Salle University - Manila C0812, 8/F, Leah Gustilo, De La Salle University Block C This study investigated the use of metadiscourse markers in the 600 abstracts of research articles across disciplines. The rhetorical moves and MDMs present in the selected 300 abstracts of RAs across disciplines were also identified and analyzed. The results give way on norms of writing abstracts across discipline. Critical Understandings of Globalisation and the Identities of Teachers of English in Macau Gertrude Tinker Saks, Georgia State University Matilda Wong, University of Macau C0813, 8/F, Yan Wang, University of Macau Block C Drawing on research conducted on pre-service ELT students in Macau, the presenters will analyze the data through the critical lens of globalisation and teaching of English. The main research question is to what extent do pre-service English teachers challenge the influence of globalisation on their identities as Chinese Macau teachers?

Friday 9:15-9:45 a.m. Concurrent Sessions Centering Multilingual Practices and Ideologies: The Case of Grassroots Multilingualism and Private Trade Migration Huamei Han, Simon Fraser University

C0811, 8/F, Contributing to World Englishes research, this paper proposes to decenter studying the Block C linguistic features of Englishes, and to center multilingual practices and ideologies, and demonstrates how it may deliberately draw on, and intentionally contribute to, social theories by focusing on linguistic practices and ideologies associated with private trade migration. Queering Their Honor in the English Classroom Izat El Amoor, New York University

C0812, 8/F, Challenging spiritual and religious beliefs through the English classroom, this is a Block C personal narrative of how the author negotiates his queer teacher identity. Specifically, when teaching on honor killings that could be the fate of the girls in his classroom as well his own fate for different reasons. Enhancing Student Voices in Academic Blog Writing Jason Man-Bo Ho, City University of Hong Kong Maria Mo Kit Fung, City University of Hong Kong C0813, 8/F, Block C Developing student voice in the emerging genre of blogs is an under-researched area in higher education (Badenhorst, 2012). The paper would present how to use the CLIL approach to design an interventional exercise to enhance student writers' academic literacies in expressing their attitudes and engaging their readers. Symposium: Recreating Beliefs in Language Teaching/Learning Through Experiences in Conducting Research on Narrative Inquiry Keiko Kitade, Ritsumeikan University Rieko Hirano, Ritsumeikan University 10:00-11:25 a.m. Yoshio Nakai, Doshisha University C0613, 6/F,

Block C This symposium consists of three narrative studies and the researchers' reflections through these studies. The presenters suggest that narrative research may serve as a method to (re)construct researchers' knowledge and beliefs in listening, analyzing, and interpreting the language learners' and teachers' stories. 10:00 – 10:30 Concurrent Sessions a.m. Deleuze: Language as a “Problem” in the West China Project Douglas Fleming, University of Ottawa Gene Vasilopoulos, University of Ottawa Guodong Den, Yunnan Normal University Yu Wang, Yunnan Normal University C0811, 8/F,

Block C In this session, I relate Deleuzian concepts to second language education (SLE) by expanding notions found within functional linguistics (Halliday) and critical thinking (Friere) to combat the 'fetishization' (Marx) of standardised 'grammarian' approaches and help teachers and learners view language as a 'problem' to be explored, especially in 'anti-colonial' contexts.

Friday When a Household Becomes Multilingual: Japanese Mothers Reconfiguring Family and Home in Asian Global Cities Aya Kitamura, Tsuda University C0812, 8/F, Multiculturalism/multilingualism is now an everyday matter, and the resulting Block C reconfiguration of family and home is a common struggle. This paper explores the experiences of Japanese mothers living in Hong Kong, Malaysia and Singapore, focusing on how language, power and intimacy manifest themselves in private relationships. Embodying Critical Literacy in a Dual Language Classroom: Critical Discourse Analysis in a Case Study Johanna Esquivel, University of Texas Rio Grande Valley C0813, 8/F, This presentation focuses on the critical literacy skills developed through embodied Block C experiences by English-Spanish Latino bilingual students in a dual language classroom in the southwest of the United States. Data collected from read-aloud, discussions, writing, and drawing activities were analyzed through critical discourse analysis, temporal, and visual analyses.

10:45-11:15 a.m. Concurrent Sessions

Translanguaging as Language Policy in an ELF Internationalized University: A Multimodal Analysis Wanyu Ou, The Chinese University of Hong Kong C0811, 8/F, Block C Informed by ecological perspective to language policy and a spatial conceptualization of language practices, this study draws on a multi-modal discourse analysis to investigate the covert language policy in an internationalized university in China with English as lingua franca (ELF) as the de jure policy. Testing Understanding Not Ignorance: Social Interactive Assessment (TUNISIA) Tim Murphey, Kanda University of International Studies C0812, 8/F, Testing and improving someone's ability to understand in a socially interactive Block C environment, rather than their ignorance all alone and isolated, should not only be cultivated and encouraged but celebrated as an extremely healthy sociological attribute. Social testing allows students to ask each other for help after a solitary part. In Search of Third-Space Asian Feminism: Seeking (Un-?)Intelligible Feminist Identities Ena Lee, Simon Fraser University Ryuko Kubota, University of British Columbia C0813, 8/F, Block C While increased attention to 'diversity' within language education has led to advances for some marginalized groups (e.g., women, LGBTQ+), academia's legacy of colour- blindness remains unchanged. A culturally-historically distinct conceptualization of Asian feminism is needed to address how racialized intersectionalities continue to be erased through neoliberal discourses of 'inclusion'.

Friday

11:30 a.m. - Concurrent Sessions 12:00 p.m. Entextualizing Professionalization: The Socialization of Academic Writing Practices in Peer Writing Groups Guadalupe Rincon-Mendoza, Pennsylvania State University

C0613, 6/F, This paper documents how doctoral students in the humanities mitigate their expertise Block C in discussions of their manuscripts during peer writing group meetings. Findings indicate that novice scholars de- and re-contextualize sections from manuscripts in interactions in light of power differentials, issues in the professionalization of doctoral students are addressed. Educational Reform in Mexico: A Critical Discourse Analysis Gloria Calderon-Garcia, New Mexico State University

C0811, 8/F, This paper examines educational reform discourse delivered by the Mexican President Block C (2013). Using the Fairclough's theory, I analyze the role of discourse in society, focusing on power relations. The findings suggest that the discourse is focused rather on teacher's administrative and labor tasks than on educational process itself. “Uninhabitable in Decades”: Can a Critical Approach Create a Discourse of Hope in the Marshall Islands? Alex Kasula, College of the Marshall Islands C0812, 8/F, Block C This presentation discusses applying critical pedagogy (CP) to adult English learners in the Marshall Islands through negotiating the curriculum and goals setting as outlined in Crookes (2013). Narrative analysis showed students claim CP is more aligned with community ways of learning and goal setting, and opened a discourse of hope. International Students in Ontario Secondary Schools: How the Stereotypes Mislead Sandra R. Schecter, York University

C0813, 8/F, This paper addresses schooling experiences and linguistic and cultural adaptation of Block C international/visa students who come to Canada to acquire the societal language and obtain an Ontario Secondary School Diploma. Findings reveal that early study abroad students, many from families of modest means, experience significant adaptation and language socialization issues. 12:00 – 1:30 p.m. Luncheon and Business Meeting Multi-purpose Please join us for our luncheon and a chance to get to know other presenters and Hall, 10/F, attendees! Everyone who registered is welcome! Block C

Friday 1:45 p.m. – Concurrent Sessions 2:15 p.m. Power and Agency in Bilingual Policy Appropriation in Singapore Homeschooling Families Mia Huan Tan, Nanyang Technological University

C0613, 6/F, This qualitative inquiry examines how language policies are appropriated and Block C reformulated as Family Language Policies (FLP) in ten Singaporean Chinese homeschooling families. Through the parents' micro-planning policy, they restructured the State's Bilingual Policy to give both languages (English and Chinese) equal status by emphasizing on the importance of learning Chinese. “Bon,” “Ben,” “Enfin,” and “Fin” in Spoken French of L2 Users in France Delin Deng, École des Hautes Études en Sciences Sociales

C0811, 8/F, This article exploits how some social factors influence the use of four functionally Block C interchangeable discourse markers, bon ben enfin fin, in the oral production of 40 Chinese L1 speakers of French in France. It is proved that extracurricular contact with the natives facilitates the acquisition of discourse markers. From Good Policy to Good Teaching: A Critical Discourse Analysis of California's Teachers and Multilingual Students Heather Macias, University of California, Santa Barbara C0812, 8/F, Block C To understand the influence professional development (PD) can have on teachers in times of policy change, this study investigated teachers' views on teaching multilingual students. Critical Discourse Analysis was conducted of data collected, revealing alignment and inconsistencies in EL education, despite new educational policy goals. Investigating Peer Assessment of EFL Oral Presentations Huei-Chun Teng, National Taiwan University of Science & Technology

C0813, 8/F, The study aims to investigate peer assessment of EFL students for their oral Block C presentations. The participants were 24 university students in Taiwan. The instruments included evaluation forms, pre- and post-surveys, open-ended questionnaires, and interview questions. The study findings can provide pedagogical implications for using peer assessment in oral presentation classes. Symposium: Busting Conventional Educational Myths through Content and Language Integrated Learning Michael Kai-yip Tsang, Yuen Long Merchants Association Secondary School Ruohan Wang, The University of Hong Kong Kao Chia-ling Gupta, The University of Hong Kong 2:30 p.m. – 3:55 Phoebe Siu, PolyU Hong Kong Community College p.m. Limin Yuan, The University of Hong Kong

Angel Mei-yi Lin, Simon Fraser University C0613, 6/F,

Block C The symposium reconstructs the importance on integrating content with language in classrooms in Hong Kong, Taiwan and mainland China. Paper topics cover a wide range of emergent issues in classroom practices for primary, secondary and post- secondary education, ranging from discipline-specific literacies, CLIL and teacher identity.

Friday

2:30 p.m. – Concurrent Sessions 3:00 p.m. Language Learning Motivation: And You Thought the Focus Had Always Been the Learner Brian Rubrecht, Meiji University C0811, 8/F, Block C This presentation details language learning motivation's history and the current shift in motivation theory and research methodology. Specifically, attendees will learn how the long-held belief of motivation being a learner trait is no longer tenable and that research from now must focus on the dynamic processes within learners themselves. Language Education into the Anthropocene: Perspectives and Possibilities at the Posthumanist, “Post-Truth” Turn Jason Goulah, DePaul University C0812, 8/F, Block C This paper calls on language educators and researchers to conceive of language and culture education in necessarily new ways at the dawn of the Anthropocene. It argues that intersecting predicaments and entanglements of the climate change era must become nodal points for reconceptualizing culture and language education theorizing. Casting a Critical Lens on Hong Kong's Biliterate & Trilingual Language Policy: Some Theoretical Considerations Natalie Choi, University of Hong Kong

C0813, 8/F, This paper focuses on the theoretical considerations undertaken in designing a critical Block C language policy study. It considers how theories from World Englishes and Postcolonial studies - informed by poststructuralism - are useful in conceptualising and contextualising educational-linguistic research in Hong Kong and also in problematising researcher reflexivity and positionality. 3:15 p.m. – Concurrent Sessions 3:45 p.m. Post-Nativespeakerism and the Multilingual Subject: Language Policy, Practice and Pedagogy Claudia Kunschak, Ritsumeikan University Nariyo Kono C0811, 8/F, Block C Multilingualism, if put as the default option, carries the potential of changing the conversation on language ownership, access, empowerment and representation. The presenters will illustrate this claim with examples from the literature, their own personal and professional experience, and a critical analysis of language policy, practice and pedagogy issues. Empowering Language Minority Students in First Year Writing (FYW) Courses Through Language Ideology Awareness Sei Lee, University of California, Irvine

C0812, 8/F, Language minority students within monolingual spaces have been confined to deficit- Block C oriented labels that distinctively set them apart from other standardized English users. The findings of this study suggest that writing course instructors can strive to include more culturally inclusive and relevant curriculum to foster students' critical language awareness.

Friday Innovative Use of Formative Assessment in an English Academic Writing Class in Iran: The Role of Power and Emotion Leila Iranmanesh, University of New South Wales C0813, 8/F, Block C To problematize the lack of attention to emotions in assessment context, I will discuss an innovative use of formative assessment by integrating emotions in critical action research. Drawing on critical theories and highlighting the findings that show changes in teaching and learning, I will discuss the theoretical and pedagogical implications. 4:00 p.m. – Concurrent Sessions 4:30 p.m. Making Tibetans in a Voluntary After-School Class in Mainland China: An Educational Ethnography Bing Han, School of Foreign Studies, Jiangnan University Huamei Han, Simon Fraser University C0613, 6/F, Block C We examine how young people in a voluntary after-school Tibetan language class mobilized ideological families centering on language and culture to (re)construct a pan- Tibetan identity. These ideological families, in turn, became an objective, of-all-times, and self-evident truth as they constructed identity and understood their incompatibility in a Han-Chinese-dominant university. Learners as Explorers: How John Franklin, Neil Armstrong and CEFR-J Can Help Us Become Better Lifelong Learners Maki Taniguchi, University of Shiga Prefecture Graham Jones, University of Shiga Prefecture C0811, 8/F,

Block C Learning can be thought of as exploring (Canagarajah 2008). We consider the lessons from two historical explorations (Bedford et al 2008), and apply these to our research into how CEFR-J (a language framework) can help students set personal goals for their English - and become successful lifelong learners/explorers. The Imagined Community: How Language Practices and Beliefs (Re)Construct Language Learner Identity Kirsten Woitek, George Mason University

C0812, 8/F, Every year, people immigrate to the United States to learn English. How language Block C learners imagine themselves in their new linguistic space is important to understanding how they construct their identity. By framing student's imagined communities with Lacan's psychoanalytic theory, this study explores the complexities that emerge within the language learner. Misogyny and Misandry: How South Korean Online Communities Construct the Other Kathy Lee, Korea University C0813, 8/F, Block C This discourse analytic study examines the postings of two South Korean online communities, Ilbe and Womad, both notorious for denigrating the opposite sex. The analysis reveals very similar practices in disparaging each other, namely by constructing each other in relation to and inferior to non-Koreans.

Friday 4:45 – 5:15 p.m. Concurrent Sessions Translanguaging Practices Within an Ideology of Monolingualism: Two Autoethnographic Perspectives Gregory Poole, Doshisha University Anh Ngoc Do, Doshisha University C0613, 6/F, Block C This paper aims at contributing to the study of translanguaging by examining the influence of socio-politically constructed ideologies of language on individual speakers' practices, with a focus on the absence or visibility of translanguaging practices. We employ autoethnographic approaches to explore student and faculty perspectives within a higher education context. Contextualizing Spanish as a Second Language in the US: Teaching the Spanish Language and Cultures of the United States Ariana Mrak, University of North Carolina Wilmington C0811, 8/F, Block C This paper develops the idea that for the acquisition of Spanish as a second language in the United States to become successful, instructors need to teach the Spanish of the United States. To that end, it presents a curriculum based on translanguaging pedagogy and dynamic bilingualism. Autoethnography as Counter-Storytelling from an International Teaching Assistant Ming-Tso Chien, University of Maine C0812, 8/F, Block C This presentation features my autoethnography as an international teaching assistant (ITA). My purpose is to provide a counter-narrative by discussing the complexity of my challenges, my multiple identities, as well as my journey of learning to teach as a minority graduate instructor in a US public university. Reconstructing Feedback to Students' Writing in EFL Teaching in China: A Sociocultural Perspective Xuan Zhao, Southwest University C0813, 8/F, Block C This paper attempts to reconstruct an effective way to respond to students' writing in EFL teaching in China from a sociocultural perspective. Based on Vygotsky's idea about human being's potential abilities development, the author claims that students' writing can be developed through negotiating with teachers about written feedback.

Saturday

SATURDAY JUNE 22

8:00 a.m. – 3:30 Registration Desk Open p.m. The Registration Desk will be open from 8:00 a.m. until 3:30 p.m. today, with the

exception of between 12:00 and 1:30, when we will close for lunch. Please check in to Outside C0619, get your registration packet before attending sessions. 6/F, Block C Symposium: The Disruptive Power of Melodrama Gerry Yokota, Osaka University Yuki Matsumoto, Kindai University 8:30-9:55 a.m. Ming Li, Osaka University C0613, 6/F, Block C Can melodrama be disruptive, or is its dominant effect to suppress and recuperate? We look at three melodramatic films depicting the disruption of beliefs on issues such as aging and sexuality, and consider how they might function in various educational settings, from recruitment to the classroom to teacher development. 8:30-9:00 a.m. Concurrent Sessions Listening Closely to Ethnographic Experience: Locating Researcher Identity as Participant Listener Kim Won, University of British Columbia

C0811, 8/F, This presentation chronicles a shift in a differently-abled researcher's positioning from Block C participant observer to participant listener. It provides a reflexive account of how listening mediated ethnographic data generation/analysis/representation and how the account of what was heard could be construed as a legitimate way of developing ethnographic understanding. Critical Thinking Recreating Reflection in EFL Preservice Teacher Education in Chile Betsy Gilliland, University of Hawai`i - Manoa

C0812, 8/F, This study examines how explicitly teaching critical thinking (CT) processes can Block C disrupt and recreate undergraduate preservice language teachers' developing reflective practices. Here, we examine data from a Chilean English-as-a-foreign-language (EFL) teacher education program, focusing on students' reflections about language teaching and learning. 'A Different Story to Share': Examining Situated Identities among Asian American English Teachers in Taiwan Ming-Hsuan Wu, Adelphi University Genevieve Leung, University of San Francisco C0813, 8/F,

Block C We examine how 20 Asian American English teachers make sense of their racialized teaching experiences in Taiwan through interviews. Our analyses show the degrees to which race and language are conflated in the Teaching English as Foreign Language (TEFL) profession.

Saturday 9:15-9:45 a.m. Concurrent Sessions The Sociolinguistics of the Monologue Speaker: Communicative Capitalism, Public Pedagogy, and Misinterpellated Subjects Christian Chun, University of Massachusetts, Boston C0811, 8/F, Block C In this paper, I address the notion of the monologue speaker who 'expects no answer' (Mannheim & Tedlock, 1995). I explore discursive responses in which we can choose to be what Martel (2017) called 'the misinterpellated subject' in showing up for an interpellation (Althusser, 1971) clearly not meant for us. Language Play as a Site for Challenging Beliefs in an English Classroom So-Yeon Ahn, City Universtiy of Hong Kong

C0812, 8/F, Drawing on the notions of language awareness, language play, and carnival, the study Block C explores the ways language play allows students to not only display their knowledge of language forms and functions, but also establish a carnivalesque atmosphere that temporarily transforms, subverts, and/or disrupts the conventional, normative classroom interaction. In-service Teacher Development: Reacting Against Pre-conceived Perception of Practice Maria Evangelica Lizarraga, Universidad Nacional de Jujuy C0813, 8/F, Block C Since the Communicative Approach is the pedagogical framework in-service teachers have been trained in for their practice, it has been meaningful to analyse every day classroom practice in order to know what real opportunities to learn the language are presented in the interaction, and how the Communicative Approach relates Symposium: Disrupting Schooling Inequities Through Interdisciplinary Critical Education Approaches in Hong Kong & Asia Benjamin Chang, Education University of Hong Kong Mel Hye-Ri Yang, Jeomgok Elementary School Renu Kaur, Education University of Hong Kong Michelle Lai Chang, Education University of Hong Kong 10:00-11:25 a.m. Will Wing Chiu Chan, Pat Heung Central Primary School C0613, 6/F, Sarah Suet Ting Cheung, Education University of Hong Kong Block C Margaret Lo, University of Hong Kong Shynar Baimaganbetova, Education University of Hong Kong

This symposium applies interdisciplinary critical approaches to education with the aim of disrupting schooling inequities found in Hong Kong, South Korea, mainland China, and Kazakhstan. It brings together a diverse panel of students, pre-service teachers, and teacher educators in K-12 classrooms teaching in English and Chinese varieties. 10:00 – 10:30 Concurrent Sessions a.m. Taking Stock of the Bilingual Cognitive Advantage Debate Michal B. Paradowski, Institute of Applied Linguistics, University of Warsaw

C0811, 8/F, The source, scope, and very existence of a bilingual cognitive advantage have become Block C the subject of heated debate. I review the arguments, synthesising the state-of-the-art and showing the current shift towards more nuanced explorations of the conditions under which differences can be found, and whether these are task- and population- specific.

Saturday Criticality in the Interculturality of Chinese Visiting Scholars in the United States Gertrude Tinker-Sachs, George State University Ya Li, South China Agricultural University C0812, 8/F, Yong Zhang, South China Agricultural University

Block C In this presentation, scholars from the Peoples Republic of China and the United States will draw on critical intercultural frameworks to analyze the journals of four Chinese visiting scholars. The journals were kept during the scholars' yearlong stay in the US. The role of the mentor will be interrogated. Critical Linguistics in Pre-Service Teacher Education: A Case Study Timothy Reagan, University of Maine C0813, 8/F, With the exception of language educators, the study of linguistics is rarely part of the Block C preparation of PK-12 teachers in the US. This presentation will describe the content and implementation of an innovative effort to introduce a critical linguistics course in the teacher education program at a major US university.

10:45-11:15 a.m. Concurrent Sessions

The Imperialism in Linguistic Imperialism: A Re-examination Amy Thomas, University of Technology, Sydney C0811, 8/F, Block C This paper aims to critically re-examine-or 'disrupt'-Phillipson's theory of linguistic imperialism through incorporating insights from recent debates inside the social and political sciences on the nature of imperialism. Laughter in Medical Interaction Rieko Matsuoka, Teikyo University Tadashi Nakamura, Nakamura ENT clinic C0812, 8/F, Laughter has multiple benefits in human interaction involving medical contexts. Block C Regarding the physiological effects, some research studies have provided health-related outcome of laughter as the therapeutic value. Therefore, this research examines the ways in which laughter is generated, and each laughter enhances the quality of interaction at the vertigo clinic. Critical Media Literacy as Carnival of Multiple Literacies in the Era of Massive Digital Brainwashing Myriam Torres, New Mexico State University Debasmita Roychowdhury, Dona Ana Community College C0813, 8/F, Block C This presentation purports to demonstrate how critical digital media literacy (CDML) prevents us from being manipulated by the laissez-faire social media high tech companies. CDML precedes and leads the carnival of multiple literacies for reading critically and working on making the world more democratic, just, peaceful, sustainable, interconnected, and humane.

Saturday

11:30 a.m. - Concurrent Sessions 12:00 p.m. Recreating a New Courtroom Reality: Misinterpretation of Calques in Immigration Hearings and Its Effects Marjorie Zambrano-Paff, Indiana University of Pennsylvania

C0613, 6/F, Inadvertently or not, interpreters' incorporation of calques and faulty translations sparks Block C confusion in the hearer enabling interpreters to recreate the testimony. Interpreters become active participants as they attempt to explain what they meant. Defendant's legal linguistics rights are compromised according to the ethical standards set for U.S. interpreters. ***FESA WINNER PRESENTATION***

Adoptees.Speak: A Multimodal Analysis of Korean Adoptees’ Adoption Narratives Emily Suh, Texas State University C0811, 8/F,

Block C This multimodal, transitivity analysis explores adult Korean adoptees’ self-images and captions posted on Instragram @Adoptees.Speak. Findings complicate historical narratives of adoption as child-rescue. Implications include how marginalized individuals use language and images to reclaim linguistic agency and to engage in social action within discourses of race, ethnicity, power, and language. Elfriede Jelinek's literary deconstruction of the European Refugee Crisis as Matrix for 'One-Planet Relational Studies' Herrad Heselhaus, University of Tsukuba C0812, 8/F, Block C This presentation will analyze Elfriede Jelinek's theater texts on the European Refugee Crisis from 2015/16 with the aim to show strategies of deconstructionist writing, shattering our dearest believes. It will also show how this critical research can be made useful and implemented in new undergraduate curricula at Japanese universities. Disruptive Agents or Disrupting Agency: Toward an Agency-Sensitive Conceptualization of Language-in-Education Policy Jeremy Hurdus, University of the Basque Country

C0813, 8/F, Most understandings of language-in-education policy relegate individual agents to the Block C role of enactor or appropriator. Here I present a processual alternative that sees policy as never finished and thus always ripe for making, not molding, by actors. Examples and implications are taken from ethnographic work in American Spanish-English bilingual schools. 12:00 – 1:00 p.m. Lunch on your own.

Saturday

1:00 – 1:30 p.m. Concurrent Sessions

How Moral Judgments Depend on Language? Moving Beyond the Emotional Explanation Michal B. Paradowski, Institute of Applied Linguistics, University of Warsaw C0613, 6/F, Block C The same dilemma may elicit different moral judgements depending on the language in which it's been described. We show that the picture is much more complex: the key factor modulating response strength is not so much the different emotional power associated with the respective languages, but social and cultural norms. Promoting Interdisciplinary Learning: Challenges to an Integrated General English Curriculum Chiu-Hui Wu

C0811, 8/F, General English (GE) language curriculum, mostly compulsory, has its interdisciplinary Block C nature because of texts covering a wide range of topics. Yet, language learning is often confined within a skill-based training of the classroom, with unfortunately, little connection to the real world. Results can potentially provide a more socially-practiced GE curriculum. Integrating Critical Multiliteracies and PBLL into Teaching Chinese as a Foreign Language Jiaxin Ruan, University of Hawai`i at Manoa Jiamin Ruan, University of Hawai`i at Manoa C0812, 8/F,

Block C This paper reports a study that investigates the potential outcome and students' attitude concerning integrating critical multiliteracies and Project-Based Language Learning in a Chinese as a university-level foreign language classroom. Findings indicate the crucial value of implementing critical perspectives in Chinese language education. “Oreos” and “Twinkies”: Dis/Connections in African-American and Taiwanese- American Linguistic and Cultural Experiences Sharon Nuruddin, The University of Georgia C0813, 8/F, Block C This paper reflects on the translingual (De Costa et al., 2017) memoirs of author Grace Lin, specifically 2006's Year of the Dog. The author details how the cultural and linguistic baises that Lin experienced dis/connect with hers as an African American girl in the 1980s middle class suburban United States. 1:45 p.m. – Concurrent Sessions 2:15 p.m. Evaluation of Paraphrasing in Students' Writing by Professors Ling Shi, University of British Columbia

C0613, 6/F, As a citation practice, paraphrasing is commonly defined as a faithful recast of the Block C source information in one's own words. To explore how faculty members perceive paraphrasing, this study analyzes interview data with 14 professors in a North American university as they evaluated examples of paraphrases from students' writing.

Saturday Criminals or Victims? Unaccompanied Latinx Children in Spanish- and English- Language Print Media Megan Strom, University of Wisconsin, La Crosse C0811, 8/F,

Block C This presentation explores how the juxtaposition of unaccompanied Latinx children as criminals and victims in Spanish- and English-language media is a surprising avenue for inciting audience action by disrupting and recreating ideologies. C0812, 8/F, CANCELLED Block C Multifaceted Disruption in Iranian Higher Education: A Reflexive Account of Critical ESP Pedagogy Across Time & Borders Mahtab Janfada, The University of Melbourne

C0813, 8/F, This paper interrogates how employing a critical ESP pedagogy in the medical English Block C context of an Iranian university was perceived as disruptive on social, cultural, political as well as pedagogical grounds. Findings suggested significant transformations to students' ontological and epistemological beliefs as medical professionals in local and global contexts.

2:30 p.m. – Concurrent Sessions 3:00 p.m. Examining Attitudes Toward Incorporating Gender-Neutral Markers “@”, “*”, “x” and “-e” in Spanish Language Classes Lisbeth Philip, University of New Orleans Silvia Gomez-Juarez, University of New Orleans C0613, 6/F, Block C This presentation will describe an ongoing project, first in Louisiana and later in other parts of the United States, aimed at determining the attitudes of Spanish language educators, concerning incorporating newly created gender-neutral markers forms such as '@', '*', 'x' and '-e' to accommodate LGTBQ/gender-nonconforming students enrolled in Spanish classes. Metaphors of Life: Enquirying Cultural Identities Through LEGO Blocks Jason Man-Bo Ho, City University of Hong Kong

C0811, 8/F, The paper would present the findings of a study of using LEGO blocks as a visual Block C method for students to explore cultural identities. It is believed that making of LEGO models and the accompanied storytelling would offer innovative possibilities for identity enquiries in the language, cultural studies, and media classroom. BFLA Children in Singapore and America: Getting to Know Them Irdawati Nalls, NTU

C0812, 8/F, A comparative global study was conducted to uncover the linguistic landscape of BFLA Block C children from America and Singapore. Observations, interviews, and language tasks focusing on oral skills and reading for understanding were conducted. Results revealed that support from family and a comprehensive bilingual program encourage harmonious bilingualism among BFLA children.

Saturday Reconsidering Foreign Language Education: From the Lens of the Theory of Value Ritsuko Rita, DePaul University C0813, 8/F, Block C This paper aims to disrupt the belief in Japan that foreign language education equals English language education using Tsunesaburo Makiguchi's theory of value as the theoretical framework and propose a foreign language curriculum that incorporates the languages used in the local community. 3:15 p.m. – Concurrent Sessions 3:45 p.m. Preservice Teachers' Beliefs about Culture: Implications for Teaching English Learners Daniela Silva, University of Texas at San Antonio C0613, 6/F, Block C This presentation's goal is to help teacher educators improve course design to better prepare preservice teachers to teach in just and equitable ways. The findings from this qualitative study inform how 527 ESL, generalist, and bilingual preservice teachers define culture in two Hispanic-serving institutions in South Texas. Bilingualism vs English-Only Policy: An Experimental Study on Language Anxiety and Speaking Ability King Arman Calingasan, Notre Dame Loreto Isip Jr., Colegio de Sta. Rosa- Makati C0811, 8/F,

Block C This experimental study was conducted to distinguish the effectiveness of bilingual approach and English-only policy by investigating the anxiety level and speech abilities of Filipino bilingual learners of English. It revealed interesting findings and new beliefs in relation to language policies and second language teaching. Teaching Effectiveness and Student Participation Understood Through Classroom Mapping in Second Language Acquisition Adrian Gras-Velazquez, Smith College

C0812, 8/F, College language teaching often poses the question of how effectively material is Block C conveyed to students. To understand how students learn second languages, we implemented classroom-mapping techniques analyzing how spatial proximity to the professor, altering seating arrangements, and the different types of group patterns influenced the effectiveness of the classroom environment. Chinese Teachers' Beliefs of Using Renewable Teaching Materials and its Impact on Learners' Cultural Competence Shikun Li, Nanjing Normal University Ping Zhu, University of North Texas C0813, 8/F, Block C This case study is designed for in-service teacher as well as teacher educators. Through semi-structured interviews, teacher educators could comprehend the culturally sustainable teaching belief system of CFL teachers , while in-service teachers could reflect on their own teaching performance, and adjust their curriculum for language instruction accordingly.

Saturday 4:00 – 4:30 p.m. Concurrent Sessions From the Student Writer's Assemblage: Intersections Between Second Language Writing, Plagiarism, and Technology Gene Vasilopoulos, University of Ottawa

C0613, 6/F, This presentation reports on a Deleuzian-inspired study on the intersections between Block C technology, plagiarism and academic second language writing. Finding show that for student writers to meet their professors' expectations, they engaged in clandestine, exploratory, and transgressive practices with(in) technology where plagiarism was done/undone/redone. EFL Learners' Cross-Boundary Experiences from High School to University in Japan: Ideologies of English and Learning It Naoko Mochizuki, Kanda University of International Studies

C0811, 8/F, The session analyses EFL learners' cross-boundary experiences from high school Block C English classes to university English classes in Japan. The study found that students' conceptualization of ideologies of English and learning played the key role in their learning activity and that their confused reconceptualization included myths of 'communication' and 'native speakers.' The Filipino English Teachers in Japan: Nonnativeness and the Teaching and Learning of English Neila Balgoa, Mindanao State University-Iligan Institute of Technology C0812, 8/F, Block C This paper examines the concept of 'nonnativeness' and how it reconfigures the linguistic, racial, national and local identities of the Filipino English teachers in Japan and in the process problematizes and interrogates language ideologies, power and domination from the lens of critical applied linguistic and linguistic imperialism. Disrupting and Recreating Beliefs in Language Studies for Migrant Pupils : A Compared Study Between Canada and France Carole Fleuret, University of Ottawa C0813, 8/F,

Block C We want to explore how teachers perceive diversity in their teaching practices. Our didactic approach aims at jointly considering language of schooling, family languages and cultural diversity.