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From the SelectedWorks of Sovicheth Boun

March 24, 2014

A Critical Examination Of Language Ideologies And Identities Of Cambodian Foreign-Trained University Lecturers Of English Sovicheth Boun

Available at: https://works.bepress.com/sovicheth-boun/2/

Table of Contents

General Conference Information

...... 3-‐13 Welcome Messages from the President and the Conference Chair ...... 3 Conference Program Committee ...... 4 Registration Information, Exhibit Hall Coffee Hours, Breaks, Internet Access, Conference Evaluation ...... 4 Strand Coordinators and Abstract Readers ...... 5-‐6 Student Volunteers, Individual Sessions and Roundtable Sessions Instructions ...... 7 Conference Sponsors ...... 8-‐9 Conference at a Glance...... 11 -‐12 Opening Reception at Portland State University ...... 12 Plenary Map of Sessions Hotel ...... 13

Invited Colloquia ...... 16 -‐22

Special Sessions ...... 28 -‐34

...... 40 -‐44 Distinguished Scholarship and Service Award Lecture ...... 40 AAA at AAAL Colloquium ...... 41 Language Learning Round Table ...... 42 LSA at AAAL Colloquium ...... 43 TESOL Special at Events AAAL Colloquium Meetings and ...... 44

...... 48 -‐54 Schedule-‐at-‐a-‐glance of all events and meetings ...... 48 -‐49 AAAL Distinguished Scholarship and Service Award Presentation ...... 50 Graduate Student Awards Presentation ...... 50 AAAL Open Business Meeting for AAAL Membership ...... 51 NASFLA meeting ...... 51 Closed ditorial e board meetings ...... 51 Graduate Student Events ...... 52 Publishing Workshops ...... 53 -‐54 Write Around Portland ...... 54 EndPeer-‐of-‐R-‐theeviewed -‐Conference Sessions Reception ...... 54

...... 60 -‐180 Saturday ...... 60 -‐92 Sunday ...... 94 -‐120 Monday ...... 122 -‐148 Tuesday ...... 150 -‐166 Poster Index Sessions of ...... Presenters 168 -‐180

About AAAL ...... 182 -‐196

...... 198

2 Cover design by Dawn Turner (Nardone Consulting Group)

WELCOME MESSAGES

From the President

JOAN KELLY HALL AAAL President, 2013-‐2014

Welcome to Portland and AAAL 2014! We have the good fortune to be returning to the same place where AAAL 2004 was held. However, while the city may be the same, the AAAL conference has grown A significantly over the years. review of the program that Aneta Pavlenko and her Program Committee have put reveals together a range of new and exciting activities. In addition to a wide assortment of plenary talks, colloquia, individual papers and poster sessions, this year’s program includes several workshops on publishing and special sessions with the American Anthropological Association and the Linguistic Society of America. It also includes two activities introduced at the 2013 conference in Dallas: roundtable sessions -‐ and an end of-‐conference reception. Not only has the conference program changed, but the venue has also undergone a major renovation, resulting in even better rooms for the various activities. Give yourself plenty of time to browse the program, as there are a great many sessions to choose from. One important Open event to attend is the Business Meeting for Membership AAAL , scheduled for Monday, 2 March 4, 12:35 -‐ 1:55 pm in Mt. Hood room. It is scheduled over lunch to be sure that there are no competing activities and lunch will be provided. There we will give an update on the financial health of the organization, provide details on attendance and other matters of significance for this year’s meeting and preview plans for AAAL 2015 to take place in Toronto. We will also inform you of the work being undertaken by the various task forces working on the AAAL 5-‐year Strategic Plan and seek your feedback and input on these and any other issues you feel are important for the organization to address. Based on my experiences at past AAAL conferences, I can state with confidence that you will find these four days filled with stimulating intellectual discussions and opportunities for professional networking, and at the end of the day, there will be time to socialize with friends at the many fine restaurants of Portland. Enjoy!

From the Conference Chair

ANETA PAVLENKO AAAL First -‐ Vice President, 2013-‐2014

Welcome to Portland! If there is one word that could capture the spirit of the – 2014 AAAL conference, it would be ‘change’ we are rapidly growing and changing as an association, as a conference, and as an academic profession. The signs of on-‐going change will be everywhere at the Portland conference, from the program format and the forum on academic publishing, strategic to the new planning initiatives, to new ties forged with the LSA and AAA and the active role played Ad by the Graduate Student -‐Hoc Committee. We hope that you are as excited by these changes as we are and look forward to your feedback on the new initiatives and suggestions for future . initiatives

This year’s conference came together through the efforts of a great team. An amazing trio of Temple’s doctoral students – Sara Kangas, Elizabeth Hepford, and Anastasia – Sorokina have contributed countless days, weekends, and holidays to coordination of the peer-‐review process (Sara), responses to e-‐mail inquiries (Elizabeth), and data entry (all three). Throughout, we have enjoyed unfailing support from Sarah Berke, CAE, Amy Hokkanen, and Dawn Turner at the – AAAL business office not only did they take care of the many practical issues that go into conference planning and organization, but they also advised, cheered and even designed our cover. The intellectual rigor of the program would have been impossible without the invi efforts of ted colloquia organizers and the 16 strand coordinators and their proposal reviewers who reviewed the record-‐breaking number of 1,700 submissions. Our local chairs, John Hellermann and Lynn Santelmann, made us feel at home in Portland, hosting our Opening Reception and Write making Around Portland one of the highlights of the Its conference. many other highlights include plenaries, invited colloquia, special and sessions by some of today’s leading scholars and thinkers; a very rich, diverse, and international program; a wide ublishing range of p workshops, generously volunteered by our colleagues in publishing; and three professional development events, put on by the Graduate Student Ad-‐Hoc Committee. I look forward to seeing you all in Portland and hope that these four days will be a memorable and productive experience. And, of course, do keep Portland weird!

GENERAL CONFERENCE INFORMATION

Conference Program Committee

Program Chair

Local Chairs Aneta Pavlenko, Temple University

Organizing Committee John Hellermann and Lynn Santelmann, Portland State University

Elizabeth Hepford, Temple University Sara Kangas, Temple University Registration Information Anastasia Sorokina, Temple University

Registration is available on Lower Level 1 at -‐ the built in Registration at desk the following times:

Friday 3:00 PM to 8:00 PM Saturday 7:00 AM to 4:00 PM Sunday, Monday 7:30 AM to 4:00 PM ExhibitTuesday Hall Hours 7:30 AM to 11:30 AM

Exhibit Hall

Publishers’ exhibits are located in the on Lower Level 2 and following are open the times:

Saturday 11:00 AM to 5:00 PM Sunday 9:00 AM to 3:35 PM and 6:35 PM to 8:00 PM Monday 9:00 AM to 5:0 0 PM Coffee Tuesday Breaks 9:00 AM to 11:30 AM

Exhibit Hall

Internet Coffee breaks Access will take place in the on Lower Level 2 at 11:00-‐11:30 AM and 3:05-‐3:35 PM

Complimentary -‐ Wi Fi is available in the Portland Marriott Downtown Waterfront courtesy of AAAL in the entire conference center and in all of the guest rooms. To access the hotel internet go to the network titled: Marriott_Conf. Then when prompted enter the . code: AAAL14

If you need any technical or internet support in a conference room, please note ther that e are members of the AV team i n each major hallway. If you do not see one, feel free to pick up any house phone, dial 6000 and ask for AV Conference assistance. Someone Evaluation Information from AV will respond and assist you promptly.

Your feedback is important to us. At the end of the conference, you will receive a link to an evaluation survey via e-‐ mail. Please complete this survey so that we can continue to improve our annual conference.

STRAND COORDINATORS AND ABSTRACT READERS

Strand Coordinators

Elvis Wagner, Temple University Assessment and Evaluation (ASE) Wayne Wright, University of Texas, San Antonio Bilingual, Immersion, Heritage, and Language Minority Education (BIH) Paul Toth, Temple University Language and Cognition (COG) Victoria Hasko, University of Georgia Corpus Linguistics (COR) Paula Kalaja, University of Jyväskylä, Finland Analysis of Discourse and Interaction (DIS) Francis Hult, Lund University, Sweden Educational Linguistics (EDU) Elizabeth Miller, University of North Carolina Charlotte at Language and Ideology (LID) Doris Warriner, Arizona State University Language, Culture, and Socialization (LCS) Glenn Martinez, University of Texas-‐Pan American Language Planning and Policy (LPP) Steven McCafferty, University of Nevada Second and Foreign Language Pedagogy (PED) Anne Pomerantz, University of Pennsylvania Pragmatics (PRG) Rita Elaine Silver, National Institute of Education, Singapore Reading, Writing, and Literacy (RWL) Scott Jarvis, Ohio University Second Language Acquisition, Language Acquisition and Attrition (SLA) Agnes Bolonyai, North Carolina State University Sociolinguistics (SOC) Nina Vyatkina, University of Kansas Language and Technology (TEC) David Hanauer, Indiana University of Pennsylvania Text Analysis, Written D iscourse (TXT) Abstract Readers

ASE

Melissa Bowles, U of Illinois, Urbana-‐Champaign Tim Murphey, Kanda U of International Studies Khaled Barkaoui, York U Emanuel Bylund, Stockholm U Tarja Nikula, U of Jyväskylä Jee Wha Dakin, Educational Testing Service Joseph Glynn Collentine, Northern Arizona U Sari Pietikäinen, U of Jyväskylä Tim Farnsworth, Hunter College, CUNY Robert DeKeyser, U of Maryland Leila Ranta, U of Alberta April Ginther, Purdue U Kimberly Geeslin, Indiana U, Bloomington Mary Schleppegrell, U of Michigan Kirby Grabowski, Teachers College, Columbia U Michael Harrington, U of Queensland Tim Greer, Kobe U Gene Halleck, Oklahoma State U Kim McDonough, Concordia U Remi van Compernolle, Carnegie Mellon U Kathryn Hill, U of Melbourne Kara Moranski, U of Pennsylvania EDUEric Hauser, U of Electro-‐Communications Yo In’nami, Shibaura Institute of Technology Cristina Sanz, Georgetown U Okim Kang, Northern Arizona U Patti Spinner, Michigan State U Antony Kunnan, California State U, Los Angeles Catherine Stafford, U of Wisconsin, Madison Kathleen Bailey, Boston College Anne Lazaraton, U of Minnesota Pavel Trofimovich, Concordia U George Bunch, U of California, Santa Cruz Gad Lim, U of Cambridge Eve COR Zyzik, U of California, Santa Cruz Peter De Costa, Michigan State U Meg Malone, Center for Applied Linguistics Miriam Ebsworth, New York U Gary Ockey, Educational Testing Services ZhaoHong Han, Teachers College, Columbia U Aek Phakiti, U of Sydney Doug Biber, Northern Arizona State U Julie Kerekes, U of Toronto Lia Plakans, U of Iowa Susan Conrad, Portland State U Diane Larsen-‐Freeman, U of Michigan James Purpura, Teachers College, Columbia U Eniko Csomay, San Diego State U Constant Leung, King’s College Steve Ross, U of Maryland Nick Ellis, U of Michigan Rahat Naqvi, U of Calgary Jamie Schissel, U of North Carolina at Stefan Th. Gries, U of California, Santa Barbara Diane Pecorari, Linnaeus U Greensboro DISSusan Hunston, U of Birmingham Betsy Rymes, U of Pennsylvania Sara Cushing Weigle, Georgia State U Guadalupe Valdes, Stanford U Paula BIH Winke, Michigan State U LCSWayne Wright, U of Texas, San Antonio Anne Pitkänen-‐Huhta, U of Jyväskylä Riikka Alanen, U of Jyväskylä Mariana Achugar, Carnegie Mellon U Kathleen Bardovi-‐Harlig, Indiana U Kate Anderson, Arizona State U Sovicheth Boun, U of Texas, San Antonio Gary Barkhuizen, U of Auckland Kathleen Bardovi-‐Harlig, Indiana U Virak Chan, U of Texas, San Antonio David Block, U of London Patsy Duff, U of British Columbia Donna Christian, Center for Applied Linguistics Christiane Dalton-‐Puffer, U of Vienna Chatwara Duran, U of Houston Ester de Jong, U of Florida Anna de Fina , Georgetown U Erin Kearney, SUNY Buffalo Mari Haneda, Florida State U Jean-‐Marc Dewaele, Birkbeck College, U of Kendall King, U of Minnesota Ruth Harman, U of Georgia London Genevieve Leung, U of San Francisco Yasuko Kanno, Temple U Patricia Duff, U of British Columbia Holly Link, U of Pennsylvania Ryuko Kubota, British U of Columbia Janet Enever, Umeå U Aya Matsuda, Arizona State U Juliet Langman, U of Texas, San Antonio Andy Gao, U of Hong Kong Elizabeth Miller, U of North Carolina, Charlotte Jin Sook Lee, U of California, Santa Barbara Paula Golombek, U of Florida Leslie Moore, Ohio State U Sarah Moore, Center for Applied Linguistics Helena Halmari, Sam Houston State U Katherine Mortimer, U of Texas, El Paso Deborah Palmer, U of Texas, Austin Ari Huhta, U of Jyväskylä Silvia Noguerón-‐Liu, U of Georgia Chang Pu, U of Texas, San Antonio Francis Hult, Lund U Bonny Norton, U of British Columbia Rachel Sanabria, Ohio State U Paula Kalaja , U of Jyväskylä Brendan O'Connor, U of Texas, Brownsville Peter Sayer, U of Texas, San Antonio Gabriele Kasper, U of Hawaii, Manoa Joseph Sung-‐Yul Park, National U of Singapore Manka Varghese, U of Washington Helen Kelly-‐Holmes, U of Limerick Seo Hyun Park, Ohio State U Terrence COG Wiley, Center for Applied Linguistics Leena Kuure, U of Oulu Matthew Prior, Arizona State U Constant Leung, King’s College Betsy Rymes, U of Pennsylvania Sari Luoma, Ballard & Tighe Publishers Hyungjung Shin, U of Saskatchewan Dalila Ayoun, U of Arizona Simo Määttä, U of Jyväskylä Steven Talmy, U of British Columbia 5 Chesla Bohinski, Binghamton U Marilyn Martin-‐Jones, U of Birmingham Manka Varghese, U of Washington

RWL LIDLauren Zentz, U of Houston Diane Larsen-‐Freeman, U of Michigan Jenifer Larson-‐Hall, Kyushu U Neil Anderson, Brigham Young U Batia Laufer, U of Haifa Michele Back, George Mason U John Bitchener, Auckland U of Technology Shaofeng Li, U of Auckland Nelson Flores, U of Pennsylvania Joel Bloch, Carnegie Mellon U Shawn Loewen, Michigan State U Huamei Han, Simon Fraser U Steve Brown, Youngstown State U Paul Malovrh, U of South Carolina Mary McGroarty, Northern Arizona U Scott Crossley, Georgia State U Kara McBride, St. Louis U Joseph Sung-‐Yul Park, National U of Singapore Deborah Crusan, Wright State U Kim McDonough, Concordia U Elana Shohamy, Tel Aviv U Alister Cumming, U of Toronto Renata Meuter, Queensland U of Technology Meryl Siegal, Laney College Xiaolan Curdt-‐Christiansen, National Institute of Rhonda Oliver, Curtin U LPPRobert Train, Sonoma State U Education, Singapore Lourdes Ortega, Georgetown U Peter De Costa, Michigan State U Hiro Oshita, Ohio U Dana Ferris, U of California, Davis Luke Plonsky, Northern Arizona U Ingrid de-‐Saint Georges, U of Luxembourg Guillaume Gentil, Carleton U Charlene Polio, Michigan State U Durk Gorter, U of the Basque Country Lynn Goldstein, Monterey Institute of Leila Ranta, U of Alberta Thom Huebner, San José State U International Studies Andrea Revesz, U of London David Cassels Johnson, Washington State U John Hedgcock, Monterey Institute of Peter Robinson, Aoyama Gakuin U Kendall King, U of Minnesota International Studies Rebecca Ronquest, North Carolina State U Juliet Langman, U of Texas, San Antonio Eliana Hirano, Berry College Tom Salsbury, Washington State U Jennifer Leeman, George Mason U Alan Hirvela, Ohio State U Lauren Schmidt, U of Missouri, St. Louis Aya Matsuda, Arizona State U Alice Horning, Oakland U Ellen Johnson Serafini, Georgetown U Stephen May, U of Auckland Sarah Sok Lee, Teachers College, Columbia U Mark Shea, Mount Holyoke College Lucinda Pease-‐Alvarez, U of California, Santa Betty Samraj, San Diego State U Younghee Sheen, American U Cruz Jamie Schissel, U h of Nort Carolina, Greensboro Pavel Trofimovich, Concordia U Mary Louise Pratt, New York U Shannon Sauro, Malmö U Andrea Tyler, Georgetown U Adam Schwartz, U of South Florida Diane Schmitt, Nottingham Trent U SOCSara Weigle, Georgia State U PEDElana Shohamy, Tel Aviv U Natsuko Shintani, National Institute of Education, Singapore Fredricka Stoller, Northern Arizona U Philipp Angermeyer, York U Zsuzsanna Abrams, U of California, Santa Cruz Nancy Sullivan, Texas A & M, Corpus Christi Rakesh Bhatt, U of Illinois, Urbana-‐Champaign Gabi Appel, Pennsylvania State U Wataru Suzuki, Miyagi U of Education Lida Cope, East Carolina U Joe Barcroft, Washington U Csilla Weninger, National Institute of Education, Jennifer Cramer, U of Kentucky Stefanie Borst, Texas Tech U Singapore Cecelia Cutler, Lehman College, CUNY Frank Brooks, Indiana U of Pennsylvania Dongbo Zhang, Michigan State U Michael Newman, Queens College, CUNY Kimberly Buescher, Pennsylvania State U SLALawrence Jun Zhang, U of Auckland Martha C. Pennington, City U of Hong Kong Richard Donato, U of Pittsburgh Betsy Rymes, U of Pennsylvania Patricia Duff, U of British Columbia Natalie Schilling, Georgetown U Andrew Farley, Texas Tech U Irma Alarcon, Wake Forest U TECJeanine Treffers-‐Daller, U of Reading Meg Gebhard, U of Massachusetts, Amherst Kathleen Bardovi-‐Harlig, Indiana U April Ginther, Purdue U Jennifer Behney, Youngstown State U Tammy Gregersen, U of Northern Iowa Alessandro Benati, U of Greenwich Lara Ducate, U of South Carolina Linda Harklau, U of Georgia Harriet Bowden, U of Tennessee, Knoxville Carolin Fuchs, Teachers College, Columbia U Antonio Francisco Jimenez Jimenez, California Tom Cobb, U of Quebec Senta Goertler, Michigan State U State U, Channel Islands Andrew Cohen, U of Minnesota Trude Heift, Simon Fraser U Li Jin, DePaul U Laura Collins, Concordia U Richard Kern, U of California, Berkeley Celeste Kinginger, Pennsylvania State U Robert DeKeyser, U of Maryland Greg Kessler, Ohio U Manel Lacorte, U of Maryland Jean-‐Marc Dewaele, Birkbeck College, U of Gillian Lord, U of Florida Heekyeong Lee, Monterey Institute of London Jonathon Reinhardt, U of Arizona International Studies Stephen Fafulas, Indiana U Fernando Rubio, U of Utah Kimi Nakatsukasa, Texas Tech U Lynne Flowerdew, Hong Kong U of Science and Shannon Sauro, U of Malmö David Olsher, San Francisco State U Technology Mathias Schulze, U of Waterloo Eva Rodríguez-‐González, Miami U Maria del Pilar Garcia-‐Mayo, U of the Basque Bryan Smith, Arizona State U Alex Rosborough, Brigham Young U Country Julie Sykes, U of Oregon Sufumi So, George Mason U Susan Gass, Michigan State U Joshua Thoms, Utah State U Tracy Spies, U of Nevada, Las Vegas Aline Godfroid, Michigan State U Steven Thorne, Portland State U & of Gale Stam, National Louis U Senta Goertler, Michigan State U Groningen Joshua Thoms, Utah State U Sarah Grey, Pennsylvania State U Ilona Vandergriff, San Francisco State U Benjamin White, Marshall U Aarnes Gudmestad, Virginia Polytechnic TXTPaige Ware, Southern Methodist U Paula Winke, Michigan State U Institute and State U PRGYoungjoo Yi, Georgia State U Marianne Gullberg, Lund U Laura Gurzynski-‐Weiss, Indiana U An Cheng, Oklahoma State U Xavier Gutierrez, U of Alberta Viviana Cortes, Georgia State U Kathleen Bardovi-‐Harlig, Indiana U ZhaoHong Han, Teachers College, Columbia U Sharon Deckert, Indiana U of Pennsylvania Nancy Bell, Washington State U Rachel Hayes-‐Harb, U of Utah Betty Samraj, San Diego State U Jennifer Ewald, Saint Joseph’s U Marlise Horst, Concordia U Christine Tardy, DePaul U Nicole Houser, Frostburg State U Scott Jarvis, Ohio U Caroline Vickers, California State U Noriko Ishihara, Hosei U Nan Jiang, U of Maryland Stephanie Wulff, U of Erin Kearney, SUNY Buffalo Alan Juffs, U of Pittsburgh Junko Mori, U of Wisconsin, Madison Nobuhiro Kamiya, Gunma Prefectural Women's Maria Shardakova, Indiana U U Stephen Skalicky, Georgia State U Jason Killam, Indiana U of Pennsylvania Naoko Taguchi, Carnegie Mellon U Keiko Koda, Carnegie Mellon U Hansun Waring, Teachers College, Columbia U Reiko Komiyama, California State U, Sacramento Santoi Wagner, U of Pennsylvania Folkert Kuiken, U of Amsterdam 6

Student Volunteers

Natalia Balyasnikova, University of British Columbia Seth King, Pennsylvania State University Katie Bernstein, University of California, Berkeley Timothy Krause, Portland State University Evan Bostelmann, University Wisconsin, of Milwaukee Lindsey Kurtz, Pennsylvania State University Julie Bouchard, Texas A&M University, Commerce Allison Lemcke-‐Kibby, Portland State University Kimberly Buescher, Pennsylvania State University Erika Lessien, University of Hawaii Justin Cubilo, University of Hawaii at Manoa Yao Liu, University of South Florida Tasha Darbes, New York University Andrea Lypka, University of South Florida Deirdre Derrick, Northern Arizona University Meghan Moran, Northern Arizona University Hilal Ergul, Texas A&M University, Commerce Timothy Mossman, Simon Fraser University Charles Estus, University of Massachusetts, Amherst Jaehan Park, Indiana University Jing (Elise) Fang, Pennsylvania State University Seonmin Park, Northern Arizona University Gina Fourmet-‐Lepley, Portland State University Nicole Pettitt, Georgia State University Ryan Goble, California State University, San Bernardino Alma Lucinda Philipp, Portland State University Joshua Gordon, Indiana University Robert Poole, University of Arizona Meihua Guo, Oklahoma State University Paul Quinn, OISE/University of Toronto Laura Hamman, University of Wisconsin, Madison Claudia Reinozo, Portland State University Lindsay Hansen, University of Utah Ted Salk, Portland State University Alissa Hartig, Pennsylvania State University Jaran Shin, University of California, Berkeley William Heidenfeldt, University of California, Berkeley Elena Shvidko, Purdue University Emily Hellmich, University of California, Berkeley Jenelle Stafford, Portland State University Noah Katznelson, University of California, Berkeley Dan Zhong, University of South Florida From Anastasia the Khawaja, 2014 University AAAL of South Florida Conference Team Rebecca Zoshak, Pennsylvania State University

The unofficial motto of the 2014 AAAL conference is ‘change’ – and ‘change’ is reflected this year both in the format of conference and in the way we put together the program. Our key concern is to make sure that, as we keep growing, maintain the depth of our conversations and the quality of our interactions with each other. To ensure this sustained dialog, we have expanded the number of Roundtable presentations and scheduled most Individual Papers as thematic Sessions. These sessions appear on the electronic schedule in the same way as papers in colloquia, with the assumption that presenters will still follow the general guidelines of a 20 minute paper followed by a 10 minute Q&A. Please note that while conference team members appear as organizers of individual sessions in the electronic database, this is only for data entry purposes – they will not be there in person and it is up to participants in individual sessions to organize themselves. We encourage you to stay in individual sessions l for the ful duration but for those interested in moving across Individual Paper Sessions, the printed conference program includes daily grids in the traditional, single paper per cell, format. As cancellations Individual Paper come in, Sessions these grids Instructions will be updated onference and posted on the c website.

Presenters within a session are responsible for chairing the session together. The presenters may decide to co-‐chair the entire • session together or otherwise coordinate ir who will cha each particular presentation. Responsibilities • of a session chair are: • Distributing handouts to audience members • Introducing the presenter very briefly by giving his/her name and affiliation Keeping time during the talk and the question period Inviting questions from the audience at the end of the 20-‐minute presentation period Each presentation is 20 minutes long, followed by 10 minutes for questions. Signs will be provided in each room reading “5 Roundtable minutes,” Sessions “2 minutes,” Instructions “1 minute,” and “stop” time. to use in keeping

Roundtable presenters within a session are responsible for chairing the session together. In sessions with 3 or 4 people, each roundtable presentation may be no more than 8 minutes. It is important for chairs to strictly adhere to this time limit. Please use the signs reading “1-‐minute” and “Stop” to aid presenters in keeping time. Roundtable presentations ll wi be given consecutively to allow for a all comprehensive and extended discussion that considers all of the roundtable sessions. Depending on the number of participants and the time slot, roundtable sessions should have anywhere from 60 to 30 minutes for discussion. The discussion should consider of the presentations. Presenters should bear this in mind as they collectively lead the discussion, drawing connections or making distinctions between their work and the other presenters’ work.

7 CONFERENCE SPONSORS

The American Association for Applied Linguistics thanks the following organizations for their . generous support

Platinum Sponsor

Gold ______Sponsor

Multilingual Matters

AAAL thanks for their support of the Conference Reception.

Silver Sponsor

CaMLA

AAAL thanks for their support of the conference breaks.

White Sponsor

AAAL thanks Portland State University for their support of the Opening Reception.

Bilingualism / Multilingualism

Bookseries Bilingual Processing and Acquisition Edited by John W. Schwieter Wilfrid Laurier University NEW Book proposals and inquiries Psycholinguistic and neurocognitive approaches to bilingualism/multilingualism and BOOKSERIES can be e-mailed to language acquisition continue to gain momentum and uncover valuable findings ex- the publisher: plaining how multiple languages are represented in and processed by the human mind. [email protected] With these intensified scholarly efforts come thought-provoking inquiries, pioneering and CCed to findings, and new research directions. The Bilingual Processing and Acquisition book Dr. John W. Schwieter at: series seeks to provide a unified home, unlike any other, for this enterprise by providing [email protected]. a single forum and home for the highest-quality monographs and collective volumes related to language processing issues among multilinguals and learners of non-native languages. These volumes are authoritative works in their areas and should not only interest researchers and scholars investigating psycholinguistic and neurocognitive approaches to bilingualism/multilingualism and language acquisition but also appeal to professional practitioners and advanced undergraduate and graduate students. issn 2352-0531

Bookseries Studies in Bilingualism Edited by Dalila Ayoun and Leah Roberts University of Arizona / University of York NEW Book proposals and inquiries The focus of this series is on psycholinguistic and sociolin- CO-EDITOR can be e-mailed to guistic aspects of bilingualism. This entails topics such as Leah Roberts childhood bilingualism, psychological models of bilingual ([email protected]) language users, language contact and bilingualism, main- or Dalila Ayoun tenance and shift of minority languages, and socio-political ([email protected]), aspects of bilingualism. or the publisher: issn 0928-1533 [email protected]

Journal Linguistic Approaches to Bilingualism

All inquiries as well as all Edited by Jason Rothman and Roumyana Slabakova submissions can be e-mailed University of Reading / University of Southampton and University of Iowa to: [email protected] LAB provides an outlet for cutting-edge, contemporary studies on bilingualism. LAB as- Subscription information sumes a broad definition of bilingualism, including: adult L2 acquisition, simultaneous child bilingualism, child L2 acquisition, adult heritage speaker competence, L1 attrition Vol. 4. 2014 4 issues; ca. 500 pp. in L2/Ln environments, and adult L3/Ln acquisition. LAB solicits high quality articles of online-only eur 221.00 original research assuming any cognitive science approach to understanding the mental print + online eur 234.00 representation of bilingual language competence and performance, including cogni- Private rate eur 60.00 tive linguistics, emergentism/connectionism, generative theories, psycholinguistic and processing accounts, and covering typical and atypical populations. issn 1879-9264 / e-issn 1879-9272

www.benjamins.com CONFERENCE AT A GLANCE SATURDAY, MARCH 22 SUNDAY, MARCH 23 MONDAY, MARCH 24 TUESDAY, MARCH 25 Registration Registration Registration Registration

Invited 7:00 AM – Colloquium: 4:00 PM Invited 7:30 AM – Colloquium: 4:00 PM Invited 7:30 AM – Colloquium: 4:00 PM 7:30 TESOL AM – 11:30 at AAAL AM Lower Level 1 Lower Level 1 Lower Level 1 Lower Level 1

Current Trends and Implications of Globalization Why Materiality Matters: Plurilingualism and New Directions in for New Directions in Language and Social Language Education: Narrative Analysis Language Teaching: What Inequality in the New Opportunities and 8:00 – 11:00 AM Role for Applied Linguistics? Economy Challenges Salon E 8:00 – 11:00 AM 8:00 – 11:00 AM 8:00 – 11:00 AM Language Salon Learning E Distinguished Salon E Scho larship Salon E Round Table and Service Award Lecture

: Thinking for Speaking in L2 Terrence G. Wiley, CAL and the Limits of Brain 9:55 – 11:00 AM Plasticity Salon F 8:00 – 11:00 AM Plenary: Plenary Plenary:Salon F : Alison Wray Claire Kramsch John McWhorter 11:30 AM – 12:35 PM 11:30 AM – 12:35 PM , and Special Sessions Plenary: 11:30 AM – 12:35 PM SalonPlenarys E & F Salons E & F SalonPlenarys E & F : Marianne Gullberg : Kenneth Hyltenstam 2:00 – 3:05 PM William Germano 2:00 – 3:05 PM Invited Salon s Colloquium: E & F 2:00 PM – 3:05 PM Invited Salon s Colloquium: E & F Invited Salon s Colloquium: E & F

Negotiating the From Universality to Complexities of Publishing in Applied Variability in Second Multilingual Assessment Linguistics: A forum on Language Development 3:35 – 6:35 PM innovation and challenges in 3:35 – 6:35 PM Plenaries, Invited Colloquia Invited Plenaries, AAA Salon at E AAAL a changing world LSA Salon at E AAAL 3:35 – 6:35 PM Salon E Conceptualizing Linguistic Supporting Maintenance Difference: Perspectives and Revitalization of North from Linguistic American Indigenous Anthropology Languages: Collaborations 3:35 – 6:35 PM between Communities, Salon F Applied and Theoretical Linguists 3:35 – 6:35 PM Salon F Paper Sessions Paper Sessions Paper Sessions Paper Sessions

8:00 – 12:35, 3:35 – 7:10 8:00 – 11:00, 3:35 – 7:10 8:00 – 11:00, 3:35 – 7:10 8:00 – 11:00, 2:00 – 3:05

Poster Sessions Poster Sessions Poster Sessions Poster Sessions

11:00 – 1:00, 1:35 – 3:35 9:35 – 11:35, 1:35 – 3:35 9:35 – 11:35, 1:35 – 3:35 9:35 – 11:35 Exhibit Hall Exhibit Hall Exhibit Hall Exhibit Hall Roundtable Sessions Roundtable Sessions Roundtable Sessions Roundtable Sessions Concurrent Sessions Concurrent 8:00 – 9:40, 9:55 – 11:00, 8:00 – 9:40, 9:55 -‐ 11:00, 3:35 8:00 – 9:40, 9:55 -‐ 11:00, 8:00 – 9:40, 9:55 – 11:00, 11:30 – 12:35, 3:35 – 4:40, – 4:40, 4:55 – 6:35 3:35 – 4:40, 4:55 – 7:10 2:00 – 3:05 4:55 – 7:10 Pearl Room Pearl Room Pearl Room Pearl Room

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14 PLENARY SESSIONS

PLENARY SESSIONS

DAY TIME and PLACE TITLE SPEAKER Bimodal L anguage A cquisition and Bilingualism: The G estural C hallenge

Scott Jarvis Marianne Gullberg

Saturday 2:00 PM -‐ 3:05 PM Introduction by Salons E & F March 22 Preceded by the presentation of the Lund University Joan Kelly Hall Distinguished Scholarship and Service Award by A Broken Piano Making Pretty Music is

Still Broken: Convincing the Public that John McWhorter Nonstandard Speech isn’t Substandard

Sunday 11:30 AM – 12:35 PM March 23 Salons E & F Aneta Pavlenko Columbia University Introduction by Does Writing Still Matter? William Germano

Sunday 2:00 PM – 3:05 PM Paul Kei Matsuda March 23 Salons E & F Cooper Union Introduction by Applying Linguistics in Alzheimer’s Communication Research Alison Wray

Monday 11:30 AM -‐ 12:35 PM Robert Schrauf March 24 Salons E & F Cardiff University Introduction by Age and Aptitude and Nativelike Ultimate Attainment in Two Languages

Robert De Keyser Kenneth Hyltenstam 2:00 PM – 3:05 PM Monday Salons E & F Introduction by Stockholm University March 24 Preceded by the presentation of the Matthew Poehner Graduate Student Awards by

Between the Local and the Global: Foreign Languages in the Crossfire Claire Kramsch

Tuesday 11:30 AM -‐ 12:35 PM Joan Kelly Hall University of California, March 25 Salons E & F Introduction by Berkeley

PLENARY SESSIONS

Marianne Gullberg

Lund University

Marianne Gullberg is Professor of Linguistics and Director of the Humanities Lab at Lund University, Sweden. She studies adult second language acquisition and bilingualism, ranging from the earliest stages of acquisition to fully functional bilingualism, including code-‐switching. She is interested in our capacity for language learning and use, in how languages develop, co-‐exist, and interact, and in the multimodal expression of language, including the production and comprehension of gestures. Gullberg led a research group on multilingual and multimodal language processing at the Max Planck Institute for Psycholinguistics in the Netherlands, applying a range of behavioral and Gestures neurocognitive and SLA IRAL methods. The In cognitive 2003, she neuroscience co-‐founded of SLA the Nijmegen Gesture Center, the first center of its Gestures kind in in language the world. development Gullberg has published widely and is the (co-‐)editor of a series volumes, including Encyclopedia of ( , Applied 2006), Linguistics (2006 with P. Indefrey), and Language Learning; (2010 with Language, K. Interaction, de Bot). Acquisition She was Area editor of the volume on SLA in the Gesture (2012 with J. Williams) and now is an Associate Editor of the journal Editor of , and Information Editor of . She served on the executive committee of the European Second Language Bimodal Association Language (EuroSLA) A cquisition in 1999-‐2011, and Bilingualism: and The was G estural Vice-‐president Challenge of EuroSLA in 2003-‐2007.

Saturday, March 22, 2014 2:00 PM -‐ 3:05 PM Salons E & F

We all gesture when we speak and we coordinate speech and gestures in sophisticated, culture-‐ and language-‐specific ways. Although communication and linguistic behavior is bi-‐modal, studies of language acquisition and bilingualism generally ignore gestures, or see them merely as compensatory devices of little theoretical interest. Yet, gestures offer a new way of looking at online language use. In this talk I will argue that we have much to gain from taking the gestural challenge seriously. I will focus on one specific domain, namely linguistic event representation (what information is selected for expression and how it is expressed) at the intersection between conceptual, semantic and morphosyntactic concerns. I will start by demonstrating that there are adult monolingual language-‐ specific gestural repertoires reflecting language-‐specific event representations. I will then go on to show that gesture analysis can shed important light on theoretical issues concerning children's and adults' development of such language-‐specific representations, and on crosslinguistic influence in adult second language use and in functional bilingualism. I then discuss what gestures can and cannot tell us about language use in real-‐time. I will highlight some of the methodological and theoretical challenges of looking at acquisition and bilingualism bi-‐modally and outline why I nevertheless think it is important to do so.

PLENARY SESSIONS

John McWhorter

Columbia University

John McWhorter is Associate Professor of English and Comparative Literature at The Columbia New University, Republic teaching The linguistics, New York Western Daily News Civilization (in the Core Curriculum The program) Root.com City and Journal American Studies. He is also Contributing Editor for , columnist for and Contributing Editor at , and . He earned his Ph.D. in Linguistics from Stanford University in 1993 and became Associate Professor of Linguistics at UC Berkeley after teaching at Cornell y. Universit He was Senior Fellow at the Manhattan Institute from 2002 until 2010. The Power of Babel: A Natural History of Language Doing Our Own Thing: The Degradation of Language and Music in America and Why His We Should, academic Like, specialty Care Our Magnificent is language Bastard change Tongue: and Untold language Stories contact. He is the author of in the History of English ; The Word on the Street The Missing Spanish and Creoles: Recovering the Birth of Plantation Contact Languages Language Interrupted: . He has Signs also of written Non-‐Native a book Acquisition on dialects in Standard and Black English, Language Grammars . His academic linguistics Defining Creole books include Linguistic Simplicity and Complexity: Why Do Languages ; Undress? , and two article anthologies, and, released in 2011, Losing the Race Authentically Black Winning the Race: Beyond the Crisis in Black America All About the Beat: Why Hip Hop Can’t Save Black Beyond America his work in linguistics, he is the author of The New , York an Times The anthology New of Yorker New race writings York Magazine Time , The New Republic The Washington Post Forbes Ebony, and Vibe The New York Daily News The Chronicle of Higher . Education He has The written Wall Street on Journal race The and National cultural issues for Review The Los , Angeles Times The , American Enterprise, Books , & Culture City , Journal , Meet , the , , Press The Colbert Report Dateline , NBC Politically Incorrect Talk , of the Nation Today Good , Morning America , The Jim Lehrer , Newshour C-‐SPAN BookNotes , In Depth The , Charlie and Rose Show . He Bill has Moyers appeared on Journal Parker/Spitzer, Fresh , Air , , All Things , Considered, , News and Notes , , Up With Chris , the Bloggingheads.TV, and , has done occasional commentaries for , appeared weekly on NPR’s , has appeared regularly of late on MSNBC’s A B roken , and P iano appears M aking regularly P retty on M usic is S. till B roken: Convincing the P ublic T hat N onstandard S peech I sn’t Substandard

Sunday, March 23, 2014 11:30 AM -‐ 12:35 PM Salons E & F

Linguists and other educators are accustomed to teaching students and the public that nonstandard speech is legitimate because people speak in different ways in different contexts, or because language has always changed, or because nonstandard speech has rules. However, we also regularly bemoan that the public never seems to get the message. This is partly because the public's sense of standard language as "proper" is so deeply and subjectively ingrained that they are reasonably suspicious at mere proclamations that nonstandard speech is alternate rather than degraded. The public is also reasonable in supposing that much linguistic change is decay, and in supposing that nonstandard rules are actually ingrained mistakes. In this talk I will present some alternate arguments about nonstandard speech that are more effective in changing minds. Examples will include showing how nonstandard varieties are in some ways more complex than standard ones, avoiding presenting nonstandard speech as a list of relaxations of standard speech's rules, and outlining how the idea of nonstandard speech as illegitimate is simply illogical in terms of how speech varieties all develop according to similar processes. 18

PLENARY SESSIONS

William Germano

Cooper Union

William Germano is Professor of English literature and Dean of the Faculty of Humanities and Social Sciences at The Cooper Union for the Advancement of Science and Art. He earned his B.A. in English at Columbia and his Ph.D. in English at Indiana University. For almost twenty years he served as Vice President and Publishing Director at Routledge, and before that as Editor-‐in-‐ chief at Columbia University Press. Getting It Published From Dissertation to Book He is nd the author of two books on writing – The (Chicago, nd Tales of Hoffmann2008, 2 edition) and (Chicago, 2013, 2 edition) Chronicle of Higher and Education’s a Lingua study Franca of the Powell and Pressburger 1951 film classic (British Film Cambridge Institute/Palgrave, World Shakespeare 2013). He Encyclopedia writes regularly for the Critical Credos blog as well as for both scholarly and general interest publications. He is most recently a contributor to the , the collection (Columbia UP, 2012, edited by Jeffrey Williams and Heather Steffen), and a forthcoming volume from Fordham UP on the ethics eter of reading, edited by P Brooks.

A committed teacher of professional writing and advocate for faculty development, he has given lectures and writing seminars across North America as well in Europe, New Zealand, and Abu Dhabi. He is completing two new books, one on opera and one on revising academic prose. One of these books is proving harder to write than the other.

Does Writing Still Matter?

Sunday, March 23, 2014 2:00 PM -‐ 3:05 PM Salons E & F

Consider Homer’s Penelope, who weaves a shroud for her father-‐in-‐law, undoing her work at night to put off completion of her task. Like Penelope’s shroud, an academic’s writing is a made thing, woven and unwoven, though we use words instead of thread. But an academic’s larger world is constantly being made and unmade, too. The changes are many, and take place on many scales and against clocks: the staggered progress of social improvement, the insistence of technological acceleration, the convulsions of higher education, the constant evolution of academic language as both form and practice. What room is left for writing? Is writing just another name for culture’s shroud? And if not, what can we use writing for?

PLENARY SESSIONS

Alison Wray

Cardiff University

Alison Wray is a Research Professor in the Centre Communication for Language and Research at Cardiff University, UK. She is currently Director of Research for the Cardiff School of English, Communication and Philosophy. Her research Formulaic over the Language past and two decades has focused on the Lexicon ‘formulaic language’, that is, strings of words that appear to have a privileged status as holistic units, whether on the basis of their form, meaning, function or mode of processing. Her book (CUP, 2002) draws together evidence from first and second language acquisition, adult native language, and aphasia, to propose explanations for why we have and keep formulaic Formulaic Language: language in our lexicon, how we learn it, Pushing and why the it is Boundaries resilient in language disorders. The book was awarded the annual book prize of the British Association for Applied Linguistics and will soon appear in Chinese translation. Her book (OUP, 2008) develops the 2002 model of processing further by reviewing new empirical evidence, and asking what happens when ty formulaici is pushed to extremes Projects in in Linguistics communication. and Alison’s recent Language work has Studies increasingly focused on the formulaic Critical language Reading used and Writing by people for with Postgraduates Alzheimer’s disease and how it affects care-‐takers’ own linguistic rd behavior. Alison is co-‐author of two textbooks, nd (Hodder/Routledge, 3 edition, 2012) and (Sage, 2 edition,Applying 2011). L inguistics in Alzheimer’s Communication R esearch

Monday, March 24, 2014 11:30 AM -‐ 12:35 PM Salons E & F

In this talk, I will explore the complex manner in which language defines and impacts on communication with and by people with Alzheimer’s Disease (AD), including the roles played by formulaic language in shaping, enabling and limiting AD communication. I will consider how we as linguists can apply our knowledge of language as a formal, functional, social and psychological system, to contribute new insights into, and possible solutions for, current practical problems in AD care.

Alzheimer’s Disease affects language in many different ways. Directly, language processing is undermined by damage to the language areas of the brain. Indirectly, language is compromised by short term memory loss, distortions in perception, and disturbed semantic representation. Meanwhile, linguistic behavior may change as a result of loss of confidence, depression, altered power relationships, the social construction of AD as an illness, and the discourse ts contex in which people with AD find themselves, such as how -‐ care takers speak to them. People with AD will apply their remaining linguistic and communicative resources to rescue the situation, developing strategies for avoiding, compensating for, and covering up their problems. Some of these strategies may involve subversive responses that are easily misconstrued as absence of ability. In addition, language is used by others to describe symptoms, give instructions for tests, and express feelings opinions about the condition and how it affects people. The general population uses language to capture and share its beliefs, assumptions and fears about AD, and language thereby influences social representations of AD. These representations in turn influence linguistic behavior towards, and by, people with AD.

All of this makes AD an obvious focus of — interest for linguists yet a striking amount of what is published about AD language is written -‐ by non linguists. Without a more reliable holistic picture informed by linguistic and applied linguistic theory and methods, approaches to diagnosis and care risk being constrained, and may result

in a less than satisfactory experience for those whose daily life involves the direct or indirect experience of AD.

PLENARY SESSIONS

Kenneth Hyltenstam

Stockholm University

Kenneth Hyltenstam (Ph.D. in General Linguistics, Lund University, Sweden, 1978) is Professor of Bilingualism and Director of the Centre for Research on Bilingualism at Stockholm University, Sweden. He has published extensively in the area of second language acquisition (age and ultimate L2 attainment, markedness, developmental sequences and variability). His research also covers several other topics within the area of bilingualism, such as bilingualism and dementia, language policy, language maintenance and shift with respect to minority languages in Sweden and Norway, language and education issues in the Nordic context as well as in developing countries (Bolivia, Mozambique). Age and A ptitude and Nativelike U ltimate Attainment in T wo L anguages

Monday, March 24, 2014 2:00 PM -‐ 3:05 PM Salons E & F

Among the key issues in the field of SLA are to what extent the ultimate attainment in a second language (L2) differs from that of native speakers, and why the rate of nativelike ultimate attainment differs between child and adult learners. In attrition or heritage language research, similar foundational questions concern the age effects on L1 development and preservation in a reduced contact context. A related issue is the role of language aptitude for the attainment of high-‐level proficiency in each language in bilingual speakers. The purpose of this talk is to address these questions on the basis of the findings of a more than 10-‐year long project conducted at the Centre for Research on Bilingualism, Stockholm University, and discuss their implications for our understanding of age related/maturational, bilingualism related/cross-‐linguistic, and aptitude related determinants of language acquisition, and their complex interrelations. These issues were investigated with an innovative and comprehensive research design comprising a strict selection of bilingual participants and native controls; parallel data from the participants’ two languages; a large battery of elicitation techniques with demanding language tasks (covering aspects of phonology, grammar and lexical idiomaticity in both production and perception) and an aptitude component. The findings privilege an interpretation of the lack of nativelikeness in L2 ultimate attainment in terms of maturational constraints rather than as the effect of cross-‐linguistic (bilingualism) factors. They also contradict current impediment accounts, according to which processing and representation of one language consumes capacity from the other language. Further, they suggest a role for aptitude as a contributing factor behind nativelike proficiency, strongly so for adult L2 learners, but also in L2 acquisition and L1 preservation among bilingually developing children. I will conclude the plenary by attempting to draw out some implications of these findings for further research directions, specifically with respect to the notion of nativelikeness, brain plasticity, and the nature of language aptitude, and importantly, with regard to how this research might inform the choice and/or development of enhanced methodologies for cognitive SLA research.

PLENARY SESSIONS

Claire Kramsch

University of California at Berkeley

Claire Kramsch is Professor of German and Affiliate Professor of Education at UC Berkeley, and the former Director of the Berkeley Language Center, which she founded in 1994. She teaches second language acquisition and applied Applied linguistics and directs PhLinguistics.D. dissertations in the German Department and in the Graduate School of Education. She is the past president of AAAL and the past editor of the international journal . Over the last thirty years, she has been active in foreign language teacher development and has written extensively on language, discourse, and culture in applied linguistics. In 1998, Prof. Kramsch received the Goethe Medal from the Goethe Institute in Weimar for her contributions -‐ to cross cultural understanding between the United States and Europe. In 2002, she received the Distinguished Service Award from the American Discourse Modern Language Analysis Association as well the Faculty and Second Distinguished Language Teaching Teaching Language Award from and UC Culture Berkeley. ), Context She and is Culture AAAL the 2007 recipient of Distinguished in Language Teaching Scholarship The and Multilingual Service Award. Subject Professor Kramsch is the author of several books including Redrawing (1981), the Boundaries (1998 of Language Study Language (1993) Acquisition and and Language Socialization. (2009). These Ecological last Perspectives two publications received the Mildenberger Prize from the MLA. She is the editor of (Heinle, 1995) and (Continuum, 2002). Between the L ocal and G the lobal: Foreign Languages in C the rossfire

Tuesday, March 25, 2014 11:30 AM -‐ 12:35 PM Salons E & F

The teaching and learning of foreign/second languages today is caught between the need to acquire ‘usable skills’ in predictable cultural contexts and the fundamental unpredictability of global contexts. It has become difficult to reconcile the local and the global, the traditionally monolingual mandate of foreign language education (e.g., “study French in order to get d to know the French”) an the multilingual realities of our age (e.g., “study French in order to be able to speak with Canadians or Africans, to code-‐switch between French, English, Swahili or Arabic”). Moreover, much of the little c culture of ed everyday life has been infiltrat by a global culture of consumerism that is no longer specific to any particular country. In short, foreign language study is torn between its national premise and its transnational/global entailments. On the one hand, mindful of their mission to he teach t national language, literature and culture of a given national speech community, teachers strive to impart a mastery of the standard language that will enable learners to become educated users of the language, to communicate with native ead speakers and to r the literature written by and for native speakers. On the other hand, as global communications have become more and multimodal multilingual and potential interlocutors are not necessarily monolingual native nationals but other multilingual non-‐native speakers, foreign language learners have to learn, as the 2007 MLA Report advocates, how to “operate between languages” (p.35), i.e., how to develop a linguistic and cultural competence across multilingual contexts. How can FL teachers take into account the changing contexts of language use for which they are preparing their students, without losing the historical and cultural awareness that comes from studying one national language, literature and culture? Exploring these ctive challenges from the perspe of applied linguistics can shed light both on the relation of language and culture on second language acquisition in institutional settings.

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2014AAALProg_Cambridge_P1of3bleed.indd 1 1/21/14 3:34 PM Annual Review of Applied Linguistics

02671905_33_ARAL 11/19/13 4:32 PM Page 1 Editor-in-Chief: Charlene Polio (From 1999 onwards), Michigan State University ANNUAL REVIEW OF APPLIED LINGUISTICS An Official Journal of the American Association for Applied Linguistics (ISSN 0267-1905) Alison Mackey (Incoming), GeorgetownCharlene Polio, University Editor Now in its thirty-first year, the Annual Review of Applied Linguistics continues to survey research in the field of applied linguistics and to comment on current trends and new directions. Each issue is thematic, covering topics from language policy to multilingualism to linguistic minorities and their verbal repertoires by means of critical summaries, overviews, and bibliographic citations with annotation. Every fourth issue surveys applied linguistics broadly, offering timely essays on pedagogy, computer- assisted instruction, second-language acquisition, language use in specific contexts, and language assessment, to name a few of the important areas reviewed. Providing, on the average, 500 new citations Volume 33 2013 each year, the Annual Review of Applied Linguistics (ARAL) is an invaluable source for all applied linguists, Cambridge is proud to publish thelanguage Annual teachers, and students of linguistics. Review of The current issue, VOLUME 33, is entitled Topics in Multilingualism Topics in Multilingualism Valuable past volumes: Applied Linguistics (ARAL), official journalVOLUME 1 A broad survey of theof entire fieldAAAL. of applied linguistics VOLUME 2 Language and language-in-education policy VOLUME 3 Written discourse VOLUME 4 Literacy VOLUME 5 A broad survey of the entire field of applied linguistics VOLUME 6 International bilingual communities VOLUME 7 Language and the professions Topics in Multilingualism VOLUME 8 Communicative language VOLUME 9 Second language acquisition research VOLUME 10 A broad survey of the entire field of applied linguistics From 2014, AAAL regular and studentVOLUME 11 Discourse members analysis can access VOLUME 12 Literacy VOLUME 13 Issues in second language teaching and learning VOLUME 14 Language policy and planning online all ARAL content from 1999 VOLUMEto 15date. A broad survey of the entire field of applied linguistics VOLUME 16 Technology and language VOLUME 17 Multilingualism VOLUME 18 Foundations of second language teaching VOLUME 19 A survey of applied linguistics VOLUME 20 Applied linguistics as an emerging discipline VOLUME 21 Language and psychology VOLUME 22 Discourse and dialogue VOLUME 23 Language contact and change

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AAAL delegates can receive a 20% discount off selected Language and Linguistics books and journals from Cambridge. Visit the Cambridge booth for further information. VISIT OUR BOOTH Barkhuizen Narrative Research in Applied Linguistics Nation Learning Vocabulary in Another Language CAMBRIDGE APPLIED LINGUISTICS CAMBRIDGE APPLIED LINGUISTICS AND SAVE 20% Narrative Research in Applied Learning Vocabulary Y K Linguistics Narrativein Another LanguageResearch in Learning Vocabulary Second Edition This edited collection provides an overview of narrative research approaches and demonstrates how these work in practice; from well-established and well-known Applied Linguistics in Another Language Learning Vocabulary in Another Language Second Edition thematic analysis (particularly of ‘big stories’), to the is an updated version of this key reference work in more recent sociolinguistic discourse analysis of ‘small the area of second and foreign language vocabulary stories’, and the innovative analysis and presentation studies. The book provides a detailed survey of research of visual and performance data such as drawings and Edited by Gary Barkhuizen I. S. P. Nation and theory on the teaching and learning of vocabulary drama. This overview includes not just an illustration with the aim of providing pedagogical suggestions for of narrative research, but the methodological processes both teachers and learners. It contains descriptions of which underpin it, relating these to relevant narrative numerous vocabulary learning strategies which are theory. The book, therefore, is both a how-to-do justi ed and supported by reference to experimental narrative research text and a presentation of narrative research, case studies and teaching experience. It also studies, providing case study examples and ideas for describes what vocabulary learners need to know to Second Edition further research. be effective language users. Learning Vocabulary in Second Edition Another Language Second Edition shows that by taking a • Demonstrates how narrative research works in systematic approach to vocabulary learning, teachers can practice, from well established thematic analyses to make the best use of class time and help learners get the more recent presentations in drama

best return for their learning effort. • Illustrates varying types of narrative research approaches and methodologies, providing a clear • Takes into account the huge amount of research how-to-do narrative research text into vocabulary learning which has appeared since • Contains contributions from a wide range of authors the rst edition was published • Provides teachers with practical ideas to help Gary Barkhuizen is Associate Professor in the Department New titles from learners get the most from their learning of Applied Language Studies and Linguistics at the • Learning strategies are corroborated by University of Auckland. experimental research, case studies and teaching experience www.cambridge.org/elt/cal

I. S. P. Nation is Emeritus Professor in Applied Linguistics at the School of Linguistics and Applied Language Studies (LALS) at Victoria University of Wellington, New Zealand.

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Other titles of interest Other titles of interest

CAMBRIDGE C M Y K Another Language. in Vocabulary 9781107623026 Learning

978 1 107 61864 0 Narrative Research in Applied Linguistics Barkhuizen C M Research in 978 1 107 61864 0 Narrative CAMBRIDGE APPLIED LINGUISTICS CAMBRIDGE APPLIED LINGUISTICS Series Editors: Carol A. Chapelle and Susan Hunston Series Editors: Carol A. Chapelle and Susan Hunston ISBN 978 1 107 67152 2 ISBN 978 1 107 40203 4 ISBN 978 0 521 62741 2 ISBN 978 0 521 70327 7

Cover design: The Design House Cover design: The Design House

Cambridge Applied Linguistics Cambridge Language Teaching Library Narrative Research in Approaches and Methods in Applied Linguistics Language Teaching, Edited by Gary Barkhuizen Third Edition 9781107618640 By Jack Richards 9781107675964 Learning Vocabulary in Another Language, Motivating Learners, Second Edition Motivating Teachers By I.S.P Nation By Zoltan Dornyei and 9781107623026 Magdalena Kubanyiova 9781107606647

Forthcoming Key Issues in Language Teaching by Jack Richards Table of Contents and sample chapters are available online. Visit our website for more information. www.cambridge.org/esl INVITED COLLOQUIA

INVITED COLLOQUIA

DAY TIME and PLACE TITLE ORGANIZERS Michael Bamberg Current Trends and New Directions in Narrative Analysis Clark University Saturday 8:00 AM – 11:00 AM Anna De Fina

March 22 Salon E Georgetown University Kate Menken

Negotiating the Complexities of City University of New -‐ York Multilingual Assessment Queens College & Graduate Saturday 3:35 PM – 6:35 PM Center March 22 Salon E Elana Shohamy

Tel Aviv University Implications of Globalization for Terrence G. Wiley New Directions in Language Teaching: What Role for Applied Center for Applied Linguistics Linguistics? Sunday 8:00 AM – 11:00 AM Arizona Meg State Malone University March 23 Salon E Wilga Rivers Pedagogy Colloquium

Center for Applied Linguistics Heidi Byrnes Publishing in Applied Linguistics: A Forum on Innovation and Emily Farrell Sunday 3:35 PM – 6:35 PM Challenges in a Changing World Georgetown University March 23 Salon E

De Gruyter Mouton Monica Heller Why Materiality Matters: Language and Social Inequality in the New Sari Pietikäinen Monday 8:00 AM – 11:00 AM Economy University of Toronto March 24 Salon E

University of Jyväskylä Kees De Bot

From Universality to Variability in Second Language Development Diane Larsen-‐Freeman Monday 3:35 PM – 6:35 PM University of Groningen March 24 Salon E University of Michigan

Current Trends and New Directions in Narrative Analysis

Organizer Organizer : Michael Bamberg, Clark University Saturday, March 22 : Anna De 8:00 Fina, AM – 11:00 Georgetown AM University Salon E

The last 20 years have seen a paradigmatic shift in narrative inquiry from a focus on the study of narrative structure towards a focus storytelling on as practice. Panel participants will explore the theoretical and methodological questions that build on the primacy of practice versus structure and discuss emerging areas of investigation.New Perspectives on Counter Narratives: an The Wikipedi Article for the Murder of Meredith Kercher Ruth Page,

University of Leicester Murder of Meredith Kercher, This paper analyses the tellership strategies (Ochs & Capps, 2001) used to position counter and dominant narratives (Bamberg & Andrews, 2004) in the Wikipedia article for the arguing that recognized narrative resources (such as reported speech) are given new values through the Wikipedian policy of Linguistic Verifiability. and Discursive Practices of Ascribing Moral Agency in Narratives: Examples from Stories about Parental Violence Arnulf Deppermann, Institut für Deutsche Sprache Drawing on oral narratives about parental violence, the paper studies linguistic and discursive practices used to ascribe moral agency in personal narratives. Tellers use practices beyond the assignment of thematic roles. They establish coherence relations and interpretive framings of events reported to convey ascription of guilt and responsibility.

The African Storybook roject: P A Window on Narrative Practices and Digital Identities Bonny Norton

, University of British Columbia Drawing on research with the recently launched African Storybook Project (ASP), the presenter argues that distinctions between narrative events and narrative practices are analytically and pedagogically useful in narrative research. Research on digital storytelling in the ASP is providing new understandings of the ‘Shared, relationship Followed between and narrative Trending’: practices Small and Stories digital identities. Research as a Paradigm for Social Media Communication Alexandra Georgakopoulou,

King’s College London In this paper, I show how the framework of small stories research, originally developed for narrative activities in conversations, can be extended to the study of new/social media practices that engender the wide distribution Narratives of personal across and news Speech stories Events in Web 2.0 environments. Stanton Wortham, Catherine Rhodes

University of Pennsylvania and , University of Pennsylvania Many approaches to narrative privilege the speech event, but the appropriate unit for many social processes extends beyond speech events. We must build on established understandings speech but also explore how establishes linkages across events. This paper applies such an account to narrative discourse, studying chains of linked narratives.

Negotiating the Complexities of Multilingual Assessment

Organizer: Organizer Discussant:Kate Menken, Queens College & Graduate Center, CUNY : Elana Shohamy, Tel Aviv University Saturday, March Tim 22 McNamara, 3:35 PM – 6:35 University PM of Melbourne Salon E

This colloquium brings together an international panel who of scholars investigate translanguaging testing in and assessment practices. Presenters share empirical research from the US, the Basque Country, Israel, and South Africa that s document translanguaging approaches in assessment, the challenges that arise, and how these challenges Translanguaging are -‐Based negotiated. Approaches Together, the to panelists Linguistic set Variation an agenda in for the new Assessment directions of in language assessment. Linguistically Diverse Populations Guillermo Solano-‐Flores

, University of Colorado, Boulder This presentation will discuss how translanguaging-‐based approaches contribute to valid assessment for linguistically diverse populations. Research findings will be presented to illustrate linguistic variation and score variation from a probabilistic perspective in two contexts: national assessment programs and the testing of Approaches students attending to Multilingual bilingual education Assessment programs. in Education in the Basque Country Durk Gorter

, University of the Basque Country UPV/EHU – IKERBASQUE This paper discusses outcomes of multilingual assessment in Basque schools. It examines the problems of parallel monolingual approach that assesses each of the languages separately. Based on the “Focus Multilingualism” framework, the paper analyzes empirical data, which assess different languages in alternative A ways. Study on the Use of Translanguaging to Assess the Content Knowledge of Emergent Bilingual Students Alexis A. Lopez, Danielle Guzman-‐Orth, & Sultan Turkan,

Educational Testing Service Our research explores the use of flexible bilingual assessments to assess emergent bilingual students’ knowledge and skills in mathematics. In this presentation, we report on how translanguaging makes assessment tasks more accessible, ch whi translanguaging tools are more effective in supporting these students, and how Multilingual students and Assessment: teachers perceive From the Bilinguality use of to translanguaging Multilinguality in South Africa to assess mathematics content knowledge. Kathleen Heugh,

University of South Australia This paper focuses on an attempt to develop linguistically equitable systemic assessment for Xhosa-‐, Afrikaans-‐ and English-‐speaking students. Mathematics instruments with trilingual items o were designed t ensure linguistic access for marginalised students. Unexpectedly, students from each linguistic community exercised A their Water translanguaging -‐ Cycle Based Approach expertise to and Bilingual achieved Assessment more in the Era highly of the on translated items. Common Core Nelson Flores Jamie L. Schissel

, University of Pennsylvania and , University of North Carolina at Greensboro The Common Core State Standards (CCSS) propose to create global citizens. Yet, ironically they remain silent on issues related to bi/multilingualism. We introduce the water cycle as a metaphor for assessment design treating translanguaging as a norm, der in or to explore how the CCSS can address the linguistic demands of global citizenship.

Implications of Globalization for New Directions in Language Teaching: What Role for Applied Linguistics? Wilga Rivers Pedagogy Colloquium

Organizer: Organizer: Terrence Discussant: G. Wiley, Center for Applied Linguistics and Arizona State University Meg Malone, Center for Applied Linguistics Sunday, March Suresh 23 Canagarajah, 8:00 AM – 11:00 Pennsylvania AM State Salon University E

This colloquium addresses the challenges of teaching and educating future generations of language learners in rapidly changing global environments. While noting trends in a variety of instructional contexts, presenters critically consider the question of how applied linguistics can be more responsive in meeting the needs Contesting of language L teachers egitimacy and and A uthenticity: learners. The Teaching and L earning of Chinese E in the ra of G lobalization Li Wei, Zhu Hua,

Birkbeck College, University of and London, Birkbeck College, University of London This presentation critically examines the issue of authenticity in the teaching and learning of Chinese in Confucius Institutes and Classrooms in the UK, with particular attention to language ideologies and who can legitimately claim to represent the Chinese language and culture, and the effects of institutional and local policies on Optimizing pedagogy. Language Learning in Study Abroad: Recent Research, Current Findings, and New Directions Meg Malone

, Center for Applied Linguistics This paper reviews research on language learning in study abroad contexts and describes a study investigating a programmatic intervention with host families designed to increase conversational exchange with hosted studen ts. Current findings are discussed in terms of implications for study abroad and the preparation of Teaching students for English global as learning. an International Language: What It Is and How Applied Linguistics Research Can Help Aya Matsuda,

Arizona State University This presentation will suggest an approach to English language teaching that would better prepare English learners for today’s global use of English, which is much more diverse than the traditional approach takes into account, and it will also discuss how applied linguistics research can inform such approach and pedagogical practices.Mobility or Reproduction? Language Education, Social Class, and the National English Program in Public Primary Schools in Mexico Peter Sayer,

University of Texas, San Antonio As global English expands, developing countries feel the pressure that, to remain globally competitive, their education systems must produce more people with more English. Many countries are integrating English into the public primary curriculum. The author considers how the program in Mexico addresses issues of access, Contributions equity, and social of Applied class. Linguistics in the Development of Cambodia’s Bilingual Education Policies and Programs: Successes and Compromises Wayne E. Wright,

University of Texas, San Antonio This paper examines the work of applied linguists and others in the development of orthographies, educational materials, bilingual programs, bilingual teacher training, and bilingual education policy for indigenous ethnic minorities in Cambodia, and the compromises be that had to made for these initiatives to be politically acceptable to government officials.

Publishing in A pplied L inguistics: F A orum on I nnovation and C hallenges in C a hanging W orld

Organizer Organizer: Discussant:: Heidi Byrnes, Georgetown University Emily Farrell, De Gruyter Mouton Sunday, March 23 William 3:35 Germano, PM – 6:35 PM Cooper Union Salon E

Recent developments in technology are increasingly affecting existing traditions and models regarding the creation of research and its dissemination. Frequently referred to with the term Open Access (OA), that is, the unfettered access to scholarship, the changes in fact affect the full spectrum of scholarly activity: the funding of research, the economic models underlying ownership, production, and dissemination, its forms and speed of accessibility, the legal and logistical ramifications of these changes, the role universities as homes of scholars and repositories and access points for scholarship, the role of professional societies, and, last but certainly not least, publishers This transition to a new model of scholarly production and communication is well on its way and is beginning to affect various aspects of scholarly publishing. With ongoing modifications and gradations, the trend seems to be to move away from a system where scholars, for the most part, published the fruits of their research in journals without payment. They utio did so under conditions where distrib n and dissemination were tied to the market through a subscription model for professional journals ers and where their own faculty care were aligned with those realities. What the new scholarly and economic model will look like and how it might affect faculty life and the trajectory of faculty careers remains to be seenThe forum will explore these trends and challenges in academic publishing. It will bring together experts in the consequences of the digital revolution for publishing, versities, academic publishers, uni academic societies, online and print journal editors, OA and legal experts, and librarians – all of whom are engaged in making diverse adjustments to the digital age. Particular emphasis will be placed on implications for research, researchers, and academic careers in the field of applied linguistics. The forum is intended to provide the beginning of a productive and ongoing discussion between out applied linguists and publishers ab the Linguistate stics and and future S cholarly of Publishing: scholarly The knowledge E LSA xperience distribution. Alyson Reed,

Linguistic Society of America Ms. Reed will address the implications of recent decisions made by the Linguistic Society of America (LSA) regarding OA publication of its scholarly journals, and the potential impact of those decisions on the future of aken linguistics publishing activities undert by academic Language faculty. Learning and Technology: Status of F the irst O pen A ccess O nline CALL J ournal Dorothy Chun, LLT University of California, Santa Barbara began publication in 1997 and finds itself at a crossroads. To date it has been supported ource solely by two National Language Res Centers, but -‐ 4 year renewal cycles are a source rticularly of insecurity, pa in the long term. We are currently grappling with the The ramifications F uture of A of cademic being P ublishing: “taken over” Evolving M odels, by a S upporting publisher S cholarship on readership, journal quality and impact factor. Tommi Grover, Emily Farrell,

Multilingual Matters and De Gruyter Mouton The aim of this presentation is to discuss openly the central issues and opportunities s, that currently face academic publisher specifically as they relate to Applied Linguistics. We will address the effect of Open Access, changing attitudes to print, new digital publications, as Academic well as L ibraries continuing and D traditional igital Innovation models. Michael Boock

, Oregon State University This paper describes academic library services in support of the broadest possible — dissemination of research a value shared by authors, libraries, the academy and the public—including the development of new Open Access publishing models; institutional JSTOR: repositories; Recent M article odels level for P reservation metrics; and D and issemination the promotion and implementation of federal, state and university Open Access policies. Anne Ray

, JSTOR Framed in the context of 15 years at the interstices of publishers, scholars, and libraries, this presentation will describe several of JSTOR’s recent initiatives to reach audiences beyond the expected sphere of readers of scholarly content. It will describe how scholars, especially linguists, are utilizing the JSTOR corpus in new ways through these initiatives, and how the changing environment and the need for Positioning preservation Print have Journals motivated in D a igital the World: shape Challenges of these initiatives. O and pportunities Heidi Byrnes Rod Ellis

, Georgetown University and , University of Auckland Print journals have long served as indispensable fora for the dissemination of research and scholarship in applied linguistics and as primary evidence for faculty status and advancement. What challenges and opportunities does the digital environment, including Open Access, present to fulfilling these roles?

Why Materiality Matters: Language and Social Inequality in the New Economy

Organizer Organizer : Monica Heller, University of Toronto Monday, March 24 : Sari Pietikäinen, 8:00 AM University – 11:00 AM of Jyväskylä Salon E

Applied linguistics has long taken language to be an abstract, autonomous system. This view has been challenged by the idea that language is a form of e. social practic In addition, a critical turn in the field has placed the question of power in the centre enquiry, asking how access to linguistic resources and to knowledge about how to put them into practice gets bound up in the construction of social difference and social inequality.

This colloquium addresses both, arguing that we must engage with material dimensions of language as resource and practice. The materiality of sound, writing, or bodies, for instance, links to indexing social positions and values and their historical conditions. Equally, symbolic markets have material dimensions themselves. The materiality of language constrains what can be put into communicative practice, as well as what can be inserted into chains of exchange on linguistic markets. Understanding the value and significance of linguistic practices, and how they are connected to uneven distribution of resources, legitimacy and value, requires attention to materiality in both these ways.

Such a “materiality perspective” is ly particular relevant in contemporary conditions of late capitalism, which heighten and intensify the role of symbolic (including linguistic) resources in global economic networks. It allows us stic to explore how mobility of lingui resources (and their users) across time and space figures into the making of social difference and inequality. It influences how we conceptualize linguistic form and practice (as trajectories, rhizomes, centre-‐periphery relations) and where we look for evidence of inequality (in The boundary Red work, Thread: moments Explaining of conversion Linguistic and Theory uneven in circulation the Context and distribution of of resources). Economic Relations and History Bonnie McElhinny Edit Title , University of Toronto This paper reviews various approaches to thinking about the relationship of language and lliams, economic relations (Marx, Engels, Wi Gal, Irvine, Eagleton), to elucidate the significance of Hymes -‐ and Fought's re writing of Engels' views on history nomic and eco relations in their Tense attempt Dialogic to explain Struggle how on and the why Boundaries: linguistic theories change. Using and Learning a Second Language at Work Minna Suni, Edit Summary University of Jyväskylä The materiality embodiment and of L2 (Finnish) learning and use at multicultural workplaces are analyzed in a dialogical framework. Ethnographic interviews with immigrants suggest that the ‘struggle’ for words, meanings tin, and group boundaries (Bakh Voloshinov) manifests itself in such embodied forms as strong emotions, pain or experienced lack of legitimacy. The "Parole-‐d'oeuvre": Language, Materiality and Inequality in the New Factories Alexandre Duchêne,

University of Fribourg What are the possible consequences of the centrality of language as the primary materiality of work in the new economy? I will argue that the term "parole-‐d'oeuvre" (speech work) allows for a critical examination of the ways in which language and speakers are appropriated and exploited by the new economy. “You N eed to K now H ow to T alk to P eople”: Linguistic and Material Labor in the New Economy Jillian Cavanaugh,

City University of New York This paper focuses on the linguistic and material practices of northern Italian illuminate heritage food producers to how diversely positioned actors strive for and differentially achieve financial success during acute political and economic crisis. Language and materiality are intertwined in these efforts, and equally important to their success. Materiality of Contested Boundaries: Rhizomatic Discourses on Language and Identity in the New Markets of Indigeneity Sari Pietikäinen,

University of Jyväskylä This paper discusses materiality of contested linguistic and ethnic boundaries ous in the context of indigen Sámi community and illustrates how the dynamics of inclusion and exclusion are rhizomatically connected to the s new inequalities and opportunitie emerging in the movements between centres and peripheries, alternative categories, and restructurings. Materiality, Mobility and the Invention of a Nation Monica Heller,

University of Toronto Examining the material dimensions of ethnolinguistic categorization in Canada allows for an etween explanation of the relationship b our ideas about it and may what may or not be empirically new, in particular why received ideas about fixed communities and languages are now challenged.

From Universality to Variability in Second Language Development

Organizer: Organizer: Kees De Bot, University of Groningen Monday, March Diane 24 Larsen-‐3:35 Freeman, PM – 6:35 University PM of Salon Michigan E

A key finding in the modern day study of second language development was the discovery of common acquisition orders and sequences of development among learners of second languages. Variability in second language development has also been found, attributable to individual, social, and contextual factors. These findings will be discussed from various perspectives. L2 Acquisition and the Study of Change in Complex Systems Paul Van Geert

, University of Groningen Inter-‐individual variability (iiv) forms the source of information on L2 acquisition. It is often (wrongly) assumed that statements based on iiv also apply to individual processes of change. We should instead focus on a Sociocognitive science-‐of-‐the-‐individual Variation and in a Second science-‐of-‐discovery, Language inspired Acquisition by the theory of complex dynamic systems. Dwight Atkinson

, Purdue sociocognitive University SLA is widely assumed to be a universal, mechanical cognitive process, yet there is massive evidence of variation. I propose a perspective on SLA variation – one that prioritizes learners' variable ecosocial embeddedness. This approach will be exemplified in a sociocognitive reinterpretation of the cognitivist Variation in SLA Neural concept Structure of attention. and the Issue of Universals in Second Language Acquisition John Schumann

, University of California, Los Angeles This paper will examine (1) sources of individual differences in neural structure (gene shuffling, developmental selection, and experiential selection), (2) individual variation in the structure of the language areas in the brain, (3) individual behavioral differences in interlanguage development, (4) the relevance of this A variation Turn for Toward universals the in SLA. Individual: Capturing and Capitalizing on Individuality in the Language Learning Process Peter Macintyre

, Cape Breton University This paper is a call for a focus on the individual. The influences on second language learning, both universal and unique, converge within the individual. In a series of studies, the idiodynamic method seeks to differentiate the unique from the universal in SLA by focusing on individuals in real time. Variability and Learning Mechanisms Wander Lowie Marjolijn Verspoor , University of Groningen , University of Groningen Contrary to the traditional universalist ideas about second language variability acquisition, recent approaches view second language acquisition as an emergent process that is guided by probabilistic principles. In this paper we will show how variability rather than universality provides evidence for the emergent and -‐ self organizing nature second of -‐language development.

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SPECIAL SESSIONS

DAY TIME and PLACE SESSION Organizers

AAA at AAAL Colloquium Angela Reyes

Saturday 3:35 PM – 6:35 PM Conceptualizing L inguistic D ifference: Hunter College and the March 22 Salon F Perspectives F rom L inguistic A nthropology Graduate Center, CUNY Language Learning Roundtable Aneta Pavlenko

Sunday 8:00 AM – 11:00 AM Thinking for Speaking Language in L2 Learning L and the imits of March 23 Salon F Brain P lasticity Temple University Funded by Distinguished Scholarship and Service Terrence G. Wiley Award Lecture

Monday 9:55 AM – 11:00 AM Center for Applied Critical Language P olicy Analysis and On-‐ the March 24 Salon F Linguistics and Arizona going N eed for A dvocacy in P the ost-‐Civil State University Rights E ra Ewa Czaykowska-‐

LSA at AAAL Colloquium Higgins

Keren Rice Supporting M aintenance and R evitalization University of Victoria Monday 3:35 PM – 6:35 PM of North American Indigenous L anguages: March 24 Salon F Janne Underriner Collaborations B etween C ommunities, University of Toronto Applied and T heoretical L inguists University of Oregon Ryuko Kubota

TESOL at AAAL Colloquium University Sue Garton of British Tuesday 8:00 AM – 11:00 AM Columbia Plurilingualism and L anguage E ducation: March 25 Salon E Opportunities and C hallenges Aston University

AAAL 2014 Distinguished Scholarship and Service Award Lecture

Monday, March 24 9:55 AM – 11:00 AM Salon F

Critical Language Policy Analysis and the On-‐going Need for Advocacy -‐ in the Post Civil Rights Era

Terrence G. Wiley, Center for Applied Linguistics and Arizona State University

Critiques of language planning and policy have provided many important, nuanced of insights into the limitations past approaches to the study and processes of language planning and policy analysis, which emphasized top-‐down, rationalist/technocratic approaches and the role of experts. Subsequent ideological/historical-‐structural approaches to policy analysis have been criticized for overemphasizing the role of the state-‐driven formal policies as instruments of social control. Newer, ethnographic and bottom-‐up approaches have emphasized the importance of focusing on local and individual agency, and critical studies are adding nsgression insights regarding resistance, tra and negotiated spaces that occur through contact. While acknowledging these contributions, this paper presents a case for the on-‐going need for critical analysis and policy advocacy by documenting the consequences of restrictive formal f policies and the resurgence o attacks on linguistic human rights. 40

AAA at AAAL Colloquium

Conceptualizing Linguistic Difference: Perspectives from Linguistic Anthropology Organizer:

Saturday, Angela March 22 Reyes, Hunter 3:35 College PM – 6:35 PM and The Salon Graduate Center, CUNY F

This colloquium centers on the question of “linguistic difference”: how it is that certain linguistic forms become recognized as distinct and imbued with social value? Papers challenge the idea that distinctiveness is something simply “there,” existing naturally in the forms that language users produce. Instead, panelists focus on metapragmatic processes: asking not how Introduction: linguistic forms From are Difference distinct, to but Differentiation how linguistic forms get understood as distinct. Angela Reyes

, Hunter College and The Graduate Center, CUNY The panel introduction provides a brief overview of the central question: How do language forms become understood as distinct? “Difference” is the ongoing product of “differentiation”: the construal of difference t through circulable ideas abou Axes language of and Differentiation personhood that emerge from discursive-‐semiotic, socio-‐historical, and politico-‐economic processes. Susan Gal

, University of Chicago Speakers produce and interpret linguistic variation through ideologies of “differentiation.” Language ideologies rely on cultural models of social differences that are indexed by linguistic differences, both organized into dimensions of contrast Listening that Irvine Subject and I call “axes of differentiation.” This paper discusses how to discover and analyze such axes. Miyako Inoue

, Stanford University This presentation focuses on the role of overhearing in constructing identity and otherness. In doing so, I will introduce the concept of the listening subject, or the structural position e in which the person is mad into a subject of a particular ideology Enregistermentby his/her auditory experience. Jonathan Rosa,

University of Massachusetts Amherst Sociolinguistic research often naturalizes relationships between language forms and social identities. This presentation points to the concept of linguistic enregisterment as an alternative way of analyzing the joint construction of social and Figures linguistic of categories. Personhood I demonstrate processes of enregisterment in the creation of U.S. Latina/o ethnolinguistic identities. Joseph Sung-‐Yul Park Figures of personhood , National University of Singapore refers to socially recognizable personae that can be semiotically enacted. Such figures mediate linguistic differentiation by linking circulable images of speaker types with language varieties, imbuing them with social Scalemeaning. I illustrate this process ssing by discu the role of such figures in Korean metalinguistic discourse about English. Adrienne Lo

, University of Illinois Scaling is a social practice that makes disparate items commensurable, ranking them relationally. It is useful for conceptualizingIndexicality micro-‐macro links, “new” sociolinguistic phenomena, or categories like “heritage language speaker.” Alexandra Jaffe

, California State University This presentation looks at how indexicality has been taken up in linguistic anthropology as a way of understanding the situated, discursive nature of processes of both adequation and differentiation and how they are involved in the production Authenticand/or contestation ation of systems of inequality. Elaine W. Chun

, University of South Carolina Authenticity is not an abstract, given quality but a ‘realness’ or ‘naturalness’ that is discursively produced through processes of authentication. Examples in this talk focus on the mediating role of language as well as the socio-‐political consequences 41 of authenticating processes, which create hierarchical social distinctions between s. ‘real’ and ‘less real’ object

Language Learning Round Table

Thinking for S peaking in L2 L and the imits of Brain P lasticity Organizer: Language Learning Aneta Pavlenko, Temple University Sunday, March 23 Funded by 8:00 AM – 11:00 AM Salon F

The purpose of this roundtable is to bring together researchers working on age effects in L2 acquisition and researchers working on linguistic relativity and thinking for speaking and to ask: What are the limits of brain Language plasticity? E ffects Can adults on Cognition learn through to think L the ife-‐span: for C A speaking omparative in the L2? A nalysis of L exical and G rammatical D omains Panos Athanasopoulos

, University of Reading I will review evidence from categorical perception behaviour in adult and childhood learners in both lexical and grammatical domains and show that the answer to the question about thinking for speaking in L2 is largely Age positive, of O nset with of Bilingualism two important and E vent qualifications C onceptualization involving socio-‐cultural Patterns variables and maturational constraints. Emanuel Bylund

, Center for Research on Bilingualism, Stockholm University This paper reviews the extent to which crosslinguistic influence in event conceptualization is modulated by the age of onset of bilingualism. The paper takes a bidirectional perspective on this question, such that findings The relating I mpact to age of F irst effects L anguage on D evelopments both the during first M iddle and C hildhood second on language N onverbal C of ognition bilingual speakers are reviewed. and Second Language A cquisition John Lucy

, University of Chicago During middle childhood there are substantial changes in the structure and use of a child’s L1. At the same time, L2 acquisition changes in ways that affect both initial and ultimate attainment. This paper will describe these changes Methodological in I some ssues detail in R esearch and on A ge then E ffects explore the possibility that they are interrelated. Robert DeKeyser,

University of Maryland Age effects are a controversial topic in SLA, largely because of methodological on issues. In this presentati I will discuss some of the more difficult aspects of participant selection, instrumentation, and data analysis in the Age study E ffects of age vs. Effects effects of Monolingualism in SLA, with and B ilingualism special regard on L1/L2 U to ltimate research A ttainment on thinking for speaking. Niclas Abrahamsson, vs. Center for Research on Bilingualism, Stockholm University The present study compares the effects of age the effects of bilingualism on L1 and L2 in 25 monolingual speakers of Swedish, 25 simultaneous -‐ Spanish Swedish bilinguals, 25 monolingual L2 speakers of Swedish Restructuring (adopted at C ognition age 4–8), and Using 25 the C successive omplementary Spanish-‐Swedish P ower bilinguals of T wo L anguages: (arrived Translanguaging as immigrants age at 4– 8). Guillaume Thierry, Bères Anna , Nick Davis, & Bastien Boutonnet

, Bangor University To determine whether strategic translanguaging can induce cognitive restructuring and whether it can improve learning, we tested Welsh-‐English bilinguals on a novel-‐object learning task whilst manipulating the learning context. The efficiency of semantic encoding was measured using a nonverbal picture-‐picture priming paradigm and event-‐related brain potentials.

LSA at AAAL Colloquium

Supporting Maintenance and Revitalization of North American Indigenous Languages: Collaborations between Communities, Applied and Theoretical Linguists Organizer: Organizer: Ewa Czaykowska-‐Higgins, University of Victoria Organizer: Keren Rice, University of Toronto Monday, March 24 Janne Underriner, 3:35 PM – 6:35 University PM of Oregon Salon F

In the face of increasing loss and shift of Indigenous languages, the number of linguists supporting community language vitalization in partnership with communities has increased. Focusing on northwestern North America, this session discusses revitalization, acquisition, and pedagogy, illustrating efforts of communities, educators, theoretical and applied Nuk’wantwal’ linguists to -‐ Collaborative reverse language and shift. Community-‐Centered Approaches to Language Vitalization from an Indigenous Perspective Wanosts’a7 Lorna Williams

, University of Victoria Efforts to keep languages thriving and living require collaborative partnerships at both the local, regional, national and international spheres. This session will describe how a group of language advocates, organizations and institutions joined Motivation together to for support Language communities Learning in and Use their work to keep their languages alive. Zalmai Zahir

, University of Oregon Motivation is key to language maintenance. If we are not clear as to why we want to learn and speak a language, it is difficult to establish its use beyond the classroom. This presentation is about how to get learners discover their own Communitymotivations.-‐ Centered Course Development: shkíin Ichi Language Classes University at the of Oregon Virginia Beavert Joana Jansen , Yakama Nation , University of Oregon An Ichishkíin/Sahaptin language course is being taught at the University of within Oregon a framework of mindful collaboration. Tribal language programs and tribal members are artners. stakeholders and p This paper discusses the Chalcourse’s lenges, initial Successes and ongoing and Paradigm development, Shifts and in how BC it Indigenous has changed Language Revitalization and strengthened due to collaborative partnerships. Marianne Ignace Ronald Ignace , Simon Fraser University Chief , Simon Fraser University and Skeetchestn Indian Band, Secwepemc Nation In this paper, we reflect on the realities of community resources, the adventures and experiences of young learners Canadian Aboriginal languages, and provide some reflection and thought about the future of our languages as we are NEhanding ȾOLṈEW them ̱ 'One off Mind, to One the People': next generation(s). A Community-‐University Indigenous Research Partnership Working to Understand Adult Apprentice-‐style Language Learning Onowa McIvor Peter Jacobs Trish Rosborough, University of Victoria , University of Victoria , University of Victoria This paper discusses a three-‐year community-‐university project examining Master-‐Apprentice language learning in three communities as one understudied approach to Adult Indigenous language learning. The research focuses on what makes Dessuccess igning possible Taa-‐laa-‐wa and Dee-‐ ni' on Language the challenges Learning of Materials adult Indigenous That language Support -‐ learning using the Master Apprentice Autonomous Learning program Pyuwa Bommelyn

, University of Oregon Given the status of the Taa-‐la-‐wa Dee-‐ni' (Pacific Coast Branch) language and speech community, learners must take control of their language learning. It is crucial -‐ then that language learning materials support autonomous learning as well language learning. This talk will address the role of autonomous learning for Taa-‐la-‐wa Dee-‐ni'. 43

TESOL at AAAL Colloquium

Plurilingualism and Language Education: Opportunities and Challenges Organizer Organizer : Ryuko Kubota, University of British Columbia Tuesday, March 25 : 8:00 Sue Garton, AM – 11:00 AM Aston University Salon E

Plurilingualism has increasingly been discussed in language education. However, the dominance of English poses a challenge for promoting plurilingualism in language teaching. The presenters will discuss the definition, significance, application, opportunities and challenges of plurilingualism from the perspectives of sociolinguistics, Plurilingualism SLA, in the and Eye classroom of the Beholder research within and outside of North America. Shelley Taylor,

Western University zeitgeist To researchers working on translanguaging, translingualism, polylanguaging or multilingualism, plurilingualism may seem part of a ; to superdiverse learners, varied linguistic repertoires may just seem ‘how it is’; to practitioners still leery of including learners’ L1s in the classroom, plurilingualism may require Plurilingualism: a paradigm Challenging— shift leading Assumptions to opportunities and challenges. Diane Larsen-‐Freeman

, University of Michigan Plurilingualism is not a new phenomenon. Nevertheless, the attention it is receiving now forces us to revisit some of the assumptions that we have made concerning second language acquisition. When we do, we realize that “second,” “language”, and “acquisition” do not correctly characterize the phenomenon of interest. We are also English prompted and Other to think Languages differently in about European any Plurilingual Education definition of success. Jasone Cenoz,

University of the Basque Country UPV/EHU European educational contexts often have English and two other languages as part of the curriculum. This paper discusses two different conceptualizations that can be found in education: a monolingual approach based on language separation and a plurilingual approach based on the interaction between the languages in the learner’s Modeling linguistic Competence repertoire. Constant Leung,

King’s College The CEFR is widely regarded as a standard reference for additional language competence. This paper examines its underlying model of competence against the backdrop of diverse language practices. I will argue that there is a need to consider alternative models of competence in terms of situated capacities and sensibilities.

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SPECIAL EVENTS AND MEETINGS SPECIAL EVENTS AND MEETINGS

DAY TIME EVENT/MEETING PLACE

Publishing Workshop

Organizer Prepare for online publication and get read Columbia 11:30 AM – 12:00 PM Publishing : Jolanda Workshop De Voogd, Springer

Organizer How to carry out a peer-‐review Columbia 12:35 – 1:55 PM Publishing : Christopher Workshop Tancock, Elsevier

OrganizerPublishing your first book: From proposal to 12:35 – 1:55 PM published Closed session product Mt. Hood Applied : Tommi Linguistics Grover, Panel Multilingual Meeting Matters Saturday Organizers March 22 12:45 – 1:50 PM Belmont : Graduate Ken Hyland, Student University Event of Hong Kong, and John Hellermann, Portland State University

Abstract Writing for AAAL: 1:00 – 1:55 PM Organizer: Salon I Presentation What are of the Distinguished reviewers S cholarship looking for? Sara and S ervice Kangas, Award Temple University 2:00 PM Opening Reception Salons E & F Portland State 7:15 – 8:30 PM NASFLA Meeting Organizer University

8:00 – 10:00 PM : Meg Gebhard, University of Columbia Closed session Massachusetts Applied Linguistics Journals Editors' Meeting Organizer 12:45 – 1:50 PM Closed session Pearl Annual : Heidi Review Byrnes, of Applied Georgetown Linguistics: University Editorial Board Meeting Organizer 12:45 – 1:50 PM Hawthorne Closed session : Alison Mackey, Georgetown University English for Specific Purposes Journal: Sunday Editorial Board Meeting March 23 Organizer 12:45 – 1:50 PM Belmont Publishing Workshop : Sue Starfield, UNSW

How to Organizer write and publish textbooks and scholarly 12:35 – 1:55 PM Mt. Hood texts Publishing in applied Workshop linguistics : Paul Stevens, Palgrave

st Designing Organizer and publishing 21 century language 1:00 PM – 1:55 PM education materials Columbia : Christina Frei, University of

Pennsylvania 48

Graduate Student Event

OrganizerJob Market Q&A Discussion Panel: 1:00 – 1:55 PM Career Pathways and Possibilities Salon I : Emily Hellmich, University of Sunday California, Berkeley March 23 Conference Reception

7:15 – 8:00 PM Exhibit Hall

AAAL Open Business Meeting for AAAL Membership

12:35 PM – 1:55 PM Presentation of the GS Awards Mt. Hood Graduate Student Event: 2:00 PM Salons E & F Monday March 24 Life Organizer in Applied Linguistics: A mentoring and 6:40 – 8:00 PM knowledge-‐sharing event Exhibit Hall Foyer Write : Daniel Around Ginsberg, Portland Georgetown University Organizer 7:00 – 8:00 PM Creative writing workshop and discussion forum Mt. Hood Publishing Workshop : Devin DiBernardo Organizer 12:35 – 1:55 PM Turning Publishing your dissertation Workshop into a book Columbia : Emily Farrell, De Gruyter Mouton Tuesday March 25 Making an impact for yourself and your research: 12:35 – 1:55 PM Organizer Mt. Hood An introduction to metrics in academic journals End-‐of-‐: the Christopher -‐Conference Tancock, Reception Elsevier 3:05 – 3:35 PM Mt. Hood

AAAL DISTINGUISHED SCHOLARSHIP AND SERVICE AWARD

The Distinguished Scholarship and Service Award recognizes and honors a distinguished scholar for her/his scholarship and service to the profession Terrence in Wileythe general and to American Association for Applied Linguistics in particular.

The winner of the award 2014 is , Center for Applied Lingui stics. Dr. Wiley is internationally known for his work in the areas of language policy, literacy language and biliteracy, and immigration, bilingual education, bilingualism, The and International English, heritage, Multilingual and community Research Journal language Journal education. of Language, Dr. Identity Wiley is the author or co-‐author and of Education ten books, and has 75 refereed articles and book chapters, in addition service to articles d an policy reports. He co-‐founded two academic journals: and the . Dr. Wiley is in demand as an internationally recognized keynote speaker; he has given over 45 keynotes, and has over 150 other conference presentations to his name. Saturday, March 22 2:00 PM Salons E & F

Past The award recipients will of be the presented on DSS Award at in .

Heidi Byrnes (2013) Claire Kramsch (2007) Jodi Crandall (2001) Elaine Tarone (2012) Andrew Cohen (2006) Shirley Brice Heath (2000) Diane Larsen-Freeman (2011) William Grabe (2005) Roger Shuy (1999) Lyle Bachman (2010) Merrill Swain (2004) Robert Kaplan (1998) Richard Schmidt (2009) G. Richard Tucker (2003) Courtney Cazden (1997) Nancy Hornberger (2008) Susan Gass (2002) Charles Ferguson (1996)

THE GRADUATE STUDENT AWARDS

The Graduate Student Awards (GSA) are given to graduate students who show academic accomplishment and promise who are involved in and committed to the field of applied linguistics. The awards are made possible by the generous support of Multilingual Matters, Monday, Educational March 24 2:00 Testing PM Salons Service, E & F and the estate of Wilga Rivers.

The awards will be presented on at in .

The Nick winners Zhiwei Bi, of the Graduate Student Awards are: Exploring L2 test-‐takers' strategic competence and their -‐ lexico grammar test performances over time University of Sydney | The Educational Testing Service Award

SaturdayRyan Goble, March , 22 4:55 – 5:25 pm Salmon Narrative Accounts of Third Generation -‐ Mexican Americans: Bilingualism in a Third Space California State University, San Bernardino

SundayJoel , Heng March Hartse 23 , 4:55 – 5:25 pm Medford Acceptability in Context: Interviews with English Language Teachers University of British Columbia | The Wilga Rivers Award

TuesdayAlfonso , March Del Percio 25 , 8:00 – 8:30 am Salon B Capitalizing on Swiss Multilingualism under Late Capitalism: New Material Conditions, Old Ideologies of Difference University of St. Gallen/University of Chicago | The Multilingual Matters Award

MondayShelley , March Staples, 24 3:35 – 4:05 pm Portland Linguistic Features of Effective Nurse-‐Patient Interactions: A Corpus Analysis of Native and Non-‐native English Speaking Nurses Northern Arizona University

SundayJanire , March Zalbidea, 23 4:10 – 4:40 pm Laurelhurst The Effects of Proficiency and Language Use on Heritage Speaker Pragmatics Georgetown University

Monday, March 24 8:00 – 8:30 am Medford 50

AAAL Open Business Meeting for AAAL Membership

Monday, March 24 12:35 PM – 1:55 PM Mt. Hood

Please plan to attend the annual business meeting open to provide all AAAL members. We will an update on the financial health of the organization, details on attendance and other matters of significance for this year’s meeting and preview plans for AAAL 2015 to take place in Toronto. We will also inform you of the work being undertaken by the various ask t forces working on the AAAL five-‐year Strategic Plan and seek your feedback and input on these and any other issues you feel are important for the organization to address. Lunch will be provided for the first 80 members.

______North American Systemic Functional Linguistics Association (NASFLA) Meeting

Organizer: Meg Gebhard, University of Massachusetts

Saturday, March 22 8:00 PM – 10:00 PM Columbia

Meet with others interested in systemic functional linguistics (SFL) at this gathering of the North American Association. Following a short business meeting, Mariana Achugar, Meg Gebhard, Ruth Harman, and Marianna Ryshina-‐Pankova will facilitate small group discussions regarding collecting and analyzing classroom data, including multimodal texts, from a variety of disciplines and s context . This is an open meeting and newcomers are welcome. Editorial Board Meetings

Closed session Applied Linguistics Panel Meeting

Organizers: Ken Hyland, University of Hong Kong and John Hellermann, Portland State University

Saturday, March 22 12:45 PM – 1:50 PM Belmont ______Closed session Applied Linguistics Journals Editors’ Meeting

Organizer: Heidi Byrnes, Georgetown University

Sunday, March 23 12:45 PM – 1:50 PM Pearl ______Closed session English for Specific Purposes: Editorial Board Meeting

Organizer: Sue Starfield, University of New South Wales

Sunday, March 23 12:45 PM – 1:50 PM Belmont

______Closed session Annual Review of Applied Linguistics: Editorial Board Meeting

Organizer: Alison Mackey, Georgetown University

Sunday, March 23 12:45 PM – 1:50 PM Hawthorne

Graduate Student Events

Abstract Writing for AAAL: What are reviewers looking for?

(open to all attendees)

Organizer Saturday, March 22 1:00 PM – 1:55 PM Salon I

Panelists: : Sara Kangas, Temple University/Graduate Student Ad Hoc Committee

Laura Collins, Concordia University; Jean-‐Marc Dewaele, University of London; Patricia Duff, University of British Columbia; Erin Kearney, SUNY Buffalo; Anne Pomerantz, University of Pennsylvania; Matthew Prior, Arizona State University; Jonathon Reinhardt, University of Arizona; Jamie Schissel, University of North Carolina Greensboro; Santoi Wagner, University of Pennsylvania

During this Q&A session a panel of reviewers for the AAAL 2014 Conference will share recommendations about writing an effective conference abstract and avoiding common missteps. This session is intended to provide professional development for members of all levels nce of experie and expertise. Job Market Q&A Discussion Panel: Career Pathways and Possibilities

Organizer Sunday, March 23 1:00 PM – 1:55 PM Salon I

Panelists: : Emily Hellmich, University of California, Berkeley/Graduate Student Ad-‐Hoc Committee

Kathleen Bailey, Monterey Institute of International Jayanti Studies; Banerjee, CaMLA; Kelle Keating, Pepperdine University; Stephen Looney, Pennsylvania State University; Meg Malone, Center for Applied Linguistics

What career is right for you? How will you navigate the job market once you have earned your doctorate? What else can you do with a Ph.D., other than aiming for the tenure track? Ad The AAAL Graduate Student -‐Hoc Committee is pleased to host a session for raduate g students and early career professionals focusing on an important and often overwhelming topic— finding the right job. This session will consist of a Q & A where attendees will ues have the opportunity to raise topics and iss pertaining, but not limited to, understanding career options in Applied Linguistics, navigating the job market, preparing for interviews, demo teaching, etc. Questions raised in this Q & A session will be discussed by a knowledgeable panel of professionals who represent a diverse range of careers in Applied Linguistics. Life in Applied Linguistics: A Mentoring and Knowledge-‐Sharing Event

Monday, March 24 6:40 PM – 8:00 PM Exhibit Hall Foyer Organizer Daniel Ginsberg, Georgetown University/Graduate Student Ad-Hoc Committee

Mentors: :

Kris Acheson-‐Clair, Georgia State University; Susan Behrens, Marymount Manhattan Eliana College; Hirano, Berry College; Alec Lapidus, University of Southern Maine; Michael Lessard-‐Clouston, Biola University; Richard Kern, University of California, Berkeley; Paul Kei Matsuda, Arizona State University; Sinfree Makoni, Pennsylvania State University; Elena Schmitt, Southern Connecticut State University; Tetyana Sydorenko, Portland State University; Elaine Tarone, University of Minnesota; Paul David Toth, Temple University; Camilla Vasquez, University of South Florida

This graduate student event will provide opportunities for networking and discussion on a range of topics significant to graduate students’ professional growth and success. It will follow an ‘unconference’ format in which specific discussion questions and breakout groups are formed organically based on participants’ interests. Since senior scholars are also invited, this will be an opportunity for graduate students to participate in mentoring as well as peer-‐learning and knowledge-‐sharing related to their own concerns and areas of interest. Light refreshments will be provided. Come to this event and meet others from outside your own institution ional to cultivate your profess development. 52

Publishing Workshops

Prepare for online publication and get read

Jolanda De Voogd (Springer)

Saturday, March 22 11:30 AM – 12:00 PM Columbia

In this session, Springer Jolanda Editor De Voogd will offer advice on how to prepare your publications to be easily found through online searches. If more readers find your article, it will be cited more often, so: get ready to get read – make your book or H article ow to easy carry to find online! out a peer-‐review

Christopher Tancock (Elsevier)

Saturday, March 22 12:35 PM – 1:55 PM Columbia

In this workshop, the Publisher for Elsevier's linguistics portfolio will host a session exploring the origins, features and best practices of peer review. We will explore the different structures that exist for reviewing and will consider what innovations are being made in this area and the effect that these are having on the journal landscap e. This will be an open and informative session aimed at those who are beginning to interact with academic journals with the view Publishing of getting your first more book: experience and getting published themselves. From proposal to published product

Tommi Grover (Multilingual Matters)

Saturday, March 22 12:35 PM – 1:55 PM Mt. Hood

Using real life examples from our published books, this session will outline the process of getting an academic book published, from early preparation and planning, through choosing the right publisher, submitting a book proposal and How all to the write editorial and stages publish to final textbooks production, and s scholarly text in publication, applied sales and marketing. linguistics

Paul Stevens (Palgrave/UK)

Sunday, March 23 12:35 PM – 1:55 PM Mt. Hood

The first part of the workshop will focus on trends in higher education, and what this means for the textbook market. The second part will focus on Palgrave’s scholarly program, looking at the range of possible publishing formats and providing Designing advice and to publishing researchers 21st century on language what publishers education are looking for. materials

Christina Frei (University of Pennsylvania)

Sunday, March 23 1:00 PM – 1:55 PM Columbia

The study of world languages has undergone significant transitions in recent years that have altered the landscape of language education. ACTFL’s performance guidelines and six themes for world languages inform the content of language instruction and the training of graduate student teaching fellows. In addition, designing meaningful instructional materials within the three modes of communication (interpretive, interpersonal, and presentational), while integrating robust online learning management systems, becomes the norm for successful publications. This workshop invites language educators to discuss the real challenges facing the future of language 53 instruction in the United States.

Turning your dissertation into a book

Emily Farrell (De Gruyter Mouton)

Tuesday, March 25 12:35 PM – 1:55 PM Columbia

In this workshop we will discuss the central differences and similarities between the dissertation and book, and examine the four major steps in getting your work published and into the right hands: editing your dissertation; choosing a publisher; writing a book proposal; and marketing your work. Making an impact for yourself and your research: An introduction to metrics in academic journals

Christopher Tancock (Elsevier)

Tuesday, March 25 12:35 PM – 1:55 PM Mt. Hood

In this workshop, the Publisher for Elsevier's linguistics portfolio will host a session exploring why and how journal and research quality is measured. We will consider the origins, features and drawbacks of the Impact Factor as well as looking at the H-‐Index, SCImago Journal Rank and several other metrics. This will be an open and informative session, aimed at those who are interested in the numbers associated demic with aca publishing, how they work and how they can affect a researcher's career. Write Around Portland

Devin DiBernardo (Write Around Portland)

Monday, March 24 7:00 PM – 8:00 PM Mt. Hood

Write Around Portland holds free creative writing workshops in hospitals, shelters, prisons, treatment facilities and other health care and social service settings. As a nonprofit, Write Around Portland has been building community through writing since 1999. Workshops are held in English and in Spanish and culminate published books and community readings to connect readers and writers. Writing in community provides us with opportunities to learn about our common humanity while celebrating our individual and unique voices. It is healing, connecting and transformative. Write Around Portland will discuss their model of writing workshops, published books and community readings. For more information: www.writearound.org.

End-‐of-‐the-‐Conference Reception

Tuesday, March 25 3:05 PM – 3:35 PM Mt. Hood

Organizer: Aneta Pavlenko, Temple University

Closing the conference is a dessert reception that will give the attendees a chance to mingle, network, share reflections, and provide informal feedback to conference organizers.

Journals in Applied Linguistics

Journal of Applied Linguistics and Professional Practice Editors: Christopher N. Candlin and Srikant Sarangi Journal of Applied Linguistics and Professional Practice is the new title for Journal of Applied Linguistics, launched in 2004 with the aim of advancing research and practice in applied linguistics as a principled and interdisciplinary endeavour. The journal’s new title reflects the continuation, expansion and re-specification of the field of applied linguistics as originally conceived. Moving away from a primary focus on research into language teaching/learning and second language acquisition, the education profession remains a key site but one among many, with an active engagement of the journal moving to sites from a variety of other professional domains such as law, healthcare, counselling, journalism, business interpreting and translating, where applied linguists have major contributions to make. Accordingly, under the new title, the journal reflexively foregrounds applied linguistics as professional practice. Each volume contains a selection of special features such as editorials, specialist conversations, debates and dialogues on specific methodological themes, review articles, research notes and targeted special issues addressing key themes.

ISSN 2040-3658 (print) / ISSN 2040-3666 (online) Visit the journal’s homepage at www.equinoxpub.com/JALPP New Journals

Language and Journal of Research Design Sociocultural Theory and Statistics in Linguistics Editor: James P. Lantolf and Communication Science Associate Editor: Editor: Pascual Cantos-Gómez Eduardo Negueruela-Azarola Research Design and Statistics in Linguistics and Book Review Editor: Alex Rosborough Communication Science is a new, peer-reviewed Language and Sociocultural Theory is a new journal devoted to exploring how quantitative international journal devoted to the study of methods and statistical techniques can language from the perspective of Vygotskian supplement qualitative analyses in linguistics and sociocultural theory. communication science. The journal will offer important and exciting theoretical perspectives, Articles appearing in the journal will draw It aims at the dissemination and publication of upon research in linguistics and applied linguistics, psychology and cognitive original contributions which bring developments in quantitative methodologies science, anthropology, cultural studies, and education. Particular emphasis is to the attention of both linguists and communication scholars. placed on applied research grounded on sociocultural theory where language is central to understanding cognition, communication, culture, learning and Research Design and Statistics in Linguistics and Communication Science development. The journal especially focuses on research that explores the invites research articles and book reviews. Contributions should contain role of language in the theory itself. Work that explores connections between empirical analyses of data from different languages and from different sociocultural theory and meaning-based theories of language is also welcome. theoretical perspectives and frameworks, providing new findings and innovative ISSN 2051-9699 (print) / ISSN 2051-9702 (online) approaches in any area of linguistics and communication science. ISSN 2052-417X (print) / ISSN 2052-4188 (online) Visit the journal’s homepage at www.equinoxpub.com/LST Visit the journal’s homepage at www.equinoxpub.com/JRDS

View our full range of journals and books online at www.equinoxpub.com Books in Applied Linguistics

Applied Linguistics: Towards a New Integration? Reading Visual Narratives: Lars Sigfred Evensen Image Analysis of Children’s Picture Books The established paradigm of applied linguistics met severe difficulty during the Clare Painter, JR Martin and Len Unsworth 1960s but has never been replaced by a coherent alternative. This volume presents “An important contribution to the field of social semiotics. Painteret al. have a new approach to the discussion about the nature of applied linguistics, one that produced a work that is (almost) as fascinating as the material on which it is based.” investigates its deeper theory of science underpinnings, and explores what such an LinguistList alternative might look like. Rather than argue the case for one specific alternative, www.equinoxpub.com/books/isbn/9781781791011 the book suggest a viable tertium comparationis for intellectual discussion across current tension and disparity. Enculturation Processes in Primary Language Acquisition www.equinoxpub.com/books/isbn/9781845536237 Anna Dina L. Joaquin “A very clever demonstration of the relatedness between behaviorial views of The Applied Linguistic Individual: language and cultural acquisition and neurobiology.” Sociocultural Approaches to Identity, Agency and Autonomy Ryan Nelson, University of Louisiana, Lafayette Edited by Phil Benson and Lucy Cooker www.equinoxpub.com/books/isbn/9781908049995 Although Applied Linguistics research now emphasizes the social over the individual, qualitative research approaches often foreground the individual. This Individual Differences and Processing Instruction volume explores how individuality is conceptualised in socially-oriented approaches Edited by James F. Lee and Alessandro G. Benati to Applied Linguistics research. “A significant contribution to L2 research on processing instruction, carefully www.equinoxpub.com/books/isbn/9781908049391 examining the role of individual differences on results generated by this pedagogical intervention.” On Biology, History and Culture in Human Language: Teresa Cadierno, University of Southern Denmark A Critical Overview www.equinoxpub.com/books/isbn/9781845533441 Juan-Carlos Moreno, José-Luis Mendívil-Giró Human language is viewed and studied by some as a natural object and by others Communication and Professional Relationships as a social and cultural object. Actually, human language, as usually observed, in Healthcare Practice manifests itself as a tightly entangled bundle of natural and cultural features. This Sally Candlin and Peter Roger book proposes several ways to disentangle this complex bundle to show that often ‘Refreshingly, this book addresses communication not only in interactions between what seems contradictory is really complementary. The main goal of this book is to health professionals and patients, but amongst team members and between health show that both views are correct and compatible if applied in a proper way. professionals in an array of communicatively challenging real world contexts.’ www.equinoxpub.com/books/isbn/9781781790526 Health Communication www.equinoxpub.com/books/isbn/9781908049971 Statistical Methods in Language and Linguistic Research Pascual Cantos Gómez Language, Interaction and Frontotemporal Dementia: “A useful and accessible introduction to the world of statistics for beginners. It offers Reverse Engineering the Social Mind a detailed explanation of classical statistical techniques. The text contains many Edited by Andrea W. Mates, Lisa Mikesell and Michael Sean Smith examples, which will help a novice to understand the logic behind the statistical “A wonderful example of neuroanthropological research, mixing together insights tests. Another strong point is the systematic discussion and comparison of from neurology, linguistics and anthropology to examine a specific problem, and parametric and non-parametric methods. Since linguistic data tend to deviate from doing ethnographic research that is informed by ideas about how neural functions normality, this approach is very welcome.’ shape language use, social interactions and this particular type of dementia.” LinguistList Daniel Lende, University of Southern Florida, Public Library of Science Blogs www.equinoxpub.com/books/isbn/9781845534325 www.equinoxpub.com/books/isbn/9781781790397

You can order any book with a 25% discount from our website. Visit www.equinoxpub.com, enter the code AAAL2014 when prompted and your order will be discounted. This offer is valid until the end of March 2014 monograph series

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AAAL Conf Ad 279.5x216 v2.indd 1 09/01/2014 12:53 SATURDAY SESSIONS SATURDAY MORNING, MARCH 22, 2014, OVERVIEW 8:00 – 8:30 8:35 – 9:05 9:10 – 9:40 9:55 – 10:25 10:30 – 11:00 11:30 – 12:00 12:05 – 12:35 12:35 – 1:55 Invited Colloquium: Bamberg & De Fina, organizers

Salon E SLA Colloquium: Ellis & Eskildsen, organizers Current Trends and New Directions in Narrative Analysis Salon F 11:00 – 1:00 Poster Session Patterns of L2 Development: Different Theoretical Perspectives Exhibit Hall Roundtable Sessions Roundtable Sessions Roundtable Sessions (for abstracts see Poster Sessions Index) Pearl SLA Ho SLA Tejada-‐Sánchez SLA Revesz SLA Lee & Lyster SLA Lee SLA Moss SLA Aubrey . et al et al. Belmontnd 2 Floor Exploring Academic The effects of task Effects of Corrective The connection Corrective Feedback The Effect of Writing Affect Exploring EFL Writing type and task Feedback on L2 Speech between students’ and The Acquisition of Synchronous and among Taiwanese Performance and complexity on the Perception: Perceptual pervious classroom Complex Linguistic Asynchronous Written Engineering Exposure Constraints pausing and Decisions, Linguistic cultures and Targets Corrective Feedback on Graduate Students in Immersion revision behaviour Hypotheses, and corrective feedback Grammatical Accuracy Programs of L2 writers Negative Evidence in a Computer-‐ SOC Colloquium: van Naerssen, organizer RWL Stakhnevich & Publishing mediated Environment Publishing Doyle Workshop: Workshop Columbia Main Lobby Forensic Linguistic Experts: Unique Challenges in North American : Court Systems Language Ideology and Prepare for online How to carry out a Conceptualizations of publication and get peer-‐review Second Language read Tancock, Learning in Two De Voogd, organizer organizer Recent Hollywood BIH de Jong BIH Lau BIH Gorp at el. Films: BIH Tedick “Spanglish” & Young and BIH Lee BIH Kangas BIH Heneda “Eat Pray Love” Douglas rd Fir 3 Floor Academic Language Hybrid literacy What factors inhibit Student Responses to Reference choices in “Special Education A case for promoting in a Two-‐Way practices: Enhancing students' use of Form-‐Focused Korean discourse by Trumps ESL”: An bilingualism among ESL Program: Teacher students’ literacy bi their home Instruction in a Grade heritage learners Ethnographic teachers Models and skills through a languages in 5 Two-‐Way Immersion Investigation of Students’ RWL Practices Lu collaborative RWL Ke critical Flemish RWL primary Poole RWL ClassroomMoore RWL Tseng RWL Service Anderson Delivery . et al for RWL Ricker literacy project education? ELLs with Disabilities Eugene Lower Predictors of Word Cross-‐linguistic Reading instruction Choices and Construction of L2 Discipline-‐Specific Service or Disservice: Level 1 and Text Decoding Transfer of in an SFL-‐influenced Constraints: Using SFL author's voice by Expectations of Defining “Academic Fluency among Metalinguistic classroom: Filling Genre Theory to Teach young children: Faculty for Reading Writing” Discursively in School Age Chinese-‐ Awareness in Child L2 the sentence-‐level primary-‐grade ELLs to Assuming identity and Writing the ESL Composition English Biliteracy Reading: A Meta-‐ gap for elementary-‐ Write Arguments in through rhetorical Classroom EDU LearnersOga -‐Baldwin analysis EDU Davis of Correlation & Forest level EDU Schneier ELD students Language EDU Maxim Arts EDU features Siczek & EDU Behrens EDU Wernicke & Nakata Coefficients Shapiro Hawthornend 2 Floor Why the Slow Turn Writing about A Study into Fostering Academic The 'inauthentic Systematic code-‐ toward Discipline Writing: Curriculum-‐based “Strategic Content”: Literacy with Overt classroom': An old-‐time switching for Specificity in EAP Empowering L2 Development of How L2 Specialists Language Knowledge: notion with new optimal language Programs Isn’t a Bad Writers through Collegiate Foreign Can Bridge The Benefits of implications for L2 use with young Thing Meta-‐Discursive Language Writing Pedagogical and Linguistics-‐infused teachers learners Writing and Political Spaces in Pedagogy in Higher Research of Literacy Higher Education Education Practices

SATURDAY MORNING, MARCH 22, 2014, OVERVIEW 8:00 – 8:30 8:35 – 9:05 9:10 – 9:40 9:55 – 10:25 10:30 – 11:00 11:30 – 12:00 12:05 – 12:35 12:35 – 1:55 COR Hardy & COR Berry et al COR Poole COR Juffs & COR Wojtalewicz & COR Murphy & COR Fitzsimmons-‐ Friginal Vercellotti Pinchbeck Roberts Doolan Laurelhurstnd . 2 Floor Exploring a Potential The Rhetorical Dimensions of Vocabulary Gap Value of a High The interaction A Corpus-‐Based Lexically-‐Based Using Lexical Variables Variation across between the Lexical Frequency Semantic between the Study Measuring Pedagogic Grammar: and Corpus-‐based Student-‐Written Proficiency of Class of Adjectives development of lexical Vocabulary A Corpus-‐Based Analysis to Identify Paper Types Advanced ELLs and the in Business English variety and the use of Development in Course Design for K-‐ Language Ideologies in Lexical Requirements Writing tri-‐grams in ESL Expository Writing 12 Immigrant Parents a Blog About Immigrant TEC Lee of TEC First-‐ Year Zhao TEC Reinhardt COG van der Meij et Samples COG Grey from et al. Upper with COG Low Hasko Literacy Education University Readings al. Elementary Learners Meadowlarkrd 3 Floor Playing, interacting, An Ecological Analysis Developing a A neurocognitive What eye tracking can and acquiring a of Digital Game-‐ research agenda for Third Language investigation of and cannot reveal second language in Mediated Second digital game-‐based Development in Fluent bilingual versus about the influence of an online gaming Language Learning L2 learning and Non-‐Fluent monolingual language on thought LCS communityShively LCS Hsiao LCS Cheng Bilingual LCS Ross Young additional LCS Izumi language PRG Connor-‐Linton Adolescents learning in adulthood Medford Lower Teasing in L2 Translating Humor in Using Authentic An Exploration of the A Study of Multi-‐Dimensional Level 1 Spanish During U.S. Sitcoms: Language, Materials for Emotional Experiences Communication Analysis of Web Study Abroad Culture, and Politics Pragmatic and Motivation of Strategies, Gestures Genres Assessment in an Tertiary English and Emotion Used by ESL Classroom Language Learners in Japanese EFL Australia Learners: Focusing LCS Colloquium: Fernandez & McGregor, organizers on Differences LPP Keck & Santos LPP Donovan & Publishing between L1 and L2 Malone Workshop: Mt nd Hood 2 Floor Current Issues in Study Abroad: Case Studies in Identity Negotiation, Cultivating Socialization Patterns, and Metapragmatic Awareness “Transformative Graduate Education in Publishing your Intellectuals” in Applied Linguistics: first book: From Applied Linguistics: A Results of a Nationwide proposal o t SOC Huang SOC Matsuura . et al SOC Kondo LID Caldas LID Sierens et . al Role LID for Thompson Service-‐ LID Survey Wences & published product Learning? Bucholtz Grover, organizer Portland Lower “I Want to Speak Like Japanese English in From “Elite” to Bilingual Pre-‐Service Challenging the “It Always Kinda’ Level 1 an American”: ELF Situations: Does “Dumb”: Anti-‐China, Teachers’ Perceptions National Monolingual Frightened Them “You Sound Pocha”: Taiwanese Lexical Nativization White Supremacy, of Professional Spanish Doxa in Plurilingual That They’d Be Sent Critical Language Undergraduates’ Affect Intelligibility? and Language Language Elementary Schools: Back”: Ideologies of Awareness and the Preferences for Learning and Contact Development and the The Impact of a Local Belonging and Contestation of Native/Local in Rural Japan Effectiveness of Urban Policy Citizenship from Language deologies I by Teachers and Spanish Proficiency Initiative on Southwestern Illinois California Latina Youth Perceptions of Who Support System Teachers’ Beliefs Owns English

SATURDAY MORNING, MARCH 22, 2014, OVERVIEW 8:00 – 8:30 8:35 – 9:05 9:10 – 9:40 9:55 – 10:25 10:30 – 11:00 11:30 – 12:00 12:05 – 12:35 12:35 – 1:55 ASE Alonzo & Davison ASE Wei ASE Clifford & Cox ASE Brooks & Swain ASE Kyle et al. ASE Shin & Kim ASE Link Dursun &

Salmonrd 3 Floor An Application of Assessing Speakers of Constructing A Comparison of Construct Validity A Comparative An Interpretive Latent Trait Theory in World Englishes: elicited oral Graduate Students’ of TOEFL iBT Analysis of Argument for the Use of Evaluating Language Examining the Roles of response items for Speaking Spoken Independent and Automated Writing Teacher Assessment Rater Language an English speaking Performances in Assessment Tasks: Integrated Tasks on Evaluation to Improve Literacy and Background and Rater proficiency Three Contexts: Insights from Adolescent EFL Students’ Second Addressing Training screening test TOEFL iBT, In-‐Class Natural Language Learners’ Writing Language Writing Professional Content Classes, and Processing Test Performance Development EDU Needs Colloquium: DeCapua, organizer Out-‐of -‐ Class DIS Lee DIS Thomas Academic Activities Salon A Understanding Language Learning Among Students with Limited or Mother Tongue and Reconceptualizing Interrupted Formal Education (SLIFE) Native Speaker: “Native/Nonnative” as Nationalism and the Performative Identities: Epistemic Paralysis of Implications for SLA DIS Sert DIS Kim & Aleixo DIS Ng et al. DIS Li & Walsh DIS Chazal Linguistic DIS Li Metaphors & Albakry and DIS Study Jang Abroad Research Practices Salon B Children Agency in Perceptions of “The caring Developing Dual Focus on Global Opportunities Management of Action: Challenging Professional teacher”: A Classroom Form and and Cultural Burden: Language Learning in Teachers’ Terminology in Short-‐ Multimodal Analysis Interactional Meaning in the Representation of the Late Capitalism Pronunciation in an EFL Term Study Abroad of Teacher Competence (CIC) in Foreign Language English Language in Pre-‐shool Context Teacher Training Recruitment Language Classrooms Classroom: An China’s People’s Daily SLA Eckman . et al SLA Programs Cardoso & Collins Advertisements SLA Thomson in SLA Morgan -‐Short SLA Interactional Granena SLA Flahive Singapore et al. Challenge? Salon C Covert Contrast in the Developmental Phonological Explicit and Power Analysis in Acquisition of Second-‐ sequences in second Working Memory Understanding implicit cognitive Applied Linguistics language Phonology language phonology: Capacity and the second language aptitudes and Meta-‐Analyses: A Does perception reflect Development of grammatical gender information-‐ Critical Omission production? Second Language agreement: processing styles: Speech Perception Relationships An individual between language differences study experience, proficiency, performance and SOC Colloquium: Stillwell, organizer neurocognitive PED Benesch COR Egbert et al. processing. Salon D Bilingualism, Code-‐Switching, and Optimal Grammars Pedagogy and The Linguistic and Emotions: A Critical Stylistic Features of SLA Exploration of English Conference Abstracts RWL Colloquium: Short, organizer DIS Miller Language SLA Pennington Teachers’ and SLA their Derwing Relationship et al. “Emotion Labor” to Ratings Salon G Building Bridges for Emergent Bilinguals: A Pre-‐Ninth Grade Intervention Social Sustainability: From L2 Phonology to Ultimate Attainment for Low Literacy Newcomers Is There a Definition Multiphonology: A and L2 Pronunciation: in the House? New Perspective on A Workplace Pronunciation Intervention Study Theory, Research, and Practice 62

SATURDAY MORNING, MARCH 22, 2014, OVERVIEW 8:00 – 8:30 8:35 – 9:05 9:10 – 9:40 9:55 – 10:25 10:30 – 11:00 11:30 – 12:00 12:05 – 12:35 12:35 – 1:55 PED Varandani . et al PED Personn & PED Koylu PED Quinn & Spada PED Nguyen PED Garcia PED Martin Yigitoglu Salon H Teaching Linguistically-‐ Instructors’ Code-‐ Incorporating The relative Implementing the Intersubjectivity in the Diverse Classes Across The Effects of an INSET Switching in a Structural Priming effectiveness of Grammatical Concept Foreign Language the Disciplines: Faculty course on Novice Turkish EFL Context into an Oral three types of of Aspect as a Classroom: The Perceptions Teachers’ teaching Production Task to form-‐focused Mediational Tool to Essentials of “Working practices Elicit the English instruction on the Develop Learner’s Well” with a Peer Passive Construction acquisition of Agency in the Spanish English formulaic L2 Classroom LPP Colloquium: Davis, organizer DIS/LID Candlin & DIS/LID Train 1:00 – 1:55 sequences Crichton Salon I Engaged Language Policy and Practices Historical depth in Abstract Writing Beyond mixed applied linguistics: for AAAL: What methods: Warranting Beyond presentism to are reviewers multi-‐perspectival translingual histories of looking for? TXT Warren TXT Khawaja & TXT Lazaraton DIS Comstock DIS Fond research DIS Wolcott in applied DIS the Saunders present & Alharbi linguistics McGregor Sunstonerd 3 Floor Blogging Steubenville: “Aaaaack! The Institutional and Interactional "It’s funny that you Hidden Agency and Graffiti in Ni’lin Village -‐ Active Voice Was Quasi-‐ Patterns in Three ask that question, (Non)-‐Conversations Evaluation in Online The Untranslated Story Used!”: Language Conversational Types of Clinical Tim": The Negotiation and Interactional Discourse Play, Technology, Humor in Elicitation of of Power and Identity Competence in Study and Repair in the Intercultural Everyday in Interview Accounts Abroad: Two Cases SLA Lay et al SLA Rivers & Ross Daily SLA Kos Kurihara Weblog SLA Teleconferences Azaz & Bever SLA Conversation Okuno & of SLA Study Destruel & Abroad SLA Donaldson Hardison Donaldson Willamette . Main Lobby Singaporean Chinese Teaching English in A Longitudinal A general problem Interrogatives in Near-‐ Children’s Home Japan: Cognitive Study of EFL solving model Factors Affecting Implicatures in L2 Native French Literacy Environment Appraisals of Race and Professionals’ resolves the two Acquisition of Vowel French: Evidence Discourse: Form and and Its Influence on Native-‐Speakerhood Learning to Teach contemporary Duration in L2 from the -‐ C’est Cleft in Function Chinese Oral and conflicting Japanese: Visual Near-‐Native French Written Language approaches to L1 Cues, Segment Type, Ability acquisition of syntax Pitch Pattern, and Talker’s Voice

SATURDAY AFTERNOON, MARCH 22, 2014, OVERVIEW 3:35 – 4:05 4:10 – 4:40 4:55 – 5:25 5:30 – 6:00 6:05 – 6:35 6:40 – 7:10 Invited Colloquium: Menken & Shohamy , organizers

Salon E AAA at AAAL Colloquium: Reyes, organizer Negotiating the Complexities of Multilingual Assessment Salon F 1:35 – 3:35 Poster Session Conceptualizing Linguistic Difference: Perspectives from Linguistic Anthropology Exhibit Hall (for abstracts see Poster Sessions Index) Roundtable Sessions Roundtable Sessions Pearl SLA Plonsky . et al SLA Tagarelli et al. SLA Pavlovskaya & SLA Lahmann et al. SLA McDonough et al. Leung Belmontnd 2 Floor Bootstrapped t-‐tests Examining the Age & Experiential The Relationship between and ANOVAs: Using trajectory of language Segmentation of Effects on Complexity, Structural Priming and L2 Data Reanalysis to acquisition with a Continuous Speech by Accuracy, & Fluency Speakers’ Cognitive Assess Their Potential mini-‐language model Native English Learners (CAF) in L2-‐Dominant Abilities in L2 Research of Russian as a Foreign Speaker’s Spontaneous LPP Colloquium: Walters, organizer Language COG Van SpeechHoeven der -‐ COG Amador Houtzager et . al Columbia Main Lobby Language Access in Healthcare and Recent Changes in the Law: Possibilities Emotion and Reason in for Applied Linguists Aging and Bilingual Action: A Study of Elderly Processing: Age-‐related Language Learners Differences between Groups of Functional BIH Husen BIH Temples BIH Stracke Monolinguals BIH Becker and Early BIH Compton BIH Avineri and Late Bilinguals. Douglas rd Fir 3 Floor Religious Heritage To Read, to Recite, to Towards an “You Look at Chile Now American Sign Language "Not really nostalgia Learners; Really Know: Religious Understanding of the L2 and They’ve Moved on”: as Heritage a Language: because I didn’t have it Competencies and Identity and Biliteracy Selves of Australian Imagined Communities Pathways into Sign the first time": The Needs of Non-‐Arab in Arabic as a Heritage Community/Heritage and Heritage Language Language Communities ‘Heritage Narratives’ of Muslims RWL in Walsh the & Li Arabic Language Language RWL Learners Cai Development RWL Yang in et al. an Exile RWL Hammill Yiddish Metalinguistic Classroom Community Community Members Eugene Lower Scaffolding in the The Transformative A study on Self-‐ L2 Writing Intensive in Level 1 TESOL Classroom: Writing Journey: From regulated Learning in English Programs and First The role of ‘shaping’ Language Programs to AWE-‐supported ESL Year Composition: Academic Programs Writing Classroom Divisions and EDU Dillard-‐ EDU Enright . et al EDU Ennser-‐Kananen EDU Shapiro EDU Razfar EDU Lindemann . et al Opportunities Paltrineri Hawthornend 2 Floor Talking Science in The right to be “I Will Impress You!”: Teachers’ Language Working with Native Systemic Functional Linguistically Diverse multilingual: How Status-‐Oriented Ideologies in Classroom Speaker Attitudes and Linguistics Analysis of Secondary Classrooms trilingual high school Aspiration, Discourse, Practices: Levaraging Comprehension as a an Introductory students construct and and Decision-‐Making Linguistic Capital to Re-‐ Means to Improve Native-‐ Mathematics negotiate their linguistic Among Refugee Youth Organize Learning Nonnative Curriculum for ESL legitimacy Communication: Adult Comparing Online 64 Training Methods

SATURDAY AFTERNOON, MARCH 22, 2014, OVERVIEW 3:35 – 4:05 4:10 – 4:40 4:55 – 5:25 5:30 – 6:00 6:05 – 6:35 6:40 – 7:10 COR Jou COR Morgan COR Urzua COR Vu COR Wang

Laurelhurstnd 2 Floor Collocational Use by Further Explorations Demonstratives in L2 Evaluative That-‐Clauses A Corpus-‐based Study on L1 and L2 Students in in the Psycholinguistic Writing: A Learner in Book Reviews: A Case the Textual Colligation Academic Writing: A Validity of Extended Corpus Study of Controlling Verbs Patterns of According to in Functional Analysis Collocations English Research Papers COG Chuang COG Zhang et COG Strauss & COG Liu by Expert and Novice Al. Beuscher Writers Meadowlarkrd 3 Floor Cross-‐linguistic Testing the Sapir-‐Whorf Differences between Spatial Conceptual Frameworks Hypothesis from the Spatial Concepts representations of and Graphic Language Processing Containment and topological concepts Representations: Perspective: Advanced Support: A Study on IN and ON: Individual Disambiguating the Chinese-‐English English Learners differences and their Seemingly Ambiguous Bilinguals’ Reading of L1 Whose L1 is Mandarin cognitive implications French Prepositions à, Counterfactual PRG Celik PRG en, PRG and -‐-‐ dans Brown a Unified PRG Statements Ergul & Bardovi-‐Harlig System Hempelmann Medford Lower How to Say “No”: “Oppa, hold my purse”: Level 1 Turkish EFL Learners’ "You’re not invited to How Female L2 Korean Gender-‐based Variation in Politeness Strategy my birthday party!" Learners Use a Gendered Verbal Reactions to Use in the Speech Acts Disinvitations in Social Address Term to Express Unfunny Jokes of Refusals and Professional Their Identities Contexts DIS Colloquium: Toth & Young, organizers

Mt nd Hood 2 Floor What We Know and What We Learn: Personal Histories in L2 Classroom Discourse SOC Higgins SOC Lee SOC Williams & SOC Han SOC Hammink SOC Martin Bostelmann Portland Lower Superdiversity in A Linguistic Plurilingual(ism) or Personal and Impersonal Text and Multimodality Level 1 Honolulu’s Chinatown: Landscape of Macao’s Analyzing the Linguistic Multilingual(ism): The Bilingualism: The on Japanese Television: A linguistic landscape Street Signage: Landscape of a Midsize case of “China shops” in Commodification of The Rise and Changes in study Challenging the Texas City: Southern Africa Spanish and Guaraní in the Use of Telop on a Dominant Bilingual Methodological Paraguayan Cell Phone Japanese Variety Show ASE Kang & Wang ParadigmASE Pan Considerations ASE Zhiwei Bi and ASE Bloomfield et al. CommercialsASE Phakiti ASE Cox & Davies Pedagogical Applications Salmonrd 3 Floor The Impact of Different The relationships Exploring L2 -‐ test takers’ Patterns of Change in Test Structural models of Comparing Full-‐range to Task Types and between test tasks, strategic competence and Scores over Time: calibration, confidence and At-‐level Applications of Communicative strategy use, and their lexico-‐grammar test Training and Target cognitive and an Item-‐level Scoring Features on Examinees’ language test performances over time Language Difficulty metacognitive strategy use Rubric on a Speaking Speaking Performances performance in an English placement Performance Assessment at Different Proficiency test Levels

SATURDAY AFTERNOON, MARCH 22, 2014, OVERVIEW 3:35 – 4:05 4:10 – 4:40 4:55 – 5:25 5:30 – 6:00 6:05 – 6:35 6:40 – 7:10 EDU Colloquium: Ginsberg, organizer

Salon A DIS Morelli DIS Friginal & Lutfi DIS Catalano & DIS Adnan & Friginal DIS Chun DIS Kraut Supporting English language learners with Waugh academic language: writing expectations in the Common Core State Standards Salon B Citizenry and the Public Comparing American and Comparing Christian Discourses on Islam and Faith, Politics, and the Sphere: Critical Iraqi Election Campaign CEOs, the Mafia and and Islamic Televised Democracy in an EAP Parable of the Kosher Deli: Discourse Analysis of Slogans the Government: A Preaching Discourse Classroom Explorations of Narrative in Mass Media Critical Multimodal a Congressional Hearing Representations of the Analysis of the Occupy Movement Representation of SLA Plat et . al SLA Brown These SLA Entities Kartchava in Crime SLA de Vries et al. SLA Taferner SLA Tsai & Sung Reports Salon C The Effects of Language The Type and Linguistic Is training in Corrective Feedback Task Design and its Exploring Learner Errors, Exposure on L1 and L2 Foci of Oral Corrective corrective feedback Research Using a Influence on the Utility of Teachers' Corrective Language Processing: a Feedback in the L2 necessary: Insights Computer Assisted Corrective Feedback on Feedback (CF), Learner Dynamic Perspective Classroom: A Meta-‐ from the second Language Learning L2 Writing Uptake and Repair, and Analysis PED Colloquiumlanguage : Hyland classroom & Wong, System organizers with Automatic Learners' Preferences of CF Speech Recognition Salon D SLA Colloquium: Han, organizer Transforming teaching: Innovation in the language curriculum Salon G PED Poehner & PED Baralt . et al PED Kost et al. PED Ishihara & PED Yang PED Hsu Infante Profiling the dynamic system of Takamiya L2 learners Salon H The Effects of Type Task L2 Writing with Wikis: Appropriating “The Right Exploring the Effect of Mediating Learner Use and Classroom How Does Learning Pragmatics to Speak” in Online -‐ Text Speaking Practice via Voice of L2 Conceptual Tools Environment on Technologically through Blogging: An Based Role Play Games Blogs on L2 Speaking Through Dialogic Learners’ Engagement Mediated Ethnographic Study of Performance Interaction With the LSC Language ColloquiumCollaboration : Kanno Affect & Vandrick, Telecollaboration organizers the Product? Salon I DIS Reichert DIS Kim & DIS Hanauer DIS Bleyle et al. DIS Lamb DIS Prior DeschambaultSocial Class in Language Learning and Teaching Sunstonerd 3 Floor Technology as Following Orders in the Intertextual Potential of Smiling Together, “Psychologically speaking”: Interactional Resource “Won, Amy is thinking Iraq War: A Poetic-‐ Poetry for Second Laughing Together: Emotion (Re)formulations in Non-‐Classroom now!”: An Exploration of Inquiry into Ethical Language Academic Multimodal Resources in L2 Autobiographic Activities “Tape-‐Affected Speech” in Decisions in American Writing Development: A Projecting Affect in Research SLA Chang et al. Classroom SLA Kuo Interaction et al. Soldier SLA Narratives Imura Systemic SLA Functional Forte L1/L2 SLA Conversational Hoshi SLA Geyer Data Linguistic Analysis Storytelling Willamette Main Lobby Basic Visual Skills The Effects of Visual Emergence of utterance Towards Pragmatic The study of instructional Authentic Materials and Modulate Character Complexity and Radical schemas in young Competence of Japanese effects on learner Learner Perception of NS Reading Acquisition in Presence on the Japanese learners’ unit “Small Stories” in Talk-‐ development of L2 Pragmatic Norms: A Case of Chinese as a Foreign Acquisition of Chinese production in-‐Interaction conversational Japanese Stylistic Language Learning Characters: A Study with competence: Japanese Variations Adolescent Language interactional particles ne, Learners yo and yone

SATURDAY 8:00 am Lorna Fadden’s expertise includes discourse analysis and prosody which she applies to police interviews, intercultural 001. SLA Sat 8:00-9:40 communication settings, discourse more generally in forensic Paper Session contexts. Here she discusses a recent murder case in which she 8:00 to 9:40 am highlights the intricacies of rebutting a fellow linguist’s expert Floor 2nd Floor - Belmont report, especially challenging when doing analysis and testifying. Mei-Ching Ho, Taipei Municipal University of education Margaret van Naerssen, Immaculata University Exploring Academic Writing Affect among Taiwanese Language Proficiency in Murder Case in Court Engineering Graduate Students Margaret van Naerssen brings expertise in second language acquisition, language assessment and sociolinguistics, focusing This study investigates academic writing affect among Taiwanese on non-native English speaker cases. A common question is “Is graduate students in engineering-related fields. The issues the defendant faking a lower than truthful language proficiency?” addressed include the relationship between writing anxiety and One aspect she highlights in a murder case is the development of self-efficacy among EFL master’s and doctoral students and the relevant linguistic questions causes of their writing anxiety. Pedagogical implications on facilitating EFL graduate students’ writing process are also 003. BIH Sat 8:00-9:40 drawn. Paper Session Isabel Tejada-Sánchez, Universitat Pompeu Fabra - Université 8:00 to 9:40 am Paris 8 Floor 3rd floor - Douglas Fir Jean-Yves Dommergues, Université Paris 8 Ester J. de Jong, University of Florida Carmen Pérez-Vidal, Universitat Pompeu Fabra Academic Language in a Two-Way Program: Teacher Models Exploring EFL Writing Performance and Exposure Constraints and Students’ Practices in Immersion Programs This paper presents the results from a study which examined if This paper discusses the effects of time distribution on the writing and how second grade native English speakers and native Spanish performance of young Spanish-L1 learners from two types of speakers used academic language that had been modeled by EFL early-immersion school programs, which provide high, albeit teachers through specific sentence frames in the context of a two- different, amounts of EFL exposure-intensity hours. We examine way immersion program. both programs’ performance using between-within analyses to Sunny Man Chu Lau, Bishop's University explore its relationship with these time-intensity constraints. Hybrid literacy practices: Enhancing students’ bi-literacy skills Andrea Revesz, Institute of Education, University of London through a collaborative critical literacy project The effects of task type and task complexity on the pausing and This presentation reports on some preliminary findings of a year- revision behaviour of L2 writers long university-school research project on the collaboration of a This study examined the relationships of task type and cognitive French L2 and English Language Arts teacher in the promotion of task complexity to L2 writing processes. Using keystroke cross language- and content-based goals through a range of logging, participants’ online writing behaviour was tapped by hybrid literacy and experiential learning activities on the issue of measures of pausing, revisions, and fluency. The keystroke logs children’s rights. were also analysed qualitatively to examine whether the revisions Koen Van Gorp, Centre for Language and Education, KU Leuven targeted content, linguistic expression, or mechanics. Steven Verheyen, Experimental Psychology, KU Leuven 002. Forensic Linguistic Experts: Unique Challenges in North Wiene Pauwels, KU Leuven American Court Systems What factors inhibit students' use of their home languages in Colloquium Flemish primary education? 8:00 to 9:40 am This paper explores pupils’ perceptions of the use of a Floor Main Lobby - Columbia translanguaging task in two primary school classrooms. Although Session Organizer: students were generally very enthusiastic, we found that learners’ Margaret van Naerssen, Immaculata University native language, teacher, class group and personality may all have an impact on their willingness to use their home language in the This colloquium focuses on applying linguistic expertise in legal cases. It classroom. emphasizes the “nuts and bolts” of casework, not linguistic analyses, thus, of potential interest to a range of applied linguists. It can 1) assist 004. RWL Sat 8:00-9:40 experienced linguists new to forensics and 2) introduce possible content for Paper Session various professional development settings. 8:00 to 9:40 am Edward Finegan, University of Southern California Floor Lower Level 1 - Eugene Trademark Cases in Court Chan Lu, Loyola Marymount University Edward Finegan, president, International Association of Forensic Predictors of Word and Text Decoding Fluency among School Linguists, applies expertise in discourse analysis in two trademark Age Chinese-English Biliteracy Learners cases to illustrate casework. Trademark cases involve competing This study examined the contribution of phonological and linguistic perspectives because legal terms of art (generic, orthographic processing skills to word reading and text reading descriptive, suggestive) do not tidily parallel linguistic terms. fluency among Grade 2 students who are becoming biliterate in This particularly affects development of relevant linguistic an English-Chinese Immersion program. Results revealed that the questions and testifying. relative importance of the predictors of reading fluency is John Baugh, Washington University, St. Louis, Stanford Emeritus different in the two disparate orthographies. Linguistic Profiling in Unemployment Cases in Court Sihui Ke, Carnegie Mellon University John Baugh, well-known for pioneering research on linguistic Cross-linguistic Transfer of Metalinguistic Awareness in Child profiling, explores two employment discrimination cases where L2 Reading: A Meta-analysis of Correlation Coefficients prospective employees were either refused employment, often Current meta-analysis is primarily concerned with the impacts of sight unseen, or were the object of racist remarks on the job. L1 literacy experience on child L2 reading development. Baugh highlights the aspects of the language evidence/ legal Focusing on metalinguistic awareness, this study examines the question and development of the linguistic questions. cross-linguistic relationship between L1 metalinguistic awareness Lorna Fadden, Simon Fraser University and L2 reading sub-skills and possible moderating effects on the Rebuttal Testimony in Murder Case in Court correlation between L1 metalinguistic awareness and L2 reading 67

sub-skills. in first-year university courses. Deborah Poole, San Diego State University Robert Edward Poole, University of Arizona Reading instruction in an SFL-influenced classroom: Filling the The Rhetorical Value of a High Frequency Semantic Class of sentence-level gap for elementary-level ELD students Adjectives in Business English Writing This paper demonstrates how a sentence-level focus can be This presentation discusses a semantic class of adjectives present successfully employed in genre-oriented, SFL-influenced reading in a corpus of business letters not noted in previous ESP and EAP instruction with young English Learners. The pedagogical research. The rhetorical function and salience of this high approach provides guidance in a key dimension of frequency semantic class of adjectives and the implications of the comprehension, syntactic knowledge, which, though widely findings for learners of Business English will be discussed. acknowledged as essential for fluency, is often avoided in U.S. 007. TEC Sat 8:00-9:40 primary grade reading instruction. Paper Session 005. EDU Sat 8:00-9:40 8:00 to 9:40 am Paper Session Floor 3rd floor - Meadowlark 8:00 to 9:40 am Yoonhee N Lee Floor 2nd Floor - Hawthorne Playing, interacting, and acquiring a second language in an William Ludwell Quint Oga-Baldwin, Fukuoka University of online gaming community Education This ethnography case study uses discourse analysis to examine Yoshiyuki Nakata, Hyogo University of Teacher Education how one second language learner acquired specialized English Systematic code-switching for optimal language use with young through participation in an online gaming community and to show learners how an online community enables and enhances acquiring This study investigates teachers of young language learners in English language in a nontraditional online learning environment. their systematic use of code-switching in different cultural Jinjing Zhao, University of Arizona environments. Through these specific code-switching practices, An Ecological Analysis of Digital Game-Mediated Second teachers were able to maximize L2 exposure and provide students Language Learning with a rich target language environment. Pedagogical implications This study investigates how L2 learning via digital gaming is for foreign language teachers are discussed. mediated by learners’ development of gaming competence and Tracy Davis, Central Michigan University gaming styles. Extending the ecological framework of L2 Richard Forest, Central Michigan University learning, it discusses the interplay of three major affordances in Why the Slow Turn toward Discipline Specificity in EAP the ecology of L2 gaming: the digital game, the learner-gamer, Programs Isn’t a Bad Thing and the gaming community. Recently, scholarship has shown a marked increase in both the Jonathon Reinhardt, University of Arizona identification of the myriad differences in discipline-specific Developing a research agenda for digital game-based L2 academic English and its importance in English for Academic learning Purposes (EAP) pedagogy. However, this paper presents While digital game-based L2 learning research to date reflects evidence that a shift toward discipline-specificity may not be the theoretical and methodological diversity, trends are emerging in best practice for all EAP programs. response to the unique qualities of games, like goal orientation Joel Schneier, North Carolina State University and learner-player agency. This talk outlines a research agenda Writing about Writing: Empowering L2 Writers through Meta- based on recent research syntheses and identification of Discursive Writing and Research of Literacy Practices developing trends, contributions, lacunae, and opportunities. This study reports on the efficacy of implementing a writing- 008. LCS/PRG Sat 8:00-9:40 about-writing (WAW) curriculum in introductory composition Paper Session classrooms for L2 students. This presentation reports on the scope 8:00 to 9:40 am and sequence of the curriculum as well as the writing and Floor Lower Level 1 - Medford research processes, products, outcomes, and attitudes of the participants (N=56). Rachel Shively, Illinois State University Teasing in L2 Spanish During Study Abroad 006. COR Sat 8:00-9:40 Using a language socialization framework, this study analyzes L2

Paper Session development over time in playful teasing produced by L2 learners 8:00 to 9:40 am of Spanish studying abroad in Spain. The results highlight Floor 2nd Floor - Laurelhurst language socialization practices, the co-constructed nature of Jack Hardy, Georgia State University interaction, and language learning as social practice. Eric Friginal, Georgia State University Chi-hua Hsiao, UCLA/Academia Sinica, Taiwan Dimensions of Variation across Student-Written Paper Types Translating Humor in U.S. Sitcoms: Language, Culture, and This paper describes variation of successful student writing from Politics across paper types (e.g., research papers, argumentative essays) This study examines how texts, visual images, fans' comments, from 16 disciplines. Using MICUSP, a multi-dimensional and Internet forums are used to manage online interaction, to analysis was conducted. The paper compares seven paper types in construct cultural identities, to produce ideologies of translation, four functional dimensions, showing how these types relate to and to illuminate how audiovisual humor is adopted, reinvented, each other and supporting previous qualitative categorizations. and co-constructed. Nancy Berry, INTO Colorado State University Tsui-Ping Cheng, University of Hawaii at Manoa Douglas Flahive, Colorado State University Using Authentic Materials for Pragmatic Assessment in an ESL Fabiola Ehlers-Zavala, Colorado State University Classroom Exploring a Potential Vocabulary Gap between the Lexical This study draws on conversation analysis to explore the Proficiency of Advanced ELLs and the Lexical Requirements pedagogical possibility of using authentic materials for a of First-Year University Readings pragmatic assessment activity in an ESL classroom. The analysis In this paper, presenters share the results of their study, which shows that the materials bear clear pedagogical value in involved the development of two corpora and respective sensitizing participants to real-time speech act sequences and assessments, to explore the possible lexical gaps advanced ELLs generating critical reflections on their pragmatic decisions. may experience in relation to the texts they are likely to encounter 68

009. Current Issues in Study Abroad: Case Studies in Identity Practices: Insights From Action Research. Negotiation, Socialization Patterns, and Metapragmatic The study examined elementary student approaches' to learning Awareness before and after experiencing formative assessment. Results Colloquium showed that students do not change their approaches to learning 8:00 to 11:00 am after hands-on experience with formative assessment due to a Floor 2nd Floor - Mt. Hood number of factors. Future studies should further examine these factors and methods to overcome them. Session Organizers: Hooman Saeli, Oklahoma State University Julieta Fernandez, Northern Arizona University Shahriar Mirshahidi, Oklahoma State University Janice McGregor, Kansas State University Towards the Development of a Valid and Reliable ITA Discussant: Performance Test Celeste Kinginger, Pennsylvania State University The presenters will explain the performance test used in the study, Drawing on poststructuralist, language socialization, and sociocultural data collection instruments, grading rubrics, and data analysis theories, the presenters discuss case studies of American undergraduates in methods, followed by a discussion of the validity and reliability China, Egypt, France, and Germany. These case studies offer fresh of the ITA performance test. Practical implications regarding perspectives on study abroad participants’ negotiation of foreign and evaluating the proficiency of ITAs will also be presented. gendered identities, socialization patterns, and awareness of the social James Valentine, University of Southern California meaning of linguistic practices. Zsuzsa Londe, University of Southern California Emma Trentman, University of New Mexico On-Line vs. Traditional ESL Placement Tests – A Reliability Foreign Women in Egypt: Identity Negotiation, Access, and Comparison Arabic Use This study in progress will report the results of the reliability of a This paper analyzes the identity negotiation of two American traditional in-house vs. on-line ESL placement exam. The females studying abroad in Egypt. While one student negotiated purpose was to adopt a reliable, valid, and practical on-line ESL an identity as a foreign female that increased her access to placement test to be used for on-line classes at the university or Egyptians and use of Arabic, the other felt this same identity around the world. limited her access and Arabic use. Janice McGregor, Kansas State University 010-2. Table 2 Language Education “German is Fun, It’s just Utilitarian Here”: L2 Learning, Desire, Roundtable Session and Identity in a Study Abroad Context Janet Tom Cowal, Portland State University This paper draws on an independent case study that investigated Creating Win-Wins: Justifying Visual and Performing Arts for the role of imagination and desire in the year-long study abroad Linguistic Minority Student Success experiences of one American undergraduate student in Marburg, Artists, teachers, administrators, applied linguists, and researchers Germany. The interplay between his imagination and desire vis-à- gather to discuss what applied linguistics research might be useful vis learning, language use, and community participation will be for providing justification for arts education in meeting language analyzed and discussed. / education policy goals. Previously implemented pilot projects Wenhao Diao, University of Arizona integrating arts education into heritage language, FLES, and dual- “That Sounds Gay”: Peer Language Socialization for American immersion programs are presented as a starting point. Students in a Chinese College Dorm Lynne Wiltse, University of Alberta This study examines the peer socialization processes between two How Teachers’ Views of English Language Variation Influence American students and their Chinese roommates in a college Aboriginal Students’ Access to Academic Literacy dorm over the course of one semester in Shanghai. Focusing on As minority language learners’ access to academic language and Mandarin sentence-final particles, it shows how the students were school literacy is a topic of increasing importance in our socialized into gendered youth linguistic practices by their linguistically diverse schools, this research examines the ways in Chinese peers. which teachers who work with Canadian Aboriginal students can Ashlie Henery, Carnegie Mellon University be supported to acquire a more inclusive and expansive view of Interpreting “Real” French: the Role of Expert Mediation in English. Learners’ Observations and Understandings of Pragmatic Sara Beaudrie, University of Arizona Practices While Abroad Written corrective feedback in Spanish heritage language This study explores what learners notice and come to understand courses: Its role in spelling improvement about French pragmatic practices during a semester abroad. It also This presentation reports on a study on the use of written explores the role that expert mediation may have on these corrective feedback in the Spanish heritage language classroom. observations and the development of metapragmatic awareness. Students were assigned to three treatment groups and a control group. The results attest to the fact that corrective feedback is 010. Saturday Roundtable Session 1 8:00 – 9:40 beneficial both for text revision and spelling acquisition. 8:00 to 9:40 am Sam Perkins, Barry University Portland Marriott Downtown Waterfront: Floor 2nd Floor - Pearl Ruth Ban, Barry University 010-1. Table 1 Testing and Assessment Examining Dual Language Experiences in a Community Based Roundtable Session School: an exploratory study Andrea Hellman, Missouri State University This research examines the implementation of a dual-language Elementary Pre-Service Teachers’ Preparedness for program in the Miami-Dade County Public Schools. This project Linguistically Diverse Students: An Action Research Study seeks to uncover how language relates to academic identity in The study assessed a 15-hour workshop series in two modalities high school students who are speakers of Haitian-Creole. Data (face-to-face and online) on pre-service teachers’ attitudes and collection includes observations, interviews with students, knowledge about teaching language minority students in the teachers, and parents and review of program-related documents. regular classroom. Assessments included a pre- and post- attitude 010-3. Table 3 Language and the media surveys, content tests, and a project. Participants were elementary Roundtable Session teacher candidates in five groups (N=274). Alvaro Hernan Quintero-Polo, Universidad Distrital Francisco Rinat Levy-Cohen Jose de Caldas Students' Resistance to Adopting Formative Assessment Carmen Helena Guerrero-Nieto, Universidad Distrital Francisco 69

Jose de Caldas test-takers’ native languages gives raters, especially speakers of Margarita Rosa Vargas-Torres, Universidad Distrital Francisco nativized varieties, an advantage in scoring, and what impact Jose de Caldas training has on the familiarity effect. Analyses of Chinese, Indian and American raters’ scoring of TOEFL Speaking Tests indicated Educational Policy in Colombia: the Co-construction of Visions a strong association between training and scoring. on Education through the Interaction between On-line Media Ray Clifford, Brigham Young University and Its Users Troy Cox, Brigham Young University This paper presentation is intended to report on the themes that Constructing elicited oral response items for an English have inductively emerged from the interpretation of the interaction between virtual spaces of radio and press and their speaking proficiency screening test audiences around three government programs: Bilingual This presentation explores the potential of carefully constructing Education, Education for the Labor Market, and ICTs. elicited oral response items for a speaking proficiency screening test of English by reporting the results of a research trial in which 011. SOC Sat 8:00-9:40 a 45-item test representing three distinct OPI/ILR levels was Paper Session administered to over 400 students. 8:00 to 9:40 am 013. Understanding Language Learning Among Students with Floor Lower Level 1 - Portland Limited or Interrupted Formal Education (SLIFE) Lee Jung Huang, Purdue University Colloquium “I Want to Speak Like an American”: Taiwanese 8:00 to 11:00 am Undergraduates’ Preferences for Native/Local Teachers and Floor Lower Level 1 - Salon A Perceptions of Who Owns English Session Organizer: This study examines Taiwanese undergraduates’ preferences Andrea DeCapua, New York University regarding “native” versus “local” teachers, and their sense of who owns English. 106 university English majors were surveyed and Discussant: interviewed. Results indicate that 1) they prefer local teachers for Elaine Tarone, University of Minnesota reading/writing classes, but “natives” for listening/speaking; and This colloquium brings together studies contributing to our understanding 2) whoever uses English owns it. of who students with limited, interrupted, or no formal schooling (SLIFE) Hiroko Matsuura are and how they differ from other language learners. Topics include SLA, Reiko Chiba literacy development, pedagogy and classroom engagement strategies. Sarah Rilling, Kent State University Martha Bigelow, University of Minnesota Julia Kim, Andrews University Kendall King, University of Minnesota Japanese English in ELF Situations: Does Lexical Nativization Learning to Read in a New Language Through Peer Interaction Affect Intelligibility? This paper explores the importance of collaborative style in Are English loanwords in Japanese intelligible to U.S., Filipino, shaping peer literacy learning in multi-level classes for and Korean college students when these lexical forms are newcomers. Data include analysis of one 34-minute video and incorporated into English utterances? This study examines audiotaped peer interaction while doing paired reading between relationships between intelligibility of nativized English and such two asymmetrically paired female newcomers. Analysis explores influential factors as listeners’ L1, age, study abroad experience, decoding, pronunciation and comprehension opportunities and familiarity with Japanese. Pedagogical implications are through a sociocultural frame. explored. Christoper Browder, University of Maryland Akira Kondo, University of Wisconsin-Madison Do High School English Learners’ Previous Formal Schooling From “Elite” to “Dumb”: Anti-China, White Supremacy, and Backgrounds Affect Their English Proficiency Gains? Language Learning and Contact in Rural Japan This presentation reports findings from a recent quantitative study Research in study abroad and language learning in naturalistic that used school system data and student surveys from 165 U.S. contexts to date has not fully explored how such ideological public school students to examine the relationships between high constructs as gender and race interact with SLA theory. This school English learners’ previous formal schooling backgrounds study explores how two international graduate students in Japan and their gains on a test of English for academic purposes. from China and Indonesia are racialized and become undesirable Nicole Pettitt, Georgia State University foreign students. Beth Dillard-Paltrineri, University of Minnesota 012. ASE Sat 8:00-9:40 Discourse Coherence in the Oral Language of an Adult SLIFE: Paper Session A Conversation Analytic Approach to Measuring L2 8:00 to 9:40 am Acquisition Floor 3rd floor - Salmon Using conversation analytic tools, this study examines the Dennis Antonio Alonzo, University of New South Wales strategies used by an adult SLIFE in order to accomplish his communicative goals. This learner uses multiple strategies to Chris Davison, University of New South Wales achieve discourse coherence, demonstrating pragmatic An Application of Latent Trait Theory in Evaluating Language competence that is not dependent upon literacy level, or syntactic Teacher Assessment Literacy and Addressing Professional complexity and accuracy in oral language. Development Needs Sara Young, Georgetown University This paper illustrates the application of probabilistic model of Classroom Literacy Practices, Peer Interaction, and L2 Question competence using latent case analysis in developing and Development: A Case Study of One Low-Literate ESL implementing a needs-based assessment literacy program for Learner language teachers. The paper shows how the results of teachers’ self-evaluation using the standards-based assessment for learning Longitudinal video data portray the development of L2 questions competency framework are linked to professional development and questioning behaviors of one low-literate adult ESL student. training framework. Findings demonstrate that question development is impacted by factors such as instructional context, print environment, Jing Wei, New York University classroom literacy practices and requirements, interaction Assessing Speakers of World Englishes: Examining the Roles of patterns, formulaicity of questions, and interlocutor perceptions of Rater Language Background and Rater Training the speaker. This mixed-method study investigated whether familiarity with 70

014. DIS Sat 8:00-9:40 016. Bilingualism, Code-Switching, and Optimal Grammars Paper Session Colloquium 8:00 to 9:40 am 8:00 to 11:00 am Floor Lower Level 1 - Salon B Floor Lower Level 1 - Salon D Olcay Sert, Hacettepe University Session Organizer: Children Agency in Action: Challenging Teachers’ Kevin Stillwell, University of Illinois at Urbana-Champaign Pronunciation in an EFL Pre-shool Context Discussant: Based on detailed transcriptions of video-recorded interactions Rakesh Bhatt, University of Illinois (18 hours) in a pre-school classroom context in Turkey, this study Chair: focuses on children initiated sequences of talk that challenge two Rakesh Bhatt, University of Illinois intern language teachers’ pronunciation of particular words in English. This colloquium presents empirical extensions of Bhatt & Bolonyai’s Su Jung Kim, University of Minnesota (2011) theory of optimal grammars of bilingual language use. They argue that differences in code-switching practices arise from differences in Marina Aleixo, University of Minnesota ranking these five constraints: FAITH, FACE, PERSPECTIVE, POWER, Perceptions of Professional Terminology in Short-Term Study and SOLIDARITY. We present supporting evidence from Azeri-Farsi- Abroad Teacher Training Programs English, Catalan-Spanish, Kannada-English, Korean-English, and Spanish- This study examines how pre-service teachers, mentor teachers, English. and administrators understand terminology during a study abroad Chaitra Shivaprasad, University of Illinois at Urbana-Champaign teaching program. The meaning of certain terms, such as: The Optimal Grammar of Code-switching between Kannada and internship, observation, and practicum; shift throughout the English program. Findings suggest that understanding of these terms impact participants’ discursive practices in classroom interactions This paper applies the five meta-pragmatic constraints outlined in Bhatt & Bolonyai (2011) to code-switching between Kannada and and consequently program outcomes. English in urban and semi-urban communities surrounding Wan Qing Jessie Ng, Nanyang Technological University Bengaluru, India. The nature of the bilingual grammar of this Chin Soon Peter Teo, Nanyang Technological University community is revealed by the following ranking of these “The caring teacher”: A Multimodal Analysis of Teacher constraints: {FAITH, FACE}>>{SOLIDARITY, Recruitment Advertisements in Singapore PERSPECTIVE}>>POWER. A multimodal discourse analysis is performed on teacher Kevin Stillwell, University of Illinois at Urbana-Champaign recruitment advertising videos to examine the teacher identity Code-switching and the Optimal Grammar of Catalan-Spanish perpetuated in these videos to uncover ideological meanings and Bilinguals assumptions of what it means to be a teacher in Singapore, as well This study, an empirical extension of Bhatt and Bolonyai’s (2011) as their implications on the teaching profession and education in framework for the optimization of bilingual language use, Singapore. investigates the code-switching practices of Catalan-Spanish 015. SLA Sat 8:00-9:40 bilinguals in Barcelona. I argue that their bilingual language use Paper Session can be explained through ranking the five meta-pragmatic 8:00 to 9:40 am constraints as follows: {FAITH, PERSPECTIVE} >> FACE Floor Lower Level 1 - Salon C >>POWER>>SOLIDARITY. Fred Eckman, University of Wisconsin at Milwaukee Farzad Karimzad Sharifi, University of Illinois at Urbana- Gregory Iverson, University of Wisconsin at Milwaukee Champaign Jae Yung Song, University of Wisconsin at Milwaukee Optimality Theory and Bilingual Language Use: Azeri-Farsi- Covert Contrast in the Acquisition of Second-language English Code-switching Phonology This paper analyzes patterns of code-switching in an Azeri-Farsi- English multilingual community, following Bhatt & Bolonyai’s Research in child-phonology and disordered speech has reported a (2011) model. They argue that inter-community variation with stage of acquiring phonemic contrasts where some learners respect to CS arises from different rankings of 5 universal meta- produced a statistically-reliable, acoustic distinction between pragmatic constraints—FAITH, POWER, SOLIDARITY, FACE, segments which adult listeners/transcribers did not perceive. We and PERSPECTIVE. This analysis provides empirical evidence in report the production of a covert contrast by English second- support of their claims. language (L2) learners from two native-language (NL) Krista Evensen, University of Illinois at Urbana-Champaign backgrounds. Walcir Cardoso, Concordia University The Bilingual Grammar of Spanish-English Speakers in Chicago Laura Collins, Concordia University This paper presents empirical support for the optimality-theoretic framework of bilingual grammars, as theorized by Bhatt & Developmental sequences in second language phonology: Does Bolonyai (2011), through an analysis of the code-switching perception reflect production? practices of Spanish-English bilinguals of Mexican heritage in This study examines the acquisition in perception of items that Chicago. Analysis reveals that the community ranks the proposed follow a developmental sequence (DS). We focus on sC onset meta-pragmatic constraints as follows: clusters, acquired in the following order (production): /sl/ > /sn/ > {PERSPECTIVE,FAITH}>>FACE>>SOLIDARITY>> /st/. Is there a DS for sC perception? Does perception reflect POWER. production for DS items such as sC? Youngsun Lee Ron Thomson, Brock University Code-Switching and the optimal grammar of Korean-English Phonological Working Memory Capacity and the Development bilinguals of Second Language Speech Perception This paper investigates the systematic patterns of Korean-English This study examines the relationship between L2 English code-switching within the optimality-theoretic framework learners’ performance on phonological working memory tasks in outlined in Bhatt and Bolonyai (2011). The data in this paper their L1, in their L2 and in an unfamiliar language, and their provide evidence for the following hierarchy of constraints of ability to discriminate between L2 English speech sounds across a bilingual language use within the Korean-English speech variety of phonetic contexts. Implications for L2 speech training community: {PERSPECTIVE, FAITH}>>FACE>> POWER>> will be discussed. SOLIDARITY.

017. Patterns of L2 Development: Different Theoretical Deborah J. Short, Center for Applied Linguistics Perspectives This colloquium describes the 2-year research and development project for Colloquium Bridges, an intervention for adolescent newcomers with interrupted 8:00 to 11:00 am education and no/low English and native language literacy. Papers explain Floor Lower Level 1 - Salon F the design of the specialized interdisciplinary curricula, the professional development and coaching provided to teachers, and the evaluation of Session Organizers: student performance results. Rod Ellis, University of Auckland Elaine Klein, CUNY Graduate Center Soren Eskildsen, University of Southern Denmark Building Bridges for Newly Arrived Emergent Bilinguals in Discussant: NYC High Schools Jan Hulstijn, University of Amsterdam This paper describes the development of an intervention for This colloquium scrutinizes L2 development from a range of different newly arrived, high school students with low native language theoretical and empirical perspectives. It re-evaluates the notion of a literacy, low English skills, and interrupted educational ‘natural route’ in L2 acquisition and the regularities and the variability backgrounds. Planning the year-long program required designing evident in L2 development, addressing issues such as teachability and a specialized pre-ninth grade curriculum, identifying schools and processability, exemplar-based L2 learning, and idealisation in SLA teachers, and addressing policy issues. Lessons learned are research. shared. Anke Lenzing, University of Paderborn Suzanna McNamara, Bronx International High School L2 Development is Rule-Governed and Dynamic Creating an On-Ramp Curriculum for Adolescent, Low Literacy This talk presents the foundations of Pienemann’s Processability Newcomers Theory (PT) as well as solid empirical evidence. It is argued that This paper explains the process used to prepare a pre-ninth grade PT, based on Bresnan’s Lexical-Functional Grammar and specific interdisciplinary curriculum for newcomers with low literacy and assumptions about the architecture of the language processor, can interrupted education. Drawing from state standards for K-8 math, account for the dynamics of L2 acquisition, including universal science, social studies, and language arts, the designers built units developmental patterns and variability. to integrate English language development and critical thinking Rod Ellis, University of Auckland with key content topics. Researching Acquisition Sequences: Idealisation and De- Annie Smith, Bright Minds Idealisation in SLA Training High School Teachers to Integrate Basic Literacy and Cancino et al.’s early claim of a sequence of acquisition for L2 Academic English in Math, Science, Social Studies, and English negation is re-examined in the light of findings from Language Arts three studies that re-analysed the data from the early study. The This paper outlines the professional development plan enacted to paper concludes that acquisition sequences constitute a valid prepare high school content teachers to instruct low literacy idealisation from the perspective of scientific enquiry in general. students with interrupted educational backgrounds. Topics Soren Eskildsen, University of Southern Denmark addressed in workshops, teachers’ successes and struggles, and What Counts as a Developmental Sequence?: Exemplar-Based the efforts to provide effective job-embedded coaching are L2 Learning. described. A usage-based investigation of the development of subordinate Deborah J. Short, Center for Applied Linguistics clauses, WH-interrogatives, and yes/no-interrogatives in L2 Rebecca Curinga, CUNY Graduate Center English, this paper argues that linguistic structures are not Does a Pre-Ninth Grade Intervention Program Help Adolescent, acquired as rule-governed syntactic phenomena deployed at once Low Literacy Newcomers? across diverse linguistic patterns in a broad-sweeping manner, but emerge in social activities along, rather than across, This paper presents the results of a formative evaluation constructional lines. conducted during the second year’s implementation of a pre-ninth Marjolijn Verspoor, University of Groningen grade intervention for low literacy, high school newcomers. Data collection and analyses included pre-post student reading, writing, Wander Lowie, University of Groningen and math assessments, classroom observations, and participant Corinne Tilma, University of Groningen interviews. Statistically significant results were found. A Dynamic Perspective on Developmental Patterns in Finnish as 019. PED Sat 8:00-9:40 an L2 Paper Session In a longitudinal study, two learners of Finnish – one in a foreign 8:00 to 9:40 am language context with a focus on form and one in a second language context with a focus on meaning—show differences in Floor Lower Level 1 - Salon H the developmental patterns in terms of use and accuracy, but the Lisa Varandani, University of Dayton two learners’ trajectories eventually converged. Colleen Gallagher, Georgetown University/University of Maryland Xian Zhang, Pennsylvania State University Jennifer Haan, University of Dayton James Lantolf, Pennsylvania State University Karin Avila-John, University of Dayton Natural or Artificial: Is the Route of L2 Development Teaching Linguistically-Diverse Classes Across the Disciplines: Teachable? Faculty Perceptions Piagetian theory and Vygotskian theory make competing claims As the international student population at US universities regarding universal development and on the timing and effects of increases, so does the need for faculty development in working instruction on development. The paper presents empirical with non-native English speakers (NNES). This study examines evidence on Chinese topicalization that challenges the faculty knowledge and dispositions in teaching NNES across the instantiation of Piaget’s assumptions as they have been realized in disciplines. The results inform efforts to support faculty teaching SLA in Pienemann’s Teachability Hypothesis. culturally and linguistically diverse classes. Jan Personn, Middle East Technical University, Northern Cyprus 018. Building Bridges for Emergent Bilinguals: A Pre-Ninth Nur Yigitoglu, Middle East Technical University, Northern Cyprus Grade Intervention for Low Literacy Newcomers Colloquium The Effects of an INSET course on Novice Teachers’ teaching 8:00 to 9:40 am practices Floor Lower Level 1 - Salon G This study focuses on the outcomes of a highly reputable In Service Training (INSET) course. It aims to better inform INSET Session Organizer: 72

practices by providing pedagogical suggestions for teacher This presentation portrays ways in which a teacher collective in education material developers and curriculum designers. California resists and renegotiates educational policies concerning Implications for INSET in ESL/EFL settings will be discussed. teaching language/literacy to bilingual students of Latino descent. Zeynep Koylu, University of South Florida This collective emerged as a grassroots response to a policy Instructors’ Code-Switching in a Turkish EFL Context environment that constrains teachers’ ability to address the needs and interests of their students. This qualitative study investigates EFL instructors' code- Juliet Langman, University of Texas, San Antonio switching practices, attitudes, and the factors and functions triggering its use in a Turkish EFL context. The data were Translanguaging, Identity, and Learning: Science Teachers as gathered from classroom observations and stimulated recall Engaged Language Planners interviews. The results address the linguistic and pedagogical The presenter examines the enactment of LPP in Texas secondary implications of code-switching in EFL classrooms. school science classrooms among teachers with various 020. Engaged Language Policy and Practices approaches to translanguaging and incorporation of transcultural flows into content area teaching. The study concludes with a Colloquium discussion of on-going teacher training focused on language 8:00 to 11:00 am awareness. Floor Lower Level 1 - Salon I 021. TXT Sat 8:00-9:40 Session Organizer: Paper Session Kathryn Davis, University of Hawaiì at Manoa 8:00 to 9:40 am Discussant: Floor 3rd floor - Sunstone Elana Shohamy, Tel Aviv University Mackenzie Warren, Georgetown University Chair: Blogging Steubenville: Hidden Agency and Evaluation in Kathryn Davis, University of Hawaiì at Manoa Online Discourse While critical research is at the center of transformative language planning, An analysis of Appraisal and Transitivity features in three blog this colloquium further suggests it is situated action—planning and doing posts about the controversial trial in Steubenville, Ohio in 2013 social equity—that brings substantive meaning to language policy and reveals often hidden patterns of judgment and agency in the practices. Presenters portray their efforts as knowledgeable advocates bloggers’ language. The findings show how various social working towards community control of valued linguistic and cultural participants are evaluated and empowered in these texts. resources. Anastasia Khawaja, University of South Florida Kathryn Davis, University of Hawaiì at Manoa Fahad Alharbi, University of South Florida Engaged Language Policy and Practices: Exploring Process and Graffiti in Ni’lin Village - The Untranslated Story Portrayal This study uses textual analysis to explore graffiti in the This presentation provides an introductory conceptual overview Palestinian West Bank. More specifically, this study investigates of engaged language policy and practices as a dialogic approach the types of graffiti found in the West Bank village of Ni’lin and grounded in critical theory and informed by political activism. how these types exhibit resistance and solidarity against the This approach further represents a shift from focus on considering occupation. data as concrete and reportable to understanding data as also Anne Lazaraton, University of Minnesota process and portrayable. Prem Phyak, University of Hawaii at Manoa “Aaaaack! The Active Voice Was Used!”: Language Play, Engaging Indigenous Youth in Transforming Language Policies Technology, and Repair in the Daily Kos Weblog A bounded episode of language play in the Daily Kos weblog that Drawing on the centrality of youth agency (Appadurai, 2006; Davis, 2009), this paper describes transforming received is constructed in the passive voice is analyzed to determine how active voice contributions are repaired and corrected by others monolingual ideologies towards recognizing language, culture, and ethnic diversity and promoting equitable education in Nepal. and how the repair phenomena are mediated by the unique features of the digital environment. I argue that engaged language policy research suggests important possibilities for youth engagement towards realizing 022. SLA Sat 8:00-9:40 minority/indigenous languages in education. Paper Session Thuy Thi Ngoc Bui, University of Hawaii at Manoa 8:00 to 9:40 am “Can a Basket Hide an Elephant?”—Engaged Language Floor Main Lobby - Willamette Planning Toward Social Equity in Vietnam Tan Chee Lay, Singapore Center for Chinese Language This study explores Vietnam language policies (LP) in relation to Li Li, Singapore Center for Chinese Language global and national ideologies while engaging teachers and Lum May Lin, Singapore Center for Chinese Language language minority students within an agrarian province in Singaporean Chinese Children’s Home Literacy Environment appropriating educational policies. The study calls for local agency in decision-making through engaged LP aimed at and Its Influence on Chinese Oral and Written Language facilitating transformative education, diversity, and social Ability welfare. This study examined Singaporean Chinese-English bilingual Rosemary Henze, San Jose State University children’s home literacy environment (HLE) and its influence on Katherine Masters, San Jose State University their Chinese oral and written language ability. Additional contribution of HLE over language preference was found to From Policy and Disempowerment to Locally Meaningful children’s Chinese written language ability but not to their oral Practice: Rural Nicaraguan Teachers Engage the English language ability. Requirement Damian J. Rivers, Osaka University This presentation portrays how rural secondary teachers in Andrew S Ross, University of Canberra Nicaragua, faced with a policy that requires them to teach Teaching English in Japan: Cognitive Appraisals of Race and English, are engaging with US university partners in a process of critical inquiry about language policy and student needs, while Native-Speakerhood transforming policy into locally meaningful practices. In recent years, the notion of race has risen to a position of Lucinda Pease-Alvarez, University of California, Santa Cruz prominence in language education due to its central role in stereotyping. The presenters showcase data from 60 Japanese Alisun Thompson, University of California, Santa Cruz university students confirming the widespread prevalence of Teachers Resisting and Remaking Educational Policy teacher appraisals on the basis of race. 73

Yuka Kurihara, Tokai University involving an interface between syntax and other cognitive A Longitudinal Study of EFL Professionals’ Learning to Teach domains are difficult to acquire completely. This study explores how Japanese EFL teachers appropriate the 026. RWL Sat 9:55-11:00 pedagogical tools presented in the U.S. teacher education program Paper Session into their own classroom instruction. By tracking a single 9:55 to 11:00 am secondary school teacher for three years, the study highlights how Floor Lower Level 1 - Eugene the teacher negotiates the goals of multiple learning and teaching Jason Moore, University of Michigan opportunities inside/outside Japan. Choices and Constraints: Using SFL Genre Theory to Teach primary-grade ELLs to Write Arguments in Language Arts SATURDAY 9:55 am This session will present an instructional approach that applies SFL and genre theory to teach 4th and 5th grade ELLs to write 023. SLA Sat 9:55-11:00 arguments. Qualitative analysis of instruction found that Paper Session conversations highlighted constraints and choices inherent to the 9:55 to 11:00 am genre. Stage and register analyses evaluate and identify patterns Floor 2nd Floor - Belmont in students’ responses. Andrew Hyunmin Lee, McGill University Yueh-Hung Tseng, National Dong-Hwa University Roy Lyster, McGill University Construction of L2 author's voice by young children: Assuming Effects of Corrective Feedback on L2 Speech Perception: identity through rhetorical features Perceptual Decisions, Linguistic Hypotheses, and Negative This study examines the readers' construction of L2 (English) Evidence authors’ voices. The findings suggest that young children, from To what extent do second language (L2) learners benefit from grades four to six, use rhetorical features to construct the author's instruction including corrective feedback (CF) on speech voice and guess the author's identity. The study suggests ways in perception? Specifically, focusing on the non-native phonemic which teachers might support children's development as writers. contrast /i/-/�/, the presenters will address this question by 027. EDU Sat 9:55-11:00 reporting the results of a classroom-based experimental study Paper Session conducted with 32 young adult Korean learners of English. 9:55 to 11:00 am Eun Jeong (Esther) Lee, Ohio State University Floor 2nd Floor - Hawthorne The connection between students’ pervious classroom cultures Hiram Maxim, Emory University and corrective feedback A Study into Curriculum-based Development of Collegiate The present study examines how advanced-level adult ESL Foreign Language Writing students’ previous experiences of learning English in different classroom cultures influence their responses to teachers’ oral CF. This presentation explores the relationship between instruction Specifically, it argues that knowing these cultures can help ESL and L2 writing development within a four-year integrated teachers craft appropriate and effective CF. collegiate undergraduate curriculum by presenting the curriculum-embedded writing tasks, research methodology, and 024. SOC Sat 9:55–11:00 findings from a multi-year longitudinal and cross-sectional Paper Session investigation of the development of German L2 writing 9:55 to 11:00 am complexity. Floor Main Lobby - Columbia Megan Siczek, George Washington University Julia Stakhnevich, Bridgewater State University Shawna Shapiro, Middlebury College Anne Doyle, Bridgewater State University “Strategic Content”: How L2 Specialists Can Bridge Language Ideology and Conceptualizations of Second Language Pedagogical and Political Spaces in Higher Education Learning in Two Recent Hollywood Films: “Spanglish” and Through Globally-Oriented Writing Courses “Eat Pray Love” These presenters argue that the “division of labor” between L2 This study uses CDA to explore conceptualizations of second specialists and L1 content teachers can be challenged by language learning (SLL) in two recent Hollywood films. The developing globally oriented, writing-intensive courses. They purpose of the study is to uncover how the films’ language reference three courses designed to fulfilled curricular needs, ideologies shape viewers’ perceptions of SLL and how these which also highlighted their own content expertise and advanced cinematic models reflect power relations and contribute to the internationalization agenda at their respective institutions. language-based discrimination. 028. COR Sat 9:55-11:00 025. BIH Sat 9:55-11:00 9:55 to 11:00 am Paper Session Floor 2nd Floor - Laurelhurst Floor 3rd floor - Douglas Fir Alan Juffs, University of Pittsburgh Diane Tedick, University of Minnesota Mary Lou Vercellotti, Ball State University Amy Isabel Young, University of Minnesota The interaction between the development of lexical variety and Student Responses to Form-Focused Instruction in a Grade 5 the use of tri-grams in ESL Two-Way Immersion Classroom This paper addresses two questions about the relationship This qualitative study investigated how Spanish and English between multi-word utterances, operationalized as tri-grams, and home language students in two-way immersion (TWI) responded vocabulary use, measured as lexical variety. When learners begin to form-focused instruction (FFI). Findings revealed that to use tri-grams, lexical variety scores decreased because using responses differed considerably between the two groups. They formulaic sequences recycles the same lexical items. These contribute to our understanding of the need for FFI yet raise patterns support a usage-based theory of constructions in SLA. questions about how it is best accomplished in TWI. Brock Wojtalewicz, University of Calgary Eun Hee Lee, University at Buffalo Geoffrey Pinchbeck, University of Calgary Reference choices in Korean discourse by heritage learners. A Corpus-Based Study Measuring Vocabulary Development in By comparing Korean L1 spoken narrative data with heritage Expository Writing Samples from Upper Elementary speaker data elicited through a film-retelling task, this paper tests Learners the Interface Hypothesis, which states that language structures This corpus-based study investigates vocabulary development 74

among 300 learners in grades 4-6, as demonstrated productively This paper reports on a study of the impact of a linguistics course through their expository writing. A lexical profile was generated incorporating functional grammar on teachers’ development in for each essay by using an age-appropriate reference corpus. instructional practice. Teachers could choose whether or not to These profiles were then modelled to predict holistic ratings of take the linguistics course; therefore, the project provides a good writing quality. opportunity for a comparative study on the impact of linguistics. 029. COG Sat 9:55-11:00 Margaret Berg, University of Northern Colorado Paper Session Jingzi Huang, Monmouth University 9:55 to 11:00 am Deborah Romero, University of Northern Colorado Floor 3rd floor - Meadowlark The Role of Functional Linguistics in In-Service Teachers’ Mirjam Guenther-van der Meij, Fryske Akademy/University of Feedback to Students Groningen This paper reports on a study of in-service (i.e. teaching for at Kees De Bot, University of Groningen least 1 year) teachers’ understanding of linguistics and feedback Wander Lowie, University of Groningen to students on written assessments before and after a program incorporating functional linguistics and SLA theory. The study Edwin Klinkenberg, Fryske Akademy strengthens arguments for incorporating linguistic knowledge into Third Language Development in Fluent and Non-Fluent all teacher development programs. Bilingual Young Adolescents Keli Yerian, University of Oregon This study looks into the development of English as a third Trish Pashby, University of Oregon language in two groups of bilingual secondary school pupils with Anna Mikhaylova, University of Oregon different degrees of fluency in two closely related languages. The Non-Native and Native Speakers’ Perceptions of Professional data gathered so far suggest that being fluent in two languages has a positive influence on learning a third language. Language Development Opportunities within a Language Sarah Grey, Pennsylvania State University Teaching MA Program Cristina Sanz, Georgetown University Scholars have called for English language support for nonnative Kara Morgan-Short, University of Illinois at Chicago speaker (NNS) TESOL students, yet a NNS focus can promote a dualistic view of NS-NNS speakers. Our survey of 80 NNS and Michael T. Ullman, Georgetown University NS students in a US MA program identifies ways to provide A neurocognitive investigation of bilingual versus monolingual English language professionalization that addresses all students’ additional language learning in adulthood needs. This study compared bilinguals and monolinguals in their 031-2. Table 2 International Education uninstructed learning of an additional language, using behavioral Roundtable Session and neural (ERP) measures. Behaviorally, the monolinguals consistently outperformed the bilinguals. The ERPs yielded a Rui Cheng, Nazareth College more complex pattern, with the monolinguals showing more A Sneak Peak of Bilingual Education in China: Teachers’ native-like brain processing for word-order, and the bilinguals for Perspectives gender agreement. This presentation reports Chinese professors’ perspectives on 030. LSC/PRG Sat 9:55-11:00 their overseas experiences in English speaking countries and Paper Session implementing instructions in English upon returning to their universities in China. Results indicated the overseas experience 9:55 to 11:00 am helpful, but many cannot conduct instructions in English for Floor Lower Level 1 - Medford various reasons such as lack of resources, different educational Andrew S Ross, University of Canberra beliefs. An Exploration of the Emotional Experiences and Motivation of Rukmini Becerra, University of Washington Tertiary English Language Learners in Australia Teachers’ Perceptions about Language in an Intercultural and The important role of emotions to the language learning Bilingual Preschool in Santiago, Chile experience has, in recent years, garnered increased recognition, Teachers’ perceptions about language are crucial in improving and related research has gathered momentum. The presenter will teacher education programs for intercultural and bilingual discuss qualitative and quantitative data from a doctoral research education. The present qualitative case study explores and project examining the relationship between specific emotions and analyses teachers’ perceptions about language in an intercultural motivation. and bilingual preschool in Santiago, Chile, where Mapuche Emiko Izumi, Kyoto University of Education language is taught as a second language. A Study of Communication Strategies, Gestures and Emotion 031-3. Table 3 Nation-states: Language policies and language Used by Japanese EFL Learners: Focusing on Differences teaching between L1 and L2 Roundtable Session This study focused on gestures, emotions and strategies that Kamal Belmihoub, Purdue University Japanese EFL learners often use in communication. Participants were college students. A conversation was held about their special The Interface of Language Attitudes and Second Language experiences by using L1 and L2. They conversations were Acquisition in Algeria videotaped, transcribed and analyzed from the emotional, cultural An exploratory pilot study examined language attitudes among and language perspectives. Algerian first and second year students in an Algerian university. Some of these attitudes are examined in relation to socio-cultural 031. Saturday Roundtable Session 2 9:55 – 11:00 factors. The relationship between these attitudes and how they 9:55 to 11:00 am influence language acquisition in Algeria is the subject of the Portland Marriott Downtown Waterfront: Floor 2nd Floor - Pearl presentation. 031-1. Table 1 Teachers’ Professional Development Svitlana Melnyk, Indiana University Roundtable Session Language Policy and Recent Sociolinguistic Developments in Jingzi Huang, Monmouth University Ukraine Margaret Berg, University of Northern Colorado The paper will examine the latest issues in Ukraine’s language Deborah Romero, University of Northern Colorado policy and how they influence the most recent developments in In-service Teacher Development Program’s Optional Linguistics the sociolinguistic situation. The study will focus on such phenomena as official monolingualism, regional bi- and Course 75

multilinguaslism, Russification, and Anglicization, as well as classrooms? How can CIC be promoted? What is the relationship other concurrent sociolinguistic changes. between CIC and second language learning? 032. LID Sat 9:55-11:00 Kirby Chazal, University of Illinois at Urbana-Champaign Paper Session Dual Focus on Form and Meaning in the Foreign Language 9:55 to 11:00 am Classroom: An Interactional Challenge? Floor Lower Level 1 - Portland Using conversation analysis methodology, I observe the Blanca Gabriela Caldas, University of Texas, Austin interactions in university-level French foreign language classrooms and examine instructional sequences which display a Bilingual Pre-Service Teachers’ Perceptions of Professional dual focus on form and meaning. I consider the interactional Spanish Language Development and the Effectiveness of challenges of such a dual focus and examine the talk and Spanish Proficiency Support System embodied actions of teachers and students engaged therein. This study examines bilingual pre-service teachers’ views on the 035. SLA Sat 9:55-11:00 importance of Spanish as part of their professional development during Spanish proficiency support sessions. The workshops and Paper Session small group tutorial sessions put in place provide a space where 9:55 to 11:00 am language ideologies, perceptions of their own preparation/ Floor Lower Level 1 - Salon C preparedness and support effectiveness can be examined. Kara Morgan-Short, University of Illinois at Chicago Sven Sierens, Ghent University Mandy Faretta-Stutenberg, University of Illinois at Chicago Piet Van Avermaet, Ghent University Laura Bartlett, University of Illinois at Chicago Stef Slembrouck, Ghent University Understanding second language grammatical gender agreement: Koen Van Gorp, Centre for Language and Education, KU Leuven Relationships between language experience, proficiency, Challenging the National Monolingual Doxa in Plurilingual performance and neurocognitive processing. Elementary Schools: The Impact of a Local Urban Policy The current study examines individual differences in Initiative on Teachers’ Beliefs neurocognitive processing, as assessed by event-related potentials This paper addresses the influence of local multilingual education (ERPs), and their relationship with L2 experience, proficiency policies which challenge a doxa-like national monolingual and performance. Results suggest a relationship between the size ideology on teachers’ perceptions of multilingualism. Qualitative of the ERP and Spanish-specific measures as well as between the and quantitative are reported on the impact of the Flemish ‘Home type of ERP and general L2 experience factors. Language in Education’ project on the beliefs of the participant Gisela Granena, Universitat Oberta de Catalunya teachers. Explicit and implicit cognitive aptitudes and information- 033. ASE Sat 9:55-11:00 processing styles: An individual differences study Paper Session This study extends recent work on aptitude by investigating 9:55 to 11:00 am whether aptitudes for implicit and explicit learning are Floor 3rd floor - Salmon differentially related to the two main information-processing cognitive styles proposed by dual-process theories in cognitive Lindsay Brooks, OISE/University of Toronto psychology: rational-analytical (conscious and rule-based) and Merrill Swain, OISE/University of Toronto experiential-intuitive (fast and heuristic) (Epstein & Pacini, A Comparison of Graduate Students’ Speaking Performances in 1999). Three Contexts: TOEFL iBT, In-Class Content Classes, and 036. DIS Sat 9:55-11:00 Out-of-Class Academic Activities Paper Session This paper compares 30 international graduate students’ 9:55 to 11:00 am performances on TOEFL iBT speaking tasks and their Floor Lower Level 1 - Salon G performances during their real-life academic studies. Based on an analysis of grammatical, discourse, and lexical features in their Elizabeth R Miller, University of North Carolina at Charlotte speaking, we demonstrate that there are some overlapping and Social Sustainability: Is There a Definition in the House? some distinct differences in their performances across contexts. This presentation analyzes eight small group conversations, Kristopher Kyle, Georgia State University involving participants from diverse professional backgrounds, Scott Crossley, Georgia State University charged with arriving at a definition for social sustainability. It Danielle McNamara, Arizona State University demonstrates how lack of consensus was mobilized through conflict avoidance and identity safeguarding practices and Construct Validity of TOEFL iBT Spoken Assessment Tasks: contributes to the emerging fields of eco-critical discourse Insights from Natural Language Processing analysis and ecolinguistics. This study used a natural language processing tool to analyze the linguistic characteristics of responses to TOEFL iBT spoken 037. PED Sat 9:55-11:00 independent and listen/speak integrated tasks. Findings indicated Paper Session that a three-way categorization of tasks (independent/ informal 9:55 to 11:00 am integrated/formal integrated) may be more appropriate than a Floor Lower Level 1 - Salon H dichotomous (independent/integrated) one. Paul Quinn, OISE/University of Toronto 034. DIS Sat 9:55-11:00 Nina Spada, OISE/University of Toronto Paper Session Incorporating Structural Priming into an Oral Production Task to 9:55 to 11:00 am Elicit the English Passive Construction Floor Lower Level 1 - Salon B This study investigated the effect of structural priming on Li Li, University of Exeter eliciting the English passive construction, from L2 learners, in a Steve Walsh, Newcastle University picture-cued story-telling oral production task. A significant priming effect was found. The results are discussed in terms of Developing Classroom Interactional Competence (CIC) in potential applications of priming to L2 pedagogy. Language Classrooms Hoa Thi Hong Nguyen, University of Pennsylvania This talk draws on 9 hours of video-recorded interactions in The relative effectiveness of three types of form-focused English language classrooms in China to discuss aspects of classroom interactional competence using the principles of instruction on the acquisition of English formulaic sequences conversational analysis: how does CIC manifest itself in This experimental study examines the relative effectiveness of 76

three types of form-focused instruction on the acquisition of feedback for the acquisition of complex linguistic targets in the English formulaic sequences among 40 advanced Mandarin- foreign language classroom. The results of the analysis, which speaking ESL learners. Findings suggest that that different adopts a fine-grained coding scheme, suggest that different instruction types benefits the acquisition of such forms at varying feedback strategies may selectively facilitate the acquisition of degrees. specific features of the target. 038. DIS Sat 9:55-11:00 Scott Charles Aubrey, Kwansei Gakuin University Paper Session Natsuko Shintani, National Institute of Education, Nanyang 9:55 to 11:00 am Technological University Floor 3rd floor - Sunstone The Effect of Synchronous and Asynchronous Written Lindy Comstock, UCLA Corrective Feedback on Grammatical Accuracy in a Institutional and Quasi-Conversational Humor in Intercultural Computer-mediated Environment Teleconferences: Topic Selection and Success by Meeting Presenters will report on results of an experimental study which Phase indicate that immediate (synchronous) written corrective feedback is significantly more effective than delayed written corrective Native speakers have been found to avoid non-work-related topics feedback on improving written grammatical accuracy. Interview with non-native speaker colleagues (Adelswӓrd & Ӧberg, 1998); data will be used to discuss how synchronous written corrective however, quasi-conversational phases within institutional feedback facilitates deeper processing of the target feature. discourse (e.g., openings and closings) suggest phase-specific topics of humor. This paper investigates topics proffered for 041. Prepare for online publication and get read humorous exchange in the intercultural work environment of an Publishing Workshop IT teleconference team. 11:30 to 12:00 pm Marissa Fond, Georgetown University Floor Main Lobby - Columbia Interactional Patterns in Three Types of Clinical Elicitation of Session Organizer: Everyday Conversation: Evaluating Discourse-Pragmatic Jolanda de Voogd, Springer Communication Disorders In this session, Springer Editor Jolanda de Voogd will offer advice on how Everyday conversation is an effective measure of discourse- to prepare your publications to be easily found through online searches. If pragmatic impairment following acquired brain injury. However, more readers find your article, it will be cited more often, so: get ready to the intrinsic constraints, goals, and participant roles of clinical get read – make your book or article easy to find online! elicitation activities conflict with the less constrained, more 042. BIH Sat 11:30-12:35 symmetrical features of the everyday conversation sought; this contradiction has implications for the evaluation and Paper Session textualization of discourse-pragmatic impairment. 11:30 to 12:35 pm Floor 3rd floor - Douglas Fir 039. SLA Sat 9:55-11:00 Sara Kangas, Temple University Paper Session 9:55 to 11:00 am “Special Education Trumps ESL”: An Ethnographic Floor Main Lobby - Willamette Investigation of Service Delivery for ELLs with Disabilities Mahmoud Azaz, University of Arizona Through the findings of an ethnographic study this presentation will explore one public elementary school’s unofficial language Thomas G. Bever, University of Arizona policy for ELLs with disabilities—“special education trumps A general problem solving model resolves the two contemporary ESL”. The findings reveal that there was conflict between ESL conflicting approaches to L1 acquisition of syntax and special education services, which ultimately resulted in This review and proposal consider the main virtues and failings of limited and interrupted L2 instruction for ELLs. Universal Grammar and Usage-Based Learning models in L1 Mari Haneda, Pennsylvania State University syntactic development. Both ignore the dual reality of statistical A case for promoting bilingualism among ESL teachers and categorical processes in L1 acquisition. It calls for a revived Drawing on interview-based research, this paper examines the proposal that explains L1 acquisition in terms of problem solving benefits of bilingualism in K-5 ESL teaching. Findings indicated dynamics. that bilingual teachers interacted with immigrant parents Tomoko Okuno, Michigan State University significantly more frequently than their monolingual counterparts; Debra Hardison, Michigan State University however, bilinguality neither impacted the extent of collaboration Factors Affecting Acquisition of Vowel Duration in L2 with general education teachers nor with choice of instructional Japanese: Visual Cues, Segment Type, Pitch Pattern, and model. Talker’s Voice 043. RWL Sat 11:30-12:35 This study investigated factors affecting perception training of Paper Session Japanese vowel duration by English NSs with transfer to 11:30 to 12:35 pm production. Findings indicated visual cues (waveforms), vowel/ Floor Lower Level 1 - Eugene consonant type, pitch pattern, and talker affected learners’ Neil Anderson, Brigham Young University accuracy, supporting the position that L2 perceptual development involves evaluation of input based on context- and talker- Norman Evans, Brigham Young University dependent perceptual categories. K. James Hartshorn, Brigham Young University Discipline-Specific Expectations of Faculty for Reading and Writing SATURDAY 11:30 am This paper focuses on the reading and writing expectations that 040. SLA Sat 11:30-12:35 university faculty have of students studying in the five top majors Paper Session in the U.S. A nationally distributed survey provided the data. 11:30 to 12:35 pm Results indicate significant differences across majors in terms faculty requirements for the volume and types of reading and Floor 2nd Floor - Belmont writing. Diana Pili Moss, University of Lancaster Brooke Ricker, Pennsylvania State University Corrective Feedback and the Acquisition of Complex Linguistic Service or Disservice: Defining “Academic Writing” Targets Discursively in the ESL Composition Classroom The study investigates the potential effectiveness of corrective 77

This presentation explores how students and teacher in a first year 047. LSC/PRG Sat 11:30-12:35 writing course co-construct a definition of academic writing as Paper Session formal and impersonal, in contrast to creative writing as 11:30 to 12:35 pm multilingual and cultural, and how these definitions ultimately Floor Lower Level 1 - Medford constrain the teacher’s attempts to promote a more inclusive model of academic writing. Jeff Connor-Linton, Georgetown University Multi-Dimensional Analysis of Web Genres 044. EDU Sat 11:30-12:35 New technologies are claimed to create and address new Paper Session audiences and purposes for language use. The functional 11:30 to 12:35 pm characteristics of five 200,000 word samples of internet language Floor 2nd Floor - Hawthorne use—Tweets, Blogs, Forums, Ads, and (pop culture) ‘Articles’— Susan Behrens, Marymount Manhattan College are compared to the functional profiles of previously described Fostering Academic Literacy with Overt Language Knowledge: genres, using Multi-Feature/Multi-Dimension analysis (Biber The Benefits of Linguistics-infused Pedagogy in Higher 1988). Education 048. LPP/LID Sat 11:30-12:35 New college students struggle with mastery of academic Paper Session language, a crucial—yet ill-defined—type of discourse. This 11:30 to 12:35 pm paper illustrates how linguistics can contribute to more language- Floor 2nd Floor - Mt. Hood aware educators, better sharing of expectations, and higher rates Casey Keck, Boise State University of academic literacy in students’ writing, reading, and oral Maricel Santos, San Francisco State University communication skills, with examples of linguistics-infused pedagogy. Cultivating “Transformative Intellectuals” in Applied Meike Wernicke, University of British Columbia Linguistics: A Role for Service-Learning? The 'inauthentic classroom': An old-time notion with new This presentation examines the promise of service-learning, a implications for L2 teachers familiar but under-utilized approach to professional development in applied linguistics. The presenters highlight their experiences Based on French language teachers’ narrated experiences, this with service-learning models aimed at supporting the reflective paper examines the production of discourses about the processes necessary for applied linguists to evolve as “inauthentic classroom” as a resource in participants’ construction “transformative intellectuals” (Giroux, 1988; Pennycook, 2001). of L2 teacher identity, underscoring the need to consider the Anne Donovan, Center for Applied Linguistics effects of authentic language ideology on teachers’ negotiation of a legitimate sense of self. Meg Malone, Center for Applied Linguistics Graduate Education in Applied Linguistics: Results of a 045. COR Sat 11:30-12:35 Nationwide Survey Paper Session What is taught and learned in graduate programs of applied 11:30 to 12:35 pm linguistics? What should be taught to prepare the next generation Floor 2nd Floor - Laurelhurst in the field? These questions lie at the core of a nationwide survey Cynthia Murphy, Georgia State University of graduate students and faculty. This paper presents survey Jennifer Roberts, Georgia State University results and discusses future directions in the field. Lexically-Based Pedagogic Grammar: A Corpus-Based Course 049. Saturday Roundtable Session 3 11:30 – 12:35 Design for K-12 Immigrant Parents with Low Literacy 11:30 to 12:35 pm The current study details the rationale, collection, and analysis of Portland Marriott Downtown Waterfront: Floor 2nd Floor - Pearl a corpus containing six text types related to K-12 public education with the goal of designing a course for immigrant parents that 049-1. Table 1 Telecollaboration and Learning incorporates elements of authentic materials as the content from Roundtable Session which learners develop a genre-specific and lexically-based Iryna Kozlova, Carleton University pedagogic grammar. Collaborative Task-based Learning in Virtual Worlds: Does Shannon Fitzsimmons-Doolan, Texas A&M University Learner Autonomy Matter? Using Lexical Variables and Corpus-based Analysis to Identify The study investigates collaborative task-based learning in virtual Language Ideologies in a Blog About Immigrant Education worlds by examining whether learners collaborating on the task This paper presents a corpus-based study of 892 "New York have similar learning experiences. The study suggests that Times" blog entries about US immigrant education. The collaborative learning and learner autonomy are complementary investigation used lexical variables to identify language experiences and that autonomous learners are likely to benefit ideologies expressed across the corpus. Language ideologies were more from collaboration on the task. analyzed quantitatively through clusters of modifiers and stance David Malinowski, Yale University Center for Language Study features, as well as qualitatively. Expression from no place: A multimodal discourse analysis of 046. COG Sat 11:30-12:35 reflective student texts in a telecollaborative exchange Paper Session This paper analyzes a corpus of multimodal representations by 11:30 to 12:35 pm university students of online French, in which participants' visual Floor 3rd floor - Meadowlark depictions often appear at odds with their verbal narrations. It is Victoria Hasko, University of Georgia argued that these contradictions raise valuable insights into the nature of synaesthetic expression and learning, while requiring What eye tracking can and cannot reveal about the influence of renewed attention to "place". language on thought Carolin Fuchs, Teachers College, Columbia University The presentation offers a critical overview of design, analysis, Bill Snyder, Teachers College, Columbia University and claims of recent studies investigating the interrelationship Bruce Tung, Teachers College, Columbia University between language and cognition through eye tracking Yu Jung Han, Juniata College methodology. Additionally, it outlines a nuanced methodological approach based on verbal and non-verbal tasks for assessing Mediated task design to support collegial development and linguistic relativity effects informed by eye movement data. professional capital in language teacher telecollaboration 2.0 This case study explores a novice teacher's perceptions of his mediating role in a telecollaboration assisting student teachers in 78

an American university in designing tasks to be used with the Mary Bucholtz, University of California, Santa Barbara teacher’s EFL students in China. Findings suggest potential for “You Sound Pocha”: Critical Language Awareness and the telecollaborations to support collegial development and social capital in teacher education. Contestation of Language Ideologies by California Latina Youth 049-2. Table 2 Internationalizing secondary and higher The study investigates how Latina youth in an academic outreach language education program examined and contested racialized language ideologies. Roundtable Session Using tools of critical language awareness, students identified and Anna Mary Farrell, University of Minnesota opposed these ideologies. Through such programs, youth of color Sadaf Rauf, College of Education and Human Development resist hegemonic linguistic and racial marginalization processes Internationalizing the Campus, Language Education Policy, and and forge age-based, linguistic, and ethnoracial solidarity. Multilingual Students: Reflections through Social Media 051. ASE Sat 11:30-12:35 Using multimodal discourse analysis and linguistic landscaping, Paper Session this vertical case study aims to highlight the disconnect between 11:30 to 12:35 pm internationalizing the campus and curriculum slogans and Floor 3rd floor - Salmon university language policies. The data comes from interviews, Hye Shin, Teachers College, Columbia University photos, social media interactions, and document analysis. Hyun Jung Kim, Hankuk University of Foreign Studies Kimberly Chopin, University of Copenhagen A Comparative Analysis of Independent and Integrated Tasks on When the Language of Instruction is NOT English: Policy Adolescent EFL Learners’ Writing Test Performance Narratives and Language of Instruction in a Danish This study examined the extent to which independent and University integrated writing tasks affect adolescent EFL learners’ writing At the same time as universities become more internationalized, test performance. The two types of tasks produced significant and use more English, local policies are taken to maintain the differences in linguistic features, and the differences in these presence of local languages in university teaching. This session features were moderated by the learners’ English proficiency will present one such local policy decision, and some of the level. narratives created by stakeholders in reaction to the decision. Stephanie Link, Iowa State University Kevin Hideo Kato, Kinjo Gakuin University Ahmet Dursun, Iowa State University Daniel Leigh Paller, Kinjo Gakuin University An Interpretive Argument for the Use of Automated Writing Gregory Paul Glasgow, Meikai University Evaluation to Improve Students’ Second Language Writing Navigating Japan’s New National Curriculum: Native and Automated Writing Evaluation (AWE) has become a promising Nonnative Teachers Caught in between Roles area of investigation; yet, little is known about the adequacy and This presentation explores the NNEST/NEST dichotomy through appropriateness of AWE for promoting students L2 writing language-in-education policy. It will investigate how teachers’ improvement. This presentation provides an interpretive perceptions of Japan’s new foreign language curriculum for argument framework, which outlines the studies needed to senior high schools are influenced by their own beliefs and validate the use and interpretations of AWE feedback. opinions concerning native and nonnative teachers. Variables that 052. DIS/LID Sat 11:30-12:35 influence teachers’ perceptions and pedagogy will be discussed. Paper Session 049-3. Table 3 Language and Cognition 11:30 to 12:35 pm Roundtable Session Floor Lower Level 1 - Salon A Elizabeth Hepford, Temple University Jerry Lee, University of Arizona Event conceptualization: A longitudinal case study of a Spanish- Mother Tongue and Native Speaker: Nationalism and the English bilingual Epistemic Paralysis of Linguistic Metaphors Does L2 acquisition influence event conceptualization? The Discourses of linguistic proficiency continue to be framed purpose of this longitudinal study is to examine changes in event through biological metaphors such as “native speaker” and conceptualization in L1 Spanish learner of L2 English and to “mother tongue.” This presentation examines how unconscious identify factors that affect changes in this area. ideological commitments to the nation-state ideal, along with Eunju Yang, SUNY Buffalo spatiotemporal imaginations and fixations about national The advantage of executive function in emergent bilinguals belonging and ownership, continue to shape, and ultimately Does a relatively short time second language practice of emergent inhibit, our understanding of language. bilinguals provide cognitive advantages in their executive M'Balia Thomas, University of Arizona functions (EFs)? This study with a convergent mixed method Reconceptualizing “Native/Nonnative” as Performative design suggests that emergent bilinguals’ dynamic daily language Identities: Implications for SLA and Study Abroad Research practices might have relations with their different performance in Practices cognitive tests from monolinguals. This paper posits that native/nonnative are performative (Butler 050. LID Sat 11:30-12:35 1990) identities negotiated and emerging in social interaction. It Paper Session argues the need by scholars to engage with what learners can do 11:30 to 12:35 pm (Leung et al 1997), rather than with what they are yet able or fail Floor Lower Level 1 - Portland to do, with language in social interactions. Maris Thompson, California State University, Chico 053. DIS Sat 11:30-12:35 “It Always Kinda’ Frightened Them That They’d Be Sent Paper Session Back”: Ideologies of Belonging and Citizenship from 11:30 to 12:35 pm Southwestern Illinois Floor Lower Level 1 - Salon B This paper examines ideologies of belonging and citizenship from Mo Li, Middle Tennessee State University elderly second and third generation German Americans whose Mohammed Albakry, Middle Tennessee State University families experienced intensive government-sponsored Global Opportunities and Cultural Burden: Representation of the Americanization and language restriction during the first half of English Language in China’s People’s Daily the twentieth century. Applying the framing theory, this article examines the Lizette Marie Wences, University of California, Santa Barbara representation of English in People’s Daily and the People’s 79

Daily Overseas Edition from 2010 to 2012. Both newspapers Pronunciation theory, research, and practice are reviewed in terms perceive English as a resource and a competition, but the latter of concepts of monolingual phonology, second-language more consciously represents English as a threat to the cultural phonology, interphonology, and multiphonology. Multiphonology essence of China. reframes L2 phonology and notions of interlanguage by situating In Chull Jang, OISE/University of Toronto pronunciation within a speaker’s bi/multilingual Management of Language Learning in Late Capitalism: “translanguaging” competencies and in focusing pronunciation on diversity, learner agency, identity, communicative purpose, and Discursive Construction and Tension of South Korean Post- strategic behavior. secondary English Study-Abroad Tracey Derwing, University of Alberta This study analyzes the discourses surrounding study-abroad in Murray Munro, Simon Fraser University various genres of texts and held by learners at a language institute. The analysis shows how students’ responses to Jennifer Foote, Concordia University prevailing discourses emphasizing the management of Ultimate Attainment and L2 Pronunciation: A Workplace Koreanness, time and emotion lead to a reconstruction of lived Intervention Study experiences in line with their personal goals. Studies of L2 pronunciation instruction are rare, especially with 054. SLA Sat 11:30-12:35 long-term residents who have reached ultimate attainment. Adult speakers in an L2 environment for an average of 19 years Paper Session participated in a workplace pronunciation course; their pre- and 11:30 to 12:35 pm post-instruction listening was tested and their productions were Floor Lower Level 1 - Salon C assessed for intelligibility and comprehensibility. Douglas Flahive, Colorado State University 057. PED Sat 11:00-12:35 Power Analysis in Applied Linguistics Meta-Analyses: A Paper Session Critical Omission : 11:30 to 12:35 pm We illustrate how taking into account the construct of power will Floor Lower Level 1 - Salon H add to the explanatory robustness meta-analyses in particular and the critical reading of applied linguistics research reports in Prospero Garcia, Rutgers University general. Specific examples from three separate research areas will Implementing the Grammatical Concept of Aspect as a be used as illustrations. Mediational Tool to Develop Learner’s Agency in the Shaofeng Li, University of Auckland Spanish L2 Classroom The Role of Working Memory in Second Language Learning: A This presentation explores the role of learners' agency in the Meta-Analysis internalization of the grammatical concept of aspect in the L2 classroom. Through the analysis of learners’ performance in three This study reports a meta-analysis of the role of working memory in second language learning. The results showed that complex and types of L2 conceptual data, this study provides critical insights to understand the role of learners’ agency in L2 conceptual simple working memory tasks showed differential relationships development. with different language skills and learning of different age groups. Also, working memory was more correlated with explicit Jana Martin, University of Wisconsin-Madison instruction than with implicit instruction. Intersubjectivity in the Foreign Language Classroom: The 055. COR/PED Sat 11:30-12:35 Essentials of “Working Well” with a Peer Paper Session This paper addresses beginning German learners’ disposition 11:30 to 12:35 pm toward each other in the context of social environment of the classroom. It explores the manifestations of mutual Floor Lower Level 1 - Salon D understanding, or intersubjectivity, as reported and displayed by Sarah Benesch, College of Staten Island, CUNY students over the course of an academic semester. Pedagogy and Emotions: A Critical Exploration of English 058. DIS/LID Sat 11:30-12:35 Language Teachers’ “Emotion Labor” 11:30 to 12:35 pm To encourage greater attention to emotions in ELT, I will discuss Floor Lower Level 1 - Salon I my study of postsecondary teachers’ classroom emotions, Christopher Candlin, Macquarie University especially the finding that teachers engage in “emotion labor”. This includes adjusting emotions to make them “appropriate” for Jonathan Crichton, University of South Australia teaching, explicitly teaching emotions, and reading students’ Beyond Mixed Methods: Warranting Multi-perspectival emotions. Pedagogical implications will be explored. Research in Applied Linguistics Jesse Egbert, Northern Arizona University Applied Linguistics increasingly advocates and employs Mixed- Luke Plonsky, Northern Arizona University Methods–Research (MMR). However, to achieve descriptive, Melanie Schwander, Northern Arizona University interpretive and explanatory research adequacy, selecting and The Linguistic and Stylistic Features of SLA Conference integrating such methods and their associated research paradigms requires grounding in a multi-perspectival approach, harmonising Abstracts and their Relationship to Ratings institutional, social, semiotic and participant perspectives in the We describe the characteristics of SLA conference abstracts and socio-historical exploration of discourses in particular sites. measure relationships between a wide range of linguistic and Robert Train, Sonoma State University stylistic features and reviewer scores. Our findings present a comprehensive description of the linguistic characteristics of Historical depth in applied linguists: Beyond presentism to conference abstracts and offer practical guidelines for the translingual histories of the present. composition of successful conference abstracts in applied This paper calls for a robustly and reflexively historical strand in linguistics. applied linguistics. Building upon an emerging body of critical applied linguistic research, this paper voices the need to integrate 056. PED/SLA Sat 11:30-12:35 concern for real-world ideologies, practices and policies with a Paper Session deeper understanding of the historical ontology of language and 11:30 to 12:35 pm decolonial epistemology. Floor Lower Level 1 - Salon G 059. DIS Sat 11:30-12:35 Martha Carswell Pennington, City University of Hong Kong Paper Session From L2 Phonology to Multiphonology: A New Perspective on 11:30 to 12:35 pm Pronunciation Theory, Research, and Practice Floor 3rd floor - Sunstone 80

Timothy Wolcott, University of San Francisco Tommi Grover, Multilingual Matters "It’s funny that you ask that question, Tim": The Negotiation of Using real life examples from our published books, this session will outline Power and Identity in Interview Accounts of Study Abroad the process of getting an academic book published, from early preparation In this paper, I address a paradoxical finding of my study of four and planning, through choosing the right publisher, submitting a book American undergraduates' experiences studying abroad in France: proposal and all the editorial stages to final production, publication, sales namely, the interviewees with whom I was less socially and and marketing. institutionally familiar tended to exert more control over our interaction and to share much more personal biographical and psychological information. SATURDAY 1:00 pm Kristina Maren Saunders, University of Texas, Austin 063. Abstract Writing for AAAL: What are reviewers looking Janice McGregor, Kansas State University for? (Non)-Conversations and Interactional Competence in Study Special Session Abroad: Two Cases 1:00 to 1:55 pm While many studies have measured students’ oral fluency Floor Lower Level 1 - Salon I development in study abroad, few have investigated students’ Session Organizer: development of interactional competence. This paper addresses Sara Kangas, Temple University/Graduate Student Ad-hoc the two study abroad participants’ interactive practices, showing Committee that developing L2 interactional competence informs Panelists: opportunities for local peer interaction, regardless of traditional proficiency measures. Laura Collins, Concordia University Jean-Marc Dewaele, University of London 060. SLA Sat 11:30-12:35 Patricia Duff, University of British Columbia Paper Session Erin Kearney, SUNY Buffalo 11:30 to 12:35 pm Anne Pomerantz, University of Pennsylvania Floor Main Lobby - Willamette Matthew Prior, Arizona State University Emilie Destruel, University of Iowa Jonathon Reinhardt, University of Arizona Bryan Donaldson, University of Texas at Austin Jamie Schissel, University of North Carolina, Greensboro Implicatures in L2 French: Evidence from the C’est-Cleft in Santoi Wagner, University of Pennsylvania Near-Native French During this Q&A session a panel of reviewers for the AAAL 2014 We investigate the semantics of exhaustivity and the French c’est- Conference will share recommendations about writing an effective cleft in near-native French. Results from conversational and conference abstract and avoiding common missteps. This session is experimental data indicate that the near-natives have mastered intended to provide professional development for members of all levels of semantic distinctions between the c’est-cleft, lexical exclusives, experience and expertise. and canonical SVO. We relate our results to SLA theory, including Sorace’s (2011) Interface Hypothesis, and pedagogical implications. SATURDAY 3:35 pm Bryan Donaldson, University of Texas, Austin 065. SLA Sat 3:55-4:40 Interrogatives in Near-Native French Discourse: Form and Paper Session Function 3:35 to 4:40 pm This presentation discusses how near-native speakers of French Floor 2nd Floor - Belmont navigate the complexity of the interrogative system, in which Luke Plonsky, Northern Arizona University discourse-pragmatic function and register appropriateness interact with an extensive inventory of interrogative forms. Data come Jesse Egbert, Northern Arizona University from over 800 tokens of naturally occurring interrogatives in Geoffrey Laflair, Northern Arizona University spontaneous conversations between near-native and native Bootstrapped t-tests and ANOVAs: Using Data Reanalysis to speakers. Assess Their Potential in L2 Research This study examines bootstrapping, an alternative to traditional parametric tests, by re-analyzing raw data from 26 published SATURDAY 12:35 pm studies. We found no evidence of Type II error; however, 25% of 061. How to carry out a peer-review the statistically significant results were not replicated. We make Publishing Workshop recommendations regarding bootstrapping in L2 research,

12:35 to 1:55 pm discussing results among broader methodological issues. Kaitlyn M. Tagarelli, Georgetown University Floor Main Lobby - Columbia Xiong Jiang, Georgetown University Session Organizer: Itziar Laka, University of the Basque Country Christopher Tancock, Elsevier Aron K. Barbey, University of Illinois at Urbana-Champaign In this workshop, the Publisher for Elsevier's linguistics portfolio will host a Kara Morgan-Short, University of Illinois at Chicago session exploring the origins, features and best practices of peer review. We Michael T. Ullman, Georgetown University will explore the different structures that exist for reviewing and will consider what innovations are being made in this area and the effect that Examining the trajectory of language acquisition with a mini- these are having on the journal landscape. This will be an open and language model informative session aimed at those who are beginning to interact with This paper investigates the mechanisms involved in adult second academic journals with the view of getting more experience and getting language (L2) acquisition from low proficiency, continuously to published themselves high proficiency across lexical/semantics, syntax, and 062. Publishing your first book: From proposal to published morphosyntax. Learners were trained to high proficiency on a mini-language while continuous behavioral data were obtained. product The results have important consequences for neurocognitive Publishing Workshop models of L2 acquisition. 12:35 to 1:55 pm Floor 2nd Floor - Mt. Hood Session Organizer: 81

066. Language Access in Healthcare and Recent Changes in the class interaction and consider how a teacher’s ability to shape Law: Possibilities for Applied Linguists learner contributions may create or hinder opportunities for Colloquium learning; such detailed analysis may also help improve

3:35 to 5:15 pm approaches to feedback –the most important element in learning. Floor Main Lobby - Columbia 069. EDU Sat 3:35-4:40 Session Organizer: Paper Session Keith Walters, Portland State University 3:35 to 4:40 pm This colloquium has two goals: 1) to educate applied linguists about Floor 2nd Floor - Hawthorne changes in American laws regarding language access in medical contexts Beth Dillard-Paltrineri, University of Minnesota and 2) to describe the partnership between Oregon Health & Science Systemic Functional Linguistics (SFL) Analysis of an University and Portland State University’s Department of Applied Introductory Mathematics Curriculum for ESL Adults Linguistics, which is developing effective practices to meet these challenges This study uses SFL tools to analyze an adult ESL numeracy David B. Hunt, Critical Measures, LLC curriculum and the tutor-student interactions around that What We All Need to Know about Language Access and the curriculum. Findings focus on the use of exophoric and anaphoric Law in Healthcare referents, and movement along a mode continuum (Gibbons, This presentation is intended to provide with an overview of 2003). Implications for language and mathematics teaching and federal and state laws pertaining to language access. This session learning are discussed. will discuss the business, medical (quality and safety) and legal Kerry Anne Enright, University of California, Davis cases for language access in healthcare. Carrie Strohl, University of California, Davis Kalen Beck, Oregon Health & Science University Kaozong Mouavangsou, University of California, Davis Bridging the Language Gap between Medical Providers and Mendoza Priscila, University of California, Davis Their Patients: Improving Language Access Services at Talking Science in Linguistically Diverse Secondary OHSU Classrooms What happens when the physician and patient do not share a This paper examines the relationship between classroom language? Through the use of video technology, qualified discourse and epistemologies of science in linguistically diverse interpreters and bilingual staff, OHSU is improving how medical secondary science classes. Classroom norms privileged services are provided to LEP patients. procedural knowledge over conceptual knowledge, and divorced Keith Walters, Portland State University scientific activity from scientific meaning-making practices. Riikka Salonen, Oregon Health & Science University Findings will be contextualized in relation to Next Generation Science Standards and linguistically diverse students. Applied Linguistics in the Service of Improved Healthcare: Training Hospital Housekeeping Staff Whose First Language 070. COR Sat 3:35-4:40 is not English Paper Session This presentation reports on a program developed to improve 3:35 to 4:40 pm training for diverse group of housekeepers at Oregon Health & Floor 2nd Floor - Laurelhurst Science University, 75% of whom do not speak English natively. Yu-Shiang Jou, University of Michigan Results included improvements in housekeeper performance and Collocational Use by L1 and L2 Students in Academic Writing: confidence; HCAHPS scores; and manager empathy for the life A Functional Analysis circumstances of their employees. This study examines adverb-adjective collocations, in which 067. BIH Sat 3:35-4:40 adjectives are seen as the base and adverbs as a vehicle for Paper Session fulfilling a particular function. Systemic functional linguistics 3:35 to 4:40 pm was used to describe lexical realizations of interpersonal and Floor 3rd floor - Douglas Fir ideational meanings in L1 and L2 students’ interaction with their Anita Husen, Georgia State University expected readers in academic writing. J. Arianna Morgan, Portland State University Religious Heritage Learners; Competencies and Needs of Non- Arab Muslims in the Arabic Classroom Further Explorations in the Psycholinguistic Validity of Extended Collocations This paper examines qualitative data from religious heritage learners of Arabic to suggest that religious heritage learners can This study tests the hypothesis that frequency and collocational be characterized by their trends in prior language exposure, association make independent contributions to the processing motivation and shifts in motivation, and displays of identity. time of English collocations for L1 and L2 English speakers. Amanda Lanier Temples, Michigan State University Understanding these contributions elucidates the most useful targets of phrasal instruction for ESOL students and the To Read, to Recite, to Really Know: Religious Identity and psychological mechanisms of associative language learning. Biliteracy in Arabic as a Heritage Language 071. COG Sat 3:35-4:40 Though research on identity and culture in language learning has proliferated, few studies have focused on religion. Based on Paper Session ethnographic case studies of young Arabic learners, this paper 3:35 to 4:40 pm explores the multifaceted implications of religious identity for Floor 3rd floor - Meadowlark understanding heritage language acquisition, biliteracy, and Hui-Ju Chuang, University of Hawaii intersections among social and cognitive aspects of bilingualism. Cross-linguistic Differences between Spatial Concepts 068. RWL Sat 3:35-4:40 Containment and Support: A Study on English Learners Paper Session Whose L1 is Mandarin 3:35 to 4:40 pm Our study shows significant differences for Mandarin-speaking Floor Lower Level 1 - Eugene English learners in both accuracy and reaction time for both Steve Walsh, Newcastle University semantic categories of spatial concepts containment and support Li Li, University of Exeter when the two languages’ conceptualization overlaps vs when the conceptualization differs. The results will be discussed in terms of Scaffolding in the TESOL Classroom: The Role of ‘Shaping’ conceptual transfer (Jarvis, 2008, 2011). Using video-recordings of second language classrooms, we Yuan Zhang, Concordia University examine what teachers ‘do’ with student contributions in open- Norman Segalowitz, Concordia University 82

Elizabeth Gatbonton, Concordia University Language learning is a process involving the incorporation of Spatial representations of topological concepts IN and ON: target culture symbols and histories. This presentation shows how a language learner and her tutor co-constructed symbolic Individual differences and their cognitive implications knowledge about a popular Mexican comedian. Learner resistance This study reported crosslinguistic differences in the expression to the tutor’s enthusiasm and symbolic knowledge demonstrated of the two topological concepts IN and ON. It further indicated the difficulty of teaching and learning these histories. that the conceptualization of these two concepts is not unanimous Kristin Davin, Loyola University Chicago within a language group and that some principles of classification Richard Donato, University of Pittsburgh of the topological relationships may be inherently easier than others. The Genesis of Classroom Discourse as History-in-Person Processes 072. LSC/PRG Sat 3:45-4:40 This study investigates the discourse practices of novice foreign Paper Session language teachers and examines how these practices are shaped 3:35 to 4:40 pm by their histories as language learners. The findings of this study Floor Lower Level 1 - Medford contribute to approaches in teacher education that seek to make Handan Celik, Trakya University new teachers aware of and potentially transform their talk-in- How to Say “No”: Turkish EFL Learners’ Politeness Strategy interaction with students. Use in the Speech Acts of Refusals Hansun Waring, Teachers College, Columbia University Implementing a quasi-experimental non-equivalent posttest-only Life Outside the Classroom as a Resource for Language comparison group design for data gathering, and a quantitative Learning approach for data analysis, this study addresses the effects of This conversation analytic study details how life outside the adult instruction on Turkish EFL learners’ pragmatic competency ESL classroom is leveraged to reconfigure the interactional performance and degree of politeness while using the speech acts asymmetry typified by the IRF exchange and how such of refusals to decline offers, suggestions, invitations, and reconfiguration engenders greater access to a wider variety of requests. interactional resources crucial for the development of Kathleen Bardovi-Harlig, Indiana University interactional competence. "You’re not invited to my birthday party!" Disinvitations in Richard Young, University of Wisconsin-Madison Social and Professional Contexts Trapped in the Transcript Disinvitations occur when speakers who have invited a hearer to Grounding my analysis in Practice Theory, I argue that transcripts an event rescind the invitation or explicitly state that s/he will not of classroom talk omit much. Personal dispositions of students be invited to an upcoming event. This talk investigates the and teachers accumulated over a lifetime, constraints of public components of disinvitations, their illocutionary force and policy, and power that individuals exert and resist in mundane perlocutionary effects using authentic communication, media classroom actions are revealed by narrative inquiry, classroom reports, and a web-based survey. ethnography, and grounded theory. 073. What We Know and What We Learn: Personal Histories in 074. Saturday Roundtable Session 4 L2 Classroom Discourse 3:35 to 4:40 pm Colloquium Portland Marriott Downtown Waterfront: Floor 2nd Floor - Pearl 3:35 to 6:35 pm 074-1. Table 1 Graduate student writing Floor 2nd Floor - Mt. Hood Roundtable Session Session Organizers: Matthew Clark Allen, Purdue University Paul David Toth, Temple University An Interactional Analysis of Reader-Based Response in Writing Richard Young, University of Wisconsin-Madison Tutorials Between Graduate Student Tutors and Writers Papers in this colloquium challenge the distinction between moments of This roundtable presentation will introduce participants to the classroom language learning described by discourse analysts and social researcher’s interactional study of the tutoring practice of reader- histories of learners described by sociologists. We propose instead a based response (RBR) in order to facilitate discussion of some dialectic in which the horizon of classroom interaction expands to include preliminary results. Discussion will focus on interactions between dispositions emanating from and integrating past experiences of language graduate tutors and graduate students, and will include data from learners. first and second language writers. Paul David Toth, Temple University Ismaeil Fazel, University of British Columbia Prior Knowledge and Mutual Understanding during L2 Ling Shi, University of British Columbia Consciousness-raising Tasks Graduate Students’ Grant Writing: Analysis of Citation Patterns This paper documents how small groups of adolescent, third-year and Functions L2 Spanish learners collaborated in formulating metalinguistic rules for the pronoun se. Transcripts reveal how they overcame This study explores the citation practices and functions in grant the challenges of divergent prior knowledge by building on the proposals of six doctoral students at a Canadian university. contributions of individuals deemed experts, and stretching Analyses of students’ grant proposals and interview data illustrate informal terminology to reach a mutual understanding. how doctoral students use citations to balance between their Rachel Showstack, Wichita State University student identity and a potential scholarly identity in grant writing. Larissa Buss, Concordia University Spanish Heritage Language Learning Within and Outside the Sara Kennedy, Concordia University Classroom: The Situated Experiences of Bilingual Students Longitudinal Discourse Structure Changes in L2 Graduate from Texas Student Presentations Taking a sociolinguistic perspective on stance, this paper considers how bilingual students enrolled in an intermediate L2 graduate students recorded four mini-presentations on a key Spanish HL course construct multilingual identities in classroom disciplinary term/concept over two semesters. Presentation interaction, and it then draws from ethnographic observations and transcripts revealed two profiles for changes in discourse data collected outside of the classroom to consider how such data structure. Profile 1 showed increased announcement of shed light on classroom discourse. subsequent points and evaluation of points’ significance. Profile 2 Michele Back, George Mason University showed greater use of examples and summaries, but decreased evaluation. Learner-Tutor Histories and the Co-construction of Symbolic Competence 83

074-2. Table 2 Bilingualism and World Englishes The relationships between test tasks, strategy use, and language Roundtable Session test performance Dan Villarreal, University of California, Davis This study explored the relationships between four TOEIC Ariel Loring, University of California, Davis listening test tasks, strategy use, and test performance. Katherine Evans, University of California, Davis Quantitative and qualitative data from 170 university students indicate that L2 proficiency and test tasks had significant effects Teaching World Englishes to Undergraduates: Tensions and on the strategy use, but variations of strategy use were associated Pedagogical Insights more with L2 proficiency. Drawing on existing research and current local and global rationales about internationalizing, this project addresses tensions 077. Language socialization and academic register that emerge in the teaching of World Englishes at the Colloquium undergraduate level. The presenters analyze how students 3:35 to 6:35 pm understand and verbalize issues in current World Englishes Floor Lower Level 1 - Salon A debates and become better listeners of English dialects. Session Organizer: Melissa E Lee, Indiana University of Pennsylvania Daniel Ginsberg, Georgetown University Theory to Practice: Implications for World Englishes in Discussant: Graduate and Undergraduate Curricula Patricia Duff, University of British Columbia This paper outlines a unit in which the World Englishes paradigm This session combines two complementary orientations in educational was infused into a composition setting for the purpose of critical linguistics: language socialization and academic register. Socialization consciousness-raising within the course and individual mentoring studies emphasize context of learning over content, while academic and further consciousness-raising after the course. One example language research neglects the social aspects of register acquisition. of student work that emerged from this critical consciousness- Combining perspectives, we hope to reach a more nuanced understanding of enhancement will be analyzed how all students learn to participate. Sora A Suh Luciana de Oliveira, Teachers College Columbia University Developing Bilingually: An Analysis of the Storytelling Marshall Klassen, Purdue University Repertoires of Korean American Kindergartners in ESL and Michael Maune, Purdue University at Home Supporting English language learners with academic language: This project analyzes how an ESL teacher incorporates diverse writing expectations in the Common Core State Standards linguistic repertoires of Kindergarten students with a focus on the Presenters analyze Common Core State Standards student writing Korean American students. The results of this project shed light expectations at grades 6-12. We show how attention to academic on how to diversify the curriculum and practices of ESL classes language can support ELL student learning of academic writing in the US through linguistic repertoires and digital tools. and its social context. We describe a genre-based Teaching- 075. SOC Sat 3:35 - 4:40 Learning cycle which emphasizes interaction and guidance in Paper Session learning to write academic texts. 3:35 to 4:40 pm Colleen Gallagher, Georgetown University/University of Maryland Floor Lower Level 1 - Portland Socialization to academic language during kindergarten literacy Christina Higgins, University of Hawaii at Manoa events Superdiversity in Honolulu’s Chinatown: A linguistic landscape Classrooms for young children offer a unique opportunity to study observe early processes of academic language socialization. This This paper analyzes the linguistic landscape of Honolulu’s highlights home-school hybridity in kindergarten literacy events, Chinatown within the framework of superdiversity (Blommaert & examines teacher verbal scaffolding, and discusses implications Rampton, 2011) as a way to document the many linguistic and for views of academic language and pedagogies that bridge home cultural changes taking place in this metropolitan district, and school. focusing on shifts from Cantonese and English to Mandarin and Kathryn Wolf Accurso, University of Massachusetts, Amherst more recent migrants’ languages. ELL socialization to secondary science discourses Alice Lee, University of Macau This ethnographic study of an urban secondary science class uses A Linguistic Landscape of Macao’s Street Signage: Challenging critical discourse analysis and systemic functional linguistics to the Dominant Bilingual Paradigm explore ELL students’ socialization to scientific registers, providing insight into how students labeled ‘language learners’ This paper focuses on central Macao’s street names, which appear come to understand and position themselves relative to the in Portuguese and Chinese. The study investigates local residents’ discipline and within the broader U.S. educational context. adherence to these names and discusses the ideologies behind the divergences between the official names and the functional names Yi-Ju Lai, University of Minnesota, Twin Cities used by residents. Becoming a good presenter: academic discourse socialization and ideologies in a graduate-level research presentation 076. ASE Sat 3:35-4:40 course for ESL students Paper Session 3:35 to 4:40 pm This ethnographic study investigates language socialization of ESL international students in a graduate-level research Floor 3rd floor - Salmon presentations course. Even though students become aware of the Okim Kang, Northern Arizona University diversities of presentation practices between native and American Linxiao Wang, Northern Arizona University cultures, they continue negotiating their positions of authority in The Impact of Different Task Types and Communicative presentations with the ideologies promoted in U.S. graduate Features on Examinees’ Speaking Performances at Different schools. Proficiency Levels Mackenzie Price, Georgetown University The study examined the impact of task difference on L2 oral Marta Baffy, Georgetown University performance at CEFR levels by comparing speaking features of Daniel Ginsberg, Georgetown University candidates’ responses in individual tasks with those in paired Voice and socialization in postsecondary students' narrative tasks. It identified communicative features that distinguish across practices proficiency levels, analyzing 116 mono-logic and 56 interaction During postsecondary education, students undertake a process of files from the Cambridge ESOL. identity navigation, which becomes visible in their narrative Yi-Ching Pan, National Pingtung Institute of Commerce 84

practices. Having interviewed undergraduate, law, and business education by linking theory and research to current curriculum issues. students, we examine their taking on of various social and Addressing action research, reflection, assessment and technology, the enregistered voices to identify their self-positioning relative to presenters will offer accessible and research-informed approaches to help other individuals and institutions, and the ideologies so expressed. participants better understand the relevance of current thinking to their own Kristin Rosekrans, University of California, Berkeley contexts. Reconceptualizing education for Hispanic English language Kathleen M. Bailey, Monterey Institute of International Studies learners: fostering agency and biculturalism to improve Sarah E. Springer, Monterey Institute of International Studies learning and social incorporation Reflective Teaching as Innovation The purpose of this paper is to examine Hispanic language learner This presentation discusses reflective teaching as a grassroots experience of U.S. schooling and its influences on academic innovation. We will report on survey results from over 1,100 engagement and social integration. Findings indicate that one-way language teachers around the world. Respondents rated their own assimilation assumptions reflected in English-only immersion and experience with and the appeal of eighteen different reflective segregated bilingual education can subtract valuable resources for teaching practices. A case report illustrates one language students’ identity formation, socialization, and learning. teacher’s experience with reflective teaching Anne Burns, Aston University/University of New South Wales 078. DIS Sat 3:35-4:40 Paper Session Action Research and Teacher-initiated Change as Innovation 3:35 to 4:40 pm This presentation evaluates the impact of a national professional Floor Lower Level 1 - Salon B development innovation, introduced into an Australian English language program, involving teacher-initiated change through Katherine Morelli, University of Massachusetts, Boston action research. Evidence at the personal, the organisational and Citizenry and the Public Sphere: Critical Discourse Analysis of the sectoral levels illustrates the intuitively simple but socially Mass Media Representations of the Occupy Movement complex nature of innovation and change. This paper sets out to analyze the discourses used by the mass Lillian L.C. Wong, University of Hong Kong media to frame the Occupy Movement. Data is taken from one Curriculum innovation, technology and teacher change mainstream publication and one nonmainstream. The analysis This presentation reports an investigation into innovation in the calls upon methods and approaches from critical discourse language curriculum relating to technology and teacher change. It analysis (CDA) and functional grammar (FG), and is grounded in reviews the factors which affect the incorporation of public sphere theory. technological innovation in language teaching and argues that the Eric Friginal, Georgia State University decisive factor for successful change lies with the teachers who Abbas Lutfi, University of Baghdad implement changes in the classroom Comparing American and Iraqi Election Campaign Slogans Chris Davison, University of New South Wales This paper explores the linguistic characteristics of English and Innovation in Assessment: "Missed" Conceptions and Common Arabic slogans, particularly from the last two presidential Problems in Assessment for Learning elections in the United States and Iraq. We compare and contrast This presentation will identify, describe and critically evaluate the the prominent linguistic (both syntactic and semantic) features key assumptions underlying the drive to introduce assessment for and aesthetic characteristics of election campaign slogans in these learning in English language teaching in Hong Kong, Singapore,

countries using contrastive discourse-analytic techniques. and Brunei, and explore some of the common misunderstandings 079. SLA Sat 3:35-4:40 and conceptual confusions that arise in implementing such Paper Session assessment innovation. 3:35 to 4:40 pm 081. Profiling the dynamic system of L2 learners Floor Lower Level 1 - Salon C Colloquium Henderika Plat, University of Groningen 3:35 to 6:35 pm Wander Lowie, University of Groningen Floor Lower Level 1 - Salon G Kees De Bot, University of Groningen Session Organizer: The Effects of Language Exposure on L1 and L2 Language ZhaoHong Han, Teachers College, Columbia University Processing: a Dynamic Perspective Examining the same learner corpora (same interlanguage) across a number Analyzing the ‘noise’ or variability of reaction time data gives of domains, this colloquium promises to be informative, thought-provoking insight in the degree of automaticity in L1 and L2 language and innovative. It is hoped that participants will walk away with a processing. Language exposure was found to influence the degree heightened awareness of the need to examine learner language of automatization of both the mother tongue and the L2. pluralistically and longitudinally and of the value of adequate description. Dan Brown, Northern Arizona University Yuanyuan Meng, Teachers College, Columbia University The Type and Linguistic Foci of Oral Corrective Feedback in Complexity, Accuracy, and Fluency in the Inter-language the L2 Classroom: A Meta-Analysis Performance of Two Learners This presentation synthesizes research on the types and linguistic To obtain a truer and more complete picture of learners’ L2 foci of oral feedback in L2 classrooms from 27 studies. Results proficiency, we propose that measures of fluency and complexity reveal the overall proportions of feedback types teachers provide be re-evaluated by taking into account the role of syntactic and their targeted linguistic foci, as well as moderating variables accuracy. We also advocate the use of multiple measures for a that may influence choices, such as teacher experience and fuller examination of learners’ IL competence. student proficiency. Natalia Saez, Teachers College, Columbia University 080. Transforming teaching: Innovation in the language Form-Function Mappings in the Acquisition of Modals and curriculum Prepositions Colloquium This study aims at identifying variations in the functions and 3:35 to 6:35 pm contexts that are mapped onto selected prepositional and modal Floor Lower Level 1 - Salon D forms by two learners of English. Evidence of intra- and inter- learner variation was found in the data. Potential links of such Session Organizers: variations to the learning environments experienced by the Ken Hyland, University of Hong Kong participants are discussed. Lillian L.C. Wong, University of Hong Kong Hanting Liu, Teachers College, Columbia University This colloquium addresses key areas in innovation and change in language Advice Strategies in Interlanguage 85

Previous studies that focused on advice-giving in interlanguage neoliberalism in exacerbating social stratification, and points out pragmatics have mostly collected experimentally-elicited data, intersections among social class and other identities. and the studies were mostly cross-sectional. The nature of the Hyunjung Shin, University of Saskatchewan available data in this current study, naturally- elicited and Social Class, Habitus, and Language Learning: The Case of longitudinal, allows for further understanding of learners’ use of advice-giving strategies, and how interlanguage pragmatics Korean Early Study Abroad Students in Canada develops overtime. Drawing from two ethnographic case studies of Korean early George Hicks, Teachers College, Columbia University study abroad students in Canada, this paper examines the relationship between social class and language learning and Management of Non-native Pragmatic Practices in Interlanguage teaching in the context of the global economy, employing Quantitative analyses of two learners (an ESL learner and an EFL Bourdieu’s notion of habitus. learner) interacting via email over a semester suggested that Ron Darvin, University of British Columbia advice-giving pragmatics were readily accepted by a learner Bonny Norton, University of British Columbia whose L1 did not “allow” advice. However, a more qualitative analysis revealed an IL mediation of advice that was both rule- Social Class, Migrant Contexts, and Language Learning and context-based. The transnational flow of people and capital into industrialized Rachel Weber, Teachers College, Columbia University countries raises new issues of structure and agency. Data from adult immigrants in Canada suggest that central to shifting Managing topics in email exchanges of two L2 learners relations of power is social class, an inscription of identity This study reports on a dataset obtained through email exchanges impacting the investments of migrant learners in diverse and of two learners of English as the target language. The research unexplored ways. questions sought to uncover the relationship that exists between Alice Astarita, University of Wisconsin-Madison questions formation and strategies, topic construction, and text complexity, and what it suggests about the two participants’ The Role of Social Class in the Foreign Language Classroom developing linguistic systems. My research seeks to determine how social class is signaled in the foreign language classroom and the way students’ social class 082. PED Sat 3:35-4:40 identity influences foreign language learning. In this presentation, Paper Session I use survey and interview data to show how in-class activities 3:35 to 4:40 pm that highlight students’ social class backgrounds impact Floor Lower Level 1 - Salon H classroom participation. Matthew Poehner, Pennsylvania State University Feng Gao, Beijing International Studies University Paolo Infante, Pennsylvania State University Social Class identity and English Language Learning: Studies of Mediating Learner Use of L2 Conceptual Tools Through Chinese Learners Dialogic Interaction Since 1978, a rigid social status hierarchy informed by Marx has This study investigates dialogic interaction to mediate learner use transformed into an open and evolving class system in China. of conceptual tools in an ESL writing course. Analysis identifies Within this social context, I follow a multidimensional approach micro-interactional features through which tools came to function to define social class and review studies on the relationship as a means of self-regulation. Findings are discussed in relation to between Chinese learners’ social class and their English learning Vygotskian theory as well as form-focused L2 instruction. experiences. Melissa Baralt, Florida International University Mario Lopez-Gopar, Universidad Autónoma Benito Juárez de Laura Gurzynski-Weiss, Indiana University Oaxaca YouJin Kim, Georgia State University William Sughrua, Universidad Autónoma Benito Juárez de Oaxaca The Effects of Task Type and Classroom Environment on Social Class as Colonial Difference: Challenging ELT in Learners’ Engagement With the Language Mexico This study examines how task complexity and classroom Based on a critical-ethnographic-action-research project in environment (traditional versus online) differentially mediate vulnerable communities, this presentation discusses how Mexican learners’ engagement with language while performing a student-teachers of the English language deal with the impact that collaborative task during class with a peer. Data from 40 social class has on access to English language education, the intermediate-level Spanish learners revealed that mode, as English language curriculum, and their own and their students’ opposed to task complexity level, significantly affected their identities and ways of knowing. subsequent language awareness. 084. DIS Sat 3:35-4:40 083. Social Class in Language Learning and Teaching Paper Session Colloquium 3:35 to 4:40 pm 3:35 to 6:35 pm Floor 3rd floor - Sunstone Floor Lower Level 1 - Salon I Tetyana Reichert, University of Waterloo Session Organizers: Technology as Interactional Resource in Non-Classroom Yasuko Kanno, Temple University Activities Stephanie Vandrick, University of San Francisco In this presentation, I discuss the role technology plays in Discussant: mediating learning an L2. Drawing on conversation analysis of David Block, ICREA, Universitat de Lleida learner interactions video-recorded in non-classroom contexts, I examine the use of computers and cellphones as interactional Social class, unlike other constructs such as gender, race/ethnicity and resource as well as the way technology impacts the organization nationality, has not been recognized as a major factor affecting language of group activities. learning and teaching. This colloquium offers various ways of theorizing Won Kim, University of British Columbia social class and shows a range of topics that can be examined through the lens of social class. Ryan Deschambault, University of British Columbia Stephanie Vandrick, University of San Francisco “Won, Amy is thinking now!”: An Exploration of “Tape- The Role of Social Class in English Language Education Affected Speech” in Classroom Interaction Data This paper examines the under-addressed role and effects of This presentation examines traditionally discarded ‘tape affected social class and the associated varying levels of power and speech’ in classroom-based interaction data. Exploring these data privilege in English language education and research, highlights as a multi-layered site for identity work, we topicalize them as relevant scholarship, queries the roles of coloniality and objects of/for analysis, draw attention to recruitment and 86

mobilization of identity positions in them, and consider their priming during interactive tasks. The results are discussed in usefulness in our respective dissertations. terms of ongoing efforts to understand the potential contribution of structural priming to interaction-driven L2 learning. 085. SLA Sat 3:35-4:40 Paper Session 087. BIH Sat 4:55-7:10 3:35 to 4:40 pm Paper Session Floor Main Lobby - Willamette 4:55 to 7:10 pm Li-Yun Chang, University of Pittsburgh Floor 3rd floor - Douglas Fir Yi Xu, University of Pittsburgh Elke Stracke, University of Canberra Alison M. Tseng, University of Pittsburgh Towards an Understanding of the L2 Selves of Australian Charles A. Perfetti, University of Pittsburgh Community/Heritage Language Learners Basic Visual Skills Modulate Character Reading Acquisition in This study explores the motivation of children and teenagers Chinese as a Foreign Language Learning learning community/heritage languages in Australia. Its aim is to This study investigates the relationship between basic visual skills profile their motivation using a multi-mixed method drawing on and the learning of Chinese orthography among 80 English- survey and interview data collected in selected community speaking college students learning Chinese as a foreign language. schools. The L2 Motivational Self System serves as the Results demonstrate the differential importance of perceptual theoretical framework for this study. ability on developing Chinese orthographic representation for Ava Becker, University of British Columbia beginning learners as opposed to more advanced learners. “You Look at Chile Now and They’ve Moved on”: Imagined Li-Jen Kuo, Texas A&M University Communities and Heritage Language Development in an Taejin Kim-Buehrer, Northern Illinois University Exile Community Ying Li, Independent Researcher This paper examines the role of imagined communities in the The Effects of Visual Complexity and Radical Presence on the heritage language development of four now-adult children from Acquisition of Chinese Characters: A Study with Adolescent two Chilean families that settled in Canada as political refugees in Language Learners the 1970s. The discussion reveals some of the ideological tensions at play when negotiating diverse networks of imagined This study examined the effect of visual complexity (i.e., number communities in exile. of strokes) and radical presence on the acquisition of Chinese Sarah Compton, University of Jyväskylä characters by adolescent second language learners of Chinese. A study-then-test paradigm was employed in the experiment. American Sign Language as a Heritage Language: Pathways Scientific and practical implications of the results will be into Sign Language Communities discussed. This paper examines the degree to which language shift is occurring in sign language communities. I consider for whom ASL is a heritage language and, drawing on Fishman’s (2001) SATURDAY 4:55 pm framework, consider the number of signers within various domains drawing particular attention to signing communities’ 086. SLA Sat 4:55-7:10 language maintenance efforts. Paper Session Netta Avineri, Monterey Institute of International Studies 4:55 to 7:10 pm "Not really nostalgia because I didn’t have it the first time": The Floor 2nd Floor - Belmont Natalia Pavlovskaya, Newcastle University ‘Heritage Narratives’ of Yiddish Metalinguistic Community Alex Ho-Cheong Leung, Northumbria University Members This paper investigates ‘heritage narratives’ among Yiddish Segmentation of Continuous Speech by Native English Learners metalinguistic community members. Person-centered interviews of Russian as a Foreign Language with ten learners and teachers reveal a continuous cycle of Investigations into foreign language segmentation have been intentional choices and unintentional discoveries throughout the limited. This study looked at the acquisition of Russian which is socialization process, uncovering a genre defined by individuals’ typologically distinct from previously researched languages. mutable notions of their access to, authenticity in, and ownership Results suggest that the group with aural exposure to Russian and of their heritage. intermediate learners of Russian possess some knowledge of Russian phonotactics and use them for segmentation. 088. RWL Sat 4:55-7:10 Cornelia Lahmann, University of Groningen 4:55 to 7:10 pm Rasmus Steinkrauss, University of Groningen Floor Lower Level 1 - Eugene Monika Schmid, University of Groningen Shengrong Cai, Wright State University Age & Experiential Effects on Complexity, Accuracy, & The Transformative Writing Journey: From Language Programs Fluency (CAF) in L2-Dominant Speaker’s Spontaneous to Academic Programs Speech This paper depicts the tranformative journey of academic writing proficiency development of a few international students when This talk addresses the role of age and experiential factors in transitioning from pre-college ESL programs to university second language acquisition. 100 autobiographical interviews of academic programs. Major challenges they face at this stage will German Jewish immigrants to English-speaking countries were be reported, and possible collaboration between ESL and analyzed within the Complexity, Accuracy, Fluency framework. academic faculty will be discussed. We will present results for syntactic and lexical complexity, foreign accent, appropriate use of chunks, and fluency. Hyejin Yang, Iowa State University Kim McDonough, Concordia University Zhi Li, Iowa State University Paula Kielstra, Concordia University Jim Ranalli, Iowa State University Dustin Joseph Crowther, Concordia University Kadir Karakaya, Iowa State University George Smith, Concordia University A study on Self-regulated Learning in AWE-supported ESL The Relationship between Structural Priming and L2 Speakers’ Writing Classroom Cognitive Abilities This study describes an initial attempt to investigate classroom use of an Automated Writing Evaluation (AWE) software within This study investigated the relationship between L2 speakers’ the conceptual framework of self-regulated learning (SRL). We cognitive abilities (working memory, statistical learning, and validated a questionnaire eliciting two key SRL concepts, self- auditory pattern detection) and the occurrence of structural 87

efficacy and goal orientation, and investigated their relationships Evaluative That-Clauses in Book Reviews: A Case of with outcomes in an ESL writing course. Controlling Verbs Matthew Hammill, Arizona State University Using a corpus of 250 full-length book reviews in Applied L2 Writing in Intensive English Programs and First Year Linguistics, I investigated reviewers' use of verb-controlled that- Composition: Divisions and Opportunities clauses in their evaluation of scholarly works by quantitatively This session presents the results of a qualitative study describing examining occurrences of various structural patterns and move- the cultures of writing pedagogy in Intensive English Programs level rhetorical functions. The results would be helpful for book and First Year Composition. Based on interview and textual data, reviewers to manage their academic discourse. the presenter will discuss how key aspects of writing pedagogy Min Wang, Xi'an Jiaotong University (e.g., task type, assessment, teacher training) vary between these A Corpus-based Study on the Textual Colligation Patterns of contexts. According to in English Research Papers by Expert and 089. EDU Sat 4:55-7:10 Novice Writers Paper Session This paper investigates textual colligation in research article 4:55 to 7:10 pm manuscripts by writers of different language proficiencies and Floor 2nd Floor - Hawthorne writing expertise. Specifically, it explores whether there are Johanna Ennser-Kananen, University of Minnesota distinct patterns of lexis-textual position associations in the register of academic writing and how the patterns vary as a The right to be multilingual: How trilingual high school students function of language proficiency and writing expertise. construct and negotiate their linguistic legitimacy 091. COG Sat 4:55-6:00 This qualitative case study describes how two trilingual (Latvian, English, German) high school students construct and negotiate Paper Session their linguistic legitimacy with their teachers and peers at one US 4:55 to 6:35 pm American high school. Findings expand existing theories of Floor 3rd floor - Meadowlark legitimation and offer insights for practitioners and policy makers Susan Strauss, Pennsylvania State University who promote multilingualism in education. Kimberly Buescher, Pennsylvania State University Shawna Shapiro, Middlebury College Conceptual Frameworks and Graphic Representations: “I Will Impress You!”: Status-Oriented Aspiration, Discourse, Disambiguating the Seemingly Ambiguous French and Decision-Making Among Refugee Youth Prepositions à, en, and dans -- a Unified System This paper introduces a framework of “status-seeking” as a means We present a unified, cognitive linguistic analysis of French of understanding the goals and decisions of refugee students in prepositions à, en, and dans using an extensive bank of multi- high school and college. Drawing on data collected from generic, multi-modal discourse. We illustrate the range of interviews, media accounts, and participant observation, I show conceptual meanings for each form, and provide graphics how students’ desire for social capital influences their educational depicting parallel LM-TR relationships. “Rules-of-thumb” are aspirations and decision-making processes. replaced by predictably neat and conceptually transparent Aria Razfar, University of Illinois at Chicago grammatical patterns. Teachers’ Language Ideologies in Classroom Practices: Yeu-Ting Liu, National Taiwan Normal University Levaraging Linguistic Capital to Re-Organize Learning Testing the Sapir-Whorf Hypothesis from the Language This paper presents findings of thirty English Learner educators Processing Perspective: Advanced Chinese-English engaged in participatory action research designed to integrate Bilinguals’ Reading of L1 Counterfactual Statements math/science through multiple language use. The findings Drawing on the Self-Paced Reading Experimental paradigm, this emphasize how educators moved from a deficit to an additive study explores the cognitive constraint, if any, imposed by the L2, language ideology and made changes in their practice to re- on advanced bilinguals’ L1 input processing and representational organize learning for ELs. system. Stephanie Lindemann, Georgia State University 092. LSC/PRG Sat 4:55-6:35 Maxi-Ann Campbell, Georgia State University Paper Session Jason Jon Litzenberg, Georgia State University 4:55 to 6:35 pm Working with Native Speaker Attitudes and Comprehension as a Floor Lower Level 1 - Medford Means to Improve Native-Nonnative Communication: Lucien Brown, University of Oregon Comparing Online Training Methods “Oppa, hold my purse”: How Female L2 Korean Learners Use a Three versions of a brief online training were developed to improve native speakers’ attitudes towards and comprehension of Gendered Address Term to Express Their Identities nonnative speech. While exact results varied depending on This paper examines how L2 Korean learners (heritage/non- training type, participants who completed any training heritage; novice through advanced) perceive and use a Korean demonstrated improved attitudes and perceived ease of address term with complex gendered meanings: oppa ‘older understanding Korean-accented English in comparison to the brother’. The research contributes towards our understanding of control group. how L2 learners skillfully and strategically modulate their gender identities. 090. COR Sat 4:55-7:10 Hilal Ergul, Texas A&M University Paper Session Christian Hempelmann, Texas A&M University 4:55 to 7:10 pm Gender-based Variation in Verbal Reactions to Unfunny Jokes Floor 2nd Floor - Laurelhurst This study investigates responses to failed humor in online Alfredo Urzua, University of Texas, El Paso mixed-gender interactions. Through the examination of 720 Demonstratives in L2 Writing: A Learner Corpus Study responses to 3 pre-rated unfunny jokes by 120 men 120 women, This presentation reports on an analysis of demonstratives in a differences are found in how people respond based on the gender corpus of 294 essays written by Spanish-speaking learners of of the joke teller. English at two different levels of proficiency. A frequency analysis focusing on anaphoric markers is conducted, as well as a qualitative analysis to determine recurrent functional patterns in written discourse. Ngan Hoa Vu, Iowa State University 88

093. Saturday Roundtable Session 5 4:55 – 7:10 This study investigates the construction of authority in the voir 4:55 to 7:10 pm dire process (jury evaluation and selection) of a U.S. capital Portland Marriott Downtown Waterfront: Floor 2nd Floor - Pearl murder trial. Results illuminate how jury members may be inculcated into participating in power structures and how societal 093-1. Table 1 Academic Writing in L1 and L2 aims are accomplished through voir dire speech. Geoffrey Pinchbeck, University of Calgary Effie Papatzikou Cochran Lexical Frequency Profiling of a Large Sample of Canadian Seeking Parole: Prisoners’ Use of Various Oral Discourse High School Diploma Exam Expository Writing: L1 and L2 Strategies at Parole Board Hearings Academic English The presenter discusses a number of linguistic strategies that A large sample of government administered grade 12 diploma prisoners employed during their Parole hearings. Some of these exam essays were used to compare lexical frequency profiles and strategies, such as denial or ambiguity, were negative and others, errors with official exam scores derived from holistic rubrics. We such as expressions of remorse, were positive. The negative ones will identify a domain of mid-frequency general academic resulted in denial of parole. Examples of these persuasive vocabulary used by academically successful writers using a 1800 approaches are provided. essay exam corpus. 094. SOC Sat 4:55-7:10 J. Elliott Casal, Ohio University Paper Session Joseph J. Lee, Ohio University 4:55 to 7:10 pm Metadiscourse in Thesis Results and Discussion Chapter: A Floor Lower Level 1 - Portland Cross-Cultural Corpus-Facilitated Analysis of English and Lawrence Williams, University of North Texas Spanish Engineering Writers Evan Bostelmann, University of Wisconsin, Milwaukee This paper presents findings of a cross-cultural corpus-facilitated Analyzing the Linguistic Landscape of a Midsize Texas City: analysis of metadiscourse in the results and discussion chapters of engineering master’s theses written in English and Spanish. Methodological Considerations and Pedagogical Applications Analysis suggests that metadiscoursal differences may be This presentation focuses on two dimensions of linguistic attributed to the specific cultural contexts in which the thesis landscape research: (1) selecting a representative sample of data; genre is produced and consumed. (2) organizing the data for use as a pedagogical tool in the context of an English as a Second Language (ESL) or foreign language 093-2. Table 2 Identity Construction in On-line Media (FL) program. Roundtable Session Huamei Han, Simon Fraser University Elizabeth Deifell, University of Iowa Plurilingual(ism) or Multilingual(ism): The case of “China Mediated and Emergent Identities through Narratives of shops” in Southern Africa Literacy in a Facebook Chat Documenting and analyzing grassroots multilingualism emerged This paper analyzes the construction of literacy identities through and emerging in “China shops” in South Africa and Namibia, this the fragmented and overlapping strands of bilingual (Spanish- paper illustrates multilingual repertoires that are largely English) and synchronous Facebook chat. Using Wortham’s connected to the working-class Chinese migrants in globalization (2001) frame of narrative analysis, I examine the mediated and from below, and analyzes the contributions and potential pitfalls emergent identities of an international graduate student of adopting the term “plurilingual(ism)” in applied linguistics. demonstrated to an interlocutor, myself, through dynamic Julianne Elizabeth Hammink, University of Arizona positioning. Personal and Impersonal Bilingualism: The Commodification M. Sidury Christiansen, Miami University of Spanish and Guaraní in Paraguayan Cell Phone Language Varieties and Identity Construction: Analysis of Commercials Bilinguals’ Use of Linguistic Resources on Facebook This paper examines cell phone commercials developed for the This research analyzes how Mexican bilinguals utilize their Paraguayan market. While half of Paraguayans are Guaraní/ available linguistic resources and other communicative resources Spanish bilinguals, Guaraní is demographically predominant. to construct and display their complex identities on Facebook. Despite demographic patterns, linguistic choices made by the Findings support the idea of viewing bilinguals as creators and advertiser reveal their exploitation of the symbolic value of the users of new linguistic forms and not as deficient versions of two languages to index contrasting sets of characteristics. idealized native speakers. Kristyn Martin, University of Hawaii at Manoa 093-3. Table 3 Language and the law Text and Multimodality on Japanese Television: The Rise and Roundtable Session Changes in the Use of Telop on a Japanese Variety Show Alissa Hartig, Pennsylvania State University Connecting the increase of telop (intralingual subtitles) on Crossing the Threshold: Disciplinary Concepts and English for Japanese television with larger trends of text-based Legal Purposes communication, I analyze the telop on the show Utaban over 14 Drawing on multiple data sources collected across a fourteen- years and demonstrate increasing multimodality on Japanese week legal writing course, this case study demonstrates how television via changes in how text is used and the increasing

disciplinary concepts both enable, and inhibit, a Chinese lawyer’s multimodal density of the text itself. understanding of language use within the professional legal 095. ASE Sat 4:55-7:10 memorandum genre in the U.S. Paper Session Karen E. Lillie, SUNY Fredonia 4:55 to 7:10 pm “No longer the vehicle to pursue the myriad of educational Floor 3rd floor - Salmon issues in this state”: Examining Judges’ Ideologies in Flores Nick Zhiwei Bi, University of Sydney Recently, the case known as Flores was decided in Arizona. Exploring L2 test-takers’ strategic competence and their lexico- Using discourse analysis, the trial language is analyzed to grammar test performances over time determine whether or not there is evidence of the Judge’s Most of previous investigations into test-takers’ cognitive ideology regarding language policy for English learners and if so, processing and test performance were cross-sectional designs. whether the outcome of Flores could have been anticipated. However, human cognitive processing is subtle and greatly Greta Gorsuch, Texas Tech University depends on specific contexts. Therefore, this paper reports on a Catherine Smith, University of Minnesota study examining the test-takers’ strategic processing and their The Construction of Authority in Voir Dire Speech lexico-grammatical test performance over three occasions through 89

a SEM model. This study examines a story told by a witness during a Amber Nicole Bloomfield, University of Maryland congressional hearing on the Affordable Care Act, and reveals Megan Masters, University of Maryland how his narrative shapes and reflects the larger political conflict. Steven Ross, University of Maryland Exploring the “parable” from structuralist, functionalist, and post- Stephen O'Connell, University of Maryland structuralist perspectives reveals key elements of how narratives function in such contexts. Kassandra Gynther, University of Maryland Patterns of Change in Test Scores over Time: Training and 097. SLA Sat 4:55-7:10 Target Language Difficulty Paper Session We present an investigation of how foreign language proficiency 4:55 to 7:10 pm changes over time. The pattern of change in test ratings differed Floor Lower Level 1 - Salon C by skill, with listening and reading showing growth and speaking Eva Kartchava, Carleton University showing little change. Formal language training produced faster Is training in corrective feedback necessary: Insights from the rates of improvement in listening and reading skills. second language classroom Aek Phakiti, University of Sydney This study investigated whether training in recasts prior to their Structural models of calibration, confidence and cognitive and provision would make their corrective intent more noticeable to metacognitive strategy use in an English placement test ESL learners, yielding increased uptake and larger gains on the This paper reports on a quantitative study investigating test- post-intervention scores. The results indicate higher uptake and takers’ calibration (a perfect relationship between confidence in test scores for the trained group over the “recasts only” and performance success and actual performance) and its relationship “control” conditions. to reported strategy use. The present study sheds light on the Bart Penning de Vries, Radboud University complexity of calibration and strategic processes during test- Stephen Bodnar, Radboud University taking and provides implications for language assessment Catia Cucchiarini, Radboud University research. Helmer Strik, Radboud University Troy Cox, Brigham Young University Roeland Van Hout, Radboud University Randall Davies, Brigham Young University Corrective Feedback Research Using a Computer Assisted Comparing Full-range to At-level Applications of an Item-level Language Learning System with Automatic Speech Scoring Rubric on a Speaking Performance Assessment Recognition The choice of rubric use with performance assessments has We present three experiments with a CALL system with important measurement implications. This study compares the Automatic Speech Recognition that provides immediate and effect of using a full-range rubric that covers a set of performance consistent corrective feedback (CF) on spoken Dutch grammar. standards in their entirety with an at-level or restricted-range Results show that CF interacts with proficiency, and that less rubric that targets the level the specific task is intended to address. proficient learners benefit most from CF. We also discuss CF 096. DIS Sat 4:55-7:10 interaction with education level. Paper Session Robert H Taferner, Hiroshima University 4:55 to 7:10 pm Task Design and its Influence on the Utility of Corrective Floor Lower Level 1 - Salon B Feedback on L2 Writing Theresa Catalano, University of Nebraska-Lincoln The presenter will describe and compare writing task design Linda Waugh, University of Arizona properties to aid in the determination of suitable, valid, and reliable data elicitation for L2 writing research. Narratives and CEOs, the Mafia and the Government: A Critical Multimodal opinion papers were examined longitudinally for changes in Analysis of the Representation of These Entities in Crime grammatical accuracy and complexity for the development of Reports corrective feedback writing tasks. This critical multimodal study analyzes the representation of Hsiao-Mei Tsai, Canyons School District CEOs in US crime reports as compared to the Mafia in Italy, and Ko-Yin Sung, Utah State University government entities that are enlisted to bring them to justice. The authors examined media discourse in 20 online newspaper articles Exploring Learner Errors, Teachers' Corrective Feedback (CF), to reveal how these groups are naturalized cross- Learner Uptake and Repair, and Learners' Preferences of CF linguistically/culturally. This study explored learner errors, teachers' oral CF, learner Ghufraan Adnan, University of Baghdad uptake and repair, and learners' CF preferences in a Chinese Eric Friginal, Georgia State University language classroom setting. Two Chinese language classes, one beginner and one advanced, at an university in southwestern Comparing Christian and Islamic Televised Preaching Discourse United States participated in the study. This qualitative, discourse-analytic study investigates the similarities and differences between televised preaching discourse 098. PED Sat 4:55-7:10 in English and Arabic of popular Christian and Muslim Paper Session televangelists based in the United States and the Middle East. 4:55 to 7:10 pm Specifically, this study aims to identify the distributions and Floor Lower Level 1 - Salon H functions of Face Threatening Acts (FTAs) used by Claudia Kost, University of Alberta televangelists. Nike Arnold, Portland State University Christian W. Chun, City University of Hong Kong Lara Ducate, University of South Carolina Discourses on Islam and Democracy in an EAP Classroom L2 Writing with Wikis: How Does Technologically Mediated Religious faiths and identities in ELL classrooms have recently Collaboration Affect the Product? become an area of research focus. This paper examines how This presentation reports on a study designed to investigate if the discourses on Islam and democracy were mediated, co- degree to which a group of L2 learners collaborated on a wiki is constructed, and challenged by an EAP instructor and her Arabic related to its accuracy, cohesion and length. Two different students. Suggested are ways for teachers and students to operationalizations of collaboration were used to determine the challenge representations of Othered identities. relationship between the writing process and the product. Joshua Kraut, Georgetown University Noriko Ishihara, Hosei University Faith, Politics, and the Parable of the Kosher Deli: Explorations Yumi Takamiya, Gettysburg College of Narrative in a Congressional Hearing Learning Pragmatics through Blogging: An Ethnographic Study 90

of Telecollaboration 100. SLA Sat 4:55-7:10 While pragmatic development facilitated by the blogging Paper Session technology has rarely been researched, this ethnographic case 4:55 to 7:10 pm study closely examines the process of the pragmatic learning of Floor Main Lobby - Willamette one advanced learner of Japanese in the U.S. as she blogged with Keiko Imura, Rikkyo Univeristy her peers and expert Japanese speakers in Japan over 15 weeks. Emergence of utterance schemas in young Japanese learners’ Yu-Feng (Diana) Yang, National Sun-Yat Sen University unit production Appropriating “The Right to Speak” in Online Text-Based Role In this study, a 50,000 word corpus of young Japanese learners of Play Games English will be analyzed. The purpose is to explore how formulas Grounded in Bourdieu’s (1977) “the right to speak,” this study become productive by usage, and how utterance schemas investigates an English language learner’s (Aves) agency in (Tomasello, 2003) emerge. A longitudinal study sheds light on appropriating her co-playing position in the English text-based how young learners construct language in classroom settings. collaborative role playing games in Gaia Online. This Sean Forte, University of Hawaii at Manoa presentation highlights Aves’ agency in establishing her co- playing position through appropriating collaborative spaces for Towards Pragmatic Competence of Japanese “Small Stories” in other gamers. Talk-in-Interaction: An Awareness-Raising Process among Hsiu-Chen Hsu, Chung Yuan Christian University Beginning Japanese as a Foreign Language Learners Exploring the Effect of Speaking Practice via Voice Blogs on L2 This study examines if explicit instruction can facilitate beginning JFL learners’ pragmatic awareness of Japanese small stories in Speaking Performance talk-in-interaction. Pre-/post-test results demonstrate the This paper reports on a study examining the effectiveness of experimental group outperformed the control group after five 30- speaking practice via voice blogs on the development of min sessions of instruction-led training, and observation, complexity, accuracy, and fluency of L2 oral performance in an journaling, and meta-discussion of native-speaker models, with EFL context. journals further revealing developmental processes. 099. DIS Sat 4:55-7:10 Saori Hoshi, University of Hawaii at Manoa Paper Session The study of instructional effects on learner development of L2 4:55 to 7:10 pm conversational competence: Japanese interactional particles Floor 3rd floor - Sunstone ne, yo and yone David Ian Hanauer, Indiana University of Pennsylvania This study examines instructional effects on students’ Following Orders in the Iraq War: A Poetic-Inquiry into Ethical development of Japanese interactional particles ne, yo, and yone Decisions in American Soldier Narratives in a JFL classroom and ways in which the students come to This study explores ethical decision making and ideological develop their understanding and use of ne, yo, and yone as rationalization for 3 American veterans who participated in the linguistic resources to incorporate preferred communicative Iraq war and its aftermath. Using a poetic-narrative approach to practices of the target speech community. data collection and a philosophically informed narrative data Naomi Geyer, University of Wisconsin, Madison analysis process, the contours of ethical response and Authentic Materials and Learner Perception of NS Pragmatic development during armed conflict are studied. Norms: A Case of Japanese Stylistic Variations Susan Bleyle, University of Georgia Calling for a re-examination of fundamental concepts such as Brittany Bogue, University of Georgia native-speaker norm, L2 pragmatics researchers recommend the Ying Cui, University of Georgia use of authentic materials for L2 instruction. However, stylistic Yohan Hwang, University of Georgia variations are often exaggerated in authentic materials. Utilizing Kexin Shen, New Oriental Education & Tech. Group Inc. semi-structured interviews, this study explores how learners develop a sense of stylistic variation through authentic materials. Intertextual Potential of Poetry for Second Language Academic Writing Development: A Systemic Functional Linguistic Analysis SATURDAY 5:30 Drawing on Systemic Functional Linguistics, we illustrate the 101. COG Sat 5:30-6:35 intertextual potential of poetry writing in the development of a Chinese student’s expository essay. This research sheds new light Paper Session on the intertextual influences between different genres and 5:30 to 6:35 pm provides insight as to the role of SFL in the analysis of poetic Floor Main Lobby - Columbia discourse. Nienke Van der Hoeven-Houtzager, University of Groningen Gavin Lamb, University of Hawaii at Manoa Wander Lowie, University of Groningen Smiling Together, Laughing Together: Multimodal Resources Kees De Bot, University of Groningen Projecting Affect in L1/L2 Conversational Storytelling Aging and Bilingual Processing: Age-related Differences Taking a perspective on face-to-face interaction as sequentially between Groups of Functional Monolinguals and Early and organized, multimodal, and embedded in various semiotic Late Bilinguals. systems, this paper sheds light on the 'crescendo' of projective This study investigates effects of bilingualism on linguistic and resources used in the co-construction of a ‘humorous’ affect in general cognitive functioning, with a focus on interactions with storytelling sequences, drawing on video recorded data of L1/L2 age. Our data show that early bilinguals significantly outperform English naturally occurring conversational storytelling. monolinguals on the phonological component of a verbal fluency Matthew Prior, Arizona State University test. They also outperform the monolinguals in a task-switching “Psychologically speaking”: Emotion (Re)formulations in L2 test tapping into executive control. Autobiographic Research Laura L. Amador, University of California, Los Angeles Taking a discursive constructionist approach, this study examines Emotion and Reason in Action: A Study of Elderly Language “psychological” and “therapy-like” features of L2 autobiographic Learners research by analyzing how emotion (re)formulations are used by This micro-ethnographic study demonstrates that most elderly story tellers and story recipients. The scaling of these emotion- language learners experience increased freedom of expression in implicative descriptions is found to be a particularly robust device the classroom due to decreased face threat and the capacity to for (re)directing accountability and conducting psychological reason about learning experiences. analysis. 91

SATURDAY 8:00 pm

102. North American Systemic Functional Linguistics Association (NASFLA) Meeting Business Meeting 8:00 to 10:00 pm Floor Main Lobby - Columbia Session Organizer: Meg Gebhard, University of Massachusetts, Amherst Meet with others interested in systemic functional linguistics (SFL) at this gathering of the North American Association. Following a short business meeting, Mariana Achugar, Meg Gebhard, Ruth Harman, and Marianna Ryshina-Pankova will facilitate small group discussions regarding collecting and analyzing classroom data, including multimodal texts, from a variety of disciplines and context. This is an open meeting and newcomers are welcome.

SUNDAY SESSIONS SUNDAY MORNING, MARCH 23, 2014, OVERVIEW 8:00 – 8:30 8:35 – 9:05 9:10 – 9:40 9:55 – 10:25 10:30 – 11:00 12:35 – 1:55 Invited Colloquium: Wiley & Malone, organizers

Salon E Implications of Globalization Language for Learning New Directions Roundtable: Pavlenko, in Language organizer Teaching: What Role for Applied Linguistics? Salon F Thinking for speaking in L2 and the 9:35 limits – 11:35 of brain plasticity Poster Session Exhibit Hall Roundtable Sessions Roundtable Sessions (for abstracts Poster see Sessions Index) Pearl SLA Rafael SLA Gutierrez SLA Child SLA Maimone SLA Ayoun

Belmontnd 2 Floor The Effects of Different The Relationship Knowledge and Cross-‐linguistic effects The L2 acquisition of Instructional Types on between Explicit Transfer of Mood of English and Spanish French grammatical the processing of the Knowledge of Spanish Distinctions: in L3 Portuguese gender and agreement: Spanish Imperfect Subjunctive and Spanish/English development a longitudinal study SubjunctiveASE Colloquium: Actual Language Ross & Use Kasper, Bilinguals’ organizers Acquisition 1:00-‐1:55 of L3 Portuguese Publishing Workshop: Columbia Main Lobby Assessing Pragmatic Competence as Interaction Designing and Publishing 21-‐st Century Language BIH Smolcic BIH Kanno BIH Corley BIH Walls BIH Peter et al Education Materials Frei, organizer Douglas rd Fir . 3 Floor Building Teacher High-‐Achieving Locked Out: Youth How Heritage Language Second Language Interculturality: English Learners’ Voices Speak from Learner—Second Learning in he t Developing Culturally Access to Four-‐Year their Position in a Language Learner Cherokee Nation Sustaining Attitudes, Colleges Segregated English Dyads Resolve Immersion School RWL Dispositions Aull & and Lancaster RWL Wilcox & Language RWL Classroom Lee Language RWL Arik Issues RWL Kibler Practices Jeffery Eugene Lower Incoming university Language Factor to Genre Ecology of an From High School to Level 1 students’ implicit and Disciplinary Writing Teachers’ International Graduate the Noviciado: An explicit awareness of Engagement: A Construction of Student Adolescent Language stance in academic Comparative Writer Voice in Minority Student's genres Discourse Analysis of Academic Writing Multilingual Journey in EDU Pearson Adolescent EDU Hubbs L1 and L2 EDU Nicholas & LPP Khan LPP Writing Fukunaga Writers' Stances Starks Hawthornend 2 Floor Impacts of National Theoretical and Exploring the The Intersection of Language Policy on 台灣Practical Multiplicity: A complexity of official Neoliberalism, Local Teaching Implications: Taiwan framework for language planning and Nationalism, and Contexts: Evidence Local and understanding its micro-‐level English Education from Rwanda Foreign Language plurilingualism implementation Policy in the Japanese

SUNDAY MORNING, MARCH 23, 2014, OVERVIEW 8:00 – 8:30 8:35 – 9:05 9:10 – 9:40 9:55 – 10:25 10:30 – 11:00 12:35 – 1:55 COR Cortes COR Ozturk & Kose COR Skalicky COR Huan COR Chang . et al

Laurelhurstnd 2 Floor A Comparative Study of As a result of: Lexical Lexical Bundles and A Contrastive Analysis A Corpus-‐Based Move Lexical Bundles in bundle use of Turkish Qualitative Discourse of Journalistic Stance in Analysis of TED Talks: History Writing in and native English Analysis: Combined A Chinese and Australian What Can an Emerging English, Spanish, and writers Methodology Hard-‐news Reporting: Genre Tell Us about Oral TEC Portuguese Lavolette TEC Cerezo TEC Akiyama A COG Corpus-‐based Moreno Study COG Prese Gurzynskintations?-‐Weiss et al Meadowlarkrd 3 Floor Effects of Feedback Corrective Feedback Negotiation of Feedback Type, Levels . Timing on Learning to in Language Learning Meaning and of Awareness and their Levels of Awareness in Apply ESL Grammar Videogames: Separate Corrective Feedback Long-‐Term Impact on Relation to Type of Rules and Combined Effects Practices in -‐ Task L2 Proficiency Recast and Type of of Explicit Negative based eTandem Linguistic Item in CMC: PRG Larsen-‐Walker LCS Evidence Muramatsu and Language LCS Lee Learning PRG Cunningham & PRG A Concurrent Taguchi Prompts via Skype Vyatkina Investigation Medford Lower L2 Ideal Self and Reexamining the Musing in the Contact Does instruction alter Level 1 Pragmatic Proficiency construct of Zone: US Teachers Learning to Ask: The the naturalistic pattern in Adult ELLs investment by Norton Challenge the Louvre Development of of pragmatic (1995, 2000) from the Museum’s Discourse Requesting Behavior in development? A case of perspective of L2 Telecollaborative request speech act learner agency Exchange Publishing Workshop LCS Colloquium: Miller & Vitanova, organizers Mt nd Hood : 2 Floor How to write and Socially Mediated Agency and Second Language Learning: Theory, Analysis, Pedagogy publish textbooks and scholarly texts in applied linguistics LID Shuck . et al LID Choi LID Schwartz SOC Subtirelu SOC Goering Stevens, organizer

Portland Lower Exploring Student Fragile bilinguals: Intergenerational “She does have an Perceptions of Level 1 Understandings of positioning and bilingual oral accent but…”: “Americanism”: U.S. Linguistic Identity Labels authenticating histories: The Language ideology in High School Students’ oneself as a ‘good’ liberatory case for the evaluation of Attitudes Towards Non-‐ bilingual in South anthro-‐political second language Standard English ASE Margolis ASE Ockey Korea & French ASE linguistics Trofimovich et ASE English Wayland -‐speaking . et al ASE Accents Suvorov al. instructors Salmonrd 3 Floor Effects of Pronunciation Effects of Adding Effects of Passage The Use of Eye-‐tracking Features on Speaking Multiple Accents to a Comprehensibility Length, Lexical Technology in Research Assessment Test of L2 Listening versus accent: Using Diversity, and on Video-‐enhanced L2 Comprehension global listener ratings Working Memory Academic Listening to investigate Capacity on Second Assessment phonological, lexical, Language Listening and grammatical influences on L2 speech 95

SUNDAY MORNING, MARCH 23, 2014, OVERVIEW 8:00 – 8:30 8:35 – 9:05 9:10 – 9:40 9:55 – 10:25 10:30 – 11:00 12:35 – 1:55 DIS Colloquium: Burch & Greer, organizers

Salon A DIS Reddington DIS Sclafani DIS Del Prete & Box DIS Nelson & Vollmer DIS Deckert & Vickers Language Learners Living in the Language: Conversation Analytic Approaches to Language in the Wild Salon B "Whatever" as a Agreeable “What are you doing?”: 9-‐1-‐1 State Your Forensic Interviews, Discourse Marker in Disagreement, Exploring Mother-‐ Emergencia: Discourse Police Reports, and Ordinary Conversation Discourse Markers, Adolescent Daughter Analysis of 9-‐1-‐1 Calls Propositional and the Construction (Dis)harmonious from Spanish-‐Speakers Intertextuality: How is of Political Identity in Discourse the Information in the SLA Bajuniemi Presidential SLA Ekiert Primary . et al SLA Lee SLA Ranta Police SLA Report Whatley Generated Debates from the Interview? Salon C The Effects of Task Communicative The Effect of Explicit How does fluent The Study Abroad Complexity and Adequacy in Oral Teaching, Teacher control over grammar Experience and L2 Discourse Function on Task Performance Modeling and -‐ Self develop in an implicit Spanish Past-‐time Oral Spanish Linguistic review on University L2 instructional Marking Complexity and Students’ Oral Fluency context? Accuracy EDU Colloquium: Development Huang in the & Sayer, organizers EFL Context Salon D LID Colloquium: Andrus, organizer Early Foreign Language Education: Interdisciplinary Perspectives Salon G PED White & Horst PED Smotrova PED Alasmary PED Pawlak PED Moranski & Toth Language Ideologies and the Enactment of Law Salon H Minding the Gap in Synonym or The Productive Investigating the use Languaging and Vocabulary Knowledge antonym? Learning Mastery of Recurrent of communication Language Use: The for Secondary ESL L2 Meanings as an Academic Word strategies in impact of L1 -‐ Meta Students Embodied Activity Combinations by First communicative task analytic Talk on L2 (L1) and Second (L2) performance Production 1:00 – 1:55 SLA Colloquium: Schmitt, organizer Language Learners Career Pathways and Salon I Possibilities Formulaic DIS Okada Language Comes in DIS Different Cochrane Flavors: Implications for the Acquisition, DIS Seilhamer Assessment, DIS and Arita Pedagogy of Formulaic Sequences

Sunstonerd 3 Floor “And then there was a "I'm the one in the "Don't spank the Enactments in Japanese battle”: Constructing chair": Wheelchairs monkeys": Adequation Storytelling: Multimodal Disability Identity as a Resource for and Distinction in a Designs, Sequential through Narratives of Identity Construction Taiwan English-‐ Positions, and SLA Struggles Carlin et al. SLA Alghamdi SLA Sayers China speaking PED Community Gandu RecognizabilitiesPED Fichtner of Practice Willamette Main Lobby Exploring a Student-‐ Exploring Language Voices from the High-‐ Linguistic Assessing the Teacher Beliefs about and Subject School Spanish interference: teachability of cultural her Practicum in a Practitioners’ Beliefs Classroom: Contextual Prosecuting the wrong difference Trilingual Primary and Practices in Explorations of culprit? School Instructing Difficult Students’ Beliefs Words

SUNDAY AFTERNOON, MARCH 23, , 2014 OVERVIEW 3:35 – 4:05 4:10 – 4:40 4:55 – 5:25 5:30 – 6:00 6:05 – 6:35 6:40 – 7:10 Invited Colloquium: Byrnes & Farrell, organizers

Salon E EDU Colloquium: De Costa, organizer Publishing in applied linguistics: A forum on innovation and challenges in a changing world Salon F 1:35 – 3:35 Poster Ethics in Educational Linguistics Research: Language Researcher Narratives Exhibit Hall Session

(for abstracts see Poster Session Index) Roundtable Sessions Roundtable Sessions Pearl SLA Han SLA French et al. SLA Crowther et al. SLA Saito SLA Kerry Moran

Belmontnd 2 Floor The Effectiveness of A Look at the Long-‐ L2 Comprehensibility Re-‐examining the Enhancing Teaching Formulaic Term Effects of Revisited: Investigating Role of Length of Communication Sequences on L2 Intensive Instruction the Effects of Learner Residence and Age in Between U.S. Language Learning: on L2 Skills Background and the Interlanguage Undergraduates and A Meta-‐analysis Speaking Task Development of L2 International Students RWL 3:35-‐5:15 Colloquium: Brisk, organizer Oral Skills Through Structured Contact Activities Columbia Main Lobby Using BIH SFL Salerno to & Foster BIH New Morales Approaches to Writing & Instruction BIH for Sohn Students in BIH Kim & Pyun BIH Heo BIH Lee Kibler Elementary Bigham School through College Douglas rd Fir 3 Floor Discursive Heritage Language Vocabulary knowledge Interlanguage Student Positioning “You Don’t Get it. I Do”: Construction of Literacy Maintenance: of learners of Korean: Pragmatic as Teachers: Using Co-‐constructing Heritage Language A Study of Korean-‐ The significance of Development in L2 Discourse Analysis Identities and Learning Maintenance in American Heritage heritage, input, and Korean Direction-‐ to Understand a Opportunities Through Transnational Families Learners instruction Giving RWL Bilingual Ferris Small et al. Peer RWL Interactions Sasaki in a RWL in Henderson South Korea Lee RWL Mori RWL Hoagland & Y RWL Jeffery & Group Dual Immersion School Carhill-‐Poza Eugene u Lower Facilitating Japanese Students’ Second Language Multilingual Students’ Behind the scenes of a Level 1 Language Longitudinal Writing Across an Development of “semi-‐occluded” genre: Investigating the Development in the Development in L1 and Academic Curriculum: Academic Writing Dis-‐covering the Representation of Writing Class: L2 Writing: An A Case Study in the Literacies and Identity personal statement Adolescent L2 Special Ecological Approach Secondary Context through Source application essay in an Writers in High-‐ Considerations for Engagement intensive course Stakes Assessment LPP Multilingual Scott et al LPP Aleixo & Horii LPP Raymond LPP Baker Vanek LPP Deschambault Scoring Materials Writers Hawthornend . 2 Floor Negotiating the Parents’ Understanding A Critical Examination Digital Literacy ESL All the Way Down: Common Core State of Language Policies in of FLES Teacher Agency Treatment in ESL Reframing Fee-‐Paying Standards among an Urban High School: in K-‐8 Foreign Programs: Workforce International Students’ Multiple Decoding Mixed Language Planning in Investment Act, Title Impact on British Stakeholders Messages from School New Jersey Public II as De Facto Columbia’s K-‐12 Public Administrators and Schools Language Policy Schools Staff 97

SUNDAY AFTERNOON, MARCH , 23, 2014 OVERVIEW 3:35 – 4:05 4:10 – 4:40 4:55 – 5:25 5:30 – 6:00 6:05 – 6:35 6:40 – 7:10 COR Pickering & COR Staples COR Crawford & COR Vellenga & COR Mitsugi & Sakaue COR Zhang Bouchard McDonough Crawford Laurelhurstnd 2 Floor Linguistic Features of Animacy Configurations A Learner Corpus A Corpus-‐based Effective Nurse-‐Patient The language of tasks: A Implementing Corpus for Subject-‐Object Study of Lexical Approach to Interactions: A Corpus corpus-‐based approach Activities in Teacher Relative Clauses in L2 Development of L2 Investigating the Analysis of Native and Development Japanese: A Corpus Chinese Resultative Interactional Non-‐native English Study Verb Compounds Experience of Speaking Nurses Physically COG Schwieter Disabled & COG Mohamed Ayman COG Garcia-‐Amaya & COG Ranalli COG Schmidtke COG Kahng ParticipantsFerreira Darcy Meadowlarkrd 3 Floor Looking at Words in Inaccurate Pupil Size Reveals Oral fluency in second Bilingual Context: The Role of Attention control and metacognitive Cognitive Effort language and pause Processing Effects Repetition and fluency in two second monitoring in self-‐ Associated with Spoken phenomena in Word Readers’ Memory in language learning regulated L2 learning: Word Recognition: Translation: A Vocabulary contexts The role of task Effects of Frequency, Manifestation of the Development complexity Proficiency, and Bilingual LCS Jackson Cognitive LCS Abdi LCS Goble LCS McClure & Fitts Cognitive LCS Yeo Control LCS Ebsworth & Advantage? Ebsworth Medford Lower The Impact of Social The (Unpredictable) Narrative Accounts of Cultivating Bilingual Do Bilinguals Adapt Level 1 Networks on the L2 Language Socialization Third Generation Identities: Critical Transnationally? A Case Multilingual-‐ Development of of Transnational Youth Mexican-‐Americans: Language Awareness Study of Bilingual multicultural Identity, Chinese Sojourners PED Colloquium: Bilingualism Kinginger, in a Third organizerin the New Youth’s Adaptation and Community Values Space Appalachian South Transnational Identity and Expectations Mt nd Hood SOC Nistov SOC Newman LID Perez Milans LID Ilieva LID Boner LID Ajsic 2 Floor Identity and Language Learning in Study Abroad Contexts Portland Lower Multiethnic youth Different Constructions Studying Mandarin Internationalization Knowledge Exchange, Language ideologies, Level 1 language in Oslo and of Language and Race Chinese in London of Education and Market Research, and public discourses, the social meaning in Barcelona and NYC: Education: Language Language Issues: Dialogue: A Critical and ethnonationalism of place Evidence from the Desire and Learning Examining the Discourse Analysis of in Bosnia-‐ Teenage Linguistic Illusion in a Working-‐ Perspectives of Entrepreneurship Herzegovina (1990-‐ Police Class Secondary School Content Area Faculty Education in Tanzania 2010) ASE Kim et al. ASE Kaneko ASE Ma & Cheng in ASE a Warren Canadian ASE Kley ASE Sun . et al University Salmonrd 3 Floor Consideration of Spontaneous Speech of Investigating the Reading to write vs. Variability in The Relationship Textual Complexity Novice-‐level EFL relationship between reading Interactional Between TOEFL iBT Features in the Learners and Chinese students’ test comprehension: What Competence in Paired Speaking Scores and Assessment of Computerized Test preparation and test inferences about Speaking Tests: Effect of Oral Communication Grammatical Scores: An Exploratory performance on College language proficiency Paired Task and -‐ Test Ability in an Abilities Associated Study of L2 English Test can be drawn through Taker Speaking Ability Academic EFL with Two CEFR Complexity, Accuracy performance Environment Levels and Fluency

SUNDAY AFTERNOON, MARCH 23, 2014, OVERVIEW 3:35 – 4:05 4:10 – 4:40 4:55 – 5:25 5:30 – 6:00 6:05 – 6:35 6:40 – 7:10 ASE Colloquium: Nikolov, organizer

Salon A DIS Vidal DIS Botti & Sierra DIS Hallett . et al DIS Vasquez DIS Helland DIS Moore Assessing Young Learners of English: Global and Local Perspectives Salon B ‘Do I have to pick “You haven’t been to “I don't think fine dining “Don’t even get me “Viva Young”: Applying Exploring the one?’: Shifting Queens”: The and Mexican go started…”: Multimodal Critical discourse of Identities and Epistemics of Place together”: Linguistic Addressivity in Discourse Analysis to a telephone-‐based Language ideologies SLA Identity Papi Othering SLA Uslu in Ok Top Chef Online SLA Hill Consumer et al. SLA Bilingual Lessien Television & Cubilo financial SLA Cubilo planning Reviews Commercial consultations Salon C Language Learner Discovering the Link Possible Selves for Modeling the L2 The role of Motivational between Future L2 EFL Motivations of Motivation of Commonly motivational, Archetypes and their Selves and Motivation Future Scientists and Less Commonly attitudinal and Signature Dynamics: A Taught Language demographic Complex Dynamic Learners variables in Perspective LED Colloquium: Park, organizer predicting language of study Salon D SLA Colloquium: Cox, organizer Reframing the Linguistic Experiences of Adult Immigrants with a Bourdieusian Perspective Salon G PED James PED Hyland PED Dyson PED Pérez-‐Núñez On Older Adult Language Learners Salon H An analysis of ESOL ‘Writing -‐to-‐Learn’: Processability Theory The Effect of textbooks from a Faculty Expectations of and Feedback on Comprehensive Written teaching-‐for-‐ L2 Disciplinary Writing Writing: a Study of Corrective Feedback transfer perspective LPP Colloquium: Ricento, organizer Developmental (WCF) and L2 Written Readiness Production Salon I DIS Hauser DIS Loewen & Wolff DIS Power DIS Ishida DIS Koshik DIS Haileselassie Language Policy and Political Theory Sunstonerd 3 Floor The Monitor-‐in-‐ Complexity, Accuracy Controversy, Negotiating Identity Practices of Talk That The use and function Action: Orienting to and Fluency in L2 Task Convergence and through Stance-‐ Display Expert/Novice of French discourse Linguistic Accuracy Performance in Two Collaboration: Projecting indexing: Long-‐term Identities of Speaker marker voila in through Self-‐ Computer-‐Mediated Socially Sanctioned Changes in Recipient and Recipient closings: A initiated Self-‐repair Communication Stances Actions in Japanese as conversation analytic PED Geeslin & PED Contexts Carrillo Cabello SLA Godfroid & a Second SLA You Language SLA Abrams SLA perspetive Yilmaz & Koylu Long McCord during Study Abroad Willamette Main Lobby Praxis and simulation Seeking Recognition Awareness and Strategy: The interaction Language variation in an online medical Implicit Learning of of References with The Development of between phonetic and second language Spanish course German Irregular Verbs "kennst du" and Pragmatic Competence coding ability and Spanish: An "weißt du" in German of German Among feedback exposure exploratory analysis Beginning L2 Learners condition of Korean-‐speaking learners’ development

SUNDAY 8:00 am argument. Adopting conversation analysis and FACETS in a sequential mixed-method design, the study investigates the 103. SLA Sun 8:00-9:40 performance of 102 examinees in role-plays designed for Paper Session pragmatic assessment in an EAP program. 8:00 to 9:40 am Remi Adam Van Compernolle, Carnegie Mellon University Floor 2nd Floor - Belmont Dynamically Assessing Pragmatics as Interaction Sergio Adrada Rafael, Georgetown University This paper examines the partial convergence of dynamic The Effects of Different Instructional Types on the processing of assessment and discursive pragmatics in the evaluation of L2 the Spanish Imperfect Subjunctive pragmatic knowledge and performance abilities. A longitudinal case study of an intermediate US university-level L2 French This study intends to investigate the effects that instructional learner provides an in-depth developmental profile that conditions differing in their degree of explicitness have on the dialectically unites individual and socially-situated cognition. acquisition of the imperfect subjunctive in Spanish. It also aims to look into participants’ depth of processing to see whether it plays 105. BIH Sun 8:00-9:40 a role during type of instructional exposure. Paper Session Xavier Gutierrez, University of Alberta 8:00 to 9:40 am The Relationship between Explicit Knowledge of Spanish Floor 3rd floor - Douglas Fir Subjunctive and Actual Language Use Elizabeth Smolcic, Pennsylvania State University This paper addresses the relationship between explicit knowledge Building Teacher Interculturality: Developing Culturally and language use. Using data from an untimed grammaticality Sustaining Attitudes, Dispositions and Practices judgment test, a metalinguistic knowledge test, two oral Increasing global migration creates diverse classrooms where interviews and two written texts, I examine the relationship teachers are challenged to teach across cultural frames. The between explicit knowledge of the Spanish subjunctive and actual presenter describes intercultural dispositions that teachers build in language use of this structure. teaching English-learning students by integrating findings from Michael Child, University of Arizona two empirical studies; one on a university campus and the other Knowledge and Transfer of Mood Distinctions: Spanish/English investigating teacher learning in a field experience abroad. Bilinguals’ Acquisition of L3 Portuguese Yasuko Kanno, Temple University Two separate tasks were used to measure Spanish/English High-Achieving English Learners’ Access to Four-Year bilinguals’ knowledge of mood distinctions in Spanish and Colleges Portuguese to determine if participants’ language background This presentation examines high-achieving ELs’ access to college correlated with their ability to transfer knowledge of mood and explores why even high-performing ELs do not always reach distinctions in L3 Portuguese acquisition. Results indicate a a four-year college/university. Lack of access to advanced significant effect of language background on linguistic transfer. college-preparatory courses, limited knowledge of navigating 104. Assessing Pragmatic Competence as Interaction 8:00-9:40 college application, and teachers’ low expectations for ELLs were Colloquium found to contribute to their limited access. 8:00 to 9:40 am Kathleen Mary Corley, Arizona State University Floor Main Lobby - Columbia Locked Out: Youth Voices Speak from their Position in a Session Organizers: Segregated English Language Classroom Steven Ross, University of Maryland This paper reports on a qualitative study designed to amplify the Gabriele Kasper, University of Hawaii at Manoa voices of language-minority high school students regarding their social positioning, situated identities, and language use in the Reviewing pragmatic competence through the lens of conversation analysis, context of attending school in a state where a restrictive language this colloquium examines a range of pragmatic phenomena in several policy physically restricts their access to “mainstream” peers and interactional assessment activities, target languages, and contexts of use. coursework. Three papers adopt Kane’s argument-based approach to validity and one paper implements Dynamic Assessment for the assessment of L2 106. RWL Sun 8:00-9:40 interactional pragmatic competence. Paper Session Stephen O'Connell, University of Maryland 8:00 to 9:40 am Steven Ross, University of Maryland Floor Lower Level 1 - Eugene A Validity Argument for Assessing Strategic Competence Laura Aull, Wake Forest University through the OPI Role Play Zak Lancaster, Wake Forest University Through role plays, language testers can obtain facsimiles of Incoming university students’ implicit and explicit awareness of second-language (L2) speakers' interactional ability. In the stance in academic genres context of the OPI, role plays are used to support inferences about This paper discusses a qualitative-quantitative study of 1,200 second-language speakers' strategic competence. This paper incoming university students’ implicit and explicit awareness of examines the validity of using the role-play situation with academic stance via corpus-based analysis, surveys, and interview complication to assess L2 strategic competence. responses. The findings reveal some discontinuity between Waka Tominaga, University of Hawai‘i at Mānoa students’ awareness and their writing patterns, specifically Assessment of connected discourse in Japanese OPI interaction regarding stance, and they carry implications for pedagogy and This study examines the scoring inferences of OPI ratings transfer research. according to the ACTFL Proficiency Guidelines, focusing on the Kristen Wilcox, SUNY Albany criterion of “connected discourse” for advanced proficiency. It Jill V Jeffery, Brooklyn College, CUNY adopts a discursive approach to pragmatics and investigates how Disciplinary Writing Engagement: A Comparative Discourse the production of connected discourse in interaction differs Analysis of Adolescent L1 and L2 Writers' Stances between levels in Japanese OPIs. Soo Jung Youn, Northern Arizona University This paper, reporting on a national investigation of disciplinary writing, is framed by the view that the performance of authorship Gabriele Kasper, University of Hawaii at Manoa is a socioculturally-mediated act that can be revealed through Pragmatic competence as interaction in EAP role-plays stance analysis. Using a discourse analysis procedure the authors This paper draws on discursive pragmatics to explore how L2 contrast how native English speaking and English learners pragmatics can be assessed in ways that strengthen the validity experience disciplinary writing. 100

Seongyong Lee, SUNY Buffalo contexts. Results indicate that surrounding context and Language Factor to Teachers’ Construction of Writer Voice in interlocutor interaction influenced the participant’s production and use of lexical bundles. Academic Writing This study explores how university professors’ first language 109. TEC Sun 8:00-9:40 affects their construction of author voice in blind manuscript Paper Session review. For this purpose, the present study examines whether 8:00 to 9:40 am native and non-native English speaking professors show Floor 3rd floor - Meadowlark differences in their perception of a non-native English speaking Elizabeth H. P. Lavolette, Michigan State University writer’s identity in academic writing. Effects of Feedback Timing on Learning to Apply ESL 107. EDU Sun 8:00-9:40 Grammar Rules Paper Session SLA theories suggest that immediate feedback is better for 8:00 to 9:40 am language acquisition, while psychology research suggests that Floor 2nd Floor - Hawthorne delayed is superior. ESL students received item-by-item (IBI) or Pamela Pearson, Georgia State University end-of-test (EOT) feedback via computer. The results suggest that Impacts of National Language Policy on Local Teaching IBI feedback is superior for confirming correct responses and EOT feedback is superior for error correction. Contexts: Evidence from Rwanda Luis Cerezo, American University Drawing on a recent ethnography of language policy (Hornberger & Johnson, 2007) conducted in Rwandan public schools, this Corrective Feedback in Language Learning Videogames: The paper (a) explores the impacts of national language policy on Separate and Combined Effects of Explicit Negative local teaching contexts, and (b) discusses the implications of Evidence and Prompts. language management activities (i.e., English-medium Using an innovative videogame that simulates conversations with instruction) on contemporary Rwandan education and society. pre-filmed avatars, this study investigates the effects of explicit Elizabeth A Hubbs, University of Arizona negative evidence (+/- provision of rules) and prompting (+/- Theoretical and Practical Implications: Taiwan 台灣 Local and request for error repair) on the development of two grammatical structures, illustrating when and how videogaming can be Foreign Language Education Policy successfully implemented in online learning programs. This presentation chronicles the development and historical Yuka Akiyama, Georgetown University changes of Taiwan language in education policy. It also provides a critical discourse analysis of the indigenous language policy Negotiation of Meaning and Corrective Feedback Practices in texts and their place in globalized education: how can minority Task-based eTandem Language Learning via Skype languages and indigenous scholarship find a place in Taiwan? The study investigated Japanese/English task-based eTandem Howard Nicholas, La Trobe University negotiation and corrective feedback in decision-making tasks that Donna Starks, La Trobe University target vocabulary of different word class. The results indicate that word class influences how participants respond to communication Multiplicity: A framework for understanding plurilingualism breakdown by using multimodal features of Skype. The CF To engage with plurilingualism, we need a framework that results call for the reevaluation of recasts. enables us to understand how plurilinguals select and combine communicative features in relation to purposes. We outline a 110. LCS/PRG Sun 8:00-9:40 conceptual framework that enables plurilinguals to identify their Paper Session communicative repertoire and discuss examples of how the 8:00 to 9:40 am framework can be applied to classroom contexts. Floor Lower Level 1 - Medford 108. COR Sun 8:00-9:40 Melissa Ann Larsen-Walker, Hillsborough Community College Paper Session L2 Ideal Self and Pragmatic Proficiency in Adult ELLs 8:00 to 9:40 am Many ELLs enrolled in U.S. universities or EAP programs fail to Floor 2nd Floor - Laurelhurst produce pragmatically appropriate utterances, particularly in high Viviana Cortes, Georgia State University imposition situations. This has negative consequences academically. The researcher is investigating the relationship A Comparative Study of Lexical Bundles in History Writing in between the L2 Ideal Self and pragmatic proficiency in English, Spanish, and Portuguese community college students whose L1 is Korean, Vietnamese or This study analyzed the use of lexical bundles in three corpora of Chinese. published history writing in American English, Argentinean Chie Muramatsu, University of Iowa Spanish and Brazilian Portuguese. First, the most frequent 4-word lexical bundles were identified in each corpus and classified Reexamining the construct of investment by Norton (1995, structurally and functionally. Then, the use of these bundles was 2000) from the perspective of L2 learner agency compared across languages. This ethnographic case study of L2 learners of Japanese Yusuf Ozturk, Anadolu University reexamines the construct of investment (Norton, 1995, 2000) Gul Durmusoglu Kose, Anadolu University from the perspective of L2 learner agency (Duff, 2012; Pavlenko & Lantolf, 2000). The study suggests that investment would be As a result of: Lexical bundle use of Turkish and native English better understood as a form of L2 learner agency. writers Christelle J. L. Palpacuer Lee, Rutgers University Recurrent multi-word expressions, mostly referred to as lexical Musing in the Contact Zone: US Teachers Challenge the Louvre bundles, are important in shaping academic discourse. Considering this fact, the study presents a detailed analysis of the Museum’s Discourse use of lexical bundles in a corpus of English academic texts Intercultural mediation involves the negotiation of power and the produced by Turkish and native English writers. activation of symbolic competence in interaction. This paper Stephen Skalicky, Georgia State University outlines several strategies on how to teach French culture from a dialogic perspective, through the multimodal examination of Lexical Bundles and Qualitative Discourse Analysis: A teachers’ interactions and narratives during a summer training Combined Methodology program at the Louvre Museum in Paris. This study analyzes a multilingual user’s production of lexical bundles from a combined research method of quantitative corpus 111. Socially Mediated Agency and Second Language Learning: and qualitative discourse analysis. Data was spontaneously Theory, Analysis, Pedagogy produced and collected from five different non-classroom Colloquium 101

8:00 to 11:00 am The study analyzed the interview data from four Japanese parents Floor 2nd Floor - Mt. Hood who are struggling with their children’s maintaining and developing their heritage language in the United States. The data Session Organizers: reveals how the parents’ monolingual background sometimes Elizabeth R Miller, University of North Carolina at Charlotte inhibits them from making a necessary step to improve their Gergana Vitanova, University of Central Florida children’s learning environment. Discussant: Se Jeong Yang, Ohio State University David Block, ICREA, Universitat de Lleida Imagined Communities, Language Ideology and Heritage Promoting an understanding of learner agency as fundamentally social, Language Learning: Case Studies of Two Korean-American colloquium participants explore its distributed, dynamic, and deeply Adolescents relational character as they consider how agency emerges over time and in Using the concept of imagined communities and language particular discursive contexts. Participants do so from varied theoretical ideology, this paper examines Korean-American adolescents’ perspectives and using a range of analytic methods. heritage language development and their positioning in language Patricia Duff, University of British Columbia classrooms with a poststructuralist approach. This study will Examining agency and self-directed socialization in second assist educators in their understanding of bilinguals’ language language research competencies and identities. In this mostly theoretical presentation, I explore the concepts of Kyoko Motobayashi, University of Toronto agency and self-socialization (or self-directed socialization) in Heritage language support in the new economy: Japan’s support second language socialization research, providing illustrations for the Japanese diaspora’s heritage Japanese language from recent studies. The significance of these concepts for education understanding language learning and socialization is discussed. This paper analyzes Japan’s policies on heritage Japanese language Hannele Dufva, University of Jyväskylä support for the population of Japanese descent abroad (called Nikkei Dialogical view on language learner’s agency: agency in time population), and traces the changes in Japan’s support for Japanese and space language education of the Nikkei population since the 1980s, from Drawing on dialogism, sociocultural thinking and distributed the perspective of the state in the new economy language and cognition, the paper discusses language learners’ 112-2. Table 2 Language Learning in Study Abroad agency from a socio-cognitive viewpoint that takes into Roundtable Session consideration both its situatedness and its continuity. Two foreign language learners’ retrospective interviews will be discussed Khaled Ali Al Masaeed, University of Arizona using Bakhtin's notion of chronotope and Engeström’s notion of Functions of Arabic-English Code-switching: Sociolinguistic mycorrhizae. Insights from a Study Abroad Program Carola Mick, University of Paris Descartes This study employs the Markedness Model to examine the Sociological approaches to second language learning and agency functions and motivations of code-switching in one-on-one This paper discusses second language learners' agency from the speaking sessions in a study abroad program in Morocco where perspective of relational sociology. It draws on Foucault’s notion English is the L1 and Arabic is the L2 of the students, and the of “dispositives” in relation to language learning with a focus on opposite applies to their Moroccan speaking partners. learners’ resources, discourses, subjectivities and power. Dan Zhong, University of South Florida Hayriye Kayi-Aydar, University of Arkansas Potential Influence of Studying Abroad on Learners’ Motivation Positioning, Learning Opportunities, and Agency in an ESL and Ideal L2 Self in Learning Chinese as a Second/Foreign classroom Language Guided by Positioning Theory (e.g., Davies & Harre, 1990), this This study extends the notions of motivation and ideal L2 self to a paper explores how the conflicting positionings of one adult ESL study-abroad context among Chinese language learners. Through learner constantly interacted with his agency and impacted his the “L2 Motivational Self System” framework (Dörnyei, 2005; access to learning opportunities. 2009), this qualitative study explores in-depth learner Sangeeta Bagga-Gupta, Örebro University experiences, learners’ perceptions and potential influence of studying abroad on learners’ ideal L2 selves. Agency, agents and artifacts: Performing and accounting for Gabrielle Klassen, University of Toronto languaging and identity John Schwieter, Wilfrid Laurier University This paper empirically explores the relationship of languaging and identity against the backdrop of human agency, making Study abroad: The interaction of linguistic advances and visible the performative work that participants and institutions learning strategies “do” through representations of naturally occurring interactions. It This study examines the morphosyntactic and lexical focuses on in situ interactions where multiple language varieties development of adult English second language learners of are available, deployed or dispreferred. Spanish over a three-week immersion experience. Results indicate that the learners experience a shift in how they approach 112. Sunday Roundtable Session 1 8:00-9:40 am acquisition, resulting in higher vocabulary gains and less attention 8:00 to 9:40 am paid to (i.e., more errors in) nominal gender morphology. Portland Marriott Downtown Waterfront: Floor 2nd Floor - Pearl Christine Shea, University of Iowa 112-1. Table 1 Heritage Language Learning Jennifer Vojtko-Rubi, University of Iowa Roundtable Session Study Abroad vs. Stay at Home: Accent Adaption in Action Winnie Tang, University of British Columbia We use long-term and repetition priming to examine how L2 Cantonese Heritage Language Socialization: A Case Study from Spanish learners adapt to phonetic features of a new Spanish Canadian Chinese Young Adults dialect in short-term adaptation (classroom learners) and longer- term adaptation (pre-post study abroad participants). This paper researches the Cantonese heritage language socialization of Canadian born Chinese young adults whose 112-3. Table 3 Academic Writing by ESL students parents immigrated in the 1960s / 1970s. Roundtable Session Yuko Takahashi, University of Massachusetts Cui Zhang, Eastern Kentucky University Exploring Monolingual Parents’ Struggle toward Their ESL Students Writing from Sources: What Information Do They Children’s Bilingual Education: a Case Study of a Japanese Select? Heritage Language School This study compared the inclusion of source text information in 102

two groups of ESL students’ synthesis essays. Results showed Robert French, Educational Testing Service that while there was no difference between their inclusion of main Effects of Adding Multiple Accents to a Test of L2 Listening ideas, the higher-scored essays used significantly more supporting ideas and details/examples from the source texts. Comprehension Fabiola Ehlers-Zavala, Colorado State University This study investigated the relationship between familiarity with and strength of a speaker’s accent on L2 English users listening Douglas Flahive, Colorado State University comprehension test scores. Based on the results of a large-scale Nancy Berry, Colorado State University study (N = 21,726), the researcher provides recommendations to Faculty Accounts of ELLs' Experience with Disciplinary those who desire to assess a multidialectal L2 listening construct. Writing in Pathway Programs Pavel Trofimovich, Concordia University In this round table, presenters discuss the challenges of Kazuya Saito, Waseda University disciplinary writing for college-level ELLs in Pathway programs. Talia Isaacs, University of Bristol They share results of their surveys and interviews conducted with Comprehensibility versus accent: Using global listener ratings to faculty teaching in those programs, and they challenge arguments investigate phonological, lexical, and grammatical influences made in recently published L2 writing scholarship. Ideas for setting research agendas are discussed. on L2 speech Jun Zhao, Marshall University This study examined the relative contribution of various linguistic factors (pronunciation, vocabulary, grammar) to Functional Analysis of Conjunctive Realizations in EAP Writing comprehensibility (ease of understanding) and accent This study compares different conjunctive realizations (nativelikeness), as rated through listeners’ global judgments of (conjunctions, logical grammatical metaphors) in 20 ESL second language speech. Results revealed lexical and grammatical academic writings, 10 NS academic writings, and 20 scholarly influences on comprehensibility as well as strong links between articles from a functional perspective, and proposes that EAP pronunciation and accent. writing classes should explicitly emphasize language choice embedded in different contexts of language use for ESL academic 115. Language Learners Living in the Language: Conversation writing development. Analytic Approaches to Language in the Wild Colloquium 113. LID Sun 8:00-9:40 8:00 to 11:00 am Paper Session Floor Lower Level 1 - Salon A 8:00 to 9:40 am Floor Lower Level 1 - Portland Session Organizers: Gail Shuck, Boise State University Alfred Burch, University of Hawaii at Manoa Todd Ruecker, University of New Mexico Tim Greer, Kobe University Angela Dadak, American University Discussant: Exploring Student Understandings of Linguistic Identity Labels Johannes Wagner, University of Southern Denmark This presentation reports on a three-institution study of 177 This colloquium examines language learning and use “in the wild” in university students’ attitudes toward different linguistic identity multiple linguistic and activity contexts. By focusing on multi-modal labels often assigned to them. The presenters explore how analyses that include talk, non-verbal behavior, and orientation to materials institution, geographic context, language background, and resources in the environment, the papers illustrate the importance of race/ethnicity, and other factors shape students’ understanding of “living in the language” for second language learners. their own identities as well as those of others. Lee Jin Choi, University of Illinois at Urbana-Champaign Simona Pekarek Doehler, University of Neuchâtel Fragile bilinguals: positioning and authenticating oneself as a Evelyne Pochon-Berger, University of Neuchâtel ‘good’ bilingual in South Korea L2 Interactional Competence: A Longitudinal Study of an Au- This paper explores how media discourses have constructed the pair Girl’s Storytelling Practice categories of ‘good’ and ‘bad’ bilinguals in South Korea, and how This paper presents a longitudinal case study of the storytelling bilingual South Korean speakers of English and Korean negotiate practices deployed by an au-pair-girl, learner of French L2, this precarious situation and try to stake a claim to being sojourning in a French-speaking host family. The results show legitimate bilinguals through the process of metapragmatic how she changes over time both the linguistic resources she puts typification (Agha, 2007). to work and the way she sequentially and prosodically designs the Adam Schwartz, Oregon State University stories. Intergenerational bilingual oral histories: The liberatory case for Tim Greer, Kobe University anthro-political linguistics Orienting to Language Learning in the Wild: A Multi-Modal An IRB declines protection for study participants (university Analysis students and their parents), requesting instead that a community This study uses multi-modal Conversation Analysis to track language research project proceed with best “professional and several episodes of language noticing in non-classroom contexts. ethical judgments.” I explore ethical and scholarly implications of The analysis examines the layered manner in which a variety of this decision, and how it inspired the co-construction of more elements such as intonation, gaze, gesture and physical artifacts responsive, “anthro-political” bilingual research methodologies. co-occur with the talk to accomplish the noticing as an orientation to language learning. 114. ASE Sun 8:00-9:40 Christopher Jenks Paper Session 8:00 to 9:40 am One Conversation Two Languages: Alternating Bi-Language Floor 3rd floor - Salmon Talk and its Implications for Language Learning Douglas Paul Margolis, University of Wisconsin, River Falls Using conversation analysis and autoethnography, this paper uncovers the sequential organization of Korean-English Effects of Pronunciation Features on Speaking Assessment alternating bi-language talk (ABT), explores how competence can Some learners desperately seek to remove accent in their L2, be incorporated into an understanding of language choice during others argue accent is an inherent part of identity. What are the bilingual conversations, and discusses how opportunities to learn essential features of pronunciation that teachers and learners Korean as a heritage language arise out of ABT. should focus on to promote comprehensibility? This issue as it Alfred Burch, University of Hawaii at Manoa relates to assessment practices is the subject of this presentation. A Pen, Paper and a Phone: Implements of Constructing Gary Ockey, Educational Testing Service Intersubjectivity in Casual Multilingual Interaction. 103

This paper, using multi-modal Conversation Analysis, looks at a measures of complexity, accuracy, and fluency predict adequacy, lunch time conversation between an L2 speaker of Japanese (L1 and whether proficiency and task type moderate these Mandarin, with high proficiency in English) and an L1 speaker relationships. Discourse complexity emerged as the strongest (with intermediate proficiency in English), and examines how predictor of adequacy. they use multiple resources in the environment to achieve and Shzh-chen Nancy Lee, Temple University Japan maintain intersubjectivity. The Effect of Explicit Teaching, Teacher Modeling and Self- Spencer Hazel, Roskilde University review on University Students’ Oral Fluency Development in Janus Mortensen, Roskilde University the EFL Context Learning Language on the Move: Transnational Student This study explores the development of English speaking fluency Mobility and Informal Language Learning among EFL university students. Once a week for ten weeks, story The paper investigates sequences from service encounters and narrations of 240 first-year Japanese university students were student project meetings at a Danish university that can be recorded after they were exposed to teacher modeling, explicit analyzed as instances of informal language learning activities. A teaching and self review. Learners’ speaking fluency development key finding is that speakers are afforded different epistemic rights over time will be discussed. and obligations with regard to the language used, depending on 118. Early Foreign Language Education: Interdisciplinary their interactional role. Perspectives 116. DIS Sun 8:00-9:40 Colloquium Paper Session 8:00 to 11:00 am 8:00 to 9:40 am Floor Lower Level 1 - Salon D Floor Lower Level 1 - Salon B Session Organizers: Elizabeth Reddington, Teachers College, Columbia University Becky H Huang, University of Texas, San Antonio "Whatever" as a Discourse Marker in Ordinary Conversation Peter Sayer, University of Texas, San Antonio Drawing from a corpus of ordinary conversation, we employ the Discussant: methods of Conversation Analysis (CA), complemented by David Birdsong, University of Texas acoustic readings, to uncover the functions of “whatever” as a discourse marker in naturally-occurring interaction. We argue that In response to the rapid spread of elementary English foreign language this much-maligned particle can perform subtle and complex programs, the panel examines the benefits, limitations, and future research interactional work. directions for early FL education. Research from China, Spain and Mexico Jennifer Sclafani, Georgetown University explores the topic from psycholinguistic and educational perspectives, including critical period, amount of exposure, and socioeconomic Agreeable Disagreement, Discourse Markers, and the dimensions. Construction of Political Identity in Presidential Primary Becky H Huang, University of Texas, San Antonio Debates Linguistic Benefits of Early Foreign Language Instruction: A This study analyzes the function of discourse markers in the Research Synthesis construction of political identity in presidential primary debates. In response to the growing popularity of early foreign language Discourse markers structure candidates’ responses in ways that programs worldwide, the current study reviews and synthesizes highlight disagreement while mitigating positive face threats. the empirical research that has examined the linguistic benefits of They also navigate the double bind of presenting a likeable self in early foreign language instruction. Both theoretical and practical a conflict-oriented genre of discourse. implications of the study are discussed. Donna Luvera DelPrete, Teachers College, Columbia University Carmen Munoz, Universitat de Barcelona Catherine Box, Teachers College, Columbia University Elsa Tragant, Universitat de Barcelona “What are you doing?”: Exploring Mother-Adolescent Daughter Early Foreign Language Learning: Maximizing Learners’ Input (Dis)harmonious Discourse This intervention study aimed at maximizing young learners’ We videotaped and transcribed naturally-occurring interactions input by means of a comprehension-based program that used between a mother and her teenaged daughter. Utilizing audiobooks. Following a pre/post-test design, two intervention interactional sociolinguistics as a framework, we explore the groups were compared to two control groups that followed their kinds of talk that lead to harmonious interactions, and conversely, regular teaching program, one being more structured and the other conflict. The data show that (dis)harmony is linked to identity more meaning-oriented. construction. Yuko Butler, University of Pennsylvania 117. SLA Sun 8:00-9:40 Early English Learning and Socio-economic Disparities in Paper Session China 8:00 to 9:40 am There has been growing concern regarding socio-economic Floor Lower Level 1 - Salon C disparities and their impact on children’s academic achievement Abby Bajuniemi, University of Minnesota in many parts of the world. This case study focuses on young The Effects of Task Complexity and Discourse Function on Oral learners’ socio-economic status (SES) and its influence on their Spanish Linguistic Complexity and Accuracy motivation and English learning across grade levels in China. This study is a longitudinal, ethnographic classroom study of the Ruth Ban, Barry University effects of task complexity on the oral linguistic complexity and Peter Sayer, University of Texas, San Antonio accuracy of intermediate Spanish learners. Preliminary results What they learn besides language: The non-linguistic benefits of suggest that task complexity may play a role in oral linguistic studying a foreign language in primary school complexity and accuracy, which may add support to existing The authors report on a study of the new national English theoretical models. program in Mexican public primary schools. They examine the Monika Ekiert, City University of New York impact the program is having on students’ learning and Andrea Revesz, Institute of Education, University of London educational experiences, in particular the intercurricular Eivind Torgersen, Sør-Trøndelag University College connections between English and other school subjects and Communicative Adequacy in Oral Task Performance sociocultural dimensions that extend beyond the classroom. This study examined what linguistic features may facilitate communicative adequacy in second language oral task

performance. In particular, we investigated the extent to which 104

119. Language Ideologies and the Enactment of Law Learners Colloquium The present study examines the productive use of recurrent 8:00 to 11:00 am academic word combinations by first (L1) and second (L2) Floor Lower Level 1 - Salon G language learners. Data analysis indicates that, unlike L2, native Session Organizer: English speakers exhibit a thorough understanding of the ways such combinations are used in tasks involving free writing Jennifer Andrus, University of Utah production. This colloquium identifies some ways that language ideologies underpin legal interaction, specifically interrogating trial uses of reported speech, 121. Formulaic Language Comes in Different Flavors: paralinguistic structures such as rhythm and beat, and embodied actions of Implications for the Acquisition, Assessment, and Pedagogy of defendants and others. The papers on this panel all ground analysis in legal Formulaic Sequences discourses, with the trial context figuring centrally. Colloquium Susan Ehrlich, York University 8:00 to 11:00 am The Strategic Animation of Race in Courtroom Discourse Floor Lower Level 1 - Salon I This paper draws upon audio-taped recordings from a rape trial, Session Organizer: examining the way that an accused’s police interrogation is Norbert Schmitt, University of Nottingham strategically recontextualized within a trial setting by a cross- There are many different types of formulaic language (e.g. idioms, phrasal examining lawyer. Ultimately, I argue that this strategic verbs, collocations, etc.), each with its own characteristics and behavior recontextualization is made possible by linguistic ideologies that patterns. This colloquium explores the implications of the different obscure the ‘double-voiced’ nature of reported speech. characteristics for how the various types of formulaic language are Greg Matoesian, University of Illinois, Chicago acquired, and how they should be identified, assessed and taught. Residual and Reflexive Semanticity of Beat Gestures During Svenja Adolphs, University of Nottingham Closing Argument Dawn Knight, Newcastle University The study analyzes the persuasive mechanisms of closing Capturing Formulaic Sequences ‘In the Wild’ argument, in particular the multimodal integration of speech and This presentation reports on an experiment that uses gesture, to show how beats synchronize with speech in closing crowdsourcing as a means to identify formulaic sequences in arguments to orchestrate the rhythm of utterances, foregrounding spoken discourse. We discuss the benefits and challenges of this important points of evidence and invoking semantic content. approach both in terms of technical aspects of crowdsourcing Robin Conley, Marshall University language data, and linguistic accuracy of recall of formulaic The body and the word: Paralinguistic ideologies in jurors’ sequences in real contexts. death penalty decisions Marijana Macis, University of Nottingham This paper explores paralinguistic ideologies jurors and others Word Partners or Phrasemes? Two Distinct Types of hold about the meanings and appropriateness of certain embodied Collocation actions by defendants and others during death penalty trials and Collocations have been thought of as ‘word partners’, i.e. Word A how these ideologies factor into jurors’ sentencing decisions. meaning + Word B meaning (broken nose=nose is injured). Jennifer Andrus, University of Utah However, many collocations are phrasemes, where two words Entextualizing Subjectivity: Mobilizing Social and Linguistic behave as single-meaning units (top drawer = very good). This Ideologies in Legal Text Construction presentation discusses the relative frequency and importance of This paper takes up the issues of entextualization in the text-rich the two types. Anglo-American law of evidence, tracing a type of hearsay Melodie Garnier, University of Nottingham statement (an excited utterance) from trial through two appellate Phrasal Verbs are Lexemes with Their Own Polysemy, opinions, arguing that social presupposition about language and Connotation, and Collocations the speaker of an “excited utterance” play a key role in Phrasal verbs are often discussed from a grammatical perspective entextualizing evidence. as combinations of a verb plus particle. This presentation shows 120. PED Sun 8:00-9:40 that they are actually individual lexemes having their own Paper Session characteristics of polysemy, connotation, and collocation. A list 8:00 to 9:40 am of phrasal verbs showing these characteristics will be presented, and its implications discussed. Floor Lower Level 1 - Salon H Norbert Schmitt, University of Nottingham Joanna L. White, Concordia University Marlise Horst, Concordia University The Acquisition of Formulaic Language: The Type of Formulaic Sequence Makes a Difference Minding the Gap in Vocabulary Knowledge for Secondary ESL Formulaic language is an umbrella term for formulaicity in Students general, but it contains many subcategories (e.g. idioms, phrasal This classroom observation study explored opportunities to learn verbs, collocations, phrasal expressions, etc.), each with its own mid-frequency vocabulary. Previous testing had identified characteristics and behavior patterns. This presentation discusses substantial deficits in students’ knowledge of these important how the acquisition of the various categories may differ, and in words. To determine the extent to which teachers were addressing what ways it is similar. the mid-frequency gap, we analyzed over 20 hours of recorded Laura Vilkaite, University of Nottingham teacher talk and the textbook materials they used. Henrik Gyllstad, Lund University Tetyana Smotrova, Pennsylvania State University Formulaic Language: How Can It Be Assessed? Synonym or antonym? Learning L2 Meanings as an Embodied This presentation will critique how Formulaic Language (FL) has Activity traditionally been defined and assessed, and then draw on a range The purpose of this study is to examine the role of gesture in ESL of research perspectives to make suggestions about improved classroom discussions of L2 meanings centered on synonymy and testing procedures incorporating enhanced reliability and validity. antonymy. Results suggest that teacher and student gesturing The presentation will end by trying to predict future trends in the facilitated developing student understandings of synonymy and assessment of FL. antonymy in L2. Michael Rodgers, University of Nottingham Abdullah Ali Alasmary, University of Memphis There Is So Much Formulaic Language: How Can It Be Taught? The Productive Mastery of Recurrent Academic Word This presentation reviews research on the acquisition of formulaic Combinations by First (L1) and Second (L2) Language 105

language to identify effective methods for the selection and This study investigates cross-linguistic influences from English teaching of different types of formulaic sequences. This will and Spanish on the acquisition of the future subjunctive in L3 provide practitioners with practical guidance for incorporating Portuguese. Results showed positive and negative effects from L1 formulaic language instruction into a curriculum. Unanswered and L2 Spanish across proficiency levels of Portuguese, questions about formulaic language and pedagogy are identified. supporting typological proximity theories. 122. DIS Sun 8:00-9:40 Dalila Ayoun, University of Arizona Paper Session The L2 acquisition of French grammatical gender and Floor 3rd floor - Sunstone agreement: a longitudinal study Hanako Okada, Sophia University This longitudinal study with a pre-test, repeated data collection, “And then there was a battle”: Constructing Disability Identity and delayed post-test compares the performance of French heritage speakers, L1 Spanish and L1 English learners on a through Narratives of Struggles variety of tasks testing French grammatical gender assignment This case study focuses on how a young woman with sensory and agreement. Pedagogical implications and learnability disabilities uses performative features and social positioning in predictions will be discussed based on findings. her narratives to negotiate and communicate her experiences of struggles and to construct her identity as a disabled person. 125. BIH Sun 9:55-11:00 Leslie Cochrane, Georgetown University Paper Session "I'm the one in the chair": Wheelchairs as a Resource for 9:55 to 11:00 am Identity Construction Floor 3rd floor - Douglas Fir Using a wheelchair is often a vital mobility strategy for people Laura Walls, University of Nebraska at Omaha with physical disabilities. This paper explores how three adults How Heritage Language Learner—Second Language Learner with life-long disabilities use talk about their wheelchairs to Dyads Resolve Language Issues: Implications for Learning construct their identities. It argues that wheelchairs are resources This study explores what language features heritage language for positioning selves and become shorthand for an individual's learner—second language learner dyads attend to, and how they disability practice. resolve them. Though they successfully resolved language issues 123. SLA Sun 8:00-9:40 the majority of the time, the dynamics of these interactions were such that they may not be conducive to an optimal language- Paper Session learning environment. 8:00 to 9:40 am Lizette Peter, University of Kansas Floor Main Lobby - Willamette Tracy Hirata-Edds, University of Kansas Rebeca Elena Tapia Carlin, Benemérita Universidad Autónoma de Durbin Feeling, Cherokee Nation Puebla Ryan Mackey, Cherokee Nation Mariana Cordero, Benemerita Universidad Autonoma de Puebla Wyman Kirk, Northeastern State University Celso Perez Carranza, Benemerita Universidad Autonoma de Philip Duncan, University of Kansas Puebla Second Language Learning in the Cherokee Nation Immersion Exploring a Student-Teacher Beliefs about her Practicum in a School: Linguistic and Sociocultural Perspectives Trilingual Primary School This study focuses on the phenomenon of Cherokee-as-a-second- Exploring trainee’s beliefs allows teacher educators identify language teaching and learning in an immersion school in beliefs to better understand and guide trainees (Tapia, 2010). The Oklahoma. We consider both the characteristics of students’ aim of this paper is to identify a trainee beliefs about the main Cherokee language development and the ways in which the issues she faced teaching English as a third language in a sociocultural context of immersion either promotes or constrains bilingual indigenous school and their possible solutions. successful Cherokee acquisition. Abdullah Alghamdi, University of Essex 126. RWL Sun 9:55-11:00 Exploring Language and Subject Practitioners’ Beliefs and Paper Session Practices in Instructing Difficult Words 9:55 to 11:00 am This paper stresses the importance of studying teachers' beliefs Floor Lower Level 1 - Eugene through their actual practices. Following the model suggested by Phipps and Borg (2009, the presentation will show how 12 Beril Tezeller Arik, Purdue University language and content area practitioners are teaching difficult Genre Ecology of an International Graduate Student industrial words in their classrooms in a Saudi Arabian college. In this longitudinal autoethnographic study, the genre ecology of Addie Leigh Sayers China, University of South Florida an international graduate student at an American university was Voices from the High-School Spanish Classroom: Contextual mapped. Drawing on Spinuzzi’s (2002) genre ecology Explorations of Students’ Beliefs framework, this study described the genre types and explored how This qualitative study explores high-school Spanish students’ genres were distributed, circulated, and interpreted at the level of beliefs. This paper argues that effective teaching is a the individual. multidimensional, complex construct involving the students’ Amanda Kibler, University of Virginia interactions with the environment, the teacher, and other From High School to the Noviciado: An Adolescent Language contextual factors and underscores the dynamic, emergent, and Minority Student's Multilingual Journey in Writing contradictory nature of both learner beliefs and of language This five-year longitudinal case study explores a language teaching and learning. minority adolescent’s writing practices during high school and in a post-secondary noviciado (novitiate) program in a bilingual SUNDAY 9:55 am Catholic institute to understand how features of an English- medium high school experience supported or hindered her writing 124. SLA Sun 9:55-11:00 development and transitions to a bilingual post-secondary setting. Paper Session 127. LPP Sun 9:55-11:00 9:55 to 11:00 am Paper Session Floor 2nd Floor - Belmont 9:55 to 11:00 am Luciane L Maimone, Georgetown University Floor 2nd Floor - Hawthorne Cross-linguistic effects of English and Spanish in L3 Portuguese Ajmal Khan, University of Auckland development 106

Exploring the complexity of official language planning and its D. Joseph Cunningham, University of Kansas micro-level implementation Nina Vyatkina, University of Kansas The regional vernaculars are declining in status due to the Learning to Ask: The Development of Requesting Behavior in dominant status of English and Urdu in Pakistan. Recently the Telecollaborative Exchange Khyber-Pakhtunkhwa province passed a law to make the teaching This mixed-methods study reports on the requesting behavior of of Pashto compulsory in schools. This mixed-method study university-level learners of German and German-speaking reports the stakeholders’ (schools, students and parents) attitudes professionals in the context of a telecollaborative exchange. towards the new language policy. Quantitative analysis shows significant group differences in Sunao Fukunaga, University of Washington requesting behavior, while qualitative analysis reveals a complex The Intersection of Neoliberalism, Nationalism, and English picture of variable development among individual learners. Education Policy in the Japanese High School Context Naoko Taguchi, Carnegie Mellon University Drawing on an ethnographic case study on Japanese high school Does instruction alter the naturalistic pattern of pragmatic English education policy, this paper examines institutional development? A case of request speech act practice and discourse to address factors intervening in its The study examined whether instruction is robust enough to implementation. The analysis reveals how the conflation of remedy the problem of slow-developing pragmalinguistic neoliberalism and nationalism connoted in the policy has emerged knowledge. Taguchi’s (2012) longitudinal data revealed specific

in language teaching practice in a suburban school. request-making forms that never emerged in L2 English learners’ 128. COR Sun 9:55-11:00 data. This study taught those forms to a new cohort in the same Paper Session institution and revealed strong instructional effects. 9:55 to 11:00 am 131. Sunday Roundtable Session 2 9:55 – 11:00 am Floor 2nd Floor - Laurelhurst 9:55 to 11:00 am Changpeng Huan, Macquarie University Portland Marriott Downtown Waterfront: Floor 2nd Floor - Pearl. A Contrastive Analysis of Journalistic Stance in Chinese and 131.-1. Table 1 Cancelled Australian Hard-news Reporting: A Corpus-based Study The paper begins by discussing the key concept of stance; it then 131-2. Table 2 Globalization, Language and Identity outlines the corpus and methodology adopted in the study before Noriko Iwasaki, University of London presenting findings from Chinese and Australian hard-news Lucien Brown, University of Oregon reporting. It then explains why stance is used in the ways it Code-switching in Seoul Service Encounters: Identity Conflicts displays, drawing on participant observation of journalist’s social between a Japanese Learner of L2 Korean and “Globalized” practices. Koreans Yujung Chang, National Tsing hua University This paper analyses code-switching in service encounters in Seoul Hung-Tzu Huang, National Tsing Hua University involving an L2 intermediate Korean learner from Japan, over a A Corpus-Based Move Analysis of TED Talks: What Can an six-month period. The analysis reveals the use of languages Emerging Genre Tell Us about Oral Presentations? (English and Japanese) to be indices of identities, rather than tools This study explores the move structure of TED talks as an of communication per se. emerging genre and its potential in providing insights into the Mi Ok Kang, Utah Valley University instruction of oral presentations. A genre prototype is established Bonggi Sohn, University of British Columbia according to the findings of move frequencies, lengths, and A Local Interpretation of Multilingualism in Transnational patterns; several pedagogical and research implications are South Korea extrapolated from the analysis. Through textual, interdiscursive, and social discourse analyses 129. COG Sun 9:55-11:00 (Fairclough, 1993, 1995, 2003), the study presents how policy 9:55 to 11:00 am makers have infiltrated discourses of neoliberalism, assimilation, Floor 3rd floor - Meadowlark and Korean nationalism into both national multicultural/ Nina Moreno, University of South Carolina multilingual policy documents and a local government’s policy forum documents for the nation’s newly emerging multicultural/ Feedback Type, Levels of Awareness and their Long-Term multilingual families. Impact on L2 Proficiency Chee Hye Lee, University of Arizona This study examines the effects of two types of feedback (explicit Mock Chinese: A Case Study of Korean Entertainment Shows vs implicit) on the depth of processing of a beginner-level Spanish structure. The results may explain why the loss of Implicit racial discourse toward Chinese ethnic group in Korean proficiency for the explicit group at the delayed-post test is media is analyzed through language ideology. Using Imagined greater than that experienced by the implicit group. Chinese dismantles and reorganizes the Chinese language, and Laura Gurzynski-Weiss, Indiana University recreates an imagined speech. The language ideology, which indexes particular linguistic features to Chinese language Melissa Baralt, Florida International University speakers, legitimatizes marginalization of this population. Maimoonah Al Khalil, King Saud University Ronald P Leow, Georgetown University 131-3. Table 3 Teaching, Reviewing, and Proofreading L2 writing Levels of Awareness in Relation to Type of Recast and Type of Olexandra Kostenko, Georgia State University Linguistic Item in CMC: A Concurrent Investigation Nina Litvinenko, Bogomolets National Medical University This study investigated potential relationships between type of recast (enhanced vs. unenhanced) and type of linguistic item Nataliia Misnyk, Bogomolets National Medical University (lexical vs. morphological vs. syntactic) in relation to levels of Teaching Academic Writing in US and Ukrainian Universities awareness (high, low, or none). Twenty-four learners of Spanish As a result of our analysis, we assumed that American model of received recasts while completing story re-tells and concurrent teaching writing is more effective than Ukrainian one, and that think-alouds in the CMC mode. Ukrainian curriculum might benefit from adapting some 130. LCS/PRG Sun 9:55-11:00 American teaching techniques, such as task-based process- oriented teaching with a focus on the development of critical Paper Session writing skills. 9:55 to 11:00 am David Allen, University of Tokyo Floor Lower Level 1 - Medford Amy Mills, University of Tokyo 107

Akiko Katayama, University of Tokyo Brianne Joelle Nelson, Sonoma State University How writer/reviewer proficiency impacts peer feedback in L2 Greta Vollmer, Sonoma State University writing: a mixed-method study 9-1-1 State Your Emergencia: Discourse Analysis of 9-1-1 Calls The present study investigated the role of L2 proficiency upon the from Spanish-Speakers number and type of suggestions and revisions made during peer This presentation is based on the research and discourse analysis feedback in the academic writing classroom. This research of recorded calls into a California 9-1-1 dispatch center from replicates a previous study using quantitative analyses and Spanish-speakers who requested language interpretation in order extends it by employing qualitative methodology to investigate to communicate their emergencies. Findings reveal how each the reasons behind writers’ choices. participant, particularly interpreters, affected how emergencies 132. SOC Sun 9:55-11:00 were communicated and understood. Paper Session Sharon Deckert, Indiana University of Pennsylvania 9:55 to 11:00 am Caroline Vickers, California State University, San Bernardino Floor Lower Level 1 - Portland Forensic Interviews, Police Reports, and Propositional Nicholas Subtirelu, Georgia State University Intertextuality: How is the Information in the Police Report “She does have an accent but…”: Language ideology in the Generated from the Interview? evaluation of second language English-speaking instructors This presentation explores the intertextual connections between on RateMyProfessors.com forensic interviews with children and the subsequent police reports. Results, while partially dependent upon age, show that The study examines a corpus of RateMyProfessors.com users’ police reports make little to no distinction about whether the child comments about L2 English-speaking instructors. Surprisingly, generated the information in a self-turn or simply said “yes” when most comments explicitly affirmed L2 English speakers’ asked a particular question. communicative competence. Numeric ratings, however, reveal preferences for L1 English-speaking instructors. Statistical and 135. SLA Sun 9:55-11:00 discourse findings will be presented in addition to implications Paper Session for linguistic diversity in higher education. 9:55 to 11:00 am Christina Michelle Goering, University of Northern Iowa Floor Lower Level 1 - Salon C Perceptions of “Americanism”: U.S. High School Students’ Leila Ranta, University of Alberta Attitudes Towards Non-Standard English Accents How does fluent control over grammar develop in an implicit L2 The reported study investigates the relationship between high instructional context? school students’ perceptions of accents and their likelihood to This paper examines accuracy and fluency in L2 grammar socialize with speakers representing those accents. Thirty high learning in an implicit instructional setting. Oral data from 97 school students listened to eight differently English-accented francophone learners attending intensive ESL classes in Quebec voice samples and responded to questions regarding their were analyzed to explore the relationship between self-repair and willingness to socialize with individuals having these accents. developmental stage for possessive determiners. Results are 133. ASE Sun 9:55-11:00 compared to previous studies of explicit learning. Paper Session Melissa Erin Whatley, Indiana University 9:55 to 11:00 am The Study Abroad Experience and L2 Spanish Past-time Floor 3rd floor - Salmon Marking Sarah Wayland, University of Maryland, College Park The current study presents a variationist analysis of the Lelyn Saner, University of Maryland, College Park acquisition of past-time marking by learners of Spanish during Stephen O'Connell, University of Maryland, College Park study abroad. The data analyzed are responses to a written Debra Kramasz, University of Maryland, College Park production task completed by learners at the beginning and end of their time abroad, and results reveal significant changes in learner Jared Linck, University of Maryland, College Park interlanguage tendencies. Kassandra Gynther, University of Maryland, College Park Amber Nicole Bloomfield, University of Maryland, College Park 136. PED Sun 9:55-11:00 Alexandra Ralph, University of Maryland, College Park Paper Session Effects of Passage Length, Lexical Diversity, and Working 9:55 to 11:00 am Memory Capacity on Second Language Listening Floor Lower Level 1 - Salon H Miroslaw Pawlak, Adam Mickiewicz University We investigated the impact of length and lexical diversity on native and non-native listening comprehension. For non-native Investigating the use of communication strategies in listeners, greater length or lexical diversity decreased accuracy on communicative task performance recall but not multiple-choice items. Diversity and length The paper reports the findings of a study which explored interacted to affect native listeners’ recall. Working memory advanced learners' use of communication strategies when capacity predicted performance for multiple-choice and recall performing in groups an information-gap task and a decision- items. making task. The analysis revealed infrequent reliance on Ruslan Suvorov, Yale University achievement behaviors and the impact of such variables as task The Use of Eye-tracking Technology in Research on Video- type, group size, proficiency level and gender. enhanced L2 Academic Listening Assessment Kara Moranski, University of Pennsylvania This eye-tracking study explores language learners’ viewing Paul David Toth, Temple University behavior during the video-enhanced assessment of their L2 Languaging and Language Use: The impact of L1 Meta-analytic listening skills and its effect on their test performance. The Talk on L2 Production findings revealed that the viewing behavior was different for This study investigates L1 meta-analytic talk and subsequent different types of visuals used in the listening test, but did not target-structure accuracy among 9 high school L2 Spanish affect the test scores. learners working in small groups. Quantitative and qualitative 134. DIS Sun 9:55-11:00 data suggest that higher-order analyses within groups were better Paper Session predictors of individual learning gains than individual analytic contributions. Explicit knowledge as a socio-cognitive 9:55 to 11:00 am phenomenon is discussed. Floor Lower Level 1 - Salon B

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137. DIS Sun 9:55-11:00 years that have altered the landscape of language education. ACTFL’s Paper Session performance guidelines and the College Board’s six themes for world 9:55 to 11:00 am languages— Family and Community, Personal and Public Identities, Contemporary Life, Beauty and Aesthetics, Science and Technology, and Floor 3rd floor - Sunstone Global Challenges inform the content of language instruction and the Mark Seilhamer, Nanyang Technological University training of graduate student teaching fellows. In addition, designing "Don't spank the monkeys": Adequation and Distinction in a meaningful instructional materials within the three modes of Taiwan English-speaking Community of Practice communication (interpretive, interpersonal, and presentational), while This presentation examines a Taiwanese L2 English user’s integrating robust online learning management systems, becomes the norm negotiation of positionality in a community of practice, focusing for successful publications. This workshop invites language educators to on one particular interaction in which she positions herself as discuss the real challenges facing the future of language instruction in the similar to and showing solidarity with her interlocutors, while at United States. the same time differentiating herself from Taiwanese with lower 144. Career Pathways and Possibilities English proficiency than herself. Special Session Yuki Arita, University of Wisconsin-Madison 1:00 to 1:55 pm Enactments in Japanese Storytelling: Multimodal Designs, Floor Lower Level 1 - Salon I Sequential Positions, and Recognizabilities Session Organizer: This study examines enactments in Japanese storytelling in Emily A. Hellmich, University of California, Berkeley/AAAL ordinary conversation. Using conversation analysis, this study investigates how Japanese speakers deploy talk, prosody, gesture, Graduate Student Ad-Hoc Committee and other multimodal resources to design their utterances to be What career is right for you? How will you navigate the job market heard as enactments. It also discusses how the sequential position once you have earned your doctorate? What else can you do with a of enactments is crucial for their recognizabilities. Ph.D., other than aiming for the tenure track? The AAAL Graduate 138. PED Sun 9:55-11:00 Student Committee is pleased to host a session for graduate students Paper Session and early career professionals focusing on an important and often Floor Main Lobby - Willamette overwhelming topic—finding the right job. This session will consist of Rautha Charity Gandu, Nigerian Defence Academy a Q & A where attendees will have the opportunity to raise topics and issues pertaining, but not limited to, understanding career options in Linguistic Interference: Prosecuting the Wrong Culprit? Applied Linguistics, navigating the job market, preparing for The study examines linguistic interference of native Hausa interviews, demo teaching, etc. Questions raised in this Q & A learners in a multilingual context. Questionnaires and observations elicit data, analyzed using a frequency distribution. session will be discussed by a knowledgeable panel of professionals Findings show that in a multilingual context, causes of who represent a diverse range of careers in Applied Linguistics. interference go beyond the stereotyped ‘mother tongue’. Amendments in theory and practice of instruction are recommended. SUNDAY 3:55 pm Friederike Fichtner, University of Wisconsin-Madison Assessing the Teachability of Cultural Difference 145. SLA Sun 3:35-4:40 Teaching intercultural competence frequently involves the Paper Session instruction of cultural difference. This study explores whether 3:35 to 4:40 pm native speakers of German and American English describe the use Floor 2nd Floor - Belmont of their expressions of affection and friendship homogeneously Sumi Han, Northern Arizona University enough to warrant their status as cultural traits, and how The Effectiveness of Teaching Formulaic Sequences on L2 American students and teachers of German perceive them. Language Learning: A Meta-analysis This meta-analysis reports a larger effect of teaching L2 SUNDAY 12:35 pm formulaic sequences on language learning (d = 1.63 for the experimental-versus-control group contrasts, and d =1.41 for the 139. How to write and publish textbooks and scholarly texts in pre-to-post-test contrasts). The relative effectiveness of L2 applied linguistics formulaic sequence instruction with each moderator variables is Publishing Workshop also examined for future instruction and research. 12:35 to 1:55 pm Leif French, Universite du Quebec a Chicoutimi Floor 2nd Floor - Mt. Hood Laura Collins, Concordia University Session Organizers: Nancy Gagné, Université du Québec à Chicoutimi Paul Stevens, Palgrave/UK Jean-Daniel Guay, Université du Québec à Chicoutimi The first part of the workshop will focus on trends in higher education, and A Look at the Long-Term Effects of Intensive Instruction on L2 what this means for the textbook market. The second part will focus on Skills Palgrave’s scholarly program, looking at the range of possible publishing We compare intensive learners with non-intensive learners on formats and providing advice to researchers on what publishers are looking measures of L2 fluency and grammatical knowledge four years for. after a 5-month intensive instruction period. Findings show an effect for procedural knowledge (fluency) in favor of the intensive group, but no difference on measures of declarative SUNDAY 1:00 pm (grammatical) knowledge and willingness to communicate. 143. Designing and Publishing 21-st Century Language Education 146. Using SFL to Foster new Approaches to Writing Instruction Materials for Students in Elementary School through College Publishing Workshop Colloquium 1:00 to 1:55 pm 3:35 to 5:15 pm Floor Main Lobby - Columbia Floor Main Lobby - Columbia Session Organizer: Session Organizer: Christina Frei, University of Pennsylvania Maria Brisk, Boston College The study of world languages has undergone significant transitions in recent 109

SFL offers tools to make academic language demands explicit to teachers Immersion School and students thus providing a promising approach for writing instruction. This paper explores how third-grade students in a Spanish- This colloquium presents five studies of teachers using SFL-informed English dual immersion school construct academic and social writing instruction across subject areas and genres. The students in the identities as they navigate learning spaces through peer studies range from elementary age to college freshman. interactions. Findings illuminate the complex array of resources Tracy Hodgson-Drysdale, Boston College the children used in identity construction while also revealing Teacher Change and Language: From Traditional Grammar to variation in positionings over time and across different spaces. SFL 148. RWL Sun 3:35-4:40 The transition from traditional grammar to using SFL to teach a Paper Session functional perspective of language will be discussed in terms of 3:35 to 4:40 pm the experience of one teacher. The impact on her teaching will be Floor Lower Level 1 - Eugene illustrated. The presentation will include implications for professional development and teacher education. Dana Ferris, University of California, Davis Frank Daniello, Boston College Grant Eckstein, University of California, Davis Garrett DeHond, University of California, Davis Harnessing the Power of Systemic Functional Linguistics and the Common Core State Standards in the Teaching of Writing Facilitating Language Development in the Writing Class: K-12 Special Considerations for Multilingual Writers In the US, the teaching of writing in K-12 schooling is changing This study examined the language development needs of students because of the Common Core State Standards for English in a U.S. university first-year writing course (about 300 students). Language Arts. This paper advocates for the use of systemic The presentation focuses specifically on the effects of two self- functional linguistics for developing teachers’ knowledge and directed language development projects (online grammar study pedagogy about writing in the era of the CCSS ELA. and vocabulary journals) on eight focal L2 writers enrolled in the course. Laura Schall-Leckrone, Lesley University Miyuki Sasaki, Nagoya City University (Re)writing History: A Framework for Teaching Urban Youth Japanese Students’ Longitudinal Development in L1 and L2 Key Genres of Secondary History Writing: An Ecological Approach Systemic functional linguistic description of historical discourse (Coffin, 1997; 2006) can be used to teach adolescent bilingual This study describes changes in 22 Japanese students’ L1 and L2 learners (BLs) how to (re)write history. This presentation offers a writing ability and how these changes interacted with changes in framework for teaching key history genres with cognitive their beliefs and experiences related to L1 and L2 writing. Factors scaffolds, literacy strategies, and language structures illustrated in critically influencing these changes were analyzed from a vignettes from urban high school classrooms. historical-ecological perspective, using the “point-of-no-return” technique. Marla De Rosa, Boston College From process-based writing instruction to SFL: Supporting the 149. LPP Sun 3:35-4:40 transition to academic language for first-generation college Paper Session students 3:35 to 4:40 pm This presentation will discuss two teachers’ transitions from Floor 2nd Floor - Hawthorne process-based writing instruction to SFL-informed instruction. Judith Scott, University of California, Santa Cruz The SFL instruction enhanced the writing capabilities of Lucinda Pease-Alvarez, University of California, Santa Cruz bilingual, first-generation college students in a summer bridge Alisun Thompson, University of California, Santa Cruz program. The SFL concepts of Macro-Theme and Hyper-Theme Margaret Clark, University of California, Santa Cruz allowed students to produce more logical and cohesive literary Louann Baker, University of California, Santa Cruz analysis. Negotiating the Common Core State Standards among Multiple Maria Brisk, Boston College Stakeholders Language Analysis as a Tool for Evaluation of Student Writing Explores implications and impact of a collaborative project and Planning Instruction. designed to help secondary English teachers in a high poverty This study shows the impact of language analysis as a tool for district learn about the ELA-CCSS. Analyses of interviews, evaluation. Collaborative language analysis improved the depth of surveys and conversations indicate that the project became a writing instruction and enhanced student academic writing space where both district policies and teacher practices were development. shaped in response to this collaboration 147. BIH Sun 3:35-4:40 Marina Aleixo, University of Minnesota Paper Session Sachiko Horii, Osaka University 3:35 to 4:40 pm Parents’ Understanding of Language Policies in an Urban High Floor 3rd floor - Douglas Fir School: Decoding Mixed Messages from School April Salerno, University of Virginia Administrators and Staff Amanda Kibler, University of Virginia This study explores how language policies are explicitly and/or Student Positioning as Teachers: Using Discourse Analysis to implicitly negotiated and shaped between Latino parents and Understand a Bilingual Small Group school staff in one urban high school. It focuses on how parents understand and negotiate mixed messages from the school staff This case-study project uses microethnographic discourse regarding the use of languages other than English in the school. analysis to examine how four high school students in a dual- language Spanish-English program negotiate leadership roles 150. COR Sun 3:35-4:40 within small-group discussions. Findings suggest 10 ways Paper Session students position themselves as teachers and that dual-language 3:35 to 4:40 pm programs can help balance power relations between native Floor 2nd Floor - Laurelhurst English-speaking and linguistically diverse students. Lucy Pickering, Texas A&M University Meghan Corella Morales, University of California, Santa Barbara Julie Bouchard, Texas A&M University Jaycee Layne Bigham, University of California, Santa Barbara A Corpus-based Approach to Investigating the Interactional “You Don’t Get it. I Do”: Co-constructing Identities and Experience of Physically Disabled Participants in the Learning Opportunities Through Peer Interactions in a Dual Workplace. 110

We report on the interactional experiences of physically disabled Identity, and related conflict, influence both the overall quality of language workers who employ augmentative and alternative learning experiences in study abroad settings and learners’ choices of communication (AAC) technologies in the workplace using the particular linguistic features to appropriate or reject. This colloquium ANAWC Workplace Corpus. We show that interactions with showcases an array of new studies examining the role of identity in student AAC users are characterized by a number of features that reduces sojourns abroad through varied methodological approaches. the AAC users’ conversational control. Uju Anya, University of Southern California Shelley Staples, Northern Arizona University Languaging Black Manhood in Brazil: How an African Linguistic Features of Effective Nurse-Patient Interactions: A American Study Abroad Participant Negotiates Race, Corpus Analysis of Native and Non-native English Speaking Ethnicity, Gender, and Sexuality Learning Portuguese Nurses This study examines the enactment of race, ethnicity, gender, and This study investigates the relationship between linguistic sexuality through the discourse and interactions of an African features and interactional effectiveness in a corpus of nurse- American undergraduate learning Portuguese in an Afro-Brazilian patient interactions. Results show that native and non-native city. How he participates in different communities, how he speaks speaking nurses in the most effective interactions used more his myriad identities, and the resulting (un)successful outcomes in features such as first person pronouns, past tense, and second language learning are addressed. backchannels. These features help to establish patient rapport. Julieta Fernandez, Northern Arizona University 151. COG Sun 3:35-4:40 Student Dispositions toward Youngspeak in Study Abroad Paper Session This paper discusses American undergraduates’ dispositions 3:35 to 4:40 pm toward youngspeak during a semester abroad in Argentina. Floor 3rd floor - Meadowlark Specifically, it examines students’ exposure to, attested use of, John Schwieter, Wilfrid Laurier University and reasons for using or avoiding Argentine Spanish youngspeak for the duration of their study abroad in Buenos Aires. Aline Ferreira, Wilfrid Laurier University Sheng Hsun Lee, Pennsylvania State University Bilingual Processing Effects in Word Translation: A Intertextuality and Indexicality in the Development of Familial Manifestation of the Bilingual Cognitive Advantage? Intimacy During a Short-Term Home Stay Abroad A lifetime of bilingualism offers speakers cognitive benefits that Drawing on audio recordings of conversational interactions in a reshape the dynamic relationship between words and concepts short-term homestay setting, we illustrate how a teenaged learner and bilingual processing (Schwieter & Ferreira, 2013). This study with only basic proficiency in Chinese gradually became a focal compares L2-to-L1 word translation performance of less- participant in his hosts’ intimate family practice of playful proficient language learners and highly-proficient heritage teasing, and through this practice was exposed to core Chinese bilinguals. The results revealed advantages for lexical retrieval values and worldviews. among highly-proficient bilinguals. Ayman Mohamed, Michigan State University Qian Wu, Pennsylvania State University Looking at Words in Context: The Role of Repetition and Socializing Identities through Talking about Taste: American Readers’ Memory in Vocabulary Development High School Students in Home Stays Abroad in China This paper addresses how identities were indexed and co- This study investigates online processing and acquisition of constructed through the socialization of taste when three teenage vocabulary from Arabic as a Foreign Language reading using American learners of Chinese participated in dinnertime talk with eye-tracking methodology. Results discuss effects of repeated their Chinese hosts in China. The indexicality of stance taking encounters, reading fluency and individual differences on three acts on food and taste revealed underlying ideologies and the aspects of word knowledge. Implications of incidental vocabulary participants’ intersubjective identities. learning in foreign language setting will be discussed. Celeste Kinginger, Pennsylvania State University 152. LCS/PRG Sun 3:35-4:40 Identity and Language Education in Study Abroad Contexts Paper Session When students abroad encounter challenges to their identity, 3:35 to 4:40 pm simply enjoining them to become more engaged or less Floor Lower Level 1 - Medford judgmental may not be sufficient. Rather, students can benefit Jane Jackson, Chinese University of Hong Kong from explicit instruction on the pragmatic aspects of language and The Impact of Social Networks on the L2 Development of the relationship between these aspects and the presentation of self. Chinese Sojourners 154. Sunday Roundtable Session 3 3:35 – 4:40 pm This presentation centers on a mixed-method investigation of the 3:35 to 4:40 pm ‘whole-person development’ of Chinese students who spent a Portland Marriott Downtown Waterfront: Floor 2nd Floor - Pearl semester abroad. Interview excerpts will illustrate the challenges they faced in L2/social interactions with host nationals. Research 154-1. Table 1 Innovations in teaching of this nature can benefit home and host institutions by suggesting Roundtable Session ways to optimize L2 sojourns Sarah Dietrich, Salem State University Klara Abdi, University of British Columbia Make it work: Service Learning as Teacher and Student The (Unpredictable) Language Socialization of Transnational Development Youth Drawing on lessons learned from practical experience, presenters In this paper, I will analyze the diverging socialization pathways will guide a discussion on best practices for implementing Service of two Chinese siblings who grew up moving between China and Learning projects. Participants will receive a list of resources on Canada. Using interviews with the siblings and their mother, I the theory and practice of Service Learning, share questions and will explore how their ages when moving, types of schools concerns, and explore potential projects for their own contexts. attended, and friendship choices all affected their bilingual Julie Dell-Jones, University of South Florida development. Andrea E Lypka, University of South Florida 153. Identity and Language Learning in Study Abroad Contexts Museum as Shared Experiences and Content for English Colloquium Language Learner Oral Development 3:35 to 6:35 pm To explore the intersection of adult ESL and museums as Floor 2nd Floor - Mt. Hood alternative creative language learning spaces, researchers Session Organizer: document an oral language activity that draws from the success of photo-elicitation methods for enhancing class communication as Celeste Kinginger, Pennsylvania State University 111

well as for richer research data through photo-elicitation place interviews (PEI). In Oslo, as in many other European cities, a multiethnic speech Danielle Freitas, OISE/University of Toronto style among adolescents has emerged. This paper draws on data Novice Teacher Again? Struggles of an Experienced L2 Teacher from the UPUS-project during the Implementation of a New Curriculum. (http://www.hf.uio.no/iln/forskning/prosjekter/upus) and This paper reports on a qualitative case study investigating an addresses the fact that adolescents readily link the use of features experienced L2 teacher’s internalization process through the from this speech style to the place of their local neighborhood. learning and development of new concepts during her L2 teaching Michael Newman, Queens College, CUNY activity. Using a sociocultural perspective as a conceptual Different Constructions of Language and Race in Barcelona and framework, this study traced how this teacher’s learning NYC: Evidence from the Teenage Linguistic Police processes transformed herself and her L2 teaching. Matched ethnographic studies at secondary schools in NYC and 154-2. Table 2 Globalization, Migration, and Multilingualism Barcelona show metalinguistic awareness and subsequent Roundtable Session linguistic policing of dialectal differences linked to racialized and Shanan Fitts, Appalachian State University class identities but strong differences in identities policed and rationales given. Analyses reveal a different construction of race Greg McClure, Appalachian State University and the role of language in that construction. “We have to realize that we are not in our own home”: 156. ASE Sun 3:35-4:40 Countering anti-immigrant discourses in the New Latino Paper Session South. 3:35 to 4:40 pm This paper examines language ideologies related to Latin@ immigrants prevalent in the southeastern U.S. The authors Floor 3rd floor - Salmon analyze interview and observational data to explore dominant Heekyoung Kim, Michigan State University language ideologies and consider how these discourses are Aaron Ohlrogge, Michigan State University interpreted by immigrants and “local” residents. Tensions Daniel J Reed, Michigan State University between ideologies of English monolingualism and individual Consideration of Textual Complexity Features in the self-determination are discussed. Assessment of Grammatical Abilities Associated with Two Cassie Leymarie, Georgia State University CEFR Levels The Way of Somali Refugee Women: Insight for Policy and This study considers textual features that have been found to Education distinguish texts at different CEFR levels in terms of their This study utilizes a case study approach and highlights the daily relevance for the grammar tests that target the B2 and C2 ranges literacy and social practices of Somali refugee women in a small of the CEFR, respectively. Results of a pilot study of grammar Georgia town in order to offer insight for educators and policy- formats and tasks are reported and discussed. makers. Emiko Kaneko, University of Aizu 154-3. Table 3 Agency and Identity in Language Learning, Spontaneous Speech of Novice-level EFL Learners and Teaching and Testing Computerized Test Scores: An Exploratory Study of L2 Roundtable Session Complexity, Accuracy and Fluency Kaushalya Perera, Pennsylvania State University The correlation between the complexity, accuracy and fluency of The ‘Exotic’ Language Learning Experience: A Study of spontaneous speech among novice-level EFL learners and the scores of an automatically-scored speaking test was investigated. Language Learning in Memoirs of South Asian Travel Results show that the scores reflect chiefly learner fluency, which Using published memoirs, this study explores the language can be seen as a sign of initial development of L2 oral learning experiences of ‘first world’ women travellers in South proficiency. Asia. This paper looks at how these English-speaking learners of South Asian languages viewed their FLL experience and analyses 157. Assessing Young Learners of English: Global and Local factors significant to their learning experience. Perspectives Heekyeong Lee, Monterey Institute of International Studies Colloquium “Putting Agency First”: The Underlying Principle of Language 3:35 to 6:35 pm Pedagogy Floor Lower Level 1 - Salon A This paper presents a conceptual framework for promoting learner Session Organizer: agency as a guiding principle in language classrooms. Various Marianne Nikolov, University of Pecs theoretical approaches to defining agency and their impact on Discussant: SLA research are discussed. Examples of how agency can be Yuko Butler, University of Pennsylvania fostered in classroom routines such as lesson planning, executing, and evaluating are provided. The talks discuss various aspects of assessment in early FL programs Anne Golden, University of Oslo around the world. They include two large-scale international inquiries and four national projects in European contexts. They analyze data from Lars Anders Kulbrandstad, University College of Hedmark teachers and YLs on language policies, self-assessment, self-concept, and Kari Tenfjord, University of Bergen on tests, collected with questionnaires, proficiency tests, and interviews. Ethos Construction in Test Texts – Does it Matter? Shelagh Rixon, University of Warwick The connections between rhetorical styles, error profiles, CEFR- Do Developments in Standards-setting and Assessment level as well as lexical variation and text-length are examined in Represent a ‘Coming of Age’ of Young Learners Teaching order to study why texts written by Vietnamese learners of Internationally? Norwegian are reassessed to a lower level than texts written by other L1 groups in the Norwegian Language Learner Corpus. The presentation discusses data collected in two large-scale questionnaire-based surveys involving more than 70 countries. 155. SOC Sun 3:35-4:40 Findings show that although there is a growing awareness of the Paper Session need to include assessment in Young Learners FL programs, more 3:35 to 4:40 pm progress has been made in setting standards than in meeting them. Floor Lower Level 1 - Portland Karmen Pizorn, University of Ljubljana Ingvild Nistov, University of Bergen What Contributes to Young Learners’ Reading Comprehension Multiethnic youth language in Oslo and the social meaning of in the EFL Knowledge Dimension? 112

English language tests were analyzed to explore the correlations 160. Reframing the Linguistic Experiences of Adult Immigrants between reading and listening comprehension, vocabulary, and with a Bourdieusian Perspective writing scores in a 4-year national project in Slovenia Colloquium (N=56,000). Vocabulary knowledge was the strongest predictor 3:35 to 6:35 pm of reading comprehension performance, followed by listening and writing tasks. Task types played an important role. Floor Lower Level 1 - Salon D Jelena Mihaljevic Djigunovic, University of Zagreb Session Organizer: The Young Learner's Self-Concept and Performance on English Seo Hyun Park, Ohio State University Tests Discussant: Findings of a longitudinal study looking into young Croatian L2 Bonny Norton, University of British Columbia learners' self-concept and their performance on L2 tests will be This session draws on Pierre Bourdieu’s notions of habitus, capital, and presented. Changes in self-concept and its interactions with test language and symbolic power to examine adult immigrants’ language performance will be discussed taking into account other learner learning in their new communities. Ethnographically studying ethnic characteristics as well as contextual factors. minority groups in South Korea, Turkey, and the U.S., the presenters Lucilla Lopriore, Roma Tre University uncover language ideologies layered along with the global language flows. Complementing Young Learners’ Aural and Oral Skill Seo Hyun Park, Ohio State University Assessment: Hearing their Voices The Familyless as EFL Learners: A Bourdieusian Take on North The presentation reports on how self-assessment in oral Korean Refugees in South Korea interviews complemented listening and speaking assessment tasks This ethnographic study explores the absence of family as a in a 2-year inquiry into 48 young Italian learners’ development construct to understand adult North Korean refugees’ learning of and how they provided their teachers’ with useful information on English in South Korea. The findings indicate that both the past their assessments and the tasks. with family and the present without family form their habitus, Marianne Nikolov, University of Pecs which becomes a ground of their imagined future. Teachers’ Views on and Beliefs about Diagnostic Tests for Ayfer Gokalp, Arizona State University Young Learners “They Look at Your Speaking While Hiring You”: Language The presentation analyses 51 teachers’ feedback given on 300 Experiences of Three Minority Fathers diagnostic tests they piloted with their pupils in Hungarian public This study investigates language and identity experiences of three schools. Teachers’ texts provided useful information on the tasks Kurdish male parents as temporary workers in metropolises in and on the children’s performances. They also revealed teachers’ Turkey from a Bourdieusian perspective. Findings of the study assessment practices and their beliefs about early language show the experiences of parents have a mediating role on learning and development. language choice of parents for their children in addition to contested language ideologies. 158. DIS Sun 3:35-4:40 Chatwara Suwannamai Duran, University of Houston Paper Session 3:35 to 4:40 pm Constructing and Reconstructing Multilingual Capital among Floor Lower Level 1 - Salon B Recently-Arrived Karenni Refugees in the United States Mónica Vidal, University of Hawaii at Manoa Based on a 2-year ethnographic study, this paper discusses 1) how a group of recently-arrived Karenni refugees has constructed ‘Do I have to pick one?’: Shifting Identities and Language multilingual capital in their English-dominant host community ideologies and 2) why this should matter to educators and policy makers. Using a micro-analytic approach to discourse in narratives, I Lauren Johnson, University of British Columbia explore the identity of a bilingual raised with two varieties of God Grew Tired of Us: A Sudanese Refugee Language Spanish. I analyze interview excerpts to answer the questions Learner’s Changing Identity about shifting identities and language ideologies. Alexandra Botti, Georgetown University This paper examines the language learning process of a Sudanese refugee following his relocation to the USA, depicted in the Sylvia Antonina Sierra, Georgetown University documentary God Grew Tired of Us (2006). I discuss how his “You haven’t been to Queens”: The Epistemics of Place Identity changing access to social interactions with target language This research explores the discursive construction of place-based speakers relates to his shifting identity and investment in speaking identity, focusing on how one New York City transplant English. constructs his identity as a knowledgeable local resident. We 161. Ethics in Educational Linguistics Research: Language contend that epistemics and the processes of authentication and denaturalization (Bucholtz & Hall, 2005) may be central to the Researcher Narratives construction of place identity. Colloquium 3:35 to 6:35 pm 159. SLA Sun 3:35-4:40 Floor Lower Level 1 - Salon F Paper Session 3:35 to 4:40 pm Session Organizer: Floor Lower Level 1 - Salon C Peter De Costa, Michigan State University Mostafa Papi, Michigan State University Discussant: Language Learner Motivational Archetypes and their Signature Jane Zuengler, University of Wisconsin at Madison Dynamics: A Complex Dynamic Perspective Our colloquium focuses on ethical issues, which emerged during the research process, as encountered by members of the panel themselves The present study aimed to identify motivational archetypes and and/or fellow language researchers with whom they worked. By exploring their signature dynamics using cluster analysis and other the ethical quandaries that were negotiated, we hope to better understand the statistical techniques based on questionnaire data collected from complexities surrounding ethical educational linguistics research. 1,278 English learners in Iran. Five motivational archetypes Susan Gass, Michigan State University emerged and the groups were compared in terms of their emotional, motivational, and linguistic attractor states. Paula Winke, Michigan State University Scott Sterling, Michigan State University

How ethical are we? Ethics and research in the SLA community This paper focuses on research ethics among SLA researchers. Results from a survey of SLA researchers concerning their beliefs 113

about various ethical practices and their experiences with ethical Patricia Andrew, Universidad Nacional Autonoma de Mexico issues are presented. We conclude with a discussion of ways to ‘I Can Still Do Things.’ Reflections on the Older Language include ethical issues in graduate student preparation. Learner Alison Mackey, Georgetown University This paper explores language learning as a social phenomenon, Sam Kirkham, Lancaster University focusing on how older adults experience learning a new language Research, relationships and reflexivity: Reflections on two case and how they enact their age identities as language learners. From studies of language and identity this perspective, the learning experience is expanded to We examine the role and the relationship of researchers and their encompass both linguistic and non-linguistic outcomes, having participants, focusing on the effects on the subsequent co- ramifications for classroom practices. production of data in two case studies of: (a) language and Andrew D. Cohen, University of Minnesota identity in multi-ethnic British school, and (b) second dialect Learning Mandarin in Later Life acquisition and linguistic identity in Britain and the U.S. This case study reports on a native English speaker’s learning of Angela Creese, University of Birmingham Mandarin as a 12th language starting at 67. It considers the Considering ethical issues in research teams: Power, inclusion impact of age, hyperpolyglot status, and a sophisticated language and voice strategy repertoire. The learner’s perspectives on success with Drawing on two large, multi-site, multilingual ethnographic vocabulary, grammar, and pronunciation will be presented. research projects, this focuses on researcher voice in vignettes and Jessica Cox, Georgetown University field notes, and in processes of data sharing and analytic Cristina Sanz, Georgetown University discussion in research teams. In doing it explores how relations of The Relationship of Attentional Control to Aging and Explicit power and inclusion are at the heart of producing ethical Instruction in SLA ethnography. Younger and older adults learned Latin morphosyntax in a Martha Bigelow, University of Minnesota pre/post/delayed design either with or without explicit instruction. Narratives of research(er) ethical dilemmas with Somalis youth All groups showed equivalent accuracy gains; changes in RT This paper traces the presenter’s trajectory from traditional SLA varied by age and condition. Alerting, orienting, and executive researcher to community engaged scholar and advocate. By attentional networks correlated with changes in accuracy and RT, narrativizing ethical dilemmas encountered in research with varying by task, age, and condition. Somali refugees in the U.S., the paper also calls for a rethinking 163. PED Sun 3:35-4:40 of the logistics, ethics and politics of boundary crossing involving under-researched cultural groups. Paper Session Sue Starfield, University of New South Wales 3:35 to 4:40 pm Floor Lower Level 1 - Salon H Quotidian ethics in the neo-liberal university: Research and Mark Andrew James, Arizona State University practice collide This presentation considers an everyday ethical dilemma faced by An analysis of ESOL textbooks from a teaching-for-transfer an applied linguist in which research and practice come into perspective conflict. In the context of the contemporary university, how does Transfer of learning beyond the classroom is a basic goal of one act ethically towards international students who have met ESOL instruction. To achieve this goal, a variety of teaching-for- fairly arbitrary English language entry requirements but are transfer techniques can be used. This presentation describes an struggling with their studies? analysis of 20 current commercial ESOL textbooks from major Steven Thorne, Portland State University & University of publishers to determine how, if at all, these materials reflect Groningen teaching-for-transfer techniques. Walkie Charles, University of Alaska, Fairbanks 164. Language Policy and Political Theory Sabine Siekmann, University of Alaska, Fairbanks Colloquium Ethics in indigenous language research and interventions 3:35 to 6:35 pm Based on two language revitalization projects, this paper traces Floor Lower Level 1 - Salon I negotiations among project partners, discusses the intricacies of Session Organizer: situating this work in and among educational institutions, and Thomas Ricento, University of Calgary maps future actions oriented toward building self-governance in The goal of this colloquium is to address the following questions: (1) What indigenous Alaskan communities. is problematic about current theories/conceptions that inform scholarship in 162. On Older Adult Language Learners language policy and planning? (2) What is left out? What needs to be Colloquium included? (3) Do current conceptualizations aid in the strategic promotion 3:35 to 5:15 pm of social justice? Floor Lower Level 1 - Salon G Yael Peled, Universite de Montreal Session Organizer: Normative Language Policy: Interface and Interfences Jessica Cox, Georgetown University Reflecting on the meaning of interdisciplinary work in LPP, the paper examines relevant interface and interfences between Discussant: sociolinguistics and political theory as fields of inquiry. It then Robert Schrauf, Pennsylvania State University moves on to consider the way(s) in which “thinking This panel takes both sociocultural and cognitive perspectives to explore the linguistically” and “thinking politically” may be advantageously role of aging in adults’ approaches to and success with learning a new combined in the field of language policy. language or re-learning a heritage language. Papers offer quantitative and Peter Ives, University of Winnipeg qualitative analyses of case studies and laboratory studies to add to this Power in Language: Intricacies in Policy and Theory fledgling research area. David Divita, Pomona College Scholars in language policy and political theory often address issues, for example, the ‘ownership’ of language and ‘mother Language and the Life Course: Case Studies of Individuals in tongue’, from very different perspectives. In this paper, I Later Life consider what political theory has to offer to such debates with In this paper, I draw on theories of the life course to analyze two reference to the role of English as a global language. case studies of women who acquired a second language in similar Ron Schmidt, California State University, Long Beach and circumstances as young adult immigrants, but who now, nearly 50 Davidson College years later, practice their multilingualism in very different ways. Democracy and the Challenge of Linguistic Diversity 114

This paper critically examines the challenge of linguistic diversity Praxis and simulation in an online medical Spanish course in a polity to democratic theory and practice. After summarizing Although there are advantages to training students of medical the efforts of liberal democratic theorists, this paper critically Spanish (MS) on situations for which specific linguistic and examines whether linguistic diversity can be reconciled with a cultural knowledge are required, assuming that learners already more participatory version of democratic theory and practice. posses this knowledge in their native language is problematic. MS Thomas Ricento, University of Calgary pedagogies based on this assumption restrain learners from Thinking About Language: What Political Theorists Need to learning to communicate in professional settings. Know About Language in the Real World I argue in this paper that the complexities of language acquisition, use, and ascribed values need to be seriously taken into account SUNDAY 4:55 pm by political philosophers in their theorizing about languages, which will impact how they think about and evaluate extant, or 167. SLA Sun 4:55-6:35 prospective, language policy approaches and frameworks. Paper Session Stephen May, University of Auckland 4:55 to 7:10 pm The Problem with Public Monolingualism: Rethinking Political Floor 2nd Floor - Belmont Theory and Language Policy for a Multilingual World Dustin Joseph Crowther, Concordia University In this paper, I critique and contest monolingualism as the Pavel Trofimovich, Concordia University normative default benchmark in both political theory and Kazuya Saito, Waseda University language policy, and argue that public multilingualism provides Talia Isaacs, University of Bristol not only greater opportunities for linguistic justice, but also L2 Comprehensibility Revisited: Investigating the Effects of facilitates both individual inclusion and mobility, particularly for Learner Background and Speaking Task non-dominant language speakers. Daniel Weinstock, McGill University We analyzed the productions of 60 learners from four language backgrounds (Chinese, Farsi, Hindi, Romance) performing three Language as a problem of intergenerational justice tasks (picture narrative, IELTS-based long-turn task, TOEFL- The intergenerational dimension of language justice requires that based integrated task) to determine which pronunciation, lexical, we both ‘look backward’ to past generations and the language(s) grammatical, and discourse-level variables influence L2 they have bequeathed to the current generation, and that we ‘look comprehensibility. Results reveal a complex picture of learner forward’ to unborn generations and consider the potential values background and speaking task effects. in preserving their ‘linguistic birthright’ to the acquisition of that Kazuya Saito, Waseda University language. Re-examining the Role of Length of Residence and Age in the 165. DIS Sun 3:35-4:40 Interlanguage Development of L2 Oral Skills Paper Session The current study examined the role of length of residence and 3:35 to 4:40 pm age of acquisition in the early, mid and final state of L2 oral skill Floor 3rd floor - Sunstone development of Japanese learners of English. The global Eric Hauser, University of Electro-Communications (comprehensibility & accentedness) and detailed linguistic The Monitor-in-Action: Orienting to Linguistic Accuracy (pronunciation & lexicogrammar) quality of their extemporaneous speech was assessed. through Self-initiated Self-repair Meghan Kerry Moran, Northern Arizona University This study focuses on the use of self-initiated self-repair by an L2 speaker of English to correct errors of lexical choice and or Enhancing Communication Between U.S. Undergraduates and linguistic form. Such repair displays an orientation to linguistic International Students Through Structured Contact Activities accuracy indexical of the activity of practicing English. This The study shows how structured intergroup contact activities can repair is described as the monitor-in-action. enhance communication between US undergraduates and Shawn Loewen, Michigan State University international students as well as increase undergraduates’ Dominik Wolff, Michigan State University attitudes toward international students and global education. Students evaluated nonnative speech more positively and revealed Complexity, Accuracy and Fluency in L2 Task Performance in in-depth understanding of linguistic diversity on campus after Two Computer-Mediated Communication Contexts only three sessions of interactions. This study compares intermediate English L2 learners’ complexity, accuracy and fluency during three dyadic task-based 168. BIH Sun 4:55-7:10 activities conducted in oral CMC or synchronous text CMC Paper Session conditions. Results investigate any trade-off effects, particularly 4:55 to 7:10 pm between accuracy and fluency, due to the arguably greater amount Floor 3rd floor - Douglas Fir of online planning time that the text condition allows. Bonggi Sohn, University of British Columbia 166. PED Sun 3:35-4:40 Discursive Construction of Heritage Language Maintenance in Paper Session Transnational Families in South Korea 3:35 to 4:40 pm Using the notion of superdiversity (Blommaert & Rampton, 2011) Floor Main Lobby - Willamette and discourse analytic perspectives (De Fina & Georgakopoulou, Kimberly Geeslin, Indiana University 2012; Talmy & Richards, 2011), I demonstrate the complexity of Avizia Long, Indiana University heritage language maintenance in the context of transnational migrant families and how heritage language maintenance Language variation and second language Spanish: An contributes to the orders of neoliberal capitalism. exploratory analysis of Korean-speaking learners’ Catherine Eunjoo Kim, Pacific University development and use of variable structures Danielle Ooyoung Pyun, Ohio State University This study reports on an analysis of the development of three Heritage Language Literacy Maintenance: A Study of Korean- variable structures -- the copula contrast, future-time expression American Heritage Learners and subject expression -- by Korean-speaking learners of Spanish. We compare development of these structures by Korean-speaking This study examines what factors are most closely associated with learners to English-speaking learners and discuss contributions of heritage language and literacy competence by inspecting Korean this research to variationist Spanish SLA. heritage learners’ language and literacy practice patterns and their Adolfo Carrillo Cabello, Valdosta State University literacy competence through language background surveys and Korean writing samples gathered from 56 Korean-English 115

bilingual students in grades 4-12 and university undergraduates. 170. LPP Sun 4:55-7:10 Yeon Heo, Michigan State University Paper Session Vocabulary knowledge of learners of Korean: The significance 4:55 to 7:10 pm of heritage, input, and instruction Floor 2nd Floor - Hawthorne This study is about vocabulary sizes of learners of Korean Robert Raymond, St Cloud State University focusing on HL and L2 groups’ comparisons regarding frequency A Critical Examination of FLES Teacher Agency in K-8 bands and formality of Korean words. Overall, the results Foreign Language Planning in New Jersey Public Schools highlight their disparate development patterns. Instruction, This paper presents results of an interview study with eight FLES communication with family, and knowledge of Chinese characters teachers in which research participants discussed how their are identified as significant contributors of Korean words. opinions, experience, and expertise were involved in delivering Ji Hye Lee, Indiana University on New Jersey’s K-8 FL authorization. FLES teachers described Interlanguage Pragmatic Development in L2 Korean Direction- organizational factors which circumscribed their efforts to create Giving sustainable FLES programs. This cross-sectional study investigates the sequential Jenifer Baker Vanek, University of Minnesota organization, the realization of locative directives, and gesture in Digital Literacy Treatment in ESL Programs: Workforce L2 Korean direction-giving interactions. Pragmatic development Investment Act, Title II as De Facto Language Policy was observed in the sequencing of direction-giving turns and in The Workforce Investment Act defines services for adult English the use of locative directives, descriptives and honorifics. language learners in U.S. Because technology was not key to Learners used gestures to compensate for their inadequate academic success when written, WIA II does not address digital linguistic competence. literacy. This paper describes how incongruence between old 169. RWL Sun 4:55-7:10 policy and current reality create de facto language policy, limiting Paper Session access to instruction. 4:55 to 7:10 pm Ryan Deschambault, University of British Columbia Floor Lower Level 1 - Eugene ESL All the Way Down: Reframing Fee-Paying International Sarah Henderson Lee, Lindenwood University Students’ Impact on British Columbia’s K-12 Public Schools Second Language Writing Across an Academic Curriculum: A In this presentation I explore the impact of fee-paying Case Study in the Secondary Context international students (FIS) on ESL services in British Framed by concepts of biliteracy, this presentation details the Columbia’s public school system. I illustrate material and writing experiences of linguistically and culturally diverse discursive connections between FIS presence and ESL delivery, learners across a secondary curriculum in the United States. The and argue that ignorance of such connections in contemporary presenter considers the extent to which secondary writing accounts of FIS impact should be closely scrutinized. programs meet the needs of these learners as they prepare to Lyn Fogle, Mississippi State University transition into a post-secondary context. Family language policy and place Miki Mori, University of California, Davis This study investigates bilingual young adults’ perspectives on Multilingual Students’ Development of Academic Writing family language policy (FLP) to better understand family external Literacies and Identity through Source Engagement processes and children’s agency in FLP processes. Racialization and ideologies of bilingualism in place were found to influence Academic writing remains a challenge for many multilingual participants’ conceptualizations of their own bilingual students. This session presents research on the writing and competencies and the role they played in shaping FLP. identity development of multilingual students in upper-division writing courses. It looks at how students establish legitimacy, 171. COR Sun 4:55-7:10 generate knowledge, and develop writing skills through engaging Paper Session the ideas and language of outside sources and texts. 4:55 to 7:10 pm Merideth Hoagland, Georgia State University Floor 2nd Floor - Laurelhurst Michelle Yunye Yu, Georgia State University Bill Crawford, Northern Arizona University Behind the scenes of a “semi-occluded” genre: Dis-covering the Kim McDonough, Concordia University personal statement application essay in an intensive course The language of tasks: A corpus-based approach for Chinese undergraduates This study uses a corpus of 650 collaborative tasks that vary in Addressing both the needs of international applicants and the amount of planning time and task types. The results of this study dearth of attention to the graduate admissions essay, this study point to some lexico-grammatical features (particularly those uses interviews, classroom observations, and document analysis related to interactivity and characteristics reflective of spoken to explore participants’ approach to the personal statement, and language) that are frequent across task types. the effectiveness of instruction in filling the “rhetorical void” Heidi Vellenga, Pennsylvania State University (Brown, 2004) surrounding the genre. Bill Crawford, Northern Arizona University Jill V Jeffery, Brooklyn College, CUNY Implementing Corpus Activities in Teacher Development Avary Carhill-Poza, University of Massachusetts, Boston This presentation describes the implementation and outcomes of a Investigating the Representation of Adolescent L2 Writers in continuing professional development (CPD) initiative to High-Stakes Assessment Scoring Materials: A Comparison of familiarize teachers with using corpora in the second language High- and Low-Scoring Writing Features classroom. The findings indicate that the amount of training and This study investigates features of student writing that expertise required for implementation of corpus-based activities is differentiate high and low scores in a corpus of US secondary manageable in a variety of contexts. “benchmark” writing assessment responses. The authors focus on Sanako Mitsugi, University of Kansas the extent to which language features indicative of diverse Tatsuya Sakaue, Hiroshima University linguistic repertoires might be implicated in the interpretation of Animacy Configurations for Subject-Object Relative Clauses in results. L2 Japanese: A Corpus Study This corpus study examined the distribution of animacy configuration in Japanese relative clauses. An asymmetrical animacy distribution was found in subject and object relative clauses, similarly to previous research (Mak et al., 2002). Data 116

from L2 learners suggested their bias towards animate agents Cultivating Bilingual Identities: Critical Language Awareness in regardless of extraction type. the New Appalachian South Jie Zhang, University of Oklahoma This paper describes an after school project designed to develop A Learner Corpus Study of Lexical Development of L2 Chinese critical language awareness among emergent bilingual students in Resultative Verb Compounds the Appalachian region of North Carolina. Students used cameras Drawing on a learner corpus of 828 essays written by L2 learners and audio recorders to document the linguistic landscape in their of Chinese, this study investigated the L2 lexical development of homes, neighborhoods, and schools. the Chinese resultative verb compounds (RVCs) from the aspects Jeom Ja Yeo, Seattle University of lexical diversity, component richness, and accuracy, and Do Bilinguals Adapt Transnationally? A Case Study of identified sources of difficulty in acquiring three different types Bilingual Youth’s Adaptation and Transnational Identity of RVCs. This study highlights a distinct adaptation process of two Filipino 172. COG Sun 4:55-7:10 bilingual youth in which they negotiate complex ecologies shaped Paper Session by transnational engagements between the homeland and the host 4:55 to 7:10 pm society. Personal narratives of these youth provide a descriptive Floor 3rd floor - Meadowlark account of the construction of transnational identity – becoming transnational agents while adapting. Lorenzo Garcia-Amaya, University of Michigan Miriam Ebsworth, New York University Isabelle Darcy, Indiana University Timothy Ebsworth, College of New Rochelle Attention control and fluency in two second language learning Multilingual-multicultural Identity, Community Values and contexts Expectations: Negotiating Perceptions, Responsibilities, and L2 learners’ fluency improvements over several weeks in two Feelings different learning contexts (immersion vs. at home) is related to individual cognitive abilities. In particular, correlations were This multiple case-study explores the evolution of 40 observed between an attention control task and oral production multicultural participants’ multicultural identities as they confront data for the immersion learners but not for the at home group. the cross-cultural and inter-generational overlaps and dissonances Jim Ranalli, Iowa State University between North-America and their heritage languages and cultures. Implications for theory and research models will be considered as Inaccurate metacognitive monitoring in self-regulated L2 well as strategies for personal, social and educational practice. learning: The role of task complexity 174. Sunday Roundtable Session 4 4:55-6:35 pm Sixty-four tertiary-level ESL learners were given vocabulary- related tasks of varying complexity and asked to estimate their 4:55 to 6:35 pm scores. The accuracy and bias (i.e., underestimation or Portland Marriott Downtown Waterfront: Floor 2nd Floor - Pearl overestimation) of these learners’ metacognitive judgments varied 174-1. Transnationalism in Education considerably depending on task complexity. The study shows Roundtable Session how inaccurate monitoring can undermine some forms of self- Tim Anderson, University of British Columbia regulated L2 learning. Jens Schmidtke, Michigan State University Chinese Transnationalism and Canadian Higher Education: A (Second) Language Socialization Perspective Pupil Size Reveals Cognitive Effort Associated with Spoken Word Recognition: Effects of Frequency, Proficiency, and This presentation reports on a qualitative multiple case study investigating the written academic discourse socialization of five Cognitive Control international Chinese PhD students at a major Canadian Changes in pupil diameter, indicative of cognitive effort, were university. The students’ diverse stories document the observed while participants heard instructions to click on one of transnational, multilingual, and multicultural lives of many four pictures. Dependent measures were the peak dilation and the emerging scholars in the 21st century. peak latency. Results showed effects for word frequency, Ronald Fuentes, University of Memphis language proficiency and cognitive control. Pupillometry as a research tool will be discussed. Transnational Students’ Experiences in an Adult ESL Program Jimin Kahng, Michigan State University This paper presents research on three adult transnational students’ experiences and perceptions of ESL classes in an adult Oral fluency in second language and pause phenomena community-based English as a second language (CESL) program. The current study investigated relationships between L2 Findings highlight that initial migration goals, transnational ties, perceived fluency and frequency, duration, and distribution of ambiguity of settlement, and concerns about the future silent pauses. 30 English listeners rated 80 speech samples on conditioned participants’ views of language learning. fluency level using a 9-point scale. Multiple regression analysis Marlon Valencia, University of Toronto was conducted on fluency ratings with frequency, duration, and distribution of silent pauses as predictors. Initial Language Teacher Education and Non-Native Future Language Teachers’ Investment in Imagined Communities 173. LCS/PRG Sun 4:55-7:10 and Identities: A Transnational Comparative Case Study Paper Session This presentation shares findings of a comparative case study of 4:55 to 7:10 pm teacher candidates’ (TCs) identities as well as their investment in Floor Lower Level 1 - Medford imagined identities and communities in Canada, Chile and Ryan Goble, California State University, San Bernardino Colombia. TCs negotiate their professional identities in LTE Narrative Accounts of Third Generation Mexican-Americans: programs that often have expectations that differ from what TCs Bilingualism in a Third Space envision about being teachers. The present paper examines the narrative accounts of third 174-2. Table 2 Globalization, Language, and Teachers' generation Mexican-American individuals--the generation that Identities typically loses the heritage language. Findings indicate that the Roundtable Session participants constructed themselves as linguistically insecure with Sherrie Carroll, University of Maryland regard to Spanish use; however, the accounts actually de- dichotomize bilingualism by opening the possibility of third space Beyond Words: What Personal Imagery can tell us about Spanish. Identity Construction Greg McClure, Appalachian State University The presenter discusses how imagery figures into five beginning Shanan Fitts, Appalachian State University ESL teachers’ identity construction and negotiations. She 117

analyzes the imagery the teachers employ in collages, down, with focus on discursive practices of “collusion” through photographs, autobiographies and interviews, examining the which teachers and students created a sense of a language socio-ideological discourses underlying the understandings they learning environment even when the students had difficulties construct of their work, students and themselves. fulfilling the official goals. So-Yeon Ahn, Hankuk University of Foreign Studies Roumiana Ilieva, Simon Fraser University Globalization and Good Language Teacher (GLT) Identity: The Internationalization of Education and Language Issues: Case of Promotional Websites, Recruitment Materials and Examining the Perspectives of Content Area Faculty in a Policy Documents in South Korea Canadian University This study investigates general orientations toward what makes a Drawing on qualitative data from interviews with faculty “good” English language teacher (GLT) in Korean society by members across four faculties in a Canadian university, the paper drawing on social semiotic multimodal analysis to examine explores some of the tensions they live when engaged with the publicly available documents (e.g. promotional websites). The linguistic realities of internationalization. The role critical applied findings urge revision of these ideologically-underpinned linguistics work could play in supporting disciplinary faculty in concepts of GLT to better promote social justice in higher education is discussed. transnational/global contexts. Elizabeth Boner, University of California, Berkeley Meike Wernicke, University of British Columbia Knowledge Exchange, Market Research, and Dialogue: A Rae-Ping Lin, University of British Columbia Critical Discourse Analysis of Entrepreneurship Education in Ideologies of study abroad in L2 teacher identity construction: Tanzania Narratives from EFL and FSL teachers Considering education as a “contact zone” this paper examines Drawing on data of two qualitative case studies from a discourse neoliberal ideologies in practice, by analyzing how American analytic perspective (Bamberg, 1997, 2004), we examine the development practitioners and their Tanzanian “partners,” types of language ideologies relevant to L2 teacher identity negotiate their different orientations to knowledge, capital, and construction as manifested in the narratives of FSL and EFL dialogue as they met to exchange knowledge about a potential teachers’ study abroad experiences. fuel business. 174-3. Table 3 Attitudes and Motivation in Second and Foreign Adnan Ajsic, Northern Arizona University Language Teaching and Learning Language ideologies, public discourses, and ethnonationalism in Roundtable Session Bosnia-Herzegovina (1990-2010): Combining Critical Andrea E Lypka, University of South Florida Discourse Analysis and Corpus Linguistics Yao Liu, University of South Florida Language ideologies have played a central role in the dissolution English as Second Language (ESL) Learners’ Learning of the former Yugoslavia and the concomitant (re)construction of ethnolinguistic identities in the region. This study combines CL Motivations, Strategies, and Learning Environments: An and CDA with a comparative diachronic approach to the Emerging Dynamic and Complex System identification of language ideologies in Bosnia-Herzegovina in Although motivations and learning strategies are known as the period between 1990 and 2010. related concepts, few studies have explored their complex interaction in various learning contexts. This study will explore 176. ASE Sun 4:55-7:10 the emerging dynamic relationship among ESL learners’ Paper Session motivations, strategies and learning environments to reveal how 4:55 to 7:10 pm these factors influence learners’ learning process as a complex Floor 3rd floor - Salmon system. Jia Ma, Queen's University Nicholas Gatlin, University of Texas at Austin Liying Cheng, Queen's University African-American Foreign Language Learning Perspectives Investigating the relationship between Chinese students’ test The following study investigated the motivation and anxiety preparation and test performance on College English Test levels as it pertained to African-Americans who attended a This survey study investigated how 532 Chinese students prepare Predominantly White University (PWI) in contrast to those who for the College English Test (CET) and what are the influence of attended a Historically Black College and/or University (HBCU). test preparation practices on their English learning and their CET The study will address whether there is a relationship between test performance. motivation and anxiety. Sherry Louise Warren, English Programs for Internationals Makiko Tanaka, Kanda University of International Studies Masatoshi Honda, Kanda University of International Studies Reading to write vs. reading comprehension: What inferences about language proficiency can be drawn through Effect of Portfolios as Motivational Tools for Pre-service performance on reading to write tasks? Teachers to Learn English and Teaching Skills through an This paper investigates the relationship between reading Overseas Teaching Practicum comprehension of source texts and the use of source material in This presentation reports the effect of using portfolios as a tool to reading to write (RW) tasks. Selection of source material by motivate pre-service English teachers who participated in a lower and higher proficiency readers was compared. The results teaching practicum in elementary schools in CA, USA. This mix- suggest differences in selection methods used by writers with method study showed that keeping portfolios helped them see lower reading proficiency. what’s important to be a good English teacher throughout the Katharina Kley, University of Iowa entire program. Variability in Interactional Competence in Paired Speaking 175. LID Sun 4:55-7:10 Tests: Effect of Paired Task and Test-Taker Speaking Ability Paper Session This study examines variability in interactional competence in 4:55 to 7:10 pm paired speaking test tasks for learners of German. It investigates Floor Lower Level 1 - Portland the extent to which the paired task (jigsaw vs. discussion) and the Miguel Pérez Milans, University of Hong Kong dyad type (partners of same vs. different speaking ability) affect Studying Mandarin Chinese in London Education: Language interactional competence, which refers to features of the co- Desire and Learning Illusion in a Working-Class Secondary constructed discourse. Angela Sun, University of Southern California School Gary Ockey, Educational Testing Service This paper draws from a sociolinguistic ethnography carried out in a London secondary school teaching Mandarin to avoid closing Eric Setoguchi, Kanda University of International Studies 118

Dennis Koyama, Purdue University positively influenced motivation. Follow-up interviews with a The Relationship Between TOEFL iBT Speaking Scores and subset of 189 volunteers attempted deeper investigation. Oral Communication Ability in an Academic EFL Erika Lessien, University of Hawaii at Manoa Environment Justin Cubilo, University of Hawaii at Manoa This study examined to what extent Japanese university students’ Modeling the L2 Motivation of Commonly and Less Commonly TOEFL iBT speaking scores were associated with academic Taught Language Learners English oral communication abilities. Scores of 222 English Structural equation modeling was used to create a model of majors on TOEFL iBT speaking and on group discussion, picture language learning motivation for students of commonly and less and graph description, and prepared presentation tasks were commonly taught languages. Participants completed an online compared. Pearson product-moment correlations were analyzed. survey and data were then used to compare the motivational 177. DIS Sun 4:55-7:10 models of the two groups of participants. Implications for future research are discussed. 4:55 to 7:10 pm Justin Cubilo, University of Hawaii at Manoa Floor Lower Level 1 - Salon B Richard Hallett, Northeastern Illinois University The Role of Motivational, Attitudinal, and Demographic Vanessa Revaz, Northeastern Illinois University Variables in Predicting Language of Study Among University Students David Dowd, Northeastern Illinois University Learners of commonly taught, less commonly taught, and English “I don't think fine dining and Mexican go together”: Linguistic as a second language were investigated regarding their Othering in Top Chef motivational, attitudinal, and demographic characteristics to see if This discourse analysis of a season of the reality television show these factors would predict language of study. Results indicated “Top Chef,” argues that in the attempt to construct themselves as the groups differed significantly in these scales. Implications for top chefs the “cheftestants” concomitantly construct negative instructors and program developers are discussed. identities for the Other(s), i.e. the other “cheftestants,” other ethnic groups, and even the city of Chicago in general. 179. PED Sun 4:55-7:10 Camilla Vasquez, University of South Florida Paper Session 4:55 to 7:10 pm “Don’t even get me started…”: Addressivity in Online Floor Lower Level 1 - Salon H Consumer Reviews Ken Hyland, University of Hong Kong Drawing on data from over 1,000 online reviews, sampled from five websites (i.e., Amazon, Epicurious, Netflix, TripAdvisor, ‘Writing -to-Learn’: Faculty Expectations of L2 Disciplinary Yelp), I apply Bakhtin’s notion of addressivity (1986) to Writing demonstrate authors’ dependence on the imagined reactions and Based on interviews with 20 teachers at an English-medium responses of others, in the process of constructing their own university in Hong Kong, this paper explores the expectations review texts. faculty teachers have of L2 student writing. It therefore moves L2 Kristin Ingrid Helland, University of Arizona feedback studies beyond the texts produced for writing teachers to “Viva Young”: Applying Multimodal Critical Discourse understand students’ attempts to write themselves into their disciplines. Analysis to a Bilingual Television Commercial Bronwen Patricia Dyson, University of Sydney This paper applies and extends O’Halloran et al’s (2011) multimodal critical discourse analysis of a dynamic audiovisual Processability Theory and Feedback on Writing: a Study of text – drawing on Halliday’s view of social semiotics, Barthes’ Developmental Readiness concept of myth, and Bakhtin’s notions of heteroglossia and The paper enters the debate about written corrective feedback by intertextuality -- to an analysis of Taco Bell’s bilingual English- reporting on a study of whether Processability Theory can predict Spanish television commercial, “Viva Young.” developmental readiness for feedback on writing. Having outlined Stephen H Moore, Macquarie University the pre-test/post-test design and found support for the prediction Exploring the Discourse of Telephone-based Financial Planning that you can’t ‘skip stages’, it considers the study’s implications for feedback provision. Consultations Antonio Pérez-Núñez, University of Illinois at Urbana-Champaign The discourse of financial planners is changing in line with their social practices shifting from interactions with wealthy, The Effect of Comprehensive Written Corrective Feedback financially literate clients to a much larger pool of workers of (WCF) and L2 Written Production: A Longitudinal modest means and understandings. This paper discusses an Comparative Case Study analysis of authentic financial planning consultations to help This one-semester study investigated the role of both improve such professional-layperson interactions. comprehensive WCF and L2 written production in specific L2 178. SLA Sun 4:55-7:10 feature development in two FL learners of Spanish with similar 4:55 to 7:10 pm written proficiency. It was found that both learners improved their accuracy of known forms but the CF treatment showed a Floor Lower Level 1 - Salon C differential learning effect. Duygu Uslu Ok, University of Texas at Austin Katherine Evans, University of California, Davis Discovering the Link between Future L2 Selves and Motivation L2 Writer Perspectives of L1 Use during L2 Writing This study aims at understanding how adult EFL learners’ L2 writers are often compelled to use their L1s during the L2 attitudes towards L2 and target community, and how their L2 writing process. This presentation reports on triggers for L1 use learning experience impact their motivation to learn English and and writers’ perceptions of how the use of a particular language future L2 selves, namely their ideal, ought-to and feared L2 selves affects their writing. Pedagogical issues and implications during their graduate studies in an English-speaking context. associated with L1 use will also be discussed. Glen Hill, Obihiro University Matthew Apple, Ritsumeikan University 180. DIS Sun 4:55-7:10 Joseph Falout, Nihon University Paper Session 4:55 to 7:10 pm Possible Selves for EFL Motivations of Future Scientists Floor 3rd floor - Sunstone Over 2500 science majors throughout Japan were surveyed for Kate Power, University of British Columbia EFL motivation. Data were tested against a structural equation model using possible selves theory. Analyses showed that their Controversy, Convergence and Collaboration: Projecting intended final degree, rather than their present educational level, Socially Sanctioned Stances 119

This paper uses conversational data generated in interviews and This study investigates the extent to which phonetic coding ability focus groups to identify linguistic strategies with which (Carroll, 1962) is related to learning outcomes under two individuals project socially sanctioned stances, including (i) corrective feedback exposure conditions. displaying convergence with socially-endorsed stances; and (ii) inviting collaboration in socially-sanctioned stances. It also

discusses the interactional uses to which such stance-taking SUNDAY 7:15 pm strategies are put. 182. Conference reception Midori Ishida, Santa Clara University Reception Negotiating Identity through Stance-indexing: Long-term 7:15 to 8:00 pm Changes in Recipient Actions in Japanese as a Second Exhibit Hall Language during Study Abroad Analysis of nine monthly conversations revealed ways in which an L2 speaker of Japanese negotiated identities through indication of epistemic stances in recipient turns. He used receipts (e.g., Really?, That’s right) to accept or contest invoked identities such as a “foreigner,” and showed long-term changes during his one- year study abroad. Irene Koshik, University of Illinois at Urbana-Champaign Practices of Talk That Display Expert/Novice Identities of Speaker and Recipient This conversation analytic study describes practices through which participants, in the course of naturally-occurring conversation, can make relevant their own or a recipient’s expert or novice status in various identity categories, and practices by which recipients either accept or reject this displayed status. Azeb Haileselassie, University of Illinois The Use and Function of the French Discourse Marker voilà in Closings: A Conversation Analytic Perspective This Conversation Analytic study investigates the use and functions of the French discourse marker voilà in closings. The paper describes how speakers use voilà to manage sequences of actions and negotiate activity boundaries. The use of voilà in discourse is directly linked to its central semantic meaning, which is spatial-deictic. 181. SLA Sun 4:55-7:10 Paper Session 4:55 to 7:10 pm Floor Main Lobby - Willamette Aline Godfroid, Michigan State University Robert Marquis McCord, Michigan State University Implicit Learning of German Irregular Verbs We seek to extend Leung and Williams’s (2011, 2012) evidence for implicit learning with partially artificial stimuli to natural language. Beginning L2 learners did a sentence-picture matching task that exposed them to large numbers of irregular verbs. We triangulate RTs under grammatical and ungrammatical conditions with participants’ reports of awareness. Hie-Jung You, University of Illinois at Urbana-Champaign Seeking Recognition of References with "kennst du" and "weißt du" in German This Conversation Analytic study investigates recognition checks with "kennst du" and "weißt du" ‘do you know’ in German. These two variations of ‘do you know’ interrogatives in German seek recognition to ensure that participants share a common ground of knowledge that allows them to proceed with the speakers’ initial agenda. Zsuzsanna Abrams, University of California, Santa Cruz Awareness and Strategy: The Development of Pragmatic Competence of German Among Beginning L2 Learners This year-long ethnographic study seeks to understand the pragmatic development of ten first-year learners of German by analyzing emic and etic perspectives of the learning process. In addition to furthering a theoretical understanding of L2 pragmatic development, the study yields pedagogical suggestions for designing classroom tasks that foster pragmatics skills Yucel Yilmaz, Indiana University Yilmaz Koylu, Indiana University The interaction between phonetic coding ability and feedback exposure condition 120

MONDAY SESSIONS MONDAY MORNING, MARCH 24, 2014, OVERVIEW 8:00 – 8:30 8:35 – 9:05 9:10 – 9:40 9:55 – 10:25 10:30 – 11:00 Invited Colloquium: Heller & Pietikäinen, organizers

Salon E Distinguished Scholarship and Service Award Lecture Why materiality matters: Language and social inequality in the new economy Salon F Critical language policy analysis and the on-‐going need for 9:35 – 11:35 Poster Session advocacy in the post-‐Civil rights era Exhibit Hall (for abstracts see Poster Sessions Index) Roundtable Sessions Roundtable Sessions Pearl SLA Leung et al. SLA Sanz & Cox SLA Rogers et al. SLA Putj ata SLA Crossley et al.

Belmontnd 2 Floor The Perceptual Span in Second On bilingual advantages: Incidental Exposure and the When Hands Learn to Speak: Embodied cognition and Language Reading: An Eye-‐ language learning and Implicit Learning of L2 Case Age Effects on the Embodiment passive processing: What hand-‐ tracking Study Using Gaze a -‐ attentional control in two Markings of Meaning in L2 tracking tells us about syntactic contingent Moving Window instructional conditions processing Paradigm RWL Colloquium: Englander, organizer RWL Junqueira

Columbia Main Lobby Emotion, Access and Disciplinary Affiliation in Researching and Publishing by L2 ‘Periphery’ and Academic Literacy Experiences BIH Chan & Wright ‘Center’ BIH Nguyen Scholars BIH Dennig et al. BIH andOtwinowska Needs of -‐Kasztelanic Undergraduate BIH Van Avermaet et al. & Writers Foryś Douglas rd Fir 3 Floor Khmer Oral Language Learning Vietnamese in the Universality and Variability in Functional Multilingual Proficiency of Cambodian Community Chinese Heritage Language: Affectivity in Bilingual Learning: the Cognitive and American Students Implications for Researchers Mathematics and Science in Non-‐Cognitive Impact of RWL Lee RWL Park RWL and Al -‐Surmi Practitioners & Qureshi Elementary RWL Kafle School RWL Exploiting Smith Children’s & Valdez Multilingual Repertoires Eugene Lower Investigating the Effects of Second Language Learners' Collocation Use in L1 and L2 Literacy in Mobility: Perception The Biliteracy Practices of Level 1 Input-‐based LPP Instruction Camps on the Engagement LPP Schluter with Written Freshmen LPP Gilmetdinova Composition and LPP Negotiation Guerrettaz of Literacies Texas LPP Border Engman Colonias: What Acquisition of Grammar: Corrective Feedback across Transnational Contexts Do Teachers Know and Believe? Hawthornend 2 Floor The Discursive Construction of Discrepancy between Macro The Role of Policy Mechanisms Language Revitalization Funding Fusha: Reconciling Users in the Language and Micro Language Policies in in Language Policy: A Pedagogy in Yucatec Teacher Practices in a -‐ Post secondary Standardization ASE Yu & of Shieh Limburgish Istanbul's ASE Becker Kurdish Nekrasova & Workplaces-‐ Comparison ASE Treffers of -‐Daller New & York, USA Education: COR Bell The & Emergence Skalicky of Arabic COR Language Alsagoff Classroom Becker and Korybski Tatarstan, Russia Standard Maya Laurelhurstnd 2 Floor The Study of Successful A Corpus-‐Assisted Analysis of Rethinking Grammar: Findings Vocabulary Inferencing Rate at Using IRT to Investigate the Using lexical diversity the Functions of “I’m just from a Longitudinal Corpus Full Vocabulary Coverage Effect of Different Item Formats measures to operationalize Kidding” in American English Investigation of Language on the Construct of Reading language dominance in Development Ability bilinguals

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MONDAY MORNING, MARCH 24, 2014, OVERVIEW 8:00 – 8:30 8:35 – 9:05 9:10 – 9:40 9:55 – 10:25 10:30 – 11:00 COG Pandža & Hamrick COG Chepyshko COG Jeon & Butler COG Stickle & Wanner COG Dronjic et al.

Meadowlarkrd 3 Floor What Makes Second Language Organizational and Distinctive The relationship between Syntactic Patterns in the L1 Morphological Type Affects Lexical Competition So Processing of New Second word association behavior and Speech of Persons with L2 Morphological Processing PRG Competitive?Zalbidea PRG Language Felix -‐Brasdefer Vocabulary storytelling PRG performance Timpe in PRG Dementia Ewald & Edstrom PRG Pinto Korean and English Medford Lower The Effects of Proficiency and The Challenge of Teaching The role of input in developing “I’m away from the office”: “This is not an excuse not to go Level 1 Language Use on Heritage Pragmatic/ Discourse Variation pragmatic competence Conveying Politeness in Auto-‐ to class”: Student E-‐mail Speaker Pragmatics Reply E-‐mail Messages Excuses in L1 English

SLA Colloquium: Ellis & Loewen, organizers

Mt nd Hood SOC Litzenberg SOC Kasztalska SOC Sierra LID Boun LID Takayama 2 Floor New Directions in the Measurement of Implicit and Explicit L2 Knowledge Portland Lower Level 1 Reconceptualizing Oral “Feel Like At Home”: How English (Re)Mixing in Mexitronica: A Critical Examination of Teacher Identity and Efficacy in Proficiency for English as a is Shaping Poles’ Identities As English Borrowings, Language Ideologies and Non-‐Native English Speaking Lingua Franca Communication Global Citizens and Non-‐Native Globalization and Identity in Identities of Cambodian Teachers’ Professional ASE Grabowski SpeakersASE Lim Mexican ASE Johnson Electronica Serafini music ForeignASE Michell -‐Trained & University Davison Development: ASE Sova A Mixed Lecturers of English Methods Study Salmonrd 3 Floor Building a Validity Argument Investigating the Cognitive The Internal Validity of Tests Multiple Mediations: Student The Effects of Computer-‐Based for a Grammar and Pragmatics Validity of the iBT TOEFL reading Tapping Implicit and Explicit and Teacher Scaffolding and Scaffolding in an English-‐ Test in the Context of Speaking: test Linguistic Knowledge Self-‐Regulation Through EAL Language Diagnostic Test for The Generalization Inference Writing Assessment Task Young English Learners DIS Colloquium: Kivik & Kunitz, organizers Design

Salon A TXT Hu & Wang TXT Samraj TXT Shim TXT Jiang & Chen TXT Wilder et al. Learning-‐as-‐action: Views from a Range of (Semi-‐)Institutional Settings Salon B A Comparative Study of Evaluation and Politeness in Hedges, Boosters, and Attitude Micro-‐level Linguistic Features “I’m a native-‐born American, Disciplinary and Ethnolinguistic Private Anonymous Academic Markers in Research Articles: in the Narrative and Expository born to undocumented Influences on Citation in Texts: The Case Manuscript of A Comparative Study between English Writings of Chinese and immigrants:” Critical Discourse Research SLA Tucker Articles SLA Reviews Dodson Korean SLA Golonka and English et al. American SLA Jarvis College et al. Students SLA Analysis Dracos of & NNS Seibert students Hanson indexing hybrid identities Salon C Beyond Word Frequency: Opportunities for Incidental Amount of Context & Degree of Sentence Memory and Sentence Structured input and working Semantic Specificity as a Vocabulary Acquisition from Cognitive Effort Affect Recall in Processing: A Longitudinal memory: Do they itate facil Measure of Lexical Proficiency Spoken Discourse in an English Intentional L2 Vocabulary Study of the Effects of online L2 morphological ASE for Colloquium: Academic Read, Purposes organizer Learning Crosslinguistic Similarity and processing? Classroom Learners’ Cognitive Capacities Salon D PED Colloquium: Nero, organizer Exploring Post-‐admission Language Assessments in Universities Internationally Salon G Translingual Practice: From Theory to Pedagogy

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MONDAY MORNING, MARCH 24, 2014, OVERVIEW 8:00 – 8:30 8:35 – 9:05 9:10 – 9:40 9:55 – 10:25 10:30 – 11:00

PED Bonilla et al. PED Wang PED Kontra et al. PED Schmitt PED Uzum Salon H Self-‐Study Practices in Foreign Students’ Roles in Foreign The Interrelationship of A Moving Target: Professional Biographical, Contextual, and Language Learning: Language Teachers’ Learning Motivation, Learners’ Beliefs, identity development in foreign Dialogic Factors in Foreign Relationships among Time and Use of Teaching Methods and Learning strategies of Deaf language teacher candidates. Language Teacher Socialization Spent, Preferred Activities, LCS and Colloquium: Lanza & Li, organizers and Hard of Hearing Foreign Research Outcomes Language Learners Salon I DIS Moore DIS Lee DIS Box DIS Barone Lazzaro & Salazar DIS Fioramonte Multilingual Encounters in Transcultural Families

Sunstonerd Managing 3 Floor Talking African Storybooks into The Interactive and Bilingual When and How Students Take “Forty bucks is forty bucks": An Relations in the Treatment Relevance in a Somali-‐centric Organization of Co-‐teaching the Reins: Specifying Student Analysis of a Medical Doctor’s Advice Phase of Physician-‐ Kindergarten Practices: Science Lessons in an Initiatives in Tutoring Sessions Professional Identity Patient Interactions PED Zhao & Beckett Elementary PED Yazan Korean-‐English et al. with PreschoolPED -‐Kim Aged Children PED Yan et al. PED Wang Bilingual Program Willamette Main Lobby Project-‐based Chinese as A Shuttling between Learner and Writing Strategies in IEP and Survey of the Use of Target Toward Teaching Innovatively: Foreign Language Instruction -‐ A Teacher Identities as Part of FYC Textbooks Language and Students' Change in Teachers’ Belief and Cultural Historical Activity Developing Pedagogical Stronger Language in the Behavior Theory Approach Competence Foreign Language Classrooms in China

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MONDAY AFTERNOON, MARCH 24, 2014, OVERVIEW 3:35 – 4:05 4:10 – 4:40 4:55 – 5:25 5:30 – 6:00 6:05 – 6:35 6:40 – 7:10 Invited Colloquim: De Bot & Larsen-‐Freeman, organizers Salon E LSA From at Universality AAAL: Czaykowska to -‐Higgins, Variability Rice, in Underriner, Second Language organizers Development Salon F 1:35 – 3:35 Supporting Maintenance and Revitalization of North American Indigenous Languages: Collaborations between Poster Communities, Applied and Theoretical Linguists Exhibit Session Hall

(for abstracts see Poster Sessions Roundtable Sessions Roundtable Sessions Index) Pearl SLA Choong SLA Morrill SLA Knouse & Pellettieri SLA Cameron SLA Stafford et al.

Belmontnd 2 Floor Effects of Task Can Listening to Fluent The Role of the Communicative The Dynamicity and Keeping the Home Complexity on Written Speech Facilitate L2 Context in Willingness to Persistence of Migrant (Language) Fires Burning: Production in L2 English Acquisition? Effects of Communicate in Intermediate English Language How Identity Influences Native Language Prosody in Spanish Learners Maintenance of a Minority LID Colloquium: a Fluent Silberstein, Speech Listening organizer Language Task Columbia BIH Wigglesworth BIH Sherris et al. BIH Oliver & Grote BIH Stille BIH Piccardo Main Lobby Discourses in Times of National Crisis

Douglas rd Fir 3 Floor Ecology, Equity and Ghanaian Village Literacy Developing code-‐switching Disrupting monolingual, Encouraging Ethics in Education In Efforts for Youth Not skills: new ways of monocultural approaches plurilingualism and Aboriginal Australia Attending School communicating or more to education in globalized language maintenance: A linguistic assimilation? educational contexts discussion regarding the RWL Santelmann & RWL Neumann & RWL Nikolaidou RWL Parkinson development RWL Castek of et a al. Personal RWL Shin & Cimasko Hellermann McDonough Language Portfolio Eugene Lower Fast Problem Solving: Incident The Literacy Demands of Conquering the Computer: Adult ESL Learners’ Level 1 Reading to Talk and Talking to write: The use of Report in the Car Factory Vocational Study in Digital Literacy Acquisition Blogging Practices in Talking to Learn: collaborative prewriting Engineering among Vulnerable Adult Transnational Online Undergraduates tasks Learners Contexts: Language Discussing LPP Hult Primary LPP Bokhorst -‐Heng & LPP Leeman LPP Cassels Johnson & LPP Flowers Socialization LPP Feuerherm in the Web Literature Articles Silver Johnson 2.0 Era Hawthornend 2 Floor Neoliberal Semiotic Language Policy and the What do Official English “My Wife is Afraid, and Cycles and the Political Playing the Field: An American Community Survey: Washington State Advocates Believe about my Daughters, but I am Economy of Educational (Updated) Bourdieusian What are responses ? to the Language Policy and Language? Not Afraid:” Defining Policy Analysis of Singapore's English proficiency question Educational Opportunity Safety from an Iraqi Language-‐in-‐education based on for English Language Refugee Perspective Policies Learners

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MONDAY AFTERNOON, MARCH 24, 2014, OVERVIEW 3:35 – 4:05 4:10 – 4:40 4:55 – 5:25 5:30 – 6:00 6:05 – 6:35 6:40 – 7:10 COR Dushku & COR Wu ASE Mozgalina & Ryshina-‐ ASE Kisselev & ASE Heitner & Hoekje ASE Loomis Yuldashev Pankova Alsufieva Laurelhurstnd 2 Floor Utilizing Corpora to Enhance Measuring Academic The Use of Speaking Test Exploring Semantic Collocation Accuracy and Creating Alignment Between Exploring the Potential of Language Proficiency in an Data in Defining the Prosody among ESL Richness in L2 Writing Curricular Changes and Longitudinal Learner International Undergraduate Advanced Proficiency Level Learners Placement Procedures: Corpora for Assessment Conditional Admissions of L2 Speakers of Arabic Revision and Evaluation of a of Writing Proficiency: Program COG Zoshak COG Buescher & Strauss German TEC Placement Dutch C-‐test The TEC Case Ikeda of a Russian TEC Mendelson TEC Sykes Learner Corpus Meadowlarkrd 3 Floor The Camera as ‘Mental A Cognitive Linguistic and French Class ‘in the Cloud’: How The Process of Using Facebook to Build Collaboration and Negotiation: Eye’: The Hunt for Sociocultural Theoretical Language Learners Respond to Constructing Group Connections Between L2 Pragmatic Development Perspective and Approach to L2 Learning: the Dynamic Spaces of Desktop Community Norms in Classroom and Community: Across Multiuser Digital Game Windowing from the French Prepositions Videoconferencing CMC as a Language A Pilot Study with Spaces LCS Page Gilmetdinova to the Screen in & LCS Nedashkivska LCS Kitade Learning LCS Goldoni Classroom Intermediate LCS Nier & Spanish Malone LCS Gleeson & Davison Kirillova "Jaws" Activity Students Medford Lower Language, Image Variability, Learning Between International Students’ Strategies for Surveying the Assessment The Mediation of Policy and Level 1 Language Attitudes in and Their Commodification and Domestic Students: Identity Integration into the Host Needs of Second Language Practice: The Role of the Kazan, Russia: A in TV Advertisements: the Development through Project-‐ Community and Culture Researchers and Teacher Subject Teacher in Teaching Comparison of Residents’ Case of Ukraine based Activities in a Culturally Educators English Language Learners LID and Del Tourists’ Percio LID Muth & Zabrodskaja and SOC Linguistically Friedman Diverse SOC Djuraeva & SOC Sclafani & Nikolaou Perspectives Group Catedral Portland Lower Capitalizing on Swiss Challenging Language “I’m accustomed from my birth A Narrative Analysis of Level 1 Multilingualism under Ideology in Capitalism: Late to speak in Russian”: Identity and Language Return Migration, Heritage Late Capitalism: New The Commodification of Chronotopes in accounts of Use of Multilingual Language Identities, and Material ASE Conditions, Sato Old Russian ASE in Haider Post-‐Colonial identity ASE Kuiken and language & Vedder usage ASE Uzbeks Sampson in North Anderson America Transnational ASE Janssen Community et al. in ASE Park et al. Ideologies of Difference Settings among Ukrainian youth the Greek Diaspora Salmonrd 3 Floor Defining Second Testing of Interlanguage Functional Adequacy: Towards Linguistic Agency in Rubric Revision from Many The uptake and use of Language Pragmatics through a New Rating Scale International English Angles: Making It Practical cognitively diagnostic Communication Ability Computer-‐Mediated Language Testing Rubrics feedback: Responses of from the Perspective of Communicative Tasks and Band Descriptors for students, parents, and a Linguistic Laypersons: Writing teacher Implications for Testing PED Colloquium : Deusen-‐Scholl, organizer and Teaching Salon A SOC Lefkowitz & SOC Nylund DIS King & Herath DIS Mossman DIS Myers & Lampropoulou DIS Britt Hedgcock The Role of Foreign Language Education in the Context of Institutional Globalization Salon B Mobilizing Professional Narratives in the “I’m just like, in the Noises Off: The Transcription Pryor’s Preachers: An Anti-‐Language: Linguistic Phonological Variation and Context of the Research middle, you know”: of Laughter in Research Examination of the Innovation, Identity Language Awareness in Interview: Becoming Attentive Disciplining Narratives Interviews Construction and Construction, and Group Community Discourse to Relations of Power of In-‐between-‐ness in Reconfiguration of Affiliation among Emerging and through the Preaching Style in the Speech Communities Research Interview Comedic Performances of Richard Pryor

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MONDAY AFTERNOON, MARCH 24, 2014, OVERVIEW 3:35 – 4:05 4:10 – 4:40 4:55 – 5:25 5:30 – 6:00 6:05 – 6:35 6:40 – 7:10 3:35 – 4:05 SLA Gyllstad & Wolter SLA Tsai SLA Daller SLA Cook et al. SLA Kokubu SLA Zhuang & Kang

Salon C Processing L2 Word The Collocational Profiles of Native and near-‐native Language Aptitude and Corpus-‐based and Cognitive Learners’ Linguistic Combinations: What Role ELT Materials and Learner speakers: vocabulary size and L2 Lexical Learning Linguistic Approaches to (Pronunciation, Grammar Does Degree of Semantic Writing ultimate attainment in L2 Vocabulary Retention and and Lexicon) Development Transparency Play? SLA Colloquium : Yates, organizer Recall in the ESL Immersion Context Salon D DIS Colloquium: Hall, organizer Longitudinal Language Learning: Challenges, Complexities Motivations and Salon G PED Roos PED Gordon-‐Zamora PED Liss & Reed PED Reed PED Siegel Interactional Competence for L2 Teaching Salon H Developmentally Theory and Practice: Do They Improving L2 Listening L2 Listening: Metacognitive Limiting or Facilitating? Moderated Tasks: A Basis Really Go Hand in Hand in L2 Comprehension through Strategies for Processing the How L2 Listening Pedagogy for Foreign Language EDU Colloquium: Pronunciation Martin-‐Beltran, Instruction? organizerEmpirically -‐Supported Pragmatic Functions of Prepares Learners for Life Teaching and Learning Metacognitive Strategies Intonation Beyond the Classroom Salon I DIS Boblett IDS Hardacre DIS Mitchell & Pessoa DIS Ross DIS Punti DIS Sandhu Translanguaging to Negotiate Culturally and Linguistically Diverse Educational Contexts for Youth Sunstonerd 3 Floor Gesture-‐echo: What It Is The Deafening Loudness of Evaluations of Spatial Practices Subjectivity and Identity in The Agentic Lives of The Discursive and What It Does Silence: Increased at Home and Abroad by Low-‐ the Personal Narratives of Undocumented Latino Young Appropriation of Culturally Physiological Responsivity income Migrant Laborers in Female Mexican Adults Sanctioned Gender Identities During Inter-‐Turn Silence Qatar Immigrants in Indian Sex Workers’ PED Alexander in PED Small Bakos Group PED Sardegna et al. PED Abdulmoneim PED Munezane Narrative PED Constructions Huh Conversations Ibrahim Willamette Main Lobby “I Don’t Have Any A Visit to the RODEO: Motivations and Attitudes Willingness to Communicate Explicitness of Recasts, American Friends”: Dialect Variation in Towards Pronunciation Investigating The as the Predictor of Observed Learner Responses, and L2 Transnational English Oklahoma Practice: A proposed EM S Effectiveness of Empty L2 Use in the Classroom Development of Korean Language Learners and Model Pauses Versus Relative Clauses: An Structured Boundaries in Deliberate Articulation Empirical Study US High School

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MONDAY 8:00 am authors' decisions about how much effort to invest in revising a manuscript for publication. From an 'ecology of effort' 183. SLA Mon 8:00-9:40 perspective, the decisions are revealed as intellectual, pragmatic, Paper Session and deeply emotional. 8:00 to 9:40 am Diane Belcher, Georgia State University Floor 2nd Floor - Belmont Alan Hirvela, Ohio State University Chi Yui Leung, Nagoya University What Helps and Hinders Publication in Applied Linguistics Masatoshi Sugiura, Nagoya University Journals Daisuke Abe, Nagoya University Our presentation will report the results of a study seeking the Lisa Yoshikawa, Nagoya University perspectives of published applied linguists around the world on The Perceptual Span in Second Language Reading: An Eye- what has helped or hindered their publication efforts. Implications tracking Study Using a Gaze-contingent Moving Window of our survey and interview findings will be discussed with emphasis on the types of support needed for publication success. Paradigm Sedef Uzuner Smith, Lamar University We compared the perceptual spans of native English speakers Karen Englander, York University (NS) and Japanese learners of English (NNS) by using a gaze- contingent moving window paradigm. Our results revealed that An Evidence-Based Challenge to the Stigmatized View of Non- the NNS have a smaller perceptual span than the NS, indicating Native-English-Speaking Scientists differences in allocation of attention between L1 and L2 reading. This presentation will report on a survey study comparing self- Cristina Sanz, Georgetown University reports of North American-based native- and nonnative-English- Jessica Cox, Georgetown University speaking scientists regarding their scientific publishing and On bilingual advantages: language learning and attentional disciplinary attachment. Findings will be of particular interest to those seeking evidence to counter the ‘stigmatized’ view of control in two instructional conditions nonnative-English-speaking scientists (Flowerdew, 2008) given Bilingual and monolingual young adults learned Latin the hegemony of English. morphosyntax either with or without a pre-practice explicit grammar explanation in a pre/post/delayed experimental design. 185. BIH Mon 8:00-9:40 Results show a bilingual advantage was temporarily enhanced by Paper Session providing a grammar lesson. Recruitment of attentional network 8:00 to 9:40 am (alerting, orienting, and executive) varied by previous experience, Floor 3rd floor - Douglas Fir condition, and task. Virak Chan, University of Texas, San Antonio John Rogers, Qatar University Wayne Wright, University of Texas, San Antonio Patrick Rebuschat, Lancaster University Khmer Oral Language Proficiency of Cambodian American Andrea Revesz, Institute of Education, University of London Students Incidental Exposure and the Implicit Learning of L2 Case This paper presents findings of an empirical study of the Khmer Markings language oral proficiency of Cambodian American students, This study reports on an experiment that compared the acquisition utilizing the results of a Khmer picture vocabulary test and a of three artificial case markers, based on the Czech morphological story-retelling task administered to monolingual and bilingual system, under incidental learning conditions. Subjective Khmer-speaking students at a Cambodia primary school and a measures of awareness and retrospective verbal reports were California heritage language program. utilized to examine whether the resulting knowledge was implicit Mong Thi Nguyen, University of California, Davis or explicit in nature. Learning Vietnamese in the Community 184. Emotion, Access and Disciplinary Affiliation in Researching This paper discusses the experiences of (re)learning a heritage and Publishing by L2 ‘Periphery’ and ‘Center’ Scholars language, Vietnamese, at a community-based school. Students Colloquium and the community’s perspective are analyzed to present a deeper 8:00 to 9:40 am understand of the complexities involved in language maintenance. Floor Main Lobby - Columbia Sik Lee Dennig, Stanford University Genevieve Leung, University of San Francisco Session Organizer: Yuuko Uchikoshi, University of California, Davis Karen Englander, York University For non-native speakers of English, participating in English-language Universality and Variability in Chinese Heritage Language: scholarship has an impact on, potentially, every stage of the research- Implications for Researchers and Practitioners publishing process: framing the research, collaborating with colleagues, This paper draws from a complexity theory perspective to explain producing adequate texts, negotiating with journal editors, and establishing Cantonese heritage language learners’ language development. a disciplinary presence. The four papers in this colloquium explicate these Findings from this study show how narrative development for complex, negotiated processes. these heritage speakers utilizes their histories of participation and Yongyan Li, University of Hong Kong patterns of language use that emerge through interaction. Journal Ranking Lists, Performativity, and International 186. RWL Mon 8:00-9:40 Collaboration: Chinese Management Academics Publishing Paper Session in English 8:00 to 9:40 am Journal rankings have become something of an obsession in Floor Lower Level 1 - Eugene academia recently; business schools are on the frontline of the JuHee Lee, The University of Texas at Austin ranking race. In this presentation I examine how journal rankings Investigating the Effects of Input-based Instruction on the create performative pressure for Chinese management academics and how they engage in international collaboration in their Acquisition of Grammar: A Comparison Between commitment to English publication. Comprehensible Input and Structured Input Instruction Christine Casanave, Temple University Japan This study examines the effects of input-based instruction via reading on Korean adolescent learners’ receptive and productive An 'Ecology of Effort' Perspective on Authors' Emotional knowledge of grammar in an EFL context. We suggest that Responses to Reviews of Their Submitted Manuscripts processing input for comprehension, even without production This paper draws on the experiences of several authors and practices, helps improve overall grammatical competence and reviewers to explore the links between the review process and acquire specific linguistic features. 128

Ji-Hyun Park, Michigan State University reading construct has yielded mixed results. To investigate this Second Language Learners' Engagement with Written issue, five item formats intended to measure the same reading construct were analyzed using two unique IRT approaches. Corrective Feedback Results indicated that not all test item formats represented the The present study aims to understand effects of directing learners’ reading construct equally. attention to CF in different ways. The effects will be discussed in Jeanine Caroline Treffers-Daller, University of Reading terms of the depth of learner processing of the feedback, types of the feedback (grammar, lexical and mechanics), and retention of Tomasz Korybski, University of Warsaw the effects of feedback. Using lexical diversity measures to operationalize language Mansoor Al-Surmi, University of Central Missouri dominance in bilinguals Muhammad Qureshi, Northern Arizona University We propose a new Index of Language Dominance in bilinguals Collocation Use in L1 and L2 Freshmen Composition (ILD), based on different measures of lexical diversity, including HDD (McCarthy & Jarvis, 2007). We then demonstrate its The role and importance of collocations have been emphasized predictive validity in relation to length of residence, attitudes, for proficient language use. However, L1 and L2 use of frequency of use of English and code-switching. collocation in freshmen writing seems to be relatively under- explored. How do L1 and L2 writers in freshmen composition 189. COG Mon 8:00-9:40 differ in their use of collocations? Join the presentation to find Paper Session out! 8:00 to 9:40 am 187. LPP Mon 8:00-9:40 Floor 3rd floor - Meadowlark Paper Session Nick B. Pandža, University of Maryland, College Park 8:00 to 9:40 am Phillip Hamrick, Kent State University Floor 2nd Floor - Hawthorne What Makes Second Language Lexical Competition So Diana Maria Josephina Camps, University of Oslo Competitive? The Discursive Construction of Users in the Language This study investigated L2 lexical competition effects with Arabic Standardization of Limburgish learners of English using a gating task, specifically looking at /b/ and /p/ initial words in English, which are allophones of the same This paper analyzes language standardization as a form of phoneme in Arabic. The results show a strong frequency effect, technology, focusing on policies concerning standardization of but no apparent effect for phonological neighborhood Limburgish in the Netherlands. Drawing on discourse analysis information. and theoretical concepts from the field of Social Studies of Science and Technology, I show how discourses in policy texts Roman Chepyshko, Michigan State University frame or construct intended users. Organizational and Distinctive Processing of New Second Anne Ambler Schluter, University of Texas at San Antonio Language Vocabulary Discrepancy between Macro and Micro Language Policies in This study examined effects of distinctive and organizational Istanbul's Kurdish Workplaces processing in learning new second language words. Novel artificial lexemes paired with images of categorically related and This study investigated the frequency of Kurdish workers' random items were learned with or without accompanying object Kurdish vs. Turkish utterances in Istanbul workplaces. Borrowing specific sounds. The findings demonstrated differential effects of from Goffman's front vs. backstage paradigm, the study compared the distinctive cues on learning new L2 words. workers' language in dining rooms (front) and kitchens (backstage). Results showed that backstage workers spoke over Eun-Hee Jeon, University of North Carolina at Pembroke three times more Kurdish than their dining room counterparts. Yuko Butler, University of Pennsylvania Alsu Gilmetdinova, Purdue University The relationship between word association behavior and The Role of Policy Mechanisms in Language Policy: A storytelling performance in Korean and English among Comparison of New York, USA and Tatarstan, Russia Korean kindergarten children Shohamy’s (2006) framework adopted to examine language The present study qualitatively and quantitatively examines L1- policies in two states, New York, USA, and Tatarstan, Russia, Korean and L2-English word association patterns and behaviors reveals how policies can be manipulated differently through a among 49 kindergarten children in Korea. The study also variety of mechanisms. As hidden agendas are uncovered, investigates whether there is a systematic relationship between suggestions are made to advocate for and protect linguistic rights word association and storytelling performance among children in of individuals and groups. L1 and L2. 188. ASE Mon 8:00-9:40 190. LCS/PRG Mon 8:00-9:40 Paper Session Paper Session 8:00 to 9:40 am 8:00 to 9:40 am Floor 2nd Floor - Laurelhurst Floor Lower Level 1 - Medford Jyu-fang Yu, Tunghai University Janire Zalbidea, Georgetown University Ming-Yi Chen Shieh, Tunghai University The Effects of Proficiency and Language Use on Heritage The Study of Successful Vocabulary Inferencing Rate at Full Speaker Pragmatics Vocabulary Coverage The study explores the effects of proficiency and frequency of Contradictory to the long-held assumption that inferencing language use on Spanish heritage speakers’ speech act success positively correlated with vocabulary size, equal realizations. Results suggest that these variables can affect the vocabulary coverage yielded different correct inferencing rates level of directness as well as the frequency of lexical and among the three grades of the high school participants. Factors syntactic downgrading mechanisms used in requests and other than vocabulary ability have affected the students’ complaints. inferencing the meaning of unknown words in the reading Cesar Felix-Brasdefer, Indiana University context. The Challenge of Teaching Pragmatic/Discourse Variation Anthony P Becker, Colorado State University In this presentation I examine the teaching of L2 pragmatic Tatiana Nekrasova-Becker, Second language Testing, Inc. variation. The aim is to teach learners to negotiate discourse Using IRT to Investigate the Effect of Different Item Formats on practices to develop interactional competence (service encounters the Construct of Reading Ability and email requests in academic contexts). I propose a pedagogical model for the teaching of L2 pragmatic/discourse variation. Research on whether different test-item formats measure the same 129

Veronika Timpe, ETS U.S. Latino Fifth Graders in a Spanish/English Dual The Role of Input in Developing Pragmatic Competence Immersion Classroom This study investigated the development of socio-pragmatic Along with examining how and for what purposes four U.S. comprehension in relation to learning opportunities as Latino fifth graders translanguage in their Spanish/English dual experienced by German university learners of English. Different immersion classroom and identifying the other semiotic resources types of input and their effects on pragmatic comprehension were and ecological affordances utilized during these linguistic examined, revealing audiovisual media, more than a prolonged performances, the present study investigates the meaning which stay in the TL environment, as the most influential factor. the translingual practices have for the aforementioned students. Diana Carolina Ramos, University of Texas, San Antonio 191. New Directions in the Measurement of Implicit and Explicit L2 Knowledge Utilizing Bilingual Practices to Construct Identities and Capital Colloquium on the U.S.-Mexico Border 8:00 to 11:00 am This study focuses on the English-Spanish bilingual practices, Floor 2nd Floor - Mt. Hood language preferences, and identities of students from a high social class in the U.S.-Mexico border. English-Spanish bilingualism is Session Organizers: identified as an expression of identity and also as a form of Rod Ellis, University of Auckland linguistic capital that preserves and enhances economic, social, Shawn Loewen, Michigan State University and cultural capital. The distinction between implicit and explicit L2 knowledge is fundamental Ashley Simpson Baird, University of Virginia to a number of key SLA issues. However, to examine the contributions of “Yo te estoy ayudando; estoy aprendiendo también/I am helping and interactions between the two knowledge types, validated measures of you; I am learning too:” A bilingual family’s community of implicit and explicit knowledge are needed. This colloquium investigates practice several instruments potentially capable of providing such measures. Patrick Rebuschat, Lancaster University This case study analyses one immigrant Latino family’s discourse during home literacy events. Findings reveal the multidirectional Measuring Implicit and Explicit L2 Knowledge: A brief influence within the family’s community of practice where Introduction members are able to leverage their linguistic and/or literate This paper reviews three ways of measuring implicit and explicit strengths to mutually construct meaning during literacy events. knowledge: verbal reports, direct vs. indirect tests, and subjective Christopher Jenks measures. For each measure, I will illustrate how it can be used to Tokki means bunny: The socialization of bilingual parenthood study the acquisition of implicit and explicit L2 knowledge and through heritage language learning conclude with a discussion of limitations. Aline Godfroid, Michigan State University This study examines how a parent who is a predominately monolingual speaker of English learns Korean in order to Shawn Loewen, Michigan State University socialize himself into bilingual parenthood. Using conversation Sehoon Jung, Michigan State University analysis and analytic autoethnography, this study explores how Ji-Hyun Park, Michigan State University the parent’s learning activities and bilingual conversations are Susan Gass, Michigan State University organized. Rod Ellis, University of Auckland 192-2. Table 2 Scholarly Writing Eye movements in Grammaticality Judgments: The relationship Roundtable Session between Accuarcy and Online Grammatical Sensitivity Sarah Huffman, Iowa State University This study uses the eye-tracking data and accuracy scores of Stephanie Link, Iowa State University English learners’ responses on timed and untimed GJTs in order Todd Paben, Iowa State University to investigate implicit and explicit knowledge. Sensitivity to Elena Cotos, Iowa State University errors, as measured by gaze duration, and accurate judgments on the timed GJT may indicate the presence of implicit knowledge. A Cross-disciplinary Move Schema for Research Article Nina Spada, OISE/University of Toronto Discussion/Conclusion Sections Investigating the Contributions of Instruction to Different Types Although genre analyses have uncovered general information about how to write a Discussion/Conclusion section, little is of L2 Knowledge known about the rhetorical functions utilized across disciplines. This paper reports research investigating the contributions of Our paper describes the development and validation of a cross- different types of instruction to the development of implicit and disciplinary move/step schema for Discussion/Conclusion explicit L2 knowledge with adult ESL learners. The findings are sections. Implications for the application of the schema are discussed in terms of how task design features and learner discussed. variables play important roles in the measurement of both types Cheryl Lynn Sheridan, Indiana University of Pennsylvania of knowledge. Natsuko Shintani, Nanyang Technological University A Globalized Peripheral Context: Development of a Citation Index in Taiwan and its Role in Scholarly Publication and The Effects of Written Corrective Feedback on L2 Learners’ Research Dissemination Explicit and Implicit Knowledge of the English Indefinite Article Institutional documentation and interviews were used to investigate how a Taiwan citation index, designed to balance The study examined the effects of two types of written corrective overreliance on international indexes for assessment and ranking feedback on learners’ implicit and explicit knowledge of English and provide bibliometric data, was developed. The index’s effects indefinite article. The results indicated that one of the types of on national journals, knowledge generation, and research written correction had an effect on the learners’ explicit dissemination from the periphery to international databases will knowledge but not on their implicit knowledge. be discussed. 192. Monday Roundtable Session 1 8:00-9:40am Brian Paltridge, University of Sydney 8:00 to 9:40 am Referees’ comments on submissions to peer-reviewed journals: Portland Marriott Downtown Waterfront: Floor 2nd Floor - Pearl When is a suggestion not a suggestion? 192-1. Table 1 Translanguaging This presentation discusses the ways in which reviewers ask for Roundtable Session changes to be made to submissions to peer-reviewed journals. Justin Bennett, New York University Often, these changes are requested indirectly. For authors who are new to the peer-review process, indirect requests of this kind can Beyond Translanguaging: The Translingual Practices of Four be very difficult to decode. 130

Nathan W Lindberg, Indiana University of Pennsylvania Building a Validity Argument for a Grammar and Pragmatics ESL Vs. EAL: Corpora Analyses of English Language Teaching Test in the Context of Speaking: The Generalization Nomenclature Trends in Academic Journals Inference "Second language" and "limited proficiency" have very different The purpose of this talk is to illustrate, through the example of a connotations than "additional language" and "multi-competency." grammar and pragmatics role-play speaking test, how test The former emphasize deficiency while the latter emphasize designers can construct the generalization inference piece of a aptitude. Through corpora analyses of some leading academic validity argument to justify test score interpretation and use to journals, the frequency of these types of terms might indicate make decisions about test-takers. trends of theoretical perspectives of scholars in these journals. Hyojung Lim, Michigan State University 192-3. Table 3 Teaching and Learning Interactional Investigating the Cognitive Validity of the iBT TOEFL reading Competence test Roundtable Session This study investigates the cognitive processes that Chinese ESL Ihnhee Kim, University of Pennsylvania students actually adopt in the TOEFL reading test through the eye movement and interview data. Discussed are learners’ strategic An Innovative Approach to the Choice of Speech Levels and behaviors to compensate for their slow reading rate and the Raising Second Language Learners’ Sensitivity in Dynamic usefulness of eye-tracking technology for test validation. Interactional Situations Ellen Johnson Serafini, George Mason University By adopting the notion of ‘stance’, this research investigates The Internal Validity of Tests Tapping Implicit and Explicit dynamic attitudinal aspects of the usage of speech levels, which Linguistic Knowledge in Adult Second Language (L2) was not captured by a sociolinguistic approach. The presentation reports the students’ perception of and their sensitivity to the Learners at Increasing Proficiency choice of speech levels after implementing ‘noticing activities’ This study further investigated the psychometric properties of a through drama clips. test battery designed to tap second language (L2) knowledge of Elena Shvidko, Purdue University (implicit) and about (explicit) L2 grammar in adult learners of Spanish at three levels of proficiency. Results highlight the need Examining Politeness Through a Critical Lens to consider proficiency level when assessing L2 knowledge The presenter discusses the concept of politeness from a critical constructs. perspective. The addressed issues include the differences between positive and negative politeness in their expression of 195. Learning-as-action: Views from a Range of (Semi-) social solidarity and restraint, the face-threatening aspect of institutional Settings politeness, the use of particular verbal and other semiotic Colloquium resources, and power relations between interlocutors. 8:00 to 11:00 am 193. SOC Mon 8:00-9:40 Floor Lower Level 1 - Salon A Paper Session Session Organizers: 8:00 to 9:40 am Piibi-Kai Kivik, Indiana University Floor Lower Level 1 - Portland Silvia Kunitz, UIUC Jason Jon Litzenberg, Georgia State University Discussants: Reconceptualizing Oral Proficiency for English as a Lingua Eric Hauser, University of Electro-Communications Franca Communication Junko Mori, University of Wisconsin, Madison NSs of English are frequently absent from lingua franca This colloquium aims to engage conversation analysts in a methodological communication, yet these interactions are nonetheless successful. discussion regarding how learning as social action is accomplished by Removing the native speaker from such situations therefore participants and identified by analysts in data collected in different settings, requires a reconceptualization of proficiency. This presentation ranging from formal classroom instruction to hybrid (i.e., semi-institutional) approaches such a reconceptualization using the results of an speech events. online survey and focus group interviews with pre-service Silvia Kunitz, UIUC English teachers. Numa Markee, UIUC Aleksandra Kasztalska, Purdue University Doing Noticing: An Ethnomethodological Respecification “Feel Like At Home”: How English is Shaping Poles’ Identities In the present paper we provide a preliminary behavioral, As Global Citizens and Non-Native Speakers ethnomethodological respecification of the psychological I examine the multiplying roles of English in post-communist construct of noticing (Schmidt, 2010) as a complex of situated Poland, proposing that English allows Poles to dissociate from the interactional noticings (Schegloff, 2007, p. 87) that include the East and associate with the West. I also report on my study of use of talk-in-interaction, various embodied actions, and the Polish online discourses about English, which reveal Poles’ production of cultural artifacts. ambivalence toward English vis-à-vis a pervasive native- Mi-Suk Seo, California State University - Sacramento speakerism and linguistic insecurity. L2 Learners' Embodied Displays of Progress in Learning Sylvia Antonina Sierra, Georgetown University Based on data from one-on-one ESL conversation tutoring, this (Re)Mixing in Mexitronica: English Borrowings, Globalization study examines how L2 learners display their progress in and Identity in Mexican Electronica music language learning through embodied actions while producing This paper addresses Blommaert’s (2010) theoretical challenge to verbal tokens of their understanding of certain linguistic features develop a ‘sociolinguistics of globalization’ by examining how that engendered lengthy repair sequences. Mexitrónica music utilizes English borrowings to index a new Piibi-Kai Kivik, Indiana University identity. I demonstrate how English borrowings in Mexitrónica Accounting for Repair in L2 Conversation-for-learning are a resource for constituting a new marketable “glocal” identity The paper presents an analysis of a sequence in conversation-for- that is at once local and global. learning talk that is ostensibly done as a conversational repair but 194. ASE Mon 8:00-9:40 reveals members´ synchronized teaching and learning activities. It Paper Session discusses the emergence of learnables from interaction and the 8:00 to 9:40 am trajectory of learning activities extending to the past and future contexts of use. Floor 3rd floor - Salmon Gunlög Sundberg, Stockholm University Kirby Grabowski, Teachers College, Columbia University Learning in an Internship Workplace Context: “The Expertise – 131

Equality Dilemma" Anita Bowles, University of Maryland The present study focuses on the interactions between L2 users of Noah Silbert, University of Cincinnati Swedish enrolled in a university course for civil servants and their Debra Kramasz, University of Maryland tutors. The data illustrate how the tutors’ different orientations to Charles Blake, University of Maryland their role as professional and linguistic experts may affect the way Carolyn Crooks, University of Maryland learning as social action is done. Dorna Richardson, Department of Defense Karolina Wirdenäs, Stockholm University Jamie Hester, University of Maryland To Help or to Hinder: On Teacher Interaction and Scaffolding in Timothy Buckwalter, University of Maryland Relation to Writing Development Peter Schultz, University of Maryland Framed within a sociocultural perspective on interactional Amount of Context & Degree of Cognitive Effort Affect Recall analysis, this paper illustrates how, in a Swedish-L1 classroom, the teacher’s interactional style (i.e., casual conversation versus a in Intentional L2 Vocabulary Learning more formal style characterized by overt directives) may affect In a study of intermediate-level Arabic L2 vocabulary learning, the students’ learning process and the texts they are producing. higher levels of cognitive effort as well as lower amounts of surrounding context led to greater word recall. The advantage for 196. TXT Mon 8:00-9:40 tasks requiring higher effort was most pronounced for immediate Paper Session recall, and when less context was provided. Floor Lower Level 1 - Salon B 198. Exploring Post-admission Language Assessments in Guangwei Hu, Nanyang Technological University Universities Internationally Guihua Wang, Nanyang Technological University Colloquium A Comparative Study of Disciplinary and Ethnolinguistic 8:00 to 11:00 am Influences on Citation in Research Articles Floor Lower Level 1 - Salon D This paper reports on an empirical study designed to investigate Session Organizer: cross-disciplinary and cross-linguistic variations of multiple citation features in research articles. The study drew on an John Read, University of Auckland analytic framework that integrated multiple aspects of citation Discussant: under the unifying perspective of Bakhtinian dialogism. Carol Chapelle, Iowa State University Betty Samraj, San Diego State University The colloquium explores innovative ways in which universities around the Evaluation and Politeness in Private Anonymous Academic world have introduced post-admission language assessment to identify Texts: The Case of Manuscript Reviews students whose academic language and literacy need to be enhanced. The presenters will discuss the nature of the construct underlying such A discourse analysis of “reject” and “major revision” manuscript assessments as well as issues in their design and implementation. reviews submitted to an applied linguistics journal revealed John Read, University of Auckland differences in use of evaluation and politeness across these sub- groups. The results also indicate the suspension of the usual rules Issues in Implementing a Campus-wide Program of Post-entry of politeness obeyed in evaluation in published academic texts in Language Assessment the “reject” reviews. The paper will discuss a post-entry language assessment program Eunsook Shim, Sangji University introduced by a major New Zealand university for all incoming Hedges, Boosters, and Attitude Markers in Research Articles: A undergraduate students. It will consider the basic principles of the Comparative Study between Korean and English. program design, the nature of the construct involved and the extent to which the assessment may be considered diagnostic in This study compares interactional features such as hedges, nature. boosters, and attitude markers employed in English and Korean Janna Fox, Carleton University research articles in applied linguistics. This study suggests that the avoidance of explicitness can be interpreted by high-context John F. Haggerty, University of British Columbia communication, and thus we should consider the preferred Mitigating Risk in First-year Engineering: Post-admission rhetorical strategies in specific academic communities. Diagnostic Assessment in a Canadian University 197. SLA Mon 8:00-9:40 The use of diagnostic assessment in the post-admission context of Paper Session first-year engineering requires finding the right balance in the 8:00 to 9:40 am interplay of marketing (Read, 2008), task, rater, scale, and feedback. This longitudinal study investigates the potential of Floor Lower Level 1 - Salon C diagnostic assessment to identify students-at-risk, provide more Paul Tucker, University of Bedfordshire effective academic support, and help prevent failure. Beyond Word Frequency: Semantic Specificity as a Measure of April Ginther, Purdue University Lexical Proficiency Xun Yan, Purdue University This paper investigates whether semantic specificity is a valid, Thirakunkovit Suthathip, Purdue University measurable, and scalable alternative to frequency-based measures Nancy Kauper, Purdue University of vocabulary knowledge in language learners. Native-speaker Test-taker Feedback as Quality Control for Post-entry Language judgments of relative specificity are shown to correlate highly with corpus-based measures of the same property, which in turn Proficiency Testing correlate highly with corpus-based frequency counts. An important source of information for quality control Eric Dodson procedures, often overlooked by test developers, is feedback from test takers. Analysis of the comments of prospective international Opportunities for Incidental Vocabulary Acquisition from teaching assistants, a particularly savvy group of test takers, about Spoken Discourse in an English for Academic Purposes their experiences with a post-entry test, provides considerable Classroom insight into the test taking experience. This paper explores the frequency and recycling of Academic Michael Harrington Word List (AWL) items spoken by an EAP teacher throughout Thomas Roche, Southern Cross University two weeks of an intermediate Grammar/Writing class. A limited Post-enrolment Language Assessment in an English as a Lingua number of AWL items occur with high frequency in this teacher’s talk, though their meanings do not always match common Franca Setting: Diagnostic Testing in English-Medium academic uses. Omani Universities Ewa M Golonka, University of Maryland This presentation examines post enrolment language assessment 132

in English-medium universities in Oman. Data from diagnostic Self-Study Practices in Foreign Language Learning: tests carried out to identify lower proficiency students are Relationships among Time Spent, Preferred Activities, and presented. Effective diagnostic measures are identified and Outcomes particular attention given to assessment issues arising in English- In this study, survey responses and course outcome scores as-a Lingua-Franca settings like Oman. showed that language students engage in varied unassigned target Albert Weideman, University of the Free State language activities. Regression modeling showed negative Construct Refinement in Tests of Academic Literacy relationships between time spent on assigned and unassigned From a design angle, the examination of the construct underlying coursework with outcome variables, while some other target post-entry tests of academic literacy in South Africa is potentially language activities showed positive relationships with passing the highly productive. Tapping the diagnostic information they yield language course. more efficiently, and making modifications and additions to Wenxia Wang, Michigan State University current test task types will provide theoretically defensible Students’ Roles in Foreign Language Teachers’ Learning and changes to their design. Use of Teaching Methods 199. Translingual Practice: From Theory to Pedagogy This research study investigates how students influence new Colloquium Chinese language teachers learning and use of foreign language 8:00 to 11:00 am teaching methods in U.S. public K-12 schools, by focusing on Floor Lower Level 1 - Salon G four teachers from different linguistic, cultural, educational, and ethnic backgrounds. Session Organizer: Edit H. Kontra, Eötvös Loránd University Shondel Nero, New York University Kata Csizér, Eötvös University This colloquium explores the challenges and possibilities of enacting Katalin Piniel, Eötvös University translingual pedagogy in today’s second language classrooms. Panelists will outline the main challenges posed for teachers, and the shift in The Interrelationship of Motivation, Learners’ Beliefs, and pedagogical orientations that might address these challenges with respect to Learning strategies of Deaf and Hard of Hearing Foreign teacher training, writing assessment, and the politics of K-12 education. Language Learners Suresh Canagarajah, Pennsylvania State University We investigated what characterizes Deaf and hard of hearing Challenges and Possibilities in Translingual Pedagogy foreign language learners’ beliefs, learning strategies, and how Though the translingual orientation has generated influential these variables alongside constructs of the L2 motivational self studies on everyday communication from sociolinguistic system interact. Results indicate that the ought-to L2 self, perspectives, its place in pedagogy is unclear. In this presentation, cognitive learning strategies, and learning experiences have a I engage with existing research in classroom contexts and direct effect on motivated learner behavior. questions from practitioners to make pedagogical 201. Multilingual Encounters in Transcultural Families recommendations. Colloquium Shondel Nero, New York University 8:00 to 11:00 am Teacher Preparation for Translingual Pedagogy: Examining Floor Lower Level 1 - Salon I Goals, Challenges, and Ideologies Session Organizers: The rise in plurilingual practices worldwide has led translingual Elizabeth Lanza, University of Oslo scholars to call for a re-examination of language pedagogy. In this Li Wei, Birkbeck College, University of London paper, I propose ways that teacher education programs might reconceptualize their goals along translingual lines, and address Discussant: challenges and possibilities of implementing translingual Kendall King, University of Minnesota pedagogy within standard language ideology in schools. This colloquium will examine family language policy in multilingual Deborah Crusan, Wright State University transcultural families through original research focusing on language Translingual Pedagogy and Writing Assessment: A Harmonious ideologies and language practices. We seek to investigate some of the key forces in processes that may potentially lead to the demise of minority Union? languages and cultures, or to their spread. Discussing assessment in the teaching of writing within a Li Wei, Birkbeck College, University of London translingual framework, the third panelist specifically addresses Zhu Hua, Birkbeck College, University of London the issue of grades and questions the appropriateness and the practicality of applying principles of translingual pedagogy to the Language Policy in Transnational Multilingual Families: A assessment of student writing. Historical Perspective Christina Ortmeier-Hooper, University of New Hampshire Based on ethnographic interviews in two transnational families Challenges and Possibilities: Considering Translingual with roots from China, we examine how the families made Pedagogy in K-12 Literacy Education decisions on language choice and language transmission from generation to generation, with particular attention on the role of The fourth panelist examines the challenges of translingual linguistic ideology, community relations, global geopolitics and approaches in K-12 literacy education with attention to the changing linguistic hierarchies. Common Core Standards Initiative (CCSI). She considers the Agnes He, Stony Brook University official CCSI rhetoric on English language/multilingual learners in juxtaposition to the “normed” interpretations of the standards Across Generations and Geographies: Communication in from teacher educators, teachers, and consultants. Chinese Heritage Language Speaking Households 200. PED Mon 8:00-9:40 This presentation examines how members of Chinese American families use strategies of reformulation and repair to Paper Session collaboratively navigate their worlds and to complement each 8:00 to 9:40 am other’s language and cultural knowledge and skills. It argues that Floor Lower Level 1 - Salon H language mediation is a form of social action that transcends Carrie L Bonilla, University of Maryland generational and geographical divides. Meredith Mislevy Hughes, University of Maryland Bente Ailin Svendsen, University of Oslo Medha Tare, University of Maryland Where Have All the Languages Gone, Long Time Passing? Maloney Shawn, University of Maryland Family Language Policy across Time in a Filipino Diaspora Karen Vatz, University of Maryland This presentation investigates change in family language policy Kathryn Rhoad, University of Maryland (FLP) in real time, applying Silverstein’s ‘total linguistic fact’. It 133

focuses on multilingual socialization; how transnational families Pei-Jie Jenny Chen, University of Maryland College Park deal with incomplete acquisition, attrition or loss of heritage Dian Nasrah Marissa, Gadjah Mazda University language(s); and it explores changes in the children’s multilingual competence, practice and identity constructions over time. Shuttling between Learner and Teacher Identities as part of Annick De Houwer, Erfurt University Developing Pedagogical Competence: Case Studies of Three Preservice Chinese Language Teachers Stability in Maternal Language Choice over Time: The Relying upon postructuralist framework for identity and NNEST Influence of Bilingual Children’s Speech Status scholarship, this study examines how preservice Chinese Maternal language choice in dyadic interactions with pre-verbal language teachers develop pedagogical and linguistic expertise as bilingual children predicts maternal language choice with the they engage in multifaceted and complex identity negotiation same children when they are older and producing words. This has during preservice teacher education. Findings reiterate the calls implications for bilingual family interaction and the role of for deeper understanding of teacher identity construction in maternal language input in the bilingual acquisition process. language teacher education. Xiao Lan Curdt-Christiansen, Nanyang Technological University Youmie Janice Kim, Arizona State University Conflicting Language Ideologies and Contradictory Language Writing Strategies in IEP and FYC Textbooks Practices: Focusing on Singaporean Bilingual Families This paper presents a qualitative data analysis of how writing This presentation looks at the relations between language strategies are represented in Intensive English Program and First- ideologies and language practices in Singapore. Analyzing family year Composition textbooks. The presenter shows what types of language audit and language practice in everyday interactions, it strategies, goals and tools are found in these textbooks and attempts to capture the complex multilingual ecology between discusses pedagogical implications. value-laden language choices and language ideologies. 202. DIS Mon 8:00-9:40 Paper Session MONDAY 9:55 am 8:00 to 9:40 am 204. SLA Mon 9:55-11:00 Floor 3rd floor - Sunstone 9:55 to 11:00 am Leslie C. Moore, Ohio State University Floor 2nd Floor - Belmont Talking African Storybooks into Relevance in a Somali-centric Galina Putjata, Dresden University of Technology Kindergarten When Hands Learn to Speak: Age Effects on the Embodiment In a kindergarten for Somali-Americans, participants talked of Meaning in L2 African storybooks into relevance through pre-, post-, and This study examined the embodiment of the concept “privacy” in insertion sequences in which the teacher prompted children to Russian, Spanish and French speaking learners of German as L2. engage with the story. Few such sequences occurred during The results reveal that acquiring a new concept led to significant “mainstream” storybook read-alouds even though many of these gestural adjustment in young learners and suggest that AoA stories were more relevant to the children’s lived experiences. factors significantly in the embodiment of meaning in L2. Josephine Lee, University of Hawaii at Manoa Scott Crossley, Georgia State University The Interactive and Bilingual Organization of Co-teaching Tiffany Lester, Georgia State University Practices: Science Lessons in an Elementary Korean-English Samuel Clark, Instituto Tecnológico y de Estudios Superiores de Bilingual Program Monterrey This study examines co-teaching practices in delivering a YouJin Kim, Georgia State University bilingual science lesson. The combination of a sequential, Embodied cognition and passive processing: What hand- categorical, and multimodal analysis illustrates how teachers tracking tells us about syntactic processing in L1 and L2 organize the instruction, tasks, and activities as a coherent set of speakers of English social actions, illuminating the locally-constructed nature of This study used mouse-tracking software to analyze L1 and L2 bilingual co-teaching practices in the context of South Korea. speakers’ processing of passive and declarative structures in Catherine Box, Teachers College, Columbia University English. The findings indicate that, although L1 participants When and How Students Take the Reins: Specifying Student process both declarative and passive structures more quickly than Initiatives in Tutoring Sessions with Preschool-Aged L2 participants, both L1 and L2 participants demonstrate similar Children difficulties in processing passive constructions. Using videotaped tutoring sessions between a teacher and ESL 205. RWL Mon 9:55-11:00 preschool-aged children, this study examines student initiatives as Paper Session they unfold in naturally-occurring talk in an educational setting. It 9:55 to 11:00 am specifies 1) what kinds of talk prime students to take initiative, and 2) how student initiatives shape the ensuing teacher-student Floor Main Lobby - Columbia dialog. Luciana Junqueira, Georgia State University Academic Literacy Experiences and Needs of Undergraduate 203. PED Mon 8:00-9:40 Paper Session Writers: Instructors’ and Students’ Perspectives 8:00 to 9:40 am This presentation reviews a semester-long case study on the academic literacy experiences of international, generation 1.5 Floor Main Lobby - Willamette (immigrant), and native-speaking students in composition and Juanjuan Zhao, University of Cincinnati subject-area courses at an American university. Implications Gulbahar Beckett, University of Cincinnati regarding types of support that are beneficial for these student Project-based Chinese as A Foreign Language Instruction: A populations are discussed, and applications for teacher training Cultural Historical Activity Theory Approach are offered. This is a research study that examines the feasibility and 206. BIH Mon 9:55-11:00 effectiveness of PBI in teaching Chinese as a foreign language in Paper Session U.S. classrooms. Cultural Historical Activity Theory was 9:55 to 11:00 am employed as a conceptual framework to interpret students and the Floor 3rd floor - Douglas Fir teacher’s perceptions and experiences with project-based instruction in the teaching of Chinese. Agnieszka Otwinowska-Kasztelanic, University of Warsaw Bedrettin Yazan, University of Maryland, College Park Małgorzata Foryś, University of Warsaw 134

Affectivity in Bilingual Mathematics and Science in Elementary 209. COR Mon 9:55-11:00 School Paper Session Negative affectivity may hamper cognitive processing. In 9:55 to 11:00 am bilingual tuition, linguistically inadequate materials cause Floor 2nd Floor - Laurelhurst negativity leading to Intellectual Helplessness (IH) among Nancy Bell, Washington State University children. The study revealed that children’s grades and reported Stephen Skalicky, Georgia State University problems with English significantly predict IH experienced in bilingual classes. No significant correlations were found between A Corpus-Assisted Analysis of the Functions of “I’m just grades in English and IH. Kidding” in American English Piet Van Avermaet, Ghent University This presentation reports on a corpus-assisted discourse analysis Sven Sierens, Ghent University of the functions of “I’m kidding” in spoken American English. Stef Slembrouck, Ghent University We find that it is most often used as a way of avoiding (rather than redressing) failed humor, and also functions as a bid to return Koen Van Gorp, Centre for Language and Education, KU Leuven to a serious interactive frame. Functional Multilingual Learning: the Cognitive and Non- Lubna Alsagoff, Nanyang Technological University Cognitive Impact of Exploiting Children’s Multilingual Rethinking Grammar: Findings from a Longitudinal Corpus Repertoires in Mainstream Classrooms Investigation of Language Development In a context of national monolingual ideology, a longitudinal This paper provides empirical evidence from a longitudinal multi-method study was set up in elementary schools in Ghent corpus of Singapore primary school essays that it is necessary to (Belgium) to look at the cognitive and non-cognitive effects of a rethink our conceptualization of grammar beyond the traditional policy which exploits children’s multilingual repertoires in model, to move from word to phrase level, and to rearticulate it in mainstream classrooms. Quantitative and qualitative findings of language teaching as a meaning-making resource at the textual this quasi-experimental study will be discussed. level. 207. RWL Mon 9:55-11:00 210. COG Mon 9:55-11:00 Paper Session Paper Session 9:55 to 11:00 am 9:55 to 11:00 am Floor Lower Level 1 - Eugene Floor 3rd floor - Meadowlark Madhav Kafle, Pennsylvania State University Trini Stickle, University of Wisconsin Literacy in Mobility: Perception and Negotiation of Literacies Anja Wanner, University of Wisconsin across Transnational Contexts Syntactic Patterns in the Speech of Persons with Dementia In this paper, I discuss a migrant student’s perception and Using interactional data, we investigate whether disruptions in negotiation of academic literacies in a transnational context. syntactic structures contribute to interactional difficulties Showing how the student successfully uses his linguistic experienced in the communication with persons with dementia. repertoire to shuttle across borders, I argue for a deeper Specifically, we focus on transitivity patterns for verbs with high understanding of students’ life worlds and funds of knowledge and low frequency, the use of complex patterns (e.g., passive they bring to the classrooms. constructions), and reliance on formulaic phrases. Patrick Henry Smith, University of Texas, El Paso Vedran Dronjic, University of Toronto Albertina Valdez, University of Texas. El Paso Rena Helms-Park, University of Toronto The Biliteracy Practices of Texas Border Colonias: What Do Cindy Yee, University of Toronto Teachers Know and Believe? Dang Shim, University of Toronto This qualitative study explored what literacy teachers know and L1 Morphological Type Affects L2 Morphological Processing believe about forms of language and literacy practiced in Texas We investigated the real-time processing of English morphemes border colonias, impoverished, highly bilingual communities in (inflectional, Stratum 1 derivational, and Stratum 2 derivational) the U.S.-Mexico borderlands. We identify patterns in teacher by native speakers of English, Chinese, and Korean. Korean knowledge and ideologies, and compare and contrast these with participants had an advantage over Chinese participants, which is the rich literacy practices of colonia households. explained by L1-L2 typological similarity, making this the first 208. LPP Mon 9:55-11:00 behavioural study to demonstrate such an advantage. Paper Session 211. LCS/PRG Mon 9:55-11:00 9:55 to 11:00 am Paper Session Floor 2nd Floor - Hawthorne 9:55 to 11:00 am Anne Marie Guerrettaz, Indiana University Floor Lower Level 1 - Medford Language Revitalization Pedagogy in Yucatec Teacher Jennifer D. Ewald, Saint Joseph's University Education: The Emergence of Standard Maya Anne Edstrom, Montclair State University This ethnographic research investigates a Maya language course “I’m away from the office”: Conveying Politeness in Auto- for teachers in the bilingual Maya/Spanish society of the Yucatan, Reply E-mail Messages Mexico. The implementation of language planning and the key agents of this process, teachers, are the substantive foci of this Auto-reply messages are a common vehicle for communicating study. Analysis examines the relationship between linguistic one’s unavailability and assuring interlocutors of an eventual standardization and language revitalization pedagogy. response. Drawing on Brown and Levinson’s (1987) Politeness Melissa Engman, University of Minnesota Theory, this study frames auto-reply messages as a tool for managing potentially face-threatening situations and analyzes Funding Fusha: Reconciling Practices in a Post-secondary strategies used in authentic contexts to minimize the threat. Arabic Language Classroom with Critical Language Initiative Derrin Pinto, University of St. Thomas Objectives “This is not an excuse not to go to class”: Student E-mail This case study examines the linguistic and pedagogical practices Excuses in L1 English in one post-secondary Arabic language class. The data show how This study analyzes 200 email excuses from undergraduate language and pedagogical practices implicitly and explicitly students to address a breach of a particular course requirement. privilege one variety of Arabic over other dialects, contradicting Within a speech act framework, the macro-act of an excuse can be objectives for funding the teaching of “critical languages” in the divided into various micro-acts or strategies. The analysis United States. highlights how these strategies are employed to mitigate the 135

infraction. universities of Montreal. The preliminary findings have

212. Monday Roundtable Session 2 9:55-11:00am implications for future research into pronunciation teaching. Arnaldo Robles, SUNY Albany 9:55 to 11:00 am Portland Marriott Downtown Waterfront: Floor 2nd Floor - Pearl Partnering Heritage and Second Language Learners of Spanish: Learning Opportunities for L2 Pronunciation 212-1. Table 1 Second/Foreign Language Teaching The results of the test pilot suggest that pronunciation Paige Vetter, University of Texas, San Antonio opportunities can be created at beginning levels among (HL –L2) Becky H Huang, University of Texas, San Antonio dyads, but these results should be taken with caution as the HL Beyond Language Gains: Non-Linguistic Benefits of Foreign sought more opportunities in pronunciation than the L2 learner. Language Education Sinem Sonsaat, Iowa State University The current study presents a systematic synthesis of empirical Stephanie Link, Iowa State University research that examined the non-linguistic benefits of early foreign John Levis, Iowa State University language (FL) instruction. Four main nonlinguistic benefits of FL Preparing to teach pronunciation: Native and Nonnative learning in both social and cognitive aspects emerged: motivation, Teachers’ Classroom Practices, Decision-making, and Use of academic gains, cognitive flexibility, and cultural gains. Teaching Materials Sheri Anderson, University of Utah Native-speaker status, identity and confidence, may shape the Cultural Acquisition during Short Term Study Abroad: How classroom practices of teachers. In this paper, we focus on the Much ‘Culture’ do Students Experience in Five Weeks? differences of classroom practices, decision-making processes Presented are the findings of an empirical study comparing the and the use of pronunciation teaching materials by two teachers of cultural acquisition of Spanish students (N = 40) studying abroad English, one a native speaker and one a nonnative speaker of for 5 weeks in two different locals. Triangulating both English. quantitative and qualitative data this investigation explores the 213. LID Mon 9:55-11:00 benefits of short term study abroad and the connections students make while abroad. Paper Session Alex Rosborough, Brigham Young University 9:55 to 11:00 am Floor Lower Level 1 - Portland Gesture and chronotope: A meaning-making experience in a Sovicheth Boun, University of Texas at San Antonio second language classroom This study addresses how a young English learner physically A Critical Examination of Language Ideologies and Identities of actuates in a new second language setting. Analysis of 20 Cambodian Foreign-Trained University Lecturers of English consecutive days during language-arts, highlights how a student’s This study explores the sociocultural contexts that influence the actions and her speech-gesture ensemble, helped materialize ideologies about English and English language teaching held by chronotopes which were then used to further the content or foreign-trained lecturers in the English Department of a public pedagogical task. university in Cambodia. The paper discusses how these ideologies contribute to the lecturers’ agentive roles and identity negotiations 212-2. Table 2 L2 Writing within the university. Gusztav Demeter, Case Western Reserve University Hiromi Takayama, University of Iowa Hee-Seung Kang, Case Western Reserve University Teacher Identity and Efficacy in Non-Native English Speaking A seminar approach to teaching L2 writing: Integrating the skills Teachers’ Professional Development: A Mixed Methods This presentation reports on experiences using a seminar based Study approach to teaching second language writing to undergraduate This session presents how the identity of Japanese non-native students. Details about activities and assignments related to English speaking teachers (NNESTs) affects their efficacy in reading, discussions, presentations, simulations, and writing, as teaching English in Japan. Drawing from multiple data sources, well as how the integration of these activities in seminar based this research investigates efficacy embedded within the teachers’ classes will be discussed. identities, beliefs, teacher training experiences, and cultural Jianing Liu, Arizona State University backgrounds to increase understanding about NNESTs’ Power in L2 Writing: From Concept to Practice professional development. Based on an examination of conceptions of power in various 214. ASE Mon 9:55-11:00 intellectual traditions, this presentation 1) articulates principles of

power that recognizes and facilitates agency among L2 writers Paper Session who are positioned as powerless in the research literature and 2) 9:55 to 11:00 am explores how these principles can be implemented into L2 writing Floor 3rd floor - Salmon research/instruction. Michael Michell, University of New South Wales Rajiv Ranjan, University of Iowa Chris Davison, University of New South Wales Writing in L2 Hindi: A Case Study Multiple Mediations: Student and Teacher Scaffolding and Self- Rajiv Ranjan is a PhD student in Second Language Acquisition Regulation Through EAL Writing Assessment Task Design (FLARE)at the University of Iowa. He also teaches Hindi-Urdu This paper outlines the theoretical issues and constraints in language course at the university. His areas of interest are developing a state-wide writing assessment framework based on generative linguistics, SLA- speaking, SLA- Writing and scocio- Vygotskian sociocultural perspectives for English language linguistics. learners in Australian schools, highlighting the mediating roles of 212-3. Table 3 Teaching and Learning L2 Pronunciation the text framework, task format and task criteria for both student assessment task engagement and teacher assessment literacy. Viktoria Kazarloga, Université de Sherbrooke Lorraine Sova, Temple University Walcir Cardoso, Concordia University Marilyn Steinbach, Université de Sherbrooke The Effects of Computer-Based Scaffolding in an English- Language Diagnostic Test for Young English Learners Montreal International ESL Students’ Attitudes Towards Native The research explores the effects of static, computer-based and Nonnative Accents in English scaffolding on the writing of young learners who completed a This paper investigates ESL learners’ attitudes towards native and prototype online EL screen. The presentation includes a nonnative accents in English using an alternative English as a discussion of differences in lexical and syntactic complexities of Lingua Franca approach. The context of the study is an English written output between ELs and non-ELs. Language Intensive Program in one of English-speaking 136

215. TXT Mon 9:55-11:00 Critiques of language planning and policy have provided many important, Paper Session nuanced insights into the limitations of past approaches to the study and 9:55 to 11:00 am processes of language planning and policy analysis, which emphasized top- down, rationalist/ technocratic approaches and the role of experts. Floor Lower Level 1 - Salon B Subsequent ideological/historical-structural approaches to policy analysis Xiangyu Jiang, University of Georgia & Harbin Institute of have been criticized for overemphasizing the role of the state-driven formal Technology at Weihai policies as instruments of social control. Newer, ethnographic and bottom- Liang Chen, University of Georgia up approaches have emphasized the importance of focusing on local and Micro-level Linguistic Features in the Narrative and Expository individual agency, and critical studies are adding insights regarding English Writings of Chinese and American College Students resistance, transgression and negotiated spaces that occur through contact. While acknowledging these contributions, this paper presents a case for the This study found evidence of genre effect on 80 Chinese and on-going need for critical analysis and policy advocacy by documenting the American university students’ English writings and revealed how consequences of restrictive formal policies and the resurgence of attacks on they differed in the use of micro-level linguistic features. We linguistic human rights. suggest more fine-grained and multidimensional analysis be conducted to demonstrate L2 writing and its development. 218. PED Mon 9:55-11:00 Jessica Wilder, University of Georgia Paper Session Paula Jean Mellom, University of Georgia 9:55 to 11:00 am Michael Ariail, University of Georgia Floor Lower Level 1 - Salon H Carissa Balderas, University of Georgia Elena Schmitt, Southern Connecticut State University Kara Garcia, University of Georgia A Moving Target: Professional identity development in foreign Pedro Portes, University of Georgia language teacher candidates. “I’m a native-born American, born to undocumented This longitudinal study relies on quantitative and qualitative immigrants:” Critical Discourse Analysis of NNS students analysis of teaching philosophy statements of teacher candidates indexing hybrid identities in college-application essays with the purpose of understanding how professional identity of a Utilizing critical discourse analysis (Van Dijk 2008) this study foreign language teacher is formed as a result of direct teaching analyzes how in college application essays, non-native English and indirect observational experiences throughout a teacher speaking high-school students index social identity (Ward, 2004), preparation program. and construct counter discourses (Foucault, 1980) and hybrid Baburhan Uzum, Sam Houston State University identities (Sarkar & Allen 2007) that challenge perceived Biographical, Contextual, and Dialogic Factors in Foreign negative societal expectations of Latinos in the New South. Language Teacher Socialization Research 216. SLA Mon 9:55-11:00 The study focuses on the professional socialization experiences of Paper Session novice foreign language teachers who come to the U.S. to teach 9:55 to 11:00 am their native language. In light of the findings, an analytical Floor Lower Level 1 - Salon C framework is showcased that explores teachers' socialization through biographical, contextual, and dialogic factors in Scott Jarvis, Ohio University qualitative data. J. Elliott Casal, Ohio University Jeffrey Maloney, Ohio University 219. DIS Mon 9:55-11:00 Jamie Taylor, Ohio University Paper Session Mohamed Amira, Ohio University 9:55 to 11:00 am Jessica Marie Hill, Ohio University Floor 3rd floor - Sunstone Irina Konstantinova, Ohio University Susan Barone, Vanderbilt University Brian Wistner, Hosei University and Ohio University Mariana Lazzaro Salazar, Victoria University of Wellington Sentence Memory and Sentence Processing: A Longitudinal "Forty bucks is forty bucks": An Analysis of a Medical Doctor’s Study of the Effects of Crosslinguistic Similarity and Professional Identity Learners’ Cognitive Capacities Taking a socio-constructionist approach, this paper presents a fine-grained analysis of an interaction in which a doctor engages This study is a longitudinal examination of the effects of cross- in helping his patient construct narrative coherence while, at the linguistic word-order congruity and learners’ cognitive capacities same time, he displays salient aspects of his professional identity. on their ability to process and retain L2 sentences in memory. The study investigates whether both factors have beneficial effects for Amy Fioramonte, University of South Florida L2 learning, and, if so, whether their effects are additive versus Managing Relations in the Treatment Advice Phase of complementary. Physician-Patient Interactions Melisa Dracos, Baylor University Studies examining the treatment advice phase of medical Aroline Seibert Hanson, Arcadia University encounters demonstrate that it is a negotiated activity between Structured input and working memory: Do they facilitate online physician and patient. This study examines physician-patient L2 morphological processing? interactions to analyze the ways in which relational work is manifested and the variety of discursive strategies used to We investigated whether training involving structured input negotiate and manage the treatment advice phase. activities (Processing Instruction’s key component) helps early English-Spanish learners (N=140) process redundant L2 verbal 220. PED Mon 9:55-11:00 morphology in both offline and online (self-paced reading) tasks. Paper Session Instruction improved abilities tested offline. However, it did not 9:55 to 11:00 am facilitate online processing, while working memory played an Floor Main Lobby - Willamette important role. Edith M. Y. Yan, BNU-HKBU United International College 217. Distinguished Scholarship and Service Award Lecture: Irene Y. Y. Fung, BNU-HKBU United International College Critical Language Policy Analysis and the On-going Need for Li Li Liu, BNU-HKBU United International College Advocacy in the Post-Civil Rights Era Xiao Yan Huang, BNU-HKBU United International College 9:55 to 11:00 am Survey of the Use of Target Language and Students' Stronger Floor Lower Level 1 - Salon F Language in the Foreign Language Classrooms in China Terrence Wiley, Center for Applied Linguistics This quantitative study investigated the extent and contexts of 137

TL/L1 use in FL classrooms from seven secondary schools and Earthquake of 2011 seven universities in the more developed cities in southern China. This paper examines media coverage of the Tohoku earthquake, Findings have implications for principled and optimal use of tsunami and nuclear crisis in Japan. Discourse data include news students’ stronger language in the process of FL teaching and stories and editorials in the English-language press. The analysis learning. focuses on the ideologies of nation and technoscience that Chaochang Wang, Ming Chuan University underlie media coverage and support policy agendas of political Toward Teaching Innovatively: Change in Teachers’ Belief and elites in Japan. Behavior Sandra Silberstein, University of Washington This study explored twelve teachers’ belief and behavior change Discursive Challenges: Citizenship, Nation, and the Global in in learning to teach English innovatively. Data for analysis the Wake of the Boston Bombing. comprised video-taped teaching, teaching reports, interviews, and This paper critically examines media and government discourses survey responses. The results of this study may shed light on how that worked to reconstitute the nation in the wake of the Boston teachers can empower themselves and have implications for bombing. It interrogates responses to ideological fault lines that teacher education and language programs. destabilized the concept of citizenship and explores challenges to national-unity discourses in the context of complex globalized identities. MONDAY 12:35 pm Adam Hodges, Independent Scholar 221. AAAL Open Business Meeting for AAAL Membership America’s Conversation about Race in the Wake of the Trayvon Business Meeting Martin Shooting and George Zimmerman Trial 12:35 to 1:55 pm This paper examines the “national conversation” about race Floor 2nd Floor - Mt. Hood surrounding the death of Trayvon Martin and trial of George Please plan to attend the annual business meeting open to all AAAL Zimmerman. Discourse data consists of op-eds and letters-to-the- members. We will provide an update on the financial health of the editor of major US news outlets and statements made by political organization, details on attendance and other matters of significance for this figures. The analysis focuses on the ideologies of race that year’s meeting and preview plans for AAAL 2015 to take place in Toronto. underpin the discourse. We will also inform you of the work being undertaken by the various task 224. BIH Mon 3:35-4:40 forces working on the AAAL 5-year Strategic Plan and seek your feedback Paper Session and input on these and any other issues you feel are important for the organization to address. Lunch will be provided. 3:35 to 4:40 pm Floor 3rd floor - Douglas Fir Gillian Wigglesworth, University of Melbourne MONDAY 3:35 pm Ecology, Equity and Ethics in Education In Aboriginal Australia 222. SLA Mon 3:35-4:40 Nationwide standardized testing in literacy and numeracy has led Paper Session to concerns about both equity and ethics in remote Aboriginal 3:35 to 4:40 pm communities in Australia where the rich and complex linguistic ecology means children have only minimal access to English Floor 2nd Floor - Belmont prior to attending school. We discuss these concerns and offer Kung-Wan Philip Choong, Teachers College, Columbia University solutions. Effects of Task Complexity on Written Production in L2 English Arieh Sherris, Texas A&M University This presentation will report an exploratory study examining the Saaka Sulemana, School for Life relationship between causal reasoning demands and the Andani Alhassan, School for life performance dimensions of complexity, accuracy, and fluency in Grace Abudu, School for Life the written production of L2 English learners. The study found Abdul-Rahaman Karim, Bagabaga Training College & Ghana that there is an inverse relationship between the causal reasoning demands of tasks and grammatical accuracy. Education Services Tuuli Hillevi Morrill, Michigan State University Ghanaian Village Literacy Efforts for Youth Not Attending Can Listening to Fluent Speech Facilitate L2 Acquisition? School Effects of Native Language Prosody in a Fluent Speech This study examines what a complementary education program means to stakeholders from two villages; and how shared values Listening Task reflect and constitute an ecological approach to language and Two experiments investigate the extent to which non-native society. An emic analysis of interview data reveals that first listeners extract words from fluent L2 speech, and whether generation literacy generates agency, civic engagement, and exposure to fluent speech aids L2 acquisition. Rhythmically foundations for lifelong learning. distinct languages and different L2 exposure tasks were used to examine effects of different training conditions and effects of 225. RWL Mon 3:35-4:40 language-specific prosodic characteristics. Paper Session 223. Discourses in Times of National Crisis 3:35 to 4:40 pm Floor Lower Level 1 - Eugene Colloquium 3:35 to 5:15 pm Lynn Santelmann, Portland State University Floor Main Lobby - Columbia John Hellermann, Portland State University Session Organizer: Reading to Talk and Talking to Learn: Undergraduates Sandra Silberstein, University of Washington Discussing Primary Literature Articles Comparing tests of students' vocabulary knowledge and This colloquium takes a critical look at public discourses that appeared in participation in reading discussions, our study shows that the wake of three national crises. Such moments can rupture the normative, students’ levels of participation and their roles in discussions provoking urgent discourses that seek to reconstruct the nation. The were related to their understanding of key concepts and levels of discursive task is substantial. Each of these events produced ideological engagement with the articles. Results have implications for fissures and attendant discursive labor. language & learning and academic literacy James Tollefson, University of Washington Heike Neumann, Concordia University ‘Japan’ and the ‘Other’: Technoscience and National Identity in Kim McDonough, Concordia University the English-Language Press after the Great East Japan Talking to write: The use of collaborative prewriting tasks 138

This study investigated whether collaborative prewriting to L2 Learning: French Prepositions discussions in an EAP context encouraged students to engage in This study examined the effects of applying a Cognitive reflective talk about content and organization, and the relationship Linguistic and Sociocultural Theoretical, Concept-Based between those discussions and the quality of their subsequent Instructional approach to teaching early intermediate L2 learners written texts. Implications for the use of collaborative tasks in L2 three French prepositions. The scores from pre-test to post-test writing courses are highlighted. improved significantly along with the learners’ ability to 226. LPP Mon 3:35-4:40 articulate the reasoning behind their choices from the Paper Session conceptualization-based framework. 3:35 to 4:40 pm 229. LCS/PRG Mon 3:35-4:40 Floor 2nd Floor - Hawthorne Paper Session Francis M. Hult, Lund University 3:35 to 4:40 pm Neoliberal Semiotic Cycles and the Political Economy of Floor Lower Level 1 - Medford Educational Policy Ksenia Kirillova, Purdue University Drawing upon a discourse analysis of policy approach, it is shown Alsu Gilmetdinova, Purdue University that a 2013 Swedish government policy proposing semi- Language Attitudes in Kazan, Russia: A Comparison of privatization of universities is not a radical departure from Residents’ and Tourists’ Perspectives Swedish social democratic values about public institutions, but The study analyzes and compares language attitudes of multi- rather the current iteration of a longer neoliberal semiotic cycle in ethnic residents, foreign and domestic tourists towards Tatar, a higher education. minority language in Russia. As each group reveals unique Wendy Bokhorst-Heng, Crandall University insights into the problem, several implications are made towards Rita Elaine Silver, National Institute of Education, Singapore elevating the status of the language and development of tourism Playing the Field: An (Updated) Bourdieusian Analysis of in the area. Singapore's Language-in-education Policies Alla Nedashkivska, University of Alberta In this paper, we adopt a Bourdieusian framework to examine Language, Image Variability, and Their Commodification in TV tensions between Singapore’s language-in-education policies and Advertisements: the Case of Ukraine their implementation in schools. Using Bourdieu’s metaphor of The project analyzes TV advertisements in Ukraine, which field, we see these discrepancies occurring within arenas of exemplify linguistic and paralinguistic variability linked to their struggle between political and educational fields, each operating commodification. This variability is discussed using the according to its own values, rules, relationships and meaning. framework of ‘pride’ and ‘profit’ and the ‘grammar of visual 227. COR Mon 3:35-4:40 design’, and is shown to construct a linguistic, cultural and Paper Session product community for its members and consumers. 3:35 to 4:40 pm 230. Neoliberalism and its Impact on Language, Research, and Floor 2nd Floor - Laurelhurst Learning Silvana Dushku, University of Illinois at Urbana-Champaign Colloquium Aziz Yuldashev, Northern Arizona University 3:35 to 6:35 pm Exploring Semantic Prosody among ESL Learners Floor 2nd Floor - Mt. Hood This presentation reports the findings of a research study Session Organizers: conducted to explore intermediate-advanced ESL learners’ Kimberly Vinall, University of California, Berkeley awareness of semantic prosody as an indicator of their vocabulary Emily A. Hellmich, University of California, Berkeley depth and pragmatic competence. Implications for integrating Jaran Shin, University of California, Berkeley semantic prosody in ESL/EFL vocabulary instruction are discussed. Discussant: Yi-ju Wu, University of California, Santa Barbara Claire Kramsch, University of California at Berkeley Utilizing Corpora to Enhance Collocation Accuracy and This panel explores the question of what is at stake at the intersection of neoliberalism and applied linguistics. Our three interconnected Richness in L2 Writing presentations shed light on how neoliberal discourses and ideologies This mix-method study aims at investigating how 30 L2 learners constitute knowledge, organize meaning, and govern the way we use, learn, of different proficiency levels utilize corpus resources conceptualize, and research language. accompanied by other consultation resources in correcting Marnie Holborow, Dublin City University collocation errors of various types adapted from their L2 writing. Results suggest that subjects stratify collocation errors into Creeping Linguistic Neoliberalism in the University: multiple layers and supplement with various consultation Interpretations and Effects strategies. Creeping linguistic neoliberalism across universities can be traced to specific keywords emanating from powerful international 228. COG Mon 3:35-4:40 education think tanks. Social agency in terms of class, rather than Paper Session ‘self-regulation’ of the individual, provides a more satisfactory 3:35 to 4:40 pm description of both the power of these keywords and the Floor 3rd floor - Meadowlark ideological dissonance they may engender. Rebecca Zoshak, Pennsylvania State University Kimberly Vinall, University of California, Berkeley The Camera as ‘Mental Eye’: The Hunt for Perspective and Emily A. Hellmich, University of California, Berkeley Windowing from the Page to the Screen in "Jaws" Jaran Shin, University of California, Berkeley This study addresses a limitation of introspection to examine Critical Reflections on “Becoming” Researchers in the Age of conceptual structures in language by proposing a complementary Neoliberalism methodology that incorporates the visual medium of film. By There has been little consideration of how neoliberalism can comparing the screenwriter’s words to the director’s camerawork, influence the development of research in educational linguistics. this study examines cognitive semantic schematic systems in Based on our work as three Ph.D students, we propose that language and their visual counterparts. neoliberalism alters the research questions we pose, transforms Kimberly Buescher, Pennsylvania State University the theories we use, and alters the construction of our Susan Strauss, Pennsylvania State University subjectivities as researchers. A Cognitive Linguistic and Sociocultural Theoretical Approach Shuang Gao, National University of Singapore 139

Joseph Sung-Yul Park, National University of Singapore discussed. Space and Language Learning under the Neoliberal Economy Marco Shappeck, University of North Texas, Dallas This paper offers a critique of the resemiotization of space for Maria del Puy Ciriza Lope, University of North Texas, Dallas language learning under neoliberalism. Drawing on two case Steven Arxer, University of North Texas, Dallas studies – the reinvention of Yangshuo as an ‘English Corner’ in The discursive construction of affect: Adult ESL classrooms as China and the Korean phenomenon of early study abroad--we primary sites of socialization and emergent target language problematize language ideologies and tensions underlying such identities reimagined spaces of learning. During second language acquisition, a learner’s identity is 231. Monday Roundtable Session 3 3:35-4:40pm consigned, juxtaposed, co-constructed, and reified through Portland Marriott Downtown Waterfront: Floor 2nd Floor - Pearl various affective positions and mitigating linguistic behaviors. Our study of adult ESL students in shows how language (re-) 231-1. Table 1 Linguistic Diversity in Public Spaces socialization experiences are shaped by their affective stances Roundtable Session toward the project of learning and using the English language. Sabrina Peck, California State University, Northridge 232. LID Mon 3:35-4:40 Foreign Language Teaching and Learning in a Nursing Home Paper Session Findings on L2 learning by older adults are applied in a nursing 3:35 to 4:40 pm home pilot study. Spanish L1 nurse assistants led Spanish Floor Lower Level 1 - Portland activities with English L1 residents. Some residents improved their listening ability. Assistants and residents developed a new Alfonso Del Percio, University of St. Gallen /University of positive feeling. Chicago Sue Dicker, Hostos Community College, CUNY Capitalizing on Swiss Multilingualism under Late Capitalism: Multilingualism in New York City's Public Spaces New Material Conditions, Old Ideologies of Difference An on-line survey of adult bilinguals in New York City is This paper analyzes late capitalism's effects on Switzerland's collecting information on their experiences using native/heritage investment in national multilingualism. Through analyses of languages in public. This paper focuses on the narratives of governmental discourses, produced between 1970 and 2008, on English-Spanish and English-Chinese speakers about situations in the promotion of Switzerland abroad, I discuss the government’s which people nearby react negatively to their use of their construction of Swiss multilingualism as a promotional argument native/heritage languages. and analyze how Switzerland’s capitalization on multilingualism Jonathan Crichton, University of South Australia changes over time. Angela Scarino, University of South Australia Sebastian Muth, University of Fribourg Anastassia Zabrodskaja, Tallinn University Safety in interaction: A study of linguistic and cultural diversity in residential aged care Challenging Language Ideology in Late Capitalism: The This paper presents the findings of a study of how linguistic and Commodification of Russian in Post-Colonial Settings cultural diversity affects workplace safety in the aged care sector. Drawing from previous research on the role of language in late The analysis shows how diversity creates an intricate environment capitalism (Duchêne 2009; Duchêne and Heller 2011), our that shapes and challenges how staff, residents and managers presentation will introduce tourism and medical tourism as the interpret themselves and each other in their relations and key sites of globalization in post-Soviet Estonia and Lithuania interactions. and as driving forces in the changing role of the Russian language in late capitalism. 231-2. Table 2 Academic Writing by Graduate Students Roundtable Session 233. ASE Mon 3:35-4:40 Charles Estus, University of Massachusetts, Amherst Paper Session 3:35 to 4:40 pm Unintentional Identity: Co-constructed Identity in Graduate Floor 3rd floor - Salmon Statements of Purpose Takanori Sato, University of Melbourne Interviews and textual analyses reveal that textual choices by one Chinese L1 applicant to US graduate programs may inadvertently Defining Second Language Communication Ability from the construe a stilted identity due to mismatched perceptions of Perspective of Linguistic Laypersons: Implications for audience expectations. Multiple ‘expert’ contributions to this Testing and Teaching textual identity may construe an unexpected and inaccurate This study investigates linguistic laypersons’ perspective on L2 identity for admissions committee member readers. communication ability and explores what features or behaviors of Zsuzsa Londe, University of Southern California the speaker affect their intuitive judgments of this ability. Theory of Mind and WritingTasks Laypersons appear to consider various non-linguistic features Students’ ESL performance might be significantly different when while judging L2 speakers’ communication ability. The the writing prompt takes into consideration elements of "theory of implications for language testing and teaching will be explored. mind." Students’ performance on a writing test could increase if Iftikhar Haider, University of Illinois at Urbana-Champaign the prompt suggests they imagine to be a famous high-powered Testing of Interlanguage Pragmatics through Computer- person who is writing the task. Mediated Communicative Tasks 231-3. Table 3 Language and Emotions Recent research on assessment of pragmatics has largely used Roundtable Session speech-acts' framework as main tool of pragmatic tests. The Meekyoung Kim, Cambridge University presenter offers a new assessment framework, and draws upon real life extended email discourse to discuss the future research Bilinguals’ Emotion and Language: Multiple Case Studies of implications of pragmatic assessment of ESL students at a large Korean-English Bilinguals’ Experience of and Verbal mid-Western university. Expression of Shame 234. The Role of Foreign Language Education in the Context of This study compares four Korean–English bilinguals’ experiences Institutional Globalization and verbal expressions of shame between Korean and English contexts. These bilinguals experienced more shame and employed Colloquium more diverse shame words more frequently when speaking 3:35 to 6:35 pm Korean than English. Korean-English bilinguals’ dynamics of Floor Lower Level 1 - Salon A shame experiences and their verbal expressions are also Session Organizer: 140

Nelleke Van Deusen-Scholl, Yale University Mobilizing Phonological Variation and Language Awareness in Discussant: Community Discourse Michael Geisler, Middlebury College This paper examines social variation in African American English This colloquium will explore the role of foreign language education in the and discursive enactments of language awareness and identity context of institutional globalization. It will include a variety of through phonological style-shifting, linking internal diversity in perspectives, examining the roles of administrators, departments, and production to the equally varied stancetaking and style practices educators, reflecting U.S. as well as European experiences, and representing enabling speakers to construct selves and community in discourse both theoretical orientations and practical considerations. 236. SLA Mon 3:35-4:40 Chantelle Warner, University of Arizona Paper Session Internationalization as Desideratum and Discourse 3:35 to 4:40 pm Through the analytical framework of critical discourse analysis, Floor Lower Level 1 - Salon C this study examines discourses on internationalization in key Henrik Gyllstad, Lund University publications related to higher education in the U.S. Particular Brent Wade Wolter, Idaho State University attention is paid to the ways in which language and language studies are framed within these discussions and to potential Processing L2 Word Combinations: What Role Does Degree of implications for scholars and practitioners. Semantic Transparency Play? A Study of Collocations and Stéphane Charitos, Columbia University Free Combinations Don’t Tell My Mother I Work in a Foreign Language L2 learners’ processing of collocations and free combinations was investigated employing a lexical decision task. The study Department (She Thinks I’m a Pianist in a Bordello) evaluated whether a division into these two categories of word Foreign language departments have been increasingly combinations has psychological validity. The results of the study marginalized within institutional discourses on globalization. This are discussed in the light of descriptive models of word presentation will discuss some of the reasons that have led to this combinations. overall situation including the impact of technology, demographic Kuei-Ju Tsai changes, the commercialization of the educational process, departmental structures, and commonly held biases against The Collocational Profiles of ELT Materials and Learner foreign language education. Writing Sebastien Dubreil, University of Tennessee, Knoxville Using a prescribed wordlist and a BNC-verified norming list of The Path of Most Resistance: The Imperative of Foreign 59,655 collocations, this study investigates to what extent mainstream ELT materials address collocational density and Language Education in the Tension between Local diversity; and how their collocational profiles compare with that Institutional Realities and Global Contexts of EFL learners’ writing. Findings suggest that collocational This paper examines the imperative faced by language spectrum is underrepresented in the materials. departments to defend the unique potential of FL education to the mission of educating responsible, global citizens who can engage 237. Longitudinal Language Learning: Challenges, Complexities the world in a pluralistic and multilingual fashion. This posture and Motivations requires a pro-active movement of resistance against pervasive Colloquium trends in higher education. 3:35 to 6:35 pm Diana Davies, Princeton University Floor Lower Level 1 - Salon D Moving to the Margins to Get to the Core: What Languages Session Organizers: Might Learn from Study Abroad Lynda Yates, Macquarie University One way that languages can regain strength in U.S. institutions is Tracey Derwing, University of Alberta to follow the lead of study abroad. Like study abroad, languages Discussant: can move from the margins to the curricular core by engaging Lourdes Ortega, Georgetown University with other disciplines, making the study of languages relevant to students in any major. Longitudinal studies are uncommon in applied linguistics, yet they offer greater possibilities for understanding the complex trajectories of L2 Anne Holmen, University of Copenhagen learning than “snapshot” or cross-sectional studies. Five papers examining The Role of Foreign Language Education in a Nordic Parallel learners of different backgrounds in different contexts will focus on Language Strategy for Higher Education outcomes, motivation, and dynamic complexity, from a range of research This paper will explain the Nordic concept of parallel language paradigms. use in higher education and discuss the role of other foreign Lynda Yates, Macquarie University languages than English in a language policy based on parallel George Major, Macquarie University languages. A Qualitative Look at Motivation and Opportunity 235. SOC Mon 3:35-4:40 The contextual and individual factors associated with the Paper Session longitudinal development of pragmatic and speaking skills in a 3:35 to 4:40 pm group of immigrants learning English in Australia are explored Floor Lower Level 1 - Salon B qualitatively from a complexity theory perspective. The impact of Natalie Lefkowitz, Central Washington University background variables, opportunity and motivation as they change over time will be considered. John Hedgcock, Monterey Institute of International Studies Beth Zielinski, Macquarie University Anti-Language: Linguistic Innovation, Identity Construction, Elizabeth Pryor, Macquarie University and Group Affiliation among Emerging Speech Communities The Relationship Between L2 Development, Perception of L2 This presentation re-examines anti-language among emerging speech communities where standard and nonstandard norms Proficiency, and L2 Use Outside of Class. compete. The presenters reframe empirical research involving: (1) This paper takes a complexity theory approach to understanding the French language game Verlan, (2) deliberate the development of spoken skills over time among newly arrived underperformance among classroom L2 learners, (3) foreign- and immigrants to Australia. The analysis draws on three sources of heritage-language learners’ appropriation of “standard” and data: self-ratings of language ability, reports of opportunities to vernacular Spanish, and (4) evolving social media registers. use English and language sample data collected over a twelve Anastasia Nylund, Virginia Polytechnic Institute and State month period University Eva Alcon, University Jaume I (Castelló) 141

Development of E-mail Request Mitigators in Instructed Study- centered grammar lessons. Accomplished via latching and Abroad Contexts specific prosodic cues, its use serves to discourage any further This paper reports on a study exploring the impact of pragmatic treatment of the issue by the students and thereby helps the instruction on pragmatic learning on email communication in a teacher to preserve her epistemic status. study abroad context where target language exposure is Yumi Matsumoto, Pennsylvania State University potentially more intensive. The effects over time of instruction, as Abby Dobs, Pennsylvania State University well as of length of stay and emotional factors will be considered. Pedagogical Gestures as Interactional Resources for Teaching Kimberly Noels, University of Alberta English Tense and Aspect Students’ Perceptions of their Teachers’ Motivational Support: Through sequential analysis, we examine the interactional Dynamics over the Language Course competencies for teaching involved in both the production and Students’ perceptions of their teachers’ support for their uptake of gesture in teaching and learning L2 grammar in two autonomy and relatedness increased over a language course in a university-level classes. The analysis reveals that gestures become manner parallel to students’ increases in self-determination. important interactional resources for teachers’ instruction and Autoregression analyses showed that these teacher perceptions assessment of student learning of temporal concepts. predicted later self-determination. Moreover, relations between Dorothy Worden, Pennsylvania State University variables became stronger with time as social and psychological Karen E. Johnson, Pennsylvania State University systems stabilized. Pedagogical Reasoning and the Development of Novice Murray Munro, Simon Fraser University Teachers’ Interactional Competence for Teaching Tracey Derwing, University of Alberta Drawing on data from a team teaching project in which groups of How Different Can You Get? Ten-year Learning Trajectories novice teachers collaboratively plan, practice, teach, and reflect for Two L2 Groups on an ESL composition lesson, this presentation demonstrates In this paper the Willingness to Communicate (WTC) framework how novice teachers’ developing interactional competence for is applied to understanding the motivational variables associated teaching is deeply connected to their developing knowledge of with the English language development of Mandarin and Slavic learners, context, and content. language background immigrants in Canada. Quantitative and 239. PED Mon 3:55-4:40 qualitative data are used to illuminate across group variability and Paper Session within group similarities over time. 3:35 to 4:40 pm 238. Interactional Competence for L2 Teaching Floor Lower Level 1 - Salon H Colloquium Jana Roos, University of Paderborn 3:35 to 6:35 pm Developmentally Moderated Tasks: A Basis for Foreign Floor Lower Level 1 - Salon G Language Teaching and Learning Session Organizer: A classroom study is presented, in which a task-based and form- Joan Kelly Hall, Pennsylvania State University focused approach is integrated with what is known about the Discussant: teachability and the learnability of grammatical features. The Hansun Waring, Teachers College, Columbia University findings show that incorporating “developmentally moderated form-focused tasks” into the EFL classroom has a positive effect Building on the concept of interactional competence for teaching (ICT) and on the acquisition of targeted structures. using the power of conversation analysis, the colloquium documents previously unexamined interactional resources found in the instructional 240. Translanguaging to Negotiate Culturally and Linguistically practices of experienced L2 teachers in university-level ESL classrooms and Diverse Educational Contexts for Youth explores the development of ICT by a team of novice L2 teachers. Colloquium Abby Dobs, Pennsylvania State University 3:35 to 6:35 pm Yumi Matsumoto, Pennsylvania State University Floor Lower Level 1 - Salon I How Do you Walk at the Door?: A Single Case Analysis of an Session Organizers: ESL Teacher’s Response to Student-Initiated Questions Melinda Martin-Beltran, University of Maryland College Park Using conversation analytic methods, we examine how an ESL Ofelia Garcia, Graduate Center, City University of New York teacher responds to student-initiated questions in a university- Discussants: level grammar class. Our single case analysis reveals the teacher’s and students’ careful coordination of non-verbal cues like Nancy Hornberger, University of Pennsylvania prosody, laughter, and embodied action that create and sustain Ofelia Garcia, Graduate Center, City University of New York new, complex participation patterns for collective meaning- This colloquium brings together researchers examining translanguaging and making. transliteracy practices of youth and teachers across diverse settings in and Jacqueline Gianico, Pennsylvania State University beyond school. Exploring translanguaging from multiple epistemological Matthew Jadlocki, Pennsylvania State University perspectives, the colloquium advances theoretical understandings of language acquisition among multilingual youth and offers implications for Real and Hypothetical Voicing as Displays of Interactional teaching in linguistically and culturally diverse contexts. Competence in a Lesson on Informal Register in a Post- Mary Bucholtz, University of California, Santa Barbara secondary ESL Class Jin Sook Lee, University of California, Santa Barbara This conversation analytic study explores meaning-making during Bilingual Youth as Agents of Language Socialization across an impromptu lesson on register in an intensive English classroom. The analysis found that the interactional resource of Learning Spaces real and hypothetical voicing, used to co-construct meaning and Culturally meaningful settings enable young people to agentively learners’ understanding of informal registers, is an important participate in language socialization through translanguaging component of the teacher’s interactional competence. practices. We examine how bilingual Latino students in a Joan Kelly Hall, Pennsylvania State University California outreach program experienced this process across learning settings. Such innovative curricula can position students Tetyana Smotrova, Pennsylvania State University not simply as recipients but also as agents of language Fast-forwarding: An Interactional Resource for Preserving an L2 socialization. Teacher’s Epistemic Status Melinda Martin-Beltran, University of Maryland College Park This paper presents findings on fast-forwarding, an interactional Natalia Guzman, University of Maryland practice used by an experienced L2 teacher during teacher- Kayra Zurany Merrills 142

Translanguaging to Transform Thinking and Learning among A Visit to the RODEO: Dialect Variation in Oklahoma Linguistically Diverse Peers This paper studies dialects of Oklahoma and provides acoustic This study examines how emerging bilingual adolescents afford study of twelve interview respondents native to the state. It or constrain language learning opportunities in their peer expands on previous research by including both wordlist and interactions. Using discourse analysis, we examine how students reading passage data for all speakers, and finds that speakers’ use translanguaging practices as cultural and cognitive tools to hometowns may be more salient to predicting change than other promote reciprocal language learning. Findings offer implications traditional variables. for understanding how discursive practices among youth expand multilingual repertoire. Margaret Hawkins, University of Wisconsin at Madison MONDAY 4:55 pm Languaging across Borders: Negotiating Literacies and Learning 243. SLA Mon 4:55-6:35 Among Multilingual Global Youth Paper Session This paper analyzes representations, interactions and negotiations 4:55 to 6:35 pm between English-learning youth globally. Through a multimodal Floor 2nd Floor - Belmont and discursive analysis of interactions between global youth Stephanie Michelle Knouse, Furman University connected through a project webspace that hosts videos and chats, Jill Pellettieri, Santa Clara University I explore how languages, literacies and complex representational modes shape their transglobal communications and The Role of the Communicative Context in Willingness to understandings. Communicate in Intermediate Spanish Gavin Lamb, University of Hawaii at Manoa This presentation explores how L2 learners’ willingness to Christina Higgins, University of Hawaii at Manoa communicate (WTC) in Spanish is affected by context along with various situational and affective factors. Preliminary results Translanguaging as a teacher’s resource in a culturally and suggest that the classroom context and language status are crucial linguistically diverse classroom variables that shape Spanish students’ WTC. Pedagogical Drawing on data from a year-long ethnography of a Hawai‘i strategies targeting L2 WTC will conclude the presentation. middle school classroom, this paper uses a discourse analytic Denise Leslie Cameron, Auckland University of Technology framework to examine how the teacher’s translanguaging practices, transitioning from English to Hawaii Creole, are used to The Dynamicity and Persistence of Migrant English Language negotiate this linguistically and culturally diverse educational Learners: Their Individual Stories of Motivation and context. Implications for pedagogical strategies are explored. Willingness to Communicate (WTC) The Willingness to Communicate (WTC) of migrant learners in a 241. DIS Mon 3:35-4:40 NZ university will be examined in the context of their experiences Paper Session of learning English in their country of origin and in NZ. How 3:35 to 4:40 pm these factors are subject to change and persistence will be Floor 3rd floor - Sunstone discussed in light of dynamic systems theory. Nancy Boblett, Teachers College, Columbia University Catherine Stafford, University of Wisconsin-Madison Gesture-echo: What It Is and What It Does Clara Azevedo, University of Wisconsin-Madison This talk describes a new practice called gesture-echo, the Emily Kuder, University of Wisconsin-Madison repetition of a previously performed gesture, which links the Keeping the Home (Language) Fires Burning: How Identity lexical affiliates of the original and the echo gestures. The Influences Maintenance of a Minority Language gesture-echo 1) disambiguates its lexical affiliate, and 2) serves as We investigated first- and second-generation US Hispanics to visual shorthand, moving the interaction forward quickly and determine the predictive power of cultural identity for efficiently. maintenance of proficiency in the minority language, Spanish. Bahiyyih Hardacre, UCLA Labovian sociolinguistic interviews were analyzed qualitatively The Deafening Loudness of Silence: Increased Physiological and emergent identity factors were quantified for entry into Responsivity During Inter-Turn Silence in Small Group multiple regression analyses with receptive and productive Conversations Spanish proficiency measures. This paper discusses the role of inter-turn silence on turn-taking 244. BIH Mon 4:55-7:10 management, correlates inter-turn silence with physiological Paper Session changes and individual psychological characteristics of 4:55 to 7:10 pm participants in small groups; and explores how interdisciplinary Floor 3rd floor - Douglas Fir mixed-methods research can make use of physiological data and conventional conversation analysis transcripts to investigate Rhonda Oliver, Curtin University language use during regular conversation. Ellen Grote, Curtin University 242. PED Mon 3:35-4:40 Developing code-switching skills: new ways of communicating Paper Session or more linguistic assimilation? 3:35 to 4:40 pm Coding switching is an important skill for Australian Indigenous students to develop, especially those in the vocational/training Floor Main Lobby - Willamette sector. Needs Analysis research shows that code-switching skills Mariko Mizuno Alexander, Ohio State University can enhance access to mainstream employment. However, the “I Don’t Have Any American Friends”: Transnational English question arises as to how far this learning strategy is removed Language Learners and Structured Boundaries in US High from earlier assimilationist education practices. School Saskia Stille, OISE/University of Toronto This paper examines how the structure of US high school Disrupting monolingual, monocultural approaches to education education shapes ELLs’ peer interaction and language learning in globalized educational contexts: Toward a plurilingual, experience. The way American high-school life is organized culturally-sustaining pedagogy draws boundaries between ELLs and English-proficient students, Following the “multilingual turn” in SLA research, this paper significantly limits opportunities to interact with English- examines how powerful discourses of language, diversity, and proficient peers, and imposes different academic expectations and social difference shape the education of immigrant students in the pressures. Canadian educational context. Troubling deficit discourses and Jon Bakos, Oklahoma State University remedial approaches, the paper describes a plurilingual approach 143

to pedagogy that builds on students’ linguistic capabilities. for English Language Learners Enrica Piccardo, OISE/University of Toronto Combining ethnographic and discourse analytic data collection, Encouraging plurilingualism and language maintenance: A this study of Washington state language policy reveals how state- discussion regarding the development of a Personal Language level policy has simultaneously supported bilingual education Portfolio for a North American context while increasing the potential for ELLs to be submerged in English-only instruction. This presentation will address the research that has been done thus far to investigate the potential for the development of a Katherine Flowers, University of Illinois Personal Language Portfolio in a North American context. What do Official English Advocates Believe about Language? Specifically, the results of initial interviews with Aboriginal Drawing on talk and texts from recent Official English campaigns educators and plans to develop a pilot version of the portfolio will in Maryland, this study traces the role of language ideologies in be discussed. the practice of policymaking. Language ideologies of Official 245. RWL Mon 4:55-7:10 English advocates are found to be both more varied and more aligned with those of Official English critics than expected. Paper Session Emily Feuerherm, California State University, Sacramento Floor Lower Level 1 - Eugene Zoe Nikolaidou, Södertörns University “My Wife is Afraid, and my Daughters, but I am Not Afraid:” Defining Safety from an Iraqi Refugee Perspective Fast Problem Solving: Incident Report in the Car Factory This paper examines safety from the perspectives of Iraqi In this talk, I discuss an ethnographic study in a car factory in refugees in the US. Data reveal that this keyword (Williams, Sweden that seeks to examine the literacy practices of production 1976) is fraught with issues of gender, religion, and national floor workers. Here, I focus on an incident report and I show the identity. Successful resettlement requires recognition of these dilemmas and the restrictions discussed by the workers when issues and recommendations are made for critical pedagogies filling in this form. which can help ease resettlement tensions. Jean Parkinson, Victoria University of Wellington 247. ASE Mon 4:55-7:10 The Literacy Demands of Vocational Study in Engineering Paper Session There has been limited research to date on the literacy demands of vocational study. Using questionnaires and interviews with 4:55 to 7:10 pm teachers and students at a polytechnic in New Zealand, this paper Floor 2nd Floor - Laurelhurst reports on the written, spoken and visual literacy demands of four Anastasia Mozgalina, Georgetown University engineering-related disciplines: Automotive Technology, Marianna Ryshina-Pankova, Georgetown University Construction, Engineering Trades and Electro-technology. Creating Alignment Between Curricular Changes and Placement Jill Marie Castek, Portland State University Procedures: Revision and Evaluation of a German Placement Elizabeth Withers, Portland State University C-test Kimberly Pendell, Portland State University This presentation reports on the development and evaluation of a Andrew Pizzolato, Portland State University C-placement test initiated to assure closer alignment of the Stephen Reder, Portland State University placement procedures with the more recent developments in the Conquering the Computer: Digital Literacy Acquisition among content- and language-integrated undergraduate German Vulnerable Adult Learners curriculum. We demonstrate how different data analysis procedures guided concrete decisions for the future test use. This paper investigates the digital literacy acquisition process among vulnerable adults and describes how tutor-facilitated Olesya Kisselev, Pennsylvania State University learning helped these individuals bridge the digital divide. The Anna Alsufieva, Portland State University wide range of interaction patterns, coupled with data that tracked Exploring the Potential of Longitudinal Learner Corpora for learners’ learning pathways, allowed us to explore the self- Assessment of Writing Proficiency: The Case of a Russian extending system that enabled ongoing, independent learning. Learner Corpus Dong-shin Shin, Northern Illinois University This corpus study investigates the development of syntactic Tony Cimasko, Miami University complexity in the writing of Russian learners. The findings - Adult ESL Learners’ Blogging Practices in Transnational Online challenging the effectiveness of traditional SC measures, - Contexts: Language Socialization in the Web 2.0 Era indicate that learner progress may be effectively measured on the This study presents adult ESL learners’ language socialization in scales of accuracy and diversity of dependent clauses but not the U.S. based on an analysis of a year of blog postings and through the frequency of subordination. comments. The findings show that blogging provided a Reese Heitner, Drexel University transnational forum for the learners to find linguistic and Barbara Hoekje, Drexel University emotional support and to reflect on American cultures and their Measuring Academic Language Proficiency in an International own. Undergraduate Conditional Admissions Program 246. LPP Mon 4:55-7:10 The measurement of academic English for international students Paper Session is an area of continuing importance in U.S. university admissions. 4:55 to 7:10 pm This presentation analyzes student performance data from a one- Floor 2nd Floor - Hawthorne year conditional admissions program, including IELTS and TOEFL test scores, intensive English course progression, and Jennifer Leeman, George Mason University post-program GPAs, correlating diverse participant and program Language Policy and the American Community Survey: What variables. are responses to the English proficiency question based on? Summer Loomis, George Washington University The language data from the ACS are central to the The Use of Speaking Test Data in Defining the Advanced implementation of US language policy but few studies have Proficiency Level of L2 Speakers of Arabic examined the quality of this data. I report on a study of 56 This study uses samples gathered in ACTFL oral proficiency Spanish-speaking adults who completed the ACS questionnaire interviews to define the Advanced proficiency level in L2 and were interviewed regarding the basis of their language speakers of Arabic. Advanced-Mid Arabic speakers produced assessments. more words per minute and more varied vocabulary than David Cassels Johnson, University of Iowa Intermediate-Mid speakers. However, Superior speakers did not Eric Johnson, Washington State University perform significantly better than Advanced-Mid speakers on Washington State Language Policy and Educational Opportunity either measure. 144

248. TEC Mon 4:55-7:10 Researchers and Teacher Educators Paper Session This paper presents results of surveys of second language 4:55 to 7:10 pm acquisition researchers (N=243) and language teacher educators Floor 3rd floor - Meadowlark (N=308) that investigate their language assessment experiences Emily Dutch, University of California, Berkeley and needs. Results from closed- and open-ended questions are presented, and implications for future research directions and French Class ‘in the Cloud’: How Language Learners Respond resource development are discussed. to the Dynamic Spaces of Desktop Videoconferencing Margaret Gleeson, Victoria University of Wellington This presentation focuses on the material-social apparatus of Chris Davison, University of New South Wales videoconferencing and the unique communicational spaces it creates. Analysis of telecollaborative exchanges between The Mediation of Policy and Practice: The Role of the Subject university students in the U.S. and France reveals characteristic Teacher in Teaching English Language Learners features of spaces in the online classroom, spatial modifications Many countries have implemented explicit policies to ensure the resulting from technical problems, and participant responses when academic success of English language learners (ELLs), but communicational ties degenerate. implementation is often very uneven. Drawing on questionnaire Maiko Ikeda, Unversity of Hawaii and interview data, this case study evaluates the attitudes, The Process of Constructing Group Community Norms in CMC knowledge and skills of secondary subject teachers in mediating English language learning in Australian mainstream classrooms. as a Language Learning Classroom Activity This study examines how learners of Japanese and their native- 250. Monday Roundtable Session 4 4:55-7:10pm speaking partners construct group communicative norms through 4:55 to 7:10 pm computer mediated communication. The results indicate that Portland Marriott Downtown Waterfront: Floor 2nd Floor - Pearl group members use different linguistic features to indicate 250-1. Table 1 Language and Technology different activities at the beginning of the activity, but gradually align with the linguistic features most group members use. Roundtable Session Adam Mendelson, University of California, Berkeley Ji Hye Shin, Georgia State University Using Facebook to Build Connections Between Classroom and Cyber Home Learning Systems As Supplemental English- Community: A Pilot Study with Intermediate Spanish Language Learning Tools Students This study examines the effectiveness of a Cyber Home Learning System to teach English to Korean public school students. Results This presentation reports on a pilot study in which a Facebook from an experiment and a survey indicated the CHLS is effective group was used for a community-based learning project in an for advanced learners and can be considered as a useful intermediate Spanish class at a California university. The study supplement but not a replacement for secondary private tutoring. illuminates potential benefits of using social networking to support student sharing of out-of-class experiences with the target Lisa Margaret Merschel, Duke University language. Joan Munné, Duke University Julie Sykes, University of Oregon Deb Reisinger, Duke University Collaboration and Negotiation: L2 Pragmatic Development Rage Against the Machine: New Directions for Machine Across Multiuser Digital Game Spaces Translation in the Foreign Language Classroom This study compares data from three types of digital games Google Translate is pervasive and controversial in the foreign addressing L2 pragmatics. The analysis includes triangulation of language classroom. Our ongoing study at Duke University is the in-game observations, interviews, surveys, and learning outcome first of its kind to examine the issue of Machine Translation from data. Results suggest each context contributes to the development the learner’s perspective and represents the largest collection of of pragmatic abilities, albeit in different ways. Implications for data to date, surveying nearly one thousand students. future research and pedagogy will be presented. 250-2. Table 2 Academic Discourse Socialization 249. LCS/PRG Mon 4:55-7:10 Roundtable Session Paper Session Helen Basturkmen, University of Auckland 4:55 to 7:10 pm Socialising students into the academic discourse community: Floor Lower Level 1 - Medford Supervisors’ on-script feedback comments on drafts of Keiko Kitade, Ritsumeikan University dissertations Learning Between International and Domestic Students: Identity The study investigated on-script feedback comments on draft Development through Project-based Activities in a Culturally sections of dissertations to identify which aspects of writing and Linguistically Diverse Group supervisors focused on and whether these aspects varied in different disciplines. Analysis of pragmatic acts and sequences in This study examines the effect of in-class intercultural comments provided insights into how the supervisors structured engagement between international and domestic students on constructive criticism in negotiating the pedagogical relationship. identity development. The data were analyzed from the perspective of activity theory and suggest that learners who were John F. Haggerty, Univeristy of British Columbia initially marginalized were able to actively participate as each Tomoyo Okuda, University of British Columbia element of the activities was dynamically reframed. Playing “Writing Games”: Domestic and International PhD Federica Goldoni, Queensborough Community College Students' Written Academic Discourse Socialization during Students’ Strategies for Integration into the Host Community their Freshman Year at a Canadian University and Culture Our research investigates the written academic discourse Following ethnographic and case study approaches, data were socialization process of two international and two domestic PhD collected and analyzed from 2007 to 2009 to examine the students during their first-year at a Canadian university. Through strategies that five groups of US undergraduates used while analysis of assignments, instructor feedback, online studying in Spain to create sustained opportunities to immerse communications, and collaborative reflection, we discuss salient themselves, integrate into the host community, speak the themes and critical episodes in the socialization process from the language, and interact with locals. student’s (emic) perspective. Victoria C. Nier, Center for Applied Linguistics Eman Elturki Meg Malone, Center for Applied Linguistics A Longitudinal Learner Corpus Study: Exploring L2 Surveying the Assessment Needs of Second Language Development through Monitoring Formulaic Sequences 145

This session aims at offering a discussion of second language This study analyzes identity construction in narratives of return development of formulaic sequences. The discussion will be in migration among Greek-Americans who relocated to Athens as light of longitudinal learner corpus research that tracks the adults. We focus on how speakers frame their lingual, cultural, development of formulaic sequences in the writing of ELLs. and national identities as return migrants and how they reproduce Mary Schleppegrell, University of Michigan and contest dominant language ideologies of the “native speaker” Developing Teachers’ Knowledge about Language and and the “balanced bilingual”. Supporting Language-Based Content Teaching with 252. ASE Mon 4:55-7:10 Metalanguage from Systemic Functional Linguistics Paper Session We present evidence from three years of research with 44 4:55 to 7:10 pm teachers of grades 2-5, showing that SFL metalanguage has the Floor 3rd floor - Salmon potential to support ELLs in content learning. Through Folkert Kuiken, University of Amsterdam linguistically informed strategies for talk about text in reading and Ineke Vedder, University of Amsterdam writing, the metalanguage connected with and supported teachers in their disciplinary goals. Functional Adequacy: Towards a New Rating Scale The assessment of linguistic performance in L2 is not fully 250-3. Table 3 Intercultural Communication possible without taking into account the functional dimension of Roundtable Session L2 production. A new rating scale of functional adequacy will be Ana Oskoz, University of Maryland Baltimore County presented, containing four dimensions: 1) relevance of content, 2) Olimpia Pérez-Broncano, University of Maryland Baltimore task fulfilment, 3) understandibility, 4) coherence and cohesion. County Salena Sampson Anderson Intercultural Understandings: Examining Learners’ Linguistic Linguistic Agency in International English Language Testing Choices in their Cultural Discussions Rubrics and Band Descriptors for Writing Working upon Byram’s (2000) assessment criteria and White’s This study offers a grammatical analysis of writing rubrics and Appraisal Theory (2005), this study examines how learners’ band descriptors for TOEFL and IELTS. For both tests, more discursive practices hinder or facilitate intercultural competence linguistic agency, in the form of verbs that take agents, defines while participating in online discussions. Qualitative analysis descriptors for higher scoring essays. IELTS makes more overall illustrates how learners’ attitudes and perceptions were closely reference to writer or textual agency than TOEFL. related to their use of emotional, judgment, and appreciation Gerriet Janssen, University of Hawai'i at Manoa; Universidad de markers. los Andes Maya Angela Smith, University of Washington Valerie Meier, University of Hawai'i at Manoa Historical Implications on Language Ideologies: National Jonathan Trace, University of Hawaiʻi at Manoa Language Acquisition and Multilingualism among Rubric Revision from Many Angles: Making It Practical Senegalese Immigrants in Paris and Rome In high-stakes performance assessments, ensuring the validity and This sociolinguistic study investigates language use, language reliability of scoring rubrics is crucial. Based on revisions of acquisition, and identity construction among Senegalese writing and speaking rubrics used for a high-stakes English immigrants in Paris and Rome. Using the analysis of interviews placement exam, this study shows how a mixed-methods and conversations, this presentation explores language ideologies approach (Rasch analysis, profile analysis, rater interviews) with regard to national language and multilingualism against the informs a practical and meaningful rubric revision process. backdrop of the historical relationships between Senegal and each Gina Park, University of Toronto host country. Eunice Jang, University of Toronto 251. SOC Mon 4:55–6:35 Maggie Dunlop, University of Toronto Paper Session Edith Van der Boom, University of Toronto 4:55 to 6:35 pm The uptake and use of cognitively diagnostic feedback: Floor Lower Level 1 - Portland Responses of students, parents, and a teacher Debra Friedman, Indiana University This study investigated ways in which Grade 6 students with “I’m accustomed from my birth to speak in Russian”: different goal orientations (i.e., Mastery, Performance Avoid, and Chronotopes in accounts of identity and language usage Performance Prove), as well as their parents and teacher, respond among Ukrainian youth to and utilize the diagnostic feedback generated based on their performance of the provincially mandated reading and writing Using Bahktin’s (1981) concept of chronotope (“time space”), I tests. examine Ukrainian young people’s accounts of linguistic identity and use of Ukrainian, Russian, or suržyk (a Ukrainian-Russian 253. DIS Mon 4:55-7:10 hybrid). I further analyze these chronotopes as reflective of Paper Session language ideologies regarding authenticity and purity and the role 4:55 to 7:10 pm of language in Ukrainian national identity. Floor Lower Level 1 - Salon B Madina Djuraeva, University of Wisconsin Jessica King, York University Lydia Catedral, University of Illinois at Urbana Champaign Sreemali Herath, University of Toronto Identity and Language Use of Multilingual Uzbeks in North Professional Narratives in the Context of the Research America Interview: Becoming Attentive to Relations of Power This study reports on semi-structured interviews conducted with This paper focuses on how the social context of the interview multilingual Uzbeks living in the West. The paper examines impacts the production of the professional narratives of in-service meta-discourses and language usage present in the interview and established teachers. It will explore interviewer/ interviewee process for insight into the effect of stable and contextual relations within narrative production, and the telling of expected identities (Tracy 2002) on language choice for Central Asian or “ideal” narratives as well as unexpected “small stories.” immigrants. Timothy Mossman, Simon Fraser University Jennifer Sclafani, Georgetown University “I’m just like, in the middle, you know”: Disciplining Narratives Alexander Nikolaou, Hellenic American University of In-between-ness in and through the Research Interview A Narrative Analysis of Return Migration, Heritage Language This paper presents data from an open-ended interview theorized Identities, and Transnational Community in the Greek through a postmodern lens with one Chinese-Canadian Diaspora “Generation 1.5” university student. I adopt a reflexive 146

orientation, focusing on my involvement in data generation to analyzed for criteria of pronunciation, grammar, and lexicon. trouble the asymmetries of power in the research encounter itself Results show different developmental patterns among linguistic and the modernist assumptions surrounding “generation 1.5”. features and proficiency levels, which provide implications in Greg Myers, Lancaster University curriculum planning and development. Sofia Lampropoulou, University of Liverpool 255. PED Mon 4:55-7:10 Noises Off: The Transcription of Laughter in Research Paper Session Interviews 4:55 to 7:10 pm We first compare all laughter in one interview transcript to the Floor Lower Level 1 - Salon H audio record, then analyse the placement of transcribed laughter Joshua Gordon-Zamora, Indiana University in a corpus of 30 social science interviews, interpreting it as Theory and Practice: Do They Really Go Hand in Hand in L2 signalling shifts non-serious and serious treatments of a situation. Pronunciation Instruction? Erica Rose Britt, University of Michigan, Flint This qualitative investigation analyzed an L2 pronunciation class Pryor’s Preachers: An Examination of the Construction and to understand how pronunciation instruction takes place in a class Reconfiguration of Preaching Style in the Comedic with all its complexities (e.g., different L1 backgrounds, ages, Performances of Richard Pryor motivation). Using ethnographic methods, the study presents This paper examines the deployment of preaching style in the social, psychological, and instructional factors that could performances of Richard Pryor and argues that Pryor plays at the maximize or minimize opportunities for pronunciation tension between the “voice of the every man” and the “voice of development. the preacher man” in order to produce humorous social Taylor Alexander Liss, Boston Chinatown Neighborhood Center commentaries on race and everyday life in America. Marnie Reed, Boston University 254. SLA Mon 4:55-7:10 Improving L2 Listening Comprehension through Empirically- Paper Session Supported Metacognitive Strategies 4:55 to 7:10 pm Recent learner surveys have revealed that one barrier to learners’ Floor Lower Level 1 - Salon C listening comprehension is an inability to segment words in Michael Daller, University of Swansea continuous speech. In this presentation we will share the empirically-supported metacognitive strategies we have Native and near-native speakers: vocabulary size and ultimate developed for teaching connected speech features to improve attainment in L2 ESL/EFL learners’ sentence parsing skills. The present study compares highly proficient L2 learners with Marnie Reed, Boston University native speakers of a similar background. . The results of the present study show that the distinction between “native” and L2 Listening: Metacognitive Strategies for Processing the “non-native speaker” is an over-simplification, at least in the area Pragmatic Functions of Intonation of infrequent vocabulary. A study to investigate learner-identified listening difficulties in Svetlana V Cook, University of Maryland understanding pragmatic functions of intonation finds support for Carrie L Bonilla, University of Maryland strategy-based instruction in prosodic features, such as contrastive Eric Pelzl, University of Maryland stress and intonation, to increase listening skill awareness and comprehension of utterance meaning and speaker intent. Corey Miller, University of Maryland Metacognitive strategy instruction increases proficiency grasping Thomas Triebwasser Prado, University of Maryland an utterance’s intended meaning. Carlie Overfelt, University of Maryland Joseph Siegel, Oberlin University Karen Vatz, University of Maryland Limiting or Facilitating? How L2 Listening Pedagogy Prepares Martyn Clark, University of Maryland Learners for Life Beyond the Classroom Scott Jackson, University of Maryland L2 listening instruction often involves answering comprehension Catherine Doughty, University of Maryland questions. Such an approach may not prepare learners for Language Aptitude and L2 Lexical Learning listening in their L2 beyond the classroom. This presentation The present study investigated how the effectiveness of lexical reports on an analysis of 10 teachers’ listening instructions and acquisition techniques interacts with individual differences. We examines the extent to which generalizable listening skills are examined individual differences across a range of cognitive being taught. abilities hypothesized to contribute to language aptitude, 256. DIS Mon 4:45-7:10 including phonemic perceptual acuity, rote memory, inductive Paper Session reasoning ability, working memory, executive control, and general processing speed. 4:55 to 7:10 pm Yuho Kokubu, Ochanomizu University Floor 3rd floor - Sunstone Thomas Mitchell, Carnegie Mellon University in Qatar Corpus-based and Cognitive Linguistic Approaches to Silvia Pessoa, Carnegie Mellon University Vocabulary Retention and Recall on Reception and Production Tasks Evaluations of Spatial Practices at Home and Abroad by Low- Based on corpus-based and cognitive linguistic approaches, this income Migrant Laborers in Qatar empirical study investigates how the learning of formulaic This paper analyzes representations of place by low-income sequences leads to enhanced vocabulary retention and recall. migrant laborers in Qatar. Using data from recurring, semi- Analyses indicate the impact of using word-frequency lists and structured interviews with laborers, we use appraisal analysis and lexical networks, which may expand learners’ knowledge of narrative analysis to show how their descriptions of spatial formulaic sequences and boost vocabulary production and practices in Qatar are constrained by economic uncertainty, state retention. and societal sanctions, and self-imposed restrictions. Yuan Zhuang, Northern Arizona University Brenda Ross, University of Arkansas, Fort Smith Okim Kang, Northern Arizona University Subjectivity and Identity in the Personal Narratives of Female Learners’ Linguistic (Pronunciation, Grammar and Lexicon) Mexican Immigrants Development in the ESL Immersion Context In this presentation I discuss how a group of Mexican women This session reports on ESL learners’ linguistic improvements express their subjectivity within personal oral narratives. In after one-semester-long instruction in an intensive English particular, I focus on their choice of first person and indefinite program. 150 ESL students’ spoken responses were linguistically pronouns in relation to narrative structure and as contextualization 147

to shifts in identity. MONDAY 6:40 pm Gemma Punti, University of Minnesota The Agentic Lives of Undocumented Latino Young Adults 258. Life in Applied Linguistics: A Mentoring and Knowledge- This ethnographic study illustrates how the participants did not Sharing Event qualify for the ‘Deferred Action for Childhood Arrivals Policy'. Special Session However, these undocumented Latino youths learned to live in 6:40 to 8:00 pm illegality and strategically pursued to improve their lives; and Exhibit Hall Foyer claimed not to fear deportation but acted on that fear by Session Organizer: performing invisibility. Daniel Ginsberg, Georgetown University/AAAL Graduate Ad- Priti Sandhu, University of Washington Hoc Committee The Discursive Appropriation of Culturally Sanctioned Gender Mentors: Identities in Indian Sex Workers’ Narrative Constructions Kris Acheson-Clair, Georgia State University I use Conversation Analysis and Membership Categorization Susan Behrens, Marymount Manhattan College Analysis to examine the discursive constructions of culturally Eliana Hirano, Berry College sanctioned gendered identities and narratives of Indian female sex Alec Lapidus, University of Southern Maine workers. The data were collected in face-to-face audio-recorded narratives in 2011. Analysis revealed the interactional Michael Lessard-Clouston, Biola University embeddings and local contingencies implicated in these positive Richard Kern, University of California, Berkeley self-identifications and narratives. Paul Kei Matsuda, Arizona State University Sinfree Makoni, Pennsylvania State University 257. PED Mon 4:55-7:10 Elena Schmitt, Southern Connecticut State University Paper Session Tetyana Sydorenko, Portland State University 4:55 to 7:10 pm Elaine Tarone, University of Minnesota Floor Main Lobby - Willamette Paul David Toth, Temple University Veronica Gabriela Sardegna, University of Texas, Austin Camilla Vasquez, University of South Florida JuHee Lee, University of Texas, Austin This graduate student event will provide opportunities for networking and Crystal Kusey, University of Texas, Austin discussion on a range of topics significant to graduate students’ professional Motivations and Attitudes Towards Pronunciation Practice: A growth and success. It will follow an ‘unconference’ format in which proposed SEM Model specific discussion questions and breakout groups are formed organically This presentation proposes a theoretical construct of EFL based on participants’ interests. Since senior scholars are also invited, this learners’ motivations and attitudes towards pronunciation practice will be an opportunity for graduate students to participate in mentoring as based on single and multiple-groups (by gender and age) well as peer learning and knowledge sharing related to their own concerns structural equation modeling (SEM) analyses of 43 5-point and areas of interest. Light refreshments will be provided. Come to this Likert-scale items chosen by 711 Korean EFL middle and high event and meet others from outside your own institution to cultivate your school students. Pedagogical and research implications are professional development. discussed. Ghada Abdulmoneim Ibrahim, American University in Cairo Investigating The Effectiveness of Empty Pauses Versus MONDAY 7:00 pm Deliberate Articulation in Enhancing Listening 259. Write Around Portland Comprehension Proficiency of EFL Learners: A Mixed- 7:00 to 8:00 pm Design Approach Floor 2nd Floor - Mt. Hood This study belongs to the Specialist Temporal Variables Session Organizer: Research. It investigated whether and how manipulating listening Devin DiBernardo, Write Around Portland texts by inserting 3-second pauses vs. deliberate articulation Write Around Portland holds free creative writing workshops in hospitals, enhanced the comprehensibility of the recorded native talk from shelters, prisons, treatment facilities and other health care and social service an EFL students’ perspective. Results and pedagogical settings. As a nonprofit, Write Around Portland has been building implications regarding informing teachers’ choices of such community through writing since 1999. Workshops are held in English and techniques are discussed. in Spanish and culminate in published books and community readings to Yoko Munezane, Aoyama Gakuin University connect readers and writers. Writing in community provides us with Willingness to Communicate as the Predictor of Observed L2 opportunities to learn about our common humanity while celebrating our Use in the Classroom individual and unique voices. It is healing, connecting and transformative. This presentation reports on a classroom research project Write Around Portland will discuss their model of writing workshops, designed to examine whether self-reported Willingness to published books and community readings. For more information: Communicate (WTC) predicts observed L2 use in the Japanese www.writearound.org EFL classroom. The results of the analysis using structural equation modeling suggested that WTC predicted actual L2 use. Pedagogical implications of the findings will be discussed. Sorin Huh, Pennsylvania State University Explicitness of Recasts, Learner Responses, and L2 Development of Korean Relative Clauses: An Empirical Study The purpose of this study is to investigate the impact of implicit and explicit recasts, operationalized as interrogative and declarative recasts, on L2 development of Korean relative clauses as well as on various learner responses in the discourse (i.e., immediate uptake and primed production).

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TUESDAY SESSIONS TUESDAY MORNING AND AFTERNOON, MARCH 25, 2014, OVERVIEW 8:00 – 8:30 8:35 – 9:05 9:10 – 9:40 9:55 – 10:25 10:30 – 11:00 12:35 – 1:55 2:00 – 2:30 2:35 – 3:05 TESOL at : AAAL Kubota & Garton, organizers

Salon E LPP Colloquium : Donovan, organizer Plurilingualism and Language Education: Opportunities and Challenges Salon F 9:35 – 11:35 Poster Session The State of Applied Linguistics: Past, Present, and Future Exhibit Hall Roundtable Sessions (for abstractsRoundtable see Poster Sessions Sessions Index) Roundtable Sessions Pearl SLA Z yzik SLA McGregor & SLA Vercellotti SLA Yuldashev PED Sacklin PED Patel Sardegna Belmontnd 2 Floor Are heritage The Development Multi-‐Word Units Identity and the Discovering speakers and Pronunciation of Accuracy (Or Concealing Community ESL Teacher second language Improvement Lack-‐there-‐of) in Continuous and Classroom Identities: learners really Through an English Second Discontinuous Teacher-‐Mentor similar? Awareness-‐ Language Patterns in Conversations in Raising Approach Learners Written Language an English-‐ Use medium RWL Colloquium: Pessoa, organizer LCS Janney & Publishing Classroom in Bell Workshop India Columbia Main Lobby The Longitudinal Study of Undergraduate Writing : Development: Faculty Expectations, Student Challenges, and Teasing in Turning your Accomplishments Scripted and dissertation into a BIH Avni BIH Mitchell BIH Palmer & BIH Unscripted Turner & BIH Lee et al. book LCS Carhill-‐Poza LCS Sterzuk & Henderson LinanDiscourse-‐Thompson Farrell, organizer McNeil Douglas rd Fir 3 Floor The meanings of Which Text “Me Vale por Hebrew: Defining Language(s) and Dual Language Cross-‐Linguistic Appropriation: Dos”: Social “You learn more bilingualism in When? Dual Tracking and Influences in EFL Students’ Identities and through your dual language Language-‐ Teacher Writing: An Writing Is in Opportunities for internship”: charter schools Immersion Discourses on Examination of Foreclosure from Learning Influences of Teachers’ Emerging Bidirectional the Native Academic English Transition to Interpretations of Bilingual Students Linguistic English-‐speaking in Urban High School Classroom Transfer Teachers (NEST) Schools Communities RWL Nicodemus RWL Language McGarrell Policies & RWL Martin & RWL Fang RWL Hirano RWL Smith & RWL Snyder & Johnson and Pearce Social Studies Juffs Michel Eugene Lower Teaching Close The Effects of Pre-‐ Computer Level 1 Testing a Grammatical L1 Orthographic Reading with Reading Primed Assisted Threshold Cohesion in Native Background and Complex Texts Instructions, production during Language Hypothesis: Re-‐ and Non-‐Native Listening Scoring Criteria SCMC: An eye Learning in High examining the English Writers’ Discrimination and Text Difficulty tracking study Schools: Students’ Impact of Pre-‐task Texts Influence L2 on Recall Perceptions and Planning on Spelling Protocols Use Writers’ Fluency Knowledge

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TUESDAY MORNING AND AFTERNOON, MARCH 25, 2014, OVERVIEW 8:00 – 8:30 8:35 – 9:05 9:10 – 9:40 9:55 – 10:25 10:30 – 11:00 12:35 – 1:55 2:00 – 2:30 2:35 – 3:05 LPP Henderson LPP Kulavuz -‐ LPP Tecedor & Palmer Onal Vasquez Cabrero Hawthornend 2 Floor Teacher and "Thanks Shokran ‘Ah, sí, sí, mucho student language Gracias": divertido’: practices and Translingual Beginning ideologies in a Practices of Two Learners’ third-‐grade two-‐ EFL Teachers and Development of way dual Their 5th Grade Alignment Moves language ASE Seibert program ASE Students Clark-‐Gareca ASE Darbes LCS Unger & LCS De Costa PRG Tateyama PRG Waugh Hanson & Dracos Potts Laurelhurstnd 2 Floor “Being Good”: Self-‐Assessment Mobilizing Space Use of Dictogloss Willingness to Know Thyself: The ELLs’ of Bilingual Discourse studies and Time: for Teaching and Communicate and Reliability of -‐ Self Understandings of Proficiencies of and digitally-‐ Interactional Learning Advising L2 Speakers’ Assessments and Assessment and Community mediated Resources in in Japanese Pragmatic their Benefits for Evaluation in College Students: communication Narratives of an Development: L2 Motivation and Content Measure Creation Immigrant Implications for Learning Outcomes TEC Scholz et al. TEC Classrooms Ziegler TEC and Oskoz Use & TEC Lindberg & TEC Student Li et al. TEC Montero TEC Instruction Cardoso Elola Johansson Perez Meadowlarkrd 3 Floor Talking about the Synchronous Patterns of Small Learning L2 Virtual “World”— Computer-‐ The 21st Century Learning the Group Interaction Incidental and vocabulary via a The Complex Mediated Foreign Language Argumentative in Wiki-‐Based Intentional learner response System of Communication Writing Class: Genre with Collaborative Vocabulary system Extracurricular and Interaction: Same Goals, Same Wikipedia Writing in the EAP Learning through Language Insights from a Objectives, Same Context Video with Full or LearningLCS Hu LCS Research Kong LCS rules? Janusch & LCS Huang LCS Lin LCS (Glossed) Ma & LCS Park Synthesis Ngai Keyword Hamamoto Captions Medford Lower Globalization and Mediated “I Learn English Socialization of Reflexivity over Level 1 Development of Language and Learning Because Prospective A Reflective English Learners' Cultural Learning Transcultural Everybody Does, English Language Phenomenological Practices: An Symbolic in a Global Context Pragmatics Too”: A Teachers in Study of the Lived Autoethnography Competence Overseas: Foucaultian Taiwan: A Experiences of 3 of a Researcher in Professional Perspective on Discourse Multilingual ESL a TESOL Program Development for EFL Learning of Analytic Study Teachers in the at a South Korean South Korean College Students Publishing US University Teachers in Taiwan Workshop Mt nd Hood 2 Floor LCS Colloquium: Bernstein, organizer : Making an impact for yourself and On Being and Becoming Multilingual: Preschoolers’ Language Practices at Home and School your research: An introduction to metrics in academic journals Tancock, organizer

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TUESDAY MORNING AND AFTERNOON, MARCH 25, 2014, OVERVIEW 8:00 – 8:30 8:35 – 9:05 9:10 – 9:40 9:55 – 10:25 10:30 – 11:00 12:35-‐1:55 2:00 – 2:30 2:35 – 3:05 SOC SOC Etienne SOC Kuder SOC Gudmestad Presnyakova & Geeslin Portland Lower Perceptions of At the Cusp of Level 1 /ing/ Variable in Negation Use by Order and Chaos: Language the Speech of Learners of The Spanish Variation and the Immigrants: A French: Social Differential Object Second-‐Language Case Study of a Significance and Marker Trajectory Russian ASE Innami Family & ASE Self-‐ and Yan Other & -‐ Cheng ASE Nguyen ASE Baker & ASE Goodwin ASE Hung et al. ASE Cheong Koizumi Representations Riches Salmonrd 3 Floor Examining the Impact of TOEIC Functions of Peer Assessment Self, Peer, and EIKEN, TOEFL, factor structure of as a University Collaboration and Multi-‐Word of English Oral Teacher and TOEIC as a local oral English Exit Test on Language Constructions in a Performance in a Assessments in Tools for proficiency test English Learning Assessment Timed University -‐ Taiwanese ESL Writing Awarding English across first in Vietnam Literacy in a Level ESL Writing Elementary Course Credits in language Haitian Context Assessment School Japanese backgroundsBIH Colloquium: Anderson & Volker, organizers Universities Salon A Educational LID Hartse Perspectives LID Bhalla on Languages LID of Nuske Lesser Power: DIS Wagner Studies of DIS Indigenous Zareva and Immigrant Language DIS Park DIS Fagan Education in Asia and the Pacific Salon B Acceptability in Developing a Resistance, “That’s a good Multiple Identity Creating Rapport “Teacher, I don’t Context: Collective Subversion, and question”: Roles in English with Students: A agree”: Managing Interviews with International Oppression in the Demonstrating Native Speaking Study of Korean Learners’ English Language Teaching Assistant Kingdom: A Interactional and Asian ESL Foreign Language Disalignment Teachers Identity: An Critical Discourse Competence in Graduate Classes Initiations in L2 Examination of Analysis of Saudi the ITA TEACH Students’ Classroom Talk “we vs. they” Teachers’ Test Academic Statements Perceptions of Presentations SLA Thompson & SLA Nassif SLA English Dewaele SLA Chen SLA Sydorenko & SLA Li & Khawaja Proficiency Tuason Hegelheimer Salon C Output-‐induced Foreign Language Beyond Foreign Language Noticing and Anxiety and Politeness: ESL Learners' Automated Anxiety in Turkey: Language Anxiety: Foreign Language Indirectness and Noticing of Writing The Role of An Investigation Enjoyment in SLA Negotiation for Pragmatically Evaluation (AWE) Multilingualism, of L2 Acquisition Meaning in Appropriate Software in ESL PPLI, and TA Processes Written Feedback Expressions and Writing Classes – within a Dynamic from an Strategies during An Activity System Asynchronous Role-‐Plays with Theory TEC Colloquium: Thoms & Blyth, organizers Online Writing Native Speakers Perspective Tutorial of English Salon D Open Educational Resources (OER) and Foreign Language (FL) Education: Investigating the Effects of OER on FL Learning and Teaching

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TUESDAY MORNING AND AFTERNOON, MARCH 25, 2014, OVERVIEW 8:00 – 8:30 8:35 – 9:05 9:10 – 9:40 9:55 – 10:25 10:30 – 11:00 12:35 – 1:55 2:00 – 2:30 2:35 – 3:05 PED Colloquium: Kibler, organizer

Salon G Classroom Practice: Theoretical, Methodological, and Pedagogical PED Yoshida Issues & PED Raised K-‐ for Cannon12 English Learner Students PED Crosby & PED Yigitoglu PED Yang PED Martel Araki by Current U.S. National Standards Kistler Salon H English learners Exploring Pre-‐ Exploring the Exploring the Dynamic on Stage: Drama Benefits of Service Teacher Impact of Group relationship Assessment in an and Language Service-‐Learning and Teacher Lesson between identity EFL classroom: Its Learning in a across Classrooms Trainer Discussions on validation and applicability to a Middle School in Preparing -‐ K 12 Perceptions about Teachers’ Beliefs student teachers’ whole class Classroom Content-‐Area Written Feedback and Practices implementation setting EDU Colloquium: Achugar, Teachers organizer of ELLs of content -‐based instruction Salon I Critical DIS Language Park Awareness DIS Pinnow Approaches DIS in Creider the Americas: Theoretical DIS Yu Principles, DIS Dunmire Pedagogical Practices and DIS Arshavskaya DIS Lee et al. Distribution of Intellectual Labor Sunstonerd 3 Floor Advice Playing the The Integration Multimodal Time, Space, and Tracing the Who Is Expert? Negotiation in Language Game: Sequence: Management of Ideology: The Development of Exploring a Writing Center Examining a Managing Turn-‐taking in Spatial and Intercultural Student-‐Run Peer Tutoring Systemic Conflicting Presidential Temporal Competence in Academic English Functional Agendas in a Math Debate Construal of Both Native and Program For Linguistics Tutoring Session “Crosstalk” National Security Non-‐Native International Approach to Threats English-‐Speaking Graduate Discourse in an Students Students in Urban Secondary Sciences PED Koizumi PED ESL Classroom Rossiter et PED Ohashi PED Tragant et PED Lee & al. al. Subtirelu Willamette Main Lobby A Keyword Task Types and Analysis of Letters Developing a Task Affordances Vocabulary Metadiscourse in to Shareholders of collaborative in a Primary EFL learning at the Classroom: A Two Fortune 500 reading culture in Classroom primary: The case Comparative Banking adult ESL of a science and Analysis of EAP Institutions programs EFL class Lessons and University Lectures

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TUESDAY 8:00 am This presentation discusses writing assignments across a 4-year information systems (IS) curriculum. Text analyses of students’ 260. SLA Tues 8:00-9:40 IS projects and case study write-ups are compared with faculty Paper Session expectations of these genres. The findings show how 8:00 to 9:40 am progressively students are able to meet faculty and genre Floor 2nd Floor - Belmont expectations, which are not always consistent. Eve Zyzik, University of California, Santa Cruz 262. BIH Tues 8:00-9:40 Are heritage speakers and second language learners really Paper Session similar? 8:00 to 9:40 am This paper questions the common practice of matching heritage Floor 3rd floor - Douglas Fir speakers and L2 learners in proficiency based on cloze and other Sharon Avni, Borough of Manhattan Community College, CUNY types of written tests. By examining recent research from the The meanings of Hebrew: Defining bilingualism in dual perspective of basic versus higher language cognition (Hulstijn, language charter schools 2011), the differences between the groups are better understood. This presentation examines the semiotics of Hebrew, that is, what Alison McGregor, University of Texas, Austin the language signifies for stakeholders involved in the Veronica Gabriela Sardegna, University of Texas, Austin establishment of a Hebrew language charter school. Using Pronunciation Improvement Through an Awareness-Raising discourse analysis, I analyze the charter application and an online Approach forum to identify how this new initiative redefines heritage This study reports the results and pedagogical implications of an language learning in unexpected ways. awareness-raising approach to English pronunciation. ESL Kathleen Mitchell, University of Minnesota students’ (N=30) achievement scores and self-report data support Which Language(s) and When? Dual Language-Immersion the view that increased awareness of pronunciation features leads Teachers’ Interpretations of Classroom Language Policies to pronunciation improvement. The role of the teacher in and Social Studies scaffolding learning and promoting awareness is highlighted. This study explores survey responses and follow-up interviews of Mary Lou Vercellotti, Ball State University dual language-immersion teachers regarding their perceptions of The Development of Accuracy (Or Lack-there-of) in English school and classroom-based language policies, and social studies Second Language Learners curricular enactment--and the connection between these two Accuracy was calculated by three general measures of accuracy areas. It also examines the limitations of survey usage within a and analyzed with HLM, which lead to different findings critical discourse analysis framework. (improved accuracy over time and no change over time). Deborah Palmer, University of Texas Analyses of specific error types (syntactic, morphological, Kathryn Henderson, University of Texas lexical) were completed to evaluate these (generally Dual Language Tracking and Teacher Discourses on Emerging recommended) measures. Bilingual Students 261. The Longitudinal Study of Undergraduate Writing Despite the widespread use of different types of admissions Development: Faculty Expectations, Student Challenges, and criteria in dual language education programs, little empirical Accomplishments research systematically explores the implications of these criteria Colloquium in the years that follow. This study provides a window into the 8:00 to 9:40 am potential long-term impact of tracking in DLE on teacher discourse practices. Floor Main Lobby - Columbia Session Organizer: 263. RWL Tues 8:00-9:40 Silvia Pessoa, Carnegie Mellon University Paper Session This colloquium presents three papers that draw on data from a four-year 8:00 to 9:40 am longitudinal study of undergraduate literacy. The presentations report on Floor Lower Level 1 - Eugene faculty expectations for writing, trajectories of student writing development, Christine L. Nicodemus, East Carolina University and analysis of disciplinary writing. Together, they provide valuable Mark D. Johnson, East Carolina University insights about the nature of undergraduate writing and discuss pedagogical Testing a Threshold Hypothesis: Re-examining the Impact of implications. Pre-task Planning on Writers’ Fluency, Grammatical Silvia Pessoa, Carnegie Mellon University Complexity, and Lexical Complexity Different Trajectories to Undergraduate Literacy Development: Johnson et al. (2012) proposed a threshold of target language Student Experiences and Texts proficiency necessary for pre-task planning to impact features of This presentation examines four longitudinal case studies of L2 writers’ texts. This paper examines the hypothesized threshold multilingual students studying at an English-medium university in among L1 writers and proposes adaptations to Kellogg’s model of the Middle East. Based on interviews, surveys, observations, and working memory in L1 writing (1996) to better describe L2 student writing analysis, we discuss students’ distinct personal, writing. social, and academic developmental trajectories as well as factors Hedy M. McGarrell, Brock University that contribute to this development. Donna Pearce, Brock University Thomas Mitchell, Carnegie Mellon University in Qatar Grammatical Cohesion in Native and Non-Native English Analytical Writing Across the Curriculum: Expectations, Writers’ Texts Student Writing, and Development This paper reports on an exploratory study into the use of Drawing from data from a 4-year longitudinal study of literacy grammatical cohesion in a written paper assigned to native and development among multilingual students at an English-medium non-native speakers enrolled in the same graduate course. university in the Middle East, this presentation presents a Findings from 30 participants highlight quantitative and framework for the analysis of analytical writing development qualitative differences and similarities and suggest implications based on analysis of faculty interviews, course materials, and for research and practice. student writing from a functional perspective. Katherine Martin, University of Pittsburgh Ryan Miller, Carnegie Mellon University Alan Juffs, University of Pittsburgh Expectations and Features of Disciplinary Writing: The Case of L1 Orthographic Background and Listening Discrimination Case Studies in Information Systems Influence L2 Spelling Knowledge 154

ESL students from eight L1 backgrounds completed an English multilingual assessments that can be used to create more equitable spelling verification task and a listening discrimination task. policies. This paper describes the creation of a self-assessment of Both L1 orthographic type and listening discrimination were bilingual abilities, reports preliminary findings on language significantly related to spelling performance. The results reveal proficiencies and diversity, and reviews uses for this measure. that L1 influences reading-related skills and that the 266. TEC Tues 8:00-9:40 interrelationships among reading skills may differ by L1 orthography. Paper Session 8:00 to 9:40 am 264. LPP Tues 8:00-9:40 Floor 3rd floor - Meadowlark Paper Session Kyle Scholz, University of Waterloo 8:00 to 9:40 am Mathias Schulze, University of Waterloo Floor 2nd Floor - Hawthorne Trude Heift, Simon Fraser University Kathryn Henderson, University of Texas Talking about the Virtual “World”—The Complex System of Deborah Palmer, University of Texas Extracurricular Language Learning Teacher and Student Language Practices and Ideologies in a This presentation discusses a longitudinal study with 24 L2 Third Grade Two-Way Dual Language Program learners of German playing the online game ‘World of Warcraft’. This study focused on the language practices and ideologies of a We investigate the factors that lead to a change in the complex team of two 3rd grade teachers and their students during the first system of language learning and examine whether gameplay can year of two-way dual language (TWDL) program function as a sufficient language learning environment for implementation. Our findings provide evidence to the multiple, proficiency development. complex and contradictory nature of language ideologies. Nicole Ziegler, University of Hawai'i at Manoa Derya Kulavuz-Onal, Salisbury University Synchronous Computer-Mediated Communication and Camilla Vasquez, University of South Florida Interaction: Insights from a Research Synthesis and Meta- "Thanks Shokran Gracias": Translingual Practices of Two EFL Analysis Teachers and Their 5th Grade Students on Facebook This presentation reports on a synthesis and meta-analysis on the We explore translingual practices within a Facebook group relative effectiveness of interaction in synchronous computer- created by two EFL teachers in Argentina and Egypt for their 5th mediated communication and face-to-face contexts. Results grade students to practice English in a transnational environment. indicate that mode of communication has no significant impact on We illustrate how, when, and why multiple code use occurs in the positive developmental benefits associated with interaction, this environment, originally constructed as an “English-only” and suggestions are made for directions for future research. space. Ana Oskoz, University of Maryland Baltimore County Marta Tecedor Cabrero, Texas Tech University Idoia Elola, Texas Tech University ‘Ah, sí, sí, mucho divertido’: Beginning Learners’ Development The 21st Century Foreign Language Writing Class: Same Goals, of Alignment Moves in Videoconferencing Conversations Same Objectives, Same rules? This presentation explores how beginning learners of Spanish use Following Activity Theory, this study examines learners’ alignment moves to collaboratively construct videoconferencing approaches to traditional and non-traditional writing tasks (digital conversations. Data were analyzed using a Conversation Analysis stories) in an advanced writing Spanish course. Results illustrate techniques and quantitative data analysis. Several patterns of learners’ (1) orientations towards the writing act, (2) emergent interaction were identified. Discussion will focus on description contradictions from their understanding of writing tasks, and (3) of these interactional patterns and on pedagogical and theoretical their sense of agency in their writing process. implications. 267. LCS/PRG Tues 8:00-9:40 265. ASE Tues 8:00-9:40 Paper Session Paper Session 8:00 to 9:40 am 8:00 to 9:40 am Floor Lower Level 1 - Medford Floor 2nd Floor - Laurelhurst Tsui-Chun Hu, Zhi-You Language and Science Aroline Seibert Hanson, Arcadia University Globalization and Development of English Learners' Symbolic Melisa Dracos, Baylor University Competence Know Thyself: The Reliability of Self-Assessments and their This study distinguishes itself by acknowledging language Benefits for L2 Motivation and Learning Outcomes learners as individuals with rich affections and memories and the We tested 60 beginning L2 Spanish students on objective agency to shape their own actions and identities rather than as proficiency tests and motivational surveys throughout one passive knowledge receivers and aims to identify opportunities semester. Half completed self-assessments, which correlated shaping development of English learners’ SC in the English as a strongly with proficiency scores. Also, participants who self- Foreign Language context. assessed showed enhanced motivation and improved L2 abilities Kaishan Kong, University of Minnesota as compared to the control group, suggesting benefits are derived Mediated Language and Cultural Learning in a Global Context from self-assessment itself. Beth Clark-Gareca, New York University This qualitative case study adopts the sociocultural framework to examine how a language learner named Ellen utilizes concrete “Being Good”: ELLs’ Understandings of Assessment and and symbolic resources to mediate her language and cultural Evaluation in Content Classrooms learning in the context of Study Abroad. Data include semi- This study documents fifty elementary ELLs’ perceptions of math structured interviews, informal video meetings, the participant’s and science assessment in mainstream classrooms. Findings digital journals and Chinese compositions. suggested that students did not understand many linguistic and Sandra Joy Janusch, University of Montana evaluative aspects of testing, accommodations, or grading Phyllis Ngai, University of Montana practices. By representing the voices of young ELLs, this paper Learning Transcultural Pragmatics Overseas: Professional provides new insight into ELL classroom test performance. Tasha Darbes, New York University Development for South Korean Teachers Recent studies on pragmatics indicate a lack of instructional Self-Assessment of Bilingual Proficiencies of Community methodologies for teaching ”the secret rules of English” which College Students: Measure Creation and Use allow non-native speakers to use language appropriately in The linguistic diversity of community college students calls for diverse cultural and intercultural contexts. This session describes 155

a professional development course in transcultural pragmatics children and highlights the objectives and ideologies behind specifically designed for English teachers from South Korea. parents' decisions to teach their children English in addition to the 268. On Being and Becoming Multilingual: Preschoolers’ family’s community language. Barbara K Kondilis, Hellenic American University Language Practices at Home and at School Colloquium Parents’ Perceptions of Greek and American Cultural Identity 8:00 to 11:00 am and Ideology in Popular Children’s Books Floor 2nd Floor - Mt. Hood Perspectives about current Greek and American cultural differences are examined in this interview study of three mothers Session Organizer: of bilingual pre-school children in Athens. Researcher-selected Katie Bernstein, University of California, Berkeley U.S. and Greek popular children’s books (Dr. Seuss & Aesop’s Discussant: fables) provide a catalyst for participants’ narratives about Kendall King, University of Minnesota language and cultural identity. This colloquium examines the language practices of preschool-aged 269. Tuesday Roundtable Session 1 8:00-9:40am children who are multilingual or learning an L2. Drawing on research from 8:00 to 9:40 am geographically and linguistically diverse home and school contexts, the Portland Marriott Downtown Waterfront: Floor 2nd Floor - Pearl papers address issues such as language ideology, language and identity, interaction and acquisition, and language and culture. 269-1. Table 1 ESL and EFL Teachers: Interactions and Self- Ysaaca Axelrod, Clemson University perceptions “You speak? I speak espaňol, un poquito”: Young Emergent Roundtable Session Bilinguals Negotiate and Construct Language and Identity Chris Carl Hale, New York University This paper draws from an ethnographic study of the language Mikiko Sudo, International Christian University development of 4-year-old emergent bilinguals in a Negotiating the Expert/Novice Positions in Interactions between Spanish/English preschool classroom. The language practices and Native-English-Speaking and Non-Native-English-Speaking development of Peter, the class's only English-only speaker, Language Teachers demonstrate the complexity of these processes and the intertwined Using conversation analysis (CA), this paper presents research nature of language and identity development in young children. examining the negotiation of the “expert/novice” position in Amy Kyratzis, University of California, Santa Barbara interactions between Japanese teachers of English (JTEs) and Emergent Bilingual Literacy: Children’s Play Enactments of native-English-speaking teachers of English (NETs) in pair work Reading in a Bilingual U.S. Spanish-English Preschool activities. Results show complex interactional dynamics whereby Classroom NETs resist being assigned the “expert” position in the This ethnographic study examines children’s enactments of a interaction. school genre, reading books aloud to others, in pretend play, in a Mary Shepard Wong, Azusa Pacific University bilingual Spanish-English California preschool classroom. Tasha Bleistein, Azusa Pacific University Examples illustrate the multimodal, multilingual resources that Collaboration of Local and Foreign English Teachers in Hong children use in “building in concert with one another the actions Kong and China: Tensions and Contradictions that define” (C. Goodwin , 2000) school literacy. Collaborative research among Native and NNESTs has been Ruth Piker, California State University, Long Beach shown to have great potential due to the unique strengths of each Peer Play as a Vehicle for Learning Diverse Interactional Moves partner, but Native/NNEST collaboration also has significant in a Second Language challenges. The presenters provide specific recommendations The purpose of the presentation is to demonstrate how play based on two extensive studies in China and Hong Kong to foster facilitated an increasing diversity of interactional moves between collaboration in research and publication. four preschool dual language learners and their peers. Through Le Kang, University of Nebraska, Lincoln play with their English-speaking peers, focal children learned The Negotiation of Language and Identity among Chinese how to carry out specific kinds of interactions in English, such as Language Teachers in the U.S. Public Schools sharing or arguing. This study explores how Chinese language teachers navigate Katie Bernstein, University of California, Berkeley among different languages and semiotic resources, as well as its Learning English as an L2 in PreK: Thinking Multimodally and relationship with their identity negotiation and language teaching Multilingually about Identity, Interaction, and Acquisition in the U.S. public schools through a case study of six Chinese This paper discusses the reciprocal relationship between PreK language teachers teaching in the public schools in the Midwest students’ classroom identities and their English-as-an-L2 of U.S. learning. Using the cases of Kritika (age 4, L1 Nepali) and Elias 269-2. Table 2 Teaching ESL (age 5, L1 Spanish), I show how discursive competence in Roundtable Session English is not separate from students’ multilingual (L1/L2) and Roberta Golliher, Oregon State University multimodal (verbal, expressional, gestural) competence. Erin Kearney, SUNY Buffalo Vivian Samano, Oregon State University Ann Larson, Oregon State University What are Kids Learning about Language Learning in a Preschool Foreign Language Program? Drawing Inspiration from DeNiro: Teaching ESOL Before, During and After Corporate-University Partnership Early foreign language programs are sites where children are socialized into conceptions of language learning as an educational Three ESOL professionals compare organizational environments activity. This presentation reports analysis of structural elements in which they have taught in light of critical theory, and in and interactional patterns in one program, with particular conversation with DeNiro’s plumber character in the humorously attention to ideologies about language learning and their role in sociocritical film Brazil. Discussion will revolve around shaping learning opportunities for children. “thriving” strategies and whether postmodern educational Timothy Matthew Vetere, Pennsylvania State University environments are always already corporatized. Kristen Lindahl, University of Texas, San Antonio Voices From the Home: Parental Philosophies of Language Learning in Multilingual Families Exploring an Invisible Medium: Teacher Language Awareness among K12 Educators of English Language Learners Within research on the philosophies of multiple language learning in early childhood, parents’ voices are often unheard. This paper This session describes research examining the construct of focuses on the dynamic home contexts of two pre-kindergarten Teacher Language Awareness among educators of plurilingual youth. Results from mixed-methods investigation indicate that 156

deliberate approaches to developing knowledge about language Paper Session are necessary. Implications include how applied linguistics may 8:00 to 9:40 am inform education to promote language as a critical piece of Floor Lower Level 1 - Portland general teacher education. Irina Presnyakova, Simon Fraser University Sharon Elizabeth Johnson, University of Alaska, Fairbanks Duff Johnston, University of Alaska, Fairbanks /ing/ Variable in the Speech of Immigrants: A Case Study of a Russian Family Book Clubs in the L2 Classroom: A Microinteractional Analysis The study reports on the results of a small-scale variationist of L2 Literacy Development and Student Enactment of investigation of linguistic and social constraints operating on the Leadership Roles variable -ing in the speech of the first generation of Russian Can book clubs facilitate literacy development in L2 classrooms? immigrants in Vancouver, BC. Several explanations related to This discussion presents a microinteractional analysis of literacy identity issues, density of social networking, and age of development in L2 university students participating in book clubs, acquisition are offered. with an emphasis on the students’ developing enactment of Corinne Etienne, University of Massachusetts, Boston leadership roles. The analysis will be presented alongside video Perceptions of Negation Use by Learners of French: Social recordings and transcripts of student interactions. Ellen Rintell, Salem State University Significance and Self- and Other- Representations Jacy Ippolito, Salem State University French speakers’ prescriptive language attitudes toward learners’ uses of negation have been discussed but not empirically Chad Leith, Salem State University supported. This presentation based on qualitative data focuses on Amy Minett, Salem State University how participants describe the social significance of single Francesca Pomerantz, Salem State University negation and how they position themselves, learners, and others Lessons Learned from Unnatural Conversations: The Effects of in general, in relation to this linguistic practice. Using Discussion-based Protocols for Reflecting and Acting Emily Kuder, University of Wisconsin, Madison on ELL Student Literacy Data At the Cusp of Order and Chaos: The Spanish Differential In this paper we present research on a literacy coaching program Object Marker designed for teachers of ELLs. The program conducted meetings The current study explores the use of the Spanish Differential with teachers in which specified protocols guided discussion. Object Marker (DOM) in naturally-occurring data to explore how Data analysis to be discussed includes surveys, interviews, different linguistic and sociolinguistic factors interact with its classroom observations, and notes from meetings. A protocol- usage. Multivariate analyses show that animacy, specificity, and based discussion will be demonstrated. source type are significant factor groups, supporting the 269-3. Table 3 ESL teaching in the Content Areas hypothesis that multiple factors constrain DOM usage. Roundtable Session 271. ASE Tues 8:00-9:40 Alexander Jeff Popko, Eastern Michigan University Paper Session Improving ESL Teaching in the Content Areas 8:00 to 9:40 am This is a report on the results of a 6-year project to train content- Floor 3rd floor - Salmon area secondary teachers to better serve English language learner Yo Innami, Shibaura Institute of Technology (ELL) populations. 200 content-area teachers received up to Rie Koizumi, Juntendo University eighty hours of professional development workshops. The EIKEN, TOEFL, and TOEIC as Tools for Awarding English Sheltered Immersion Observation Protocol (SIOP) was used to Course Credits in Japanese Universities measure change over time. Annie Camey Kuo, University of Washington We found that awarding course credits using EIKEN and TOEFL iBT seemed usually appropriate because the intended test purpose Examining Collaborative Activities in Problem-Based Learning and course objectives were often closely matched. The TOEFL Across Content Areas: Academic Challenges and PBT and TOEIC were less appropriate for awarding credits for Affordances for English Language Learners four-skills, speaking/writing courses because they do not The study examines the experience of English Learners in primarily measure speaking or writing. collaborative activities across content areas in a comprehensive Xun Yan, Purdue University problem-based learning high school. Because students spend a Lixia Cheng, Purdue University majority of time interfacing and learning in groups, it is essential Examining the factor structure of a local oral English to explore positionality and participation in order to understand proficiency test across first language backgrounds the academic challenges and affordances. Oksana Afitska, University of Sheffield This study examined the internal construct validity of a local oral English proficiency test across three first language (L1) groups. Teaching Science to English Language Learners: Supporting Findings of this study provide evidence for the internal validity Learning, Accelerating Progress and Raising Achievement. and fairness across L1 backgrounds, and inform language Drawing on data from six state primary schools in England with a proficiency profiles of international teaching assistants at a large high density of non-native English speaking learners (30-90%), public US university. this presentation discusses problems associated with the effective Ha Nguyen, Victoria University of Wellington teaching of science to these learners, and suggests ways in which Impact of TOEIC as a University Exit Test on English Learning current pedagogical practices in schools can be further improved. in Vietnam Paula A White, Wisconsin Center for Education Research This study examined the impact on learning of the Test of English Rita MacDonald, Wisconsin Center for Education Research for International Communication (TOEIC), which has been used English Learners and the Common Core State Standards: as an exit test in many Vietnamese universities. Implications for FLARE Focus on Language Functions the test designers and universities regarding the use of the This roundtable discussion will provide participants with an TOEIC-as-exit-test will be presented. understanding of the language needs of ELs in the CCSS and 272. Educational Perspectives on Languages of Lesser Power: explores the use of key functions of academic language of the Studies of Indigenous and Immigrant Language Education in Formative Language Assessment Records for English Language Learners (FLARE) project to focus on the integration of language Asia and the Pacific into content instruction. Colloquium 8:00 to 11:00 am 270. SOC Tues 8:00-9:40 Floor Lower Level 1 - Salon A 157

Session Organizers: setting. Fred Einar Anderson, Kansai University Kyle Nuske, Indiana University of Pennsylvania Craig Alan Volker, Divine Word University Resistance, Subversion, and Oppression in the Kingdom: A This colloquium focuses on educational initiatives—some successful, some Critical Discourse Analysis of Saudi Teachers’ Perceptions less so—contributing to the maintenance or revitalization of indigenous and of English Proficiency immigrant languages in the Asia-Pacific region. We collectively refer to Critical discourse analysis is employed to investigate how these as “languages of lesser power” to call attention to the interaction complex power relations arising from divergent ideologies of among languages that coexist within linguistic ecologies. Westernization and cultural conservatism are manifested in Saudi Fred Einar Anderson, Kansai University English instructors’ perceptions of English proficiency and their Globalization and Education in Languages of Lesser Power teaching experiences. The larger implications of their perceptions This paper sets the theoretical stage for others in the colloquium for the reproduction or subversion of social inequalities are by examining the use of indigenous and immigrant “languages of discussed. lesser power” in Asian and Pacific educational contexts in light of 274. SLA Tues 8:00-9:40 recent work on language and globalization, with particular Paper Session reference to Blommaert’s “sociolinguistics of mobility”. 8:00 to 9:40 am Craig Alan Volker, Divine Word University, Papua New Guinea Floor Lower Level 1 - Salon C Finding the Right Balance for Papua New Guinea's Languages Amy Thompson, University of South Florida of Education Anastasia Khawaja, University of South Florida In intensely multilingual Papua New Guinea, finding the right Foreign Language Anxiety in Turkey: The Role of balance between English, local languages, and Tok Pisin (New Guinea Pidgin English) has been difficult, with successive Multilingualism, PPLI, and TA within a Dynamic System governments, parents, local teachers, and the children themselves This study explores the relationship between multilingualism, often making different choices. perceived positive language interaction (PPLI), tolerance of Picus S. Ding, University of Hong Kong ambiguity (TA), and anxiety with Turkish learners. More specifically, this study investigates how bilingual or multilingual The Charms of Chinese Characters and Minority Language status is related to PPLI and TA using the dynamic model of Education in China multilingualism (DMM), suggesting an interconnectivity of these Bai, a Tibeto-Burman language of Yunnan, has more than one variables. million speakers. Without traditional orthography, the Bái are Lama Nassif, University of Texas, Austin proud to be literate in Chinese characters. Bilingual education in Output-induced Noticing and Language Anxiety: An Chinese and Bai faces problems such as failure to recognise the status of language among the varieties of Bai and language Investigation of L2 Acquisition Processes standardization. What makes some language learners notice L2 form more deeply Marie Quinn, Australian Catholic University/Ministry of than others? This paper reports on a study investigating noticing as mediated by language anxiety. It explores whether anxiety Education, Timor Leste influences the noticing of linguistic form in input subsequent to Addressing Timor-Leste's Languages for Education in the New oral output production, and the modification of output following Curriculum Reform output-input activities. The current reform of curriculum in Timor-Leste is attempting to Jean-Marc Dewaele, Birkbeck College, University of London bring together the two official languages of the nation, Portuguese Foreign Language Anxiety and Foreign Language Enjoyment in and Tetum, and the 30+ national languages to form a cohesive SLA pattern of language learning and learning through language to improve outcomes for primary school children. This paper investigates the relationship between Foreign Language Anxiety and Foreign Language Enjoyment. A Mary Noguchi, Kansai University statistical analysis revealed a moderate negative relationship but Korean Heritage Language Maintenance in Japan: Helping we argue that they are different dimensions and that FLE might in Make a Plus Out of Two Minuses fact be a better predictor of success in SLA. This case study will look at how one young resident Korean of 275. Open Educational Resources (OER) and Foreign Language Japan was able to overcome two negatives—his being regarded as (FL) Education: Investigating the Effects of OER on FL “not Japanese” and his school as being suspect because it was affiliated with North Korea—and develop a positive ethnic Learning and Teaching identity through a heritage language maintenance program. Colloquium 8:00 to 9:40 am 273. DIS Tues 8:00-9:40 Floor Lower Level 1 - Salon D Paper Session 8:00 to 9:40 am Session Organizers: Floor Lower Level 1 - Salon B Joshua Thoms, Utah State University Joel Heng Hartse, University of British Columbia Carl Blyth, University of Texas, Austin This colloquium presents an overview of what constitutes open educational Acceptability in Context: Interviews with English Language resources (OER) in foreign language (FL) learning contexts. In addition to Teachers addressing the open FL movement while also defining and illustrating This paper proposes that acceptability judgments need to be re- relevant OER, panelists report on empirical research projects that theorized as socially constructed, and presents data from a study investigate the effects of OER on FL learning and teaching. involving interviews with Chinese English teachers about Carl Blyth, University of Texas, Austin unacceptable English usage in writing. Using discourse analysis, I Steven Thorne, Portland State University & University of show how the (un)acceptability of particular usages is not fixed, Groningen but depends on contextual influences. Shereen Bhalla, University of Texas, San Antonio The Affordances of Openness: Understanding the Values and Developing a Collective International Teaching Assistant Practices of Open Educational Resources (OER) Identity: An Examination of “we vs. they” Statements In this presentation, we examine the values and practices of Open Educational Resources (OER). We begin by defining educational This study explores the ITA experience from their perspective, systems in terms of their openness. We argue that OERs are specifically examining the creation of a collective ITA identity making foreign language education more democratic, more through the use of ‘we vs. they’ statements in a focus group economically sustainable and more responsive to the needs of 158

students and teachers. Elaine Tarone, University of Minnesota Fernando Rubio, University of Utah Applied Linguistics, Past and Present A Comparison of Student Interactions in MOOCs and The history of applied linguistics since 1924 will provide Traditional Technology-Enhanced Language Courses background to a discussion of the present work of two types of This presentation discusses the results of a study comparing applied linguist – one focused on theory and academic language learners in traditional technology-enhanced courses with publication, and the other a ‘border-crosser’ using academic students enrolled in MOOCs. Specifically, the study looks at concepts and tools to better understand and solve language-related patterns of student-student, student-instructor and student-content issues outside academia. interaction and examines possible correlations between students’ 277. Classroom Practice: Theoretical, Methodological, and perceptions and access rates for content, type of materials and Pedagogical Issues Raised for K-12 English Learner Students support sought. by Current U.S. National Standards Amy Rossomondo, University of Kansas Colloquium Assessing Acceso: Evidence from an OER for Foundational 8:00 to 9:40 am Spanish Floor Lower Level 1 - Salon G The assessment of student learning via Acceso, an OER for foundational Spanish studies, requires a methodology aligned Session Organizer: with the learning outcomes targeted by its text-driven approach. Amanda Kibler, University of Virginia This presentation examines the process and results of developing Chair: such an assessment program, providing valuable evidence of Aída Walqui, WestEd OER’s effectiveness in foreign language instruction. This colloquium brings together leading scholars in second language Joshua Thoms, Utah State University instruction to share perspectives on classroom-based issues relevant to Becky Thoms, Utah State University teaching and learning for U.S. K-12 English learner (EL) students. Exploring the Perceived Benefits and Challenges of Using Open Presenters consider classroom-based practices for ELs required by the new Educational Resources in Foreign Language Programs standards and their implications for pedagogy and teacher development. This presentation reports on the results of a survey completed by Alison Bailey, UCLA 155 foreign language (FL) directors during Fall 2012. We focus Margaret Heritage, UCLA on the perceived benefits and challenges of using open The Role of Language Learning Progressions in Improved educational resources (OER) in FL courses and suggest ways to Instruction and Assessment of English Learners establish or expand the use of OER in FL programs. We address how empirically-derived language learning 276. The State of Applied Linguistics: Past, Present, and Future progressions—descriptions of how learning develops over time Colloquium with examples of what performance looks like at different 8:00 to 11:00 am points—can form a central basis of efforts to describe the English language needed in school contexts for learning, instruction, and Floor Lower Level 1 - Salon F assessment in the national standards era. Session Organizer: Nanette Koelsch, WestEd Anne Donovan, Center for Applied Linguistics Haiwen Chu, WestEd Discussants: Focusing Professional Development for Secondary Teachers of Terrence Wiley, Center for Applied Linguistics English Learners on Pedagogical Language Knowledge John Norris, Georgetown University To explore the implications of new standards for teachers of Applied linguistics is established as a professional and academic field, but English learners, this presentation conceptualizes pedagogical what does that mean? How does the field of applied linguistics define itself language knowledge. We share insights about teacher growth in and its origins? What is next for this field? This three-hour colloquium English language arts and mathematics from whole-school brings together a variety of perspectives to address these questions. professional development and instructional coaching to examine Meg Malone, Center for Applied Linguistics how teachers’ knowledge about disciplinary language and literacy Who Are We? Results of a Nationwide Survey of Applied guides classroom practices. Linguistics Programs Jamie Schissel, University of North Carolina, Greensboro What is the current state of applied linguistics in the United Nelson Flores, University of Pennsylvania States? This paper presents results of a nationwide survey of A Heteroglossic Approach to Standards-Based Reform in a graduate students and faculty members in applied linguistics and Globalized World an analysis of the characteristics of over 200 graduate programs to Standards-based education reform is an increasing global answer key questions about the field and its future. phenomenon; yet present models fail to develop global citizens by Katherine Riestenberg, Center for Applied Linguistics remaining mostly silent on issues of multilingualism. Examples of The Student Perspective: Graduate Education in Applied heteroglossic standards and classroom language practices present Linguistics ways to move beyond monoglossic language ideologies to further develop a heteroglossic approach to standards-based reform. How well do graduate programs in applied linguistics prepare the next generation? Data from surveys of current graduate students George Bunch, University of California, Santa Cruz shed light on their perceptions of the field, their preparation, and Aída Walqui, WestEd their futures. Student viewpoints are compared to faculty Comprehending and Engaging with Complex Text: Implications perspectives and analysis of the course offerings of graduate for Educating English Learners in K-12 Standards-Based programs. Subject Matter Contexts Mary McGroarty, Northern Arizona University This paper considers reading theory and research to (a) articulate From Consensus and Contrastive Analysis to Analytical the challenges facing English learners as they encounter complex Contrasts and Controversies texts required by new US standards in English language arts and This paper traces the evolution of applied linguistics over the last disciplinary literacy, (b) evaluate potential instructional 50+ years, from relative consensus surrounding Contrastive responses, and (c) raise questions remaining to be addressed by Analysis and behaviorism to a more diverse field. Advances in researchers and practitioners. theory and research related to language description, 278. PED Tues 8:00-9:40 psycholinguistic, and sociocultural paradigms have enriched the Paper Session models and research approaches that guide our work. 8:00 to 9:40 am 159

Floor Lower Level 1 - Salon H Daniel Robert Walter, Carnegie Mellon University Tatsuhiro Yoshida, Hyogo University of Teacher Education Developing Teachers’ Critical Language Awareness: A Case Mikage Araki, Konda Junior High School, Sasayama, Japan Study of Guided Participation Dynamic Assessment in an EFL classroom: Its applicability to a Content teachers’ development of critical language awareness whole class setting (CLA) can occur through guided participation in activities that This paper demonstrates how a teacher facilitates EFL students’ pose practical problems. This paper shows the discursive development through Dynamic Assessment in a junior high strategies deployed in interactions between teacher-applied school in Japan. We analyzed English lessons, where a teacher linguists’ to design disciplinary literacy lessons for multilingual interacted with students using DA and found out that the teacher history classrooms highlighting the process by which CLA created a class’s ZPD and students collaboratively developed their developed language skills. 280. DIS Tues 8:00-9:40 Anneliese Cannon, University of Wisconsin Paper Session English learners on Stage: Drama and Language Learning in a 8:00 to 9:40 am Middle School Classroom Floor 3rd floor - Sunstone This paper discusses the possibilities of using drama-based Innhwa Park, West Chester University pedagogy to teach language and literacy to adolescent ELs. Advice Negotiation in Writing Center Peer Tutoring Drawing from the disciplines of SLA and the social sciences, this Using CA, this study examines the interactional practices of paper offers a nuanced, critical portrait of life in an ESL advice negotiation in peer tutoring at an undergraduate writing classroom and explores the promise of drama-based pedagogies center. The analysis shows how the tutee moves away from for EL youth. accepting the tutor’s advice in a stepwise manner, while the tutor 279. Critical Language Awareness Approaches in the Americas: progressively reformulates the advice in the subsequent turn. Theoretical Principles, Pedagogical Practices and Distribution Rachel Pinnow, University of Missouri of Intellectual Labor Playing the Language Game: Examining a Systemic Functional Colloquium Linguistics Approach to Discourse in an Urban Secondary 8:00 to 11:00 am ESL Classroom. Floor Lower Level 1 - Salon I This year-long ethnographic study examines the interactions that Session Organizer: emerged through the use of a systemic functional linguistics Mariana Achugar, Carnegie Mellon University (SFL) approach to second language acquisition in an urban Discussant: secondary ESL classroom. Sarah Creider, Teachers College, Columbia University Meg Gebhard, University of Massachusetts, Amherst Applied linguists working with multilingual populations explore Critical The Integration Sequence: Managing Conflicting Agendas in a Language Awareness approaches to language teaching and learning that Math Tutoring Session make visible and challengeable power differences reproduced through This study is based on a series of math tutoring sessions with discursive practices associated with schooling. Through four case studies young children. Using the framework of conversation analysis, they illustrate: theoretical principles, pedagogical practices and distribution particularly recent work on institutional discourse, I show a of intellectual labor in the Americas. specific set of practices the teacher uses to handle moments when Mary Schleppegrell, University of Michigan the children initiate next-actions which conflict with her lesson Anne Marie Palincsar, University of Michigan plan. Catherine O'Hallaron, University of Michigan 281. PED Tues 8:00-9:40 Using Systemic Functional Linguistics to Support Critical Paper Session Language Awareness in Science Reading and Writing 8:00 to 9:40 am Critical Language Awareness about how authors infuse attitudes Floor Main Lobby - Willamette into science texts can be supported by SFL constructs. Data from Yusa Koizumi, Oberlin University classroom interaction and writing in grades 2-5 will illustrate how EFL Students' Use of L1 for Collaborative Writing Tasks: Does students and teachers developed awareness about how science It Affect the Quality of Compositions? arguments are presented and students learned to write more Two groups of students completed a pair writing task. One group effectively about science topics. was required to speak L2 only while the other was allowed to Ruth Harman, University of Georgia speak L1. Compositions by bilingual-group pairs tended to be Xiaodong Zhang, University of Georgia more accurate. Analysis of their interactions showed that they Performance and Story Telling: Arts-Based Resources in used L1 mainly for resolving linguistic problems. Fostering Critical Language Awareness? Marian Rossiter, University of Alberta Recent research highlights how institutional discourse practices Marilyn Abbott, University of Alberta impact negatively how multilingual speakers are positioned in Sarvenaz Hatami, University of Alberta classroom communities. This paper investigates how the use of Developing a collaborative reading culture in adult ESL performance supported graduate educators in developing critical programs: Connecting administrators and instructors with the language awareness of how classroom interactions include complex negotiations of language identities as opposed to fixed research literature to enhance learning social constructs. We present the results from surveys of adult ESL instructors and Virginia Zavala, Pontificia Universidad Catolica del Peru program administrators and from a focus group interview with administrators regarding their current engagement with research Teaching Quechua to heritage language speakers in the Southern and their perspectives on ways to enhance the reading of peer- Peruvian Andes: Struggling with Bilingual Methodologies reviewed research in their programs. Implications for applied This paper presents three case studies of Quechua-speaking linguists will also be discussed. teachers who teach Quechua as a heritage language in urban Yumi Ohashi, Fukuoka Jo Gakuin University schools that promote segregation and repressive ways of thinking Task Types and Task Affordances in a Primary EFL Classroom about this language. The three of them apply different bilingual strategies to cope with this new teaching scenario. The study investigates the relationship between task types and Brian David Carpenter, Indiana University of Pennsylvania task affordances in primary EFL. Tasks eliciting ancillary language use and constitutive language use lead to different types Mariana Achugar, Carnegie Mellon University of affordances, creating different levels of linguistic demand. 160

Successful learning emerges from task design at an appropriately value, and discursive flow. challenging level, scaffolding and participation. Kinue Hirano, Joetsu University of Education The Effects of Pre-Reading Instructions, Scoring Criteria,and TUESDAY 9:55 am Text Difficulty on Recall Protocols as a Measure of EFL Reading Comprehension 282. SLA Tues 9:55-11:00 This study investigated the effects of two conditions (with and Paper Session without pre-reading instructions) on written recall protocols using 9:55 to 11:00 am two types of scoring criteria (the strict vs. the loose criterion) and Floor 2nd Floor - Belmont two levels of text difficulty (easy vs. different passages). The Aziz Yuldashev, Northern Arizona University results suggest that the pre-reading instructions enhance recall. Multi-Word Units Concealing Continuous and Discontinuous 286. COR Tues 9:55-11:00 Patterns in Written Language Use Paper Session The paper discusses advanced ESL students’ multi-word patterns 9:55 to 11:00 am by tracking their writing as it happened in real time. Analysis of Floor 2nd Floor - Hawthorne keystroke logs and drafts using concgramming techniques suggest that students’ multi-word repertoires in compositional processes 287. LCS Tues 9:55-11:00 are more schematic than may appear. Paper Session 9:55 to 11:10 am 283. LCS/RWL Tues 9:55-11:00 Floor 2nd Floor - Laurelhurst Paper Session Johann Wolfgang Unger, Lancaster University 9:55 to 11:00 am Diane Potts, Lancaster University Floor Main Lobby - Columbia Discourse studies and digitally-mediated communication: A Beth Janney, Washington State University discourse-historical investigation of UK graduate students' Nancy Bell, Washington State University political engagement practices Teasing in Scripted and Unscripted Discourse This paper draws on data from an on-going study of international In this presentation, we examine the ways that characters in films graduate students’ digitally-mediated practices of engagement in and televised series engage in and respond to teasing, and politics within dispersed networks of practice to illustrate the compare the findings to empirical accounts of naturally-occurring potential contribution of discourse analysis and more particularly teasing. Results suggest that teases in scripted interaction are the discourse-historical approach in capturing the scope and pragmalinguistically, but not sociopragmatically similar to those nature of digitally-mediated social practices. found in spontaneous talk. Peter De Costa, Michigan State University 284. BIH Tues 9:55-11:00 Mobilizing Space and Time: Interactional Resources in Paper Session Narratives of an Immigrant Student 9:55 to 11:00 am Building on Ochs and Capps’s (2001) observation that stories Floor 3rd floor - Douglas Fir tend to occupy several temporal dimensions at once and Laura Turner recognizing the historical layering of language practices across Sylvia Linan-Thompson, University of Texas, Austin timescales (Blommaert, 2010), I investigate the narratives and Cross-Linguistic Influences in Writing: An Examination of interactional resources of a Grade 9 student from Vietnam, who was enrolled in an English-medium school. Bidirectional Linguistic Transfer in the Writing of Emergent Bilingual Students 288. TEC Tues 9:55-11:00 This paper serves as a critical examination of student utilization Paper Session of linguistic resources, focusing on a comprehensive analysis of 9:55 to 11:00 am bidirectional linguistic transfer in emergent bilingual writing in Floor 3rd floor - Meadowlark Spanish and English. The researchers utilized a mixed methods Ylva Lindberg, Jönköping University approach, conducting a three-part writing analysis using Sverker Johansson, Jönköping University qualitative and quantitative techniques. Learning the Argumentative Genre with Wikipedia Rachel Inhwan Lee, Korea University Myung-Hye Huh, Korea University This study presents a qualitative analysis of the argumentation on the discussion pages of 20 Wikipedia articles, selected as the most Minkyung Maggie Kim, Korea University averages ones in a larger quantitative analysis. The results are Text Appropriation: EFL Students’ Writing Is in Foreclosure meant to elucidate how to use a social medium in the learning of from the Native English-speaking Teachers (NEST) the argumentative genre. We explore the nature of the native English-speaking teacher Mimi Li, University of South Florida (NEST) feedback EFL students receive and investigate how EFL Wei Zhu, University of South Florida students utilize it in their revision, through interviews with Deoksoon Kim, University of South Florida students and the analysis of their drafts. We will focus Patterns of Small Group Interaction in Wiki-Based particularly on how EFL students bow down to the comments of the NESTs. Collaborative Writing in the EAP Context This presentation illustrates a multiple-case study that explores 285. RWL Tues 9:55-11:00 ESL students’ wiki interaction within collaborative academic Paper Session writing tasks from a sociocultural theory perspective. The 9:55 to 11:00 am discussion focuses on characteristic patterns of interaction Floor Lower Level 1 - Eugene manifested in task negotiation and text co-construction via wikis, Zhihui Fang, University of Florida and the influences of interactional processes on joint wiki writing products. Teaching Close Reading with Complex Texts This presentation provides a brief critique of existing models of 289. LCS/PRG Tues 9:55-11:00 close reading and describes a linguistically informed model that Paper Session enables students to identify key ideas; understand writing craft; 9:55 to 11:00 am critically evaluate knowledge/claims/evidence; and develop an Floor Lower Level 1 - Medford explicit understanding of how language constructs knowledge, I-Chen Huang 161

“I Learn English Because Everybody Does, Too”: A Foucaultian MA TESOL programs on teachers' practices and knowledge Perspective on EFL Learning of College Students in Taiwan This study examines MA TESOL programs’ impact on teachers’ English language is viewed to strengthen national practices, beliefs, and knowledge of SLA research. 150 teachers competitiveness and foster job mobility in an EFL context. Using with three different experiential levels (first-year MA TESOL, interview data, this study explores how the significance of second-year MA TESOL, and MA TESOL graduates) English learning plays outs in college students’ lives. participated in the survey. Early results indicate an interactive Li-Fen Lin, National Taiwan Normal University effect of one’s background and SLA research. Socialization of Prospective English Language Teachers in Rita Elaine Silver, National Institute of Education, Singapore Taiwan: A Discourse Analytic Study Research Management in Educational Linguistics: Dilemmas, This study addresses socialization of student teachers in an Details, Decisions undergraduate English teacher preparation program in Taiwan. While research methods are a central part of academic training, This paper explores how this enculturation process is influenced research management (RM) is overlooked. RM problematizes by professional discourses in the program, the globalization of seemingly mundane matters such as data storage while addressing English Language, and the changing status of teachers in the local broad issues of educational linguistics research. I discuss what society. RM is and why it matters, with specific examples from research in language and education. 290. Tuesday Roundtable Session 2 9:55-11:00am 9:55 to 11:00 am 290-3. Table 3 Supporting ELLs Portland Marriott Downtown Waterfront: Floor 2nd Floor - Pearl Roundtable Session Emily Curtis, University of Washington 290-1. Table 1 Academic Language and Mathematics What Mainstream Teachers Need to Know about Language to Roundtable Session Anne Blackstock-Bernstein, UCLA Support Bilingualism Alison Bailey, UCLA While applied linguists value bilingualism for individuals and society, non-language teachers often focus on English skills, At the Intersection of Math and Language: Examining clumsily support ESL, and discourage bilingualism. Teacher Elementary-age Children’s Oral and Written Language Use education research has long recommended linguistics training, but in Mathematical Explanations little is instituted or specified, beyond basic sociolinguistics and This study examines oral and written explanations elicited from scaffolding. What should teachers know about language to native and non-native English speakers in kindergarten, 3rd, and support bilingualism? 5th grades. Analyses explore how the cognitive difficulty of a Constantin Schreiber, Arizona State University mathematical task affected the vocabulary sophistication, Future Teachers’ Attitudes toward Learning ESL Teaching coherence, and length of children’s speech and writing. Skills: “How Is this Different from General Best Practices?” Rita MacDonald, Wisconsin Center for Education Research Through a discourse analysis of data from 150+ teacher education Rosalie Grant, Wisconsin Center for Education Research students in Arizona, this study examines the attitudes of pre- Math-Focused Writing: Essential to English Learner Success in service teachers toward ESL teaching skills and how these Mathematics students perceive the knowledge and skills they are presented Research by the WIDA Consortium demonstrates writing’s with when putting it into the perspective of their teacher critical contribution to English Learners’ math achievement and education curriculum. assists in identifying high-leverage strategies that support both 291. SOC Tues 9:55-11:00 language development and mathematical understanding. We will Paper Session discuss the research and demonstrate brief, easily-integrated 9:55 to 11:00 am writing activities that simultaneously support math understanding and language development. Floor Lower Level 1 - Portland Mary Avalos, University of Miami Aarnes Gudmestad, Virginia Polytechnic Institute and State Sabrina Sembiante, University of Miami University Kimberly Geeslin, Indiana University Teacher Knowledge of Math-Academic Language: Challenges and Possibilities Language Variation and the Second-Language Trajectory: An Using an SFL framework, we investigated teachers’ knowledge of Analysis of Future-Time Reference in Native and Second- math-academic language (M-AL) while participating in Language Language Spanish in Math, a three-year research/development project. Over time, This study examines the second-language trajectory of variable teachers’ knowledge of M-AL increased beyond the word level to future-time reference in Spanish and compares second-language identify clauses and phrases as possible linguistic obstacles for development to native-speaker use. L2 learners at five proficiency English learners’ problem solving on post-tests. levels and 22 native speakers participated. The results indicate that analyses that include multinomial dependent variables are 290-2. Table 2 Teaching Second Language Acquisition and crucial for advancing variationist theories. Educational Linguistics Roundtable Session 292. ASE Tues 9:55-11:00 Elaine Horwitz, University of Texas, Austin Paper Session Hayriye Kayi-Aydar, University of Arkansas 9:55 to 11:00 am Floor 3rd floor - Salmon Directions in Teaching Second Language Acquisition Courses: Beverly Anne Baker, McGill University A Conversation for Course Instructors Caroline Riches, McGill University Using the findings of the Horwitz and Kayi-Aydar survey of SLA courses as a starting point, this round-table will provide an Collaboration and Language Assessment Literacy in a Haitian opportunity for instructors of Second Language Acquisition Context courses to discuss successful approaches, curricular directions, At AAAL 2013, we presented a round table report on planned and instructional challenges. Participants are invited to bring research with 150 Haitian EFL teachers. In 2014, we are sharing syllabi, course materials, and concerns to share. results of this completed study, which highlight successes and Kimi Nakatsukasa, Texas Tech University challenges in the process of creating National English Dominik Wolff, Michigan State University examinations that follow best practice and are suited for Haiti. Does SLA research impact language teaching? The influence of Sarah Goodwin, Georgia State University 162

Functions of Multi-Word Constructions in a Timed University- enhancing the service-learning experience in both formats. Level ESL Writing Assessment Nur Yigitoglu, Middle East Technical University, Northern Cyprus This study investigated university-level ESL learners’ timed Exploring Pre-Service Teacher and Teacher Trainer Perceptions writing samples to determine their use of multi-word units. These about Written Feedback academic formulas were used differently by more proficient than This study investigates pre-service teacher and teacher trainer by less proficient writers, and writers used formulas for varying perceptions about written feedback. It aims to better inform pre- rhetorical functions. Implications for language learners and ESL service teacher education practices by providing pedagogical instructors and assessment professionals are discussed. suggestions for pre-service teacher education material developers 293. DIS Tues 9:55-11:00 and curriculum designers. Implications for teacher education Paper Session programs in ESL/EFL settings will be discussed. 9:55 to 11:00 am 296. DIS Tues 9:55-11:00 Floor Lower Level 1 - Salon B Paper Session Santoi Wagner, University of Pennsylvania 9:55 to 11:00 am “That’s a good question”: Demonstrating Interactional Floor 3rd floor - Sunstone Competence in the ITA TEACH Test Di Yu, Teachers College, Columbia University This study examines how international teaching assistants Multimodal Management of Turn-taking in Presidential Debate demonstrate their language and teaching competency in panel- “Crosstalk” rated teaching simulations. The data suggests a complex tension By analyzing long stretches of overlapping talk in the 2012 US between the demonstration of appropriate pedagogic presidential debates, this paper presents a set of multimodal turn- language/behavior and the pursuit of audience understanding of taking practices that enable the speaker to change the turn content. trajectory of their co-participant. Alla Zareva, Old Dominion University Patricia Dunmire, Kent State University Multiple Identity Roles in English Native Speaking and Asian Time, Space, and Ideology: The Spatial and Temporal Construal ESL Graduate Students’ Academic Presentations of National Security Threats The main focus of the study is on exploring the ways TESOL L1 Using Paul Chilton’s (2004) Discourse Space Theory this paper and Asian ESL graduate students use first person pronouns in examines the “deictic signature” of the discourse worlds projected their presentations to project multiple identity roles, express through U.S. national security discourse. I focus on the stance, validate their professional expertise, and create a sense of discursive means by which “threat environments” are created community and solidarity within a multilingual group of peers. through historically-specific renderings of the spatial 294. SLA Tues 9:55-11:00 configuration of global society and projections of the future. Paper Session 297. PED Tues 9:55-11:00 9:55 to 11:00 am Paper Session Floor Lower Level 1 - Salon C Floor Main Lobby - Willamette Pei-Jie Jenny Chen, University of Maryland, College Park Elsa Tragant, Universitat de Barcelona Beyond Politeness: Indirectness and Negotiation for Meaning in Anna Marsol, Universitat de Barcelona Written Feedback from an Asynchronous Online Writing Raquel Serrano, Universitat de Barcelona Tutorial Angels Llanes, Universitat de Lleida Informed by sociocultural theory, this study showcases that Vocabulary learning at primary: The case of a science and EFL indirectness in written feedback fosters communication for L2 class learners in an asynchronous online writing tutorial. Using A number of empirical studies report lexical gains from CLIL discourse analysis and case study methods, this study found school-aged students. However, this research is often strategic use of indirectness in written feedback offers characterized by the comparison of groups with different hours of opportunities for learning and negotiation for meaning. instruction. The present study avoids this problem and compares Tetyana Sydorenko, Portland State University how vocabulary is approached in a EFL and Science class and Gwen Heller Tuason, Portland State University measures the vocabulary learned. ESL Learners' Noticing of Pragmatically Appropriate Joseph J. Lee, Ohio University Expressions and Strategies during Role-Plays with Native Nicholas Subtirelu, Georgia State University Speakers of English Metadiscourse in the Classroom: A Comparative Analysis of This study examined ESL learners' noticing of pragmatics EAP Lessons and University Lectures features during interaction with native speakers and learners' use This paper presents findings of a comparative corpus-driven of these features in their subsequent production. Learners analysis of EAP teachers’ and university lecturers’ use of exemplified various levels of noticing depending on different metadiscourse. Results indicate that, although both sets of factors, such as proficiency level and pragmatic awareness, and instructors used metadiscourse frequently, striking differences in some learners used the input they noticed. the use of different types of metadiscourse illustrate differing 295. PED Tues 9:55-11:00 pedagogical approaches and priorities. Paper Session 9:55 to 11:00 am TUESDAY 12:35 pm Floor Lower Level 1 - Salon H Cate Crosby, University of Cincinnati 298. Turning your dissertation into a book Sara Lamb Kistler, West Chester University of Pennsylvania Publishing Workshop Benefits of Service-Learning across Classrooms in Preparing K- 12:35 to 1:55 pm 12 Content-Area Teachers of ELLs Floor Main Lobby - Columbia This presentation will discuss a study involving integration of Session Organizer: service-learning into a course on teaching English language Emily Farrell, De Gruyter Mouton learners in both face-to-face and online formats. Presenters will In this workshop we will discuss the central differences and similarities explain benefits of service-learning with quantitative data and between the dissertation and the book, and examine the four major steps in selections from reflective journals, and offer recommendations for getting your work published and into the right hands: editing your 163

dissertation; choosing a publisher; writing a book proposal; and marketing Bryan Smith, Arizona State University your work. Marije Michel, Lancaster University 299. Making an impact for yourself and your research: An Primed production during SCMC: An eye tracking study introduction to metrics in academic journals We investigated eye-movements during primed written Publishing Workshop synchronous computer-mediated interaction (chat) among L2 12:35 to 1:55 pm learning peers. Participants performed weekly dialogic tasks over Floor 2nd Floor - Mt. Hood two months. Material was manipulated to prime advanced levels of academic writing. The analyses of chat and eye-gaze records Session Organizer: will be discussed in light of pre-post-test results on written Christopher Tancock, Elsevier production. In this workshop, the Publisher for Elsevier's linguistics portfolio will host a Elizabeth P Snyder, University of Iowa session exploring why and how journal and research quality is measured. Computer Assisted Language Learning in High Schools: We will consider the origins, features and drawbacks of the Impact Factor as well as looking at the H-Index, SCImago Journal Rank and several other Students’ Perceptions and Use metrics. This will be an open and informative session, aimed at those who This paper presents data from a longitudinal mixed methods study are interested in the numbers associated with academic publishing, how of students' technology use in five rural high school Spanish they work and how they can affect a researcher's career. classrooms. The presentation draws on data from a survey of 243 students, student interviews, teacher interviews and classroom observations. Findings on students’ perceptions and use of CALL TUESDAY 2:00 pm will be presented. 300. PED Tues 2:00-3:00 303. PRG Tues 2:00-3:05 Paper Session Paper Session 2:00 to 3:05 pm 2:00 to 3:05 pm Floor 2nd Floor - Belmont Floor 2nd Floor - Laurelhurst Jennifer Sacklin, Portland State University Yumiko Tateyama, University of Hawaii at Manoa Identity and the Community ESL Classroom Use of Dictogloss for Teaching and Learning Advising in This study explores how adult English language learners’ Japanese personal trajectories, social context of their lives, and ESL This study examined instructional effects on L2 Japanese classroom space shape their investment in community ESL learners’ pragmatic competence in giving and receiving advice programs. Results revealed that participants’ multiple identities and compared output-oriented dictogloss procedures with at home, in the community, and in class overlapped in meaning-focused instruction. The results show that the dictogloss contradictory ways that often constrained their in-class actions. group received higher ratings in the post-test roleplays than the Tarana Patel, learnEd pre-test and that their talks were sequentially well organized. Discovering Teacher Identities: Teacher-Mentor Conversations Erin Helm Waugh, NorQuest College in an English-medium Classroom in India Willingness to Communicate and L2 Speakers’ Pragmatic This case study tracks the identity development of a kindergarten Development: Implications for Instruction teacher in India and a mentor-teacher from the US. Findings Increasing cultural diversity in immigrant-receiving countries revealed that both their identities evolved as they (a) reflected on sometimes poses linguistic and pragmatic challenges in the their roles as language teachers, and (b) learned more about workplace. A 25-hour pragmatics component was integrated into pedagogy and principles of teaching in a second language. an intermediate level adult ESL class; learners’ oral pragmatics pre and post instruction were assessed by TESL professionals and 301. LCS Tues 2:00-3:05 a non-expert group for appropriateness, fluency and Paper Session comprehensibility. 2:00 to 3:05 pm 304. TEC Tues 2:00-3:05 Floor 3rd floor - Douglas Fir Paper Session Avary Carhill-Poza, University of Massachusetts, Boston 2:00 to 3:05 pm “Me Vale por Dos”: Social Identities and Opportunities for Floor 3rd floor - Meadowlark Learning Academic English in Urban High Schools Maribel Montero Perez, iMinds ITEC KU Leuven Kulak This mixed-methods study describes the ways immigrant youth who were not yet proficient in academic English were positioned Incidental and Intentional Vocabulary Learning through Video and positioned themselves within peer, classroom and school with Full or (Glossed) Keyword Captions settings, and how the identities that coalesced around dynamic We present an experimental study investigating the effect of three social positioning afforded particular opportunities for using and techniques to increase the incidence and quality of L2 word learning academic English. learning through video with L2 subtitles (i.e. captioning): visual Andrea Sterzuk, University of Regina salience of novel words (full vs. keyword captioning), test Barbara McNeil, University of Regina announcement (forewarning students of vocabulary tests), and access to meaning (glossed captions). “You learn more through your internship”: Influences of Walcir Cardoso, Concordia University Transition to School Communities on Pre-service Teachers’ Learning L2 vocabulary via a learner response system Constructions of Language and Literacy This study explores the use of clickers as tools to teach L2 Increasingly linguistically and racially diverse classrooms require vocabulary, where we show that their use leads to an a readjustment for language and literacy education in teacher improvement in vocabulary retention. The discussion of the preparation. This paper presents findings from a three-year study findings will highlight the benefits of the implementation of a of the influence of transition to school communities on pre- learner response system in L2 pedagogy. service teachers’ language views and practices and discusses implications for teacher education engagement with the field. 305. LCS/PRG Tues 2:00-3:05 302. RWL Tues 2:00-3:05 Paper Session Paper Session 2:00 to 3:05 pm 2:00 to 3:05 pm Floor Lower Level 1 - Medford Floor Lower Level 1 - Eugene Sin I Miranda Ma, University of Macau Miho Hamamoto, University of Denver 164

A Phenomenological Study of the Lived Experiences of 3 explore the nature of academic language in co-taught secondary Multilingual ESL Teachers in the US content classes, and strategies identified for the amplification of This study investigates the lived experiences of 3 multilingual that language in instruction. We will explore the distinct yet English teachers. It explores how their identities are constructed overlapping roles of EL and content teachers within the context of throughout their journeys from being a language learner to an co-teaching. educator both in and outside of the US and discusses how their Kristin Kline Liu, University of Minnesota lives, career pathways, and pedagogies interact with their work An Activity Theory Perspective on Academic Language Use by environment. ELLs in a High School Math Classroom Laura Eunae Park, Ewha Womans University The presenter will share insights gained relating to defining and Reflexivity over Reflective Practices: An Autoethnography of a measuring English language learners’ academic language use in Researcher in a TESOL Program at a South Korean natural high school mathematics classroom conversation. She will University explore the way that contextual factors influenced both the language students were expected to use and the opportunities they This study examines the identity of the researcher by taking an had to use it. autoethnographic approach in which the author presents a series of self-narratives based on her experiences as a researcher and Carrie Strohl, University of California, Davis teacher educator of a post-graduate TESOL program at a South Science Education and the Scripted Research Paradigm: Missed Korean university. Opportunity for Co-constructing Knowledge of Science 306. Tuesday Roundtable Session 3 2:00-3:05pm Teaching and Learning 2:00 to 3:05 pm This paper uses critical discourse analysis to reveal how a scripted Portland Marriott Downtown Waterfront: Floor 2nd Floor - Pearl research paradigm can overlook a teacher’s epistemological stance toward science teaching, thus, misses opportunities for 306-1. Table 1 English Language Learners creating new knowledge about science education. Findings Roundtable Session suggest that educational researchers would benefit from Kathryn Dudley Stemper, University of Minnesota, Twin Cities expanding their views of methodologies for examining science teacher practice. When Does Policy Matter? A Discussion of the Effect Explicit Language Policy has on ELLs 307. ASE Tues 2:00-3:05 This discussion examines the authority certain education policies Paper Session have over the language education of ELLs, regardless of how 2:00 to 3:05 pm ELLs are specifically addressed in the policies. I argue that Floor 3rd floor - Salmon [language] education policy, as it is written, can be shaped to Yu-ju Hung, National Chiayi University create better learning opportunities for ELLs. Shu-cheng Freda Chen, Xianbei Elementary School Tonda Liggett, Lewis & Clark College Beth Lewis Samuelson, Indiana University Susan Finley, Washington State University Peer Assessment of English Oral Performance in a Taiwanese Cosmopolitanism, super-diversity, and ELLs living in poverty: Elementary School Navigating academic success and economic viability This action research study follows the introduction of peer We invoke frameworks of popular cosmopolitanism and super- assessment of oral performances in EFL classes in an elementary diversity to conceptualize the ways that ELLs living in poverty school in Taiwan. The investigators compared the ratings of 130 move back and forth between school and work to navigate a path 4th-6th grade students and their instructor as well as examined towards academic success and economic viability. We their perceptions and attitudes toward peer assessment. operationalize these two frameworks to design curricula and Euijung Cheong, Northern Arizona University organize classroom practice for ELL achievement. Self, Peer, and Teacher Assessments in ESL Writing Janelle Lynn Newman, Indiana University of Pennsylvania SA (Self-Assessment), PA (Peer-Assessment), and TA (Teacher- Using Technology to Improve Home-School Partnerships with Assessment) scores had moderate, positive, but no statistically English Language Learning Families significant correlations. Also, students found it more difficult to Reports on a literature review which uncovers frameworks for re- assess their own essays than their peers’. conceptualizing the families of English language learners (ELL families) and common characteristics of successful home-school 308. DIS Tues 2:00-3:05 partnership programs. Offers a proposal to combine third space Paper Session concepts and technology (particularly mobile technologies) to 2:00 to 3:05 pm more actively engage ELL families in their school communities. Floor Lower Level 1 - Salon B 306-2. Table 2 Literacy and the Job Market Mi Yung Park, University of Hawaii at Manoa Roundtable Session Creating Rapport with Students: A Study of Korean Foreign Heather Marie Smyser, University of Arizona Language Classes Economic Impact of First Language Illiteracy: A Comparison of This paper examines how rapport building is accomplished in Korean language classrooms. The findings demonstrate that Refugees’ Job Market Success teachers draw on various verbal and non-verbal resources to Little research has been done on illiterate individuals moving to connect with students while performing the instructional tasks. cultures where economic success hinges on literacy. This paper The results contribute to raising awareness of the teacher’s critical focuses on the interaction of literacy, previous languages role in creating a friendly learning environment. acquired, and English proficiency upon arrival for refugees who Drew S. Fagan, University of Maryland arrived in fiscal year 2011 and were resettled with the Tucson International Rescue Committee. “Teacher, I don’t agree”: Managing Learners’ Disalignment Initiations in L2 Classroom Talk 306-3. Table 3 Academic Language, Mathematics and Science Utilizing conversation analytic and ethnographic data methods, Roundtable Session the current study examines one expert ESOL teacher’s systematic Karla Stone, University of Minnesota practices used when managing learners’ disalignment initiations Susan Ranney, University of Minnesota in real-time L2 classroom interactions. Examples showing the Amplifying Academic Language in Middle and High School teacher’s management practices will be presented, along with Co-Taught Math and Science Classes descriptions of the sequential and contextual factors influencing their uses. The presenters will describe a project designed to collaboratively 165

309. SLA Tues 2:00-3:05 TUESDAY 3:05 pm Paper Session 2:00 to 3:05 pm 312. End-of-the-conference reception Floor Lower Level 1 - Salon C Reception Zhi Li, Iowa State University 3:05 to 3:35 pm Volker Hegelheimer, Iowa State University Floor 2nd Floor - Mt. Hood Automated Writing Evaluation (AWE) Software in ESL Writing Closing the conference is a dessert reception that will give the attendees a chance to mingle, network, share reflections, and provide informal feedback Classes – An Activity Theory Perspective to conference organizers. Within the framework of Activity Theory, this classroom-based study aimed to investigate the differences in teacher’s perception and use of Criterion, an AWE system developed by ETS, and their influence on student’s writing performance in terms of essay submission frequency on AWE system, revision types, and progress in grammar accuracy. 310. PED Tues 2:00-3:05 Paper Session 2:00 to 3:05 pm Floor Lower Level 1 - Salon H Luxin Yang, National Research Center for Foreign Language Education, Beijing Foreign Studies University Exploring the Impact of Group Lesson Discussions on Teachers’ Beliefs and Practices Under the guidance of the community of practice and professional learning community, this study examined the changes in foreign language teaching that six EFL high school teachers experienced through participating in regular group lesson discussions organized by a teacher supervisor and a university researcher. Jason Peter Martel, Monterey Institute of International Studies Exploring the relationship between identity validation and student teachers’ implementation of content-based instruction The purpose of this session is to explore the interplay between curricular innovation (e.g., content-based instruction) and teacher identity. Findings from a study of three student teachers’ identity construction will be shared, followed by a discussion about practices in FL teacher education that facilitate the acquisition of change-oriented identity positions. 311. DIS Tues 2:00-3:05 Paper Session 2:00 to 3:05 pm Floor 3rd floor - Sunstone Ekaterina Arshavskaya, Pennsylvania State University Tracing the Development of Intercultural Competence in Both Native and Non-Native English-Speaking Students This session reports on native and non-native English-speaking students’ engagement in ethnographic interviewing of members of a different culture in a course on intercultural communication. Based on a qualitative analysis of student interviews and final course papers, it brings forth both the challenges and the benefits associated with this experience. Siwon Lee, University of Pennsylvania Yeting Liu, University of Pennsylvania Qianqian Zhang, University of Pennsylvania Who Is Expert? Exploring a Student-Run Academic English Program For International Graduate Students in Sciences The study investigates an ESP program for international graduate students in sciences where teachers are international graduate students studying educational linguistics. By analyzing interview, classroom discourse, and teachers' reflection, the study explores the following question: How do international science graduate students and their non-native teachers negotiate their identities and expertise?

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POSTER SESSIONS SATURDAY 11:00 am – 1:00 pm faced in building a corpus of posters and steps taken to overcome the challenges. How findings were translated into and used as 313. Saturday Morning Poster Session instructional materials will be addressed. Portland Marriott Downtown Waterfront: Exhibit Hall Hyun-Joo Kim, CUNY 313-1. Session 1 BIH Exploring Summary Writing Processes of Intermediate and Qin Yao, University of Maryland, College Park Advanced ESL Students Content-based Instruction: Pedagogies Used in a Chinese Although summary tasks are used widely for instructional and Immersion Class assessment purposes, their construct definition is still not clear. To address this gap, the researcher explored summary writing This case study aims to identify effective pedagogies used in the processes of 10 ESL students, using think-aloud protocols. The context of immersion to explore the content-based instruction results from the protocols will be discussed with their theoretical model. Lessons in a first-grade Chinese immersion class were and practical implications. examined through a micro-ethnographic approach involving John C. Herbert, Akashi National College of Technology observation, videotaping and interviews. Effectiveness of four pedagogies has been discussed. Eye Movement Patterns of Asian Learners of English Across Peter Hurst, University of Melbourne Parsed and Unparsed Texts Gillian Wigglesworth, University of Melbourne The eye movements of Asian EFL students speed reading two Aidan Wilson, University of Melbourne different text formats have been recorded, analyzed, and displayed on this poster. One format utilizes conventional block Multilingual behaviour of Tiwi children in an early educational paragraphs and the other cascading segments of text influenced context by patterns of slash reading, language chunking, visual syntactic This paper reports on the language use of kindergarten children in text formatting, and intuiting. multilingual Indigenous Australian community. Based on data Nicola McClung, University of San Francisco recorded in the classroom, the results reveal that children’s Elaine Ruth Barry, University of San Francisco language choices, in relation to the multiple languages they are Jeanette Fox, University of San Francisco exposed to, are substantially influenced by the social context and their interlocutors. Diana Hawley, University of San Francisco Jennifer Li, RAND Corporation Michelle Mendoza, University of San Francisco Jennifer Steele, RAND Corporation Edress Waziri, University of San Francisco Robert Slater, America Councils for International Education The Importance of Genre-Specific Literacy Instruction and Michael Bacon, Portland Public Schools Exposure in the Comprehension of Informational Text Trey Miller, RAND Corporation This study addresses the need for a greater understanding of the Gema Zamarro, University of Southern California role of genre-specific instruction and exposure to informational texts in the ability to comprehend such texts. The Effects of Dual-Language Immersion on Student Michael Maune, Purdue University Achievement in K-12 Education Marshall D Klassen, Purdue University This paper reports preliminary findings from a groundbreaking Luciana de Oliveira, Teachers College, Columbia University three-year study of the effects of dual-language immersion on student achievement in K-12 students in Portland, Oregon. We Toward a Genre Writing Curriculum: Schooling Genres in the analyzed data from 3,000 students to compare achievement Common Core State Standards for Writing among students in immersion and those who applied but did not We present a Systemic Functional Linguistics analysis of the receive space through the lottery. Common Core State Standards (CCSS) Appendix C Student 313-2. Session 2 RWL Writing Exemplars. We describe the genre structures and linguistic constructions that students need to know to meet the Kimberly A Wolbers, University of Tennessee Common Core State Standards for Writing. Hannah Dostal, University of Connecticut Lisa Russell-Pinson, University of North Carolina, Charlotte Steve Graham, Arizona State University Susan Barone, Vanderbilt University Jen Kilpatrick, University of Tennessee Two Different Contexts, One Shared Purpose: Graduate-Level Rachel Saulsburry, University of Tennessee Writing Initiatives for ESL Students A functional language analysis of deaf students’ writing: This presentation describes two graduate-level initiatives Implications for instruction providing academic writing support. Although both approaches This study applies a functional linguistics approach to analyzing share the common purpose of improving the proficiency of ESL the written language of deaf students with varying levels of students, the administration driving each initiative differs. This English proficiency. We describe the language development of presentation discusses the programming of these initiatives and the students in terms of the grammatical structures they use, as focuses on the extent to which each context affects programmatic well as the impact of the analyses on teachers’ language decision-making. instruction. Goh Kawai, Hokkaido University Jin Bi, University of Utah Akio Ohnishi, VERSION2, Inc. Xiaoqing Qin, Central China Normal University Online Learning of Introductory Technical Writing by Using Application of Topic Knowledge in Graduate EFL Academic Captions of Figures and Tables for English as a Foreign Writing in the Context of China Language This study found that graduate EFL writing in China lacks 2490 college learners of English as a foreign language wrote characteristics of academic writing and lingers at the stage of introductory technical English online. Learners used moderately general writing. As for goals of knowledge development, students rigid templates to write labels, legends, and captions for figures are in the stages of knowledge reproduction and evaluation. They and tables. Learners read their classmates' writing instead of are yet to move onto the stage of knowledge extension. receiving feedback from instructors. A multiple-choice test Fredricka Stoller, Northern Arizona University measured discrimination of technical writing quality. Marin S. Robinson, Northern Arizona University Mark D. Johnson, East Carolina University Conference Abstract–Poster Genre Chain: Analyses, Challenges, Leonardo Mercado, Instituto Cultural Peruano Norteamericano and Solutions Anthony Acevedo, Instituto Cultural Peruano Norteamericano This paper reports on analyses of the conference abstract–poster Facets of Vocabulary Knowledge in L2 Writing genre chain in chemistry. The presenters also highlight challenges 168

This small-scale pilot study (N = 100) examined the relationship Kelly Brennan between L2 writing performance and three types of vocabulary Negotiating Meaning in a French Immersion Preschool. A knowledge: productive, receptive, and aural. The results suggest that accurate productive knowledge of the first 1,000 most Visual Ethnographic Approach. frequent word families was positively associated with L2 writing This presentation is an overview of the methodological approach performance. used to study how French immersion preschool students negotiate meaning in the classroom. This approach considers the wide 313-3. Session 3 DIS diversity of students in the modern classroom. It includes the Poster Session choice of language used and non-verbal communication. Caleb R Reed Andrea Golato, Texas State University What’s in a Game? Identity Negotiation and Pedagogical Peter Golato, Texas State University Implications of Game Play Discourse Non-Person Reference Repair in German and French This study examines the language use of a group of English This conversation analytic study examined the use and function of learners as they learn and play the game Settlers of Catan over the repair initiators that targeted prior non-person references in course of a school semester in order to better understand how German and French and that were initiated with specific wh- good games can be used to facilitate interactive language learning expressions. The study provides additional support for arguments in the classroom. that translations of items such as wh-expressions should consider William A Tuccio both linguistic similarity, and interactional accomplishment. Experimental Evaluation of Collaborative Transcription and Atsushi Hasegawa, New York University Repair Based Learning with Aviation Pilots Searching for What to Say Next: A Conversation Analytic Study Aviation pilots used conversation and discourse analysis as the of “Content Search” in Pair Interaction basis of a learning method to improve the effectiveness of crew I present and discuss the practice of content search, observed in interactions (crew resource management). The development of the Japanese language classrooms. By engaging in content search, theory-based learning method, experimental results, and learners are reflexively constructing their identities as “doing recommendations will be presented. being a guinea pig” (Wagner, 1998) during pair work. Amy Snyder Ohta, University of Washington Fumio Watanabe, Yamagata University How to Interact with a Starving Child: Discursive Dilemmas on On the Differences in Use of Sentence Final Modality in Online Forums for Parents of Children with Eating Disorders Japanese Oral and Written Academic Discourse This paper considers parenting dilemmas posed by views of This study investigates differences in sentence final modality in eating disorders on two online forums, as mental illnesses out of Japanese oral and written textbook discourse from a radio lecture the control of the sufferer (English-language forum) or as program. The lecturers used more explanatory and epistemic maladaptive responses to anxiety (Japanese forum), and how modality in the oral lectures to express their involvement with parents discursively manage the challenges each view poses to their audience, particularly their explanatory attitude and social parenting an affected child. humble attitude towards their knowledge/opinions. Gene Halleck, Oklahoma State University Michiko Uryu, Rowan University The Effect of Task Complexity and Proficiency on Oral The Ecology of Intercultural Interaction: Timescales, Temporal Performance Ranges and Identity Dynamics Subjects were 30 ESL learners at 3 levels of proficiency who took This paper introduces an ecological approach to intricacies of a face-to-face ACTFL Oral Proficiency Interview (OPI), and a intercultural interaction, emphasizing the multiple voices, tape-mediated Video Oral Communication Instrument (VOCI). subjectivities and historicities. It also discusses an ecological Responses to three tasks representing three different levels of model of timescales that allows applied linguists to adopt a proficiency from each test format were analyzed for fluency, naturalized position in order to show how temporal patterns lexical density and syntactic accuracy. crisscross complex empirical data. Sangki Kim, University of Hawai'i Serena Williams, University of California, Davis Managing L2 English Small Talk Using Gaze and Laughter J. Bear Williams, University of California, Davis during Service Encounters: Doing Avoidance of Co- Carnie Communication: Linguistic Style of Renaissance Faire Development of Small Talk Participants This study takes a micro-ethnographic approach with This study attends to linguistic factors that include fantastic and conversation analysis to investigate how an immigrant shop historical periods, and regional dialects along with other local, owner uses gaze and laughter to do avoidance of co-development social variables, highlighting the intersection of social identity of small talk during service encounters while using repetition and with period- and region-specific linguistic variables at the gaze to secure intersubjectivity for transactions based on 28-hour Northern California Renaissance Faire to construct identity audiovisual recordings. through bricolage (cf. Eckert 2000; Hebdige 1979). 314-2. Session 2 EDU SATURDAY 1:35 pm – 3:35 pm Poster Session Lene Nordrum, Lund University 314. Saturday Afternoon Poster Session Andreas Eriksson, Chalmers University of Technology Portland Marriott Downtown Waterfront: Exhibit Hall Data Commentary in Science Writing: A Discourse Structure of 314-1. Session 1 DIS Multimodal Result Presentation in Science Publication Poster Session We present a discourse structure of discourse moves in ‘data Gale Stam, National Louis University commentaries’, i.e., the linguistic presentation of visual material. Marion Tellier, Aix-Marseille Université The structure is based on a corpus of data commentaries in Brigitte Bigi, Aix-Marseille Université research papers and master theses in chemical engineering. The Gestures during Self-repetitions: Same or Different? study contributes to a description of multimodal science This paper discusses future French language teachers’ self- communication for applied purposes. repetitions and gesture in a word explanation task to native and Michael Wei, University of Missouri, Kansas City non-native speakers of French. It shows that the speakers adapt Yalun Zhou, Rensselaer Polytechnic Institute their gestures to their partners on the basis of shared knowledge Carolyn Barber, University of Missouri , Kansas City or the absence of it, thus producing same or different gestures. Perry den Brok, Eindhoven University of Technology 169

Do Students’ Perceptions of Their Teachers’ Behavior Have an Acquisition of Syntax-Semantics Interface in Plural Nouns by Impact on Their Language Learning? Adult L1 English-L2 Arabic Learners Students’ perception of their teachers is an important indicator of This investigation tests for the hypothesis that form-meaning learning outcomes. This study involves using an adopted QTI mapping at the syntax-semantics interface in L2 acquisition of (den Brok, 2001) to investigate two interpersonal dimensions in Arabic plural nouns is harder to acquire than straightforward. the classroom: Influence (degree of teacher control) and Proximity data showed a robust statistical difference in performance (degree of teacher cooperation with students) in China’s EFL between both but L1 transfer was found to override the effect of classrooms. the syntax-semantics interface. Olga Griswold, California Polytechnic State University, Pomona Muhammad Qureshi, Northern Arizona University Generation 1.5 learners' use of verbs in academic writing Age and Knowledge of English Morphosyntax: Intuition, The paper presents a research study examining verb use by native Production, and Error Correction and non-native English-speaking developmental writers in This study pilots two instruments: (a) a coding scheme, and (b) an academic essays. The findings indicate notable qualitative editing task to examine age effects on L2 writers’ differences in verb form choices made by monolingual English morphosyntactic proficiency in English. Both instruments yielded writers, bilingual Generation 1.5 learners dominant in English, acceptable reliability scores; and may therefore be used alongside and ESL users. standardized Grammaticality Judgment Tests in order to Takeshi Enomoto, Kanazawa University triangulate the construct of “morphosyntactic proficiency”. IRE and its Double: How Multiple Frames are Maintained in Hsueh Chu Chen, Hong Kong Institute of Education Classroom Acoustic Analysis and Intelligibility Assessment of Timing This case study on a Japanese high school English language class Patterns by Chinese English Learners with Different Dialect explores a process in which two different sets of IRE sequence Backgrounds merge and diverge. It will demonstrate how denotational texts can This study (a) investigated multiple aspects of English timing coherently align with and maintain multiple frames to allow patterns spoken by Chinese speakers with different dialect simultaneous progress of multiple kinds of "work" in classroom. backgrounds, (b) explored native and non-native speakers’ 314-3. Session 3 TXT perceptual assessments of the intelligibility of Chinese- accented Poster Session English, and (c) examined the effects of the listeners’ language backgrounds on their perceptions of Chinese-accented English. Stephen Doolan, Texas A&M University, Corpus Christi Julie Li-Ju Shiu, National Chi Nan University An Exploratory Analysis of Linguistic Minority Student Writing Grammaticality Judgment Tests: Task Design, Target Features at a South Texas University and Type of L2 Knowledge This presentation reports on a large-scale study of first-year composition writing at a mid-sized university. The analysis The present study investigated how second language learners’ identifies demographic characteristics that predict writing quality judgments of grammaticality interact with task stimuli and errors in linguistic minority student writing. Additionally, (grammatical versus ungrammatical), task modality (aural versus linguistic minority, L1, and international student writing is written), and type of target feature (more or less difficult to learn). compared using vocabulary and error variables. The results are discussed in relation to learners’ use of implicit and explicit L2 knowledge. Ju A Hwang, Georgia State University Ahrong Lee, York University A Genre Analysis Approach: Different Rhetorical Moves in Younghyon Heo, University of Aizu Conference Abstracts Based on Different Research Method Emiko Kaneko, University of Aizu Approaches Role of L1 categories in L2 perception: Evidence from English From a genre analysis perspective, this study analyzed successful conference abstracts by applying Halleck and Connor's Moves learners of Korean (2006) methodology to investigate how different rhetorical moves This study investigates the perceptual mapping of Korean were organized in each research method approach: quantitative, fricatives by native English-speaking adult learners of Korean and qualitative, and mixed methods. Distinctive lexicogrammatical provides evidence that second language (L2) learners attend to features in each move were also analyzed to help L2 writers. acoustic signals available in the L2 that are salient in the native Darunee Dujsik, University of the Thai Chamber of Commerce language (L1). Wei Zhu, University of South Florida Wen-Hsin Chen, Michigan State University Rhetorical Structure of Marketing Research Articles Second Language Production of English Regular Past Tense: This paper examines the rhetorical structure of 30 marketing The Role of L1 Transfer and Phonological Effects research articles published in Journal of Marketing, Journal of This study investigates whether morphosyntactic and/or prosodic Marketing Research, and Journal of Consumer Research. The transfer issues contribute to accounting for learners’ errors in authors used the modified version of Kanoksilapatham’s (2005) tense marking by comparing advanced L2 learners whose L1s coding scheme for biochemistry research articles for analysis. differ in terms of tense system and phonological constraints Noriaki Katagiri, Hokkaido Sapporo Kaisei High School related to final consonant clusters on two oral production tasks: reading of sentences and storytelling. Goh Kawai, Hokkaido University Tomoyuki Narumi, Kobe University Improving the Classroom Discourse of Non-native Teachers of Chieko Nagai, Kobe University English Language by Developing, Annotating, and Analyzing Eriko Matsumoto, Kobe University Spoken Language Corpora Ryoko Hayashi, Kobe University We quantitatively analyzed the differences between the classroom Hirokazu Yokokawa, Kobe University speech of 22 inexperienced preservice teachers vs. 5 experienced inservice teachers of English language in Japan. We developed Sensitivity to Linguistic Information during Sentence Processing corpora consisting of classroom speech annotated with disfluency by Japanese Low-Proficiency EFL Learners: An ERP Study and discourse elements. These corpora allowed us to identify An ERP experiment was conducted to investigate how Japanese weaknesses in teaching behavior and to suggest concrete steps for low-proficiency EFL learners process linguistic information, improvement. including morphosyntactic (regular/irregular verbs), semantic, and phrase structural information, during sentence processing. 314-4. Session 4 SLA The results revealed that they are sensitive to the semantic Poster Session information but not morphosyntactic or phrase structural Mahmoud Azaz, University of Arizona information. 170

Hyun-Sook Kang, Illinois State University SUNDAY 9:35 am – 11:35 am The Acquisition of English Headed Relatives and Headless 315. Sunday Morning Poster Session Relatives by Korean-speaking L2 Learners Portland Marriott Downtown Waterfront: Exhibit Hall This study examines whether Korean-speaking learners of English acquire headless relativization in the order predicted by 315-1. Session 1 ASE Keenan and Comrie’s (1977) NPAH hypothesis, using an elicited Poster Session imitation task and a grammaticality judgment task. It further Jia-Ying Lee, Tamkang University investigates the developmental order that L2 learners show for An Examination of the Relationships between Test-taking English headed relatives and headless relatives. Strategy Use and TOEIC Reading Comprehension Mary Jean Clinkenbeard, University of Wisconsin, Milwaukee Performance The Acquisition of English Infinitival and Gerundial This study examines the test-taking strategies that Chinese- Complements by Chinese Learners: A Report on Individual speaking students use while performing on the TOEIC reading Learner Data comprehension test. Think-aloud protocols and statistical data This paper reports the results of a pilot study on the individual analysis will be used in this study. The strategies will be further development of infinitival and gerundial complements by adult, compared with their high and low reading scores. Chinese learners of ESL. The findings suggest that while most Iftikhar Haider, University of Illinois, Urbana-Champaign learners do overgeneralize infinitive complements to gerund Eunice Yunjung Nam, University of Illinois, Urbana-Champaign contexts, individual learners’ developmental paths are diverse and marked by multiple factors. Assessing EFL Learners' Interlanguage Pragmatic Knowledge Amanda Huensch, University of South Florida through CMC-based Interactive Role-Play Tasks This study aims to investigate the effectiveness of Computer The Effects of Perceptual Phonetic Training on Productions in Mediated Communication (CMC) in assessing EFL learners’ Larger Discourse Contexts pragmatic competence. Using Purpura’s (2004) model, we have This study investigated the effects of perceptual training on L2 designed highly contextual interactive CMC tasks to assess EFL learners’ production of English palatal codas. Results demonstrate learners’ pragmatic appropriateness with respect to email that perceptual training improves productions not only in trained communication. This study has implications for assessment and contexts, but also larger discourse contexts. Findings enhance our curriculum development. understanding of the relationship between perception and Deirdre Justine Derrick, Northern Arizona University production and provide implications for pronunciation pedagogy. Pablo Garcia Gomez, Educational Testing Service Keiko Hanzawa, Waseda University Grammar, Vocabulary, and Instructional Language in The Initial Improvement of Voice Onset Time and L2 Use by International English Textbooks: Uses and Applications of an Japanese Learners in an English-Medium University Program Information-Gathering Exercise This research examined the effect of short-term exposure to a What are the commonalities of vocabulary, grammar, and tasks in second language (L2) and the amount of L2 use on the acquisition international English textbooks? What vocabulary is commonly- of voice onset time in an English-medium university program. used for giving activity instructions? This poster presents the The findings indicate that some learners could show the initial results of a study that begins to answer these questions. The improvement with a little use of L2. results have implications for teachers and teacher-trainers, Carolina Bailey, Madison Area Technical College materials writers, and researchers. Working Together: SLA and Linguistics in the Acquisition of Yeon Joo Jung, Georgia State University L2 Spanish Clitic ‘se’ Linguistic Features in Grading L2 Writing Performance This study investigated where L2 learners placed the subject and The present study evaluates linguistic features which define each the clitic se in Spanish middle and impersonal constructions using proficiency level in L2 writing assessment and examines the a subject interpretation and an adverb task. Statistical analyses underlying complexity of test performance which is not well revealed that L2 learners are bound by English parameters for represented in a single holistic score by exploring the relationship subject placement and by Spanish parameters for se and adverb between linguistic features of test-takers’ writing proficiency and placement. holistic scores awarded by raters. Sofía Romanelli, Universidad Nacional de Mar del Plata Makoto Abe, Dokkyo University Andrea Menegotto, Universidad Nacional de Mar del Plata Pre-Instructional Diagnostic Assessment of L2 Writing Process ¿Tome or tomé? Perception Issues Regarding Stress when of EFL Freshmen Students English Speakers Learn Spanish. This study attempted to explore the relationship between EFL According to the Stress Typological Model for lexical stress freshmen students’ writing process (analyzed using a perception, English speakers learning Spanish should perform like questionnaire) and the quality (fluency and complexity) of their Spanish native speakers because both languages share the same written products. The results suggested that more global-oriented stress parameters. However, the results of our experiment do not and less avoidant writing process be a key for developing the support the prediction: English speakers did not identify final quality of written products. stress in a native-like manner. Maria Nelly Gutierrez Arvizu, Northern Arizona University Masatoshi Sugiura, Nagoya University Systematic Differences in Item Difficulty Analysis between Chi Yui Leung, Nagoya University Classical Test Theory and Item Response Theory Lisa Yoshikawa, Nagoya University A study comparing item analysis under the scope of Classical Syntactic Computation of Japanese EFL learners during Online Test Theory and Item Response Theory was conducted using 770 Sentence Processing responses to eight placement tests in an Intensive English We examined how Japanese EFL learners processed syntactically Program. The results showed that the item difficulty level (easy, complex sentences by using eye-tracking technique. Our results medium, and difficult) was different in CTT and IRT. suggest that even intermediate EFL learners can build complex Luke Amoroso, Georgetown University syntactic representations during online processing, and may What Is Intermediate Vocabulary? – Holding Oral Proficiency resolve syntactic ambiguities at an earlier sentence processing Ratings Accountable stage with increasing proficiency. Validating Oral Proficiency Interviews (OPIs) has long been a

contentious issue in the field of language testing. This paper provides a rigorous, objective framework for validating the 171

vocabulary component of the ACTFL OPI, with the goal of Vocabulary Learning quantifying descriptions of vocabulary performance found in the This study found that there is a link between L1 vocabulary size ACTFL Proficiency Guidelines 2012 – Speaking. and L2 vocabulary learning and that L1 lexical organization 315-2. Session 2 LID contributes to learners’ ability to build up a sizeable L2 lexicon. It Poster Session also suggests that learners experience difficulties in acquiring L2 Youness Mountaki, University of South Florida vocabulary when structured differently from the L1 lexicon. Thamer Dakhelallah Alharthi, King Abdulaziz University Julie Dell-Jones, University of South Florida Examining Long Term Vocabulary Attrition and Retention: A A Co-constructed Autoethnography of Arabic Language Longitudinal Study of EFL Graduate Students Learning Much of the research into FL vocabulary attrition has been This study will focus on my own perspective of Modern Standard methodologically flawed due to the absence of baseline data Arabic (MSA) learning and document the strategies and against which the individuals’ lexical knowledge is compared. challenges of juggling a face-to-face formal instruction at a This longitudinal study investigates the extent of vocabulary university setting with a self-directed online program of MSA. attrition and the individuals’ patterns of contact in promoting long Sofia Lampropoulou, University of Liverpool term vocabulary achievement or maintenance. Discourses of ‘Sympathy’: Reported Speech and the Brent Wade Wolter, Idaho State University Representation of Greek Crisis in the British Press Junko Yamashita, Nagoya University Speech representation is analysed in newspaper articles in order Gauging the L1’s Influence on L2 Collocational Processing to explore how it contributes to the construction of a crisis world. This presentation explores the influence of the L1 on L2 Misty Crooks collocational processing. L2 learners of English (L1 Japanese) Social Capital and Non-Dominant Discourses in Court Trials: were given a lexical decision task that included translations of Representations of Witness Accounts and Believability collocations acceptable in Japanese but not English (e.g. bitter This study examines power relationships in court trials using win). The results are used to assess models of L2 collocational discourse analysis to show the ways in which witnesses with less processing. social capital are represented as untruthful. Witness examinations Katharine Nielson, Voxy are compared to highlight the methods through which dominant Rebecca Jee, Voxy groups maintain power within courts. Lexical Acquisition Through Technology-Mediated Learning 315-3. Session 3 PRG This paper will discuss the findings of an empirical study Poster Session conducted on adult learners. For eight weeks, participants used an Lisa Kristine Leopold, Monterey Institute of International Studies online language-learning product in order to improve their overall proficiency. The findings reveal how input enhancement of target Request Strategies and Politeness in Professional Email lexical items in text-based tasks were able to increase vocabulary Correspondence acquisition. The request and politeness strategies from 205 emails containing Seonmin Park, Northern Arizona University 450 head acts from native English speaking professionals across 18 US industries will be analyzed according to Blum-Kulka, The Comparison between Input and Output Collocation House, and Kasper’s (1989) CCSARP framework. The impact of Instruction gender, social distance, and status will be explored and This study investigates the effects of output vocabulary pedagogical implications will be drawn. instruction on learning collocations. The results show that the Akiko Hagiwara, Tokyo University of Pharmacy and Life Sciences output group significantly outperformed the input group on the productive tests in the posttest and the delayed test, and the Formulaic sequences used in scientific writing: Are Japanese collocation meaning receptive test in the delayed test by showing scientists weaker communicators? large effect sizes. In Scientific writing English as a lingua franca (ELF) is used as a Eun-Hee Kim, University of Illinois, Urbana-Champaign communication tool. Using a corpus of research articles written by Japanese and L1 life scientists, the present study identified The Dynamic Nature of L2 Learners’ Lexical Representations: recurrent formulas used by Japanese scientists. The results Evidence of Crosslinguistic Semantic Influence indicate that Japanese scientists can be perceived as weaker This study investigated how Korean L1 advanced learners of L2 communicators. English process translation ambiguity words that have one-to- many mapping relation across two languages. Results revealed 315-4. Session 4 SLA dynamic nature of L2 learner’ lexicon by showing that semantic Akiko Eguchi, Nagoya University information of one language affects the L2 learners’ lexical Masatoshi Sugiura, Nagoya University processing of the other language. Can L2 Learners Attain the Same Sensitivity to Collocations as Nicole Tracy-Ventura, University of South Florida L1 Speakers? The Effect of Residence Abroad on the Acquisition of Less This study aims to clarify how sensitivity to collocation differs Frequent Vocabulary between L1 and L2 in processing English adjective amplifier and Longitudinal data from L2 learners spending 9 months abroad in noun phrases. Through an online phrasal decision task experiment, Mexico or Spain are used to investigate the development of we found that L1 speakers were more sensitive not only to vocabulary knowledge and use via measures derived from collocations but also to non-collocations than L2 learners. frequency data taken from L1 corpora: X-lex (Milton & Meara, Hideki Goya, Ball State University 2003) and lexical sophistication (Davies, 2006). Results Development of L2 Word-Meaning Knowledge and Semantic demonstrate significant improvement over time. Transfer Alicia Luque-Ferreras, University of Oregon The presenter discusses roles of L1 translation and L2 specific The Effect of Second Language Proficiency on L1 Lexical word-senses in semantic processing of L2 synonyms. The study Retrieval in Healthy Older Adults: A Pilot Study. was based on a psycho-semantic experiment with college-level This study investigated the relations between L2 proficiency and EFL students. The presenter shows analysis of the experiment and L1 decline in healthy aging by comparing the ability of 46 discusses how to aid EFL learners’ appropriate use of L2 subjects to retrieve lexical items during word production in their synonyms. L1. Our results suggest that subjects with greater L2 proficiency Ahmed Masrai, Swansea University showed less difficulty to process individual words in their L1. Effects of L1 Vocabulary Size and Lexical Organization on L2 Ying-Chun Lai, Chung Shan Medical University 172

The Role of Vocabulary Learning Strategies in Vocabulary This paper presents Argentina`s official test of Spanish as a Retention second or foreign language, the Certificate of Proficiency in This study investigated the vocabulary consolidation strategies Spanish Language and Use (CELU). We begin with a summary of that Taiwanese EFL learners employ to learn new English how the CELU was implemented and then explain the main vocabulary words. It provides important information regarding features of the CELU construct. useful consolidation strategies for learning new words, which in Liliana Irene Martinenghi, Universidad Nacional del Centro de la turn can lead to more effective vocabulary strategy instruction. Provincia de Buenos Aires Kristen Kennedy Terry, University of California, Merced Andrea Menegotto, Universidad Nacional de Mar del Plata Token Type, Collocation, and Social Networks: Predicting L2 María Lucrecia Ochoa, Universidad Nacional del Centro de la Acquisition during Study Abroad Provincia de Buenos Aires This study examines the acquisition of target-like patterns of Andrea Isern, Universidad Nacional de Centro de la Provincia de variation by 22 learners of French during study abroad. Speech Buenos Aires data provide evidence for the incipient acquisition of three Lorena Colello, Universidad Nacional del Centro de la Provincia phonological variables showing variation in NS speech. Token de Buenos Aires type, collocation, and social networks are shown to be significant Assessment of Integrated Skills: The Case of CELU Certificate predictors of variation. This poster displays the theoretical framework, exam structure Danya Ramírez Gómez, Kobe City University of Foreign Studies and rating scale of CELU (Certificado de Español Lengua y Uso) Vocabulary Consolidation Strategies in Senior Learners: a certificate, granted by Consortium for the Teaching and Testing Descriptive Study that Challenges Some of the Current of Spanish as a Second and Foreign Language, integrated by more Views on Vocabulary Learning than half the Argentine National Universities. This pioneer study about senior learners’ vocabulary Kabelo Sebolai, Central University of Technology consolidation strategies challenges traditional assumptions, and John Mark Dunn, Northern Arizona University questions the use of certain research techniques. Through three Does South Africa’s National EAP Testing Adequately Predict experimental tasks, this study shows that a selective use of Academic Success? vocabulary consolidation strategies correlates with higher recall, Nearly 20 years after apartheid, secondary schools in black South but that learners are confused with regards to their own African communities continue to produce graduates unable to strategies. read and write efficiently in English, the medium of university Avizia Long, Indiana University instruction. The study presented here looks at ability of South Melissa Erin Whatley, Indiana University Africa’s national EAP assessment to predict academic success Investigating the role of learners’ first language in the among first-year university students. acquisition of past-time expression: A study of Korean- Sawako Matsugu, Northern Arizona University speaking learners of Spanish Effects of Rater Characteristics and Scoring Methods on Speech Although researchers have made considerable progress on the Production study of second language (L2) Spanish past-time expression, This session will present findings from a study that investigated there is a need for more research on learners with different first the effects of test task characteristics of delivery in speaking language (L1) backgrounds. The current investigation replicates assessment in EFL universities. Data consisted of scores by Salaberry’s (2011) study on L1 English learners using data from teachers on students’ speech and surveys. Implications and L1 Korean learners. suggestions will be discussed for improving speaking assessment Natalia Elzbieta Banasik, University of Warsaw in classroom contexts. Marcin Opacki, University of Warsaw Junghyun Park, Seoul National University Agnieszka Otwinowska-Kasztelanic, University of Warsaw Effects of Within-task Planning Conditions on Korean EFL Using a Sentence Repetition Task and Narration as a Means of Test-takers’ Performance on Argumentative Writing Assessing the Grammatical Competence of Monolingual and Assessment Tasks Bilingual Children This study aimed to examine the effects of within-task planning The study examines the relationship between sentence repetition conditions on Korean EFL test-takers’ performance on and morpho-syntactic features of speech samples obtained in argumentative writing assessment tasks. Within-task planning story elicitation tasks in monolingual and bilingual children aged conditions had no significant effects on the composite scores as 4;5 to 6;11. We analyse language produced by Polish-English well as analytic writing scores of Korean EFL test-takers. bilinguals and Polish monolinguals and present a classification Yan Jiang, University of Hong Kong and comparison of grammatical and morphological errors. Exploring Teacher Questioning as a Formative Assessment Strategy and its Impact on the Learner Role SUNDAY 1:35 pm – 3:35 pm This paper explores teacher questioning as a formative assessment strategy and its impact on the learner role in two Chinese 316. Sunday Afternoon Poster Session universities through classroom observations and interviews. The Portland Marriott Downtown Waterfront: Exhibit Hall findings reveal quality questioning has the potential to promote 316-1. Session 1 ASE learning and activate learners to take a leading role in learning. Poster Session Ildiko Porter-Szucs, CaMLA Andrea Menegotto, Universidad Nacional de Mar del Plata Ummehaany Jameel, CaMLA Liliana Irene Martinenghi, Universidad Nacional del Centro de la Formulaic Sequences in an ITA Performance Test: A Case Provincia de Buenos Aires Study of ITASA Marcela Burger, Universidad Nacional de Mar del Plata The production of nativelike formulaic sequences was Lorena Colello, Universidad Nacional del Centro de la Provincia investigated in an ITA oral proficiency test, using corpus and de Buenos Aires. textual analysis, and compared to the production of formulaic Andrea Isern, Universidad Nacional de Centro de la Provincia de sequences by native-English-speaking TAs to determine whether the test elicits formulaic sequences similarly to the real-life Buenos Aires setting. María Lucrecia Ochoa, Universidad Nacional del Centro de la Areum Seo, Tokyo University of Foreign Studies Provincia de Buenos Aires What Are the Most Important Factors to Assess Intermediate- Assesment in Spanish SFL: The CELU Examination level Japanese Learners’ Essays Effectively? 173

This study reports an investigation into the most important factors Inside and Out: Surveying the Linguistic Landscape of Food to assess intermediate-level Japanese essays. A survey for Venues in America’s Ethnic Communities teachers of Japanese was conducted in order to understand how An examination of the linguistic landscape of food venues in they assess and which factors they consider important. Based on multiethnic communities in California shows clear and often the results, this poster suggests new writing assessment criteria surprising distinctions in language use between food and non- for the intermediate-level. food signage inside and outside the businesses. Types of signs Marcin Opacki, University of Warsaw will be classified, quantified and illustrated, and potential Agnieszka Otwinowska-Kasztelanic, University of Warsaw consequences of code choice are addressed. Narrative Assessment of Polish-English Bilingual Pre-schoolers 316-3. Session 3 SLA We contrast bilingual and monolingual children’s narratives Marte Nordanger, University of Bergen elicited with standardized picture stories. The study reveals no differences between bilinguals and monolinguals in the main Exploring Definiteness and Verbal Aspect in L2 Norwegian coherence and cohesion measures, but differences in the number Pear Stories and types of errors made. We propose measures of bilingual In this paper I present my PhD project which addresses performance taking into account transfer phenomena. crosslinguistic influence in Norwegian as a second language. The study draws on written narratives in L2 Norwegian by adult 316-2. Session 2 LCS Russian speaking and English speaking learners enrolled in an Poster Session official program of Norwegian classes in Norway. Maria Prikhodko, Indiana University of Pennsylvania Melanie D'Amico, Indiana State University Exploring Personal and National Values of American Students Exploring the Development of Communication Strategies of by Examining their Responses of Authentic Animated Intermediate-High Spanish Learners during Online Chatting Cartoons This study explores the communication strategies employed by This poster reveals the matrix results of the survey, where the intermediate-high L2 learners and the development of those researcher was able to reflect upon American students responses strategies over time during computer-mediated communication. on their understandings and relevant experience of authentic Results find that learners principally employ strategies that lead to animated cartoons. increased conversation and maintain the use of the L2 and that Melanie Wong, University of British Columbia these strategies show significant improvement with time. Ernesto Pena, University of British Columbia Tetsuo Harada, Waseda University Passing Notes: Four PhD Students' Collaborative Reflection on Not Age but Length of Learning Matters in Second Language their Academic Discourse Socialization into First-year Speech Learning in a Minimal Input Situation Doctoral Studies in a Canadian University This paper examined how early language learning in a foreign This paper investigates academic discourse socialization (a sub- language setting will affect speech perception. Results showed field of language socialization) to better understand the lived that the early learners’ discrimination scores were correlated with experiences of two domestic and two international students the length of learning. This may imply that what matters is not the making their transition to doctoral studies. Analysis focuses on starting age but a sustained period of learning. enabling and constraining aspects in relation to the oral, written, Adriana Fontella Nunes, University of Brasília and online course requirements. Joara Martin Bergsleithner, University of Brasília Yu-Shan Fan, Purdue University Noticing and Instruction: a Pathfinder to L2 Oral tasks Veronika Maliborska, Purdue University Performance Socialization of International Students in an American This study investigated the relationship between noticing University: Language, Learner Identities, and Imagined (Schmidt, 1990) and accuracy of lexicalization patterns of motion Communities. verbs in L2 oral tasks performance, and whether instruction This study explored the socialization experience of Chinese improves participants’ grammatical accuracy. Results suggest undergraduate students at a public university in the US. The there is significant correlation between these variables and that L2 findings reveal the challenges international students faced when learners benefit from instruction, input frequency and task transitioning from an EFL to an ESL context. The transition repetition. involved learner identity reconstruction and the struggle to gain Anna Mikhaylova, University of Oregon access to target language communities. On Age of Onset of Bilingualism in Heritage Language Andrew Wesley Hustad, University of Nebraska, Lincoln Acquisition of Russian Aspect Aledine J Moeller, University of Nebraska, Lincoln Based on data from two processing experiments on Russian The Cultural Integration Experience of Chinese Immigrant aspect, we show that in heritage language acquisition, age of Language Teachers in the United States: A onset of bilingualism should be considered with other factors, Phenomenological Investigation such as input type, amount and domains of use, proficiency of the speaker, and potential for transfer from the stronger language. This phenomenological study describes the essence of the experiences of Chinese language teachers as they integrate into Francesca Di Silvio, Center for Applied Linguistics US schools. Understanding the complex experience of integrating Anne Donovan, Center for Applied Linguistics into a new educational culture provides insight into the linguistic, Meg Malone, Center for Applied Linguistics cultural, and social elements that affect a teacher’s ability to Promoting Oral Proficiency Gains in Study Abroad: A Three- conduct an effective classroom. year Study Jia Jackie Lou, City University of Hong Kong This study investigated an intervention designed to promote oral Ways of Seeing Linguistic Landscape: A Participatory Visual proficiency gains in study abroad homestay placements. Host Study of an Urban Neighborhood in Hong Kong families in semester-long Spanish, Mandarin, and Russian This paper examines different ways of seeing linguistic landscape language programs were trained to increase conversational by applying participatory visual methods in a multilingual exchange with students (n=30/language). Quantitative and neighborhood in Hong Kong that is undergoing rapid qualitative analyses compare language gains to a control group transformation. It also illustrates linguistic landscape as a lens with untrained families (n=20/language). through which we can understand the effects of urban Jin-Suk Yang, OISE/University of Toronto gentrification on people's linguistic and cultural identities. The Effectiveness of Study-Abroad in Second Language Susan Price, Borough of Manhattan Community College, CUNY Learning: A Meta-Analysis Approach 174

Using meta-analysis approach, this study investigates the expressions. effectiveness of Study Abroad (SA) in second language learning. Ju-Young Lee, University of Texas, Arlington The results tell us that SA learners outperformed At Home English Phrasal Verbs in American Spoken corpora: A learners. Also, it was found that short-term is more effective than Comparative Analysis of Academic Spoken corpus and long-term SA in terms of L2 linguistic development. Minyoung Cho, University of Hawaii Casual Conversation Corpus The purpose of the study is to investigate the use of phrasal verbs The Role of Task Complexity and Modality in Task (PVs) in American spoken corpora. More specifically, a compiled Performance corpus of academic setting and a compiled corpus of informal This study investigates the role of task complexity in task conversation will be compared to analyze frequencies and performance, examining EFL students' speaking and writing distributions of PVs employed in each corpus. performances in decision-making tasks. Based on the differences Eric Friginal, Georgia State University between speaking and writing, it further discusses how modality differentially mediates between task complexity and task Exploring the linguistic dimensions of Facebook and Twitter performance. posts Jiyoon Lee, University of Georgia This paper explores patterns of linguistic variation in a 20 million-word corpus of Facebook and Twitter posts in English Three Approaches to Allocating Learners’ Attention to Low- using multi-dimensional analysis (Biber, 1988, 2006). The salience Forms: a Comparison Study of Their Impact on application of multi-dimensional analysis in this study is based on SLA Processes and Outcomes the theoretical assumption that register differences in online The purpose of this study was to compare the impact of Incidental, language have underlying linguistic co-occurrence patterns. Implicit, and Explicit approaches to drawing learners’ attention to Jersus J. Colmenares Lopez, Northern Arizona University the form and function of English on their noticing, knowledge, Learner and Native Speaker Corpora-Designed Materials for and production of these items on an information exchange task. Teaching Spanish Grammar Jennifer Renn, Center for Applied Linguistics This presentation reports a pilot study on the uses of learner and Shu Jing Yen, Center for Applied Linguistics native speaker’s corpora for teaching grammar in Spanish as a David Macgregor, Center for Applied Linguistics foreign language. Three instructional units were designed using Home Language Proximity as a Grouping Variable in the two (initial and after-treatment) corpora based on written Validity Analysis of an English Language Proficiency compositions from the participants, and selected samples from Assessment two native speaker corpora. This study compares speakers of Germanic and Romance Eniko Csomay, San Diego State University languages with students whose home languages are more distant Viviana Cortes, Georgia State University from English in a validity analysis of an English language Lexical Bundles in Cyber-texts proficiency assessment. Results inform test development by The present study reports on lexical bundles found in a one- providing insight into which test items merit close attention to million word corpus of cyber-texts collected from five registers: assure fairness across language groups. pop-culture news, advertising, forum requests for advice, blogs, Fangyuan Yuan, US Naval Academy and tweets. Bundles are classified into previously identified Implicit knowledge, Explicit Knowledge and Learning functions as well as new ones and examined for their Difficulties in L2 Chinese distributional patterns for textual position. This study was designed to examine the question of what makes M. Pilar Valverde Ibañez, Aichi Prefectural University some grammatical structures more difficult to learn than others in Overuse and Underuse of Spanish Function Words in College- Chinese as a second/foreign language in terms of implicit Level Writing by NNS Writers of Japanese L1. knowledge and explicit knowledge. A comparison is carried out between a learner corpus of academic Phillip Hamrick, Kent State University texts (33,000 words) and a native-reference corpus of academic Nick B. Pandža, University of Maryland, College Park texts (230,000 words). After automatic POS annotation and Rapid and Continuous Development of Explicit L2 Knowledge: statistical analysis, some tendencies are found regarding overuse Triangulating Evidence from Recognition Memory and and underuse of certain function words. Verbal Reports Choongil Yoon, OISE/University of Toronto In an incidental learning experiment, adult learners rapidly and The Combined Use of Concordancing and Online Dictionaries continuously developed explicit knowledge of L2 syntax in the as a Problem-solving Tool for L2 Writing form of recognition memory and verbalizable knowledge. The present study traces how 6 Korean ESL graduate students in However, recognition memory also occurred in the complete Canada used a suite of reference resources consisting of absence of verbalizable metaknowledge, suggesting that different concordancers, Google, and online dictionaries as a problem- types of dissociable explicit knowledge emerge automatically solving tool for their English academic writing. Findings are during incidental learning. presented in terms of the processes, outcomes, and evaluations of their tool use. Faizah Saleh AL-Hammadi, King Faisal University MONDAY 9:35 am – 11:35 am Dalal Mahmoud ELGemei, AlAzhar University in Cairo 317. Monday Morning Poster Session Translating Verbs from Arabic into English: Implications of Portland Marriott Downtown Waterfront: Exhibit Hall Contrastive Linguistic Studies to Improving Translators' 317-1. Session 1 COR Skills Poster Session This is an investigation of the factors that come into play during Euijung Cheong, Northern Arizona University the process of translating verb tenses into English by Arab students. Corpus-Informed Materials Development for Teaching Stance in Jonathan Trace, University of Hawaiʻi at Manoa ESL Writing Gerriet Janssen, University of Hawai'i at Manoa This study explores how stance is expressed in ESL learners’ and Ricardo Nausa, Universidad de los Andes native speaker students’ argumentative essays. The corpus analysis showed that the ESL learners tended to overuse certain Using Corpus Tools to Inform Cloze Test Design of Academic modal verbs and lexical verbs to express their authorial stance. English Furthermore, L2 writers tended to use more boosters than hedging This project investigates whether corpus data on word frequency 175

and strength of collocation are successful guides for rational item Robert A Troyer, Western Oregon University selection within vocabulary and grammar cloze tests. Item facility, Historical and Emerging Trends in Linguistic Landscape Studies item discrimination, and Rasch analysis demonstrate good fit on two piloted exams (n≈110); both subtests were also highly This poster presents a comprehensive bibliography of Linguistic Landscape (LL) studies. The bibliography is available online as a reliable (α>.90). resource for researchers who are either interested in this field or 317-2. Session 2 TEC who want to implement LL methodologies for cross-disciplinary Ilona Vandergriff, San Francisco State University purposes. This poster will highlight the most prominent LL "No, i’m not sorry for my bad English” – Metalinguistic publications, topics, and trends. discourse and the co-construction of an online multilingual Irasema Mora Pablo, University of Guanajuato space Mary Martha Lengeling, Universidad de Guanajuato With examples drawn from a corpus of more than 4000 comments Troy Crawford, University of Guanajuato on a single Reddit post entitled "No, i’m not sorry for my bad On becoming “pocho”,” gringo”, Mexican-American: discussing English”, I present key findings from my discourse-analytic ethnic identity in university students research, which looked at how nonnative and native-speaker users In this study we discuss the politics of ethnic negotiation and negotiate social practices to construct a multilingual space online. identity of former transnationals. Now they have returned to Sverker Johansson, Jönköping University Mexico to study a BA in English language teaching. In discussing Ylva Lindberg, Jönköping University their adjustment to their new life in Mexico, participants A Cross-cultural and Cross-topic Comparison of Argumentative introspect negotiation of their own socio-cultural identities. Writing on Wikipedia Discussion Pages Keith Walters, Portland State University Wikipedia discussions form a multilingual corpus of Shifting Patterns of Media Language Use in Tunisia after the argumentative discourse. Results from quantitative comparisons Arab Spring of discussions of the same 1,000 topics in 25 languages are Using data from the Website of Mosaïque FM, Tunisia’s first presented, with clear patterns identified both across languages and commercial radio station, this poster documents changes in across topics. The results are relevant to understanding online patterns of media language use since the Jasmine Revolution argumentative discourse and intercultural communication. including the relationship between articles in Arabic or French Dongping Zheng, University of Hawaii at Manoa about embedded videos that contain complex patterns of Ying Hu, University of Hawaii at Manoa codeswitching and diglossic switching and user-posted comments. Giuseppe Leonardi, Nicolaus Copernicus University Hsiao-Ping Wu, Texas A&M University, San Antonio Kristi Newgarden, Univeristy of Connecticut The linguistic landscape of cram school – Discourse analysis of Paul Thibault, University of Agder signs, flyers, and commercial sites Distributed Agency and Identity: Encountering Dialogical This session will present a research study related to linguistic Writing in Virtual Environments landscape of cram school in Taiwan. Through discourse analysis of signs, flyers, and commercial sites, this study would like to get This study takes the concepts of Ecological Psychology and educators and parents to make connection between the Dialogism to look at how English language learners develop information they see and the content of the curriculum. agency and identity in a recalcitrant semiotic rich 3D virtual environment. We conclude that L2 writing development “co- Aisulu Raspayeva, West Virginia University inhabits” with encountering the world in the Gibsonian sense and What Makes a Good ESL Personal Story: A Sociolinguistic languaging in the Bakhtinian sense. Perspective Shannon M McCrocklin, Iowa State University To examine what makes a good ESL story, I asked 10 American Fostering Pronunciation Learners’ Autonomy through Hybrid graduate students to listen to 40 ESL personal stories and evaluate Courses Utilizing Automatic Speech Recognition them in two categories: effectiveness and native-likeness on scale from 0 to 5. The discourse analysis showed two major approaches This mixed methods research study examined whether hybrid among perceptors: linguistic structure and social content. pronunciation courses that utilize Automatic Speech Recognition (ASR) programs for pronunciation practice can help foster learner Tomoyo Okuda, University of British Columbia autonomy, “the ability to take charge of one’s learning” (Holec, What are “Global Human Resources”?: An Analysis of The 1981, p. 3), in pronunciation improvement as compared to more Role of Language Learning in Japanese Universities’ traditional, teacher-led pronunciation instruction. Globalization Policy Plans Nur Basak Karatas, University of Maryland This study will examine the role of language learning and Offline and Online Evidence for the Effects of Captioning on language skills as one of the constitutive features of “global Text Recall and Cognitive Load in L2 Listening human resources” evident in globalization policy plans of 11 The purpose of the present study is to contribute to Mayer's Japanese universities selected for the Project for Promotion of (2001) cognitive theory of multimedia learning by clarifying and Global Human Resource Development which was initiated in testing the effects of its principles, namely "multimedia, modality, 2012 by the government. split-attention and redundancy" on perceived and actual cognitive 317-4. Session 4 COG load and thus text recall within a mobile-assisted L2 listening Miwa Morishita, Kobe Gakuin University environment. Franklin Chang, University of Liverpool Joseph D O'Connor, Central Washington University Yasunari Harada, Waseda University Natalie Lefkowitz, Central Washington University Abstract Structural Priming, but No Lexical Boost “Je te RT et tu me follow back”: The influence of the oral code We examined structural priming and the lexical boost in 112 on French-speaking online social media elementary-level Japanese EFL university students in a computer- This poster presentation examines the coexistence of written/oral based sentence generation task. Structure and verb overlap were codes in French social media by addressing: where French manipulated within dative structures. As a result, they produced cyberlanguage falls on a spoken, written, hybrid code continuum; more PD targets after PD primes than after DO primes, showing which code (oral or written) dominates online; what linguistic evidence of abstract structure. differences exist between Facebook and Twitter; and how Yasunari Harada, Waseda University widespread English borrowings are in these platforms. Miwa Morishita, Kobe Gakuin University 317-3. Session 3 SOC Japanese EFL Learners’ Cognitive Difficulty in Producing Poster Session English Question Sentences 176

Asking the right questions at the right time is an integral part of Spanish-speaking English learners in a large, urban school district, oral interactions but Japanese learners of English experience comparing students with varying levels of home language processing difficulties in constructing English question sentences (Spanish) proficiency as measured in kindergarten. Achievement on the fly. We will discuss data we obtained from Japanese was higher in both English language arts and math as a function college students studying English through spontaneous of increasing home language skills. productions and elicited responses. Nicholas Limerick, University of Pennsylvania Anastasia Sorokina, Temple University Language Revitalization Discourses and Multiculturalism in L1 Attrition Effects on Autobiographical Memory in Bilinguals Ecuador This experimental study with bilinguals examines the effects of This paper considers how multicultural policies in Ecuador are L1 attrition on autobiographical memory in Russian-English mediating language revitalization discourses among Quichua bilinguals. The study reports a presence of language specificity leaders. principle and possible connection between L1 loss and Alastair Henry, University West autobiographical memory. Rewarding Foreign Language Learning: Effects of the Swedish Cynthia D Kilpatrick, University of Texas, Arlington Grade Point Average Enhancement Initiative on Students’ Lori McLain Pierce, University of Texas, Arlington Motivation to Learn French Jessica Rohr, University of Texas, Arlington Drawing on interview-generated data gathered over a year, the Priming and Phonological Onsets effects of the newly introduced system in Sweden of rewarding Participants in a masked priming experiment showed sensitivity students who learn FLs other than English with additional GPA- to phonological onset shape. Inhibitory effects were found when enhancing credits are assessed. Students motivated solely by these targets and primes shared identical left edges, and when the shape credits see little longer-term value in learning, nor meaningful of the phonological onset was the same. Conversely, primes that applications for language skills. shared both the left edge and phonological onset shape resulted in Ettien Koffi, Saint Cloud State University facilitation. The Unintended Consequences of UNESCO’S Language Policy Cyntia Bailer,Universidade Federal de Santa Catarina in Francophone Africa Lêda Maria Braga Tomitch, Universidade Federal de Santa A fifty-year language of education policy difference opposes Catarina UNESCO and Francophone Africa. The stalemate benefits the Raquel Carolina Souza Ferraz D'Ely, Universidade Federal de spread of French while it endangers some local languages. I Santa Catarina propose a novel language policy that meets all the key aspirations The Relationship Between Working Memory Capacity and of Francophone parents and raises the marketability value of Attention to Form and Meaning in EFL Reading African languages. This study investigated the impact of WMC on EFL Brazilian 318-2. Session 2 TEC high school students’ performance in the task of paying attention Iftikhar Haider, University of Illinois, Urbana-Champaign to form and meaning while reading. Results revealed that higher Farzad Sharifi, University of Illinois, Urbana-Champaign spans comprehended the text better and were more able to pay attention to form. Simultaneous attention led to better Computer-Assisted Awareness Raising Tasks to Develop comprehension. Interlanguage Pragmatics Leah Joann Pappas, Pennsylvania State University This study aims to investigate the effectiveness of CALL in Carrie Neal Jackson, Pennsylvania State University teaching L2 pragmatics to ESL learners. Using Purpura’s (2004) Janet Van Hell, Pennsylvania State University model, we have designed interactive computer-assisted awareness-raising tasks to improve ESL learners’ pragmatic Katharina Spalek, Humboldt University competence with respect to email writing in academic settings. Transfer Effects of L1-L2 Grammatical Gender in German- This study has implications for curriculum and materials French Bilinguals development. RTs from L2 picture-naming tasks indicated L1 influence on L2 Yang Xiao, University of South Carolina grammatical gender processing in German-French bilinguals. Information Retrieval by L2 Writers: Factors Affecting While congruent genders in the L1 and L2 facilitate L2 gender Computer-assisted Second Language Writing Performance processing, opposite genders inhibit it. This study observes transfer of L1 information when there is no L2 equivalent (neuter By analyzing L2 learners’ real-time involvement in web-based words in German). writing activities, this study examines the factors that affect online writing performance. A multi-stage controlled lab Li-chin Yang, Kaohsiung Medical University experiment was conducted with 61 learners of Chinese language. Yu-da Lai, Providence University Findings indicated complex interactions among individual Variables in the Effects of Metaphor Awareness Enhancement differences, task complexity, and time allocation in online writing on EFL Learners’ Vocabulary Reception and Production process. The study investigates the roles of instruction explicitness and L2 Richard Kern, University of California, Berkeley learners' cognitive processing style on the pedagogical Relativity of Benefits and Limitations in Technology-Mediated effectiveness of the CL-based imagery approach to teaching Language Learning metaphorical usages of polysemous words. The results indicate a Static taxonomic generalizations about technology-based better instruction effect mediated by high-explicitness metaphor language learning platforms can be misleading. This presentation guidance, imagery-based processing style, and task nature. considers the case of videoconferencing to show that features sometimes considered positive affordances (e.g., the ability to see MONDAY 1:35 pm – 3:35 pm and hear interlocutors online) can present limitations and, conversely, supposed limitations can sometimes spur creative 318. Monday Afternoon Poster Session innovation and learning. Portland Marriott Downtown Waterfront: Exhibit Hall Hyeyoon Cho, OISE/University of Toronto 318-1. Session 1 LPP Synchronous Small-group Collaborative Writing via Google Gina Arnone, University of Pennsylvania Docs: What Is Helping or Not Helping the Learners? Home Language Skills Boost English Learners toward School By investigating adult ESL learners’ synchronous collaborative Success: Evidence from a Large, Urban School District summary writing of debate meetings via Google Docs and text and voice chat, this study examines factors that facilitates and/or Analyses examined the academic achievement trajectories of constrains participants’ goal achievement in collaborative writing 177

tasks. This study helps understand how and why learners act in Adil Hussein Jouda, University of Baghdad certain ways while performing tasks. From Talk and Chalk to Abundant Interaction: Perspectives on Iona Sarieva, Saint Leo University Interactive Teaching Techniques at the University of Wei Zhu, University of South Florida Baghdad Understanding Intertextual Connections: Intertextuality in the The presenters will describe their experiences with incorporating Computer-Supported ESL Writing Process student-centered practices at the University of Baghdad. The The presentation discusses a qualitative case study in which the presentation includes a description of the challenges of intertextual connections between the pre-writing discussions of incorporating such active learning models at an institution where second language writers and their first drafts are compared traditional approaches are the norm as well as the results of a accounting for the mode of pre-writing communication – student-survey on the activities. asynchronous versus synchronous computer-mediated Jason Killam, Indiana University of Pennsylvania communication. Intertextuality was identified and analyzed on Mistakenly Encouraging the Faulty First Noun Principle in the lexical, textual/ideational, and organizational levels. Classroom Medha Tare, University of Maryland We may be unwittingly encouraging what VanPatten (1996, Ewa M Golonka, University of Maryland 2004) has termed the First Noun Principle (FNP), a natural faulty Carolyn Crooks, University of Maryland processing strategy that hinders learner comprehension, in the Alina Goldman, University of Maryland classroom. The current study presents findings that show an Rachel Strong, University of Maryland increased use of the FNP over time and discusses some of the Kathryn Rhoad, University of Maryland possible causes. Carrie L Bonilla, University of Maryland Barbara Schmenk, University of Waterloo Karen Vatz, University of Maryland Power/Grammar. Maintaining, Subverting, and Restoring the Task Characteristics Related to Increased Target Language Order of the Language Classroom Production in Text Chat The paper reports some of the findings of a study of graduate Intermediate-level adult students (N=25) engaged in text-chat instructors and their beliefs about language teaching, and their activities three times a week for six weeks in their target language ways of putting theories into practice. The presentation aims to of Russian. Activities were structured and task-based; this reconstruct the instructors’ perspectives and meaning-making qualitative and quantitative analysis examines task characteristics processes. that were related to more interaction and language production (i.e., Neil McClelland, University of Kitakyushu types and tokens). Self-Determination Theory (SDT) and Japanese College 318-3. Session 3 PED Students: A Cross-Cultural Study Thor Sawin, Monterey Institute of International Studies This paper deals with the cross-cultural relevance of Self- "Sociocultural" curricula: Promises and pitfalls Determination Theory to EFL teaching in Japan by presenting findings from a large-scale survey of undergraduate students. Language curricula such as Greg Thomson's Growing Participator Comparison with a similar investigation from Canada show both Approach, which claim to be based in Vygotskian sociocultural similarities and differences, but overall support the relevance of theory, enjoy widespread popularity among SDT to both teaching contexts. missions/development workers, yet remain understudied in Eun Jeong (Esther) Lee, Ohio State University academic literature. This study combines organizational ethnography, discourse and lesson analysis to begin evaluating The Association between Oral Corrective Feedback and these methods' effectiveness and potential. Affective Variables Pei-ni Lin Causarano, University of New Mexico The mixed-methods study examines how teachers’ oral corrective A Cross-cultural Cooperative Model in Online Language feedback interacted with students’ affective variables (anxiety, Learning attitude, motivation, and self-confidence) to affect how advanced- level ESL students learned oral English in a spoken English Lacks of sociocultural interactions challenge online language course. The data are collected though classroom observations, learning. This study presents a cross-cultural cooperation between survey questionnaires, and in-depth follow-up interviews. an online foreign language program and a teacher training Mohammad Rahimi, Moncton University institute from the target language community that enhanced teaching and learning effectiveness. Findings highlight The Role of Individual Difference Variables in the Effective Vygotsky’s Sociocultural Theory that social interaction is key to Uptake and Retention of Written Corrective Feedback: second language acquisition. Which Students Benefit More? Ariel Schindewolf, University of California, Santa Barbara The present study aimed at investigating the relationship between Dramatically Affecting Affect: Measuring the effect of drama L2 learners’ individual difference variables and their receptivity instruction on foreign language speaking confidence to teacher’s written corrective feedback. The results showed that field-independency and writing motivation are two effective The current quasi-experimental, mixed methods study uses variables that influence learners’ retention of teacher’s written quantitative and qualitative data to explore the question: how do feedback in their subsequent essays. students' anxiety and self-confidence about speaking foreign language Spanish shift after using drama and performance in the Chung-Chien Karen Chang, National Taipei University classroom? Preliminary results indicate decreased anxiety and TaiMin Tammy Wu, Arizona State University increased self-confidence in most cases. Treatment for Second Language Writing Anxiety: Do Multi- Mutsuko Nagasaki, Ehime University drafting and Teacher Feedback Help? Effects of Rehearsal through Speaking on L2 Learning This study explored whether multi-drafting and teacher feedback This presentation introduces two studies which investigated the serve as effective treatment lowering EFL student writers’ L2 effect of “rehearsal” through speaking on L2 learning. Rehearsal writing anxiety (WA). Expected results showed that students was used to increase EFL learners’ output opportunities outside would experience a lower level of WA when time pressure, the classroom. The results showed that such rehearsal facilitated unexpectedness, and peer pressure were replaced by a systematic the learners’ fluency and accuracy to some extent as well as their revision cycle and teacher support. ability to rephrase. William Heidenfeldt, University of California, Berkeley Alison Lynn Camacho, Georgia State University Who We Are and What We Do: Survey Reflections of Ghufraan Adnan Shiltagh, University of Baghdad California Teachers of Spanish and French Manar Mundher Abdulmajeed, University of Baghdad This poster presents results from a 2013 survey about the 178

identities and pedagogical beliefs of 88 K-12 world language Minoru Kubo, Nakafurano elementary school teachers in California. I suggest ways that teachers reflect on their Hastumi Tsukada, Toyooka elementary school practices as instructors of diverse languages in increasingly globalized settings as related to student learning and professional Foreign Language Activities for Japanese Elementary School development. Students with Special Educational Needs This study focuses on English activities for special needs education classes in Japan, and reports on the results of three TUESDAY 9:35 am – 11:35 am classes and the effectiveness of using ICT devices and the introduction of social skills training to these classes. 319. Tuesday Poster Session Ryo Kirimura, Ritsumeikan University Portland Marriott Downtown Waterfront: Exhibit Hall Masahiro Yoshimura, Setsunan University 319-1. Session 1 PED Yuko Shimizu, Ritsumeikan University Poster Session How Japanese Students Approach Studying Economics in Yi-Chun Yang, Providence University English Chung-Kai Huang, National Taipei College of Business This study, based on the questionnaire given to Japanese students A Comparison of EFL Learners’ Writing Uptake between taking an Economics course in English, observes how they Models and Error Correction respond to the different types of tasks. The results suggest that the Research regarding a comparison between EFL students’ students need more experience in challenging productive response compositions with models and teachers’ error correction has been tasks in English, which is essential in studying Economics. scarce. With the intent of bridging the gap the study found that Andrew Gallagher, Walla Walla Community College models fostered low achievers’ writing to more extent whereas Metaphors in American Politics error correction contributed more greatly to high achievers’ Political metaphors such as the candidates are neck and neck, bull progress. markets, underwater mortgages, etc. are ubiquitous in American Nihat Polat, Duquesne University media. The presenter will explain original research compiling Laura Mahalingappa, Duquesne University and categorizing 2000 of these metaphors so that ESL and EFL An Exploratory Factor Analysis of the Sheltered Instruction instructors can help their students understand American political discourse. Observation Protocol in Measuring Pedagogical John Levis, Iowa State University Effectiveness Sinem Sonsaat, Iowa State University This paper examines the factorial validity of the widely-used Sheltered Instruction Observation Protocol (SIOP). Using Stephanie Link, Iowa State University exploratory factor analysis, it examines if/how the 30 features Native and nonnative teachers of pronunciation: Does language listed under eight SIOP components correlate to possibly reflect background make a difference in learner performance? different factor structures. Results revealed only four stable factor Little is known about whether learners improve pronunciation structures that are consistent with the protocol. differently with native or nonnative teachers. This study shows Nienke Smit, University of Groningen that students’ comprehensibility improved similarly in a class Kees De Bot, University of Groningen with a native versus nonnative teacher. The results offer Wim Van de Grift, University of Groningen encouragement to pronunciation teachers, suggesting that, Ellen Jansen, University of Groningen knowledgeable teaching practices rather than nativeness can improve pronunciation skills. An Observation Tool for EFL Reading Comprehension Signe-Anita Lindgren, Åbo Akademi University Teaching Strategies Receptive and Productive ESL 9th Grade Vocabulary The present study addresses the validation process of an observation tool for measuring the range of processes in which a Knowledge in 8th Graders: How Do We Assess and What Do teacher is involved when helping secondary school EFL learners They Master? comprehend reading input and when facilitating meaningful This paper examines ESL vocabulary knowledge of L1-Finnish language output. and L1-Swedish speaking 8th graders (n=110) focusing on Chan Narith Keuk, Macquarie University vocabulary taught not until grade 9 to determine to what extent English Language Teacher Research in Cambodia: Teachers' this vocabulary is already acquired. It further compares the performances between the language groups. The test items and Conceptions and Challenges educational implications are discussed. This paper presents Cambodian ELT professionals’ conceptions Saeed Nazari, Vancouver Georgia College of teacher research and challenges the teachers often encounter Nasrin Kowkabi, University of British Columbia while undertaking research. It argues that in order to strengthen teachers’ active engagement in doing research, teachers’ The Role of Consciousness Raising in the Use of Language conceptions of teacher research need to be reconceptualized and Learning Strategies by EFL Learners across Two Contexts institutional support need to be formulated and practised. This poster presentation illustrates the findings of a quantitative Eun Gyong Kim, Korea Advanced Institute of Science and study on the role of consciousness raising in EFL students’ use of Technology six types of learning strategies across two contexts as well as Jeong-Ro Yoon, Korea Advanced Institute of Science and among control and experimental groups in each context. Results Technology and educational implications will be presented visually. Emelie Loeb, Educational Testing Service Factors for Successful EMI Courses for Undergraduate Students Elizabeth Jenner, Educational Testing Service at Korean Engineering Schools Alison Stolow, University of Pennsylvania The presenters will compare the effects of EMI (English-medium instruction) and Korean-medium instruction of the same content Vocabulary in context vs. direction translation: Long-term by the same instructor taught at a Korean engineering school. effectiveness and implications They will also discuss students’ attitudes toward EMI classes and This study investigates adult second language vocabulary learning make suggestions for effective EMI for Korean engineering through context and translation. Participants study new undergraduate students. vocabulary through direct translation or context clues in authentic Akira Nakayama, Ehime University texts. We then test which method had a longer lasting effect on Hiroki Yoshida, 1-22-1 Sena Aoi-ku recall. Pedagogical implications include understanding learning Miyuki Matsuoka, Kamifurano elementary school methods and their effect on student performance. 179

319-2. Session 2 SLA structure, learner awareness, and working memory (WM) in the Poster Session acquisition of a novel L2 construction. Undergraduate participants Nicholas Henriksen, University of Michigan were assigned to two conditions, reported their awareness, and took tests of WM. Results will be discussed from a cognitive- Acquiring rhythm in L2 English interactionist perspective. In this presentation I examine rhythm data for native speakers of Toshinori Yasuda, Waseda University Spanish (syllable-timed language) who are highly proficient learners of English (stress-timed language) as well as Relationships Between Newly-extracted Factors of English monolingual Spanish and English control groups. Results are Learning Strategy Use and the Five-factor Model of framed within current models of second language speech learning Personality in Different Proficiency Levels. and their applicability to prosodic data. An exploratory factor analysis for the Strategy Inventory for Shingo Nahatame Language Learning has found new factors. Correlations between Effects of Semantic and Causal Relatedness on Text Memory the new factors and the five-factor model of personality in different proficiency levels show that the more advanced the and Coherence Judgment by Japanese EFL Learners learners are, the less correlated the personality traits are with the The present study investigated how semantic and causal strategy use. relatedness between sentence pairs affect Japanese EFL learners’ Machiko Tomiyama, International Christian University text memory and coherence judgment. The results revealed that both variables influenced coherence judgment by learners; Stress, Language Anxiety, and Grades in Second Language however, causal relatedness had a greater impact on their text Learners memory than semantic relatedness. This presentation reports on an investigation of the relationship Karl David Neergaard, Hong Kong Polytechnic among stress, language anxiety, and earned grades of the students Phonological Similarity and the Learning of Words for Spanish- enrolled in second/foreign language courses. The results may imply that psychological appraisal (i.e., self-reports) overrides the speaking English Learners biological reality (i.e., stress hormone values) and that perceived The purpose of this study was to investigate phonological stress/anxiety is what relates to performance. neighborhood density in the learning of nonwords by native- Spanish speaking learners of English and native-English speaking participants. Results suggest that second language learners first use their first language mental lexicon during the mapping of novel information to create new lexical representations. . Rosmawati, University of Sydney Second Language Academic Writing Developmental Profiling: The Dynamic Interaction between Complexity and Accuracy This study profiles the development of complexity and accuracy measures in second language (L2) academic writing and explores their dynamic interaction over one academic semester. Adopting the Dynamic Systems approach, this study looks for signs of development and sheds light on uncovering the dynamic development of L2 academic writing. Natsumi Wakamoto, Doshisha Womens College of Liberal Arts Strategying: A New Approach to Strategy Training Integrating Learner Style and Peer Discussions This poster presents a report on a series of empirical studies of strategy training for Japanese learners of English, using the conceptual framework of “strategying.” The usefulness and the drawbacks of “strategying” as a conceptual framework of strategy training will also be discussed. Yuka Yamauchi A Closer Look at the Sources of EFL Learners’ Listening Anxiety: Utilizing the Revised Version of the Listening Anxiety Scale This study investigated listening anxiety EFL university students have with regard to sources of anxiety, using the revised version of questionnaire, English Listening Anxiety Scale (Yamauchi, 2013). The results revealed precise pictures of learners’ anxiety from various aspects. For example, they feel low anxiety when listening to English in class. Mohamad Farzam, Danesh Language Institute An investigation on different levels of introversion-extroversion in learning second/foreign language This empirical study investigates the effects of Extroversion- Introversion as a central dimension of human personality in producing second/foreign language. 18 EFL learners with different levels of Extroversion-Introversion were exposed to research treatment. Findings indicate superiority of introverts over extroverts in foreign language learning, but in case of receptive skills. Daniel O. Jackson, University of Hawai‘i at Mānoa Input, Awareness, and Individual Differences in Second Language Construction Learning The purpose of this study was to model the roles of input 180

PRESENTER/SESSION INDEX PRESENTER/SESSION INDEX* *Please note that the numbers in this Index represent session numbers, rather than page numbers. Furthermore, please note that this index includes only presenters in regular colloquia and individual paper, round table and poster sessions; it does not include plenary speakers and participants in the Invited Colloquia and Special Sessions. If you cannot find a participant or an event you are interested in, we encourage you to use the electronic version of the program, which can be found at aaal.org.

A Apple, Matthew, 178 Abbott, Marilyn, 281 Araki, Mikage, 278 Abdi, Klara, 152 Ariail, Michael, 215 Abdulmajeed, Manar Mundher, 318-3 Arita, Yuki, 137 Abe, Daisuke, 183 Arnold, Nike, 098 Abe, Makoto, 315-1 Arnone, Gina, 318-1 Abrams, Zsuzsanna, 181 Arshavskaya, Ekaterina, 311 Abudu, Grace, 224 Arxer, Steven, 231-3 Acevedo, Anthony, 313-2 Astarita, Alice, 083 Achugar, Mariana, 279 Aubrey, Scott Charles, 040 Adnan, Ghufraan, 096 Aull, Laura, 106 Adolphs, Svenja, 121 Avalos, Mary, 290-1 Adrada Rafael, Sergio, 103 Avila-John, Karin, 019 Afitska, Oksana, 269-3 Avineri, Netta, 087 Ahn, So-Yeon, 174-2 Avni, Sharon, 262 Ajsic, Adnan, 175 Axelrod, Ysaaca, 268 Akiyama, Yuka, 109 Ayoun, Dalila, 124 Al Khalil, Maimoonah, 129 Azaz, Mahmoud, 039, 314-4 Al Masaeed, Khaled Ali, 112-2 Azevedo, Clara, 243 AL-Hammadi, Faizah Saleh, 317-1 Al-Surmi, Mansoor, 186 B Alasmary, Abdullah Ali, 120 Back, Michele, 073 Albakry, Mohammed, 053 Bacon, Michael, 313-1 Alcon, Eva, 237 Baffy, Marta, 077 Aleixo, Marina, 014, 149 Bagga-Gupta, Sangeeta, 111 Alexander, Mariko Mizuno, 242 Bailer, Cyntia, 317-4 Alghamdi, Abdullah, 123 Bailey, Alison, 277, 290-1 Alharbi, Fahad, 021 Bailey, Carolina, 314-4 Alharthi, Thamer Dakhelallah, 315-4 Bailey, Kathleen M., 080 Alhassan, Andani, 224 Bajuniemi, Abby, 117 Allen, David, 131-3 Baker, Beverly Anne, 292 Allen, Matthew Clark, 074-1 Baker, Louann, 149 Alonzo, Dennis Antonio, 012 Bakos, Jon, 242 Alsagoff, Lubna, 209 Balderas, Carissa, 215 Alsufieva, Anna, 247 Ban, Ruth, 010-2, 118 Amador, Laura L., 101 Banasik, Natalia Elzbieta, 315-4 Amira, Mohamed, 216 Baralt, Melissa, 082, 129 Amoroso, Luke, 315-1 Barber, Carolyn, 314-2 Anderson, Fred Einar, 272 Barbey, Aron K., 065 Anderson, Neil, 043 Bardovi-Harlig, Kathleen, 072 Anderson, Salena Sampson, 252 Barone, Susan, 219, 313-2 Anderson, Sheri, 212-1 Barry, Elaine Ruth, 313-2 Anderson, Tim, 174-1 Bartlett, Laura, 035 Andrew, Patricia, 162 Basturkmen, Helen, 250-2 Andrus, Jennifer, 119 Baugh, John, 002 Anya, Uju, 153 Beaudrie, Sara, 010-2 182

Becerra, Rukmini, 031-2 Bunch, George, 277 Beck, Kalen, 066 Burch, Alfred, 115 Becker, Anthony P, 188 Burger, Marcela, 316-1 Becker, Ava, 087 Burns, Anne, 080 Beckett, Gulbahar, 203 Buss, Larissa, 074-1 Behrens, Susan, 044 Butler, Yuko, 118, 157, 189 Belcher, Diane, 184 Byrnes, Heidi, 142 Bell, Nancy, 209, 283 Belmihoub, Kamal, 031-3 C Benesch, Sarah, 055 Cai, Shengrong, 088 Bennett, Justin, 192-1 Caldas, Blanca Gabriela, 032 Berg, Margaret, 031-1 Camacho, Alison Lynn, 318-3 Bergsleithner, Joara Martin, 316-3 Cameron, Denise Leslie, 243 Bernstein, Katie, 268 Campbell, Maxi-Ann, 089 Berry, Nancy, 006, 112-3 Camps, Diana Maria Josephina, 187 Bever, Thomas G., 039 Canagarajah, Suresh, 199 Bhalla, Shereen, 273 Candlin, Christopher, 058 Bhatt, Rakesh, 016 Cannon, Anneliese, 278 Bi, Jin, 313-2 Cardoso, Walcir, 015, 212-3, 304 Bi, Nick Zhiwei, 095 Carhill-Poza, Avary, 169, 301 Bigelow, Martha, 013, 161 Carpenter, Brian David, 279 Bigham, Jaycee Layne, 147 Carrillo Cabello, Adolfo, 166 Bigi, Brigitte, 314-1 Carroll, Sherrie, 174-2 Birdsong, David, 118 Casal, J. Elliott, 093-1, 216 Blackstock-Bernstein, Anne, 290-1 Casanave, Christine, 184 Blake, Charles, 197 Castek, Jill Marie, 245 Bleistein, Tasha, 269-1 Catalano, Theresa, 096 Bleyle, Susan, 099 Catedral, Lydia, 251 Block, David, 083, 111 Causarano, Pei-ni Lin, 318-3 Bloomfield, Amber Nicole, 095, 133 Celik, Handan, 072 Blyth, Carl, 275 Cerezo, Luis, 109 Boblett, Nancy, 241 Chan, Virak, 185 Bodnar, Stephen, 097 Chang, Chung-Chien Karen, 318-3 Bogue, Brittany, 099 Chang, Franklin, 317-4 Bokhorst-Heng, Wendy, 226 Chang, Li-Yun, 085 Boner, Elizabeth, 175 Chang, Yujung, 128 Bonilla, Carrie L, 200, 254, 318-2 Chapelle, Carol, 198 Bostelmann, Evan, 094 Charitos, Stéphane, 234 Botti, Alexandra, 158 Charles, Walkie, 161 Bouchard, Julie, 150 Chazal, Kirby, 034 Boun, Sovicheth, 213 Chee Lay, Tan, 022 Bowles, Anita, 197 Chen, Hsueh Chu, 314-4 Box, Catherine, 116, 202 Chen, Liang, 215 Brennan, Kelly, 314-1 Chen, Pei-Jie Jenny, 203, 294 Brisk, Maria, 146 Chen, Shu-cheng Freda, 307 Britt, Erica Rose, 253 Chen, Wen-Hsin, 314-4 Brooks, Lindsay, 033 Chen Shieh, Ming-Yi, 188 Browder, Christoper, 013 Cheng, Lixia, 271 Brown, Dan, 079 Cheng, Liying, 176 Brown, Lucien, 092, 131-2 Cheng, Rui, 031-2 Bucholtz, Mary, 050, 240 Cheng, Tsui-Ping, 008 Buckwalter, Timothy, 197 Cheong, Euijung, 307, 317-1 Buescher, Kimberly, 091, 228 Chepyshko, Roman, 189 Bui, Thuy Thi Ngoc, 020 Chiba, Reiko, 011 183

Child, Michael, 103 Cunningham, D. Joseph, 130 China, Addie Leigh Sayers, 123 Curdt-Christiansen, Xiao Lan, 201 Cho, Hyeyoon, 318-2 Curinga, Rebecca, 018 Cho, Minyoung, 316-3 Curtis, Emily KJ, 290-3 Choi, Lee Jin, 113 Choong, Kung-Wan Philip, 222 D Chopin, Kimberly, 049-2 D'Amico, Melanie, 316-3 Christiansen, M. Sidury, 093-2 D'Ely, Raquel Carolina Souza Ferraz, 317-4 Chu, Haiwen, 277 Dadak, Angela, 113 Chuang, Hui-Ju, 071 Daller, Michael, 254 Chun, Christian W., 096 Daniello, Frank, 146 Cimasko, Tony, 245 Darbes, Tasha L, 265 Ciriza Lope, Maria del Puy, 231-3 Darcy, Isabelle, 172 Clark, Margaret, 149 Darvin, Ron, 083 Clark, Martyn, 254 Davies, Diana, 234 Clark, Samuel, 204 Davies, Randall, 095 Clark-Gareca, Beth, 265 Davin, Kristin, 073 Clifford, Ray, 012 Davis, Kathryn, 020 Clinkenbeard, Mary Jean, 314-4 Davis, Tracy, 005 Cochran, Effie Papatzikou, 093-3 Davison, Chris, 012, 080, 214, 249 Cochrane, Leslie, 122 De Bot, Kees, 029, 079, 101, 319-1 Cohen, Andrew D., 162 De Costa, Peter, 161, 287 Colello, Lorena, 316-1 De Houwer, Annick, 201 Collins, Laura, 015, 145 de Jong, Ester J., 003 Colmenares Lopez, Jersus J., 317-1 de Oliveira, Luciana, 077, 313-2 Compton, Sarah, 087 De Rosa, Marla, 146 Comstock, Lindy, 038 DeCapua, Andrea, 013 Conley, Robin, 119 Deckert, Sharon, 134 Connor-Linton, Jeff, 047 DeHond, Garrett, 148 Cook, Svetlana V, 254 Deifell, Elizabeth, 093-2 Cordero, Mariana, 123 Del Percio, Alfonso, 232 Corella Morales, Meghan Nicole, 147 Dell-Jones, Julie, 154-1, 315-2 Corley, Kathleen Mary, 105 DelPrete, Donna Luvera, 116 Cortes, Viviana, 108, 317-1 Demeter, Gusztav, 212-2 Cotos, Elena, 192-2 den Brok, Perry, 314-2 Cowal, Janet Tom, 010-2 Dennig, Sik Lee, 185 Cox, Jessica, 162, 183 Derrick, Deirdre Justine, 315-1 Cox, Troy, 012, 095 Derwing, Tracey, 056, 237 Crawford, Bill, 171 Deschambault, Ryan, 084, 170 Crawford, Troy, 317-3 Destruel, Emilie, 060 Creese, Angela, 161 Dewaele, Jean-Marc, 274 Creider, Sarah, 280 Di Silvio, Francesca, 316-3 Crichton, Jonathan, 058, 231-1 Diao, Wenhao, 009 Crooks, Carolyn, 197, 318-2 DiBernardo, Devin, 259 Crooks, Misty, 315-2 Dicker, Sue, 231-1 Crosby, Cate, 295 Dietrich, Sarah, 154-1 Crossley, Scott, 033, 204 Dillard-Paltrineri, Beth, 013, 069 Crowther, Dustin Joseph, 086, 167 Ding, Picus S., 272 Crusan, Deborah, 199 Divita, David, 162 Csizér, Kata, 200 Djuraeva, Madina, 251 Csomay, Eniko, 317-1 Dobs, Abby, 238 Cubilo, Justin, 178 Dodson, Eric, 197 Cucchiarini, Catia, 097 Dommergues, Jean-Yves, 001 Cui, Ying, 099 Donaldson, Bryan, 060 184

Donato, Richard, 073 Ewald, Jennifer D., 211 Donitsa-Schmidt, Smadar, 318-1 Donovan, Anne, 048, 276, 316-3 F Doolan, Stephen, 314-3 Fadden, Lorna, 002 Dostal, Hannah, 313-2 Fagan, Drew S., 308 Doughty, Catherine, 254 Falout, Joseph, 178 Dowd, David, 177 Fan, Yu-Shan, 316-2 Doyle, Anne, 024 Fang, Zhihui, 285 Dracos, Melisa, 216, 265 Faretta-Stutenberg, Mandy, 035 Dronjic, Vedran, 210 Farrell, Anna Mary, 049-2 Dubreil, Sebastien, 234 Farrell, Emily, 298 Ducate, Lara, 098 Farzam, Mohamad, 319-2 Duff, Patricia, 077, 111 Fazel, Ismaeil, 074-1 Dufva, Hannele, 111 Feeling, Durbin, 125 Dujsik, Darunee, 314-3 Felix-Brasdefer, Cesar, 190 Duncan, Philip, 125 Fernandez, Julieta, 009, 153 Dunlop, Maggie, 252 Ferreira, Aline, 151 Dunmire, Patricia, 296 Ferris, Dana, 148 Dunn, John Mark, 316-1 Feuerherm, Emily, 246 Duran, Chatwara Suwannamai, 160 Fichtner, Friederike, 138 Durmusoglu Kose, Gul, 108 Finegan, Edward, 002 Dursun, Ahmet, 051 Finley, Susan, 306-1 Dushku, Silvana, 227 Fioramonte, Amy, 219 Dutch, Emily, 248 Fitts, Shanan, 154-2, 173 Dyson, Bronwen Patricia, 179 Fitzsimmons-Doolan, Shannon, 045 Flahive, Douglas, 006, 054, 112-3 E Flores, Nelson, 277 Ebsworth, Miriam, 173 Flowers, Katherine, 246 Ebsworth, Timothy, 173 Fogle, Lyn, 170 Eckman, Fred, 015 Fond, Marissa, 038 Eckstein, Grant, 148 Foote, Jennifer, 056 Edstrom, Anne, 211 Forest, Richard, 005 Egbert, Jesse, 055, 065 Forte, Sean, 100 Eguchi, Akiko, 315-4 Foryś, Małgorzata, 206 Ehlers-Zavala, Fabiola, 006, 112-3 Fox, Janna, 198 Ehrlich, Susan, 119 Fox, Jeanette, 313-2 Ekiert, Monika, 117 Frei, Christina, 143 El Gemei, Dalal Mahmoud, 317-1 Freitas, Danielle, 154-1 Ellis, Rod, 017, 191 French, Leif, 145 Elola, Idoia, 266 French, Robert, 114 Elturki, Eman, 250-2 Friedman, Debra, 251 Englander, Karen, 184 Friginal, Eric, 006, 078, 096, 317-1 Engman, Melissa, 208 Fuchs, Carolin, 049-1 Ennser-Kananen, Johanna, 089 Fuentes, Ronald, 174-1 Enomoto, Takeshi, 314-2 Fukunaga, Sunao, 127 Enright, Kerry Anne, 069 Fung, Irene Y. Y., 220 Ergul, Hilal, 092 Eriksson, Andreas, 314-2 G Eskildsen, Soren, 017 Gagné, Nancy, 145 Estus, Charles, 231-2 Gallagher, Andrew, 319-1 Etienne, Corinne, 270 Gallagher, Colleen, 019, 077 Evans, Katherine, 074-2, 179 Gandu, Rautha Charity, 138 Evans, Norman, 043 Gao, Feng, 083 Evensen, Krista, 016 185

Gao, Shuang, 230 Gynther, Kassandra, 095, 133 Garcia, Kara, 215 Garcia, Ofelia, 240 H Garcia, Prospero, 057 Haan, Jennifer, 019 Garcia Gomez, Pablo, 315-1 Haggerty, John F., 198, 250-2 Garcia-Amaya, Lorenzo, 172 Hagiwara, Akiko, 315-3 Garnier, Melodie, 121 Haider, Iftikhar, 233, 315-1, 318-2 Gass, Susan, 161, 191 Haileselassie, Azeb, 180 Gatbonton, Elizabeth, 071 Hale, Chris Carl, 269-1 Gatlin, Nicholas, 174-3 Halleck, Gene, 313-3 Gebhard, Meg, 102, 279 Hallett, Richard, 177 Geeslin, Kimberly, 166, 291 Hamamoto, Miho, 305 Geisler, Michael, 234 Hammill, Matthew, 088 Geyer, Naomi, 100 Hammink, Julianne Elizabeth, 094 Gianico, Jacqueline, 238 Hamrick, Phillip, 189, 316-3 Gilmetdinova, Alsu, 187, 229 Han, Huamei, 094 Ginsberg, Daniel, 077, 258 Han, Sumi, 145 Ginther, April, 198 Han, Yu Jung, 049-1 Glasgow, Gregory Paul, 049-2 Han, ZhaoHong, 081 Gleeson, Margaret, 249 Hanauer, David Ian, 099 Goble, Ryan, 173 Haneda, Mari, 042 Godfroid, Aline, 181, 191 Hanzawa, Keiko, 314-4 Goering, Christina Michelle, 132 Harada, Tetsuo, 316-3 Gokalp, Ayfer, 160 Harada, Yasunari, 317-4 Golato, Andrea, 314-1 Hardacre, Bahiyyih, 241 Golato, Peter, 314-1 Hardison, Debra, 039 Golden, Anne, 154-3 Hardy, Jack, 006 Goldman, Alina, 318-2 Harman, Ruth, 279 Goldoni, Federica, 249 Harrington, Michael, 198 Golliher, Roberta, 269-2 Hartig, Alissa, 093-3 Golonka, Ewa M, 197, 318-2 Hartshorn, K. James, 043 Goodwin, Sarah, 292 Hasegawa, Atsushi, 314-1 Gordon-Zamora, Joshua, 255 Hasko, Victoria, 046 Gorsuch, Greta, 093-3 Hatami, Sarvenaz, 281 Goya, Hideki, 315-4 Hauser, Eric, 165, 195 Grabowski, Kirby, 194 Hawkins, Margaret, 240 Graham, Steve, 313-2 Hawley, Diana, 313-2 Granena, Gisela, 035 Hayashi, Ryoko, 314-4 Grant, Rosalie, 290-1 Hazel, Spencer, 115 Greer, Tim, 115 He, Agnes, 201 Grey, Sarah, 029 Hedgcock, John, 235 Griswold, Olga, 314-2 Hegelheimer, Volker, 309 Grote, Ellen, 244 Heidenfeldt, William, 318-3 Grover, Tommi, 062 Heift, Trude, 266 Guay, Jean-Daniel, 145 Heitner, Reese, 247 Gudmestad, Aarnes, 291 Helland, Kristin Ingrid, 177 Guenther-van der Meij, Mirjam, 029 Heller Tuason, Gwen, 294 Guerrero-Nieto, Carmen Helena, 010-3 Hellermann, John, 064, 225 Guerrettaz, Anne Marie, 208 Hellman, Andrea, 010-1 Gurzynski-Weiss, Laura, 082, 129 Hellmich, Emily A., 144, 230 Gutierrez, Xavier, 103 Helms-Park, Rena, 210 Gutierrez Arvizu, Maria Nelly, 315-1 Hempelmann, Christian, 092 Guzman, Natalia, 240 Henderson, Kathryn, 262, 264 Gyllstad, Henrik, 121, 236 Henderson Lee, Sarah, 169 186

Henery, Ashlie, 009 Hurst, Peter, 313-1 Heng Hartse, Joel, 273 Husen, Anita A, 067 Henriksen, Nicholas, 319-2 Hustad, Andrew Wesley, 316-2 Henry, Alastair, 318-1 Hwang, JU A, 314-3 Henze, Rosemary, 020 Hwang, Yohan, 099 Heo, Yeon, 168 Hyland, Ken, 064, 080, 179 Heo, Younghyon, 314-4 Hepford, Elizabeth, 049-3 I Herath, Sreemali, 253 Ibrahim, Ghada Abdulmoneim, 257 Herbert, John C., 313-2 Ikeda, Maiko, 248 Heritage, Margaret, 277 Ilieva, Roumiana, 175 Hester, Jamie, 197 Imura, Keiko, 100 Hicks, George, 081 Infante, Paolo, 082 Higgins, Christina, 075, 240 Innami, Yo, 271 Hill, Glen, 178 Ippolito, Jacy, 269-2 Hill, Jessica Marie, 216 Isaacs, Talia, 114, 167 Hirano, Kinue, 285 Isern, Andrea, 316-1 Hirata-Edds, Tracy, 125 Ishida, Midori, 180 Hirvela, Alan, 184 Ishihara, Noriko, 098 Ho, Mei-Ching, 001 Iverson, Gregory, 015 Hoagland, Merideth, 169 Ives, Peter, 164 Hodges, Adam, 223 Iwasaki, Noriko, 131-2 Hodgson-Drysdale, Tracy, 146 Izumi, Emiko, 030 Hoekje, Barbara, 247 Holborow, Marnie, 230 Holmen, Anne, 234 J Honda, Masatoshi, 174-3 Jackson, Carrie Neal, 317-4 Horii, Sachiko, 149 Jackson, Daniel O., 319-2 Hornberger, Nancy, 240 Jackson, Jane, 152 Horst, Marlise, 120 Jackson, Scott, 254 Horwitz, Elaine, 290-2 Jadlocki, Matthew, 238 Hoshi, Saori, 100 Jameel, Ummehaany, 316-1 Hsiao, Chi-hua, 008 James, Mark Andrew, 163 Hsu, Hsiu-Chen, 098 Jang, Eunice, 252 Hu, Guangwei, 196 Jang, In Chull, 053 Hu, Tsui-Chun, 267 Janney, Beth, 283 Hu, Ying, 317-2 Jansen, Ellen, 319-1 Huan, Changpeng, 128 Janssen, Gerriet, 252, 317-1 Huang, Becky H, 118, 212-1 Janusch, Sandra Joy, 267 Huang, Chung-Kai, 319-1 Jarvis, Scott, 216 Huang, Hung-Tzu, 128 Jee, Rebecca, 315-4 Huang, I-Chen, 289 Jeffery, Jill V, 106, 169 Huang, Jingzi, 031-1 Jenks, Christopher, 115, 192-1 Huang, Lee Jung, 011 Jenner, Elizabeth, 319-1 Huang, Xiao Yan, 220 Jeon, Eun-Hee, 189 Hubbs, Elizabeth A, 107 Jiang, Xiangyu, 215 Huensch, Amanda, 314-4 Jiang, Xiong, 065 Huffman, Sarah, 192-2 Jiang, Yan, 316-1 Huh, Myung-Hye, 284 Johansson, Sverker, 288, 317-2 Huh, Sorin, 257 Johnson, David Cassels, 246 Hulstijn, Jan, 017 Johnson, Eric, 246 Hult, Francis M., 226 Johnson, Karen E., 238 Hung, Yu-ju, 307 Johnson, Lauren, 160 Hunt, David B., 066 Johnson, Mark D., 263, 313-2 187

Johnson, Sharon Elizabeth, 269-2 Kim, Hyun-Joo, 313-2 Johnston, Duff, 269-2 Kim, Ihnhee, 192-3 Jou, Yu-Shiang, 070 Kim, Julia, 011 Jouda, Adil Hussein, 318-3 Kim, Meekyoung, 231-3 Juffs, Alan, 028, 263 Kim, Minkyung Maggie, 284 Jung, Sehoon, 191 Kim, Sangki, 313-3 Jung, Yeon Joo, 315-1 Kim, Su Jung, 014 Junqueira, Luciana, 205 Kim, Won, 084 Kim, YouJin, 082, 204 K Kim, Youmie Janice, 203 Kafle, Madhav, 207 Kim-Buehrer, Taejin, 085 Kahng, Jimin, 172 Kimura, Yuzo, 159 Kaneko, Emiko, 156, 314-4 King, Jessica, 253 Kang, Hee-Seung, 212-2 King, Kendall, 013, 201, 268 Kang, Hyun-Sook, 314-4 Kinginger, Celeste, 009, 153 Kang, Le, 269-1 Kirillova, Ksenia, 229 Kang, Mi Ok, 131-2 Kirimura, Ryo, 319-1 Kang, Okim, 076, 254 Kirk, Wyman, 125 Kangas, Sara, 42, 63 Kirkham, Sam, 161 Kanno, Yasuko, 083, 105 Kisselev, Olesya, 247 Karakaya, Kadir, 088 Kitade, Keiko, 249 Karatas, Nur Basak, 317-2 Kivik, Piibi-Kai, 195 Karim, Abdul-Rahaman, 224 Klassen, Gabrielle, 112-2 Kartchava, Eva, 097 Klassen, Marshall D, 077, 313-2 Kasper, Gabriele, 104 Klein, Elaine, 018 Kasztalska, Aleksandra, 193 Kley, Katharina, 176 Katagiri, Noriaki, 314-3 Klinkenberg, Edwin, 029 Katayama, Akiko, 131-3 Knight, Dawn, 121 Kato, Kevin Hideo, 049-2 Knouse, Stephanie Michelle, 243 Kauper, Nancy, 198 Koelsch, Nanette, 277 Kawai, Goh, 313-2, 314-3 Koffi, Ettien, 318-1 Kayi-Aydar, Hayriye, 111, 290-2 Koizumi, Rie, 271 Kazarloga, Viktoria, 212-3 Koizumi, Yusa, 281 Ke, Sihui, 004 Kokubu, Yuho, 254 Kearney, Erin, 268 Kondilis, Barbara K, 268 Keck, Casey, 048 Kondo, Akira, 011 Kelly Hall, Joan, 238 Kong, Kaishan, 267 Kennedy, Sara, 074-1 Konstantinova, Irina, 216 Kennedy Terry, Kristen, 315-4 Kontra, Edit H., 200 Kern, Richard, 318-2 Korybski, Tomasz, 188 Keuk, Chan Narith, 319-1 Koshik, Irene, 180 Khan, Ajmal, 127 Kost, Claudia, 098 Khawaja, Anastasia, 021, 274 Kostenko, Olexandra, 131-3 Kibler, Amanda, 126, 147, 277 Kowkabi, Nasrin, 319-1 Kielstra, Paula, 086 Koyama, Dennis, 176 Killam, Jason, 318-3 Koylu, Yilmaz, 181 Kilpatrick, Cynthia D, 317-4 Koylu, Zeynep, 019 Kilpatrick, Jen, 313-2 Kozlova, Iryna, 049-1 Kim, Catherine Eunjoo, 168 Kramasz, Debra, 133, 197 Kim, Deoksoon, 288 Kramsch, Claire, 230 Kim, Eun Gyong (E.G.), 319-1 Kraut, Joshua, 096 Kim, Eun-Hee, 315-4 Kubo, Minoru, 319-1 Kim, Heekyoung, 156 Kuder, Emily, 243, 270 Kim, Hyun Jung, 051 Kuiken, Folkert, 252 188

Kulavuz-Onal, Derya, 264 Leeman, Jennifer, 246 Kulbrandstad, Lars Anders, 154-3 Lefkowitz, Natalie, 235, 317-2 Kunitz, Silvia, 195 Leith, Chad, 269-2 Kuo, Annie Camey, 269-3 Lengeling, Mary Martha, 317-3 Kuo, Li-Jen, 085 Lenzing, Anke, 017 Kurihara, Yuka, 022 Leonardi, Giuseppe, 317-2 Kusey, Crystal, 257 Leopold, Lisa Kristine, 315-3 Kyle, Kristopher, 033 Leow, Ronald P, 129 Kyratzis, Amy, 268 Lessien, Erika, 178 Lester, Tiffany, 204 L Leung, Alex Ho-Cheong, 086 Laflair, Geoffrey, 065 Leung, Chi Yui, 183, 314-4 Lahmann, Cornelia, 086, 167 Leung, Genevieve, 185 Lai, Yi-Ju, 077 Levis, John, 212-3, 319-1 Lai, Ying-Chun, 315-4 Levy-Cohen, Rinat, 010-1 Lai, Yu-da, 317-4 Leymarie, Cassie, 154-2 Laka, Itziar, 065 Li, Jennifer, 313-1 Lamb, Gavin, 099, 240 Li, Li, 022 Lamb Kistler, Sara, 295 Li, Li, 034, 068 Lampropoulou, Sofia, 253, 315-2 Li, Mimi, 288 Lancaster, Zak, 106 Li, Mo, 053 Langman, Juliet, 020 Li, Shaofeng, 054 Lantolf, James, 017 Li, Wei, 201 Lanza, Elizabeth, 201 Li, Ying, 085 Larsen-Walker, Melissa Ann, 110 Li, Yongyan, 184 Larson, Ann, 269-2 Li, Zhi, 088, 309 Lau, Sunny Man Chu, 003 Liggett, Tonda, 306-1 Lavolette, Elizabeth H. P., 109 Lillie, Karen E., 093-3 Lazaraton, Anne, 021 Lim, Hyojung, 194 Lazzaro Salazar, Mariana, 219 Limerick, Nicholas, 318-1 Lee, Ahrong, 314-4 Lin, Li-Fen, 289 Lee, Alice, 075 Lin, Rae-Ping, 174-2 Lee, Andrew Hyunmin, 023 Linan-Thompson, Sylvia, 284 Lee, Chee Hye, 131-2 Linck, Jared, 133 Lee, Eun Jeong (Esther), 023, 318-3 Lindahl, Kristen M, 269-2 Lee, EunHee, 025 Lindberg, Nathan W, 192-2 Lee, Heekyeong, 154-3 Lindberg, Ylva, 288, 317-2 Lee, Jerry, 052 Lindemann, Stephanie, 089 Lee, Ji Hye, 168 Lindgren, Signe-Anita, 319-1 Lee, Jia-Ying, 315-1 Link, Stephanie, 051, 192-2, 212-3, 319-1 Lee, Jin Sook, 240 Liss, Taylor Alexander, 255 Lee, Jiyoon, 316-3 Litvinenko, Nina, 131-3 Lee, Joseph J., 093-1, 297 Litzenberg, Jason Jon, 089, 193 Lee, Josephine, 202 Liu, Hanting, 081 Lee, Ju-Young, 317-1 Liu, Jianing, 212-2 Lee, JuHee, 186, 257 Liu, Kristin Kline, 306-3 Lee, Melissa E, 074-2 Liu, Li Li, 220 Lee, Rachel Inhwan, 284 Liu, Yao, 174-3 Lee, Seongyong, 106 Liu, Yeting, 311 Lee, Sheng Hsun, 153 Liu, Yeu-Ting, 091 Lee, Shzh-chen Nancy, 117 Llanes, Angels, 297 Lee, Siwon, 311 Loeb, Emelie, 319-1 Lee, Yoonhee N, 007 Loewen, Shawn, 165, 191 Lee, Youngsun, 016 Londe, Zsuzsa, 010-1, 231-2 189

Long, Avizia, 166, 315-4 McCord, Robert Marquis, 181 Loomis, Summer, 247 McCrocklin, Shannon M, 317-2 Lopez-Gopar, Mario, 083 McDonough, Kim, 086, 171, 225 Lopriore, Lucilla, 157 McGarrell, Hedy M., 263 Loring, Ariel, 074-2 McGregor, Alison, 260 Lou, Jia Jackie, 316-2 McGregor, Janice, 009, 059 Lowie, Wander, 017, 029, 079, 101 McGroarty, Mary, 276 Lu, Chan, 004 McNamara, Danielle, 033 Luque-Ferreras, Alicia, 315-4 McNamara, Suzanna, 018 Lutfi, Abbas, 078 McNeil, Barbara, 301 Lypka, Andrea E, 154-1, 174-3 Meier, Valerie, 252 Lyster, Roy, 023 Mellom, Paula Jean, 215 Melnyk, Svitlana, 031-3 M Mendelson, Adam, 248 Ma, Jia, 176 Mendoza, Michelle, 313-2 Ma, Sin I Miranda, 305 Menegotto, Andrea, 314-4, 316-1 MacDonald, Rita, 269-3, 290-1 Meng, Yuanyuan, 081 Macgregor, David, 316-3 Mercado, Leonardo, 313-2 Macis, Marijana, 121 Merrills, Kayra Zurany, 240 Mackey, Alison, 141, 161 Merschel, Lisa Margaret, 250-1 Mackey, Ryan, 125 Michel, Marije, 302 Mahalingappa, Laura, 319-1 Michell, Michael, 214 Maimone, Luciane L, 124 Mick, Carola, 111 Major, George, 237 Middleton, Olivia, 139 Maliborska, Veronika, 316-2 Mihaljevic Djigunovic, Jelena, 157 Malinowski, David, 049-1 Mikhaylova, Anna, 031-1, 316-3 Malone, Meg, 048, 249, 276, 316-3 Miller, Corey, 254 Maloney, Jeffrey, 216 Miller, Elizabeth R, 036, 111 Margolis, Douglas Paul, 114 Miller, Ryan, 261 Marissa, Dian Nasrah, 203 Miller, Trey, 313-1 Markee, Numa, 195 Mills, Amy, 131-3 Marsol, Anna, 297 Minett, Amy, 269-2 Martel, Jason Peter, 310 Mirshahidi, Shahriar, 010-1 Martin, Jana, 057 Mislevy Hughes, Meredith, 200 Martin, Katherine I., 263 Misnyk, Nataliia, 131-3 Martin, Kristyn, 094 Mitchell, Kathleen, 262 Martin-Beltran, Melinda, 240 Mitchell, Thomas, 256, 261 Martinenghi, Liliana Irene, 316-1 Mitsugi, Sanako, 171 Masrai, Ahmed, 315-4 Moeller, Aledine J, 316-2 Masters, Katherine, 020 Mohamed, Ayman, 151 Masters, Megan, 095 Montero Perez, Maribel, 304 Matoesian, Greg, 119 Moore, Jason, 026 Matsugu, Sawako, 316-1 Moore, Leslie C., 202 Matsumoto, Eriko, 314-4 Moore, Stephen H, 177 Matsumoto, Yumi, 238 Mora Pablo, Irasema, 317-3 Matsuoka, Miyuki, 319-1 Moran, Meghan Kerry, 167 Matsuura, Hiroko, 011 Moranski, Kara, 136 Maune, Michael, 077, 313-2 Morelli, Katherine, 078 Maxim, Hiram, 027 Moreno, Nina, 129 May, Stephen, 164 Morgan, J. Arianna, 070 May Lin, Lum, 022 Morgan-Short, Kara, 029, 035, 065 McClelland, Neil, 318-3 Mori, Junko, 195 McClung, Nicola, 313-2 Mori, Miki, 169 McClure, Greg, 154-2, 173 Morishita, Miwa, 317-4 190

Morrill, Tuuli Hillevi, 222 Norris, John, 276 Mortensen, Janus, 115 Norton, Bonny, 083, 160 Mossman, Timothy, 253 Nunes, Adriana Fontella, 316-3 Motobayashi, Kyoko, 131-1 Nuske, Kyle, 273 Mouavangsou, Kaozong, 069 Nylund, Anastasia, 235 Mountaki, Youness, 315-2 Mozgalina, Anastasia, 247 O Munezane, Yoko, 257 O'Connell, Stephen, 095, 104, 133 Munné, Joan, 250-1 O'Connor, Joseph D, 317-2 Munoz, Carmen, 118 O'Hallaron, Catherine, 279 Munro, Murray, 056, 237 Ochoa, María Lucrecia, 316-1 Muramatsu, Chie, 110 Ockey, Gary, 114, 176 Murphy, Cynthia, 045 Oga-Baldwin, William Ludwell Quint, 005 Muth, Sebastian, 232 Ohashi, Yumi, 281 Myers, Greg, 253 Ohlrogge, Aaron, 156 Ohnishi, Akio, 313-2 N Ohta, Amy Snyder, 313-3 Nagai, Chieko, 314-4 Okada, Hanako, 122 Nagasaki, Mutsuko, 318-3 Okuda, Tomoyo, 250-2, 317-3 Nahatame, Shingo, 319-2 Okuno, Tomoko, 039 Nakata, Yoshiyuki, 005 Oliver, Rhonda, 244 Nakatsukasa, Kimi, 290-2 Opacki, Marcin, 315-4, 316-1 Nakayama, Akira, 319-1 Ortega, Lourdes, 237 Nam, Eunice Yunjung, 315-1 Ortmeier-Hooper, Christina, 199 Narumi, Tomoyuki, 314-4 Oskoz, Ana, 250-3, 266 Nassif, Lama, 274 Otwinowska-Kasztelanic, Agnieszka, 206, 315-4, 316-1 Nausa, Ricardo, 317-1 Overfelt, Carlie, 254 Nazari, Saeed, 319-1 Ozturk, Yusuf, 108 Nedashkivska, Alla, 229 Neergaard, Karl David, 319-2 P Nekrasova-Becker, Tatiana, 188 Paben, Todd, 192-2 Nelson, Brianne Joelle, 134 Palincsar, Anne Marie, 279 Nero, Shondel, 199 Paller, Daniel Leigh, 049-2 Neumann, Heike, 225 Palmer, Deborah, 262, 264 Newgarden, Kristi, 317-2 Palpacuer Lee, Christelle J. L., 110 Newman, Janelle Lynn, 306-1 Paltridge, Brian, 192-2 Newman, Michael, 155 Pan, Yi-Ching, 076 Ng, Wan Qing Jessie, 014 Pandža, Nick B., 189, 316-3 Ngai, Phyllis, 267 Papi, Mostafa, 159 Nguyen, Ha, 271 Pappas, Leah Joann, 317-4 Nguyen, Hoa Thi Hong, 037 Park, Eun Sung, 031-3 Nguyen, Mong Thi, 185 Park, Gina, 252 Nicholas, Howard, 107 Park, Innhwa, 280 Nicodemus, Christine L., 263 Park, Ji-Hyun, 186, 191 Nielson, Katharine, 315-4 Park, Joseph Sung-Yul, 230 Nier, Victoria C., 249 Park, Junghyun, 316-1 Nikolaidou, Zoe, 245 Park, Laura Eunae, 305 Nikolaou, Alexander, 251 Park, Mi Yung, 308 Nikolov, Marianne, 157 Park, Seo Hyun, 160 Nistov, Ingvild, 155 Park, Seonmin, 315-4 Noels, Kimberly, 237 Parkinson, Jean, 245 Noguchi, Mary, 272 Pashby, Trish, 031-1 Nordanger, Marte, 316-3 Patel, Tarana, 300 Nordrum, Lene, 314-2 191

Pauwels, Wiene, 003 Prior, Matthew, 099 Pavlovskaya, Natalia, 086 Priscila, Mendoza, 069 Pawlak, Miroslaw, 136 Pryor, Elizabeth, 237 Pearce, Donna, 263 Punti, Gemma, 256 Pearson, Pamela, 107 Putjata, Galina, 204 Pease-Alvarez, Lucinda, 020, 149 Pyun, Danielle Ooyoung, 168 Peck, Sabrina, 231-1 Pérez Milans, Miguel, 175 Pekarek Doehler, Simona, 115 Pérez-Broncano, Olimpia, 250-3 Peled, Yael, 164 Pérez-Núñez, Antonio, 179 Pellettieri, Jill, 243 Pérez-Vidal, Carmen, 001 Pelzl, Eric, 254 Pena, Ernesto, 316-2 Q Pendell, Kimberly, 245 Qin, Xiaoqing, 313-2 Penning de Vries, Bart, 097 Quinn, Marie, 272 Pennington, Martha Carswell, 056 Quinn, Paul, 037 Perera, Kaushalya, 154-3 Quintero-Polo, Alvaro Hernan, 010-3 Perez Carranza, Celso, 123 Qureshi, Muhammad, 186, 314-4 Perfetti, Charles A., 085 Perkins, Sam, 010-2 Personn, Jan, 019 R Pessoa, Silvia, 256, 261 Rahimi, Mohammad, 318-3 Peter, Lizette, 125 Ralph, Alexandra, 133 Pettitt, Nicole, 013 Ramos, Diana Carolina, 192-1 Phakiti, Aek, 095 Ramírez Gómez, Danya, 315-4 Phyak, Prem, 020 Ranalli, Jim, 088, 172 Piccardo, Enrica, 244 Ranjan, Rajiv, 212-2 Pickering, Lucy, 150 Ranney, Susan, 306-3 Pierce, Lori McLain, 317-4 Ranta, Leila, 135 Piker, Ruth, 268 Raspayeva, Aisulu, 317-3 Pili Moss, Diana, 040 Rauf, Sadaf, 049-2 Pinchbeck, Geoffrey, 028, 093-1 Raymond, Robert, 170 Piniel, Katalin, 200 Razfar, Aria, 089 Pinnow, Rachel, 280 Read, John, 198 Pinto, Derrin, 211 Rebuschat, Patrick, 183, 191 Pizorn, Karmen, 157 Reddington, Elizabeth, 116 Pizzolato, Andrew, 245 Reder, Stephen, 245 Plat, Henderika, 079 Reed, Caleb R, 313-3 Plonsky, Luke, 055, 065 Reed, Daniel J, 156 Pochon-Berger, Evelyne, 115 Reed, Marnie, 255 Poehner, Matthew, 082 Reichert, Tetyana, 084 Polat, Nihat, 319-1 Reinhardt, Jonathon, 007 Pomerantz, Anne, 063 Reisinger, Deb, 250-1 Pomerantz, Francesca, 269-2 Renn, Jennifer, 316-3 Poole, Deborah, 004 Revaz, Vanessa, 177 Poole, Robert Edward, 006 Revesz, Andrea, 001, 117, 183 Popko, Alexander Jeff, 269-3 Rhoad, Kathryn, 200, 318-2 Porter-Szucs, Ildiko, 316-1 Ricento, Thomas, 164 Portes, Pedro, 215 Richardson, Dorna, 197 Potts, Diane, 287 Riches, Caroline, 292 Power, Kate, 180 Ricker, Brooke, 043 Presnyakova, Irina, 270 Riestenberg, Katherine, 276 Price, Mackenzie, 077 Rilling, Sarah, 011 Price, Susan, 316-2 Rintell, Ellen, 269-2 Prikhodko, Maria, 316-2 Rivers, Damian J., 022 192

Rixon, Shelagh, 157 Schmenk, Barbara, 318-3 Roberts, Jennifer, 045 Schmid, Monika, 086, 167 Robinson, Marin S., 313-2 Schmidt, Ron, 164 Robles, Arnaldo, 212-3 Schmidtke, Jens, 172 Roche, Thomas, 198 Schmitt, Elena, 218 Rodgers, Michael, 121 Schmitt, Norbert, 121 Rogers, John, 183 Schneier, Joel, 005 Rohr, Jessica, 317-4 Scholz, Kyle, 266 Romanelli, Sofía, 314-4 Schrauf, Robert, 162 Romero, Deborah, 031-1 Schreiber, Constantin, 290-3 Roos, Jana, 239 Schultz, Peter, 197 Rosborough, Alex, 212-1 Schulze, Mathias, 266 Rosekrans, Kristin, 077 Schwander, Melanie, 055 Rosmawati, ., 319-2 Schwartz, Adam, 113 Ross, Andrew S, 022, 030 Schwieter, John, 112-2, 151 Ross, Brenda, 256 Sclafani, Jennifer, 116, 251 Ross, Steven, 095, 104 Scott, Judith, 149 Rossiter, Marian, 281 Sebolai, Kabelo, 316-1 Rossomondo, Amy, 275 Segalowitz, Norman, 071 Rubio, Fernando, 275 Seibert Hanson, Aroline, 216, 265 Ruecker, Todd, 113 Seilhamer, Mark, 137 Russell-Pinson, Lisa, 313-2 Sembiante, Sabrina, 290-1 Ryshina-Pankova, Marianna, 247 Seo, Areum, 316-1 Seo, Mi-Suk, 195 S Serafini, Ellen Johnson, 194 Sacklin, Jennifer, 300 Serrano, Raquel, 297 Saeli, Hooman, 010-1 Sert, Olcay, 014 Saez, Natalia, 081 Setoguchi, Eric, 176 Saito, Kazuya, 114, 167 Shapiro, Shawna, 027, 089 Sakaue, Tatsuya, 171 Shappeck, Marco, 231-3 Salerno, April, 147 Sharifi, Farzad Karimzad, 016, 318-2 Salonen, Riikka, 066 Shawn, Maloney, 200 Samano, Vivian, 269-2 Shea, Christine, 112-2 Samraj, Betty, 196 Shen, Kexin, 099 Samuelson, Beth Lewis, 307 Sheridan, Cheryl Lynn, 192-2 Sandhu, Priti, 256 Sherris, Arieh, 224 Saner, Lelyn, 133 Shi, Ling, 074-1 Santelmann, Lynn, 225 Shiltagh, Ghufraan Adnan, 318-3 Santos, Maricel, 048 Shim, Dang, 210 Sanz, Cristina, 029, 162, 183 Shim, Eunsook, 196 Sardegna, Veronica Gabriela, 257, 260 Shimizu, Yuko, 319-1 Sarieva, Iona, 318-2 Shin, Dong-shin, 245 Sasaki, Miyuki, 148 Shin, Hye, 051 Sato, Takanori, 233 Shin, Hyunjung, 083 Saulsburry, Rachel, 313-2 Shin, Jaran, 230 Saunders, Kristina Maren, 059 Shin, Ji Hye, 250-1 Sawin, Thor, 318-3 Shintani, Natsuko, 040, 191 Sayer, Peter, 118 Shiu, Julie Li-Ju, 314-4 Scarino, Angela, 231-1 Shivaprasad, Chaitra, 016 Schall-Leckrone, Laura, 146 Shively, Rachel, 008 Schindewolf, Ariel, 318-3 Shohamy, Elana, 020 Schissel, Jamie, 277 Short, Deborah J., 018 Schleppegrell, Mary, 250-2, 279 Showstack, Rachel, 073 Schluter, Anne Ambler, 187 Shuck, Gail, 113 193

Shvidko, Elena, 192-3 Strik, Helmer, 097 Siczek, Megan, 027 Strohl, Carrie, 069, 306-3 Siegel, Joseph, 255 Strong, Rachel, 318-2 Siekmann, Sabine, 161 Subtirelu, Nicholas, 132, 297 Sierens, Sven, 032, 206 Sudo, Mikiko, 269-1 Sierra, Sylvia Antonina, 158, 193 Sughrua, William, 083 Silberstein, Sandra, 223 Sugiura, Masatoshi, 183, 314-4, 315-4 Silbert, Noah, 197 Suh, Sora A, 074-3 Silver, Rita Elaine, 226, 290-2 Sulemana, Saaka, 224 Simpson Baird, Ashley, 192-1 Sun, Angela, 176 Skalicky, Stephen, 108, 209 Sundberg, Gunlög, 195 Slater, Robert, 313-1 Sung, Ko-Yin, 097 Slembrouck, Stef, 032, 206 Suthathip, Thirakunkovit, 198 Smit, NIenke, 319-1 Suvorov, Ruslan, 133 Smith, Annie, 018 Svendsen, Bente Ailin, 201 Smith, Bryan, 302 Swain, Merrill, 033 Smith, Catherine, 093-3 Sydorenko, Tetyana, 294 Smith, George, 086 Sykes, Julie, 248 Smith, Maya Angela, 250-3 Smith, Patrick Henry, 207 T Smolcic, Elizabeth, 105 Taferner, Robert H, 097 Smotrova, Tetyana, 120, 238 Tagarelli, Kaitlyn M., 065 Smyser, Heather Marie, 306-2 Taguchi, Naoko, 130 Snyder, Bill, 049-1 Takahashi, Yuko, 112-1 Snyder, Elizabeth P, 302 Takamiya, Yumi, 098 Sohn, Bonggi, 131-2, 168 Takayama, Hiromi, 213 Song, Jae Yung, 015 Tanaka, Makiko, 174-3 Sonsaat, Sinem, 212-3, 319-1 Tancock, Christopher, 061, 299 Sorokina, Anastasia, 317-4 Tang, Winnie, 112-1 Sova, Lorraine, 214 Tapia Carlin, Rebeca Elena, 123 Spada, Nina, 037, 191 Tare, Medha, 200, 318-2 Spalek, Katharina, 317-4 Tarone, Elaine, 013, 276 Springer, Sarah E., 080 Tateyama, Yumiko, 303 Stafford, Catherine, 243 Taylor, Jamie, 216 Stakhnevich, Julia, 024 Tecedor Cabrero, Marta, 264 Stam, Gale, 314-1 Tedick, Diane, 025 Staples, Shelley, 150 Tejada-Sánchez, Isabel, 001 Starfield, Sue, 140, 161 Tellier, Marion, 314-1 Starks, Donna, 107 Temples, Amanda Lanier, 067 Steele, Jennifer, 313-1 Tenfjord, Kari, 154-3 Steinbach, Marilyn, 212-3 Teo, Chin Soon Peter, 014 Steinkrauss, Rasmus, 086, 167 Tezeller Arik, Beril, 126 Stemper, Kathryn Dudley, 306-1 Thibault, Paul, 317-2 Sterling, Scott, 161 Thomas, M'Balia, 052 Sterzuk, Andrea, 301 Thompson, Alisun, 020, 149 Stevens, Paul, 139 Thompson, Amy, 274 Stickle, Trini, 210 Thompson, Maris, 050 Stille, Saskia, 244 Thoms, Becky, 275 Stillwell, Kevin, 016 Thoms, Joshua, 275 Stoller, Fredricka, 313-2 Thomson, Ron, 015 Stolow, Alison, 319-1 Thorne, Steven, 161, 275 Stone, Karla, 306-3 Tilma, Corinne, 017 Stracke, Elke, 087 Timpe, Veronika, 190 Strauss, Susan, 091, 228 Tollefson, James, 223 194

Tominaga, Waka, 104 Vargas-Torres, Margarita Rosa, 010-3 Tomitch, Lêda Maria Braga, 317-4 Vasquez, Camilla, 177, 264 Tomiyama, Machiko, 319-2 Vatz, Karen, 200, 254, 318-2 Torgersen, Eivind, 117 Vedder, Ineke, 252 Toth, Paul David, 073, 136 Vellenga, Heidi, 171 Trace, Jonathan, 252, 317-1 Vercellotti, Mary Lou, 028, 260 Tracy-Ventura, Nicole, 315-4 Verheyen, Steven, 003 Tragant, Elsa, 118, 297 Verspoor, Marjolijn, 017 Train, Robert, 058 Vetere, Timothy Matthew, 268 Treffers-Daller, Jeanine Caroline, 188 Vetter, Paige, 212-1 Trentman, Emma, 009 Vickers, Caroline, 134 Triebwasser Prado, Thomas, 254 Vidal, Mónica, 158 Trofimovich, Pavel, 114, 167 Vilkaite, Laura, 121 Troyer, Robert A, 317-3 Villarreal, Dan, 074-2 Tsai, Hsiao-Mei, 097 Vinall, Kimberly, 230 Tsai, Kuei-Ju, 236 Vitanova, Gergana, 111 Tseng, Alison M., 085 Vojtko-Rubi, Jennifer, 112-2 Tseng, Yueh-Hung, 026 Volker, Craig Alan, 272 Tsukada, Hastumi, 319-1 Vollmer, Greta, 134 Tuccio, William A, 313-3 Voogd, Jolanda, 041 Tucker, Paul, 197 Vu, Ngan Hoa, 090 Tung, Bruce, 049-1 Vyatkina, Nina, 130 Turner, Laura, 284 W U Wagner, Johannes, 115 Uchikoshi, Yuuko, 185 Wagner, Santoi, 293 Ullman, Michael T., 029, 065 Wakamoto, Natsumi, 319-2 Unger, Johann Wolfgang, 287 Walls, Laura, 125 Uryu, Michiko, 314-1 Walqui, Aída, 277 Urzua, Alfredo, 090 Walsh, Steve, 034, 068 Uslu ok, Duygu, 178 Walter, Daniel Robert, 279 Uzum, Baburhan, 218 Walters, Keith, 066, 317-3 Uzuner Smith, Sedef, 184 Wang, Chaochang, 220 Wang, Guihua, 196 V Wang, Linxiao, 076 Valdez, Albertina, 207 Wang, Min, 090 Valencia, Marlon, 174-1 Wang, Wenxia, 200 Valentine, James, 010-1 Wanner, Anja, 210 Valverde Ibañez, M. Pilar, 317-1 Waring, Hansun, 073, 238 Van Avermaet, Piet, 032, 206 Warner, Chantelle, 234 Van Compernolle, Remi Adam, 104 Warren, Mackenzie, 021 Van de Grift, Wim, 319-1 Warren, Sherry Louise, 176 Van der Boom, Edith, 252 Watanabe, Fumio, 314-1 Van der Hoeven-Houtzager, Nienke, 101 Waugh, Erin Helm, 303 Van Deusen-Scholl, Nelleke, 234 Waugh, Linda, 096 Van Gorp, Koen, 003, 032, 206 Wayland, Sarah, 133 Van Hell, Janet, 317-4 Waziri, Edress, 313-2 Van Hout, Roeland, 097 Weber, Rachel, 081 van Naerssen, Margaret, 002 Wei, Jing, 012 Vandergriff, Ilona, 317-2 Wei, Michael, 314-2 Vandrick, Stephanie, 083 Weideman, Albert, 198 Vanek, Jenifer Baker, 170 Weinstock, Daniel, 164 Varandani, Lisa, 019 Wences, Lizette Marie, 050 Wernicke, Meike, 044, 174-2 195

Whatley, Melissa Erin, 135, 315-4 Yee, Cindy, 210 White, Joanna L., 120 Yen, Shu Jing, 316-3 White, Paula A, 269-3 Yeo, Jeom Ja, 173 Wigglesworth, Gillian, 224, 313-1 Yerian, Keli, 031-1 Wilcox, Kristen, 106 Yigitoglu, Nur, 019, 295 Wilder, Jessica, 215 Yilmaz, Yucel, 181 Wiley, Terrence, 217, 276 Yokokawa, Hirokazu, 314-4 Williams, J. Bear, 314-1 Yoon, Choongil, 317-1 Williams, Lawrence, 094 Yoon, Jeong-Ro, 319-1 Williams, Serena, 314-1 Yoshida, Hiroki, 319-1 Wilson, Aidan, 313-1 Yoshida, Tatsuhiro, 278 Wiltse, Lynne, 010-2 Yoshikawa, Lisa, 183, 314-4 Winke, Paula, 161 Yoshimura, Masahiro, 319-1 Wirdenäs, Karolina, 195 You, Hie-Jung, 181 Wistner, Brian, 216 Youn, Soo Jung, 104 Withers, Elizabeth, 245 Young, Amy Isabel, 025 Wojtalewicz, Brock, 028 Young, Richard, 073 Wolbers, Kimberly A, 313-2 Young, Sara, 013 Wolcott, Timothy, 059 Yu, Di, 296 Wolf Accurso, Kathryn, 077 Yu, Jyu-fang, 188 Wolff, Dominik, 165, 290-2 Yu, Michelle Yunye, 169 Wolter, Brent Wade, 236, 315-4 Yuan, Fangyuan, 316-3 Wong, Lillian L.C., 080 Yuldashev, Aziz, 227, 282 Wong, Mary Shepard, 269-1 Wong, Melanie, 316-2 Z Worden, Dorothy, 238 Zabrodskaja, Anastassia, 232 Wright, Wayne, 185 Zalbidea, Janire, 190 Wu, Hsiao-Ping, 317-3 Zamarro, Gema, 313-1 Wu, Qian, 153 Zareva, Alla, 293 Wu, TaiMin Tammy, 318-3 Zavala, Virginia, 279 Wu, Yi-ju, 227 Zhang, Cui, 112-3 Zhang, Jie, 171 X Zhang, Qianqian, 311 Xiao, Yang, 318-2 Zhang, Xian, 017 Xu, Yi, 085 Zhang, Xiaodong, 279 Zhang, Yuan, 071 Y Zhao, Jinjing, 007 Zhao, Juanjuan, 203 Yamashita, Junko, 315-4 Zhao, Jun, 112-3 Yamauchi, Yuka, 319-2 Zheng, Dongping, 317-2 Yan, Edith M. Y., 220 Zhong, Dan, 112-2 Yan, Xun, 198, 271 Zhou, Yalun, 314-2 Yang, Eunju, 049-3 Zhu, Hua, 201 Yang, Hyejin, 088 Zhu, Wei, 288, 314-3, 318-2 Yang, Jin-Suk, 316-3 Zhuang, Yuan, 254 Yang, Li-chin, 317-4 Ziegler, Nicole, 266 Yang, Luxin, 310 Zielinski, Beth, 237 Yang, Se Jeong, 112-1 Zoshak, Rebecca, 228 Yang, Yi-Chun, 319-1 Zuengler, Jane, 161 Yang, Yu-Feng (Diana), 098 Zyzik, Eve C, 260 Yao, Qin, 313-1 Yasuda, Toshinori, 319-2 Yates, Lynda, 237 Yazan, Bedrettin, 203 196

ABOUT AAAL INFORMATION ABOUT AAAL

Executive Committee 2013 – 2014

President Joan Kelly Hall, Pennsylvania State University First Vice President Aneta Pavlenko, Temple University Second Vice President Paul Kei Matsuda, Arizona University State Immediate Past President Jane Zuengler, University of -‐ Wisconsin Madison Secretary-‐Treasurer Jeff Connor-‐Linton, Georgetown University Member at Large Ryuko Kubota, University of British Columbia Member Ex-‐Officio at Large Laura Collins, Concordia ity Univers ExMember -‐Officio at Large John Norris, Georgetown University Terrence Wiley, Center for Applied Linguistics Elected AAAL Officers Newsletter for the 201 4 Editor – 201Junko 5 term Mori, University of Wisconsin-‐Madison

Second Vice-‐President: Kathleen Bailey, Monterey Institute of International Studies Past Member Presidents at Large: Lucy Pickering, Texas A&M University, Commerce

2012-‐2013 Jane Zuengler 2000-‐2001 Patricia Carrell 1988-‐1989 Jacquelyn Schachter 2011-‐2012 Suresh Canagarajah 1999-‐2000 Patsy Lightbown 1987-‐1988 Susan Gass 2010-‐2011 Heidi Byrnes 1998-‐1999 Merrill Swain 1986-‐1987 Dell Hymes 2009-‐2010 Jeff Connor-‐Linton 1997-‐1998 Mary McGroarty 1985-‐1986 Courtney Cazden 2008-‐2009 Nina Spada 1996-‐1997 Elinor Ochs 1984-‐1985 Braj B. Kachru 2007-‐2008 Kathleen Bardovi-‐Harlig 1995-‐1996 Jodi Crandall 1983-‐1984 Thomas Scovel 2006-‐2007 Carol Chapelle 1994-‐1995 Claire Kramsch 1982-‐1983 Betty Wallace Robinett 2005-‐2006 Richard Young 1993-‐1994 Robert B. Kaplan 1981-‐1982 Muriel Saville-‐Troike 2004-‐2005 James tolf Lan 1992-‐1993 Sandra Savignon 1980-‐1981 Eugene Briere 2003-‐2004 Richard Schmidt 1991-‐1992 Elaine Tarone 1979-‐1980 Roger Shuy 2002 -‐2003 Margie Berns 1990-‐1991 Leslie Beebe 1978-‐1979 Wilga Rivers Awards 2001-‐2002 Committees William Grabe 1989-‐1990 Lyle Bachman Distinguished Scholarship and Service Award (DSSA) Graduate Student Award (GSA) Chair Chair:

: Tracey Derwing, University of Alberta Matthew Poehner, Pennsylvania State University James Lantolf, Pennsylvania State Ex-‐ Universityofficio Hansun Waring, Teachers College, Columbia Nick Ellis, University of Michigan Sara Weigle, Georgia State University Heidi Byrnes, Georgetown University ( : Ex-‐ 2013 officio: Diana Boxer, University of Florida awardee) Lawrence Williams, University of North Texas Jane Zuengler, ersity Univ of Wisconsin -‐Madison ( Shawn Loewen, Michigan State University Immediate Institutional Past Members President)

Cambridge Michigan Language Assessments University of Alabama East Carolina University University of Texas at San Antonio, Bicultural Bilingual Hedmark University College Studies Department Northern Arizona ersity Univ Xi’an International Studies University Pennsylvania AAAL Business State Office University

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Applied Linguistics – John Benjamins