Coil Coil

52878_aaal_cover 1_2up.indd Coil Area

1

Coil Area

2/22/2013 2:22:52 PM

Table of Contents General Conference Information ........................................................................................................................................................................ 2-‐11 Welcome Messages from the President and Conference Chair ................................................................................................................................ 2 Conference Program Committee ........................................................................................................................................................................................... 3 Registration Information, Exhibit Hall Hours, Internet Access, Conference Evaluation Information ..................................................... 3 Strand Coordinators and Abstract Readers, Student Volunteers ....................................................................................................................... 4-‐6 Individual Session and Roundtable Session Chairing Information ......................................................................................................................... 6 Conference Sponsors .............................................................................................................................................................................................................. 7-‐8 Conference at a Glance ............................................................................................................................................................................................................... 9 Map of Hotel .......................................................................................................................................................................................................................... 10-‐11 Plenary Sessions ........................................................................................................................................................................................................... 15-‐21 Invited Colloquia .......................................................................................................................................................................................................... 25-‐31

Special Sessions ............................................................................................................................................................................................................. 35-‐38

ILTA at AAAL Colloquium ............................................................................................................................................................................................... 35-‐36 ACTFL at AAAL Colloquium ............................................................................................................................................................................................ 36-‐37 Distinguished Scholarship and Service Award Lecture ............................................................................................................................................ 37 AAAL at TESOL Colloquium ................................................................................................................................................................................................... 38

Special Events and Meetings ............................................................................................................................................................................... 41-‐44

Schedule-‐at-‐a-‐glance of all events and meetings ......................................................................................................................................................... 41 AAAL Distinguished Scholarship and Service Award Presentation ..................................................................................................................... 42 The Graduate Student Awards Presentation ................................................................................................................................................................. 42 Open Meeting on Resolution Formalizing Commitment to Diversity in AAAL ............................................................................................... 43 NASFLA Meeting ......................................................................................................................................................................................................................... 43 AAAL Ad Hoc Advocacy Committee Workshop ............................................................................................................................................................ 43 Graduate Student Ad Hoc Committee Recruiting Meeting ...................................................................................................................................... 43 Wiley-‐Blackwell Wine and Cheese Reception for The Encyclopedia of Applied Linguistics ....................................................................... 43 Graduate Student Event .......................................................................................................................................................................................................... 44 AAAL Open Business Meeting for AAAL Membership ............................................................................................................................................... 44 AAAL EC and Ad Hoc Advocacy Committee Open Meeting ..................................................................................................................................... 44 End-‐of-‐Conference Reception .............................................................................................................................................................................................. 44 Peer-‐Reviewed Sessions ...................................................................................................................................................................................... 48-‐171 Saturday .................................................................................................................................................................................................................................. 48-‐77 Sunday .................................................................................................................................................................................................................................. 80-‐113 Monday .............................................................................................................................................................................................................................. 116-‐145 Tuesday .............................................................................................................................................................................................................................. 148-‐171 Index of Presenters ................................................................................................................................................................................................ 173-‐182 About AAAL ........................................................................................................................................................................................................................... 183

Cover Design and Artwork by Mike Kelly (mikekellycreative.com)

1

WELCOME MESSAGES

From the President JANE ZUENGLER AAAL President, 2012-‐2013 Welcome to AAAL 2013 in Dallas! While we’ve had other AAAL conferences in Texas, this is the first time we’ve been in Dallas. The yearly AAAL conference is the biggest event for our organization. And for me as an applied linguist, the conference has always been my biggest yearly event as well. We recognize our field of applied linguistics as being interdisciplinary. Last year’s conference, for example, had the theme of “Interdisciplinarity,” and so did, much earlier, our international applied linguistics congress, AILA. The 1996 AILA theme was “Applied Linguistics across Disciplines.” This fact of our field means that for most of us in higher education, at least, our workplace is one in which we applied linguists are a minority in our departments—or, may even be the sole “linguist.” Across this country and internationally as well, there are few university departments of applied linguistics. The more common scenario is that we are in departments of education, linguistics, English, communication, foreign languages, psychology, anthropology, sociology, and no doubt others. For many of us, then, the only time of the year that we applied linguists are a majority, and in fact are together with over a thousand of us, is during the AAAL conference. Ever since I began attending the conference as a graduate student, I would return home afterward feeling validated and re-‐energized. For several days, I had been among people with all of whom (whether I knew them or not) I shared certain ways of looking at and researching language. It was a terrific sense of community for me. Those feelings, and that experience, have not diminished or changed at all for me through the now-‐ many times I have attended our AAAL conference. So once again, I am excited about the conference and the experience of feeling “really applied linguistic” for the next several days. I hope this will be your experience, too!

From the Conference Chair JOAN KELLY HALL AAAL First Vice-‐President, 2012-‐2013

Welcome to Dallas and the 2013 AAAL conference! As you can see, the intellectual diversity of the program showcases well the breadth and depth of the scholarly talent of our profession. The program includes 6 plenary addresses, 6 invited colloquia and a special colloquium sponsored by the journal Language Learning. In addition, attendees can choose to attend a variety of peer-‐reviewed sessions that includes 640 individual papers, 37 colloquia, 145 posters and 95 roundtable sessions. We are also pleased to host several opportunities for professional development and interaction over the four days. I owe a great deal of gratitude to many for their efforts in making the conference a reality. First, I extend my appreciation to the publishers for their participation, and special thanks to our sponsors who have given so generously to ensure the success of the conference. To the 16 strand coordinators and their proposal reviewers I offer my deepest gratitude for their contributions of time and expertise to the creation of such an intellectually exciting program. Thanks, also, to Lawrence Williams, our local chair, for all his work on the Graduate Student Event. Lorri Banker, Sarah Jackson and Laura Cason, members of AAAL’s business office, deserve much thanks for their expert handling of all of the practicalities, large and small, that go into conference planning. Finally, I thank the 2013 Program Committee – Abby Dobs, Matt Jadlocki, Janice McGregor and Dorothy Worden. Abby, Matt and Dorothy are students in the PhD program in Applied Linguistics at Penn State University. Janice McGregor is a recent graduate of Penn State and is currently a visiting assistant professor of German at Kansas State University. They have contributed countless hours of time and effort to working on all facets of the conference. They are a mighty team, to whom I will always be grateful. I wish you all an intellectually, professionally and socially successful conference!

2

GENERAL CONFERENCE INFORMATION

Conference Program Committee Program Chair Joan Kelly Hall, The Pennsylvania State University Local Chair Lawrence Williams, University of North Texas Organizing Committee Abby Dobs, The Pennsylvania State University Matthew Jadlocki, The Pennsylvania State University Janice McGregor, Kansas State University Dorothy Worden, The Pennsylvania State University Registration Information Registration is available in the Grand Hall at the following times: Friday 3:00 PM to 8:00 PM Saturday 7:30 AM to 4:30 PM Sunday, Monday 7:45 AM to 4:30 PM Tuesday 7:45 AM to 11:00 AM Exhibit Hall Hours Publishers exhibits are located in the Grand Hall and are open the following times: Saturday 12:30 PM to 8:00 PM Sunday 9:00 AM to 5:30 PM Monday 8:30 AM to 5:30 PM Tuesday 8:30 AM to 11:30 AM Internet Access Complimentary Wi-‐Fi is available in the Sheraton Dallas’s hotel Internet lounge, the Link@Sheraton, located on the first floor of the hotel and at one of the 16 “mini-‐Links” throughout the hotel and conference center. Guests are provided Ethernet data ports for complimentary Internet access and printing at these "mini-‐Link" locations as well as complimentary wireless Internet access throughout 120,000 square feet of public spaces. For all registered hotel guests, the Sheraton Dallas provides wired and wireless Internet options in their rooms beginning at $14.95 per day. Conference Evaluation Information 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.

3

Strand Coordinators and Abstract Readers Strand Coordinators

Sara Weigle, Georgia State University Assessment and Evaluation (ASE) Mari Haneda, Florida State University Bilingual, Immersion, Heritage, and Language Minority Education (BIH) Robert DeKeyser, University of Maryland Language and Cognition (COG) Ute Römer, Georgia State University Corpus Linguistics (COR) Grit Liebscher, University of Waterloo Analysis of Discourse and Interaction (DIS) Betsy Rymes, University of Pennsylvania Educational Linguistics (EDU) Elizabeth Miller, University of North Carolina at Charlotte Language and Ideology (LID) Matthew T. Prior, Arizona State University Language, Culture, and Socialization (LCS) Kathryn Davis, University of Hawaii at Manoa Language Planning and Policy (LPP) Judith Liskin-‐Gasparro, University of Iowa Second and Foreign Language Pedagogy (PED) Nancy Bell, Washington State University Pragmatics (PRG) Diane Belcher, Georgia State University Reading, Writing, and Literacy (RWL) Shawn Loewen, Michigan State University Second Language Acquisition, Language Acquisition and Attrition (SLA) Natalie Schilling, Georgetown University Sociolinguistics (SOC) Dorothy Chun, University of California at Santa Barbara Language and Technology (TEC) Mary Schleppegrell, University of Michigan Text Analysis (written discourse) (TXT)

Abstract Readers ASE Carol Chapelle, Iowa State U Scott Crossley, Georgia State U Jee Wha Dakin, Oxford University Press Timothy Farnsworth, CUNY Hunter College April Ginther, Purdue U Gene Halleck, Oklahoma State U YouJin Kim, Georgia State U Folkert Kuiken, U of Amsterdam Antony Kunnan, California State, Los Angeles Diane Larsen-‐Freeman, U of Michigan Anne Lazaraton, U of Minnesota Gad Lim, U of Cambridge Sari Luoma, Ballard and Tighe Meg Malone, Center for Applied Linguistics John Norris, Georgetown U Lia Plakans, U of Iowa James E. Purpura, Teachers College, Columbia U Norbert Schmitt, U of Nottingham Rob Schoonen, ACLC/U of Amsterdam Elvis Wagner, Temple U Sara Weigle, Georgia State U Paula Winke, Michigan State U BIH Mariana Achugar, Carnegie Mellon U Martha Bigelow, U of Minnesota Ying-‐Hsueh Cheng, Ohio State U Meg Gebhard, U of Massachusetts, Amherst Mari Haneda, Florida State U Ruth Harman, U of Georgia Yasuko Kanno, Temple U Ryuko Kubota, U of British Columbia Jin Sook Lee, UC Santa Barbara Julia Menard-‐Warwick, UC Davis Mariko Mizuno, Ohio State U Deborah Palmer, U of Texas Rachel Sanabria, Ohio State U Dong-‐Shin Shin, SUNY Brockport Juyoung Song, Murray State U Manka Varghese, U of Washington Wayne Wright, U of Texas, San Antonio Youngjoo Yi, Georgia State U COG Martha Bigelow, U of Minnesota Emanuel Bylund, U of Stockholm Laura Collins, Concordia U

4

LID Marcia Farr, Ohio State U Huamei Han, Simon Fraser U Mary McGroarty, Northern Arizona U Elizabeth Miller, U of North Carolina at Charlotte Brian Morgan, York U Joseph Sung-‐Yul Park, National U of Singapore Aria Razfar, U of Illinois at Chicago Timothy Reagan, Central Connecticut State U Thomas Ricento, U of Calgary Elana Shohamy, Tel Aviv U Gail Shuck, Boise State U Robert Train, Sonoma State U Stephanie Vandrick, U of San Francisco LPP Hyesun Cho, U of Kansas Kathryn Davis, U of Hawaii at Manoa Ingrid de Saint-‐Georges, U of Luxembourg Diana Eades, U of New England Marcia Farr, Ohio State U Durk Gorter, U of the Basque Country Adelheid Hu, U of Luxembourg Francis M. Hult, Lund U David Cassels Johnson, Washington State U Juliet Langman, U of Texas San Antonio Aya Matsuda, Arizona State U Stephen May, U of Auckland Lucinda Pease-‐Alvarez, UC Santa Cruz Prem Phyak, U of Hawaii at Manoa Bernard Spolsky, Bar-‐Ilan U Stephanie Vandrick, U of San Francisco PED Zsuzsanna Abrams, UC Santa Cruz Lara Anderson, U of South Carolina Yuly Asención Delaney, Northern Arizona U Joe Barcroft, Washington U in St. Louis Christiane M. Bongartz, U of Cologne Stefanie Borst, Texas Tech U Klaus Brandl, U of Washington Cindy Brantmeier, Washington U in St. Louis Frank Brooks, Indiana U of Pennsylvania Donna Christian, Center for Applied Linguistics Maryann Christison, U of Utah Patricia Duff, U of British Columbia Tae-‐Young Kim, Chung-‐Ang U Stephanie Lindemann, Georgia State U

Sunny Hyon, California State U San Bernardino Icy Lee, Chinese U of Hong Kong Joseph J. Lee, Ohio U Yongyan Li, U of Hong Kong Lauren Lukkarila, Georgia Tech U Karen Macbeth, Ohio State U Brian Paltridge, U of Sydney Diane Pecorari, Linnaeus U Betty Samraj, San Diego State U Miyuki Sasaki, Nagoya Gakuin U Ling Shi, U of British Columbia Fredricka Stoller, Northern Arizona U Christine Tardy, DePaul U Luxin Yang, Beijing Foreign Studies U Youngjoo Yi, Georgia State U SLA Dalila Ayoun, U of Arizona Kathleen Bardovi-‐Harlig, Indiana U Jennifer Behney, Youngstown State U Alessandro Benati, U of Greenwich Melissa Bowles, U of Illinois Andrew D. Cohen, U of Minnesota Laura Collins, Concordia U María del Pilar García Mayo, U of the Basque Country Susan Gass, Michigan State U Aline Godfroid, Michigan State U Senta Goertler, Michigan State U Laura Gurzynski-‐Weiss, Indiana U Xavier Gutierrez, U of Windsor Debra M. Hardison, Michigan State U Nobuhira Kamiya, Gunma Prefect. Women’s U Batia Laufer, U of Haifa Shaofeng Li, U of Auckland Shawn Loewen, Michigan State U Kim Mcdonough, Concordia U Rhonda Oliver, Curtin U Lourdes Ortega, Georgetown U Luke Plonsky, Northern Arizona U Matthew Poehner, Penn State U Charlene Polio, Michigan State U Leila Ranta, U of Alberta Andrea Revesz, Lancaster U Mark Shea, Mount Holyoke College Younghee Sheen, American U Dana Ferris, UC Davis Lynne Flowerdew, Hong Kong U of Sci. & Tech.

Roger Gilabert, U of Barcelona ZhaoHong Han, Teachers College, Columbia U Debra M, Hardison, Michigan State U Keiko Koda, Carnegie Mellon U Folkert Kuiken, U of Amsterdam Diane Larsen-‐Freeman, U of Michigan Roy Lyster, McGill U Renata Meuter, Queensland U of Technology Patrick Rebuschat, Bangor U Susanne Reiterer, U of Vienna Peter Robinson, Aoyama Gakuin U Cristina Sanz, Georgetown U Paul Toth, Temple U Andrea Tyler, Georgetown U COR Annelie Adel, Dalarna U Alex Boulton, CNRS and U of Lorraine Susan Conrad, Portland State U Eniko Csomay, San Diego State U Eric Friginal, Georgia State U Stefan Th. Gries, UC Santa Barbara Nicholas Groom, U of Birmingham John Newman, U of Alberta Pascual Pérez-‐Paredes, U of Murcia Randi Reppen, Northern Arizona U Stefanie Wulff, U of Florida DIS Emma Betz, U of Waterloo Jenny Carl, U of Southampton Mary T. Copple, Kansas State U Jennifer Dailey-‐O’Cain, U of Alberta Janet Fuller, Southern Illinois U Carbondale Andrea Golato, U of Illinois Thorsten Huth, U of Tennessee Risako Ide, U of Tsukuba Helen Kelly-‐Holmes, U of Limerick Elizabeth Lanza, U of Oslo Grit Liebscher, U of Waterloo Leslie Moore, Ohio State U Mairead Moriarty, U of Limerick Ingrid Piller, Macquarie U Caroline Rieger, U of British Columbia Priti Sandhu, U of Washington Gabriele Slezak, U of Vienna Carmen Taleghani-‐Nikazm, Ohio State U EDU Yuko Butler, U of Pennsylvania Patricia Duff, U of British Columbia Nelson Flores, U of Pennsylvania Kathryn Howard, California State U San Bernardino Francis M. Hult, Lund U Anne Pomerantz, U of Pennsylvania Santoi Wagner, U of Pennsylvania Doris Warriner, Arizona State U LCS Michele Back, UC Riverside Haruko Cook, U Hawaii at Manoa Diana Eades, U of New England Cesar Felix-‐Brasdefer, Indiana U Martin Guardado, U of Alberta

Aya Matsuda, Arizona State U Elizabeth Miller, U of North Carolina at Charlotte Bonny Norton, U of British Columbia Priti Sandhu, U of Washington Steven Talmy, U of British Columbia Idoia Elola, Texas Tech U Charles Estus, U of Massachusetts, Amherst Andrew Farley, Texas Tech U Orna Ferenz, Bar Ilan U Lyn Fogle, Mississippi State U Debra Friedman, Indiana U Ruth Harman, U of Georgia Mark James, Brigham Young U – Hawaii Li Jin, DePaul U Renee Jourdenais, Monterey Institute Stacey Katz Bourns, Harvard U Deoksoon Kim, U of South Florida Manel Lacorte, U of Maryland Heekyeong Lee, Monterey Institute Michael J. Leeser, Florida State U Gillian Lord, U of Florida Kara Mcbride, Saint Louis U Mary E. O’Donnell, James Madison U Anna Oskoz, U of Maryland Baltimore County Mary A. Petron, Sam Houston State U Sandra Rodriguez-‐Arroyo, U of Neb. at Omaha Eva Rodríguez-‐González, Miami U in Ohio Carmen Schlig, Georgia State U Helen H. Shen, U of Iowa Harley J. Siskin, Cabrillo College Sufumi So, George Mason U Amy Thompson, U of South Florida Joshua Thoms, Utah State U Sultan Turkan, Educational Testing Service Per Urlaub, U of Texas Camilla Vasquez, U of South Florida Suwako Watanabe, Portland State U Johanna Watzinger-‐Tharp, U of Utah Xiaohong Wen, U of Houston Pamela Wesely, U of Iowa Lawrence Williams, U of North Texas Paula Winke, Michigan State U Jun Zhao, Marshall U PRG Salvatore Attardo, Texas A & M U-‐Commerce Pisarn Chamcharatsri, U of New Mexico Jennifer D. Ewald, St. Joseph’s U Elizabeth J. Holt, U of Huddersfield Caroline Payant, U of Idaho Anne Pomerantz, U of Pennsylvania Maria Shardakova, Indiana U Naoko Taguchi, Carnegie Mellon U Manuela Wagner, U of Connecticut Hansun Waring, Teachers College, Columbia U RWL John Bitchener, Auckland U of Technology Joel Bloch, Ohio State U Christine Casanave, Temple U Japan Viviana Cortes, Georgia State U Scott Crossley, Georgia State U Deborah Crusan, Wright State U Alister Cumming, OISE/U of Toronto

Eric Friginal, Georgia State U Guillaume Denis Gentil, Carleton U Lynn Goldstein, Monterey Institute Linda Harklau, U of Georgia Rebecca Sachs, Georgetown U Kazuya Saito, Waseda U Masatoshi Sato, McGill U Shannon Sauro, U of Malmö John Hedgcock, Monterey Institute Eliana Hirano, Berry College Alan Hirvela, Ohio State U Natsuko Shintani, Nanyang Technological U Daphnee Simard, U du Quebec a Montreal Bryan Smith, Arizona State U Nina Spada, OISE/U of Toronto Patti Spinner, Michigan State U Wataru Suzuki, Miyagi U of Education Amy Thompson, U of South Florida Emma Trentman, U of New Mexico Paula Winke, Michigan State U SOC Kathryn Campbell-‐Kibler, Ohio State U Janet Fuller, Southern Illinois U Carbondale Kirk Hazen, West Virginia U Kendall King, U of Minnesota Aubrey Logan-‐Terry, Georgetown U Jennifer McFadden, Georgetown U Jennifer Sclafani, Georgetown U Corinne Seals, Georgetown U Kathleen Clagett Williams, Georgetown U TEC Dorothy Chun, UC Santa Barbara Tracey Derwing, U of Alberta Lara Ducate, U of South Carolina Richard Kern, UC Berkeley Meei-‐Ling Liaw, National Taichung U Jonathon Reinhardt, U of Arizona Shannon Saura, U of Malmö Bryan Smith, Arizona State U Glenn Stockwell, Waseda U Steven Thorne, Portland State U & U of Groningen Paige Ware, Southern Methodist U Cynthia Joan White, Massey U Bonnie L. Youngs, Carnegie Mellon U TXT Mariana Achugar, Carnegie Mellon U Doug Biber, Northern Arizona U Elena Cotos, Iowa State U Eniko Csomay, San Diego State U Xiao Lan Curdt-‐Christiansen, Nanyang Technological U Janet Fuller, Southern Illinois U Carbondale Nicholas Groom, U of Birmingham Moises Perales-‐Escudero, U of Michigan Randi Reppen, Northern Arizona U Marianna Ryshina-‐Pankova, Georgetown U Danica Salazar, U of Barcelona Jennifer Sclafani, Georgetown U Mark Shea, Mount Holyoke College Anja Wanner, U of Wisconsin

5

Student Volunteers Yoo young Ahn, The University of Texas at Austin Adnan Ajsic, Northern Arizona University Mokhtar Al-‐Zuraiki, Oklahoma State University Katie Angus, University of Arizona Olena Aydarova, Michigan State University Katie Bernstein, UC Berkeley Julie Bouchard, Texas A&M University-‐Commerce Kimberly Buescher, The Pennsylvania State University Letty Chan, The University of Nottingham Lixia Cheng, Purdue University D Joseph Cunningham, University of Kansas Staci Defibaugh, University of Illinois Urbana Champaign Kelly Farmer, Indiana University Tatiana Fistrovic, Arizona State University Julieta Fernandez, The Pennsylvania State University Jordana Garbati, The University of Western Ontario Brian Greer, Ball State University Iftikhar Haider, University of Illinois Urbana-‐Champaign Joel Heng Hartse, University of British Columbia Sarvenaz Hatami, University of Alberta Emily Hellmich, University of California, Berkeley Ashlie Henery, Carnegie Mellon University

Individual Paper Session Chairing

Junko Imai, University of Hawai'i at Manoa Mi-‐Young Kim, University of British Columbia Akira Kondo, The University of Wisconsin-‐Madison Hyojung Lim, Michigan State University Ivory Lin, Oklahoma State University Stephanie Link, Iowa State University Wipapan Ngampramuan, The University of Nottingham Lusia Nurani, Arizona State University comfort ojongnkpot, University of Buea-‐Cameroon Joshua Paiz, Purdue University Paul Quinn, University of Toronto/OISE Joseph Rumenapp, University of Illinois at Chicago Kristina Saunders, Kansas State University Kyle Scholz, University of Waterloo Anna Gates Tapia, Northern Arizona University Amanda Temples, Georgia State University Monica Vidal, University of Hawaii at Manoa Kimberly Vinall, University of California, Berkeley Aziz Yuldashev, The Pennsylvania State University Qi Zhang, University of South Florida Jinjing Zhao, University of Arizona Dan Zhong, University of South Florida

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 who will chair 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 • Completing attendance report and leaving in the session room, inside the envelope provided Each presentation is 20 minutes long, followed by 10 minutes for questions. Signs will be provided in each room reading “5 minutes,” “2 minutes,” “1 minute,” and “stop” to use in keeping time.

Roundtable Session Chairing Roundtable presenters within a session are responsible for chairing the session together. Remember, each roundtable presentation may be no more than eight 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 will be given consecutively so as to allow for a comprehensive and extended discussion that considers all three of the roundtable sessions. Roundtable sessions with 2 presenters will have approximately 45 minutes for discussion, and roundtable sessions with 3 presenters will have approximately 40 minutes for discussion. The discussion should consider all 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.

6

CONFERENCE SPONSORS

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

PLANTINUM SPONSORS

AAAL thanks Multilingual Matters for their support of the Opening Reception.

AAAL thanks John Benjamins for the Conference Toolkit.

7

GOLD SPONSOR

AAAL thanks Elsevier for their support of the Graduate Student Event

BRONZE SPONSOR

SPECIAL SPONSORS AAAL thanks the IRIS Project (www.iris-‐database.org) for their support of the Graduate Student Event.

AAAL thanks Applied Linguistics Laboratory at Texas A&M Commerce for their support of the End-‐of-‐Conference Reception.

8

CONFERENCE AT A GLANCE SATURDAY, MARCH 16 Registration 7:30 AM – 5:00 PM Exhibit Hall 12:30 PM – 8:00 PM Grand Hall ILTA at AAAL Colloquium 8:15 AM – 11:15 AM Dallas Ballroom D1

Plenary: William Hanks 11:25 AM – 12:30 PM Dallas Ballroom BC

MONDAY, MARCH 18 Registration 7:45 AM – 4:30 PM Exhibit Hall 8:30 AM – 5:30 PM Grand Hall Wilga Rivers Pedagogy Colloquium 8:15 AM – 11:15 AM Dallas Ballroom D1 DSSA Lecture 10:10 AM – 11:15 AM Dallas Ballroom D1

Plenary: Srikant Sarangi 11:25 AM – 12:30 PM Dallas Ballroom BC

Plenary: Lera Boroditsky 11:25 AM – 12:30 PM Dallas Ballroom BC

Invited Colloquium Duchêne & Pavlenko 2:00 PM – 5:00 PM Dallas Ballroom D1

Invited Colloquium Hulstijn & Young 2:00 PM – 5:00 PM Dallas Ballroom D1

Concurrent Sessions 8:15 AM – 11:15 AM 2:00 PM – 5:00 PM

Poster Sessions 2:00 – 5:00 PM Grand Hall

Poster Sessions 8:15 AM – 11:15 AM 2:00 – 5:00 PM Grand Hall

Roundtable Sessions 10:10 AM – 11:15 AM 2:00 PM – 3:05 PM 3:55 PM – 5:00 PM Press Club Room Elsevier Graduate Student Event 12:40 PM – 1:45 PM Remington Room

Roundtable Sessions 10:10 AM – 11:15 AM 2:00 PM – 3:05 PM 3:55 PM – 5:00 PM Press Club Room AAAL Advocacy Workshop 12:40 PM – 1:45 PM Remington Room

Plenary: Brian MacWhinney 5:15 PM – 6:20 PM Dallas Ballroom BC Concurrent Sessions 8:15 AM – 11:15 AM 2:00 PM – 5:00 PM

Poster Sessions 8:15 AM – 11:15 AM Grand Hall

Graduate Student Ad Hoc Committee Recruiting Meeting 1:15 PM – 1: 45 PM Press Club Room Publishing in APLNG Journals 5:45 PM – 6:45 PM City View 4

Reception for The Encyclopedia of Applied Linguistics 5:45 PM – 6:45 PM Dallas Ballroom A2

Graduate Student Event 7:00 PM – 8:30 PM Chaparral Room

TUESDAY, MARCH 19 Registration 7:45 AM – 11:00 AM Exhibit Hall 8:30 AM – 11:30 AM Grand Hall Invited Colloquium: DeCapua & Tarone 8:15 AM – 11:15 AM Dallas Ballroom D1

ACTFL at AAAL Colloquium 8:15 AM – 9:55 AM Dallas Ballroom D2

Plenary: Monica Heller 5:15 PM – 6:20 PM Dallas Ballroom BC Concurrent Sessions 8:15 AM – 11:15 AM 2:00 PM – 5:00 PM

Opening Reception 6:30 PM – 8:00 PM Grand Hall NASFLA Meeting 8:00 PM – 10:00 PM Remington Room

SUNDAY, MARCH 17 Registration 7:45 AM – 4:30 PM Exhibit Hall 9:00 AM – 5:30 PM Grand Hall Invited Colloquium: Norris 8:15 AM – 11:15 AM Dallas Ballroom D1

Language Learning Colloquium 2:00 PM – 5:00 PM Dallas Ballroom D1

Plenary: Agnes He 11:25 AM – 12:30 PM Dallas Ballroom BC

TESOL at AAAL Colloquium 2:00 PM – 3:40 PM Dallas Ballroom D1

Concurrent Sessions 8:15 AM – 11:15 AM 2:00 PM – 3:40 PM Poster Sessions 8:15 AM – 11:15 AM Grand Hall

Roundtable Sessions 10:10 AM-‐11:15 AM Remington Room

AAAL Business Meeting for AAAL Membership 12:40 PM – 1:45 PM Dallas Ballroom D2

President’s Reception 6:30 PM – 8:00 PM Grand Hall

End-‐of-‐Conference Reception 3:55 PM – 5:00 PM Chaparral Room

Memorial for Leo van Lier 6:30 PM – 7:00 PM Dallas Ballroom D1

Meeting with the AAAL EC Re Advocacy in AAAL 8:00 PM – 9:00 PM Dallas Ballroom D2

9

Hotel Fourth Floor

Map Legend N

= Stairs = Elevator = The only 3 elevators that go to the 37th floor

City 4 View

City View 3

City View 2

City View 1

Remington Room

Getting Around at AAAL

Fitness Center

Courtyard

Hotel 37th Floor, Majestic rooms Majestic 1

2

3

4 5

6 8 11

10

9

Hotel 38th Floor, Chaparral Room 10

7

At the Sheraton, the main hotel tower and the conference center are separated by Olive St. and connected by the Skywalk on the second floor. See facing page. In the Conference Center: All plenaries will be in Dallas Ballroom BC. All colloquia will be in Dallas ballroom A1-‐A3 and D1-‐D3. Conference registration, exhibitors, the Opening Reception, and poster sessions will be in the Grand Hall. See facing page. In the Hotel Tower: Roundtables will be in Press Club Room (2nd floor) and Remington Room (4th floor). All individual presentations will take place in City View 1-‐4 (4th floor), Remington Room (4th floor), and Majestic rooms 1-‐11 (37th floor). The Graduate Student Event and the End-‐of-‐Conference Reception will be held in the Chaparral Room (38th floor – no map).

Hotel Second Floor

Press Club Room

Business Center

Skybridge to Westin and Plaza of the Americas

Skywalk from Conference Center

Conference Center First Floor

Olive St. Entrance

Conference Center Skywalk Second Floor to Hotel

Coffee Service

A2

A3

B

Exhibitor Booths

A1

Dallas Ballroom

Elevators

Grand Hall Escalators

C

D3

No AAAL Events here

Registration Registration

D2

Poster Sessions

D1

Lonestar Ballroom

11

New Journal from John Benjamins Journal of Immersion and Content-Based Language Education Edited by Siv Björklund and Diane J. Tedick University of Vaasa / University of Minnesota

JICB aims at publishing research on language immersion and other types of content-based language education programmes that are subject matter-driven and subject matter-accountable. The journal provides a forum for research on well-established immersion and content-based programmes as well as research on new initiatives within the broad field of content-based language education. Both programme-specific and programme-contrastive articles are invited. JICB editors welcome submissions of the highest quality that report on empirical research and/or offer theoretical discussions, and we seek innovative submissions that push the field forward and generate new knowledge. We encourage work that aims to break down barriers that have isolated language education from other disciplines. The content of each JICB issue is expected to be geographically broad and multidisciplinary (pedagogy; applied linguistics; sociology; psychology; speech, language, hearing sciences; language policy and planning; etc.). JICB supports the use of a wide range of research methodologies (qualitative, quantitative, mixed methods), including action research. issn: 2212-8433 (print) / 2212-8441 (electronic)

Editorial Board

Monica Axelsson, Stockholm University Kees de Bot, University of Groningen Claudine Brohy, Université de Fribourg Donna Christian, Center for Applied Linguistics, Washington, DC Diane Dagenais, Simon Fraser University Christiane Dalton-Puffer, University of Vienna Tara Fortune, University of Minnesota Tina Hickey, University College Dublin Stella Kong, Hong Kong Institute of Education David Lasagabaster, University of the Basque Country

Kathryn Lindholm-Leary, Prof.Emerita, San Jose State University Roy Lyster, McGill University Stephen May, University of Auckland Karita Mård-Miettinen, University of Vaasa Lizette Peter, University of Kansas Rita Elaine Silver, National Institute of Education, Singapore Marguerite Ann Snow, California State University, Los Angeles John Trent, Hong Kong Institute of Education Anne-Marie Truscott de Mejía, Universidad de los Andes, Bogota William H. Wilson, University of Hawaii at Hilo

Subscription information (prices for print + online include postage/handling) Volume 1 (2012) 2 issues, ca. 300 pp. Libraries and Institutions eur 149.00 (print + online) eur 145.00 (online-only) Private rate eur 70.00 (print + online)

FREE ONLINE SAMPLE ISSUE available on http://benjamins.com/#catalog/journals/jicb/main

www.benjamins.com

Multilingual Matters is delighted to be back at AAAL this year. We have brought many new titles with us, as well as some of the bestselling titles from our backlist. All the books are for sale at a special conference price; most are just $20. Do pop by our stand to browse the books and say “hello” to Tommi and Laura.

T L U M

L A U G N I IL

S R E T T A M

Would you like free online access to all of our Routledge Language and Linguistics journals for 14 days? Visit www.tandfonline.com/r/linguistics and sign in or register to start reading today! Explore our portfolio online… • Acta Linguistica Hafniensia • Australasian Journal of Linguistics • International Journal of Multilingualism • Language and Intercultural Communication • Language Matters: Studies in the Languages of Africa • Journal of Multicultural Discourses

Find out more by visiting the Literature, Language and Linguistics Subject Page:

• Journal of Multilingual and Multicultural Development • Journal of Quantitative Linguistics

• Free access articles

• Perspectives: Studies in Translatology

• Special issues • Essay Prizes

• Southern African Linguistics and Applied Language Studies

• Podcasts and videos

• Translation Studies

explore.tandfonline.com/LLL

PLENARY SESSIONS

PLENARY SESSIONS DAY

TIME

Saturday 11:25 AM -‐ 12:30 PM March 16

TITLE

SPEAKER

To Make Themselves New Men: Translation and Conversion in Colonial Yucatan Introduction by: Joan Kelly Hall

William Hanks UC Berkeley

Saturday March 16

5:15 PM -‐ 6:20 PM

Re-‐imagining Language in the Globalized New Economy: System, Resource, Practice Introduction by: Aneta Pavlenko Preceded by the presentation of Distinguished Scholarship and Service Award Presented by: Jane Zuengler

Monica Heller Université de Toronto

Sunday 11:25 AM -‐ 12:30 PM March 17

Towards an Applied Linguistics of Professional Practice: Expertise with a Purpose Introduction by: Jane Zuengler Preceded by the presentation of the Graduate Student Awards Presented by: Jane Zuengler

Srikant Sarangi Cardiff University

How the Languages We Speak Shape the Monday 11:25 AM -‐ 12:30 PM Ways We Think March 18 Introduction by: James Lantolf

Lera Boroditsky Stanford University

Monday March 18

5:15 PM -‐ 6:20 PM

Cyberlearning: A Modest Proposal Introduction by: Robert DeKeyser

Language of the Heart and Heritage: A Tangled Tale Introduction by: Ryuko Kubota

Brian MacWhinney Carnegie Mellon University

Tuesday 11:25 AM -‐ 12:30 PM March 19

Agnes He Stony Brook University

All Plenary Sessions will be held in Dallas Ballroom BC.

15

PLENARY SESSIONS

William Hanks University of California at Berkeley [email protected]

William Hanks earned the Joint PhD in Anthropology and Linguistics at The University of Chicago, 1983. Since 2000, he has held the Berkeley Distinguished Chair in Linguistic Anthropology at University of California, Berkeley. His research bears on semantics and pragmatics, with a special focus on indexicality in interaction, ordinary referring and ritual speech in Yucatec Maya. His relevant books include REFERENTIAL PRACTICE, LANGUAGE AND LIVED SPACE AMONG THE MAYA (U Chicago Press 1990), LANGUAGE AND COMMUNICATIVE PRACTICES, (Westview Press 1995) and CONVERTING WORDS, MAYA IN THE AGE OF THE CROSS (U California Press, winner of the Edward Sapir Book Prize, Society for Linguistic Anthropology).

To Make Themselves New Men: Translation and Conversion in Colonial Yucatan Saturday, March 16, 2013

11:25 AM -‐ 12:30 PM

Dallas Ballroom BC

This paper outlines basic semiotic processes though which a new, distinctively colonial variety of Yucatec Maya emerged under Spanish colonial rule. As elsewhere in Latin America, missionaries played a central role in translation and analysis of native languages. In Yucatan, Maya was the language of both evangelization and governance, and was caught up in processes that can fairly be called linguistic conversion. Thousands of Spanish words and phrases, as well as an extensive corpus of religious texts and notarial genres were rendered in the native language, which was changed in the process. “Commensuration” designates the alignment of Spanish with Maya, and the formation of the new translingual variety of Maya, which I call maya reducido. Maya reducido was born of translation and marked by pervasive neologisms codified in bilingual dictionaries and practical grammars (both produced by missionaries working with Maya assistants). It was guided by four principles: interpretance, economy, transparency and indexical grounding. We will focus on the last, which served to fix the reference of semantically vague or ambiguous neologisms and embed the new variety of Maya in the colony. Usually studied in relation to spoken language and interaction, indexicality designates the context dependency of signs, including speech and gestures. It encompasses a range of linguistic phenomena, including deixis, honorification, evidentiality, stance marking and elements of sociolinguistic style. But indexicality is also pervasive and significant in written language and in history. Moreover, indexical relations binding texts and utterances to contexts played a key role in stabilizing the semantics and pragmatics of the new, neologistic variety Maya reducido and in fostering its spread into the speech practices of Maya people. Over the long haul, the cumulative effect was to naturalize a distinctively colonial variety of Maya, which would become the basis of the modern language.

16

PLENARY SESSIONS

Monica Heller

Université de Toronto

[email protected]

Monica Heller is professor at the Ontario Institute for Studies in Education and the Department of Anthropology, University of Toronto. She is Vice-‐ President and President-‐Elect of the American Anthropological Association, and a member of the Royal Society of Canada. Her most recent books are Paths to Postnationalism: A Critical Ethnography of Language and Identity (Oxford University Press, 2011) and Language in Late Capitalism: Pride and Profit (ed. with Alexandre Duchêne, Routledge, 2012).

Re-‐imagining Language in the Globalized New Economy: System, Resource, Practice Saturday, March 16, 2013

5:15 PM -‐ 6:20 PM

Dallas Ballroom BC

Competing ideas about language as abstract or cognitive system or as social fact or social practice; as linked to universal humanity or cultural difference; to reason and the mind or to emotion, the soul and heart, have been with us since the dawn of industrial capitalism and the rise of the nation-‐state. I will first briefly outline some of the ways in which central elements of these competing ideologies developed in 19th and 20th century linguistics, in connection with the role of the discipline in the building of the liberal democratic, modern nation-‐ state, in industrial capitalism. This period saw the rise of tensions between structuralism and aestheticism, standards and vernaculars, and so-‐called « internal » and « external » accounts of linguistic form. They also corresponded to different paths to and goals in learning language, through lived experience and formal schooling. The contrasting figures of the « linguist » and the « native speaker » capture the tensions among these notions. The second part of my talk will examine how these hegemonic ideas about language manifest themselves in contemporary late capitalism. Much has been made of the breakdown of the idea of language as an autonomous system, and of the rise of cosmopolitan hybridity, as indices of globalization. This requires some explanation, and I will suggest we find it in the conditions for access to, or maintenance of, elite status in the globalized new economy. But I will also argue that this shift is not necessarily foundational, since it makes sense only against the backdrop of still dominant ideologies. Instead, I will explore the potential effects of linguistic commodification, suggesting that this is the dimension of late capitalism most likely to destabilize our language ideologies, and hence our ideas about what is teachable, what is learnable, how and why.

17

PLENARY SESSIONS

Srikant Sarangi Cardiff University [email protected]

Srikant Sarangi is Professor in Language and Communication and Director of the Health Communication Research Centre at Cardiff University, Wales, UK. He is also Professor in Language and Communication at Norwegian University of Science and Technology (NTNU), Trondheim, Norway; Honorary Professor at the Faculty of Humanities, Aalborg University, Denmark; and Honorary Professor at the Centre for the Humanities and Medicine, The University of Hong Kong. His research interests are in discourse analysis and applied linguistics; language and identity in public life and institutional/professional communication studies (e.g., healthcare, social welfare, bureaucracy, education etc.). He is author and editor of 12 books, 5 journal special issues and has published nearly 200 journal articles and book chapters. He is editor of TEXT & TALK: An Interdisciplinary Journal of Language, Discourse and Communication Studies (formerly TEXT); the founding editor of Communication & Medicine, as well as co-‐editor (with C. N. Candlin) of Journal of Applied Linguistics and Professional Practice (formerly Journal of Applied Linguistics). He is also general editor (with C. N. Candlin) of three book series[es], all published by Equinox.

Towards an Applied Linguistics of Professional Practice: Expertise with a Purpose Sunday, March 17, 2013

11:25 AM -‐ 12:30 PM

Dallas Ballroom BC

This presentation is in three parts. The first part begins with a distinction between intellectualism and expertise – the latter being the core value which guides professional practice. I then briefly appraise the long tradition of professional discourse studies before drawing on the concept of role-‐set to characterize the challenges facing the applied linguist engaged with studying the domain of professional practice. In the second part, I revisit the ‘research on/for/with’ paradigms in social and human sciences research in order to stress the differential positioning of the researcher vis-‐à-‐vis the researched. The positioning of the researcher ranges from being an imposing outsider to a professional stranger to an invited insider. Similarly, the positioning of the researched ranges from being an ‘object of research’ to being an empowered and empowering participant. The notion of relationality underpins this debate with regard to the research process, including dissemination and intervention activities, especially in professional/organisational settings. In the third part, I extend the relationality/‘with’ dimension beyond the researcher-‐researched positionings to role-‐relations between researchers collaborating across professional and disciplinary divides, rooted within different ontological and epistemological orders. I frame this collaborative trajectory as marriage and elaborate the relational process in terms of joint problematisation, negotiation of interpretive procedures and provision of hot feedback. Based on my longstanding research in health communication, I draw attention to the tensions that arise in the backstage in regard to scientific-‐technical knowledge-‐specificity (know-‐that) and discourse-‐technical practice-‐specificity (know-‐how) that both parties bring to the interpretive equation. I conclude by juxtaposing the notions of ‘communities of practice’ and ‘communities of interests’ in the context of mutually enriching collaborative research across professional/disciplinary boundaries. 18

PLENARY SESSIONS

Lera Boroditsky Stanford University [email protected]

Lera Boroditsky is an assistant professor of psychology at Stanford University and Editor in Chief of Frontiers in Cultural Psychology. Boroditsky’s research centers on how knowledge emerges out of the interactions of mind, world, and language, and how languages and cultures shape thinking. Boroditsky’s laboratory has collected data around the world, from Indonesia to Chile to Aboriginal Australia. Her research has won multiple awards, including the CAREER award from the NSF, the Searle Scholars award, and the McDonnell Scholars award, as well as being named an Utne Visionary (one of 25 visionaries changing the world selected by the Utne reader).

How the Languages We Speak Shape the Ways We Think Monday, March 18, 2013

11:25 AM -‐ 12:30 PM

Dallas Ballroom BC

Do people who speak different languages think differently? Does learning new languages change the way you think? Do polyglots think differently when speaking different languages? Are some thoughts unthinkable without language? I will review data from experiments conducted around the world that reveal the interesting and sometimes surprising ways that the languages we speak shape the ways we think.

19

PLENARY SESSIONS

Brian MacWhinney Carnegie Mellon University [email protected]

Brian MacWhinney, Professor of Psychology, Computational Linguistics, and Modern Languages at Carnegie Mellon University, has developed a model of first and second language acquisition and processing called the Competition Model which he has also applied to aphasia and fMRI studies of children with focal lesions. He has developed databases such as CHILDES, SLABank, BiLingBank, and CABank for the study of language learning and usage. His is currently developing methods for second language learning based on mobile devices and web-‐based tutors and games.

Cyberlearning: A Modest Proposal

Monday, March 18, 2013

5:15 PM -‐ 6:20 PM

Dallas Ballroom BC

CALL systems are now moving to the web and mobile devices. This transition opens up possibilities for constructing and deploying experimental CALL (e-‐CALL) systems. These systems can be constructed in a modular fashion that permits flexible linkage to classroom instruction. In this way, instructors can devote classroom hours to contextualized instruction and can leave practice exercises and lesson grading to computers. We are now building an e-‐CALL system of this type for instruction in Chinese as a second language. Many of modules in this system can be easily reconfigured for the teaching of other languages. The design of the system is based on the Unified Competition Model that identifies five problems facing L2 learners: entrenchment, parasitism, misconnection, negative transfer, and isolation. Counterbalancing these risk factors are the five protective factors of resonance, internalization, reconfiguration, positive transfer, and participation. In order to achieve successful L2 acquisition, the older learner must have access to methods that can maximize the operation of these protective factors. Data collected using this e-‐CALL system allow us to evaluate the predictions of this model quantitatively. Our e-‐CALL system, called the Language Partner, includes these components: 1. Individual difference measures to evaluate learner aptitudes. 2. Computerized games for basic skills practice for vocabulary, character learning, grammar, and phonology. 3. Fluency training using repetition, picture probes, and translation. 4. Google Maps tours that lead the learner through Beijing, including sites such as museums, gardens, and shopping areas. These tours are configured by local instructors in ways to maximize contact with locals and use of Chinese in real contexts. 5. Systematic access to subtitled radio and television broadcasts, as well as newspapers and books, in Chinese for materials for later classroom discussion and examination. 6. Pictures and audio that help the learner with tasks such as ordering food in a Chinese restaurant. 7. Methods for tracking learner progress in detail and reporting progress to instructors and learners.

20

PLENARY SESSIONS

Agnes He Stony Brook University

[email protected] Agnes Weiyun He is Professor of Applied Linguistics and Asian Studies at Stony Brook University. She received her B.A. from Beijing Foreign Studies University, Diploma-‐in-‐Education from National Institute of Education in Singapore, M.A. from University of Arizona, and Ph.D. from UCLA. A Guggenheim Fellow and the author/editor of three books and over thirty journal articles and book chapters, Professor He is committed to the study of how language forms are motivated by contextual and co-‐textual contingencies, how everyday human interaction (re-‐)constructs culture, and how language functions as a resource for being, for doing, and for growth and change.

Language of the Heart and Heritage: A Tangled Tale

Tuesday, March 19, 2013

11:25 AM -‐ 12:30 PM

Dallas Ballroom BC

In the U.S., heritage language refers to an immigrant, indigenous, or ancestral language. For many speakers, the acquisition and use of the heritage language change in purpose and significance throughout the lifespan. Stories of heritage language development are stories about the quest for identity and about growth and change across languages, lives, geographies and generations. Anchored in discourse analysis and linguistic anthropology, I will present one version of one such story from Chinese as a heritage language. My objectives are to argue for an identity-‐centered, composite-‐lifespan approach and to illustrate a methodology that draws on triangulation of multiple data sources and multiple data types. I suggest that heritage language research should consider wide-‐ranging settings, broad time spans, diverse participant structures, and varied communicative modalities. Only then may we begin to understand how language competencies, choices, and ideologies evolve in the context of the speaker’s entire linguistic and cultural repertoire. To this end, I portray a composite speaker named “Jason” and reconstruct his language development process from a collage of different Chinese heritage speakers I have encountered in my research over the last ten years. I will report a re-‐storied synthesis of the observational, interview, reported, and audio/video recorded data that have been collected in settings and situations that Jason would have experienced at various stages of his life from early childhood to early adulthood. As I share with you the stories told by Jason’s family members, the language traits of Jason and his interlocutors, the trans-‐language practices and the transforming interactional routines, the agencies and voices, and the congruencies and contrasts between narrated perspectives and lived experiences, I will show that there are many perspectives from which Jason’s story may be constructed, that the story has several possible trajectories, and that the story’s ending is being shaped by the actions and interactions today.

21

NEW TITLES FROM BLOOMSBURY (FORMERLY CONTINUUM)

Visit Bloomsbury at AAAL for a 35% Discount on Displayed Titles TEXTBOOKS:

COURSEBOOKS: Advanced English Grammar

Discourse of Text Messaging

An advanced English grammar that uses linguistic theory and techniques to elucidate and explain the central, crucial issues.

Reveals the depth and complexity of the language used in SMS text communication, and how it exploits various linguistic resources to create identities.

June 2012 | 376pp PB 9781441149312 | $44.95

July 2012 | 240pp PB 9781441173768 | $44.95

Analyze Anything

Exploding the Creativity Myth

A Linguistic Approach Ilse Depraetere and Chad Langford

A Guide to Critical Reading and Writing Gregory Fraser and Chad Davidson Explains how to read, interpret and write about the world around us in a critical and informed way. June 2012 | 224pp PB 9781441107305 | $34.95

Discourse Analysis 2nd Edition An Introduction Brian Paltridge

A comprehensive, accessible introduction to discourse analysis — essential reading for students encountering the subject for the first time.

Analysis of SMS Communication Caroline Tagg

The Computational Foundations of Linguistic Creativity Tony Veale Pulls back the curtain on creativity and language, using a wide range of examples to illustrate how we create new ways of saying things. November 2012 | 224pp PB 9781441181725 | $32.95

Labov

A Guide for the Perplexed Matthew J. Gordon The first accessible single volume introduction and guide to Labov’s work. January 2013 | 240pp PB 9781441158529 | $24.95

November 2012 | 296pp PB 9781441167620 | $39.95

Understanding Language 2nd Edition A Basic Course in Linguistics Elizabeth Winkler

An accessible, student friendly guide to language and linguistics, requiring no prior knowledge of the field. March 2012 | 344pp PB 9781441138965 | $27.95

For more information on these and other titles visit: www.bloomsbury.com/linguistics For all editorial enquiries: Gurdeep Mattu, Publisher, Linguistics and Philosophy [email protected]

Check out our new blog: www.bloomsburylinguistics.typepad.com Follow us on Twitter: @BloomsburyLing

VISIT

and 20%

OUR BOOTH

LEADERS IN LINGUISTICS Words of the World

Foreign Accent

A Global History of the Oxford English Dictionary

The Phenomenon of Non-native Speech

Sarah Ogilvie

Alene Moyer

from

CAMBRIDGE

SAVE

The Cambridge Dictionary of English Grammar Pam Peters

Historical Linguistics

The Cambridge Dictionary of Linguistics

Toward a Twenty-First Century Reintegration

Keith Brown and Jim Miller

Don Ringe and Joseph F. Eska

Second Edition!

Language and Gender

Key Topics in Sociolinguistics

Penelope Eckert and Sally McConnell-Ginet

Studies in English Language Constructional Change in English Developments in Allomorphy, Word Formation, and Syntax

Martin Hilpert From Philology to English Studies Language and Culture in the Nineteenth Century

Haruko Momma

Memory, Language, and Bilingualism

Sociolinguistic Fieldwork

Theoretical and Applied Approaches

Natalie Schilling

Edited by Jeanette Altarriba and Ludmila Isurin

Writing and Society

Research Methods in Language Variation and Change Edited by Manfred Krug and Julia Schlüter

Singapore English Structure, Variation and Usage

Jakob R. E. Leimgruber

An Introduction

Florian Coulmas The Meroitic Language and Writing System Claude Rilly and Alex de Voogt

Roots of English Exploring the History of Dialects

Standards of English Codified Varieties around the World

Sali A. Tagliamonte

Edited by Raymond Hickey

The Phonological Mind Iris Berent The Structural Design of Language

The Verb Phrase in English Investigating Recent Language Change with Corpora

Thomas S. Stroik and Michael T. Putnam

Edited by Bas Aarts, Joanne Close, Geoffrey Leech, and Sean Wallis

Varieties of English How Language Began

Cambridge Textbooks in Linguistics

Gesture and Speech in Human Evolution

Evolutionary Linguistics

Approaches to the Evolution of Language

April McMahon and Robert McMahon

Fourth Edition!

Relevance Theory Billy Clark

A Typological Approach

David McNeill

Language Change Progress or Decay?

Peter Siemund

Cambridge Handbooks in Language and Linguistics The Cambridge Handbook of Biolinguistics Edited by Cedric Boeckx and Kleanthes K. Grohmann

Jean Aitchison

The Cambridge Handbook of Second Language Acquisition

Cambridge Approaches to Linguistics

Edited by Julia Herschensohn and Martha Young-Scholten

www.cambridge.org/us @CambUP_LING

New From Routledge!

Bilingual Education and Language Policy in the Global South Edited by Jo Arthur Shoba, Edge Hill University, UK and Feliciano Chimbutane, Universidade Eduardo Mondlane, Mozambique

Routledge Critical Studies in Multilingualism Hb: 978-0-415-50306-8: $125.00 $100.00

Bilingualism in Schools and Society Language, Identity and Policy Sarah J. Shin, University of Maryland Baltimore County Pb: 978-0-415-89105-9: $39.95 $31.96

John Flowerdew, City University of Hong Kong Pb: 978-0-415-49965-1: $33.95 $27.16

Exploring Health Communication Language in Action Kevin Harvey, University of Nottingham, UK and Nelya Koteyko, University of Leicester, UK Routledge Introductions to Applied Linguistics Pb: 978-0-415-59722-7: $39.95 $31.96

Exploring Professional Communication

The Routledge Encyclopedia of Second Language Acquisition

Contextualising Positive Discourse Analysis

Edited by Peter Robinson, Aoyama Gakuin University, Japan

Tom Bartlett, Cardiff University, UK Routledge Critical Studies in Discourse Hb: 978-0-415-89338-1: $125.00 $100.00

Language and Intercultural Communication in the New Era Edited by Farzad Sharifian and Maryam Jamarani, both at Monash University, Australia Routledge Studies in Language and Intercultural Communication

Language Online Investigating Digital Texts and Practices David Barton, Lancaster University, UK and Carmen Lee, Chinese University of Hong Kong Pb: 978-0-415-52495-7: $39.95 $31.96

Neoliberalism and Applied Linguistics

The Routledge Handbook of Applied Linguistics Edited by James Simpson, University of Leeds, UK Pb: 978-0-415-65815-7: $55.95 $44.76

Second Language Acqusition, 4th Edition An Introductory Course Susan M. Gass, Michigan State University Pb: 978-0-415-89495-1: $54.95 $43.96

Second Language Learning Theories, 3rd Edition Rosamond Mitchell, University of Southampton, UK, Florence Myles, University of Essex, UK, and Emma Marsden, University of York, UK Pb: 978-1-44-416310-0: $39.99 $31.99

Translingual Practices

Pb: 978-0-415-59205-5: $45.95 $36.76

Suresh Canagarajah

Pragmatics Dawn Archer, Karin Aijmer and Anne Wichmann Routledge Applied Linguistics

Stephanie Schnurr, University of Warwick, UK

Pb: 978-0-415-49787-9: $45.95 $36.76

Pb: 978-0-415-58483-8: $39.95 $31.96

Hb: 978-0-415-87751-0: $250.00 $200.00

David Block, John Gray, both at University of London, UK and Marnie Holborow, Dublin City University

Language in Action Routledge Introductions to Applied Linguistics

titles. Or order online at www.routledge.com with Discount Code ERK73.

Hybrid Voices and Collaborative Change

Hb: 978-0-415-80889-7: $135.00 $108.00

Discourse of English Language Education

Visit our booth to save 20% on these or any other

Global Englishes and Cosmopolitan Relations Pb: 978-0-415-68400-2: $43.95 $35.16

Understanding Digital Literacies A Practical Introduction Rodney Jones and Christoph Hafner, both at City University of Hong Kong Pb: 978-0-415-67315-0: $33.95 $27.16

Routledge... think about it www.routledge.com/linguistics

INVITED COLLOQUIA

INVITED COLLOQUIA

DAY Saturday March 16

TIME 2:00 PM – 5:00 PM

TITLE

ORGANIZER

Understanding and Using Languages in a Globalizing World Funded by Language Learning

Joan Kelly Hall The Pennsylvania State University

Sunday March 17

8:15 AM – 11:15 AM

Sigrid Norris Auckland University of Technology

Multimodal Discourse Analysis

Sunday March 17

2:00 PM – 5:00 PM

Alexandre Duchêne University of Fribourg/Institute of Multilingualism

The Dark Side of Linguistic Diversity?

Aneta Pavlenko Temple University

Monday March 18

8:15 AM – 11:15 AM

James Lantolf The Pennsylvania State University

Dynamic Assessment: Mediating Language Development of All Learners Wilga Rivers Pedagogy Colloquium

Matthew Poehner The Pennsylvania State University

Monday March 18

2:00 PM – 5:00 PM

Bridging the Gap: Cognitive and Social Approaches in Applied Linguistics

8:15 AM – 11:15 AM

Call for Research: Low-‐Literate Adolescent and Adult L2 Learners

Jan Hulstijn University of Amsterdam

Richard Young University of Wisconsin-‐Madison

Tuesday March 19

Andrea DeCapua College of New Rochelle

Elaine Tarone University of Minnesota

All invited colloquia will be held in Dallas Ballroom D1.

25

Understanding and Using Languages in a Globalizing World Language Learning Colloquium

Organizer: Joan Kelly Hall, The Pennsylvania State University

Saturday, March 16

2:00 PM – 5:00 PM

Dallas Ballroom D1

The processes of globalization, marked by ever-‐increasing complex interactions, facilitated by new technologies for communication, and taking place among individuals, communities, businesses, and governments of different nations and nation-‐states have challenged traditional understandings of language as stable systems, uniform across time and space, and linked to bounded, culturally homogeneous communities (Jacquemet, 2005). Evidence from interactions at all levels -‐ from micro to meso to macro -‐ is revealing that not only is the range of languages becoming more flexible and complex but the languages themselves are becoming more hybrid, more ‘super-‐diverse’ (Blommaert, 2010; Coupland, 2010; Fairclough, 2006;). Despite the rapid increase of such languages, they are not yet adequately understood. Also lacking sufficient research are the environments in which individuals with different languages and cultures come into contact, the varied means by which such contact is facilitated and the diverse linguistic forms, functions and understandings they give shape to. This colloquium addresses these issues. The session will open with a short introduction by the organizer. Each presenter will speak for 20 minutes. To promote ample interaction, a 20-‐minute discussion among colloquium participants and audience members will be held after the first three presentations and then again after the final two presentations, on the issues, opportunities and challenges of understanding and using languages in a globalizing world. ‘English’, the Global Lingua Franca? Thomas Ricento, University of Calgary I consider (and reject) arguments that a lingua franca is needed to create conditions for justice on a global scale. Power asymmetries cannot be rectified absent some quasi-‐universal agreement on the nature of ‘the good life’; and no amount of linguistic commonality or legerdemain can bridge such ontological canyons. The Dislocation and Relocation of English Barbara Seidlhofer, University of Vienna, Austria As English gets dislocated from its native speaker habitat and relocated in diverse ways to serve as a lingua franca, this calls into question conventional assumptions that the language can and should be identified with the competence of a particular native-‐speaking community and uniquely associated with a particular culture. Multilingualism in the English-‐speaking World: Opportunities for East-‐West Dialogue Viv Edwards, National Centre for Language and Literacy, University of Reading, UK This presentation will explore the extent to which approaches influenced by western language teaching innovations are appropriate for non-‐western settings, drawing on a recent study of the impact of a UK-‐based training program for teachers of English from China on classroom practice on their return to the classroom. Transidioma: Language and Power in the Age of Globalization Marco Jacquemet, Communication Studies, University of San Francisco Using ethnographic data (such as asylum-‐seeking hearings in the European Community and online chats among members of a diasporic social network) this paper introduces the concept of the transidioma to explore the communicative practices of people embedded in multilingual environments and engaged in interactions that mix face-‐to-‐face and electronically-‐ mediated communication. Speaking Pittsburghese: Globalization and the Production of Linguistic Locality Barbara Johnstone, Carnegie Mellon University Drawing on sociolinguistic research in Pittsburgh, PA, I argue that renewed attention to the linguistically local is not a nostalgic or desperate response to globalization but an inevitable result of globalization. This is because changes attendant on globalization are precisely the conditions that most effectively foster dialect and language awareness.

26

Multimodal Discourse Analysis Organizer: Sigrid Norris Auckland University of Technology, New Zealand Sunday, March 17 8:15 AM – 11:15 AM Dallas Ballroom D1 This colloquium brings together international scholars working in the field of multimodal discourse analysis from a range of approaches such as conversation analysis, mediated discourse, multimodal (inter)action analysis, and social semiotics. The colloquium showcases a breadth in multimodal methodology and possible applicability in a variety of applied linguistic research. Functions of Gestures and Gaze in Marked Constructions Gaëlle Ferré, Chemin de la Censive du Tertre, France This paper examines the links between marked structures in the syntactic and prosodic domains and how two types of contrast are reinforced by gestures and gaze in a corpus of spoken French. Teaching and Learning Through Means Jarret Geenen, Auckland University of Technology, New Zealand The research presented departs from text based phenomena and looks at teaching and learning with a focus on real-‐time social action, mediational means, perception and creativity in the sport of kitesurfing. Large Scale, Long Term Multimodal Discourse Analysis for Studying Learning Shawn Rowe, Oregon State University This paper describes work in a public museum pairing face recognition and whole body tracking systems with speech to text and traditional survey tools built into exhibits for multimodal analyses of learning. Multimodal Strategic Communication in Corporate Films Carmen Maier, Aarhus University, Denmark Drawing on an interdisciplinary methodological framework related to organizational theory and social semiotics, she identifies how the meaning-‐making potentials of language, sound and image are integrated. Multimodal Analysis of Sound in Car Advertisements: Branding through Sound David Machin, Brunel University, UK The analysis shows how sound creates a sense of open space, intimacy with the protagonist, excitement, wonder, but at the same time hesitation and glowing inevitability. The Multimodal Dimension of Claims in Food Packaging Rodney Jones, City University of Hong Kong This paper explores how food manufactures use other modes such as graphics, fonts and colors to achieve the pragmatic force of health and content claims without explicitly expressing them in text. Multimodal Resources in Transnational Adoption Pirkko Raudaskoski, University of Aalborg, Denmark The paper discusses an empirical analysis which highlights the multimodal nature of identity construction. A documentary on transnational adoption provides real life incidents as research material. Māori Women’s Identity: A Multimodal Interaction Analysis Tui Matelau, Unitec Institute of Technology, New Zealand The aim of this paper is to explore the way Māori identity is portrayed by female students in a tertiary learning environment through a multimodal interaction analysis. Multimodal Applied Linguistics Sigrid Norris, Auckland University of Technology, New Zealand This presentation shows the relevance of all other presentations in this colloquium and moves on to put multimodal discourse analysis in perspective for the field of applied linguistics.

27

The Dark Side of Linguistic Diversity?

Organizer: Alexandre Duchêne, University of Fribourg/Institute of Multilingualism Organizer: Aneta Pavlenko, Temple University

Sunday, March 17

2:00 PM – 5:00 PM

Dallas Ballroom D1

The purpose of the colloquium is to problematize ways in which the notion of linguistic diversity has been taken up in various social and academic spaces and to consider the consequences of the wide-‐spread and often uncritical usage of this notion. To begin with, we will question the very construct of ‘linguistic diversity’ whose referents vary widely depending on the context and the (hidden) agenda that underlies the dominant discourses of language endangerment. Secondly, we will problematize the argument that unquestioningly celebrates linguistic diversity without considering its political, social, and economic side-‐effects, and opposes monolingualism to multilingualism, the former being the cause of the problem, the latter the solution. Third, we want to discuss ways in which we can address problematic issues related to multilingualism without turning to monolingual ideologies and throwing the baby out with the bath water. Forth, we will examine the tensions between positive empowerment discourses about linguistic diversity common in the field of applied linguistics, and applied linguists’ own practice, which often pays lip service to linguistic diversity and then continues in English, in terms of reading, presenting and publishing. The outcome we hope for is a more nuanced understanding of linguistic diversity and the challenges of working with this construct. The Ethical Challenge of Diversity Alastair Pennycook, University of Technology Sydney We may need to give up on many of our cherished applied linguistic truisms – that multilingualism is better than monolingualism, bilingualism confers cognitive advantages, languages need to be saved – if we wish to engage seriously with the politics and ethics of linguistic difference rather than mere linguistic diversity. Surveying a Linguistically Diverse Nation: Challenges for Meaningful Language Access Jennifer Leeman, US Census Bureau / George Mason University I outline economic, logistical, and ideological challenges to conducting large-‐scale multilingual surveys, using examples from the US Census Bureau: 1) translating a household survey into Spanish and 2) simultaneously developing Health Coverage questions in two languages. Multilingual data collection is constrained by institutional monolingualism and lack of societal language access. Linguistic Diversity and Health Disparities: The Dark Side of National Language-‐in-‐Healthcare Policy in the U.S. Glenn Martinez, University of Texas Pan American I will analyze three official documents that codify federal language access policy for healthcare organizations in the U.S. and provide guidance in the implementation of language access services. Through a discursive analysis of these documents, I will show an ideological dichotomy that at once elevates and subordinates the minority language. New Forms of Cosmopolitanism and Creolisation: A Power-‐Based Perspective Luisa Martin-‐Rojo, Universidad Autonòma de Madrid This paper approaches new forms of cosmopolitanism, new ethnicities featuring multi-‐lingualism, and practices such as ‘translanguaging’, to explore the extent to which these practices are shaped by power differences, using ethnographically collected data from multilingual schools in Madrid and from Latino community centres.

28

Dynamic Assessment: Mediating Language Development of All Learners Wilga Rivers Pedagogy Colloquium

Organizer: James Lantolf, The Pennsylvania State University Organizer: Matthew Poehner, The Pennsylvania State University

Monday, March 18

8:15 AM – 11:15 AM

Dallas Ballroom D1 The colloquium showcases a range of approaches to Dynamic Assessment in a variety of language-‐learning contexts. Focus is on DA as the foundation of a developmentally responsive pedagogy that aligns instruction with learner needs with the goal of promoting their future, proximal development. Implications of DA for teachers are also considered. A Sociocultural Approach to Language Disabilities Deirdre Martin, University of Birmingham Learning language is part of becoming a person. This paper discusses development of ‘identity as a competent speaker’ (Holzman 2009) within a sociocultural approach to language learning with children with language disabilities. The study engages the Dynamic Assessment method of collective language learning through intentionality, mediation and transcendence. Dynamic Assessment of Bilingual Children’s Narratives Elizabeth D. Peña, University of Texas Austin Dynamic Assessment has been proposed as a non-‐biased method for determining language differences vs. language impairment. DA of narrative learning was conducted with 18 bilingual children with language impairment and their age, sex, and language experience matches. Results demonstrate observation of modifiability is a robust indicator of language learning. Learning to Teach ‘Reactively’ Through Dynamic Assessment Matthew Poehner, The Pennsylvania State University Kristin Davin, Loyola University Chicago Tracking interactions in a primary school L2 Spanish classroom, this study approaches Dynamic Assessment from a perspective of teacher professional development. Analysis reveals a shift toward activities and interactions that are extended and open-‐ended and that the teacher describes as allowing her to ‘react’ to individual and group emergent needs. Microdiscourse Analysis for Dynamic Assessment Rémi Adam Van Compernolle, Carnegie Mellon University This paper examines L2 Dynamic Assessment interactions from a microdiscourse analytic perspective, focusing on the concept of mediation sequences. Specific attention is given to precision timing, speech delivery, and nonverbal aspects (e.g., gesture, gaze) of talk-‐in-‐interaction. Data come from multiple types of dynamically administered assessments of L2 French pragmatics. ‘Designing in’ Dynamic Assessment within Assessment for Learning of EAL Chris Davison, University of New South Wales Michael Michell, University of New South Wales Part of a project to support teacher-‐based assessments of English as an additional language (EAL) learners in Australian primary and secondary classrooms, this paper outlines a conceptual framework for the design of Dynamic Assessment (DA) of EALs that draws on Lantolf and Poehner’s (2004) interventionist-‐interactionist schema of approaches to DA.

29

Bridging the Gap: Cognitive and Social Approaches in Applied Linguistics Organizer and Discussant: Jan Hulstijn, University of Amsterdam Organizer and Discussant: Richard Young, University of Wisconsin-‐Madison Discussant: Lourdes Ortega, Georgetown University Monday, March 18 2:00 PM – 5:00 PM Dallas Ballroom D1 The field of applied linguistics runs the risk of disintegrating into two irreconcilable approaches to language learning and use. On the one side, we find researchers investigating linguistic-‐cognitive issues, often using quantitative research methods including inferential statistics; on the other side, we find researchers working on the basis of socio-‐cultural or socio-‐ cognitive views, often using qualitative research methods including case studies, ethnography, and often taking a critical stance. This colloquium focuses on the question whether both sides might benefit from using insights and methods from one another. The colloquium’s premise is that, on each side, there are researchers who have become aware of the limitations of their own approach and who are looking for possibilities to enrich their theories and research methods in order to attain more complete answers to the questions that they seek to answer. The colloquium contributors have been asked to addresses three related sets of questions (in three sections), concerning (1) philosophy and theory construction (DeKeyser and Lantolf, with discussant Hulstijn); (2) data and research methods (Mackey and Talmy, with discussant Young), and (3) unsolved problems and unasked questions (Ellis and Bigelow, with discussant Ortega). Philosophy of Science and the Social/Cognitive Dichotomy in Applied Linguistics Robert DeKeyser, University of Maryland After presenting a brief characterization of social and cognitive research in terms of methodological emphases, I will situate the difference against the background of how philosophy of science looks upon hypothesis testing, and discuss what this implies for the reliability-‐validity trade-‐off, mixed methods research, and studying cognition in context. The Social and the Cognitive in SLA: Is There a Gap James Lantolf, The Pennsylvania State University Arguing from the theoretical perspective of macro-‐cultural psychology (Ratner 2011), the presentation proposes that there need not be a “gap” between the cognitive and social dimensions of SLA. Empirical evidence from general psychology and from some current SLA research will be presented in support of the argument. Quantitative and Qualitative Orientations in Interaction Research: Exploring Questions of Balance Alison Mackey, Georgetown University The interaction approach to SLA is typically characterized as cognitive in nature. Pretest/posttest designs and quantitative analyses are common. Researchers are increasingly realizing that qualitative data is valuable not just for illuminating patterns, but also suggesting new explanations/avenues of enquiry. Balance is key, and is the focus of this presentation. Prioritizing Inquiry in L2 Research: Paradigmatic Incompatibilities, the Cognitive/Social Divide, and Beyond Steven Talmy, University of British Columbia This presentation considers benefits of utilizing methods common in quantitative/objectivist L2 research in a qualitative/subjectivist paradigm, i.e., mixed-‐methods interpretivism. Discussion continues with how binarisms such as quantitative/qualitative and cognitive/social might be transcended through a reflexive methodology to produce robust research that is suitably responsive to local exigencies of L2 learning. Cognitive and Social Usage Nick Ellis, University of Michigan The cognitive processes that compute symbolic constructions are embodied, attentionally-‐ and socially-‐gated, conscious, dialogic, interactive, situated, and cultured. All these factors conspire dynamically in the acquisition and use of any linguistic construction. Usage-‐based approaches recognize these factors. We need to understand language emergence as a complex adaptive system. Crossing the Cognitive and Sociocultural Divide: The Cases of Two Doctoral Students Martha Bigelow, University of Minnesota Research paradigms delimit what questions can be asked in applied linguistics, but some researchers strive to cross epistemological boundaries. This talk describes two cases of doctoral researchers struggling to bridge the cognitive-‐ sociocultural divide. The advising challenges undergirding the formulation of research questions, research design decisions, and other tensions are examined. 30

Call for Research: Low-‐Literate Adolescent and Adult L2 Learners Organizer: Andrea Decapua, College of New Rochelle Organizer: Elaine Tarone, University of Minnesota Tuesday, March 19 8:15 AM – 11:15 AM Dallas Ballroom D1 Over the last 50 years, a considerable body of research has been carried out to support second language learning (SLA) and second language teaching (SLT) for adolescents and adults. However, although many adolescent and adult second language learners worldwide are neither schooled nor literate, almost all of this research assumes a population of L2 learners who are both familiar with formal schooling and literate – usually, alphabetically literate. As a consequence, applied linguists and teacher educators know very little about how low literate adolescents and adults acquire L2’s or the pedagogical approaches that are most efficacious with them (Bigelow & Tarone 2004). However, preliminary research indicates that different understandings of SLA and different SLT strategies are necessary (e.g. Bigelow, 2010; DeCapua & Marshall, 2011; Reis et al, 2007). There are encouraging recent developments. The panel will reference the work of a group of researchers in Europe and North America called LESLLA – Low Educated Second Language Learning and Literacy for Adults and Adolescents, which has begun to assemble research on both learning and pedagogical approaches for this population of L2 learners. This panel brings together for the first time at AAAL a group of North American faculty and student researchers who have carried out research on the learning and teaching needs of low-‐literate adolescent and adult L2 learners. Each presenter will describe research she has carried out in either the realm of SLA or SLT, and will outline a set of research goals and questions that need to be addressed in order to best serve this neglected group of learners. Introduction: How Do Adults and Adolescents with Little or No Alphabetic Literacy Best Learn L2 Skills Elaine Tarone, University of Minnesota The panel introduction begins with a review of the fundamental assumptions and possibly relevant findings of SLA research on more literate populations, including ways those findings may not apply to low literate learners. How can applied linguistic research shed more light on their SLA processes and pedagogical practices that work? Cognition, Learning, and Formal Education Andrea Decapua, College of New Rochelle Western-‐style pedagogical practices engender certain types of cognitive processes. Students with limited/ interrupted formal education engage in other ways of learning developing different cognitive processes. When these students enter Western-‐style classrooms, they encounter cognitive dissonance. What do we know and not know about second language acquisition to help them succeed? The Symbolic Power of Print Literacy among Somali Immigrant Youth Kendall King, Univ. of Minnesota Martha Bigelow, University of Minnesota Data from a multilingual newcomer high school reading classroom are analyzed to explore the dynamic relationship between the symbolic power of Somali print literacy and classroom interaction and politics. Findings show how the history of the Somali script and current controversies in its standardization influence interaction, status and learning. A Longitudinal Study of a Learner's Development of Alphabetic Print Literacy and Oral Language Nicole Pettitt, Georgia State University This study follows a multilingual adult English learner with limited formal schooling as he begins to learn to read for the first time. Drawing on research with similar populations, the learner’s oral language production was documented, as his alphabetic print literacy increased. Directions for similar future studies are identified. A Comparative Case-‐Study of Two Intensive Newcomer Support Classrooms Ranya Khan, Ontario Institute for Studies in Education, Toronto University A study of two teachers’ pedagogical practice in a newly created intensive newcomer support program for early literacy adolescents sheds light on the challenges teachers face and reveals the schooling experiences of newcomer war-‐affected refugees. Reading Specialist, Language Expert, Resettlement Worker? Teacher Preparation for Students with Limited Formal Schooling Patsy Vinogradov, University of Minnesota Teachers of older ELLs with limited formal schooling are often trained in programs that assume literacy. Many enter this unique teaching context unprepared to build early literacy and unfamiliar with students’ strengths and needs. Research is needed to establish what preparation and professional development leads to improved teaching and learning.

31

CMLR

The Canadian Modern Language Review applied linguistics literacy second languages research multilingualism

Hundreds of peer-reviewed articles, insightful book and software reviews, calendars of forthcoming events and research-based articles, in all areas of second language teaching and acquisition, from 1997 to the present await you at this comprehensive resource. CMLR Online features a comprehensive archive of past and current issues and includes features that address the research needs of today’s second language teachers, administrators and researchers, worldwide. Subscribers to CMLR Online enjoy: Enhanced features not available in the print version – supplementary information, colour photos, videos, audio files, etc. Advance Online: Early access to the latest research– advance versions of articles are now available online within weeks of final manuscript submission. Sign up for e-mail alerts and you will know as soon as the latest articles are ready for you to read.

AAAL Members SAVE!

RCLV

Access in the office, at home and “on the go” – experience everything CMLR Online has to offer from your desktop and mobile devices. Everything you need at your fingertips – search through current and archived issues from the comfort of your office chair not by digging through book shelves or storage boxes. Special Member Discount – a full year of access to CMLR Online – 16 volumes, 65+ issues, and 500+ articles for only $15.00 (that’s a 55% savings)!

Subscribe today! www.utpjournals.com/cmlr 5201 Dufferin Street, Toronto, Ontario M3H 5T8 Canada Tel: (416) 667-7810 Fax: (416) 667-7881 email: [email protected] www.utpjournals.com www.facebook.com/utpjournals www.twitter.com/utpjournals

La revue Canadienne des langues vivantes linguistique appliquée littératie langues secondes recherches plurilinguisme

Des centaines d’articles évalués par un comité de lecture, des comptes rendus détaillés de livres et de logiciels, le calendrier des événements à venir, des articles basés sur des recherches en pédagogie, dans tous les domaines de l’enseignement et de l’acquisition des langues secondes depuis 1997 jusqu’à aujourd’hui : voilà le trésor que vous propose notre source de documentation électronique. La RCLV en ligne vous donne accès aux archives complètes d’une revue dont le contenu est à l’avant-garde des besoins des enseignants, des administrateurs et des chercheurs en langue seconde de partout dans le monde. Les abonnés de la RCLV en ligne profitent des avantages suivants : Divers éléments qui ne figurent pas dans la version imprimée – Compléments d’information, photos couleur, vidéos et fichiers audio, vous permettent de pousser plus loin l’exploration et la recherche. Accès depuis le bureau ou la maison, ou sur la route – Toute la documentation de la RCLV sur votre ordinateur et vos appareils mobiles

Offre spéciale réservée à nos membres : une année d’abonnement à la RCLV en ligne – 16 volumes, plus de 65 numéros et plus de 500 articles – pour seulement 15 $ (des économies de 55 %).

Abonnez-vous dès maintenant!

www.utpjournals.com/cmlr

Disponibilité immédiate du nouveau numéro – Saviezvous que les abonnés en ligne reçoivent la plupart des numéros jusqu’à deux semaines avant la version imprimée? Quand vous vous inscrivez pour recevoir l’avis par courriel, nous vous informons de la mise en ligne du dernier numéro dès qu’il est prêt à lire. Tout ce dont vous avez besoin, au bout des doigts – Faites vos recherches dans le confort de votre bureau, plutôt que dans le labyrinthe des étagères ou des fichiers papier.

Membres de l’AAAL, attention!

Cambridge Handbooks for Language Teachers Series Editor Scott Thornbury

VISIT OUR BOOTH AND SAVE 20%

Language Learning with Technology Ideas for integrating technology in the classroom

New titles from

CAMBRIDGE

Graham Stanley

Studies in Language Testing 37

Measured Constructs: A History of Cambridge English Language Examinations, 1913-2012

by Cyril J. Weir, Ivana Vidakovic and Evelina D. Galaczi Cambridge Applied Linguistics

Teacher Research in Language Teaching: A Critical Analysis by Simon Borg

Cambridge Handbooks for Language Teachers

Language Learning with Technology: Ideas for Integrating Technology in the Classroom by Graham Stanley Cambridge Language Teaching Library

Meaningful Action: Earl Stevick’s Influence on Language Teaching Jane Arnold and Tim Murphey, Editors

Figurative Language, Genre and Register by Alice Deignan, Jeannette Littlemore, and Elena Semino

Table of Contents and sample chapters are available online. Visit our website for more information.

www.cambridge.org/us/esl

Equinox Publishing

New titles in Applied Linguistics 25% discount Order any book with a 25% discount from our website Visit www.equinoxpub.com and enter the code AAAL2013 when prompted and your order will be discounted This offer is valid until the end of June 2013 Applied Linguistics: Towards a New Integration? Lars Sigfred Evensen This volume presents a new approach to the discussion about the nature of applied linguistics, that investigates its deeper theory of science underpinnings. 2013 192pp 234 x 156mm pb ISBN 9781845536237 $125.00 $93.75

Communication and Professional Relationships in Healthcare Practice Sally Candlin and Peter Roger ‘Refreshingly, this book addresses communication not only in interactions between health professionals and patients, but amongst team members and between health professionals in an array of communicatively challenging real world contexts.’ Health Communication 2013 224pp 244 x 170mm pb ISBN 9781908049971 $45.00 $33.75

The Applied Linguistic Individual: Sociocultural Approaches to Identity, Agency and Autonomy Edited by Phil Benson and Lucy Cooker This volume explores how individuality is conceptualised in socially-oriented approaches to Applied Linguistics research. 2013 226pp 234 x 156mm pb ISBN 9781908049391 $29.95 $22.46

Issues in Second Language Teaching Alessandro G. Benati ‘A very nice contribution to the field because of its theoretical/conceptual and innovative presentation of the topics. A valuable resource for researchers, graduate students and anyone interested in language teaching and language acquisition with a particular reference to input and processing.’ Pedro Guijarro-Fuentes, Associate Professor in Spanish, University of Plymouth 2013 156pp 234 x 156mm pb ISBN 9781845539269 $24.95 $18.71

EQUINOX JOURNALS Journal of Applied Linguistics and Professional Practice

International Journal of Speech Language and the Law

This journal explores a variety of professional domains where applied linguists have major contributions to make. Visit the journal’s homepage at www.equinoxpub.com/JALPP

A peer-reviewed journal that publishes articles on any aspect of forensic language, speech and audio analysis. Visit the journal’s homepage at www.equinoxpub.com/IJSLL

Writing & Pedagogy

Journal of Interactional Research in Communication Disorders

An international forum for the dissemination of knowledge focused on both writing and the teaching of writing, spanning all levels of formal education. Visit the journal’s homepage at www.equinoxpub.com/WAP

A unique forum for qualitative research relating to speech and language disorders, therapeutic and educational interactions. Visit the journal’s homepage at www.equinoxpub.com/JIRCD

View our full range of journals and books at www.equinoxpub.com

SPECIAL SESSIONS

SPECIAL SESSIONS

DAY

TIME

SESSION

PLACE

Saturday March 16

8:15 AM – 11:15 AM

ILTA at AAAL Colloquium

Dallas Ballroom D1

Sunday March 17

8:15 AM – 9:55 AM

ACTFL at AAAL Colloquium

Dallas Ballroom D2

Monday March 18

10:10 AM – 11:15 AM

Distinguished Scholarship and Service Award Lecture by Heidi Byrnes

Dallas Ballroom D2

Tuesday March 19

2:00 PM – 3:55 PM

AAAL at TESOL Colloquium

Dallas Ballroom D1

ILTA at AAAL Colloquium Learning-‐Oriented Assessment (LOA) in Classrooms: A Place where SLA, Interaction, and Language Assessment Interface Saturday March 16 8:15 AM – 11:15 AM Dallas Ballroom D1 Organizer: James E. Purpura, Teachers College, Columbia University Organizer: Nick Saville Organizer: Carolyn Turner, McGill University Discussant: Carol Chapelle, Iowa State University Discussant: Diane Larsen-‐Freeman, University of Michigan

Many L2 assessment researchers (e.g., Rea-‐Dickins, 2003; Leung, 2005) have acknowledged the central role that assessment plays in L2 classrooms and have recognized the need to relate assessment principles and practices to teaching and learning. Empirical and theoretical research on L2 classroom-‐based assessment has provided several insights; however, still unclear is how this work fits within a coherent framework of classroom-‐based assessment—one emphasizing the centrality of socio-‐cognition, L2 processing, interaction, and learning outcomes. Also unclear is how findings from this work contribute to localized best practices for L2 assessment within a learning framework. Purpura (2004) and Purpura and Turner (Forthcoming) have proposed a learning-‐oriented approach to classroom-‐based assessment that, in prioritizing learning, seeks to describe how formal and informal assessments are conceptualized and implemented from a learning perspective, as well as how planned assessments, together with those occurring spontaneously through social interaction, contribute to the advancement of L2 processing and the attainment of learning outcomes. Jones and Hamilton (2011) have also proposed a learning-‐oriented approach seeking to combine external tests with classroom-‐based assessment. This symposium explores how LOA can be used as a framework for understanding the nature of classroom-‐based assessment and its role in narrowing learning gaps.

35

A Proposed Model of Learning-‐Oriented Language Assessment Carolyn Turner, McGill University James E. Purpura, Teachers College Learning-‐oriented assessment (LOA) is an approach to classroom-‐based assessment in which learning processes and outcomes play a central role (Purpura, 2004). This paper provides a theoretical description of LOA, and discusses how assessment interacts with the classroom context, learners, teachers, and interaction to promote L2 processing and advances in proficiency. L2 Processing and Learning-‐Oriented Assessment: The Learner’s Perspective James E. Purpura, Teachers College, Columbia University Carolyn Turner, McGill University Drawing on a learning-‐oriented approach to assessment, this paper reports findings from a study designed to examine how planned and unplanned assessments in an ESL classroom serve to promote L2 processing and how these assessments, performed individually or collaboratively through social interaction, contribute to L2 development. Setting the Scene for Corrective Feedback in Learning-‐Oriented Language Assessment Roy Lyster, McGill University Synthesizing data from a range of classroom research on corrective feedback, this paper will illustrate how mitigating certain mismatches between interaction and instruction (e.g., interaction as conversational vs. didactic) would help set the scene for oral corrective feedback to serve as a valuable tool in learning-‐oriented assessment practices. Classroom Discourse as the Locus of LOA Hansun Waring, Teachers College, Columbia University Using video-‐recordings of adult ESL classroom interaction, I show how unplanned assessments can be done in ways that potentially facilitate learning and oriented to as such by the participants. Findings of this study contribute to the larger project of conceptualizing, specifying, and implementing the interdisciplinary initiative of learning-‐oriented assessment (LOA) A Systematic View of LOA Within an Educational Context Neil Jones, University of Cambridge Nick Saville Miranda Hamilton, University of Cambridge For an examination provider the challenge of LOA is to link familiar functions of language assessment into a systemic relationship with kinds of assessment resulting from planned or unplanned classroom interactions. How can quantitative and qualitative information, or assessment and teaching expertise, be best combined to promote learning?

ACTFL at AAAL Colloquium The ACTFL Research Priorities Project: Moving Language Education Forward Sunday March 17 8:15 AM – 9:55 AM Dallas Ballroom D2 Organizer: Richard Donato, University of Pittsburgh Organizer: Eileen Glisan, Indiana University of Pennsylvania The purpose of this colloquium is to introduce the AAAL membership to the ACTFL initiative to establish research priorities in foreign language education and to support quality research in these areas. In order to realize this goal, in 2009 ACTFL initiated the Research Priorities in Foreign Language Education Project. Led by ACTFL Past President Eileen Glisan and a task force of seven researchers and language education specialists, the project’s goals were to: (1) Identify the key areas in which research is currently needed to inform and improve classroom practice; (2) Attract researchers to conduct research in these areas; and (3) Sponsor this research through funding, publication, and dissemination of research results. In the first phase of the project begun in 2010, ACTFL invited applications for grants to write literature reviews of each priority area. Awardees were selected for this phase of the project, which culminated in the publication of nine literature reviews in the 2012 special issue of Foreign Language Annals. Each review in the special issue presents an analysis of the research related to one priority area and proposes future research that will serve as the basis for the second phase of the project in 2013. In this colloquium, we provide a description of the work of the committee, the research priorities areas 36

identified, and a summary of research themes that emerged from the literature reviews. Following this overview, authors of three published reviews will present summaries of their work with special attention to areas of research that merit further investigation. Each paper will be followed by a brief question and answer session. The session will conclude with a general discussion of the project and ways that AAAL and ACTFL might collaborate in the future on research priorities in foreign language education. An Overview of the ACTFL Research Priorities Project: Past Initiatives and Future Directions Richard Donato, University of Pittsburgh Eileen Glisan, Indiana University of Pennsylvania In this presentation, the ACTFL Research Priorities Project will be introduced to the AAAL audience, including a brief history of the project, its goals, and the work of the research priority committee. Research themes deriving from Phase I of the project, the publication of research reviews, will be presented. The Role of Classroom Discourse in L2 Learning and Teaching Joshua Thoms, Utah State University In this talk, I provide an overview of recent research that investigates classroom discourse and its role in second language learning and teaching. I highlight the major findings of various studies, underscore their implications, and conclude with suggestions for future empirical work in this area. Beyond the Language-‐Content Divide: Advanced Collegiate Foreign Language Teaching and Learning Kate Paesani; Wayne State University Heather Allen, University of Wisconsin-‐Madison Presenters will review research on the language-‐content divide in collegiate FL programs by addressing the following questions: What is the relationship between language, literature, and culture and how are they instantiated in advanced FL teaching and learning? Trends emerging from this research and areas for future inquiry will be addressed. A Decade of Research on Content and Language Integration in K-‐12 Contexts: Key Considerations and Future Directions Diane Tedick, University of Minnesota Laurent Cammarata, University of Alberta In this presentation, we summarize key issues, raise questions, and propose future directions for research based on a recent review examining the literature on K-‐12 content-‐based instruction/CLIL. The review synthesized research conducted primarily over the past decade in a range of educational contexts in North America, Europe, and elsewhere.

Distinguished Scholarship and Service Award Lecture On the Way to Meaning-‐Making: Language Education and Applied Linguistics Monday March 18 10:10 AM – 11:15 AM Dallas Ballroom D2 Heidi Byrnes, Georgetown University Applied linguistics has proposed theories and approaches that have yielded an array of foci and ‘metaphors we live by.’ Remarkably, meaning-‐making is not among them. In this presentation I will explore how language teaching and learning and applied linguistics might benefit from explicitly positioning the language studies field as focused on learning how to mean.

37

TESOL at AAAL Colloquium Perspectives on Language for Academic Success Tuesday March 19 2:00 PM – 3:55 PM Dallas Ballroom D1 Organizer: Ryuko Kubota, University of British Columbia Organizer: Margaret Hawkins, University of Wisconsin at Madison Academic language demands for English language learners have been widely discussed. Yet this topic is understood in multiple ways when different conceptualizations of language, learner diversity, and pedagogical visions are considered. This panel discussion explores how “academic language” can be conceptualized from diverse perspectives and how these conceptualizations inform practice. Standards and Perspectives on Language for Academic Success: The Case of English Language Learners Guadalupe Valdes, Stanford University This paper presents an overview of the conceptualizations of language embedded in the new Common Core State Standards currently adopted by 46 states. It then examines the challenges faced by developers of state English-‐language proficiency standards in aligning traditional perspectives on language development to these conceptualizations. BICS and CALP in the Era of Common Core State Standards. Jim Cummins, University of Toronto The paper assesses the current status of the distinction between basic interpersonal conversational skills (BICS) and cognitive academic language proficiency (CALP). Although the distinction has generated considerable criticism, its basic tenets remain compatible with the empirical data and continue to influence policy and practice relating to the education of ELLs. Academic Language: Supporting the Development of Language Resources for Success at School Mary Schleppegrell, University of Michigan A pedagogical focus on academic language should serve the demands of the curriculum, enabling students to recognize the ways language constructs knowledge across subjects. This paper illustrates how the tools of systemic functional linguistics support pedagogies that scaffold students into effective use of academic language and research on language development. Language, Literacy and Culture: Dialect Variation as Resource Carol Lee, Northwestern University This paper documents historical debates over dialect variation in literacy education and examines theoretical contributions from the fields of linguistics, composition, reading comprehension, cognition and human development to our understanding of the affordances of dialect and other language variation to the design of robust learning environments.

38

MICHIGAN

supporting teaching excellence worldwide

new!

new!

25% a a al conference discount

bestseller!

bestseller!

bestseller!

www.press.umich.edu/elt/

new!

CHOOSING THE RIGHT EXAM IS THE FIRST STEP TO SUCCESS CaMLA English exams are shaped by research and experience. They reflect the needs of those wishing to live, study, or work in North America. That is why CaMLA is widely recognized by schools, universities, and employers. Visit www.CambridgeMichigan.org for more information.

VISIT OUR STAND © CaMLA 2013

CAM_1035_3Y01_A_P_AAL_bw_CaMLA_NV.indd 1

25/01/2013 11:48

SPECIAL EVENTS AND MEETINGS

SPECIAL EVENTS AND MEETINGS

DAY

TIME

EVENT/MEETING

12:40 PM-‐ 1:45 PM

Saturday March 16

12:40 PM-‐ 1:45 PM

Dallas Ballroom BC

6:30 PM – 8:00 PM

Opening Reception

Grand Hall

8:00 PM – 8:30 PM

Open Meeting on Resolution Formalizing Commitment to Diversity in AAAL

Dallas Ballroom D2

8:00 PM – 10:00 PM

NASFLA Meeting

Remington Room

11:25 AM

Presentation of the GS Awards Closed session Language Policy: Editorial Board Meeting Organizer: Jolanda Voogd, Springer Closed session English for Specific Purposes Journal: Editorial Board Meeting Organizer: Nigel Harwood, University of Essex

Dallas Ballroom BC

City View 4

Practicing Applied Linguistics: A Workshop on Responding to Linguistic Profiling as (unofficial) Language Policy

Remington Room

1:15 PM – 1: 45 PM

Graduate Student Ad Hoc Committee Recruiting Meeting

Press Club Room

5:45 PM – 6:45 PM

Majestic 9

12:40 PM-‐ 1:45 PM

5:45 PM – 6:45 PM

Tuesday March 19

City View 4

Presentation of the DSSA Award

12:40 PM-‐ 1:45 PM

Monday March 18

Remington Room

5:15 PM

12:40 PM-‐ 1:45 PM

Sunday March 17

Professional Development Introduction to Publishing in Academic Journals: From Writing to Ranking Organizer: Alexandra Walker, Elsevier Closed session Applied Linguistics Journal Editors' Meeting Organizer: Heidi Byrnes, Georgetown

PLACE

Wine and Cheese Reception for The Encyclopedia of Applied Linguistics Professional Development Publishing in Applied Linguistics Journals

Dallas Ballroom A2 Remington Room

7:00 PM – 8:30 PM

Graduate Student Event

Chaparral Room

12:40 PM-‐ 1:45 PM

AAAL Open Business Meeting for AAAL Membership

Dallas Ballroom D2

6:30 PM – 8:00 PM

President’s Reception

Grand Hall

6:30 PM – 7:00 PM

Memorial for Leo van Lier

Dallas Ballroom D2

8:00 PM – 9:00 PM

Open Meeting with the AAAL EC Advocacy in AAAL: Where Should We Go From Here?

Dallas Ballroom D2

3:55 PM – 5:00 PM

End-‐of-‐Conference Reception

Chaparral Room

41

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 in general and to the American Association for Applied Linguistics in particular. The winner of the 2013 award is Heidi Byrnes, Georgetown University. Professor Byrnes is George M. Roth Distinguished Professor of German at Georgetown University. Her research focuses on adult L2 literacy acquisition, particularly at the advanced level. Under her leadership her department created an articulated four-‐year genre-‐oriented and task-‐based curriculum, a project addressed in numerous articles (e.g., Applied Linguistics Review, Language Teaching, Linguistics and Education, MLJ) and in the monograph Realizing advanced foreign language writing development in collegiate education: Curricular design, pedagogy, assessment (co-‐authors, Maxim, Norris). She has edited and coedited books and special journal issues on the development of advanced literacy. She is a past president of AAAL, the recipient of numerous professional association awards, and recently became editor-‐in-‐chief of the MLJ. The award will be presented on Saturday, March 16 at 5:15 PM in Ballroom BC.

Past recipients of the DSS Award Elaine Tarone 2012 Diane Larsen-‐Freeman 2011 Lyle F. Bachman 2010 Richard Schmidt 2009 Nancy Hornberger 2008 Claire Kramsch 2007

Andrew Cohen 2006 William Grabe 2005 Merrill Swain 2004 G. Richard Tucker 2003 Susan Gass 2002 Jody Crandall 2001

Shirley Brice Heath 2000 Roger Shuy 1999 Robert Kaplan 1998 Courtney Cazden 1997 Charles Ferguson 1996

THE GRADUATE STUDENT AWARDS The Graduate Student Awards (GSA) are given to graduate students who show academic accomplishment and promise and who are involved in and committed to the field of applied linguistics. The awards are made possible by the generous support of AAAL’s Fund for the Future of Applied Linguistics, Multilingual Matters, Educational Testing Service, the De Gruyter Foundation, and the estate of Wilga Rivers. The awards will be presented on Sunday, March 17, at 11:25 AM in Ballroom BC. The winners of the 2012 Graduate Student Awards are: Ryan Deschambault, University of British Columbia | The Multilingual Matters Award Economizing education: Fee-‐paying international students, socialization, and the production of ‘getting out of ESL’ in a public high school 3:10 – 3:40 pm, Mar 17 2013 | City View 3 Catherine O'Hallaron, University of Michigan/School of Education | The Educational Testing Service Award A Comparison of 2nd-‐ and 4th-‐Grade ELLs’ SFL-‐Supported Argumentative Writing 4:30 – 5:00 pm, Mar 16 2013 | Majestic 4 Amanda Lanier Temples, Georgia State University | The Wilga Rivers Award Constructing Arabic as Heritage: Investment in Language, Literacy, and Identity among Young U.S. Learners 8:15am -‐ 8:45 am, Mar 17 2013 | Majestic 2 Phillip Hamrick, Georgetown University | The De Gruyter Award Statistical Learning of Second Language Syntax: A Role for Attention, Memory, and Chunk Formation 8:50am -‐ 9:20 am, Mar 17 2013 | City View 2 Iair Or, Tel Aviv University “Its Shape Has Been Fixed for Eons”: The Role of Language Beliefs in the Creation of Modern Hebrew 9:25am -‐ 9:55 am, Mar 18 2013 | City View 4

42

Open Meeting on Resolution Formalizing Commitment to Diversity in AAAL Saturday March 16 8:00 PM – 8:30 PM Dallas Ballroom D2 Hosted by the Rules and Resolution Committee: Glenn Martinez, Chair, Jennifer Leeman, Anna De Fina, Martha Bigelow This meeting provides the membership of AAAL an opportunity to discuss a proposed resolution that will formalize the commitment to diversity in AAAL. The formalization includes modification of AAAL standing rules to require that a concerted effort is made to ensure that AAAL’s nominated officers, plenary speakers, and invited colloquia organizers reflect the diversity of the organization. NASFLA Meeting Implications of Halliday's language-‐based theory of learning: A dialogue with Gordon Wells, Heidi Byrnes, and Jim Lantolf Saturday March 16 8:00 PM – 10:00 PM Remington Room Hosted by the North American Systemic Functional Linguistic Association (NASFLA) officers: Meg Gebhard, Mariana Achugar, Ruth Harman, Viviana Cortes, and Jackie Nenchin. Practicing Applied Linguistics: A Workshop on Responding to Linguistic Profiling as (unofficial) Language Policy AAAL Ad Hoc Advocacy Committee Sunday March 17 12:40 PM-‐ 1:45 PM Remington Room Organizers: Members of the AAAL ad hoc Advocacy Committee: Laura Collins, Concordia University, Sue Dicker, Hostos Community College, CUNY; Fabiola Ehlers-‐Zavala, Colorado State University; Jeff Macswan, Arizona State University; Karyn Mallett, George Mason University; Wayne Wright, University of Texas at San Antonio Presenters: Thomas Ricento, University of Calgary; John Baugh, Washington University in Saint Louis; Janet Leeman, George Mason University With growing nativist sentiment in society and heightened pressure on law enforcement to deal with undocumented immigration, language profiling has become a serious issue. According to a report by Amnesty International USA, US citizens of Latino descent, along with Native Americans, are disproportionately targeted for stops and searches in border areas between the US and Mexico. While law enforcement officials are allowed to stop citizens for minor traffic violations, there is evidence that race/ethnicity and the language spoken are at times the only factors police take into account when deciding whom to stop. What is the role of applied linguists in responding to such language policy? Graduate Student Ad Hoc Committee Recruiting Meeting Sunday March 17 1:15 PM – 1:45 PM Press Club Room Co-‐chairs: Matthew Jadlocki, The Pennsylvania State University; Sara Kangas, Temple University Are you a graduate student? Are you looking for ways to become involved in AAAL? In this meeting we will discuss new opportunities for involvement within AAAL. Specifically, the newly created Graduate Student Committee is seeking graduate students to serve on the committee in a number of capacities. Come hear about these opportunities and become more engaged with the larger professional community. Wine and Cheese Reception for The Encyclopedia of Applied Linguistics Sunday March 17 5:45 PM – 6:45 PM Dallas Ballroom A2 Wiley-‐Blackwell is hosting a reception announcing the publication of The Encyclopedia of Applied Linguistics, from editor Carol Chapelle, and to celebrate the advisory board members, area editors, and contributors. All are welcome to attend.

43

Graduate Student Event 7:00 PM – 8:30 PM

Sunday March 17 Chaparral Room Organizers: Dorothy Worden, The Pennsylvania State University; Lawrence Williams, University of North Texas, Panelists: Christina Higgins, University of Hawaii at Manoa; Peter Sayer, University of Texas at San Antonio; Ryan Deschambault, University of British Columbia; Amanda Lanier Temples, Georgia State University We gratefully acknowledge the support of Elsevier and the IRIS project. All graduate students are invited to an evening of networking and a Q & A session with a panel who will provide advice on preparing for life beyond graduate school. The event will begin with light refreshments and an informal networking session, giving you time to meet other graduate students and discuss possible topics for the Q & A session. The panel includes an experienced faculty member who has detailed knowledge of the hiring process, departmental politics, service-‐related responsibilities, etc.; a junior faculty member; and two GSA recipients. The Q & A session will deal with the topics and issues raised by the attendees. This special session will also include a brief presentation by the directors of the IRIS project. AAAL Open Business Meeting for AAAL Membership Monday March 18 12:40 PM-‐ 1:45 PM Dallas Ballroom D2 Please plan to attend the annual business meeting of AAAL. In addition to an update on the status of the organization, a report from the newly created Graduate Student Committee will be presented on how well AAAL is meeting the needs of graduate students. Advocacy in AAAL: Where should we go from here? Monday March 18 8:00 PM – 9:00 PM Dallas Ballroom D2 Several years ago, the AAAL Executive Committee constituted an Ad Hoc Advocacy Committee. (Ad hoc committees are temporary committees set up with a specific charge.) This committee, through its commitment and hard work, has completed its original charge, and we thank them for their tremendous service to AAAL. We would now like to look ahead. The AAAL EC and the current Ad Hoc Advocacy Committee invite all AAAL members to join us in discussing what the future role of advocacy should be within AAAL. We welcome your ideas and hope you will be able to participate in the discussion. End-‐of-‐Conference Reception Tuesday March 19 3:55 PM – 5:00 PM Chaparral Room Organizer: Dorothy Worden, The Pennsylvania State University Participants: Aneta Pavlenko, Temple University; Paul Kei Matsuda, Arizona State University; Lawrence Williams, University of North Texas; Janice McGregor, Kansas State University. We gratefully acknowledge the support of the Applied Linguistics Laboratory at Texas A&M Commerce. Closing the conference is a dessert reception accompanied by a panel discussion. Panelists representing various aspects of the future of AAAL will reflect on the themes of this years’ conference and the state of the profession more generally. Following the panelists’ remarks, attendees will be invited to share their reflections and comments.

44

The European Journal of Language Policy / Revue européenne de politique linguistique is a peerreviewed journal published by Liverpool University Press, in association with the Conseil européen pour les langues / European Language Council. EJLP addresses major developments in language policy from a European perspective. The journal’s primary focus is on Europe, but it is alert to policy developments in the wider world. The journal invites proposals or manuscripts of articles studying any aspect of language policy, and any aspect of the area of languages for which policies may need to be developed. It particularly welcomes proposals that provide greater understanding of the factors which contribute to policy-making, and proposals that examine the effects of particular policies on language learning or language use. EJLP also presents policy documents, particularly where these contribute to debates and decisionmaking on language policy. It invites suggestions for such documents. Editor: Michael Kelly, University of Southampton Editorial correspondence: Dr Eleanor Quince, University of Southampton. Email: [email protected]

ISSN Print 1757-6822 Online 1757-6830

2013 prices (for two issues) see www.liverpooluniversitypress.co.uk

http://liverpool.metapress.com Liverpool University Press Tel: +44 (0)151 794 2233 email: [email protected] www.liverpooluniversitypress.co.uk

NEW SERIES

Edinburgh Textbooks in TESOL Series Editors: Joan Cutting and Fiona Farr

Teaching English as a Second or Other Language is a multifaceted academic discipline requiring training in linguistics, language acquisition, language pedagogy, methodology, materials development, testing and research, curriculum and syllabus design, program administration, and cross-cultural communication. This new series of advanced textbooks in TESOL comprises individual volumes addressing a subfield within TESOL in depth. Each volume is designed for use alongside taught module-length topics on TESOL degrees. As a whole, the series provides a comprehensive introduction to the subject.

May 2013

January 2014

October 2013

October 2013

PB ISBN 978 0 7486 4619 7

PB ISBN 978 0 7486 4552 7

PB ISBN 978 0 7486 4638 8

PB ISBN 978 0 7486 4281 6

www.euppublishing.com

SATURDAY SESSIONS

SATURDAY, MARCH 16 2013, OVERVIEW Dallas Ballroom A1 Dallas Ballroom A2 Dallas Ballroom A3 Dallas Ballroom D1 Dallas Ballroom D2 Dallas Ballroom D3 City View 1

City View 2

City View 3

City View 4

8:15-8:45

8:50-9:20

9:25-9:55 10:10-10:40 10:45-11:15 Colloquium, LCS: Cook, organizer Affective Expressions in Japanese: An Exploration of Multifunctionality and Multimodality Colloquium, LID: Del Percio & Flubacher , organizers Neoliberalism Linguistically Applied Colloquium, DIS: Schrauf, organizer Dialogue and Dementia ILTA/AAAL Colloquium, Purpura & Turner, organizers Learning-Oriented Assessment (LOA) in Classrooms: A Place where SLA, Interaction, and Language Assessment Interface Colloquium, SOC: Okamoto & Kubota, organizers Sociolinguistic Stereotypes in the Media: Implications for Language Teaching Colloquium, SLA: Burch, organizer Conversation Analytic Approaches to ‘Traditional’ Cog/Psy SLA Topics DIS Sundqvist & DIS Park, I. & Kim, H. DIS Kunitz DIS Comstock DIS Rieger Sandlund S. The Strategic Laughter, Homophobia L1/L2 Alternation Low and high Deployment of Humor in and the Performance of Codeswitching as a Patterns in Taskproficiency test takers’ Russian-British Sexual Orientation in Task Management Planning Sessions resumption strategies Teleconferences: Sitcoms: An Resource in EFL in an English oral Pragmatic Orientations Interdisciplinary Speaking Tests: proficiency exam in Intra- and Approach to Laughter in Testwiseness, Intercultural Relational Interaction Resistance, and Task Work Instructions COG Moranski COG Van Beuningen COG Phakiti & Guang COG Sondermann COG Hardison & Reed Native-speaker et al. Strategic processing in Gesture Use in Relationship between Predictors of Ageperception as the sum academic lectures by “Balanced Bilinguals” – Gesture Type and Related Differences in of its parts: Specific ESL international A New Piece of the Segmental Duration in Native Speaker linguistic and affective postgraduate students Puzzle? the Speech of Teachers Listening variables in Spanish at an Australian of Japanese native-speaker university evaluations of learner phonology LID Zheng & LCS Falout et al. LCS Kim LCS Enomoto LCS Gatlin Silberstein Holistic and Dynamic The Effect of Reanchoring the Foreign Language The Discursive Motivational MindLanguaging on Korean “Cognitive” vs. “Social” Learning, Motivation, Construction of Time Frames Students' L2 Learning Divide: The Functional and Anxiety in AfricanChinese Applicants to Motivation: A Stratification of American College an Applied Linguistics Classroom-based Language and the Students Program in the United Mixed Methods Textuality of Acquisition States Approach EDU Ilosvay EDU Huang & Berg EDU Braine LPP Menezes De Souza LPP Zentz Toward an What Do You Mean by A Systemic Functional Global/Colonial The Multilingual State?: Understanding of Language Objectives? Linguistic Analysis of Traumas and MotherA Case Study of Linguistic Diversity in Working with content Teacher Language Use Tongue as multilingual Language Shift in Preservice Teachers area classroom in an Urban Middle continuum : the EnglishCentral Java, Indonesia teachers for School Konkani Dynamic in Goa linguistically as a Challenge for responsive instruction Applied Linguistics SLA Munro & SLA Hellermann & SLA Sardegna SLA Corioso SLA Trimble Derwing Crosby Student Approaches to The role of phonological Stylistic Variation in L2 Naturalistic L2 Vowel Development of Pronunciation development in the L2 Spanish Intonation Development in Adults Intonation Contours Improvement and acquisition of moodover a Seven-year for English Questions: Their Relationship to selection in Spanish Period A Longitudinal Case Long-Term Success Study of a Russian L1 Learner BIH Zuniga & Palmer BIH Fan & Ni BIH de Jong BIH Diao BIH Higgins & Creating Equity: Challenges of Early Teachers and the Cross Language Transfer Haeusler Exploring Critical Positioning and Bilingualism within Construction and of Metalinguistic Language Awareness Participation in a Taiwanese Mixed Teaching of Academic Awareness: Evidence through Student Second Grade Dual Families Language in a Dual from a Meta-Analysis of Language Classroom Language Program Chinese-English Filmmaking: Two Bilingual Children Projects from Hawai‘i PRG Ren PRG Demeter PRG Bardovi-Harlig PRG Yang PRG Jung Comparison between Explicit Apologies in Meaning in the A Web-Based Approach The Effects of Multimedia Elicitation Spoken vs. Written Acquisition and Use of to Learning Chinese Comprehension and Tasks and Oral American English Conventional Expressions of Gratitude Production Practice on Discourse Completion Expressions in L2 L2 Pragmatic Learning Tasks Pragmatics in Form-focused Instruction

ED

C

EL ANC

Majestic 1

Majestic 2

Majestic 3

48

SATURDAY, MARCH 16 2013, OVERVIEW Majestic 4

Majestic 5

8:15-8:45 RWL Liu Lexical Inferencing Ability in Chinese as a Foreign Language

8:50-9:20 RWL Lu et al. Effects of Semantic Radical Properties on Chinese Character Meaning Extraction and Inference

9:25-9:55 RWL Miller A Componential View of L2 English Lexical Inferencing Ability

10:10-10:40 RWL Maxey Fostering Transcultural Literacy in the Beginning German Classroom through Extensive Reading

10:45-11:15 RWL Reddy Longitudinal Predictors of English Reading Comprehension in the Slums of India

EDU Mellom et al. Ping Pong vs. Pinball: Instructional Conversation as a Tool for L2 Language Development

PED Jacobsen “We did not have this stuff in our country”: Bringing cognitive linguistic analysis of English conditionals into L2 pedagogy TEC Jin Peer Scaffolding in a 3D Virtual World

PED Kim, J. Developing Ability to Understand Sarcasm in a Second Language Through ConceptBased Instruction

PED Bonilla Instructing Stages of Processability Theory: Next or Next + 1?

PED Criado In Search of a Scale for Measuring the Explicit and Implicit Load of Foreign Language Teaching Activities

TEC Kim et al. College Spanish as a Foreign Language in Second Life

TEC Zhao Linguistic Affordances of L2 Gameplay

PED Lopez-Gopar English studentteachers’ critical classroom practices in Indigenous communities

PED Plakans et al. Contexts of language teacher education: A cross-cultural study of preparation programs

PED Kimura Learning to Communicate in Lingua Franca English: a study abroad program in Thailand

TEC Kessler & Ware Challenges of Assessing Intercultural Competence in a Telecollaborative Study PED Pasterick Language Learning Abroad: Mediating Learners’ Intercultural Competence During Study Abroad

SLA Nagai The Effect of Cognitive Abilities on L2 Explicit Knowledge and L2 Proficiency: A Process Model

SLA Filgueras-Gomez et al. The Effects of Proficiency and Working Memory Capacity on L2 Syntactic Priming

SLA George The Effect of Social Factors on the Development of Three Dialectal Features During a Semester Abroad in Spain

SLA Uslu Ok Exploring the Future L2 Selves of Study Abroad Learners

TXT Cortes The Participants Were Randomly Assigned…: Lexical Bundles in Research Article Methodology Sections

TXT Shim Retelling a Story: Tense Use in Narrative Discourse

SOC Khan Language planning at the micro-level: the case of English-medium schools in Pakistan

COR Ajsic Political Loanwords: Postwar Constitutional Arrangement and the Co-occurrence Tendencies of Anglicisms in Contemporary Bosnian SLA Lahmann & Steinkrauss Syntactic and lexical complexity in the spontaneous speech of L1 attriters / L2 learners: Age of onset vs. continued L1 exposure DIS Rasidir & Silver Exploring the Quality of Peer Interaction: Learning in Discussion

COR Martini & Horst High- and MidFrequency Vocabulary in an ESL Textbook Series

SOC Makalela Urban Township Teachers’ Grammar and Discourse Judgments: A case of Social Acceptance in Postcolonial Englishes ASE Wagner Assessing International Teaching Assistants’ Improvement in Oral Proficiency After One Semester of Study

SLA Laufer & Baladzaeva L1 attrition without L2 acquisition: a case of Russian-speaking immigrants in Israel

SLA Avalos Rivera Language Learning Histories in the EFL/ESL Transition

SLA Ho Challenges of Entering Discipline-specific Discourse Communities: A Case Study of EFL Graduate Students

DIS Johnston An Organization in Process: DecisionMaking and the Enactment of Chairpersonship in Small Group Meetings

TEC Seedhouse & Preston A Pervasive Language Learning Environment: The European Digital Kitchen

TEC Elola & Oskoz The role of chats and wikis in promoting taskand process-based collaborative L2 writing in two genres

Majestic 6

Majestic 7

Majestic 8

Majestic 9

Majestic 10

PED Hos Caring is not Enough: Challenges of a Caring Teacher of Refugee Students with Interrupted Formal Education (SIFE) SLA Hill et al. Investigating Links Between Crosslinguistic Similarity and Working Memory Capacity in Chinese- and ArabicSpeaking Learners’ L2 Intake TXT Kangas Analyzing the Language of Contemporary Political Figures through a Computerized Text Analysis Methodology COR Poole A Keyword Analysis of Letters to Shareholders of Two Fortune 500 Banking Institutions

Majestic 11

Remington Room

Press Club Room

DIS Hardacre Neurophysiology in multi-modal analysis of language use in small group interactions

ASE Xiao Validating the Evaluation Criteria Used to Assess the Oral English Proficiency of International Teaching Assistants

Roundtable Sessions: DIS, EDU, COG, LID, LPP

49

SATURDAY, MARCH 16 2013, OVERVIEW 2:00-2:30

Grand Hall Dallas Ballroom A1 Dallas Ballroom A2 Dallas Ballroom A3 Dallas Ballroom D1 Dallas Ballroom D2 Dallas Ballroom D3 City View 1

2:35-3:05 3:10-3:40 3:55-4:25 4:30-5:00 Poster Sessions, BIH, LID Poster Sessions, SLA Colloquium, LCS: Prior, organizer Investigating Emotion in Applied Linguistics Colloquium, EDU: Callahan & Valdes, organizers Investigating the Academic English Construct: Shaping and Shaped by ESL Pedagogy and EL Education Colloquium, DIS: Higgins & Chun, organizers Multilingual styling: Constructing and transgressing ‘insider’ and ‘outsider’ identities in multilingual interaction Language Learning Colloquium: Hall, organizer Understanding and Using Languages in a Globalizing World Colloquium, SOC: Williams, organizer Intersectionality and Its Influence on the Analysis of Language and Gendered Identities Colloquium, SLA: Li, Shintani, & Ellis, organizers The Contribution of Meta-Analysis to Second Language Acquisition Research and Theory LID Sawin LID McBride LID Gao LID Fitts & McClure LID Valencia Moral vs. Political Recovering Losses, Deconstructing Nos Mascan pero no ‘Post-Colonial’ Economy of Code Cheating Death: The ideological discourses in nos Tragan: Language Ideologies About Choice: English Use in Use of Legitimating successful English Ideologies in the Language and Eastern Europe Metaphors in Native learners’ narratives in Everyday Lives of Purepecha Identity: A American Language People’s Republic of Latina Immigrants Case Study of Three Policy Discourse China Purepecha Heritage Speakers in The US

City View 2

COR Oakey Crops, Corpora, and Collocations of ClosedClass Keywords Applied Linguistics and Interdisciplinary Agricultural Research

City View 3

LCS Bokhorst-Heng & Silver Hybrid Competence: An Analysis of Peer Language Use With Multilingual Learners

City View 4

EDU Bhattacharya Mediating Educational Inequalities: An Ethnographic Case Study of an Englishmedium Village School in India

EDU Dressler Signage in a German Bilingual Program: A Combined Linguistic Landscape and Nexus Analysis

EDU King The True Complexity of Language Learner Silence in Japan: A Mixed-methods Investigation

Majestic 1

SLA Godfroid & Spino Timing Is of the Essence: Disentangling the Roles of Attention and Awareness in L2 Vocabulary Learning

SLA Bergsleithner & Nunes Noticing, Instruction and Oral Performance in SLA

SLA Nunokawa et al. The effect of output task types on noticing during subsequent input (11 words)

Majestic 2

BIH Arnett et al. Comparisons of Canadian Pre-Service FSL Teachers’ Views Towards Allophone Students and Students with Disabilities ASE Barkaoui Revising during a Computer-Based L2 Writing Test: What and When?

BIH Pomerantz et al. Non-ESL Teachers’ Attitudes Toward English Language Learners

BIH Kong Chinese Immersion Teachers’ Identities and Instructional Approaches

BIH Biesinger et al. Assessing and Correlating Language Gains with Language Learner Variables during Study Abroad in Japan

ASE Chen et al. Assessing College Students’ Argumentative Writing: Collaboration, Process, and Product

ASE He Construct Validity and ESL Writing Tests

ASE Innami & Koizumi A systematic review of generalizability studies in L2 speaking and writing assessment

Majestic 3

50

COR Staples Linguistic Characteristics of Nurse-Patient Interactions: A CorpusBased Comparison of Native and Non-native English Speaking Nurses LCS Hu An Exploration of EFL Learners' Symbolic Competence

LCS Ahn & Kearney Developing Critical Cultural Awareness through Very Early Foreign Language Learning

COR Pickering et al. The Function of Stance Markers in the Workplace: Comparison of Two Workplace Corpora in New Zealand and the United States

COR Juffs et al. Tracking the development of lexical diversity in Intensive English Program Students in the US

LCS Trenchs-Parera & Newman Sociolinguistic Experiences in Catalonia of Young Secondary Education Students of Immigrant Chinese Origin LPP Ribeiro Berger Language management in Elementary Schools classrooms in BrazilParaguay border: an ethnographic-based study on teachers' language choices SLA Granena Implicit language aptitude and long-term differences in acquisition

LCS Ciriza Lope & Shappeck Kiddy Basque and the metapragmatics of early childhood language socialization LPP Gilmetdinova & Shoffner A Case of Bilingual Language Policy in Tatarstan, Russia: the Role of School Principals in Policy Implementation SLA Borneman et al. Placement of personnel into language training programs: Supplementing a measure of language learning ability BIH Thompson Using language in the 'real' world: The role of service-learning in the acquisition of language and culture ASE Pichette et al. Comparing treatment options for missing data in language research

SATURDAY, MARCH 16 2013, OVERVIEW 2:00-2:30 RWL Lin Two Western-trained NNS teachers’ identities and teaching of English writing

2:35-3:05 RWL Chiu et al. Teachers' Perspective on a LinguisticallyInformed Approach to Content Area Reading

3:10-3:40

Majestic 5

PED Bohinski Mental and Visuals Images: Bringing L2 Vocabulary Acquisition into Focus

PED Barcroft & Kida Task Type, Exposure Frequency, and Incidental L2 Vocabulary Learning During Reading

Majestic 6

LPP Early & Norton English as a Medium in Ugandan Schools: Local Challenges; Global Identities

LPP Kaur Tough Terrain: English Language Policy and Learner Diversity in Malaysia

PED Pahom et al. Using Images Create a Concreteness Effect for Abstract Words: Evidence from Beginning Spanish Learners LPP Pearson & Rosendal Language Policy and Linguistic Ecology in Rwanda: A View from the Ground

Majestic 7

PED Siegel & Siegel Empirical and Attitudinal Effects of Bottom-up Listening Activities

PED Yonezawa et al. Exploring Extensive Listening with GradedReader CDs

Majestic 8

SLA French et al. Short-term Study Abroad, Phonological Memory and Adults’ L2 Oral Fluency Development TXT Isik Tas Exploring Academic Discourse Socialization in L1 and L2 Academic Writing through Examination of Discoursal Self in Research Articles PRG Hong Learners’ Thoughts in Interlanguage Pragmatic Performances

SLA Matsumoto Fluency development of Japanese in varying learning context

Majestic 11

SLA Al-Thubaiti Age of L2 Learning Makes No Difference in Instructed Settings: Input Matters Most

Remington Room

DIS Cotos et al. Discerning Moves and Steps in CrossDisciplinary Results Discourse

Majestic 4

ED

EL ANC

C

Majestic 9

Majestic 10

Press Club Room

PED Reed Metacognitive Instruction for Second Language Listening: Answering the Call for a Strategy-Based, Learner-Oriented Approach

3:55-4:25 RWL Renn & Darrow Investigating Links between Teacher Language and Children’s Early Language and Literacy Outcomes in Predominantly African American Preschools PED Feryok & de Burgh-Hirabe Dynamic Motivation for Extensive Reading of High School Learners of Japanese as a Foreign Language LPP Nero De Facto Language Education Policy Through Teachers' Attitudes and Practices: A Critical Ethnographic Study in Three Jamaican Schools PED Horness Comparing Repetition Methods on Listening Comprehension Tests in an EFL Setting

4:30-5:00 RWL O'Hallaron A Comparison of 2ndand 4th-Grade ELLs’ SFL-Supported Argumentative Writing

PED Flahive Examining Textual Enhancement Research Studies from Metaanalytic and Power Analysis Perspectives LPP Horii “Foreign Language Activities” in Japanese Elementary Schools: Negotiating Teacher Roles and Identities within a New Language Education Policy PED Doman Using Prompts to Promote Listening in the Korean Classroom

TXT McKinley A new perspective on old frameworks: Analyzing writer identity in EFL education

TXT Tankó The quality of argumentation in EFL student writing

RWL Alhazmi Contextualizing the Teaching of EFL Written Workplace Communication in a Globalizing Era: A Study from Saudi Arabia

RWL Li EAL Chinese Medical Doctors Writing for International Publication: An ActivityAnalytic Perspective

PRG Cheng Student-Instructor Apologies: How Are They Produced And Perceived?

PRG Kilany The Role of Learners’ L1 in Managing Communication Problems in the Language Classroom

PRG Branscum & Yu Using Poetry to Teach Cross-Cultural Pragmatics in Global English Environments

SLA Saito Age Effects on Late Bilingualism: The Production Development of /ɹ/ by High-Proficiency Japanese Learners of English DIS Memari-Hanjani & Li, L. Collaborative Revision and L2 writers’ interactive activities

SLA Cohen & Li Learning Mandarin in Later Life: Can Old Dogs Learn New Tricks?

PRG Tateyama Teaching Japanese formulaic expressions in a JFL class: A longitudinal study examined from a CA perspective SLA Mcdonough et al. Task-based Interaction and Cognitive Creativity

Roundtable Sessions: LCS, DIS, LPP, RWL

DIS Olsher et al. Collaborative decisionmaking in college tutoring sessions: Negotiating goals, plans, and tasks

D

LE E C N

CA

SLA Calderon Level of Intake and Depth of Processing in L2 Development

DIS Kawakami The use of Extreme Case Formulations for upgrades in ordinary conversations

DIS Logan-Terry “Show, Shout, Shove, Shoot”: Interactional Trouble and Remedy in Military Roleplay Training Roundtable Sessions: ASE, DIS, LCS, SLA

51

SATURDAY, MARCH 16 2013, COLLOQUIA

Dallas Ballroom A1

LCS Affective Expressions in Japanese: An Exploration of Multifunctionality and Multimodality 8:15 to 11:15 am Dallas Ballroom A1 (CC - 1st Fl) Session Organizer: Haruko M Cook, University of Hawaii at Manoa Discussant: Haruko M Cook, University of Hawaii at Manoa

This colloquium explores the multifunctional and multimodal nature of affect in Japanese. It addresses the question as to how the multifunctionality and multimodality of affective devices serve as communicative resources. The colloquium sheds light on the actual practice of displaying affect in a range of social contexts in Japanese society.

Ellen Rintell, Salem State College Looking for Emotion: From Words to Narrative

Reflecting on the development of my narrative approach, I describe my early research on L2 learners’ comprehension of emotion conveyed through oral language. I show the shifts in my research from a view of emotion as individual, internal, and physical to one that sees emotion as socially constructed.

Matthew T. Prior, Arizona State University A Discursive Approach to Emotion: Possibilities for L2 Research

Advocating a discursive approach to emotion in interaction, I first outline a theoretical and methodological framework informed by discursive psychology, conversation analysis, and some lines of linguistic and cultural anthropology. I then discuss the benefits and challenges involved in extending this approach to emotion-related topics in L2 and multilingual contexts.

Stephen Moody, University of Hawaii at Manoa Affective Intensity and the Difference between Semantically Similar Items: Totemo and Sugoku in Japanese

Merrill Swain, OISE/University of Toronto The Intertwining of Emotion and Cognition: A Vygotskian Sociocultural Perspective

Maiko Ikeda, University of Hawaii How Affect is Expressed and Used in Japanese in CMC Classroom Activity

Sarah Benesch, college of staten island, CUNY Considering Emotions in ELT: A Critical Approach

Using data from L1-L2 interaction, I compare two seemingly synonymous Japanese adverbs, totemo and sugoku, both roughly equivalent to ‘very’. Differences in distribution of usage are explained by variations in affective intensity. Affective intensity is accessed through lexical choices between items and by manipulating prosodic features within a single item.

This study examines participants’ methods of expressing affect by analyzing whole resources used and contextual usage of affect in a CMC classroom activity by analyzing qualitatively. The results show that participants exploit the resources available for expressing affects and employ affect-laden resources to shift frames for communicating effectively through CMC.

Kristyn Martin, University of Hawaii at Manoa The Affectual Function of Telop on Japanese Television

This study analyzes the relationship between telop (intralingual subtitles) and spoken discourse on Japanese variety television, and argues that one function of these subtitles is the highlighting of affect-laden cues that index shifts in frame in the spoken discourse.

Matthew Burdelski, Osaka University Assessment Activity, Affect, Gender, and Morality in Japanese language socialization This paper explores assessments in Japanese socialization based on data from video-recordings of interaction in households, playgrounds and a preschool in Japan. The analysis suggests that assessment activity is a key site for socializing children in Japanese into affect, gender, and morality.

Chisato Koike, California State University, Los Angeles Affect-loaded Questions in Japanese Storytelling

This study investigates how unknowing story recipients display affect and stance towards a teller’s story through questions deploying linguistic and non-linguistic resources in natural faceto-face conversations between native speakers of Japanese. It suggests that affect is dynamically co-constructed and negotiated between the storyteller and unknowing story recipients in social interaction.

LCS Investigating Emotion in Applied Linguistics 2:00 to 3:40 pm Dallas Ballroom A1 (CC - 1st Fl) Session Organizer: Matthew T. Prior, Arizona State University

This panel brings together L2 scholars working on emotion from the perspectives of critical theory, sociocultural theory, discourse analysis, and narrative inquiry. We discuss the challenges, our individual approaches, and possibilities for applied linguists interested in investigating language-related issues in the real world through the lens of emotion.

52

Unlike many current cognitive theorists, Vygotsky maintained that cognition and emotion are inextricably interconnected. I will illustrate Vygotsky’s claim with two examples from different disciplines which overlap with Applied Linguistics: L2 assessment, and gerontology. In each example, I will demonstrate the inseparability of cognition and emotion. To encourage greater attention to emotions in ELT, I will discuss an interview-based study of teachers’ emotions grounded in a critical feminist approach. Highlighting the finding that teachers actively manage their emotions and struggle with the “appropriateness” of emotions in teaching, I will discuss its sociopolitical and pedagogical implications.

Dallas Ballroom A2

LID Neoliberalism Linguistically Applied 8:15 to 9:55 am Dallas Ballroom A2 (CC-1st fl) Session Organizers: Alfonso Del Percio, University of St. Gallen Mi-Cha Flubacher, Institute of Multilingualism, University of Fribourg Discussants: Luisa Martin-Rojo, Universidad Autonòma de Madrid Aneta Pavlenko, Temple University

One of the key new directions in contemporary applied linguistics is trying to understand the impact of neoliberalism and globalization on education. This panel aims to discuss these political economic processes affecting language practices in a diversity of educational spaces and the implications of these changing practices for applied linguistics.

Alfonso Del Percio, University of St. Gallen Neoliberalism Linguistically Applied: Opening the Debate

This paper opens the discussion on how neoliberalism impacts the way language is regulated and regimented in a postsecondary school in Geneva, Switzerland. It will provide theoretical and empirical considerations on how an in-depth understanding of neoliberalism and its ideologies of the self, of efficiency and competitiveness informs applied linguistics.

Kori Allan, University of Toronto “Language is the Key”: Regulating Immigrants’ Integration, Economic Success, and Social Inclusion in Toronto, Canada This paper argues that language is a key means through which the Canadian government attempts to regulate migrants, manage the insecurity of neoliberalism and build a prosperous nation. Specifically, immigration policies individualize the costs of integration by making migrants responsible for accumulating the language skills deemed essential for social inclusion.

Martina Zimmermann, University of Bern Mi-Cha Flubacher, Institute of Multilingualism, University of Fribourg Win-Win?! Language Regulations for Competitiveness in a University Context

In our paper we problematize the neoliberal conceptualization of language as a means for competitiveness by universities and Italian-speaking students in German-speaking Switzerland: How, why and under which conditions does language become an argument for competitiveness? Which material consequences does such an ideology entail? A win-win situation for both sides?

Miguel Pérez-Milans, The University of Hong Kong ‘This Is the Way to Play the Market’: Implementing EMI Policy in a Multilingual Hong Kong School By going beyond social reproductionist approaches in the study of language-in-education policies, this paper focuses on the localised uncertainties accompanying neo-liberalising trends in a local Hong Kong school. The analysis will point to an increasing destabilization of domination relationships between teachers and students, with further consequences for all of them.

Lindsay Bell, University of Toronto Set for Life: Talking About Opportunity in Canada’s Diamond Basin Based on a yearlong ethnographic study of vocational training for the Canadian diamond industry, this paper discusses the role of “soft skills” in preparing would-be workers. It explores moralizing dimensions of classroom text and talk as “registers of responsibility” which remap structural instabilities of resource development onto individuals’ future aspirations.

EDU Investigating the Academic English Construct: Shaping and Shaped by ESL Pedagogy and EL Education 2:00 to 3:40 pm Dallas Ballroom A2 (CC-1st fl) Session Organizer: Rebecca Marie Callahan, University of Texas Austin Discussant: Guadalupe Valdes, Stanford University Academic language, specifically the Academic English (AE) construct is often presented as the solution to the English learner (EL) achievement gap. However, AE proves elusive and difficult to address within ESL teacher preparation programs. This colloquium is designed generate discussion surrounding academic language as an empirical, theoretical and practical construct.

Maneka Brooks, Stanford University Is it Really “Limited English Proficiency”? An Investigation of LTEL Reading Practices This manuscript explores the reading comprehension skills of five adolescent Long-Term ELs using a think-aloud protocol. The reading comprehension difficulties evidenced through thinkalouds were not unique to English learners, raising questions about conceptions of language proficiency. Specifically, does mastery of literacy skills (i.e., reading comprehension) demonstrate AE competency?


Rebecca Marie Callahan, University of Texas Austin Melissa Humphries, University of Texas, Austin Kathryn Henderson, University of Texas at Austin Predicting Two-year College-going among Language Minority Youth: Academic English, Achievement and Stratification This study uses nationally representative data to examine the relationship between AE and college-going among LM youth. We find no association between AE proficiency and ESL placement, and only among EL students does AE predict college going. Findings complicate not only the AE construct, but also that of ESL placement.

Linda Harklau, University of Georgia What Teachers (Think They) Know about Academic English from ESOL Textbooks This paper presents a content analysis of introductory ESOL textbooks. It examines what content area educators are taught about academic language for English learners (ELs). Results suggest that texts present simplified views of academic English that do not reflect the complexity and controversies about the subject in current scholarship.

Dallas Ballroom A3

DIS Dialogue and Dementia 8:15 to 11:15 am Dallas Ballroom A3 (CC-1st Fl) Session Organizer: Robert Schrauf, Pennsylvania State University Chair: Robert Schrauf, Pennsylvania State University

This session examines conversational interchanges between patients with dementia and their interlocutors to understand the mechanisms that facilitate (or obstruct) satisfying, meaningful talk and larger issues of preserved personhood and personal agency. A particular focus is on persons with dementia conversing with other persons with dementia.

Heidi Hamilton, Georgetown University Marta Baffy, Georgetown University Preparing for a Theatrical Performance: Writing Scripts and Shaping Identities in an Early Dementia Support Group In this interactional sociolinguistic study, the discourse of an early dementia support group’s weekly meetings was examined for evidence of therapeutic effects of an autobiographical theater project in which members were participating. Analyses focused on identity construction within co-told personal experience narratives as well as within the surrounding institutional interaction.

Nicole Muller, University of Louisiana - Lafayette The Language of Distributed Cognitive Effort in Dementia

This presentation reports on a Systemic Functional analysis of casual conversation between persons with Alzheimer’s dementia and non-dementing visitors. The analysis focuses on the linguistic tools used to collaboratively achieve the complex cognitive task of getting to know one’s interlocutors.

Pamela Saunders, Georgetown University Social Interaction, Friendship and Communication: An Examination of Conversations among Persons with Dementia

Residents of long-term care are faced with many challenges, including forming friendships, feeling “at home,” and finding enjoyable activities. The ability to develop and maintain relationships is linked with psychological and health outcomes. We examine defining social interaction focusing on turn-taking and topic in the conversations between people with dementia.

53


Lisa Mikesell Claims, Displays and Demonstrations of Understanding in the Interactions of Individuals with Frontotemporal Dementia: Implications for Caring and Communication Based on video ethnographic data of individuals with frontotemporal dementia (FTD) interacting with carers and ethnographers, I examine interactions when people with FTD demonstrate understandings that conflict with their just prior claims/displays of understandings. Implications for caring for and communicating with individuals with FTD are discussed.

new forms of politics by redrawing geo-political boundaries of Nepal – a country that is now in a transition from monarchy to a federal republic.

Gavin Furukawa, University of Hawaii at Manoa 'Cool' English: Stylized native-speaker English in Japanese Variety Shows

This presentation examines the use of stylized or mock Native speaker English (NSE) in the EFL context of Japanese variety shows. Through frame and indexical analysis, the uses and responses to mock NSE as a signifier of ‘cool’ will be shown to construct both insider and outsider identities.

Patria Lopez, Pennsylvania State University Telling the ‘Same’ Story Twice: Narrative Repetition and Dallas Ballroom D2 Interactional Support as an Aid in the Self-Representations of Bilingual Latinos with AD SOC Sociolinguistic Stereotypes in the Media: Implications for This study considers how thematic and interactional Language Teaching organization of bilingual Latinos’ telling the ‘same’ stories twice 8:15 to 11:15 am might reflect preservation of the self. Results suggest that, Dallas Ballroom D2 (CC - 1st Fl) although declines in linguistic and cognitive skills are present, Session Organizers: participants continue exhibiting self-representations in both Shigeko Okamoto, University of California languages suggesting a robust promotion of self. Ryuko Kubota, University of British Columbia DIS Multilingual styling: Constructing and transgressing Discussants: ‘insider’ and ‘outsider’ identities in multilingual interaction Claire Kramsch, University of California at Berkeley 2:00 to 5:00 pm Ryuko Kubota, University of British Columbia Dallas Ballroom A3 (CC-1st Fl) Chair: Session Organizer: Shigeko Okamoto, University of California Christina Higgins, University of Hawaii at Manoa This colloquium examines stereotypical sociolinguistic representations in Discussant: a variety of media genres involving different language varieties (Japanese Elaine Chun, University of South Carolina This panel builds on recent sociolinguistic research that investigates codeswitching, stylization, crossing and mocking (Bucholtz & Lopez, 2011; Chun, 2009; Coupland, 2007; Rampton 2009) and aims to demonstrate how these concepts are utilized to establish a range of stances by multilingual speakers.

Gavin Lamb, University of Hawaii at Manoa "Mista, are you in a good mood?": Crossing as an affiliative resource for building rapport in classroom interaction

Reporting on some of the ethnographic findings in an English/language arts classroom at a multilingual and multiethnic public middle school located in an urbanized area of Hawai‘i, this paper investigates the transgressive use of language (crossing/mocking) as a resource for building rapport using an interactional sociolinguists-based analytical framework.

Mónica Vidal, University of Hawaii at Manoa Creating Insider-Outsider Identities in a Multi-Cultural Family Through Code-Switching: Talking with Abuelo This study takes an interactional sociolinguistic approach to discourse analysis using Tannen’s (2007) power and solidarity framework to analyze the code-switching in conversations between my sisters, grandfather, and myself to answer the question: How do speakers use code-switching to style themselves as ‘legitimate’ speakers in a multilingual and multicultural family?

Priti Sandhu, University of Washington Styling affiliative and disaffiliative stances related to medium of education This study examines one hundred and forty-five hours of interview data to reveal how participants use Hindi or English medium education to interactionally construct affiliative and disaffiliative identities towards people from Hindi and English educational backgrounds. These interactional stances are realized through effectively using mock language, stylized speech and codeswitching.

Bal Krishna Sharma, University of Hawaii at Manoa Language stylization in Nepali stand-up comedy

54

Through analyzing a stand-up comedy performance, this presentation shows that Nepali dialect stylization becomes a resource in managing linguistic diversity and in dealing with

gendered speech, parodies of gendered Korean speech, a Japanese regional dialect, Italian dialects, and African American English) and considers their complex social, or indexical, meanings, as well as the implications for L2 teaching.

Janet S. Shibamoto-Smith, University of California, Davis Representations of “Japanese Women’s Language” in the Construction of Female Characters in TV Dramas (from Cultured Heroine to Silly Ninny)

This paper examines the elements of stereotyped Japanese gendered language used in televisual representations to address the different indexicalities that operate through the separate elements of this gendered register -- politeness forms, pronouns, and sentence final particles – and considers the implications for use of such materials in JFL classrooms.

Elaine Chun, University of South Carolina Learning Korean through Parody: Ideologies of Language, Gender, and Sexuality on YouTube

This paper examines how Korean language parodies in popular YouTube videos engage with ideologies of language, nation, and gender. Using discourse analysis, I show how these parodies link gendered stereotypes with linguistic forms, sometimes adopted by YouTube commenters/language learners. I also analyze how Oh’s performance reproduces and disrupts cultural stereotypes.

Shigeko Kumagai, Shizuoka University Shigeko Okamoto, University of California Meanings of Stereotypical Media Representations of a Stigmatized Japanese Regional Dialect: Implications for L2 Teaching This paper considers the complex indexical meanings of Tohoku dialect (TD), a Japanese regional dialect, used in TV shows, etc. by examining: (a) TD use based on supposed authenticity and (b) that based on inauthenticity. The latter involves multi-level crossing, treating the language itself as a resource for entertainment.

Giulia Centineo, University of California Teaching to Discriminate: National Language and Dialects in the Italian Media In this talk, I examine sociolinguistic variation in Italian language audiovisual materials (film, television, commercials etc.) and illustrate that the choice of particular dialects does not respond to mimetic needs. Rather, by adding stereotypical information about class, gender, regional origin etc., it teaches the audience to 'discriminate.’

Qiuana Lopez, University of California, Santa Barbara Aggressively Feminine: Linguistic Performances of Blackness by White Female Characters in Hollywood Films This paper examines the representations of African American English by young white female characters in Hollywood films and considers the role that they play in challenging as well as maintaining ideologies about white and black femininity.

SOC Intersectionality and Its Influence on the Analysis of Language and Gendered Identities 2:00 to 3:40 pm Dallas Ballroom D2 (CC - 1st Fl) Session Organizer: Serena Williams, UC Davis

Intersectionality examines social relationships multi-dimensionally (i.e., Crenshaw 1989), recognizing that categories such as gender, class, race, sexual orientation, and regional identity intersect simultaneously. The papers in this colloquium utilize intersectionality to demonstrate how both social transformation and oppressive forms of social reproduction occur in a variety of social settings via language.

Sara Lide, University of South Carolina Teenage Girls in the American South: Linguistic Style at the Intersection of Region and Gender

This paper examines the variety of linguistic features which make up the linguistic style of a social group of teenage girls in the South, showing how linguistic variables associated with Southern identity are put in tension with those that index a nonregional teenage girl identity.

Maisa Taha, University of Arizona Es la edad del pavo: Gender and Alternative Voicings of Morality Among Youth in Southeast Spain

Drawing on ethnographic fieldwork in southeastern Spanish high schools between 2009 and 2011, this paper examines how dominant discourses of gender equality—as framed by teachers and voiced by students—provided an interactional resource that cast Moroccan as members of a patriarchal and therefore morally under-developed collective.

Ariel Loring, University of California, Davis U.S. Citizenship Policy and Practice: Test Preparation, Transnational Benefits, and Gender Differences

Following a bottom-up approach to language policy (McCarty, 2011), this study investigates localized enactments of citizenship practice through ethnographic and qualitative research in four adult citizenship classes.

Serena Williams, UC Davis Wedding Discourse at the Intersection of Gender and Sexuality This discourse analytic research examines the complicated intersection between gender and sexuality in same-sex and hetero couples' discourses surrounding their weddings during sociolinguistic interviews.


Dallas Ballroom D3

SLA Conversation Analytic Approaches to ‘Traditional’ Cog/Psy SLA Topics 8:15 to 11:15 am Dallas Ballroom D3 (CC - 1st Fl) Session Organizer: Alfred Burch, University of Hawaii at Manoa Discussant: Alan Firth, University of Newcastle upon Tyne

This colloquium examines ‘traditional’ SLA topics such as Motivation, Communication Strategies, Acculturation, Intelligibility and Noticing from a Conversation Analytic perspective, and shows how these topics can be viewed not only as individual psychological concerns, but also as participant concerns that are relevant to speakers as they achieve and maintain intersubjectivity.

Olcay Sert, Hacettepe University, Ankara, Turkey (Un)Willingness to Participate as Participants’ Concern: Reconsidering Research on Motivation in Applied Linguistics

This study argues that (un)willingness to participate (WTP) is, in the case of L2 classrooms, a students’ concern. Based on video-recorded classroom interactions, I will show that WTP can be observed in the sequential unfolding of Claims of Insufficient Knowledge and where there are noticeable inter-turn gaps.

Alfred Burch, University of Hawaii at Manoa Pursuing information: A Conversation Analytic Perspective on Communication Strategies This study explores how Conversation Analysis can provide a social perspective on Communication Strategies, which have traditionally been discussed in psycholinguistic and cognitive terms. Particularly, it shows that planning and compensation are socially viewable, and that the multi-functional nature of CS may not be amenable to the traditional taxonomic theories.

Sangki Kim, University of Hawai'i Development in Use of Categories and Insertion Sequences in interviews: Intelligibility as Achievement This study aims to address the notion of intelligibility and consider suggested solutions for better L2 intelligibility. Based on CA’s perspective on understanding as a collaborative achievement, the study explores the development in how the participant attempts understanding in interviews when her pronunciation is treated as trouble over eight weeks.

Tsui-Ping Cheng, University of Hawaii at Manoa Pragmatic Noticing as an Interactional Practice

This study draws on ethnomethodology and conversation analysis to reconceptualize noticing as a contingent social practice that speaker and recipients jointly accomplish. Specifically, it examines the ways in which English language learners register their noticing for the pragmatic phenomenon, disagreement, as an interactional event in a classroom multiparty assessment activity.

Christopher Jenks, City University of Hong Kong Learning to Speak the Spoken: A Micro-Analytic Application of the Acculturation Model In 1978, John Schumann developed the acculturation model to describe the role cultural norms and practices have in learning a second language. This paper explores to what extent conversation analysis can be used to expand Schumann's understanding of acculturation.

55


SLA The Contribution of Meta-Analysis to Second Language Acquisition Research and Theory 2:00 to 5:00 pm Dallas Ballroom D3 (CC - 1st Fl) Session Organizers: Shaofeng Li, University of Auckland Natsuko Shintani, Nanyang Technological University Rod Ellis, University of Auckland Discussant: John Norris, Georgetown University

This colloquium demonstrates the contribution of meta-analysis to SLA. It includes three meta-analyses synthesizing empirical research that has investigated the acquisition of grammar, vocabulary, and pronunciation. It also includes an introductory talk on meta-analysis, and a critical talk examining the complementary contributions of meta-analysis and alternative methods of research synthesis.

Luke Plonsky, Northern Arizona University Frederick Oswald, Rice University An Overview and Review of Meta-Analytic Methods in SLA: Towards More Critical and Informed Consumption

Although meta-analysis helps to overcome the subjectivity and idiosyncrasy of traditional/qualitative reviews, its many steps and decisions points are not free of researcher judgment. Using examples from SLA research, this paper outlines the main steps in order to encourage a critical and informed response to L2 meta-analyses.

Shaofeng Li, University of Auckland A Meta-Analytic Review of the Associations Between Language Aptitude and Second Language Grammar Learning This meta-analysis investigates the associations between language aptitude and L2 grammar learning. The results revealed a moderate association overall. A stronger association was found for predictive studies than interactional studies and for explicit instruction than implicit instruction. Age was a significant predictor for interactional studies but not predictive studies.

Natsuko Shintani, Nanyang Technological University A Meta-Analysis of Comparative Studies Investigating the Effects of Reception-Based and Production-Based Instruction on L2 Vocabulary Learning

The study reports a meta-analysis of studies that have compared the effects of receptive and productive instruction on vocabulary acquisition. Nineteen unique sample studies were coded for comparative effect sizes. Five moderator variables were also examined. The theoretical and pedagogical significance of the findings will be discussed.

Junkyu Lee, Hankuk University of Foreign Studies Juhyun Jang, Hankuk University of Foreign Studies Luke Plonsky, Northern Arizona University The Effectiveness of Second Language Pronunciation Instruction: A Meta-Analysis

This study meta-analyzes 72 studies of L2 pronunciation instruction. The results revealed a generally large effect on pronunciation although this was moderated by type and length of instruction and by outcome measure. We discuss our findings in the context of instructed SLA and make suggestions for future research and pedagogy.

Rod Ellis, University of Auckland A Critical Look at Meta-Analysis in SLA

The strengths and weaknesses of meta-analytic and traditional narrative syntheses are considered. The paper argues that the two types of research synthesis should be seen as complementary but also suggests that good syntheses need to ensure they satisfy a number of general criteria common to both meta-analysis and narrative reviews

56

City View 1 DIS Sundqvist & Sandlund 8:15 to 8:45 am City View 1 (Hotel - 4th Fl) Erica Sandlund, Karlstad University Pia Sundqvist, Karlstad University Codeswitching as a Task Management Resource in EFL Speaking Tests: Testwiseness, Resistance, and Task Instructions

This study examines codeswitching in EFL speaking tests and discusses how codeswitching can be viewed as a resource for navigating through a test task. We argue that knowledge of codeswitching variants is essential to valid assessment, as interactional concerns rather than poor proficiency may guide testees’ language choice in situ.

DIS Park, I. & Kim, H. S. 8:50 to 9:20 am City View 1 (Hotel - 4th Fl) Innhwa Park, UCLA H. Stephanie Kim, University of California Los Angeles Low and high proficiency test takers’ resumption strategies in an English oral proficiency exam Using CA, this study examines resumption strategies used by test takers in an simulated oral proficiency exam for ITAs. The focus is on the sequences launched after a question-answer sequence. The findings have implications for teaching ITAs by introducing different strategies used by test takers of varying proficiency levels.

DIS Kunitz 9:25 to 9:55 am City View 1 (Hotel - 4th Fl) Silvia Kunitz, UIUC L1/L2 Alternation Patterns in Task-Planning Sessions

In my data, adult learners of Italian as a FL mainly use their L1 (English) to plan classroom presentations in the L2 (Italian). A conversation analysis (CA) of these interactions reveals complex L1/L2 alternation patterns, used on a moment-by-moment basis to achieve planning as socially situated activity (Suchman 2007).

SATURDAY, MARCH 16 2013, PAPER SESSIONS

LID Fitts & McClure 2:00 to 2:30 pm City View 1 (Hotel - 4th Fl) Shanan Fitts, Appalachian State University Greg McClure, Appalachian State University Nos Mascan pero no nos Tragan: Language Ideologies in the Everyday Lives of Latina Immigrants This ethnographic study explores the language ideologies of Latina immigrants in Western North Carolina, an area in which English-only policies and practices dominate. Participants confirmed that experiences with racial profiling impinged upon their language choices. However, interviews also revealed resilience: “They can chew us up, but they can’t swallow us.”

LID McBride 2:35 to 3:05 pm City View 1 (Hotel - 4th Fl) Justin McBride, Oklahoma State University Recovering Losses, Cheating Death: The Use of Legitimating Metaphors in Native American Language Policy Discourse This study investigates the use of metaphors to legitimate policy positions at a congressional hearing on language shift in Native American communities. Some such metaphors, especially those borrowed from applied linguistics and which equate language with vitality or property, may ironically contradict tribes’ ideological goals of increased heritage language use.

LID Valencia 3:10 to 3:40 pm City View 1 (Hotel - 4th Fl) Valeria Valencia, University of California, Los Angeles ‘Post-Colonial’ Ideologies About Language and Purepecha Identity: A Case Study of Three Purepecha Heritage Speakers in The US

This paper examines the language ideologies towards Purepecha and indigenous speech, in three Purepecha heritage speakers in the US. It also examines post-colonial standardizing ideologies about Purepecha and indigenous languages present in speakers’ descriptions about their heritage language and identity; as well as how these ideologies affect Purepecha language maintenance.

DIS Comstock 10:10 to 10:40 am City View 1 (Hotel - 4th Fl) Lindy Burden Comstock, UCLA The Strategic Deployment of Humor in Russian-British Teleconferences: Pragmatic Orientations in Intra- and Intercultural Relational Work

LID Sawin 3:55 to 4:25 pm City View 1 (Hotel - 4th Fl) Thor Andrew Sawin, University of South Carolina Moral vs. Political Economy of Code Choice: English Use in Eastern Europe

DIS Rieger 10:45 to 11:15 am City View 1 (Hotel - 4th Fl) Caroline Lea Rieger, University of British Columbia Laughter, Homophobia and the Performance of Sexual Orientation in Sitcoms: An Interdisciplinary Approach to Laughter in Interaction

LID Gao 4:30 to 5:00 pm City View 1 (Hotel - 4th Fl) Xuesong Gao, The University of Hong Kong Deconstructing ideological discourses in successful English learners’ narratives in People’s Republic of China

This paper examines the strategic deployment of humor as a resource for relational work in a multinational IT company. Norms established within an intra- and intercultural context are compared to determine whether linguistic strategies are transferrable, negotiated, constitute unique structures, or ultimately fail to convey the desired pragmatic function.

Sitcoms provide a rich resource for the investigation of laughter in interaction. This interdisciplinary study draws from different interactional frameworks and laughter, gender, and queer theories to examine laughter by sitcom characters and audiences in selected scenes. The analysis reveals that through laughter both groups increasingly align with gay characters.

Narratives and field observations of American nongovernmental organization workers in Eastern Europe reveal two competing economies of code-choice. One is rooted in political economy, favoring English use. The other is rooted in a moral economy, favoring the host language. Competing economies and mixed messages from the NGO strain workers' morale.

This paper examines the auto-biographical narratives of three Chinese learners who achieved nationwide fame for their success in learning English. With references to the shifting sociopolitical conditions, I demonstrate how these learners appropriate the ideological discourses emanating from the political establishment to justify and promote their pursuit of English competence.

57


City View 2

length were coded for gesture type: head nods, hand gestures, combined, none. Head nods were significantly associated with long vowels and hand gestures with short vowels.

COG Moranski 8:15 to 8:45 am COR Oakey City View 2 (Hotel - 4th Fl) 2:00 to 2:30 pm Kara Moranski, The University of Pennsylvania City View 2 (Hotel - 4th Fl) Native-speaker perception as the sum of its parts: Specific David Oakey, Iowa State University linguistic and affective variables in Spanish native-speaker Crops, Corpora, and Collocations of Closed-Class Keywords evaluations of learner phonology Applied Linguistics and Interdisciplinary Agricultural This study investigated Spanish-NS perception of accent in Research learner speech in conjunction with both linguistic processes occurring within speech samples and attitudinal variables specific to each NS listener. Both areas showed statistically significant relationships with accentedness ratings, and a hierarchy of saliency arose from the analyses of segmental consonantal commentary.

COG Van Beuningen et al. 8:50 to 9:20 am City View 2 (Hotel - 4th Fl) Catherine Van Beuningen, University of Amsterdam Sible Andringa, University of Amsterdam Nomi Olsthoorn, Lancaster University Rob Schoonen, ACLC/University of Amsterdam Jan Hulstijn, University of Amsterdam Predictors of Age-Related Differences in Native Speaker Listening

This paper explores if and how native speakers' 1) linguistic knowledge, 2) processing speed, and 3) general cognitive ability account for individual differences in listening comprehension. Moreover, it examines whether the relative contributions of these three factors differ as a function of age.

Collaborating researchers on an interdisciplinary research project were shown word clouds of the collocational environments of three closed-class keywords derived from a corpus of research articles in seven contributory disciplines. Results revealed differences between researchers' intuitive knowledge and the empirically-derived maps of disciplinary epistemologies.

COR Staples 2:35 to 3:05 pm City View 2 (Hotel - 4th Fl) Shelley Staples, Northern Arizona University Linguistic Characteristics of Nurse-Patient Interactions: A Corpus-Based Comparison of Native and Non-native English Speaking Nurses This corpus-based study examines linguistic characteristics of interactions between nurses and patients, focusing on quantitative differences in the language use of native and nonnative English speaking nurses. Preliminary results suggest nonnative English speaking nurses use fewer discourse markers, hedges, and other features associated with creating patient rapport.

COG Phakiti & Guang COR Pickering et al. 9:25 to 9:55 am 3:55 to 4:25 pm City View 2 (Hotel - 4th Fl) City View 2 (Hotel - 4th Fl) Aek Phakiti, The University of Sydney Lucy Pickering, Texas A&M-Commerce Caihong Guang, Changzhi University, China Eric Friginal, Georgia State University Bernadette Vine, Victoria University of Wellington Strategic processing in academic lectures by ESL international Julie Bouchard, Texas A&M University-Commerce postgraduate students at an Australian university Geoffrey Clegg, Texas A&M-Commerce This presentation reports on a mixed-methods study examining strategic processing during academic lectures by international The Function of Stance Markers in the Workplace: Comparison ESL students at an Australian university. The present study of Two Workplace Corpora in New Zealand and the United sheds light on strategic processes during academic lectures and States provides implications for teaching and further research. Pedagogical implications and further research will be discussed.

COG Sondermann 10:10 to 10:40 am City View 2 (Hotel - 4th Fl) Kerstin Sondermann, Georgetown University Gesture Use in “Balanced Bilinguals” – A New Piece of the Puzzle?

This study takes a qualitative look at how bilinguals’ gesture patterns can be used to enhance our understanding of what constitutes a ‘balanced’ bilingual by analyzing their gestures in the context of motion events in typologically distinct languages. Differences between bilinguals are discussed in light of traditional measures of bilingualism.

COG Hardison & Reed 10:45 to 11:15 am City View 2 (Hotel - 4th Fl) Debra Mae Hardison, Michigan State University Jacob Reed, Michigan State University Relationship between Gesture Type and Segmental Duration in the Speech of Teachers of Japanese

58

Co-speech gesture was explored in videorecordings of three native-speakers of Japanese teaching L1 English adults. Using Anvil, minimal pair stimuli contrasting vowel or consonant

We report on the use of stance markers in workplace discourse using the ANAWC United States workplace corpus and the LWP corpus collected in New Zealand. Our results focus on differences and similarities in the frequency and function of stance markers between NZ and US English and within workplace discourse.

COR Juffs et al. 4:30 to 5:00 pm City View 2 (Hotel - 4th Fl) Alan Juffs, University of Pittsburgh Joseph W Petrich, University of Pittsburgh Na-Rae Han, University of Pittsburgh Tracking the development of lexical diversity in Intensive English Program Students in the US

This paper reports on a study of lexical diversity from a 4 million + word corpus in an intensive English program. Results suggest that diversity, measured by ‘D’, increases reliably, but that more attention needs to be paid to academic vocabulary at the higher frequency bands of the BNC.

City View 3 LID Zheng & Silberstein 8:15 to 8:45 am City View 3 (Hotel - 4th Fl) Xuan Zheng, University of Washington Sandra Silberstein, University of Washington The Discursive Construction of Chinese Applicants to an Applied Linguistics Program in the United States

An urgent issue for US universities is how to evaluate a surging number of applications from Chinese students facing unfamiliar rhetorical expectations, particularly in the personal statement. The paper analyzes 85 MATESOL applications, exploring constructions of candidates for an imagined US context and suggests how these texts came into being.

LCS Falout et al. 8:50 to 9:20 am City View 3 (Hotel - 4th Fl) Joseph Falout, Nihon University Tim Murphey, Kanda University of International Studies Yoshifumi Fukada, Meisei University Tetsuya Fukuda, International Christian University Holistic and Dynamic Motivational Mind-Time Frames

Over 300 Japanese undergraduates took three formative surveys for a holistic analysis of their English-related selfconcepts of past, present, and future selves. These emerging, nonlinear motivations were assumed as part of a dynamic system, with the classroom as an evolving, open network of socio-psychological influences that can be positively stimulated.

LCS Kim 9:25 to 9:55 am City View 3 (Hotel - 4th Fl) Tae-Young Kim, Chung-Ang University, Korea The Effect of Languaging on Korean Students' L2 Learning Motivation: A Classroom-based Mixed Methods Approach This study extends the notion of languaging to L2 motivation. Based on Dörnyei's L2 Motivational Self-System, I analyze the effect of languaging on students' motivational changes. Written languaging was proven to significantly increase students' motivation. The findings imply that languaging activity can be implemented for enhancing and maintaining students' motivation.

LCS Enomoto 10:10 to 10:40 am City View 3 (Hotel - 4th Fl) Takeshi Enomoto, Kanazawa University Reanchoring the “Cognitive” vs. “Social” Divide: The Functional Stratification of Language and the Textuality of Acquisition This paper is an attempt at providing another conceptual clarification on the “cognitive” vs. “social” divide in SLA. Such functional strata as (1) “referential” and “reflexive” capacities of language, and (2) “presupposing” and “entailing” indexicalities in communication are introduced in order to identify the foci of each theoretical imagination.

LCS Gatlin 10:45 to 11:15 am City View 3 (Hotel - 4th Fl) Nicholas Gatlin, University of Texas at Austin Foreign Language Learning, Motivation, and Anxiety in African-American College Students

This study examined the differences in motivation and anxiety levels among African-Americans attending Predominantly White Universities (PWI) counter to those attending Historically Black Colleges/Universities (HBCU). Results are based on students completing a modified version of the Academic Motivation Scale (AMS) (Vallerand, 1992) and the Foreign Language Classroom Anxiety Scale (FLCAS).


LCS Bokhorst-Heng & Silver 2:00 to 2:30 pm City View 3 (Hotel - 4th Fl) Wendy Bokhorst-Heng, Crandall University Rita Silver, National Institute of Education, Singapore Hybrid Competence: An Analysis of Peer Language Use With Multilingual Learners Analysis of multilingual Singaporean students’ use of language during peer learning tasks found that students demonstrated pragmatic and hybrid competence in their linguistic decisions, involving a matrix of different varieties, uses, and societal/individual practices. We argue that their overall competence should be seen as a ‘hybridized variety’.

LCS Hu 2:35 to 3:05 pm City View 3 (Hotel - 4th Fl) Tsui-Chun Hu, SUNY Buffalo An Exploration of EFL Learners' Symbolic Competence

Rather than categorizing interlocutors in intercultural interactions simply as the binary notion, Self and Others, this study employs the concept of English as a lingua franca and a symbolic perspective of intercultural competence to discuss how EFL learners’ subjective aspects and emotional effects affect their intercultural performance.

LCS Ahn & Kearney 3:10 to 3:40 pm City View 3 (Hotel - 4th Fl) So-Yeon Ahn, State University of New York at Buffalo Erin Kearney, University at Buffalo Developing Critical Cultural Awareness through Very Early Foreign Language Learning

Is development of critical cultural awareness possible among the youngest of foreign language learners? Micro-ethnographic analysis of preschool foreign language learning interactions elucidates how even young learners can analyze and reflect on language, culture, and the relationship between the two, and in so doing advances Byram’s theory of intercultural competence.

LCS Trenchs-Parera & Newman 3:55 to 4:25 pm City View 3 (Hotel - 4th Fl) Mireia Trenchs-Parera, Universitat Pompeu Fabra Michael Newman, Department of Linguistics Sociolinguistic Experiences in Catalonia of Young Secondary Education Students of Immigrant Chinese Origin By means of interviews and ethnographic observation, we investigate what sociolinguistic reality is experienced by secondary education students of immigrant Chinese origin in Catalonia. Although informants’ responses portray a highly compartmentalized trilingual (Chinese, Catalan, Spanish) environment loosely, language domains are flexible and socialization entails multilingual everyday practices.

LCS Ciriza Lope & Shappeck 4:30 to 5:00 pm City View 3 (Hotel - 4th Fl) maria del puy ciriza lope, UNT Dallas Marco Shappeck, U. of North Texas--Dallas Kiddy Basque and the metapragmatics of early childhood language socialization

We examine the instructional guides published by the Basque Government on how to talk to toddlers in Basque. We report on the participant observations of parents performing these Basque phrases on playgrounds and analyze the parents’ comments about how these new efforts will affect the revitalization movement.

59


City View 4

EDU Ilosvay 8:15 to 8:45 am City View 4 (Hotel - 4th Fl) Kimberly Kay Ilosvay, University of Portland Toward an Understanding of Linguistic Diversity in Preservice Teachers Interactions representing many cultures creates an increased necessity for teachers to obtain intercultural communicative competence. This study investigated beliefs and knowledge about language that influence a teacher’s instruction; specifically how they use language in the classroom. Findings revealed how preservice teachers view language use in the classroom.

EDU Huang & Berg 8:50 to 9:20 am City View 4 (Hotel - 4th Fl) Jingzi Huang, Monmouth University Margaret Berg, University of Northern Colorado What Do You Mean by Language Objectives? - Working with content area classroom teachers for linguistically responsive instruction This paper examines K-12 teacher development that targets linguistic sensitivity of K-12 teachers across the curriculum. It addresses the question of how a functional linguistic approach directs the design and implementation of teacher development activities to help teachers instruct academic language at the vocabulary, sentence, and discourse levels.

EDU Braine 9:25 to 9:55 am City View 4 (Hotel - 4th Fl) Jessica Braine, University of Cincinnati A Systemic Functional Linguistic Analysis of Teacher Language Use in an Urban Middle School This presentation uses Martin’s Appraisal Theory(Martin and White, 2005)to trace the language use of teachers of science in an urban public middle school classroom predominated by ESL students. It displays a dialogically contractive engagement and negative appraisal, both graduated by force, of these students.

LPP Menezes De Souza 10:10 to 10:40 am City View 4 (Hotel - 4th Fl) Lynn Mario T. Menezes De Souza Menezes De Souza, University of S‹o Paulo Global/Colonial Traumas and Mother-Tongue as multilingual continuum : the English-Konkani Dynamic in Goa as a Challenge for Applied Linguistics

D E L CE

This paper looks at the theoretical implications for Applied Linguistics of conflicting theories of global language diversity versus the need for preserving and standardizing threatened local languages. Focusing on recent research on Konkani and English in India it challenges prevailing concepts of globallanguage, mother-tongue and language-policy.

N A C

LPP Zentz 10:45 to 11:15 am City View 4 (Hotel - 4th Fl) Lauren Renée Zentz, University of Houston The Multilingual State?: A Case Study of Language Shift in Central Java, Indonesia

60

This case study of a Javanese-Indonesian student’s reflections on her own in-/abilities to speak “proper” Javanese demonstrates at the micro level that modernistic one-nation one-language ideologies persist despite pluralistic rhetoric at macro levels, leading to language shift away from local and toward national and/or global languages.

EDU Bhattacharya 2:00 to 2:30 pm City View 4 (Hotel - 4th Fl) Usree Bhattacharya, University of California, Berkeley Mediating Educational Inequalities: An Ethnographic Case Study of an English-medium Village School in India

There has been an exponential increase in the number of English-medium schools catering specifically to the poor in India. This ethnographic case study analyzes literacy practices, curricula, and pedagogy at a village school in suburban New Delhi, illuminating the ways in which such schools produce, reproduce, and exacerbate educational inequalities.

EDU Dressler 2:35 to 3:05 pm City View 4 (Hotel - 4th Fl) Roswita Dressler, University of Calgary Signage in a German Bilingual Program: A Combined Linguistic Landscape and Nexus Analysis In a combined linguistic landscape and nexus analysis, this paper examines the signage in a German Bilingual Program to reveal the unique discourse around the nature of signs in schools and the potential for bottom-up signs to be used as additional language input in service of the Bilingual Program’s goals.

EDU King 3:10 to 3:40 pm City View 4 (Hotel - 4th Fl) Jim King, University of Leicester The True Complexity of Language Learner Silence in Japan: A Mixed-methods Investigation Through a mixture of classroom observations, semi-structured interviews and stimulated recalls, this investigation examines the intriguing phenomenon of silence in Japan’s university second language classrooms. Findings are interpreted from a complexity perspective and suggest that learners' silences emerge through multiple, competing routes which are supported by the sociocultural context.

LPP Ribeiro Berger 3:55 to 4:25 pm City View 4 (Hotel - 4th Fl) Isis Ribeiro Berger, UFSC - Universidade Federal de Santa Catarina Language management in Elementary Schools classrooms in Brazil-Paraguay border: an ethnographic-based study on teachers' language choices The presentation describes an on-going ethnographic-based research on how teachers have managed in-contact languages (Guarani, Portuguese and Spanish) in two Elementary Schools located in the border Brazil-Paraguay. Systematized classroom observation and teachers’ diary-interviews were carried out in order to analyze the teachers’ language choices in classroom planning and management.

LPP Gilmetdinova & Shoffner 4:30 to 5:00 pm City View 4 (Hotel - 4th Fl) Alsu Gilmetdinova, Purdue University Melanie Shoffner, Purdue University A Case of Bilingual Language Policy in Tatarstan, Russia: the Role of School Principals in Policy Implementation The presentation looks at bilingual language education policy and planning initiatives in a Russian state, Tatarstan. Interviews with school principals and local research serve to analyze the success and failure of multilingual education in the region, which is situated in the global framework of negotiating language policies in schools.

Majestic 1 SLA Munro & Derwing 8:15 to 8:45 am Majestic 1 (Hotel - 37th Fl) Murray James Munro, Simon Fraser University Tracey Derwing, University of Alberta Naturalistic L2 Vowel Development in Adults over a Sevenyear Period

Longitudinal studies of L2 phonetic learning can provide a useful window on acquisition processes; yet, they are rare. This seven-year study of vowel development in adult English learners provides new evidence of modest benefits of language experience on phonetic learning, even after ‘fossilization’ appears to have occurred.

SLA Hellermann & Crosby 8:50 to 9:20 am Majestic 1 (Hotel - 37th Fl) John Hellermann, Portland State University Christie Crosby, Portland State University Development of Intonation Contours for English Questions: A Longitudinal Case Study of a Russian L1 Learner Focusing on longitudinal data (60 weeks) from classroom interactions, this presentation reports on the change in intonation contour for yes-no and wh- questions for a Russian L1 learner of English.


SLA Godfroid & Spino 2:00 to 2:30 pm Majestic 1 (Hotel - 37th Fl) Aline Godfroid, Michigan State University Le Anne Lucia Spino, Michigan State University Timing Is of the Essence: Disentangling the Roles of Attention and Awareness in L2 Vocabulary Learning We attempt to disentangle two historically conflated components of “noticing”: attention and awareness. Participants read paragraphs with pseudo-words while their eye-movements were tracked (attention measure) or they thought aloud (awareness measure). We predict verbal reports will relate more closely to word learning than fixation times because they are more explicit.

SLA Bergsleithner & Nunes 2:35 to 3:05 pm Majestic 1 (Hotel - 37th Fl) Joara Martin Bergsleithner, University of Brasília Adriana Fontella Nunes, University of Brasília Noticing, Instruction and Oral Performance in SLA

This study investigated whether there is a relationship between noticing and L2 oral performance, and whether instruction might benefit sensitivity to noticing in subsequent input. Findings suggest that participants who present higher levels of noticing had better oral performance while those with lower levels of noticing benefited from instruction.

SLA Nunokawa et al. SLA Sardegna 3:10 to 3:40 pm 9:25 to 9:55 am Majestic 1 (Hotel - 37th Fl) Majestic 1 (Hotel - 37th Fl) Hiroyuki Nunokawa, Miyagi University of Education Veronica Gabriela Sardegna, The University of Texas at Austin Wataru Suzuki, Miyagi University of Education Student Approaches to Pronunciation Improvement and Their Nobuya Itagaki, Miyagi University of Education Relationship to Long-Term Success The effect of output task types on noticing during subsequent This study compares long-term improvement with English stress and linking for a group receiving pronunciation input (11 words) instruction and for a comparable group not receiving instruction. The efficacy of learners’ approaches, strategy use, and efforts to improve are explored through cluster analysis. Individual factors contributing to greater improvement over time are discussed.

SLA Corioso 10:10 to 10:40 am Majestic 1 (Hotel - 37th Fl) Annalisa Corioso, University of California, Davis The role of phonological development in the L2 acquisition of mood-selection in Spanish This longitudinal study addresses the role of phonological development in the acquisition of mood-selection in L2 Spanish. The study attempts to answer how heightened aural recognition of the subjunctive might benefit acquisition. The outcome could potentially add to our understanding of immersive learning and the utility of noticing and frequency.

SLA Trimble 10:45 to 11:15 am Majestic 1 (Hotel - 37th Fl) John C Trimble, University of Minnesota Stylistic Variation in L2 Spanish Intonation

In this paper, we report findings of a study which investigated the effect of output task types on noticing of lexis and forms during subsequent input processing. Analyses revealed complex relationships between output task types and linguistic domains to be noticed. Theoretical and pedagogical implications are discussed. (47 words)

SLA Granena 3:55 to 4:25 pm Majestic 1 (Hotel - 37th Fl) Gisela Granena, University of Maryland Implicit language aptitude and long-term differences in acquisition

Language aptitude is considered a factor that can compensate for a late start. This study examined whether a cognitive aptitude hypothesized to be relevant for implicit language learning (sequence learning ability) was differentially important in early and late L2 learners’ morphosyntactic attainment, as measured by two types of structures and tasks.

Ten learners of L2 Spanish completed a formal contextualized reading task and an informal hint giving/question asking interactive game designed to investigate their L2 intonation. Stylistic variation and L1 transfer were shown to be important factors in L2 intonation by the fact the informal task facilitated more natural target-like intonation.

61


SLA Borneman et al. 4:30 to 5:00 pm Majestic 1 (Hotel - 37th Fl) Matthew Borneman, SWA Consulting David Fried, SWA Consulting Eric Surface, SWA Consulting Inc. Placement of personnel into language training programs: Supplementing a measure of language learning ability

In the military, effective placement of personnel into language training programs is of paramount importance. Using a large archival dataset, we found that prior language training, native language, cognitive ability, motivational and interest variables incremented a measure of language learning ability. Implications for designing a language placement system are discussed.

Majestic 2

BIH Zuniga & Palmer 8:15 to 8:45 am Majestic 2 (Hotel - 37th Fl) Christian Ellen Zuniga, University of Texas at Austin Deborah Palmer, University of Texas Creating Equity: Positioning and Participation in a Second Grade Dual Language Classroom

This paper focused on the social interactions of a second grade DLE classroom during read aloud sessions. The study contributes to the conversation around literacy engagement, equitable learning opportunities for linguistic minorities, and instructional strategies that include multicultural texts, familiar texts and dramatic response to support equitable student participation.

BIH Fan & Ni 8:50 to 9:20 am Majestic 2 (Hotel - 37th Fl) Sa-hui Fan, National Taichung University of Education Hao-pai Ni, Da Chien general hospital Challenges of Early Bilingualism within Taiwanese Mixed Families

This study examines the micro-contextual factors related to early bilingualism that might enhance or hinder children’s language acquisition. The research method is ethnographic. Data were gathered from two groups of the mixed children, nonlanguage-delayed and language-delayed. Bilingualism does not seem to cause a language delay.

BIH de Jong 9:25 to 9:55 am Majestic 2 (Hotel - 37th Fl) Ester J. de Jong, University of Florida Teachers and the Construction and Teaching of Academic Language in a Dual Language Program

Through interviews and videotaped classroom observations, this study examined how four dual language program teachers defined academic language (AL) and how their practices reflected this definition. Analysis showed that AL was conceptualized as comprehensibility and specialized vocabulary. The impact on bilingual learners and the situated nature of AL is discussed.

BIH Diao 10:10 to 10:40 am Majestic 2 (Hotel - 37th Fl) Natalie Xuejiao Diao Cross Language Transfer of Metalinguistic Awareness: Evidence from a Meta-Analysis of Chinese-English Bilingual Children

62

This presentation discusses a meta-analysis that compares Chinese-English bilingual children with their English or Chinese

monolingual peers in three domains of metalinguistic awareness: word awareness, syntactic awareness, and phonological awareness. Both qualitative and quantitative review calls for the use of valid instruments to measure the multi-dimensions of the construct.

BIH Higgins & Haeusler 10:45 to 11:15 am Majestic 2 (Hotel - 37th Fl) Christina Higgins, University of Hawaii at Manoa Angela Haeusler, University of Hawaii at Manoa Exploring Critical Language Awareness through Student Filmmaking: Two Projects from Hawai‘i

We discuss the results of two collaborative video-based projects that sought to promote critical language awareness among students and community members in Hawai‘i. The results suggest that participatory approaches to critical language awareness are well suited to expanding current ideologies about the value of stigmatized languages in schools and society.

BIH Arnett et al. 2:00 to 2:30 pm Majestic 2 (Hotel - 37th Fl) Katy Arnett, St. Mary's College of MD Callie Mady, Nipissing University Lin Muilenburg, St. Mary's College of Maryland Comparisons of Canadian Pre-Service FSL Teachers’ Views Towards Allophone Students and Students with Disabilities This paper explores the differences in perspectives of Canadian pre-service French Second Language (FSL) teachers towards two growing minority populations: Allophone students and students with disabilities. Using critical theory, the paper explores the implications of those differences on teacher education, policy, and the educational experience of these students.

BIH Pomerantz et al. 2:35 to 3:05 pm Majestic 2 (Hotel - 37th Fl) Anne Pomerantz, University of Pennsylvania Holly Link, University of Pennslyvania Sofia Chaparro, University of Pennsylvania Non-ESL Teachers’ Attitudes Toward English Language Learners

As of 2011, all teacher education programs in Pennsylvania must include 90 hours of coursework in teaching ELLs. This study surveyed the attitudes of non-ESL teachers toward these emergent bi/multilinguals at the outset of this initiative. Specific implications for the development of coursework/ inservice professional development sessions are discussed.

BIH Kong 3:10 to 3:40 pm Majestic 2 (Hotel - 37th Fl) Kaishan Kong, University of Minnesota Chinese Immersion Teachers’ Identities and Instructional Approaches

This qualitative case study adds to the knowledge base on teacher identity by exploring Chinese immersion teachers’ perspectives on their identities and how their identities are reflected in the instructional approach. Data include classroom observations and in-depth semi-structural interviews, which will be analyzed with the constant comparative method.

BIH Biesinger et al. 3:55 to 4:25 pm Majestic 2 (Hotel - 37th Fl) Geoffrey Scott Biesinger, Brigham Young University Dan Dewey, Brigham Young University Jenifer Larson-Hall, Kyushu University Assessing and Correlating Language Gains with Language Learner Variables during Study Abroad in Japan

Twenty-eight Japanese as a foreign language students in Japan demonstrated language gains in syntactic accuracy, narrative ability, pragmatic competence, vocabulary, and fluency. These gains were primarily correlated with social networking, Japanese languge use, and initial proficiency. This has important implications for study abroad programs and participants.

BIH Thompson 4:30 to 5:00 pm Majestic 2 (Hotel - 37th Fl) Gregory Thompson, Brigham Young University Using language in the 'real' world: The role of service-learning in the acquisition of language and culture This presentation addresses the use of service-learning with heritage and second language students in real world communicative settings. With data gathered over the past four years from student responses, interviews, and questionnaires, the presenter will show the role service-learning plays in the acquisition of the target language and culture.

Majestic 3

PRG Ren 8:15 to 8:45 am Majestic 3 (Hotel - 37th Fl) Wei Ren, University of Chinese Academy of Sciences Comparison between Multimedia Elicitation Tasks and Oral Discourse Completion Tasks

The present study investigates data collected by Multimedia Elicitation Task and oral Discourse Completion Task across four situations (2 requests and 2 refusals). Data were analysed in terms of speech act strategies and speech act modifications. Types of speech acts and social status between speakers were also discussed.

PRG Demeter 8:50 to 9:20 am Majestic 3 (Hotel - 37th Fl) Gusztav Demeter, Case Western Reserve University Explicit Apologies in Spoken vs. Written American English

This presentation compares the use of apologies in spoken and written discourse. The analysis of several spoken and written corpora shows that some uses of apologies were present in both types of discourse, whereas other uses were specific to spoken discourse or to written discourse.

PRG Bardovi-Harlig 9:25 to 9:55 am Majestic 3 (Hotel - 37th Fl) Kathleen Bardovi-Harlig, Indiana University Meaning in the Acquisition and Use of Conventional Expressions in L2 Pragmatics

This study tested meaning and production of L2 conventional expressions using an aural presentation of expressions evaluated on a modified Vocabulary Knowledge Scale. 113 learners of L2 English provided definitions and examples that revealed meaning to be a significant factor in use of conventional expressions.


PRG Yang 10:10 to 10:40 am Majestic 3 (Hotel - 37th Fl) Li Yang, The University of Iowa A Web-Based Approach to Learning Chinese Expressions of Gratitude This study examines whether and, if so, how online instruction delivered via a self-access, learner-centered website facilitates the learning of Chinese expressions of gratitude. The website provides explicit instruction on how to appropriately express gratitude in Chinese and offers various awareness-raising exercises and activities.

PRG Jung 10:45 to 11:15 am Majestic 3 (Hotel - 37th Fl) Ji-Young Jung, University of Pennsylvania The Effects of Comprehension and Production Practice on L2 Pragmatic Learning in Form-focused Instruction This study investigates if form-focused instruction is also beneficial for L2 pragmatic learning, and if production practice is more beneficial than comprehension practice, with the target feature being the discourse-marking particles -nun and-ka.

ASE Barkaoui 2:00 to 2:30 pm Majestic 3 (Hotel - 37th Fl) Khaled Barkaoui, York University, Faculty of Education Revising during a Computer-Based L2 Writing Test: What and When? I examined the revision behaviors of 54 test-takers during a computer-based L2 writing test (TOEFL-iBT) and the effects of task type and test-taker L2 proficiency and keyboarding skills on those behaviors. I present the findings and discuss their implications for L2 writing theory, assessment, and research.

ASE Chen et al. 2:35 to 3:05 pm Majestic 3 (Hotel - 37th Fl) Meng-Hua Chen Hui-Chun Liu, Chung Yuan Christian University Assessing College Students’ Argumentative Writing: Collaboration, Process, and Product

This study found that: 1) only pairs who used exploratory talks specifically during the foci of ‘Generating Ideas’ and ‘Structure’ would produce higher-order thinking elements in argumentative writing, 2) the internal dynamics of pair writers varied the quality of argument structure, and 3) collaborative writing helped retrieve diagnostic information.

ASE He 3:10 to 3:40 pm Majestic 3 (Hotel - 37th Fl) Ling He, Northcentral University Construct Validity and ESL Writing Tests

This mixed methods research investigated construct validity through topical effect on ESL writing in a standardized English test. Results showed writers’ prior knowledge of the topic significantly influenced overall writing quality and specific text features. The findings call attention to developing appropriate prompts for the validity of ESL writing tests.

63


ASE Innami & Koizumi RWL Maxey 3:55 to 4:25 pm 10:10 to 10:40 am Majestic 3 (Hotel - 37th Fl) Majestic 4 (Hotel - 37th Fl) Yo Innami, Shibaura Institute of Technology Karin Anne Maxey, University of Texas at Austin Rie Koizumi, Juntendo University Fostering Transcultural Literacy in the Beginning German Classroom through Extensive Reading A systematic review of generalizability studies in L2 speaking and writing assessment This project explores ways to introduce early reading of We report the general trend in the use of generalizability studies in speaking and writing assessment and the degree of impact of various factors on speaking/writing performance. We found, for example, that examinee, task/item, and rater were factors most often investigated.

ASE Pichette et al. 4:30 to 5:00 pm Majestic 3 (Hotel - 37th Fl) Francois Pichette, Universite du Quebec Sébastien Béland, Université du Québec à Montréal Shahab Jolani, Utrecht University Comparing treatment options for missing data in language research Based on authentic data from a variety of language tests, this study compares the impact of various replacement options for missing data on the tests’ psychometric qualities. Results suggest that impact differences across replacement methods increase with the percentage of missing data. Guidelines are provided for handling missing data.

Majestic 4

RWL Liu 8:15 to 8:45 am Majestic 4 (Hotel - 37th Fl) Yan Liu, Carnegie Mellon University Lexical Inferencing Ability in Chinese as a Foreign Language

This study investigated whether morphological analysis skill and contextual meaning construction ability were two component skills underlying lexical inferencing ability among L1 English learners of Chinese. Results showed that these two skills and the linguistic knowledge they necessitate were all significant predictors of lexical inferencing ability in Chinese.

RWL Lu et al. 8:50 to 9:20 am Majestic 4 (Hotel - 37th Fl) Chan Lu, Loyola Marymount University Keiko Koda, Carnegie Mellon University Dongbo Zhang, National Institute of Education, Nanyang Technological University Yanhui Zhang, The Chinese University of Hong Kong Effects of Semantic Radical Properties on Chinese Character Meaning Extraction and Inference This study examined how functional salience of Chinese semantic radicals, i.e. the ease with which the functions of radicals are recognized, affect character meaning inference among L2 learners. We found that learners’ use of radical information during character processing is explained jointly by radicals’ linguistic properties and learners’ radical knowledge.

RWL Miller 9:25 to 9:55 am Majestic 4 (Hotel - 37th Fl) Ryan Miller, Carnegie Mellon University A Componential View of L2 English Lexical Inferencing Ability

64

This study presents a componential view of lexical inferencing. Adult L1 Japanese EFL learners completed measures of L2 grammar, L2 vocabulary, L2 sentence comprehension, L2 morphological awareness and knowledge, L1 lexical inferencing, and L2 lexical inferencing. Relative contributions of sub-skills and a linguistic threshold for lexical inferencing are discussed.

authentic, extensive texts. Pilot study data suggests that, by reading such texts, learners can be taught to identify the variety of cultural perspectives reflected in texts that present different viewpoints on a topic.

RWL Reddy 10:45 to 11:15 am Majestic 4 (Hotel - 37th Fl) Pooja Reddy, American Institutes for Research Longitudinal Predictors of English Reading Comprehension in the Slums of India This study examined longitudinal biliteracy development in multilingual learners in India. Reading sub-skills were measured in grades 3-5 and 6-8. Results indicated grades 3-5 reading subskills significantly related to Kannada (primary literacy) reading comprehension; however, Kannada and English grades 6-8 subskills were both related to English reading comprehension (secondary literacy).

RWL Lin 2:00 to 2:30 pm Majestic 4 (Hotel - 37th Fl) Rae-ping Lin, University of British Columbia Two Western-trained NNS teachers’ identities and teaching of English writing This qualitative case study explores (1) two NNS writing teachers’ linguistic and professional identity construction during their enrollments in Western TESOL programs; and (2) how their linguistic and professional identities reflect on their teaching of English writing after they return to home country.

RWL Chiu et al. 2:35 to 3:05 pm Majestic 4 (Hotel - 37th Fl) Chu-Chuan Chiu, University of Florida Suzanne Coatoam, University of Florida Julie Bader, University of Florida Brian Trutschel, University of Florida Zhihui Fang, University of Florida Teachers' Perspective on a Linguistically-Informed Approach to Content Area Reading This study explored teachers’ perception of functional language analysis, an approach to content-area reading that enables students to learn about how language is used as a resource for constructing knowledge/value in disciplinary texts at the same time they are learning disciplinary content and developing disciplinary habits of mind through language.

RWL Renn & Darrow 3:55 to 4:25 pm Majestic 4 (Hotel - 37th Fl) Jennifer Renn, University of North Carolina at Chapel Hill Catherine Darrow, Abt Associates Investigating Links between Teacher Language and Children’s Early Language and Literacy Outcomes in Predominantly African American Preschools This paper investigates the relationship between preschool teachers’ language use and students’ early language and literacy skills. Data from 44 African American teachers and 423 children indicate that while certain child outcomes were associated with teachers’ language complexity, none was significantly related to teachers’ use of African American English forms.

RWL O'Hallaron 4:30 to 5:00 pm Majestic 4 (Hotel - 37th Fl) Catherine O'Hallaron, University of Michigan/School of Education A Comparison of 2nd- and 4th-Grade ELLs’ SFL-Supported Argumentative Writing This study presents an analysis of the stages and language features of 2nd- and 4th-grade ELLs’ writing, produced as part of an SFL-based unit on argumentation. Markers associated with emergent growth in the ability to present and analyze evidence in support of an argument were identified for each grade level.

Majestic 5

EDU Mellom et al. 8:15 to 8:45 am Majestic 5 (Hotel - 37th Fl) Paula J. Mellom, University of Georgia Casey Nixon, University of Georgia Rebecca Gokee, University of Georgia Ping Pong vs. Pinball: Instructional Conversation as a Tool for L2 Language Development Using a socio-cultural perspective of language acquisition to analyze video-recordings of teacher/student interaction during the Instructional Conversation, this paper considers how shifting from the more traditional ping-pong structure (Initiation Response Evaluation sequence) to a "pinball" interaction creates a discursive space which encourages students' intellectual-linguistic initiative and creativity.

PED Jacobsen 8:50 to 9:20 am Majestic 5 (Hotel - 37th Fl) Natalia Jacobsen, Center for Applied Linguistics “We did not have this stuff in our country”: Bringing cognitive linguistic analysis of English conditionals into L2 pedagogy Taken from a mixed-method study focused on exploring uses of cognitive linguistics in L2 classrooms (Jacobsen, 2012), this paper investigates learners’ perceptions on cognitive linguistic instruction of English conditionals. The findings explore ways to make the adaptation of cognitive linguistic theory to practice most successful and meaningful for language learners.

PED Kim, J. 9:25 to 9:55 am Majestic 5 (Hotel - 37th Fl) Jiyun Kim, Penn State University Developing Ability to Understand Sarcasm in a Second Language Through Concept-Based Instruction

This research reports on a study that sought to support advanced-level U.S. university learners of English (L1= Korean, N=10) in developing conceptual understanding of sarcasm through concept-based instruction (CBI) grounded in a Vygotskian perspective on developmental education.

PED Bonilla 10:10 to 10:40 am Majestic 5 (Hotel - 37th Fl) Carrie L Bonilla, University of Maryland Instructing Stages of Processability Theory: Next or Next + 1? This study investigated how instruction facilitates development through the stages of Processability Theory (PT) for second language (L2) learners of Spanish. Learners’ production of the target structures increased after explicit instruction on the next, next + 1 or next + 2 stages, while the control groups made no significant changes.


PED Criado 10:45 to 11:15 am Majestic 5 (Hotel - 37th Fl) RAQUEL CRIADO, UNIVERSITY OF MURCIA, SPAIN In Search of a Scale for Measuring the Explicit and Implicit Load of Foreign Language Teaching Activities

This paper reports a pilot study targeted at devising a validated scale to measure the explicit and implicit load of Foreign Language Teaching (FLT) activities. Reliability and criterion validity of the scores from 5 teachers and 5 applied linguists on 25 randomly-selected activities will be assessed.

PED Bohinski 2:00 to 2:30 pm Majestic 5 (Hotel - 37th Fl) Chesla Ann Bohinski, Binghamton University Mental and Visuals Images: Bringing L2 Vocabulary Acquisition into Focus

Four L2 intact classes learn Spanish concrete nouns via the keyword and visual support methods. Quantitative results indicate that the use of mental or visual images increase learners’ knowledge of target vocabulary form, meaning, and use. Qualitative analyses show that outcomes are highly dependent on learners’ emotional response to treatment.

PED Barcroft & Kida 2:35 to 3:05 pm Majestic 5 (Hotel - 37th Fl) Joe Barcroft, Washington University in St. Louis Shusaku Kida, Hiroshima University Task Type, Exposure Frequency, and Incidental L2 Vocabulary Learning During Reading This study assessed effects of semantic (synonym generation) and structural (similar word-form generation) tasks and exposure frequency (1 or 3 exposures) on incidental vocabulary learning during reading. The findings favor the structural task while calling for a reevaluation of the nature of semantic and structural tasks when predicting learning outcomes.

PED Pahom et al. 3:10 to 3:40 pm Majestic 5 (Hotel - 37th Fl) Olga Pahom, Texas Tech University Andrew Farley, Texas Tech University Kris Ramonda, Ritsumeikan Asia Pacific University Using Images Create a Concreteness Effect for Abstract Words: Evidence from Beginning Spanish Learners The study investigated the acquisition of lexical items within the dual-coding theory framework. Ninety-seven beginning Spanish learners learned concrete and abstract words and performed a recall task. The results showed that associating abstract words with pictures has a significant effect on their recall in the shortterm.

PED Feryok & de Burgh-Hirabe 3:55 to 4:25 pm Majestic 5 (Hotel - 37th Fl) Anne Feryok, University of Otago Ryoko de Burgh-Hirabe, University of Otago Dynamic Motivation for Extensive Reading of High School Learners of Japanese as a Foreign Language

This case study shows how factors such as a national high school exit exam, perceived progress, and self-regulatory skills interacted to dynamically influence the motivations of nine high school students for extensive reading in Japanese. Flexibility in changing conditions and harmony or discrepancy between ideal and ought-to selves influenced motivation.

65


PED Flahive LPP Early & Norton 4:30 to 5:00 pm 2:00 to 2:30 pm Majestic 5 (Hotel - 37th Fl) Majestic 6 (Hotel - 37th Fl) Douglas Flahive, Colorado State University Margaret Mary Early, University of British Columbia Bonny Norton, University of British Columbia Examining Textual Enhancement Research Studies from Metaanalytic and Power Analysis Perspectives English as a Medium in Ugandan Schools: Local Challenges; Global Identities In this study we augment and modify an earlier meta-analysis of textual enhancement by Lee and Haung (2008). Effect sizes of the studies are compared, .22 in theirs vs .31 in this study. The presentation concludes with specific suggestions for both research and pedagogy.

Majestic 6

TEC Jin 8:50 to 9:20 am Majestic 6 (Hotel - 37th Fl) Li Jin, DePaul University Peer Scaffolding in a 3D Virtual World

This paper reports on a study investigating from a sociocultural perspective whether and how university-level learners of Mandarin Chinese can scaffold each other’s language learning through a series of 2nd-Life collaborative tasks. L1 use and intersubjectivity will be discussed as to how they are operated in 2nd Life collaboration.

TEC Kim et al. 9:25 to 9:55 am Majestic 6 (Hotel - 37th Fl) Deoksoon Kim, University of South Florida Oksana Vorobel, University of South Florida Brandon King, University of South Florida College Spanish as a Foreign Language in Second Life

This qualitative case study investigates Spanish-as-a-foreignlanguage college students’ use of Second Life. The curriculumintegrated data collection includes three Second Life contextualized assignments, blogs, two interviews, and weekly coresearcher reflective-journal entries. Five themes emerged inductively: (a) authentic communication, (b) motivation and anxiety, (c) target-language practice, (d) language production, and (e) culture.

TEC Zhao 10:10 to 10:40 am Majestic 6 (Hotel - 37th Fl) Jinjing Zhao, University of Arizona Linguistic Affordances of L2 Gameplay

This study investigates the potential of videogames as sites for L2 learning. The presenter examines the linguistic affordances of a game when it is played among L2 learners and L1 speakers. Analysis of game-mediated interactions resulted in a taxonomy of the types of linguistic affordances that emerge from L2 gameplay.

TEC Kessler & Ware 10:45 to 11:15 am Majestic 6 (Hotel - 37th Fl) Greg Kessler, Ohio University Paige Ware, SMU Challenges of Assessing Intercultural Competence in a Telecollaborative Study

The presenters examine the challenges of assessing intercultural competence by presenting an analysis of a 2-year blogging project between 207 adolescent learners in Spain and the U.S., which included text-based and multimedia-based interactions. The presenters will describe their mixed methods approach and discuss logistical and ethical challenges associated with assessment.

66

Drawing on a recent study in rural Uganda, this presentation addresses how Ugandan secondary school teachers across the curriculum seek to promote their students’ academic literacy in English. Findings suggest that while teachers need to address top-down language policies and resource constraints, they have also developed innovative pedagogies of possibility.

LPP Kaur 2:35 to 3:05 pm Majestic 6 (Hotel - 37th Fl) KULDIP KAUR, Open University Malaysia Tough Terrain: English Language Policy and Learner Diversity in Malaysia This paper views English language education in Malaysia through a socio-political lens by (a) discussing historical, cultural and sociolinguistic influences on language planning and policy, and (b) highlighting instructional and curriculum-related problems generated by interventionist language planning within a multiethnic, multilingual environment.

LPP Pearson & Rosendal 3:10 to 3:40 pm Majestic 6 (Hotel - 37th Fl) Pamela Pearson, Georgia State University Tove Rosendal, University of Gothenburg Language Policy and Linguistic Ecology in Rwanda: A View from the Ground

This ethnography of language policy (Hornberger & Johnson, 2007) explores the impacts of contemporary English language policies on the linguistic ecology of Rwanda. Grounded analysis of fieldnotes, interview transcripts, and policy discourse reveals issues surrounding language policymaking and social change in multilingual contexts, particularly in the education sector.

LPP Nero 3:55 to 4:25 pm Majestic 6 (Hotel - 37th Fl) Shondel Nero, New York University De Facto Language Education Policy Through Teachers' Attitudes and Practices: A Critical Ethnographic Study in Three Jamaican Schools This paper discusses a critical ethnographic study of language teaching and learning practices in three Jamaican schools in the absence of a formally ratified Language Education Policy. Findings reveal that teachers’ language attitudes and practices created de facto language education policy, which reflected the larger historical, sociolinguistic, and political context.

LPP Horii 4:30 to 5:00 pm Majestic 6 (Hotel - 37th Fl) Sachiko Horii, Osaka University “Foreign Language Activities” in Japanese Elementary Schools: Negotiating Teacher Roles and Identities within a New Language Education Policy This study examines a language policy process of “Foreign Language Activities” at two public elementary schools in Japan. Taking ethnographic and sociolinguistic approaches, I illustrate how four Japanese teachers understand and discursively perform and shape their roles and identities in their Foreign Language Activities contexts.

Majestic 7 PED Hos 8:15 to 8:45 am Majestic 7 (Hotel - 37th Fl) Rabia Hos, Zirve University Caring is not Enough: Challenges of a Caring Teacher of Refugee Students with Interrupted Formal Education (SIFE) By employing a framework of ethics of care (Noddings, 1984; 1995), this ethnographic study reports challenges of a caring teacher of refugee students with interrupted formal education in a newcomer classroom at an urban secondary school.

PED Lopez-Gopar 8:50 to 9:20 am Majestic 7 (Hotel - 37th Fl) Mario Lopez-Gopar, UABJO English student-teachers’ critical classroom practices in Indigenous communities

The purpose of this paper is (1) to present two ethnographic portraits of Indigenous background student-teachers of English and (2) to discuss their critical classroom practices in an Indigenous community, focusing on respecting Indigenous community practices, connecting the local context with the teaching praxicum, and valuing Indigenous children as authors.


PED Siegel & Siegel 2:00 to 2:30 pm Majestic 7 (Hotel - 37th Fl) Joseph Siegel, J.F. Oberlin University Aki Siegel, Rikkyo University Empirical and Attitudinal Effects of Bottom-up Listening Activities

This presentation reports on the effectiveness of direct bottomup listening skills practice in two Japanese university courses using pre/post-semester dictation tests and questionnaire data. The two courses had separate listening goals: one conversational, the other lecture-oriented. A data comparison between the two courses will be made.

PED Yonezawa et al. 2:35 to 3:05 pm Majestic 7 (Hotel - 37th Fl) Miyuki Yonezawa, Tokai University Yuka Kurihara, Tokai University Jeff Durand, Tokai University Exploring Extensive Listening with Graded-Reader CDs

The presenters will discuss the results of a year-long study on using Graded Readers with CDs for listening in English classes at a large university in Japan. The study particularly examines how much students' listening skills changed and what impact the activities have on students’ attitudes towards English learning.

PED Plakans et al. 9:25 to 9:55 am PED Reed Majestic 7 (Hotel - 37th Fl) 3:10 to 3:40 pm Lia Plakans, The University of Iowa Majestic 7 (Hotel - 37th Fl) Lynelle Chvala, Oslo and Akershus University College Marnie Reed, Boston University Mona Flognfeldt, Oslo and Akershus University College Metacognitive Instruction for Second Language Listening: Contexts of language teacher education: A cross-cultural study Answering the Call for a Strategy-Based, Learner-Oriented of preparation programs Approach English language teacher education is an international phenomenon; however, local classrooms require that preparation of pre-service teachers be contextually appropriate. This study presents a comparative cross-cultural approach in investigating differences across teacher education programs in different contexts: ESL, EFL and EAL (English as an Additional Language).

PED Kimura 10:10 to 10:40 am Majestic 7 (Hotel - 37th Fl) Daisuke Kimura, University of Hawaii at Manoa Learning to Communicate in Lingua Franca English: a study abroad program in Thailand This presentation explores the potential of studying abroad in expanding circle countries to learn to communicate in Lingua Franca English. Drawing from the experiences of Japanese English learners in Thailand, I will discuss how they perceived their experiences and how that affected their communication practices.

Learners report wanting to improve listening, yet teaching practices often fail to advance learner knowledge and control of listening processes. Accreditation-driven Curriculum Guidelines typically leave the task of operationalizing and assessing attainment of learner goals to classroom instructors. Strategybased metacognitive instruction promises to promote learneroriented listening skill awareness and attainment.

PED Horness 3:55 to 4:25 pm Majestic 7 (Hotel - 37th Fl) Paul M Horness, Atomi University Comparing Repetition Methods on Listening Comprehension Tests in an EFL Setting This study examined the effect repetition methods on listening comprehension in an EFL setting. In addition, the effect of repetition methods on proficiency level, question type, and question difficulty was also examined. The results indicated that the repetition method influenced comprehension score, question type, and question difficulty.

PED Pasterick PED Doman 10:45 to 11:15 am 4:30 to 5:00 pm Majestic 7 (Hotel - 37th Fl) Majestic 7 (Hotel - 37th Fl) Michelle Pasterick, Penn State University Evelyn Doman, University of Macau Language Learning Abroad: Mediating Learners’ Intercultural Using Prompts to Promote Listening in the Korean Classroom Competence During Study Abroad In this empirical study, Japanese students studying Korean as a This study examines ways in which systematic mediation in an online blog course supports the development of intercultural competence in pre-service world languages teachers studying abroad. Data demonstrates that the mediation creates an environment for critical dialoging and reflection and in some cases reorients student actions within the target community.

Foreign Language (KFL) were given mediated prompts to describe the strategies and obstacles incurred while listening to recorded texts and answering comprehension questions. A think-aloud protocol showed gaps in the number and types of listening strategies that students used.

67


Majestic 8

SLA Uslu Ok 10:45 to 11:15 am Majestic 8 (Hotel - 37th Fl) Duygu uslu ok, The University of Texas at Austin Exploring the Future L2 Selves of Study Abroad Learners

SLA Hill et al. 8:15 to 8:45 am Majestic 8 (Hotel - 37th Fl) Jessica Marie Hill, Ohio University This study explores how adult Turkish learners of English view Scott Jarvis, Ohio University their English learning experience during their study abroad in Irina Konstantinova, Ohio University an English-speaking context, and how exposure to the target Jing Zhang, Ohio University culture and to English in the target community impact their Ramyadarshanie Vithanage, Ohio University future selves as L2 learners. Tetyana Dovbnya, Ohio University SLA French et al. Shujuan Yuan, Ohio State University 2:00 to 2:30 pm Jinting Cai, Ohio State University Majestic 8 (Hotel - 37th Fl) Investigating Links Between Crosslinguistic Similarity and Leif French, Universite du Quebec a Chicoutimi Working Memory Capacity in Chinese- and Arabic-Speaking Irena O'Brien, Université du Québec à Chicoutimi Learners’ L2 Intake Jean Daniel Guay, Université du Québec à Chicoutimi This study compared self-paced timed reading and elicited Short-term Study Abroad, Phonological Memory and Adults’ L2 imitation tasks that examine how ESL learners process Oral Fluency Development structural congruence and incongruence in the L2 with three working memory capacity measures and L2 proficiency. Our results suggest that crosslinguistic similarity interacts with WMC differently in both participant groups according to proficiency levels.

D E L CE

This study examined the relationship between phonological memory and adults’ L2 oral fluency development during a fiveweek study abroad program. Findings showed improvement on all fluency measures and that the ability to repeat nonwords made a significant contribution to L2 oral fluency gains independently of age and nonverbal skills.

CAN

SLA Nagai 8:50 to 9:20 am SLA Matsumoto Majestic 8 (Hotel - 37th Fl) 2:35 to 3:05 pm Atsushi Nagai, Center for Japanese-Language Testing Majestic 8 (Hotel - 37th Fl) The Effect of Cognitive Abilities on L2 Explicit Knowledge and Kazumi Matsumoto, Ball State University L2 Proficiency: A Process Model Fluency development of Japanese in varying learning context This research attempts to account for the positive correlations repeatedly described between cognitive abilities and L2 proficiency, by offering and testing a process model in which cognitive abilities are strongly related only to the aspect of acquiring L2 explicit knowledge which in turn is strongly related to L2 proficiency.

The present study investigated fluency development in second and foreign language in two different learning contexts: typical classroom vs. immersion settings through analyzing ten objective fluency measures. The results indicated that fluency development occurred in both settings, but each learning environment demonstrated distinctive fluency development trends.

SLA Filgueras-Gomez et al. 9:25 to 9:55 am SLA Soares et al. Majestic 8 (Hotel - 37th Fl) Paper Session Marisa Filgueras-Gomez, Georgetown University 3:10 to 3:40 pm Hae In Park, Georgetown University Majestic 8 (Hotel - 37th Fl) Nicholas Pandza, Georgetown University Cristiane Soares, Tufts University The Effects of Proficiency and Working Memory Capacity on L2 Viviane Gontijo, University of Massachusetts Dartmouth Syntactic Priming Celia Bianconi, Boston University This study investigated whether English-Spanish learners’ Improving oral skills through phonetic awareness individual differences influence the syntactic priming effects on the L2 production of Spanish OVS word order. Preliminary findings indicate that both L2 proficiency and working memory capacity are significant variables that condition the effects of L2 syntactic priming.

SLA George 10:10 to 10:40 am Majestic 8 (Hotel - 37th Fl) Angela George, University of Minnesota The Effect of Social Factors on the Development of Three Dialectal Features During a Semester Abroad in Spain

This study investigates how 25 learners of Spanish develop three dialectal features–two phonological and one morphosyntactical–during a semester abroad in Toledo, Spain. It focuses on the social factors (e.g., the amount of contact with and attitude toward the target dialect) that affect the (non– )development of the features.

68

This longitudinal research investigates what activities that might be beneficial in directing learner’s attention to patterns in their own pronunciation. Participants were intermediate learners of Portuguese. Results showed that learners who gave more attention to the faulty pronunciation noticed in previous exercises made attempts to correct it in subsequent exercises.

Majestic 9 TXT Kangas 8:15 to 8:45 am Majestic 9 (Hotel - 37th Fl) Sara Kangas, Temple University Analyzing the Language of Contemporary Political Figures through a Computerized Text Analysis Methodology

Individuals’ linguistic choices can be useful for understanding aspects of their personality. This presentation will explore the findings from a computerized text analysis of more than 140 political speech events during the 2008 presidential campaign. Additionally, this presentation will delineate the limitations of using computerized text methodologies for language analysis.


TXT McKinley TXT Cortes 2:35 to 3:05 pm 8:50 to 9:20 am Majestic 9 (Hotel - 37th Fl) Majestic 9 (Hotel - 37th Fl) Jim McKinley, Sophia University Viviana Cortes, Georgia State University A new perspective on old frameworks: Analyzing writer The Participants Were Randomly Assigned…: Lexical Bundles identity in EFL education in Research Article Methodology Sections This presentation introduces a group of lexical bundles identified in a corpus of research article (RA) methodology sections from thirty different disciplines. It also includes the results of analyses that matched these lexical bundles to the moves and communicative purposes which are characteristic of methodology sections.

TXT Shim 9:25 to 9:55 am Majestic 9 (Hotel - 37th Fl) Eunsook Shim, Sangji University Retelling a Story: Tense Use in Narrative Discourse

The purpose of this study is to examine how English language learner express temporal information and use the tense-aspect to report chains of events. Twenty narratives were collected and grounding analysis was performed. The findings revealed that grounding (foreground- background) of narrative discourse may influence the distribution of tense-aspect morphology.

SOC Makalela 10:10 to 10:40 am Majestic 9 (Hotel - 37th Fl) Leketi Makalela, University of the Witwatersrand Urban Township Teachers’ Grammar and Discourse Judgments: A case of Social Acceptance in Post-colonial Englishes

This study investigated social acceptability of Black South African English among 60 urban township teachers. The results of the study showed higher acceptance of local forms than standard English forms and transfer of mother tongue discourse features. Using Schneider’s Dynamic Model, implications for the future of new Englishes are drawn.

SOC Khan 10:45 to 11:15 am Majestic 9 (Hotel - 37th Fl) Ajmal Khan, University of Auckland Language planning at the micro-level: the case of Englishmedium schools in Pakistan Although the official language policy in Pakistan supports the regional vernaculars, the de facto policy privileges English. Private English-medium schools are at the forefront of the prestige and acquisition planning of English. This study, therefore, aims to investigate the dynamics of micro-level language planning at English-medium schools in Pakistan.

In order to provide a more in-depth analysis of EFL writer identity, Clark and Ivanič’s (1997) possibilities for selfhood can be mapped onto Martin’s (1997) Appraisal framework. This connection is made based on relevant literature and an analysis of Japanese university students’ English written texts.

TXT Tankó 3:10 to 3:40 pm Majestic 9 (Hotel - 37th Fl) Gyula Tankó, Eötvös Lorand University The quality of argumentation in EFL student writing

This study presents the results of a qualitative analysis of timed short argumentative essays written by Hungarian first year BA students majoring in English. The findings show the strengths and weaknesses in student argumentation and students’ preferences for argumentative thesis types, argumentation structure types, sub-claims, and rhetorical devices.

RWL Alhazmi 3:55 to 4:25 pm Majestic 9 (Hotel - 37th Fl) Nawwaf Alhazmi, English Language Center at Yanbu Contextualizing the Teaching of EFL Written Workplace Communication in a Globalizing Era: A Study from Saudi Arabia

This paper problematizes the current practices of teaching EFL written workplace communication, which often rely on textbooks that promote North American and Eurocentric conventions of written workplace communication. It concludes with the preliminary findings and a proposed model for contextualizing the teaching of EFL written workplace communication and its implications.

RWL Li 4:30 to 5:00 pm Majestic 9 (Hotel - 37th Fl) Yongyan Li, University of Hong Kong EAL Chinese Medical Doctors Writing for International Publication: An Activity-Analytic Perspective

The presentation reports a case study conducted at a department of orthopedics in a well-resourced hospital in East China, focusing on the department’s activity system and how a group of research-active surgeons create space in their daily routines to engage in publishing-related activities.

TXT Isik Tas Majestic 10 2:00 to 2:30 pm COR Poole Majestic 9 (Hotel - 37th Fl) 8:15 to 8:45 am Eda Elvan Isik Tas, Middle East Technical University Northern Majestic 10 (Hotel - 37th Fl) Cyprus Campus Robert Edward Poole, University of Arizona Exploring Academic Discourse Socialization in L1 and L2 A Keyword Analysis of Letters to Shareholders of Two Fortune Academic Writing through Examination of Discoursal Self in 500 Banking Institutions Research Articles This study explored academic discourse socialization (Duff, 2007) through examination of discoursal self (Ivanic, 1998 ) in L1 (Turkish) and L2 (English) academic writing. Findings suggest that writers’ alignment with English-speaking discourse communities is a salient factor in shaping their discoursal identities in both L1 and L2 research articles.

This presentation reports on a corpus-based keyword analysis of the letters to the shareholders from two commercial banks during the three-year economic recession. The presentation will discuss the construction of the corpora, the usefulness of keyword analysis to assess institutional diachronic language change, and the findings from the analyses.

69


PRG Cheng COR Ajsic 2:35 to 3:05 pm 8:50 to 9:20 am Majestic 10 (Hotel - 37th Fl) Majestic 10 (Hotel - 37th Fl) Dongmei Cheng, Northern Arizona University Adnan Ajsic, Northern Arizona University Student-Instructor Apologies: How Are They Produced And Political Loanwords: Postwar Constitutional Arrangement and Perceived? the Co-occurrence Tendencies of Anglicisms in Contemporary Bosnian Despite the emerging emphasis on the importance of teaching This study analyzes the collocational patterns of the most frequent Anglicisms in contemporary Bosnian press and compares them to their original collocational patterns in English. The findings suggest a divergence in co-occurrence tendencies between the donor and borrowing languages, as well as political origins of the collocational patterns in Bosnian.

COR Martini & Horst 9:25 to 9:55 am Majestic 10 (Hotel - 37th Fl) Juliane Oliveira Pisani Martini, Concordia University Marlise Horst, Concordia University High- and Mid-Frequency Vocabulary in an ESL Textbook Series

This paper deals with opportunities to learn high- and midfrequency vocabulary in pedagogical materials. Unlike earlier textbook studies that examined single books, this corpus analysis considers two entire series of ESL textbooks designed for secondary learners in French-medium schools. Ideas for addressing the deficits the research revealed will be discussed.

ASE Wagner 10:10 to 10:40 am Majestic 10 (Hotel - 37th Fl) Elvis Wagner, Temple University Assessing International Teaching Assistants’ Improvement in Oral Proficiency After One Semester of Study To what extent does living and studying in an English-speaking environment for a semester lead to improved oral proficiency? This paper compares beginning and end of semester scores on the TOEFL iBT (speaking and listening tasks) by current and aspirant International Teaching Assistants (ITAs) at a North American university.

ASE Xiao 10:45 to 11:15 am Majestic 10 (Hotel - 37th Fl) Ting Xiao, University of Cincinnati Validating the Evaluation Criteria Used to Assess the Oral English Proficiency of International Teaching Assistants

Do oral English proficiency tests (OEPTs) assess skills perceived important by international teaching assistants (ITAs)? What speaking constructs best predict ITAs’ proficiency? This presentation shares findings of a study investigating the correlation between ITAs’ language perceptions and OEPT evaluation criteria. Implications for ITA test and curriculum design will be discussed.

speech acts, teachers often find it difficult to enable ESL learners to carry out important pragmatic functions at crucial times during their university studies. This presentation, based on empirical evidence, targets the production and perception of student-instructor apologies in class-related situations.

PRG Kilany 3:10 to 3:40 pm Majestic 10 (Hotel - 37th Fl) Enas El-Sadek Kilany, Newcastle University. UK The Role of Learners’ L1 in Managing Communication Problems in the Language Classroom

This paper investigates linguistic/pragmatic communication problems in EFL classroom interaction between L1 Englishspeaking teachers and L2 learners. Utilizing an eclectic Conversation Analysis – Pragmatic approach to analyse the data, results indicate the strategic prevention of miscommunication by teachers, and the pervasive usage of L1 among learners to manage communication problems.

PRG Tateyama 3:55 to 4:25 pm Majestic 10 (Hotel - 37th Fl) Yumiko Tateyama, University of Hawaii at Manoa Teaching Japanese formulaic expressions in a JFL class: A longitudinal study examined from a CA perspective

This study examines how the teacher can utilize what naturally happens in the FL classroom as a pragmatic teaching opportunity, and focuses on Japanese formulaic expressions in a Japanese-as-a-foreign-language class. Data analyzed from a CA perspective show teacher’s use of both explicit and implicit types of instruction.

PRG Branscum & Yu 4:30 to 5:00 pm Majestic 10 (Hotel - 37th Fl) John Ervin Branscum, Indiana University of Pennsylvania Yi Yu, Indiana University of Pennsylvania Using Poetry to Teach Cross-Cultural Pragmatics in Global English Environments

D E L CE

This paper discusses the advantages of using poetry to teach metapragmatic awareness in internationalized higher education environments. After foregrounding poetry’s unique use of connotation, it explores how taking advantage of this can contribute to language learning through an analysis of the poetry traditions of China and the West.

N A C

Majestic 11 PRG Hong 2:00 to 2:30 pm SLA Lahmann & Steinkrauss Majestic 10 (Hotel - 37th Fl) 8:50 to 9:20 am Chi-yin Hong, Kun Shan University/ Dept. of Applied English Majestic 11 (Hotel - 37th Fl) Learners’ Thoughts in Interlanguage Pragmatic Performances Cornelia Lahmann, University of Groningen This study investigates thought processes of eleven beginners Rasmus Steinkrauss, University of Groningen and ten intermediate learners of English for compliments and Syntactic and lexical complexity in the spontaneous speech of complaints through role-plays and retrospective verbal reports. L1 attriters / L2 learners: Age of onset vs. continued L1 The results show that both groups attended to pragmatics most exposure among all strategy categories, but the intermediate learners exhibited higher sensitivity to appropriateness of facethreatening acts.

70

This talk addresses the role of age and continued exposure to the L1 in first language attrition and second language acquisition. Autobiographical interviews of German Jewish immigrants to English-speaking countries were analyzed for their syntactic and lexical complexity. We will present and discuss the results of this analysis.


SLA Cohen & Li SLA Laufer & Baladzaeva 3:10 to 3:40 pm 9:25 to 9:55 am Majestic 11 (Hotel - 37th Fl) Majestic 11 (Hotel - 37th Fl) Andrew D. Cohen, University of Minnesota Batia Laufer, University of Haifa Ping Li, Beijing University of Posts and Telecommunications Liubov Baladzaeva, University of Haifa Learning Mandarin in Later Life: Can Old Dogs Learn New L1 attrition without L2 acquisition: a case of Russian-speaking Tricks? immigrants in Israel Attrition in L1 grammar and lexis was found in immigrants with L2 knowledge and in immigrants with no L2 knowledge whatsoever. On some tests, better L2 was related to better L1 maintenance. We attempt to explain how L1 attrition can occur without L2 acquisition.

SLA Avalos Rivera 10:10 to 10:40 am Majestic 11 (Hotel - 37th Fl) Alys R. Avalos Rivera, Oklahoma State University Language Learning Histories in the EFL/ESL Transition

This study explores the perspectives of three L2 learners by means of narrative inquiry in order to expand our understanding of the learning processes experienced by those who transition from a Foreign Language setting to a Second Language environment.

SLA Ho 10:45 to 11:15 am Majestic 11 (Hotel - 37th Fl) Mei-ching Ho, Taipei Municipal University of education Challenges of Entering Discipline-specific Discourse Communities: A Case Study of EFL Graduate Students

This study investigates the academic writing practices of EFL first-year graduate students across two disciplines. The issues addressed include new graduate students’ conceptualizations of discipline-specific research writing, their needs and difficulties, and their coping strategies. Pedagogical implications on enhancing EFL graduate students’ academic writing skills are also drawn.

This case study reports on a native English speaker’s learning of Mandarin as a 12th language starting at 67. It considers the impact of age, hyperpolyglot status, and a sophisticated language strategy repertoire. The learner’s and the instructor’s perspectives on success with vocabulary, grammar, and pronunciation will be presented.

SLA Mcdonough et al. 3:55 to 4:25 pm Majestic 11 (Hotel - 37th Fl) Kim Mcdonough, Concordia University, Montreal William Crawford, Northern Arizona University Alison Mackey, Georgetown University Task-based Interaction and Cognitive Creativity

Thai EFL students (N = 55) were assessed on (a) performance on the Torrance Test of Creative Thinking and (b) quantity, complexity, and collaboration in oral interaction during a group decision-making task. Positive correlations were found between learners’ creativity, and their use of coordinators, subordinators, and questions.

SLA Calderon 4:30 to 5:00 pm Majestic 11 (Hotel - 37th Fl) Anne Micheau Calderon, Georgetown University Level of Intake and Depth of Processing in L2 Development

Empirical studies (e.g., Godfroid et al, 2010; Williams, 2004; Lee, 1998) hint at different levels of intake. Eye-tracking and thinkaloud provide data to investigate the relationships between level of intake and adult L2 learner’s recognition, depth of processing, and eye fixation times. Findings provide support for different levels of intake.

SLA Al-Thubaiti 2:00 to 2:30 pm Majestic 11 (Hotel - 37th Fl) Remington Room Kholoud A. Al-Thubaiti, Umm Al-Qura University Age of L2 Learning Makes No Difference in Instructed Settings: DIS Hardacre Input Matters Most 8:15 to 8:45 am This talk reports on an empirical study that investigates in depth Remington Room (Hotel - 4th Fl) the long-term effects on L2 English proficiency of various input Bahiyyih L Hardacre, UCLA measures in addition to considering the starting age. The main Neurophysiology in multi-modal analysis of language use in finding is that input is a more important factor than age in small group interactions determining success in foreign language settings. The research study presented in this paper proposes the use of

SLA Saito neurophysiological data to better describe the role of the body 2:35 to 3:05 pm during small group interactions. The information obtained from Majestic 11 (Hotel - 37th Fl) such neurophysiological measures adds a new layer of analysis Kazuya Saito, Waseda University to the current framework of multi-modal discourse analysis of small group interactions. Age Effects on Late Bilingualism: The Production Development of /ɹ/ by High-Proficiency Japanese Learners of English DIS Rasidir & Silver The current project examined whether age of acquisition (AOA) 8:50 to 9:20 am can be predictive of second language production attainment and Remington Room (Hotel - 4th Fl) nativelikeness of word-initial /ɹ/ by late English-Japanese Raslinda Ahmad Rasidir, National Institute of Education, Singapore bilinguals. The results suggest that AOA continues to be a Rita Silver, National Institute of Education, Singapore driving factor as to how much late bilinguals can benefit from Exploring the Quality of Peer Interaction: Learning in additional input and interaction. Discussion This presentation reports findings from an intervention program that explicitly teaches discussion skills during reading lessons for primary grade students in a multilingual context. Analyses focus on negotiation of meaning, Exploratory talk, Quality talk (e.g. use of reasoning words, elaborated explanation) and Raven’s reasoning test scores before and after intervention.

71


DIS Johnston 9:25 to 9:55 am Remington Room (Hotel - 4th Fl) Duff Johnston, University of Alaska Fairbanks An Organization in Process: Decision-Making and the Enactment of Chairpersonship in Small Group Meetings

DIS Memari-Hanjani & Li, L. 2:35 to 3:05 pm Remington Room (Hotel - 4th Fl) Alireza Memari-Hanjani Li Li, University of Exeter Collaborative Revision and L2 writers’ interactive activities

TEC Seedhouse & Preston 10:10 to 10:40 am Remington Room (Hotel - 4th Fl) Paul Seedhouse, Newcastle University Anne Preston, Newcastle University A Pervasive Language Learning Environment: The European Digital Kitchen

DIS Olsher et al. 3:10 to 3:40 pm Remington Room (Hotel - 4th Fl) David Olsher, San Francisco State University Heather Swenddal, RMIT International University Vietnam Joel Swenddal, RMIT International University Vietnam Collaborative decision-making in college tutoring sessions: Negotiating goals, plans, and tasks

In this session, the presenter uses a process organization studies perspective to frame analysis of small-group decision-making among teachers at a university-level foreign language program. Transcript and video data will be used to examine how two groups employ interactional resources to reach alternate decisions on the same policy matter.

This project uses digital sensors together with a TBLT approach to create a pervasive language learning environment. We have built digital kitchens that speak to the users in European languages and instruct them on how to prepare European cuisine. Sensors (accelerometers) are attached to all kitchen equipment and ingredients.

TEC Elola & Oskoz 10:45 to 11:15 am Remington Room (Hotel - 4th Fl) Idoia Elola, Texas Tech University Ana Oskoz, University of Maryland Baltimore County (UMBC) The role of chats and wikis in promoting task- and processbased collaborative L2 writing in two genres

This study examines how collaboration, supported by the integration chats and wikis in the context of a sequenced writing task, can promote productive patterns during planning, during drafting/revising, and in the final product. It also examines the collaborative writers’ processes and outcomes when targeting the two chosen writing genres.

DIS Cotos et al. 2:00 to 2:30 pm Remington Room (Hotel - 4th Fl) Elena Cotos, Iowa State University Sarah Huffman, Iowa State University Stephanie Link, Iowa State University Todd Paben, Iowa State University Discerning Moves and Steps in Cross-Disciplinary Results Discourse

Genre analysts have identified the content, structure and rhetorical functions of research article Results sections, but constricted analyses to texts within specific disciplines. Our research proposes a cross-disciplinary move/step schema developed through a corpus analysis of Results in 30 disciplines, holding important implications for genre analysis and academic writing instruction.

72

Despite the popularity of collaboration in writing classrooms, joint revision of texts is an area which has not received enough attention in the L2 literature. This qualitative case study research strives to shed light into the nature of interactions EFL students involve in during collaborative revision of their argumentative essays.

Academic tutoring, essential to the success of L2 writers, often involves negotiation of goals, agenda, and activities during the progress of a session. Part of a larger project using microethnography to enrich tutor training, this study describes a range of negotiation practices and discusses implications for learning and learner identity.

DIS Kawakami 3:55 to 4:25 pm Remington Room (Hotel - 4th Fl) Kiyomi Kawakami, University of Iowa The use of Extreme Case Formulations for upgrades in ordinary conversations

Using the framework of conversation analysis, this paper analyzes the use of Extreme Case Formulations(ECFs) for upgrades in Japanese conversations. A speaker may provide an ECF to upgrade his/her own preceding utterance. This paper suggests the providers of ECFs use them as means to pursue the recipient’s affiliative response.

DIS Logan-Terry 4:30 to 5:00 pm Remington Room (Hotel - 4th Fl) Aubrey Logan-Terry, Georgetown University “Show, Shout, Shove, Shoot”: Interactional Trouble and Remedy in Military Roleplay Training

This study employs multimodal discourse analysis to investigate trouble and remedy in military contexts that are heavily shaped by the potential use of violent physical force. Ambiguity-based trouble sources are found to be prominent in these interactions, with subtle interactional cues contributing to use of force as a remedy resource.

Press Club Room Roundtable Session: DIS, EDU, COG, LID, LPP 10:10 to 11:15 am Sheraton Dallas Hotel: Press Club Room (Hotel - 2nd Fl) Table 1. DIS Pennock-Speck & ClavelArroitia/Matsumoto/Kolstrup Roundtable Session Barry Pennock-Speck, Universitat de València Begona Clavel-Arroitia, University of Valencia Defensive and protective practices in peer critiques

Using Goffman’s (1956, 1959) theoretical tenets we will analyze non-native peer reviews to illustrate how students attempt to avoid and/or mitigate conflict. We hope to prove that the defensive and protective practices posited by Goffman provide us with better analytical tools than more recent linguisticpoliteness approaches.

Yumi Matsumoto, Pennsylvania State University Face-threatening acts and the role of laughter in English as a lingua franca speaker interaction I analyze original data on the role of laughter in ELF humorous interactions, employing politeness theory (Brown & Levinson, 1987). I argue that ELF speakers’ use of laughter, especially colaughter, serves to mitigate face-threatening acts, construct solidarity based on agreeing on something, and make interactional flow collaborative.

Kirsten Kolstrup, University of Groningen Second Languages and Foreign Families: Interactional Alignments in a Multilingual Stepfamily

This study highlights the complexity of the interaction in a multilingual stepfamily when the stepmother attempts to exercise control as a stepparent while simultaneously needing linguistic support. In the micro analysis the stepdaughter, despite oftentimes resisting her stepmother’s efforts to integrate into the family, nonetheless creates linguistic alignment.

Table 2. LID Herath/Rong & Xiao/Umbreen Roundtable Session Sreemali Herath, University of Toronto Negotiating Multiple Identities: The Impact of Societal Power Relations on Non-native Teachers’ Identities This presentation discusses the impact of societal power relations on the negotiation of non-native language teachers’ identities, and how those identities shape the learning spaces created for their students. The findings of the study reveal the centrality of the socio-cultural climate of the countries in which the teachers learned English.

Xiaoyan RONG, The University of Hong Kong Yangyu Xiao, University of Hong Kong “What can we do facing the new curriculum”: Two EFL teachers’ reconstruction of teacher identity through discourse

This paper explores two teachers’ identity reconstruction through discourse under the curriculum reform through classroom observations and interview. The findings reveal teachers’ discursive interactions have the potential to indicate the process of their identity shit and negotiation, and are capable of changing traditional configurations of power in their community.

Saima Umbreen, State University of New York at Buffalo Which language? Immigrant Mothers` Negotiation of National and Ethnic Identity This study highlights the role language ideology plays in the process of negotiation and representation of ethnic and national identity. The Critical Discourse analysis of Pakistani immigrant mothers’ talk describes, language ideology as something multiple, shifting and also as a site of resistance to English language and Western culture.

SATURDAY, MARCH 16 2013, ROUNDTABLE SESSIONS Table 3. LPP Malone et al./Johnson & Hult/LID McGroarty Roundtable Session Meg Malone, Center for Applied Linguistics Mackenzie Price, Center for Applied Linguistics Francesca Di Silvio, Center for Applied Linguistics Anne Donovan, Center for Applied Linguistics The State of Applied Linguistics: Preliminary Results of a Nationwide Survey This paper presents results of an effort to survey graduate programs in order to describe the current state of graduate education in applied linguistics in the United States. Feedback from program chairs and graduate students informed the development of a database of 200 programs in applied linguistics and related sub-disciplines.

David Cassels Johnson, Washington State University Francis M. Hult, Lund University What isn’t language policy?

We review the increasingly diverse range of concepts, phenomena, and processes that are considered “language policy” and ask: What isn’t language policy? We present this as a think-piece and we intend to engage the audience in discussion and debate in the hopes of hammering out conceptual uncertainties in the field.

Mary McGroarty, Northern Arizona University Competing Ideologies in U.S. (Language) Education

This presentation describes the multiplicity of ideological influences on education and language education, based on recent research in applied linguistics, education, and cognitive and social sciences. While drawn mainly from U.S. sources, similar arguments have emerged internationally as dominant ideologies are drawn into global elite opinion.

Table 4. EDU Hanson/COG Ranalli Roundtable Session Joleen Hanson, University of Wisconsin - Stout A New Reason for Teaching Linguistics: Equipping Students to Optimize English Texts for Translation and Comprehension in a Globalizing World We will review Kohl (2008)’s concept of optimizing English texts for global users and highlight the explicit linguistic knowledge needed to undertake the optimization task. Participants will discuss how to promote linguistics instruction that equips students to optimize English texts for efficient translation and for comprehension by L2 English users.

Jim Ranalli, Iowa State University Task Definition in L2 Strategy Use: Investigating Discrepant Cases within a Multicomponential Model of Self-regulated Learning

D E L CE

This multiple case study investigated the metacognitive process by which learners form internal, and potentially idiosyncratic, representations of L2 tasks. A variety of data types including task products, self-reports, and thinkaloud contributions were triangulated and analyzed within a multicomponential model of self-regulated learning (Winne & Hadwin, 1998).

CAN

Roundtable Session: LCS, DIS, LPP, RWL 2:00 to 3:05 pm Sheraton Dallas Hotel: Press Club Room (Hotel - 2nd Fl)

Table 1. LCS Shvidko/Petron et al./Chao Elena Shvidko, Purdue University How Can I Say 'You' to Grandpa? A Sociocultural Perspective on English Use What makes it difficult for students to speak English in school? The data presented during this session demonstrate that the issue of language use is extended beyond teachers’ common assumptions that students do not speak English due to their lack of motivation, and it has deeper roots of sociocultural origins.

73

SATURDAY, MARCH 16 2013, ROUNDTABLE SESSIONS Mary A Petron, Sam Houston State University Helen Berg, Sam Houston State University Barbara Greybeck, Sam Houston State University Cultural understanding as a foundation for language and literacy development

This ethnographic study documents the bilingual/biliteracy development of an immigrant child in U.S. schools from a cultural perspective. Researchers view mainstream U.S.A. as cultural text and document changes experienced by the child. Literacy is framed as being molded by cultural practices. The importance of cultural mediators is highlighted.

Xia Chao, University of Alabama Church-based ESL Program as a Figured World: Immigrant Adult Learners, Language, Identity, Power

This two-year ethnographic study explores the ways in which a church-based ESL program in a southeastern U.S. city facilitates or constrains immigrant adult learners’ participation. It argues that the church-based ESL program is a figured world whose construction is not natural but nurtured and naturalized.

Table 2. DIS Hayden/Angelis & Martin/Keller Roundtable Session Chris Hayden, Oklahoma State University "Like a Big Cosmic Bubble Bath": Simile in Spoken Discourse of Scientific Popularizations Analysis of similes in a self-assembled 124,000 word corpus revealed them to be more complex and expansive than previously assumed. They were used to explain important scientific concepts and compress complex material into memorable images. Most were accompanied by extensive tuning and explication of inferences from source and target domains.

Paul Angelis, Southern Illinois University Sean Charles Martin, Aquinas Institute of Theology Applied Linguistics Meets Scripture

This paper reviews basic principles of discourse analysis focusing on interactions among participants and with influences from associated cultural, social, and demographic factors. Sample analyses are provided using texts from scripture and contemporaneous Greco-Roman literature.

Sandra Lynn Keller, University of South Carolina Place, Scale and Linguistic Hybridity in Artistic Performance: Advocating for a Regional Language of France This qualitative analysis explores linguistic hybridization and the role of place in minority language performances, including comedy sketches, local newspaper columns, and classroom activities. Connections speakers draw between Gallo, a French regional language, and places at various scales render Gallo simultaneously local and relevant to an increasingly global context.

Table 3. LPP Katayama & Terasawa/Motobayashi/Fukunaga Akiko Katayama, The University of Tokyo Takunori Terasawa, The University of Tokyo For whom English pays off in Japan Guided by Bourdieu’s concept of capital, this presentation discusses highly localized perceptions of English proficiency in EFL, based on the data from the Japanese General Social Surveys. The analysis indicates differential effects of the socioeconomic variables on the appreciation of English proficiency between Japanese male and female.

Kyoko Motobayashi, University of Toronto Japan’s Policies on Japanese as a Heritage Language Teaching Abroad: A State “Diaspora Politics” Perspective

74

Japan’s policies on maintenance of Japanese as a Heritage Language (JHL) among the population of Japanese decent (Nikkei population) outside Japan was analyzed from the perspective of the state “diaspora politics”. Analysis of official discourse suggests how the meaning of JHL in Japan’s Nikkei policies has changed throughout the history.

Sunao Fukunaga, University of Washington Teachers as Agents under Japan’s English Education Policy Change

Japan’s newly revised national level English education policy will take effect in April 2013. This ethnographic case study investigates how high school-level practitioners, who will play a key role at the micro-level of social interactions, react to the revised policy in relation to the macro-level of sociocultural influence.

Table 4. RWL Crawford et al./Robinson/Chamcharatsri Troy Crawford, University of Guanajuato Irasema Mora Pablo, Universidad de Guanajuato Martha Lengeling, Universidad de Guanajuato Constructing Identity in Second Language Academic Writing This is a long term study that looks at the relationships in academic identity, language, and writing for second language students in the Language Department of the University of Guanajuato that started four years ago and is still in process.

Heather Robinson, York College/CUNY Grammar Empowers: Sentence-level instruction in the globalizing world

This presentation explores how sentence-level instruction can be a tool to provide access to economic mobility, particularly for working-class students. Free-standing grammar classes, unlike writing courses, offer space to explore the social implications of linguistic choices, and help students develop the multiple linguistic identities necessary in the global economy.

Pisarn B Chamcharatsri Perceptions of Thai Students in Expressing Emotions through Writing in Thai and in English his is a qualitative study studying how L2 writers express emotions in writing both in Thai and in English. They face difficulties such as word choice, languages and cultures, and their willingness to express their emotions. This presentation aims to broaden the field of L2 writing in emotions studies.

Roundtable Session: ASE, DIS, LCS, SLA 3:55 to 5:00 pm Sheraton Dallas Hotel: Press Club Room (Hotel - 2nd Fl)

Table 1. ASE Schissel/Norton et al./Baker Jamie Schissel, Temple University Policy-enforced Washback of Test Accommodations for Emergent Bilingual Students

Expanding on previous definitions of washback, or the influence of tests on teaching and learning, I investigate the policyenforced washback of test accommodations for emergent bilingual students in the U.S. I posit that just as testing may be influencing teaching, so too may teaching be influencing testing practices.

Jennifer Norton, Center for Applied Linguistic Cathy Cameron, Center for Applied Linguistics Deepak Ebenezer, Center for Applied Linguistics Measuring language ability in English language Learners with significant cognitive disabilities. English language development in primary and secondary school English learners with significant cognitive disabilities.

Beverly Anne Baker, McGill University Creating Language Assessments for and with Haitian EFL Teachers: A Program of Validation

This Round Table session is based on a validation of EFL National Examination questions developed with EFL teachers in Haiti. Preliminary results and videos from Haiti will be shared. The goal is to engender a discussion with others in language assessment or professional development in similar challenging contexts.

Table 2. DIS Defibaugh/Kleinberger et al./Van Naerssen Staci Defibaugh, University of Illinois Urbana Champaign A Balancing Act: Power in Nurse Practitioner/Patient Interactions

This study examines 20 inpatient medical visits involving an Advanced Practice Nurse (APN) interacting with patients with diabetes. The findings indicate that power is negotiated through the APN seemingly relinquishing power to patients through a number of discursive practices while still firmly maintaining power over the interaction as a whole.

Ulla Kleinberger, Zurich University of Applied Sciences Maureen Ehrensberger-Dow, Zurich University of Applied Sciences Lorenz Imhof, Zurich University of Applied Sciences Language Barriers in Homecare Nursing in Switzerland The paper presents an interdisciplinary project investigating the impact of language barriers on homecare nursing in Switzerland and the practices employed by nursing staff to overcome them. The project combines several sources of data, including audio recordings, participant observations, and field notes of interactions between nurses and low-proficiency Germanspeaking patients.

Margaret Van Naerssen, Immaculata University Examining Linguistic Functions of “Knowingly” and “Intelligently” in Police Cautions

A functional analysis of the delivery of the Miranda (police caution) was done of a videotaped police interview in Spanish in a drug case. Police should validly administer Miranda warnings and subsequent waivers. Two functions were analyzed: the agent’s Comprehension Checks and Assists along with related communications by the Defendant.

SATURDAY, MARCH 16 2013, ROUNDTABLE SESSIONS

Table 4. SLA Osborne/Maxim/Trentman Denise M. Osborne, University of Arizona Do you Like Rap Music? Yes, I Like Happy Music. How Brazilian Portuguese Speakers Perceive English [h] and [ɹ] In this ongoing research, I investigate the perceived phonetic distance of English [h] and [ɹ] by English learners, as well as the categorization of the target phonemes in Portuguese by L2 learners and monolingual Portuguese speakers through three experiments: an AXB Discrimination Test, an Identification Test, and an Assimilation Test.

Hiram Maxim, Emory University A functional linguistic comparative analysis of L2 genre-based writing Drawing on a systemic functional linguistic framework, this study compares the intra- and inter-clausal resources that collegiate learners of German (n = 28) use in their production of the fairy tale genre at two different curricular levels.

Emma Trentman, University of New Mexico "I Don't Want to Go to Paris": Study Abroad as an Imagined Community for Arabic learners in Egypt

The concept of imagined communities provides insights into the variation in Arabic use among learners studying in Egypt. Mismatches between the reality of their experiences in Egypt and their imagined community of study abroad to the Middle East impacted their investment in study abroad as a language learning context.

Table 3. LCS Freeman & Socaciu/Cheng/Jakar Wendy Lynn Freeman, Rice University Gheorghe Socaciu, Rice University Challenging Horizons: Hermeneutics of Alterity and the Study Abroad Experience ThIs project explores the development of the intersubjective experience of students abroad. Through an analysis of productions, surveys and interviews, it investigates how a student challenges and/or is challenged by horizons by looking at globalization as the critical positioning of students towards cultures in general.

Ying-Hsueh Cheng, The Ohio State University Linguistic Co-membership and Disciplinary Enculturation

This study examines how speaking the same languages besides English can influence disciplinary enculturation. Specifically, I look at the choice of language and the working relationships between Chinese-speaking advisors and advisees in sciences in a US university. Pedagogical implications for teaching spoken and written English to international students are discussed.

Valerie Susan Jakar, David Yellin Academic College of Education Reconciling Discourses of Authority and Recognition of the Other in Contexts of English for Educational Purposes.

Jewish and Palestinian teacher-researchers’ reflections on case studies focusing on cultural norms, differences, and misunderstandings in two TEFL situations are the basis of discussion. Critical incidents are shared which represent pragmatic–linguistic and sociopolitical dilemmas and conflicts encountered. Issues of motivation, curriculum planning and the hegemony of English arise.

75

SATURDAY, MARCH 16 2013, POSTER SESSIONS

Grand Hall

Poster Sessions BIH LID 2:00 to 3:30 pm Sheraton Dallas Hotel: Grand Hall CD (CC - 1st Fl)

Poster Sessions BIH Rukmini Becerra, University of Washington Evaluation of Textbooks to Teach Mapuche Language in Chile The purpose of this study is to analyze the connection between the Mapuche and Spanish language textbooks for elementary students. There is no specific research that attempt to improve the academic achievement of Mapuche children developing both Mapuche and Spanish language and culture.

Qiong Xia, University of Maryland Parents' Language Attitudes and Literacy Practices in Chinese American Community This study discusses the issue of heritage language maintenance in Chinese American community. It investigates the Chinese immigrant parents' attitudes toward Chinese-English biliteracy and the reasons for their language choice between Chinese and English. It also sheds light on how to help children develop biliteracy for parents and language educators.

Hamsa Aburumuh, University of Texas at San Antonio (UTSA) Arabic Heritage Language Learning in Community-Based Schools as Opposed to Public Schools: Examining the Multiple Factors Impacting Parental Choice

This poster presentation provides an overview of a quantitative study that examined the significant role ethnicity plays in combination with other attitudinal and motivational factors on the choice parents of Arabic heritage language learners make regarding the type of schooling for their children to learn Arabic. Handouts will be provided.

Miriam Ebsworth, New York University Timothy Ebsworth Becoming Bilingual in Puerto Rico: Balancing Power and Identity

In this proposal, I introduce an ethnographic study I conducted at a large university where international students are placed into “ESL” freshmen writing classes. By using ethnographic approaches, I explored international students’ self-identification of their linguistic ability and perceptions of linguistic identity label, “ESL.”

Poster Sessions SLA 1 3:30 to 5:00 pm Grand Hall CD (CC - 1st Fl) Ahrong Lee, York University Younghyon Heo, University of Aizu Emiko Kaneko, University of Aizu Korean Perception of the Japanese Voiceless Alveolar Affricate: Implications for Second Language Acquisition This study aims to identify phonetic and phonological factors that influence perception of the Japanese voiceless alveolar affricate [ts] by Korean-speaking learners and to show how acoustic information present in the L2 bears on acquisition of this segment.

Justin Cubilo, University of Hawaii at Manoa Language Learners' Motivations and Beliefs for studying Less Commonly Taught Languages: A Preliminary Study In this study I investigate the commonly held language learning beliefs and motivations among LCTL learners, the differences in their beliefs and motivation based on language of study, gender, and major and the relationships between different types of motivations and beliefs. Implications for pedagogical practices and curriculum development are discussed.

Using a mixed design we explore teaching and learning English in Puerto Rico. Teachers’ and learners’ insights reveal that resistance and encouragement are overt and covert, tapping emotional, psychological and political dimensions. Implications for teaching and learning powerful languages in other local and international settings will be explored.

Eri Nakagawa, Graduate School of Intercultural Studies, Kobe University Miwa Morishita, Kobe Gakuin University Hirokazu Yokokawa, Kobe University The Effects of Lexical Processing on Oral Sentence Production by L2 Learners: Syntactic Priming Experiment Using a Picture Description Task

This study investigated binomial processing in L2 learners and monolingual children aged 10-11 years. Symmetrical (e.g. king and queen) and asymmetrical (e.g. queen and king) expressions were presented, and response time and accuracy were measured. L2 learners were slower than monolinguals on high frequency and reversed expressions.

Gale Stam, National Louis University Do L1 and L2 Thinking for Speaking Patterns Change?

Judith Wylie, Queen's University Belfast Binomial processing in children: A comparison of monolinguals and second language learners

Poster Sessions LID Ali Fuad Selvi, University of Maryland A Survey of Collocations of English in the Globalizing World

This paper aims to present a survey of collocations centered around the English language and provide insights into how different conceptualizations are manifested in collocations such as "English as/as a/as a language of/as an/as the/as the language of' that are used widely to define this global language.

Frederick DiCamilla, Indiana University Purdue University Indianapolis Using Metaphor to Construct America's Role in the World: The Hillary Clinton Hearings for Secretary of State

76

Heejung Kwon, Purdue University Marshall D Klassen, Purdue “Because English is Not My Language”: Case Studies of International Students’ Self-identification of Linguistic Ability and Toward Non-stigmatized Linguistic Identity Labels

A semantic analysis of the use of metaphor by Hillary Clinton and members of the US Senate Committee on Foreign Affairs in hearings to consider her nomination as Secretary of State reveals a shared ideological framework among US political leaders in constructing the global status of the US

The present study investigated how lexical processing affects sentence production by Japanese EFL learners. The results indicate that the combinatorial nodes in the syntactic representation are activated differently according to the learners' proficiency. The results also suggest that syntactic activation is suppressed when lexical processing requires a greater cognitive load.

This paper discusses how an L2 learner’s thinking for speaking about motion changes linguistically and gesturally in both her L1 and L2 over time. The presenter will discuss how the learner expressed path linguistically and gesturally in her narrations in Spanish and English in 1997, 2006, and 2011.

Tokuji Noro, Hirosaki University Examination of the Real-Time Debilitating Effects of Second Language Speaking Anxiety

This presentation examines the real-time debilitating effects of L2 speaking anxiety. The profiles of the speech data collected from six pre-intermediate Japanese ESL learners will be shown and discussed, along with the results of content analysis of their retrospective written reports about how their anxiety influenced their speaking process.

Natsuyo Suzuki, Waseda University How Interactions Prompt the Acquisition of Phrasal Verbs in Different Modalities: Computer-mediated and Face-to-face EFL Classrooms

SATURDAY, MARCH 16 2013, POSTER SESSIONS

This paper investigates whether the benefits of interaction (dictogloss task) for the acquisition of phrasal verbs vary in different learning modalities. No different effects were found between computer-mediated and face-to-face communication based on statistical analysis, however transcription of interactions additionally gained further insights of negotiations of form and meaning.

Yujeong Choi, University of Texas at Arlington Cynthia Diane Kilpatrick, The University of Texas at Arlington Morpho-syntactic development and task-based interaction

This study examined to what extent knowledge of past tense and relative clause is developed through dyadic interactions between English L2 learners. Results indicate that interactions are not equally beneficial to the two targeted forms; while development of past tense knowledge was evident, relative clause performance did not significantly improve.

HuiPing Chan, University of Groningen Wander Lowie, University of Groningen Kees De Bot, University of Groningen The Effects of Input Outside the Classroom on Learning Word Collocations and Associations by Beginning Learners of English in Taiwan This paper discusses an intervention experiment of beginning English learners, in which an experimental group was exposed to extra input outside the classroom through movies and reading. The results showed that the learners acquired more word collocations than word associations and benefited more from input with greater English proficiency.

Seung-Eun Chang, University of California, Berkeley L2 accent transfer in L3 production: Evidence from L3 Korean This research investigates the influence of L2 phonology in L3 acquisition. The perceptual judgment of a foreign accent indicated that the native English speakers who had learned Japanese before learning Korean were more frequently identified as having a strong Japanese, rather than English, accent in their L3 Korean production.

Troy Cox, Brigham Young University Wendy Baker Smemoe, 4057 JFSB Olga Malentina, Brigham Young University The relationship between L1 fluency and L2 fluency across difference proficiency levels and different L1s and L2s This study examines the role of L1 fluency and L2 proficiency level on L2 oral fluency development. L1 and L2 speakers of English, Spanish, Korean, Japanese, Chinese, Portuguese and Russian provided speech samples in their L1 and L2. Results determined the importance of L1 fluency on L2 fluency development.

77

78

SUNDAY SESSIONS

SUNDAY, MARCH 17 2013, OVERVIEW Grand Hall Dallas Ballroom A1 Dallas Ballroom A2 Dallas Ballroom A3 Dallas Ballroom D1 Dallas Ballroom D2 Dallas Ballroom D3 City View 1

City View 2

City View 3

City View 4

8:15-8:45

8:50 - 9:20 Poster Sessions, DIS

10:10-10:40 10:45-11:15 Poster Sessions, RWL, TXT Colloquium, LPP: Ramanathan, organizer Language policies and (dis)citizenship: moving beyond passports and visas Colloquium, LID: Shin & Park, organizers Applied Linguistics and Political Economy: Ideologies of Language and Identity under Neoliberalism Colloquium, EDU: De Costa, organizer Rethinking the Macro-Micro Divide: Scalar Applications and Implications for Educational Linguistics Invited Colloquium: Norris, organizer Multimodal Discourse Analysis ACTFL at AAAL Colloquium: Donato & Glisan, organizers The ACTFL Research Priorities Project: Moving Language Education Forward Colloquium, SLA: Dornyei & Macintyre, organizers Motivational Dynamics in Second Language Acquisition DIS Jadlocki DIS Abreham DIS Yu, D. DIS Imai DIS Shandor et al. Gesture and Speech in Ethiopian Television Reporting the Other: The use of gestures 'Language' as L2 Teacher Discourse: English News Discourse: Chinese and US News during L1/L2 Participation in an ESL A Microanalysis of A Study in MassHeadlines on Natural undergraduate finance Health Literacy Corrective Feedback Mediated Disasters writing conferences: Classroom: Interaction, Episodes Communication An interactional Practical Knowledge sociolinguistic analysis

COG Garcia-Amaya & Darcy Attention control in study abroad context: Longitudinal data from L2 learners of Spanish LCS Levine Global or Local? Language Choice, Digital Media Use, and Social Networks during Study Abroad DIS Konakahara An Analysis of Interruptions in English as a Lingua Franca Interactions

Majestic 1

SLA Prieto Botana The Role of TaskEssentialness and Explicit Information in Processing Instruction

Majestic 2

BIH Temples Constructing Arabic as Heritage: Investment in Language, Literacy, and Identity among Young U.S. Learners

Majestic 3

ASE Winke & Lim ESL Essay Raters’ Cognitive Processes: An Eye-tracking Study

80

COG Hamrick Statistical Learning of Second Language Syntax: A Role for Attention, Memory, and Chunk Formation LCS Webster Notions of the Native Speaker and Differential Language Use Among American Sojourners in Germany DIS Fagan From “No” to “Let’s Think About That”: Sytematically Doing Negative Feedback in L2 Classroom Discourse

SLA Gutierrez Effects of Time Pressure and Task Stimulus on L2 Learners’ Performance on Grammaticality Judgment Tests BIH Abing VP-adverb Placement in the Spanish of Second Language Learners and Heritage Language Learners ASE Akiyama Where Raters’ Differences Come from in the Context of English Teacher Employment Examinations via microteaching

9:25-9:55

and Learning Opportunities SLA Sato Group Work and Proficiency: LanguageRelated Collaboration and Its Effects on L2 Development LCS McGregor & Müller "I want the fairy tale": Language learning, imagination, and desire in a study abroad context DIS Sato

Examining intermediate Japanese university students’ perception of recasts: Revisiting repair,acknowledgement and noticing through stimulated recall

SLA Ahmadian Investigating What Second Language Learners Do and Monitor under Careful Online Planning Condition BIH Lee & Lee The Bilingual is not Two Monolinguals: Understanding Referential Choices in Narratives of KoreanEnglish Bilingual Children

COG Lazarte & Barry Working Memory and First Language (L1) and Second Language (L2) Reading Strategies LCS Lapidus & Kaveh Play as a Multiliteracy Experience: Children’s Drawings in an Experimental Theater Program

LPP Wilson Language Ecology and Discontent in the Xinjiang Uyghur Autonomous Region of China

COG Mohamed The role of attention and repetition in incidental vocabulary acquisition: evidence from eye tracking LCS Strauss & Feiz When Worlds Collide: The Socialization of Language, Culture, Concept, and Literacy Among Six Non-Literate Immigrant ESL SchoolLPP Flowers Chronotope in Debates Over Local Language Policies

ED

EL C N A

C

SLA Spada et al. Complexity, Accuracy, and Fluency: The Development of the English ‘Passive’ with Instructed Learners

SLA Cheon The Impact of Task Design on Linguistic Complexity in L2 Korean

ASE Zannirato Empowerment Evaluation in 'TwoTiered' Departments of Foreign Languages: What Language Program Directors and Coordinators Need

ASE Brooks & Swain Strategic Speaking Clusters in Testing and Real-life Contexts

BIH Wright Translanguaging in Teacher Training and Resource Development in Northeastern Cambodia for Indigenous Bilingual Education

BIH Tejada Sánchez & Valencia Rethinking bilingualism through in-service teacher training in Colombia

Majestic 4

Majestic 5

Majestic 6

Majestic 7

8:15-8:45 RWL Fang et al. Writing a Report: A Study of Preadolescents’ Use of Informational Language

8:50 - 9:20 RWL Shea "This Thing": Summary Noun Constructions in Learner Writing

DIS Kayi-Aydar Social Positioning, Membership, and Second Language Learning in an ESL Classroom: A Case Study of Talkative Students SOC Groff Youth Experiences in an Anglophone Minority: Stories of Language and Identity in Québec City PED Ekiert & Di Gennaro English Articles: Reconsidering the Effectiveness of Written Corrective Feedback

DIS Wells et al. Challenges in Managing Authority and Equality in Instructional Conversation

Majestic 8

SLA Suzuki Written languaging on new essay writing: An exploratory study

Majestic 9

RWL Smith & Murillo Reading and Writing the Borderlands: Biliteracy as Human Capital in a Globalizing World

Majestic 10

Majestic 11

Remington Room

Press Club Room

PED Nakatsukasa Can Recasts Be More Effective? Efficacy of Corrective Feedback and Gesture on the Acquisition of L2 Grammar EDU Poole Fostering Bilingual Children's Awareness of the Rhetorical Situation

SOC Duran Multilingual Repertoires at Play among Newly-Arrived Karenni Children in the United States PED Chen Students, Teachers, and Researchers' Perceptions of Peer Feedback in the ESL/EFL Writing Classrooms: A Qualitative Metaanalysis SLA Kim Metacognitive Knowledge in Second Language Writing

9:25-9:55 RWL Cheng “Why does ‘genre’ sound so familiar?”: graduate students in applied linguistics and writing studies engaging with concepts in genre theories DIS Zhang, Y. Power Sharing In A Foreign Language Classroom: An Application of Critical Discourse Analysis to A Student-centered L2 Chinese Classroom SOC Gokalp Language and Identity Practices of Kurdish Children in Turkey across their Spaces; Home and School PED Yu & Lee Understanding Teacher Written Feedback: Use of L1 and L2, Functions of Speech, and Their interface SLA Zhang & Ong Does Manipulating Cognitive Processes Improve EFL Writers’ Text Quality?

RWL Pessoa & Miller Disciplinary Undergraduate Student Writing Development in a Globalizing World: Findings from a 4-year Longitudinal Study COR Abe Using Multivariate Statistical Techniques to Analyze Development of English Oral Proficiency PED Yilmaz The Role of Exposure Condition in Negative Feedback Effectiveness

RWL Hammill Second Language Pedagogy in Intensive English Programs and First Year Composition: Language vs. Writing? COR Csomay A corpus-based analysis of student talk in the university setting

EDU Martin-Beltran & Merrills Collaborative Dialogue and Questions about Language among Language-minority and Language-majority Learners

EDU Constantinou Performing in the Standard in a Bidialectal Setting: Examining the Written Production of Immigrant Pupils in Cyprus

PED Smotrova Teaching L2 Pronunciation: Instructional Functions of Gesture

SUNDAY, MARCH 17 2013, OVERVIEW 10:10-10:40 RWL Jeffery & Matsuda Examining Conceptions of Voice: An Analysis of Writing Teachers’ Constructs and Processes

10:45-11:15 RWL Heng Hartse & Shi Academic English Writing in China: A Sociolinguistic Approach to Variation

PED Kubanyiova Towards Understanding the Ecology of L2 Development Opportunities in Teacher-Led Classroom Discourse: The Role of Teachers’ Cognitions SOC Song Globalization and Teacher Identity: EFL Teachers’ Perspectives on Study Abroad Returnees PED Adawu Examining Transformations in Adolescent Second Language Writers’ Ideational Meanings: Implications for L2 Writing Pedagogy in a Globalizing World SLA Wolter & Gyllstad Frequency of Input and L2 Collocational Processing: A Comparison of Congruent and Incongruent Collocations SLA Su Contributions of Morphological Awareness to Reading Comprehension in Chinese EFL Learners

PED Stiefenhöfer & Michel Primed Production of Spanish Subjunctives in Synchronous Computer Mediated L2 Peer Interaction

COR Knight Gesture and talk ‘in the wild’

PED Markle & D’Amico Oral Communication Strategies of Beginner Level Spanish Learners: Does Instruction Have an Impact? DIS Houck & Fujii Closing Disagreement Sequences in Academic Discussions

SOC Yang Home Away From Home: Return Immigration and Transnationalism

PED Lee, H. Writing Cooperatively in a Second Language: Difficulties of LowIntermediate Learners SLA Yuldashev Fixedness and Flexibility in Formulaic Language Use SLA Song & Sardegna The incidental acquisition of English prepositions by EFL learners through extensive reading with production activities COR Crawford & Vellenga Teacher professional development in TESOL: Teacher perceptions of corpus linguistics

PED Warren & Winkler A Systemic-Functional Approach to Teaching and Learning Evaluative Language in the L2 Classroom DIS Kuzio Global Face(book): Intercultural Gender Representation in Virtual Reality

Roundtable Sessions: BIH, DIS, PED, PRA

81

SUNDAY, MARCH 17 2013, OVERVIEW

Grand Hall Dallas Ballroom A1

Dallas Ballroom A2 Dallas Ballroom A3 Dallas Ballroom D1 Dallas Ballroom D2 Dallas Ballroom D3 City View 1

City View 2

2:00-2:30

2:35-3:05 3:10-3:40 Poster Sessions, SLA 2 Colloquium, ASE: Hill, organizer Understanding and developing teacher assessment literacy

Colloquium, LCS: Atkinson, organizer A (More) Ecological Applied Linguistics? Colloquium, DIS: Bell, organizer Research Methods and Research Questions in Humor Studies Invited Colloquium: Duchêne & Pavlenko, organizers The Dark Side of Linguistic Diversity? Colloquium, RWL: Schleppegrell, organizer Colloquium, EDU: Harman, organizer The Disciplinary Challenges of English Language Arts: The Role Using Systemic Functional Linguistics to Support Critical Literacy of a Functional Grammar in Supporting Student Learning Development in K-12 Classrooms Colloquium, SLA: Vyatkina, organizer New Developments in the Study of L2 Complexity DIS Matarese & DIS Baxter DIS Warner DIS Harman DIS Ng, J. Rine Talking their way to & Chen, H. All the School’s a & Teo, P. Doing being a the top: a Multilingual Stage: Using “Making A dialogic teacher: comparative study Conversationality in Difference”: A Performance to Managing instituof women’s Social Networking Multimodal Discourse Foster Critical tional constraints in Analysis of a Teacher leadership language Spaces Discourse Awareness COR Gray

Syntactic Complexity in Academic Writing: Phrases, Clauses, and Disciplinary Variation

City View 3

LCS Mina Multilingual Graduate Students’ Identities in an Academic Class Blog

City View 4

ASE Hirano Investigating Aspects of the Recall Process Through Retrospective Questionnaire SLA Hsu et al. Beliefs of Social Role ObligationD in LE E EFL C College N Students’ L2 CA Motivation

Majestic 1

Majestic 2

Majestic 3

Majestic 4

82

3:55-4:25 4:30-5:00 5:05-5:35 Poster Sessions, PED, RWL Colloquium, BIH: Naqvi, organizer Reconceptualizing Bilingual Pedagogy: A Framework to Foster Metalinguistic Awareness in the Early Years

LPP Moore & Arias The Genesis of Structured Immersion: How’d We Get This Version? LID Van Gorp

The impact of a translanguaging task on teachers' and students' linguistic practices in Flemish primary education

RWL Pae Toward a Model of L2 English Academic Reading

ITA teacher training

COR Neiderhiser & Kennedy

“Notice the Similarities between the Two Sets...”: Imperative Usage in a Corpus of UpperLevel Student Papers

LCS Kim, M.

Reinventing oneself from an EFL teacher to an ESL graduate student: Academic discourse socialization at a Canadian university

ASE Yang

Mapping the Relationship among Cognitive Complexity of Writing Tasks, L2 Writing Quality, and Language Features of L2 Writing

SLA You Mental Imagery in Second Language Motivation: A Dynamic Perspective LPP Romero & Langman

Language Policies and Practices on the Ground: A Case Study of Science Teachers' English Language Learning Policies

LID Liu & Matsuda Reexamining Power in Second Language Writing

RWL Crossley et al. What’s Simple about Simplified texts? What Computational and Psycholinguistic Experiments Tell Us about Text Comprehension and Text Processing.

Recruitment Video

COR Davis

Passive Voice and Past Tense: Corpus Analysis of Graduate and Undergraduate Academic Readings

LCS Deschambault

Economizing education: Feepaying international students, socialization, and the production of ‘getting out of ESL’ in a public high school

ASE Rebman

Implementing an Email Request Task for Academic Writing Assessment: A Study of Reliability and Test Development

BIH Rakowicz Proficiency Assessment and Curricular Needs of Heritage Language Learners

LPP Lillie The Lost Boys (and Girls): Students in Arizona Speak Out about SEI LID Katharine

Ideology and the Presentation of U.S. Spanish in Three Spanish as a Foreign Language Textbooks

RWL Martinez How Does (a Lack of) Knowledge of Multiword Expressions Affect Reading Comprehension?

COR Wright Shared Moves Within a Genre Family: Literature Reviews and Research Articles

COR Yoon Writing: A Mixed Methods Study of Korean ESL Graduate Students’ Academic Writing

English in the globalized workplace: The effects of communicative language teaching reforms in coastal China.

Identity Development in Multicultural Contexts: An Activity Theory Analysis of Newly Constructed Culturally Diverse Groups

SLA Isobe

SLA CastanedaJimenez & Jarvis Lexical Diversity in Foreign Language Spanish

Emergence of LexicoSyntactic Productivity: A Case of Two EFL Learners

LID Troyer et al. ¿Dónde Está el Español? The Linguistic Landscape of Small-town America

LID Gramling A Well-Tempered Monolingualism: Why Mono and Multi are not Opposable Concepts

LCS McPherron

SOC Suni A New Job in a New Language Community: Professionals as Real Beginners The Effects of Exposure Frequency on Productive and Receptive Knowledge of Multi-word Expressions

LPP Wu Mandarin learning in a middle school program: Tensions, frustration, and possibilities LID Yang

You Marginalize Us, so We Are “Demonizing” You: Online Interaction as a Venue for Resistance and Solidarity

RWL Ronan The Screen as Page: Examining Online Texts as Design in the Content Area Classroom

LCS Kitade

SOC Danyushina Business and Governance Linguistics: an Interdisciplinary Approach

LPP Doolan et al. Language Ideologies and District-wide Dual Language Program Implementation

RWL Kendrick et al. The Affordances and Challenges of Multiliteracy Pedagogies for Refugee Youth

ED

C

EL ANC

COR Hardy et al. Using a Corpus of Advanced Student Writing in the First Year Reading and Writing Classroom

LCS Qian Gender, identity and symbolic power: A case study of female ELL adolescents’ language use in Canada SOC Hepford Are we becoming a bilingual country? A case study of Lowe’s bilingual policy SLA NekrasovaBecker

LPP Scott Language Policy at Home in Mexican American Families

RWL Tuba et al. Transformative Practice of Adolescent Latino Students through Digital Storytelling

Majestic 5

Majestic 6

2:00-2:30 PED Johnson & Worden Becoming a teacher: Cognition, emotion, and activity in teacher learning TEC Hsu What Are L2 Learners Doing During Task Planning Time? The Case of SelfRepair in the Context of CMC

Majestic 7

PED Dobao Attention to Form in Collaborative Tasks: Comparing Pair and Small Group Interaction

Majestic 8

SLA Subtirelu & Lindemann Reliably Invalid: the Influence of the Listener on Measurements of Second Language Speech TXT Lee A Corpus-Based Study of Reporting Clauses in Korean Graduate Students’ English Writings

Majestic 9

2:35-3:05 PED Wang How foreign language teachers’ prior language learning experience influences their teaching TEC Mendelson “What’s Going On Here?”: A Frame Analysis of Transfer Between Chatting and Speaking

PED Sakai Effects of Metalinguistic Training on Second Language Learners' Use of Incidental Focus on Form Episodes

SLA Harada Talker Differences in Speech Perception by Early English Learners in a Minimal Input Situation TXT Cao & Hu How Interactive Metadiscourse Varies Across Research Paradigms and Academic Disciplines?

Majestic 10

EDU Dobs et al. Successful Classroom Participation: What Counts?

Majestic 11

SLA Alanen et al.

SLA Rose, M. L2 Pragmatic Development in Beginning-Level Learners

Remington Room

LCS Song & Eslami NNES and NES Students’ Perceptions of a Public Apology

LCS McCafferty The Private and Inner Functions of Gesture and Inhabiting a L2

Press Club Room

The Development of the Pragmatic Functions of L2 Finnish, L2 English and L2 Swedish Questions Across CEFR Proficiency Levels

EDU Ginsberg Production resources and socialization in a mathematics lesson

Roundtable Session DIS, LPP, SOC, TEC

3:10-3:40 PED Golombek Reconceptualizing

SUNDAY, MARCH 17 2013, OVERVIEW

3:55-4:25 PED McCormack & Kahn

4:30-5:00 PED Nauman Supporting the Development of New Tools for Thinking: The Case of Chinese Teachers’ Conceptualizations of Literacy

5:05-5:35

“Stages” of Novice Language Teacher Development Through Vygotskyian Dialectics: Holistic and Responsive Mediation to Push Teacher Development

Classroom Conversation Analysis: Pedagogical Implications of Raising Teacher-Learner Awareness of the Organization of Talk in Interaction

TEC Suzuki

TEC Amer The Use of Online Supplementary Tools for Learning Arabic

PED Wu & Saito Communicative focus on form and L2 suprasegmental learning: Teaching Cantonese learners to perceive Mandarin tones

PED Acheson-Clair Bearing the Motivational Burden: Emotion Labor of US Foreign Language Teachers

PED Pawlak & Wach Factors Affecting Temporal Variation in Language Learning Motivation: Insights From a Classroom-based Study BIH Hoagland Writing capital: Lexical knowledge of Chinese minority learners of English

PED Piniel & Csizér Changes in motivation, anxiety, and self-efficacy throughout an academic writing course

TXT Zhang A Study of ROTC College Recruiting Brochures Through Critical Discourse Analysis

TXT Ashraf Letters in the Pakistani Newspapers: A Resistant Genre of Unrepresented Voices

EDU Romero & Huang

PRG Ewald Another Look at a Speech Act: An Analysis of Naturally-Occurring Student Complaints Sent through Email

PRG Nguyen & Ho Effects of proficiency levels and lengths of residence on the acquisition of request modifiers in a L2

SLA Karlsson Quantitative and Qualitative Aspects of L1 (Swedish) and L2 (English) Idiom Comprehension

SLA Serag How to Promote Learning Efficiency at Self Access Language Learning Centers

SLA Rose, H. Rejuvenating Language Learning Strategy Research: Where do we go from here?

TXT Aull & Lancaster Rhetorical and Linguistic Features of Early Undergraduate Writing: A CrossInstitutional, GenreBased Study PRG Rossiter & Hatami The Pragmatic Development of Adult English as a Second Language Learners in the Performance of Requests SLA Basista & Hill

TEC Rouhshad

Comparison of the Nature of Negotiations and Corrective Feedback between Face-to-face Mode and Synchronous Computer-mediated Mode

SLA Blanchet & Kennedy L2 Listening Ability and Awareness of Connected Speech Processes TXT Junqueira

Interpersonal Metadiscourse in Book Reviews in English and Brazilian Portuguese: A Corpus-based Analysis

“Teaching through a Linguistic Lens.” Teachers’ Learning about Linguistics and Its Relevance for Their Pedagogical Practice in a Globalizing World

LCS Peele-Eady & Blum-Martinez

Analyzing Sermons as Rich and Complex Texts: Implications for the Literacy Development of African American Youth

Private Turns: Videoanalysis of a Novice Student’s Off-screen Learning Behaviors in the Physical Environment During Synchronous Online Japanese

BIH Daller & Treffers-Daller Vocabulary size and native-like selection among heritage speakers of Turkish in Germany

ASE Frost ASE Ginther & Elder Language Testing The Use and and Immigration in Interpretation of the Australian English Proficiency Context: Test Test Scores in the Impact from the Graduate Admissions Perspective of Process Migrants Roundtable Session ASE, COG, SOC, EDU, TEC

SOC Etienne A Norm for Nonnative Speakers? The Case of Ne-Deletion in French

Motivational and Attitudinal Characteristics of Highly Proficient L2 Speakers: Implications for Foreign Language Educators

ASE Pan

Utilizing “Assessment Use Argument” to justify consequences of test use: the relationship between standardized exit tests and student workplace competitiveness

83

SUNDAY, MARCH 17 2013, COLLOQUIA

Dallas Ballroom A1

LPP Language policies and (dis)citizenship: moving beyond passports and visas 8:15 to 11:15 am Dallas Ballroom A1 (CC - 1st Fl) Session Organizer: Vaidehi Ramanathan, University of California, Davis Discussant: Tim McNamara, University of Melbourne

This panel addresses various issues relating to language policies and (dis) citizenship, including ‘illegal children,’ bilingual programs, linguistic classifications, ‘undocumented’ youth, translations and borders.

Vaidehi Ramanathan, University of California, Davis Dis-citizenship: Histories, Translations, Globalizations

This paper argues for the importance of defining citizenship not in geographical terms or in terms of one’s passport/visa status but in terms of “being able to participate fully.” It underscores the importance of inducting issues of histories, translations and language policies into current conceptualizations of the term.

Terrence Wiley, Center for Applied Linguistics “Illegal Children’ in Neo-conservative Discourse on Citizenship: Implications for Language Policy This paper analyzes the emergence and impact of the neoconservative construct of ‘illegal children’ within the context of language minority educational language policies. Utilizing interpretive policy analysis, it focuses on the U.S. national immigration debate and the dehumanizing assault on the educational rights of language minority children.

Kate Menken, City University of New York - Graduate Center & Queens College Dis-Citizenship or Opportunity?: Language Education Policy for Access and Full Participation of Emergent Bilinguals in the US This presentation shares findings from empirical research gathered in New York City during a period when large numbers of bilingual education programs were dismantled and replaced with English-only programs, showing how restrictive US language education policies are a form of dis-citizenship that marginalize emergent bilinguals.

Teresa Mccarty, Arizona State University A “Rightful Place” in the World of Languages: Rethinking Discourses of Disability in Indigenous Language Planning and Policy This presentation argues that linguistic naming practices can create a logic whereby threatened languages are viewed as “discitizens” in the world of languages, undermining revitalization efforts. Drawing on comparative ethnographic research, the paper shows how Indigenous American communities are interrupting these practices, opening new spaces for exercising Indigenous language rights.

ASE Understanding and developing teacher assessment literacy 2:00 to 3:40 pm Dallas Ballroom A1 (CC - 1st Fl) Session Organizer: Kathryn Hill, University of Melbourne Discussant: Tim McNamara, University of Melbourne

The papers in this session represent a range of perspectives on the issue of teacher assessment literacy. These include different approaches to documenting and describing assessment practices and beliefs, construct definition, needs analysis, professional development and assessing different levels of competence in assessment literacy.

Michael Michell, University of New South Wales Towards an understanding of teacher assessment literacy supporting curriculum-based assessment

This paper examines the nature of teacher assessment literacy and its validity as a basis for classroom-based language assessment. Using Vygotsky’s dialectical knowledge framework of everyday and scientific concepts, it considers the quality of teachers’ assessment knowledge, and proposes a construct of teacher assessment literacy as situated professional praxis.

Kathryn Hill, University of Melbourne Understanding classroom-based assessment (CBA) processes: A precondition for assessment literacy This paper proposes a comprehensive framework for understanding classroom-based assessment (CBA) processes based on a detailed empirical study of two school foreign language classrooms. Adopting the broadest possible definition of CBA, the framework addresses critical gaps in existing frameworks, including consideration of the epistemological bases for observed assessment practices.

Jason Longmore, University of Technology Sydney (UTS), Australia Developing teachers’ assessment literacy for the classroom through reciprocal peer-coaching Assessment for Learning demands a change in assessment culture and the promotion of assessment literacy. Drawing upon the work of Robertson (2005), Lambert (2002) and others, this paper will describe how learning conversations, through a reciprocal peer-coaching program can be the means through which effective assessment change can take place.

Dennis Alonzo, University of New South Wales, Australia/University of Southeastern Philippines Chris Davison, University of New South Wales Evaluating teacher assessment literacy: Towards a standardsbased framework This paper reports on the development of a framework for describing different levels of Assessment for Learning (AfL) competency which will provide the basis for developing and evaluating a more effective AfL literacy program for teachers in Brunei and the Philippines.

Gemma Punti, Univerity of Minnesota BIH Reconceptualizing Bilingual Pedagogy: A Framework to Kendall King, Univ. of Minnesota Foster Metalinguistic Awareness in the Early Years A Perfect Storm for Undocumented Latino Youth? Multi-Level 3:55 to 5:35 pm Dallas Ballroom A1 (CC - 1st Fl) Marketing, Discourses of Advancement and Language Policy This presentation examines one way in which undocumented Session Organizer: youth navigate their extremely limited educational and Rahat Naqvi, Faculty of Education, University of Calgary professional opportunities in the U.S. For many of these young adults, multi-level marketing (MLM) schemes such as Herbalife and Amway provide the discourse of a means to financial, educational, and social advancement.

84

Three papers explore the role of metalinguistic awareness and cross linguistic transfer in developing holistic literacy practices within the Spanish bilingual program in Canada. Drawing upon theory on integrated models of language learning, researchers present findings which suggest the need to re-conceptualize current bilingual pedagogy within the primary school context.


Rahat Naqvi, Faculty of Education, University of Calgary Using Dual Books to Foster Metalinguistic Awareness in Bilingual Classrooms

Ryuko Kubota, University of British Columbia Neoliberal Paradoxes of Language Learning

Elaine Schmidt, Calgary Board of Education Metalinguistic Awareness in Bilingual Schools: Implications for Professional Development

Hyunjung Shin, University of Saskatchewan Neoliberalism, the Transnational Language Education Industry, and Applied Linguistics

Marlene Krickhan, Calgary Board of Education How Can Authentic Task Design In a Multi-Grade Bilingual Classroom Strengthen Cross-Linguistic Transfer and Foster Metalinguistic Awareness

David Block, ICREA, Universitat de Lleida John Gray, Institute of Education, University of London The Marketization of Language Teacher Education and Neoliberalism

The researcher seeks to address how dual language books can be used to foster metalinguistic awareness in the bilingual classroom through a ten week reading intervention pilot study, using ten Spanish-English DLBs. Analysis suggests a rethinking of bilingual instructional strategies building on the benefits of cross linguistic transfer.

The researcher seeks to identify the emerging needs of teachers as they understand and foster a holistic approach including metalinguistic awareness, within the context of a bilingual primary school community. Implications for related professional development which support a conceptual shift in the view that teachers hold of language learning are sought.

Through a single case study, the research seeks to address how authentic task design in a multi-grade bilingual classroom strengthens cross-linguistic transfer and fosters metalinguistic awareness. Four trends are observed which strengthen the argument for a flexible L1/L2 inquiry approach.

Dallas Ballroom A2

LID Applied Linguistics and Political Economy: Ideologies of Language and Identity under Neoliberalism 8:15 to 11:15 am Dallas Ballroom A2 (CC-1st fl) Session Organizers: Hyunjung Shin, University of Saskatchewan Joseph Sung-Yul Park, National University of Singapore Discussant: Monica Heller, CREFO, OISE What critical contributions can applied linguistic research make towards our understanding of the impacts of neoliberalism on language and language education? This panel aims to identify new ways through which applied linguistics may intervene in the complex transformations of society brought about by neoliberalism.

Joseph Sung-Yul Park, National University of Singapore Language as Pure Potential

Drawing on two qualitative studies on Japanese adult learners or users of English and other languages, this paper presents cases that demonstrate paradoxes of the neoliberal assumption that proficiency in English provides workers with sufficient competence required for global workplaces. Pedagogy that prioritizes communicative and dispositional competence is proposed. Drawing from a 2.4-year sociolinguistic ethnography on language learning experiences of four Korean early study abroad students in Toronto high schools, this paper examines the increasing conflation between language education and language industry in the neoliberal era and its implications for applied linguistic research and practice.

This paper focusses on the dynamic relation between the epistemological and political strands of the knowledge base of language teacher education and the precise form this relation takes in neoliberal times. We conclude that applied linguists need to engage more fully with the political strand in language teacher education.

LCS A (More) Ecological Applied Linguistics? 2:00 to 3:40 pm Dallas Ballroom A2 (CC-1st fl) Session Organizer: Dwight Atkinson, Purdue University

Ecological approaches to applied linguistics have become increasingly important in recent years, yet an opportunity seems to have been missed to connect them (more) directly to the ecological crisis currently threatening the future existence of humankind. We begin to do so in this colloquium.

Claire Kramsch, University of California at Berkeley The Ecological Imperative: Remembering Rousseau, Ricoeur, and Bakhtin. The 300th anniversary of Rousseau’s birth reminds us of his views on society, nature and education and how they have influenced two major sources of inspiration for ecologically inclined applied linguists: Ricoeur and Bakhtin. This historical retrospective reveals the possibility of an ecological imperative devoid of moral relativism.

This paper studies the role of language ideology in the neoliberal transformation of society by critiquing the ideology which views language as pure potential, as a neutral tool that can be used to achieve any communicative goal and a key for unlocking the hidden potential of the individual.

Steven Thorne, Portland State University & University of Groningen Ecologies of Language, Space, Place, and Action

The neoliberal agenda in universities has intensified since the 2008 economic crisis. A greater understanding of the workings of neoliberal ideology, and its unstable appearance in language, is required for applied linguistics to engage directly with the linguistic and political outcomes of this development.

Dongping Zheng, University of Hawaii Values-realizing, Common Results and Extended Learning Environments

Marnie Holborow, Dublin City University Applied Linguistics and the Neoliberal University

Doris Warriner, Arizona State University “Here, without English, You are Dead”: Ideologies of Language and Discourses of Neoliberalism in Everyday Talk This paper examines how ideologies of language and neoliberal discourses of class intersect to influence everyday talk. The analysis shows how applied linguistics might move towards a deeper engagement with political economy and social class in order to illuminate how language and identity are influenced by discourses of neoliberalism.

An augmented reality game is presented which bridges the gap between theory and pedagogy in ecological approaches to language development. Users are challenged to locate themselves within and reconstruct an environmentally devastated world.

This paper develops three new concepts for an ecological applied linguistics: values realization--the process whereby affordances are picked up in the environment; common results-investigating languaging in its integrated mind-body-world environment; and extended learning environments--humanly constructed learning environments which take the above two principles into account.

85


Dwight Atkinson, Purdue University How Applied Linguists Can (Help) Save the World

An ecological crisis dwarfing all others threatens human existence. What can we as applied linguists do in the face of this threat--how can we make our applied linguistics relevant to and (more) focused on saving the world? This presentation attempts to initiate a discussion on this question.

Dallas Ballroom A3

EDU Rethinking the Macro-Micro Divide: Scalar Applications and Implications for Educational Linguistics 8:15 to 11:15 am Dallas Ballroom A3 (CC-1st Fl) Session Organizer: Peter De Costa, Monterey Institute of International Studies Discussants: Suresh Canagarajah, Penn State University Jay Lemke, University of California San Diego

Drawing on ecological psychology, sociolinguistics and linguistic anthropology, the presenters in this colloquium (a) underscore that scales are multiple and that networks frequently cross different scales, and (b) discuss how a scalar perspective can be used to create learner affordances with a view to improving educational outcomes.

Paul Thibault, University of Agder Distributed Language, Interactivity, and Trajectories of Learning

Languaging is skilled multimodal interactivity that comes under second-order cultural constraints. Interactivity, not abstract ‘symbolic’ codes, is central. I will consider the significance of timescales to the formation of the socio-cognitive-affective assemblages in which learning trajectories and their affordances are individuated and modulated through the interactivity afforded by languaging.

Mike Baynham, University of Leeds Genre, Scale and Trajectory in Academic Literacies

Following a review of genre in relation to text- and practicebased orientations to academic writing, this paper demonstrates the use of scale as a construct and introduces the notion of trajectory to explain where student writers are coming from, what writing they are engaged in, and where they are going.

Katherine Mortimer, University of Texas at El Paso A Scalar Analysis of Paraguayan Bilingual Education Policy Implementation This paper uses sociolinguistic scales (Blommaert, 2007) to explain how—despite its equalizing promise—a Paraguayan policy for universal Guarani/Spanish bilingual education was appropriated in ways that left Guarani-dominant children marginalized while benefitting Spanish-dominant children. I then explore how scalar analysis illuminates opportunities to improve language policy appropriation.

Dong Jie, Tilburg University Jan Blommaert, Tilburg University Global Informal Learning Environments and Their Effects in China Focusing on a small group of Chinese male ‘yuppies’, this paper investigates the ways in which access to globally circulating class diacritics are informally acquired, invoked and enacted to construct a recognizable middle-class identity. The global diacritics, derived from elite consumer culture, constitute a scaled informal learning environment.

86

DIS Research Methods and Research Questions in Humor Studies 2:00 to 5:00 pm Dallas Ballroom A3 (CC-1st Fl) Session Organizer: Nancy Bell, Washington State University Discussant: Diana Boxer, University of Florida

This colloquium critically examines the present research agenda in humor studies and calls for its expansion, in terms of both the research methods being used and the types of questions being asked. The contributions of mixed methods, conversation analysis, longitudinal case studies, and acoustic analysis to understanding humor are discussed.

Nancy Bell, Washington State University A Research Agenda for Humor: Looking to the Past for a Way Forward This presentation examines the research that led to the development of the Interaction Hypothesis and compares that trajectory to the current state of research on L2 humor. Doing so suggests a wealth of research questions about L2 humor that applied linguists are currently ready to address.

Mary Yakimowski, University of Connecticut Manuela Wagner, University of Connecticut Laugh and Learn: Mixed Methods and Interdisciplinarity in Educational Humor Studies

We explore the use of mixed methods and interdisciplinary collaborations to answer the many open questions related to the use of humor in education. An analysis of studies in humor and education as well as practical examples illuminate the benefits and challenges of mixed methods and interdisciplinary approaches.

Elizabeth Reddington, Teachers College, Columbia University Hansun Waring, Teachers College, Columbia University Humor in the Language Classroom: Conversation Analytic Considerations

I offer some preliminary considerations of what CA can bring to the existing body of work on humor in applied linguistics. Using video data from an adult ESL classroom, I show in particular (1) how humor is produced and understood by the participants, and (2) how humor creates learning opportunities.

Rachel Shively, Illinois State University L2 humor development during study abroad

This study takes a longitudinal approach, analyzing two study abroad students’ development in humor production in L2 Spanish during one semester in Spain. Using naturalistic conversations and ethnographic data, the study examines changes over time in genres, functions, mechanisms, topics, and contextualization cues that students employed in their L2 humor.

Lucy Pickering, Texas A&M-Commerce Salvatore Attardo, Texas A & M Commerce Shigehito Menjo, Texas A&M, Commerce Multimodal Negotiation of Humorous Intent in Conversations This paper re-examines whether humor is marked in conversational texts and how using an innovative research methodology. A detailed micro-analysis of prosody, smiling and laughing was conducted using dyadic conversations. We present evidence that speakers negotiate humor at the micro-level in the keying of individual utterances.

Dallas Ballroom D2

RWL The Disciplinary Challenges of English Language Arts: The Role of a Functional Grammar in Supporting Student Learning 2:00 to 3:40 pm Dallas Ballroom D2 (CC - 1st Fl) Session Organizer: Mary Schleppegrell, University of Michigan Discussant: Meg Gebhard, University of Massachusetts, Amherst This colloquium illuminates the disciplinary challenges of English Language Arts. It presents research that uses constructs from systemic functional linguistics to support primary school ELLs' close reading of literary texts and writing of character analyses and shows how these constructs help teachers support diverse students' writing in the secondary years.

Frances Christie, University of Sydney Disciplinarity in English Language Arts

ELA has a distinctive knowledge structure, involving the capacity to interpret and create a range of texts, literary and non-literary, revealing generalization, explanation, judgment and opinion. This presentation illustrates how the grammar of systemic functional linguistics permits analysis of the skills required to achieve proficiency in ELA.

Jason Moore, University of Michigan Mary Schleppegrell, University of Michigan Essays in Elementary: An SFL-Based Curriculum for Supporting ELLs in Primary Grades to Write Analytical Responses to Literature

The presentation reports findings from a research project developing ways to use SFL metalanguage to support ELLs’ interpretation and evaluation of literature in their writing. The presentation will briefly describe the curriculum and provide evidence from analysis of analytical essays written by students in grades 2-5.

David West Brown, National University of Singapore, University Town Writing Programme Dialect and Register in the Writing of Diverse Secondary ELA Students This study analyzes the Theme/Rheme structure of essays by secondary student speakers of “nonstandard” varieties. It explores the interplay of dialect and register, demonstrating how students draw from a range of linguistic resources to meet perceived academic writing demands. It also suggests languagefocused instruction more sensitive to register differences.

EDU Using Systemic Functional Linguistics to Support Critical Literacy Development in K-12 Classrooms 3:55 to 5:35 pm Dallas Ballroom D2 (CC - 1st Fl) Session Organizer: Ruth Harman, University of Georgia Discussant: Mary Schleppegrell, University of Michigan

Informed by sociocultural conceptions of literacy, the panelists investigate how their critical language curricula encouraged K-12 students and teachers to analyze and question the linguistic patterns and cultural assumptions in academic and literary texts. The presenters illustrate how systemic functional linguistics helped them achieve this goal.

Mariana Achugar, Carnegie Mellon University Brian Carpenter, University of Pittsburgh Developing critical language awareness: a history teacher’s journey

This paper explores how a history teacher’s conceptual thinking about the role of language in disciplinary literacy developed into a critical socio semiotic perspective through participation in a design experiment that involved collaboratively designing and reflecting on focal disciplinary lessons in history.


Amber Simmons, University of Georgia Collaborative Use of SFL Analysis in Subject English to Support Dynamic Interpretation of Canonical Texts This investigates how use of SFL analytic resources supported secondary-level English students in recognizing how language positions people to react in particular ways, in discussing authors’ ideological manipulation of linguistic choices, and in supporting or refuting claims about critical issues (e.g. gender construction).

Jennifer Anne McCreight, The University of Georgia Friend Talk, Teacher Talk, and Family Talk: First Grade Students and their Teacher Analyze Spoken Language Using Halliday’s Interpersonal Metafunction This paper explores how culturally diverse first graders developed a SFL-informed meta language to analyze linguistic code switching in their home and school contexts and how they wrote multilingual books to challenge the lack of languages represented in their school library.

Dallas Ballroom D3

SLA Motivational Dynamics in Second Language Acquisition 8:15 to 11:15 am Dallas Ballroom D3 (CC - 1st Fl) Session Organizers: Zoltan Dornyei, University of Nottingham Peter Macintyre, Cape Breton University Discussants: Diane Larsen-Freeman, University of Michigan John Schumann, UCLA

This colloquium presents new directions in L2 motivation research. Besides offering novel insights into motivational dynamics as well as the relationship between L2 motivation and learner identity, our aim is also to demonstrate the feasibility of a dynamic systems approach to empirical research both in terms of theory and methodology.

Peter Macintyre, Cape Breton University Tammy Sue Gregersen, University of Northern Iowa An Idiodynamic Approach to Studying Language Learning and Use We will discuss several recent studies that use dynamic systems theory and an idiodynamic method to examine fluctuations in WTC, Language Anxiety, Motivation, L2 Self System, etc. over a short period of time. This data-rich method focuses on the unique, interesting patterns produced when dynamic systems converge within an individual.

Kay Irie, Tokai University, Foreign Language Center Stephen Ryan, Senshu University Home and Away: Study Abroad and the Dynamics of Change in Learner L2 Self-Concept In this study, we follow a group of learners throughout a period of study abroad, observing changes in how they see themselves as language learners/users. We consider these changes through the lens of complex dynamic systems theory and how understanding them may be of practical benefit to teachers.

Alastair Henry, University West, Trollhättan, Sweden Variation and Stability in Swedish Students’ Motivation to Learn French as an L3: A Dynamic Systems Theory Approach

This longitudinal DST-inspired study examines variability and stability in the motivational systems of six learners of French as a second instructed FL. Results reveal ebbs and flows across levels and timescales and perturbations with seemingly systemlevel effects. Long-term system stability appears weakest among students motivated primarily by grade-attainment.

87


Tim Murphey, Kanda University of International Studies Joseph Falout, Nihon University Studying and Stimulating Student Groups as Dynamic Systems Through Critical Participatory Looping (CPL) CPL involves looping back processed data within and even across diverse classes, and thus serves to inform the system about itself in reflective dialectics. These shared perspectives might act as feedback (retrodiction) and feed-forward (prolepsis), building models of adaptive thinking and behavior within and across these open systems (i.e. classrooms).

Tomoko Yashima, Graduate School of Foreign Language Education and Research, Kansai University Kumiko Arano, Kansai University A Three-Level Model of Motivational Dynamics: An Approach to Understanding EFL Students’ Decisions to Continue Learning The study focuses on the dynamic interactions of cognitive, affective, and contextual factors that led university students' decisions to (dis)continue taking non-credit EFL courses. To analyze the interview data, we present a three-level model of continuous experiencing, consisting of microgenetic, mesogenetic, and ontogenetic processes and combine it with DST perspectives.

Zoltan Dornyei, University of Nottingham Letty Chan, The University of Nottingham Identifying Motivational Archetypes and Signature Dynamics in the L2 Classroom Through ‘Retrodictive Qualitative Modelling’ Applying a novel research methodology – ‘retrodictive qualitative modelling’ – this study first identifies L2 learner archetypes amongst Chinese secondary school students and then examines the ‘signature dynamics’ associated with ten prototypical learners that emerged from the interplay of their situated circumstances, innate abilities, emotions, cognition, motivation and behaviour.

SLA New Developments in the Study of L2 Complexity 2:00 to 5:00 pm Dallas Ballroom D3 (CC - 1st Fl) Session Organizer: Nina Vyatkina, University of Kansas Discussant: Lourdes Ortega, Georgetown University

This colloquium brings together researchers who explore L2 complexity from novel perspectives: dynamic usage-based approach, longitudinal study of groups and individuals, multidimensional analysis, and a functional approach. The papers expand the empirical research base by targeting various L1 and L2 combinations, proficiency levels, and language modes.

Marjolijn Verspoor, University of Groningen The dynamic development of L2 sentence complexity

Taking a dynamic usage based (DUB) perspective on development, I show how three advanced learners of English as an L2 develop sentence complexity over four years by looking at how different finite and non-finite dependent clauses develop and interact, showing that as non-finite clauses increase average sentence length decreases.

Nina Vyatkina, University of Kansas Marc Reznicek, Humboldt University Berlin L2 complexity as syntactic modification: Prepositional phrases in a developmental L2 German corpus This study tracks the development of syntactic complexity in the writing of ab initio L2 German learners with L1 English over four semesters of study by applying a multilevel modeling method to an annotated learner corpus. Complexity is operationalized as frequencies of prepositional phrases used as verb or noun modifiers.

88

Bram Bulte, Free University Brussels Alex Housen, University of Brussels The development of English L2 writing complexity: A longitudinal and multidimensional analysis

This longitudinal study uses 14 measures targeting different dimensions of L2 complexity (derived from a taxonomic model of L2 complexity) to map the development of linguistic complexity in the L2 writings of ten beginning English L2 learners at 11 time intervals over a two-year period.

Xiaofei Lu, Pennsylvania State University Haiyang Ai, The Pennsylvania State University Syntactic complexity in college-level English writing: Differences among writers with diverse L1 backgrounds

We present a corpus-based comparative study of syntactic complexity in college-level English writing by NS writers and NNS writers of seven different L1 backgrounds. Our results suggest systematic differences in syntactic complexity between the essays by NS and NNS students and among those by NNS students of different L1 backgrounds.

Shannon Sauro, University of Malmö A Cross-Linguistic Investigation of Complexity in Synchronous Written Computer Mediated Communication This presentation reports on the results of studies of the complexity of L2 learner output in three languages (English, Mandarin Chinese, and Japanese) during written synchronous computer-mediated communication (SCMC) or text-chat. Analysis of video-enhanced chatscripts and stimulated recall were used to explore possible factors influencing complexity in these three languages.

Marianna Ryshina-Pankova, Georgetown University A Meaning-based Approach to Complexity

This presentation argues for an alternative approach to complexity that foregrounds its function, rather than its form. An analysis of advanced FL texts demonstrates that complexity could be first considered semantically as an ability to reconfigure content through abstraction operationalized as grammatical metaphor and realized as nominalizations and abstract nouns.

City View 1

DIS Imai 8:15 to 8:45 am City View 1 (Hotel - 4th Fl) Junko Imai, University of Hawai'i at Manoa The use of gestures during L1/L2 undergraduate finance writing conferences: An interactional sociolinguistic analysis

This paper explores one instructor’s gestures during writing conferences with her English L1/L2 finance students, analyzing video-data according to Gumperz (1982)’s interactional sociolinguistics framework. It discusses interactional uses of gestures including scaffolding and identity negotiation to establish cross/inter-culturalities. It also examines how students gained entrance into a discipline-specific writing genre.

DIS Jadlocki 8:50 to 9:20 am City View 1 (Hotel - 4th Fl) Matthew Jadlocki, The Pennsylvania State University Gesture and Speech in L2 Teacher Discourse: A Microanalysis of Corrective Feedback Episodes Using a microanalytic approach, I examine the careful coordination of the speech and embodied actions of one teacher of Japanese as a foreign language as deployed in four episodes of corrective feedback. I will discuss implications for L2 instruction and the on-going research of gesture and speech.

DIS Shandor et al. 9:25 to 9:55 am City View 1 (Hotel - 4th Fl) April Diane Shandor, The English Center Maricel Santos, San Francisco State University David Olsher, San Francisco State University 'Language' as Participation in an ESL Health Literacy Classroom: Interaction, Practical Knowledge and Learning Opportunities Through an analysis of classroom interaction in which adult ESL learners express their perspectives and concerns about health disparities in their communities, this paper aims to show how patterns of teacher questioning practices allow learners to share their expertise and to carry out practical reasoning as a public community matter.

DIS Abreham 10:10 to 10:40 am City View 1 (Hotel - 4th Fl) Fitsum Asmerom Abreham, Addis Ababa University Ethiopian Television English News Discourse: A Study in MassMediated Communication In Ethiopia, media discourse is half a decade young. ETV telecasts English news to viewers of foreign origin. The news story shall be easily comprehended by these different viewers from different sociocultural and linguistics background. Hence, this would demand scrutiny in the discourse structure and its contexts of news.

DIS Yu, D. 10:45 to 11:15 am City View 1 (Hotel - 4th Fl) Di Yu, Teachers College, Columbia University Reporting the Other: Chinese and US News Headlines on Natural Disasters

By looking at a large number of news headlines found in both Chinese and US online media, this study discusses discourse strategies used in reporting natural disasters occurred in the other country from three aspects: constructing image of politicians, accounting for death and losses, and describing damage and impact.

SUNDAY, MARCH 17 2013, PAPER SESSIONS

DIS Harman 2:00 to 2:30 pm City View 1 (Hotel - 4th Fl) Ruth Harman, University of Georgia All the School’s a Stage: Using Performance to Foster Critical Discourse Awareness When educators re-enact scenes from their everyday school lives, their performances reflect how classroom social identities are informed by, and inform, institutional power relations. This paper draws on multimodal discourse analysis to investigate how K-12 teachers and researchers developed critical discourse awareness through improvisation and linguistic analysis of reenacted scenarios.

DIS Matarese & Rine 2:35 to 3:05 pm City View 1 (Hotel - 4th Fl) Maureen Matarese, BMCC, CUNY Emily Rine, University of Oregon Doing being a dialogic teacher: Managing institutional constraints in ITA teacher training

This paper illustrates how institutional constraints shape social interaction among ITAs and their instructor at the micro level. We explore why dialogism is absent from a group of pre-service ITAs “doing dialogic teaching” and argue that time and assessment constraints created an environment in which dialogism became difficult to achieve.

DIS Ng, J. & Teo, P. 3:10 to 3:40 pm City View 1 (Hotel - 4th Fl) Wan Qing Jessie Ng, National Institute of Education Chin Soon Peter Teo, National Institute of Education, Nanyang Technological University “Making A Difference”: A Multimodal Discourse Analysis of a Teacher Recruitment Video A multimodal discourse analysis is performed on a teacher recruitment video to investigate how teacher identity and agency are articulated through official discourses. This portrayal is compared with the perceptions of practicing teachers to unveil ideological dissonances between the official conception and the lived experiences of teachers.

DIS Baxter 3:55 to 4:25 pm City View 1 (Hotel - 4th Fl) JUDITH ANNE BAXTER, Aston University Talking their way to the top: a comparative study of women’s leadership language This paper reports on a gender, language and leadership study which explored whether leadership language changes according to the gender composition of the team: men-only, women-only and mixed, and how this affects team dynamics, positioning of women, and task outcome. The results suggest that women accomplish more in gender-balanced teams.

DIS Warner & Chen, H. 4:30 to 5:00 pm City View 1 (Hotel - 4th Fl) Chantelle Warner, University of Arizona Hsin-I Chen, Tunghai University Multilingual Conversationality in Social Networking Spaces

This case study examines the complex and dynamic patterns of talk among multilingual users of the social networking site— Facebook. The analysis focuses on the complexities of sequential patterns and rapport management in conversations appearing on the users’ Facebook walls, semi-public spaces with multiple levels of address and participation.

89


City View 2

COG Garcia-Amaya & Darcy 8:15 to 8:45 am City View 2 (Hotel - 4th Fl) Lorenzo Garcia-Amaya, University of Michigan Isabelle Darcy, Indiana University Attention control in study abroad context: Longitudinal data from L2 learners of Spanish Twenty-seven L2 Spanish learners partaking in an overseas immersion program performed an attention control task in their L1 and other cognitive tasks at various time points. No effect was observed for time of testing (Time 1 or 2), suggesting that the ability to shift attention is a stable cognitive trait.

COG Hamrick 8:50 to 9:20 am City View 2 (Hotel - 4th Fl) Phillip Hamrick, Georgetown University Statistical Learning of Second Language Syntax: A Role for Attention, Memory, and Chunk Formation

Adult learning of L2 syntax was compared with the predictions of two computational models of statistical learning: SRN, which learns sequential statistics, and Parser, which learns chunks. Human performance was only consistent with Parser, suggesting a role for attention- and memory-based chunk formation in early L2 syntactic development.

SLA Sato 9:25 to 9:55 am City View 2 (Hotel - 4th Fl) Masatoshi Sato, Universidad Andres Bello Group Work and Proficiency: Language-Related Collaboration and Its Effects on L2 Development This quasi-experimental study examined the effects of proficiency on peer interactional patterns and L2 development. Two EFL classes with different proficiency levels in Chile were given group-work activities for one month. Results indicate that learners with lower proficiency engaged more in languagerelated collaboration and, thus, benefited more from peer interaction.

COG Lazarte & Barry 10:10 to 10:40 am City View 2 (Hotel - 4th Fl) Alejandro Lazarte, Auburn University Sue Barry, Auburn University Working Memory and First Language (L1) and Second Language (L2) Reading Strategies

In a sample of High-School teachers of Spanish we study the effect of working memory (WM) and time allocation strategies for processing end of clause (EOC) words when reading texts in L1 (English) and L2 (Spanish). In both languages, WM and EOC pauses seem to positively correlate with text recall.

COG Mohamed 10:45 to 11:15 am City View 2 (Hotel - 4th Fl) Ayman Ahmed Mohamed, Michigan State University The role of attention and repetition in incidental vocabulary acquisition: evidence from eye tracking This study investigates online processing and acquisition of vocabulary from Arabic as a Foreign Language reading using eye-tracking methodology. Results discuss effects of repeated encounters and reading fluency on three aspects of word knowledge. Implications of incidental vocabulary learning in foreign language setting will be discussed.

90

COR Gray 2:00 to 2:30 pm City View 2 (Hotel - 4th Fl) Bethany Ekle Gray, Iowa State University Syntactic Complexity in Academic Writing: Phrases, Clauses, and Disciplinary Variation

This study investigates the use of phrasal and clausal complexity features in science, social science, and humanities research articles. Results show that while all disciplines maintain the nominal style of academic writing, phrasal complexity features are employed to differing extents, resulting in disciplinary discourse that is more or less ‘compressed’.

COR Neiderhiser & Kennedy 2:35 to 3:05 pm City View 2 (Hotel - 4th Fl) Justine A. Neiderhiser, University of Michigan Kohlee M. Kennedy, University of Michigan “Notice the Similarities between the Two Sets...”: Imperative Usage in a Corpus of Upper-Level Student Papers This presentation will address the usage of imperatives in a corpus of upper-level student papers, focusing particularly on whether, where and when successful and experienced student writers adopt this “high risk strategy.” Such insights have implications for writing instructors and materials designers in both L1 and L2 contexts.

COR Davis 3:10 to 3:40 pm City View 2 (Hotel - 4th Fl) Tracy Davis, Central Michigan University Passive Voice and Past Tense: Corpus Analysis of Graduate and Undergraduate Academic Readings This corpus-based study compared coursework readings at the graduate and undergraduate levels across 10 disciplines. While the usage of tense and aspect at the graduate level supports previous research findings, at the undergraduate level, their usage was significantly different in terms of frequency and function.

COR Wright 3:55 to 4:25 pm City View 2 (Hotel - 4th Fl) Heidi Rachel Wright, Northern Arizona University Shared Moves Within a Genre Family: Literature Reviews and Research Articles This paper reports on a corpus-based, cross-genre, interdisciplinary moves analysis. A corpus of literature reviews in education was analyzed and compared to a coded corpus of research articles in biochemistry to determine if these genre family members shared sections or moves. The results reveal surprisingly more overlap than earlier studies.

COR Yoon 4:30 to 5:00 pm City View 2 (Hotel - 4th Fl) Choongil Yoon, Ontario Institute for Studies in Education at the University of Toronto Online Concordancing as a Problem-solving Tool for L2 Writing: A Mixed Methods Study of Korean ESL Graduate Students’ Academic Writing

The present study traces how five Korean ESL graduate students use a suite of online language reference resources (corpora, Google, dictionaries, etc.) in solving problems they encounter over the entire course of completing a major writing assignment. Particularly it looks into the purposes and strategies for participant’s reference resource consultation.

COR Hardy et al. 5:05 to 5:35 pm City View 2 (Hotel - 4th Fl) Jack Hardy, Georgia State University Audrey Roberson, Georgia State University Ute Roemer, Georgia State University Using a Corpus of Advanced Student Writing in the First Year Reading and Writing Classroom This session shows how a corpus of disciplinary writing was used in a freshman composition course to develop students’ research writing skills while allowing them to explore different university disciplines. We describe the context of the course, share corpus-based activities and research paper topics, and consider students’ impressions.

City View 3

LCS Levine 8:15 to 8:45 am City View 3 (Hotel - 4th Fl) Glenn Levine, University of California Irvine Global or Local? Language Choice, Digital Media Use, and Social Networks during Study Abroad A case study of study-abroad students analyzed uses of and beliefs about language, digital media and social networks in the context of students’ daily lives while abroad. The findings compel scholars and educators to reexamine what it means for students to become socialized in a new language and culture.

LCS Webster 8:50 to 9:20 am City View 3 (Hotel - 4th Fl) Charles Webster, University of Illinois at Urbana-Champaign Notions of the Native Speaker and Differential Language Use Among American Sojourners in Germany This study investigates the role that sojourners' positioning relative to the TL community plays in language use. Participants represent a spectrum of interaction, from avoidance of native speakers to rejection of their cohort. The study grants insights into how community affiliation and differential language use contribute to varied proficiency outcomes.


LCS Strauss & Feiz 10:45 to 11:15 am City View 3 (Hotel - 4th Fl) Susan Strauss, Pennsylvania State University Parastou Feiz, Cal State University, San Bernardino When Worlds Collide: The Socialization of Language, Culture, Concept, and Literacy Among Six Non-Literate Immigrant ESL School-Aged Children

D E EL

We examine the socialization of literacy, language, culture, and conceptual understandings as two worlds of six non-literate children intersect—urban Ethiopia, home for 7-12 years, and the rural Northeast, home for 2.8 years to 8 months. Conceptual understanding is key to literacy as a vehicle for thinking and problem solving.

C N A C

LCS Mina 2:00 to 2:30 pm City View 3 (Hotel - 4th Fl) Lilian Mina, Indiana University of Pennsylvania (IUP) Multilingual Graduate Students’ Identities in an Academic Class Blog

This paper reports on a study that explored how multilingual graduate students constructed their professional and social identities in an online academic class blog. Findings highlighted two overlapping identities participants have constructed: a teacher and a graduate student. Moreover, participants showed some identity shift over the course of the semester.

LCS Kim, M. 2:35 to 3:05 pm City View 3 (Hotel - 4th Fl) Mi-Young Kim, University of British Columbia Reinventing oneself from an EFL teacher to an ESL graduate student: Academic discourse socialization at a Canadian university This study identifies mature NNES students’ language socialization (LS) experiences in academic discourse, particularly how they reconceptualize and reinvent themselves from expert to novice, and negotiate their multiple voices and identities. Findings suggest that interpersonal relations and students’ future trajectories tend to have a greater impact on their LS.

LCS McGregor & Müller 9:25 to 9:55 am City View 3 (Hotel - 4th Fl) Janice McGregor, Kansas State University Mareike Müller, University of Illinois at Chicago "I want the fairy tale": Language learning, imagination, and desire in a study abroad context

LCS Deschambault 3:10 to 3:40 pm City View 3 (Hotel - 4th Fl) Ryan Deschambault, University of British Columbia Economizing education: Fee-paying international students, socialization, and the production of ‘getting out of ESL’ in a public high school

LCS Lapidus & Kaveh 10:10 to 10:40 am City View 3 (Hotel - 4th Fl) A Lapidus, University of Southern Maine Yalda M. Kaveh, University of Southern Maine Play as a Multiliteracy Experience: Children’s Drawings in an Experimental Theater Program

LCS McPherron 3:55 to 4:25 pm City View 3 (Hotel - 4th Fl) Paul McPherron, Hunter College of the City University of New York English in the globalized workplace: The effects of communicative language teaching reforms in coastal China.

This paper draws on two independent case studies that investigate the role that imaginations and desires play in the study abroad experiences of one American and one BosnianCanadian undergraduate student. The interplay between their imaginations and desires vis-à-vis learning, language use, and community participation is analyzed and discussed.

This presentation is based on a multiliteracy study conducted in an experimental theater program in an increasingly culturally and linguistically diverse environment, focusing on English language learners accessing cultural and linguistic capital through Vygotskian play, including drawing and writing. Specific recommendations for the ESL and mainstream classroom will be made.

In this presentation I sketch two fee-paying international students’ negotiations of a process central to their public highschool experience: ‘getting out of ESL’. I highlight the contingent nature of the process, its varying import in/for students’ trajectories of socialization, and its role in the production of ‘regular’ versus ‘fee-paying’ ESLers.

The presentation reports on a mixed-methods study of the English use of college graduates in southern China. The presentation provides insights into the use of English in the Chinese workplace and contributes to ELT research that seeks to create policies and pedagogies that are trans-national and relevant to local concerns.

91


LCS Kitade 4:30 to 5:00 pm City View 3 (Hotel - 4th Fl) Keiko I Kitade, Ritsumeikan University Identity Development in Multicultural Contexts: An Activity Theory Analysis of Newly Constructed Culturally Diverse Groups

This study employs an activity theory perspective to examine identity development in culturally diverse groups. Data was analyzed with reference to activity elements and “contradictions.” The findings reveal that the identities of members were constructed multidirectionally and related to the “rules” and “instruments” of the groups.

LCS Qian 5:05 to 5:35 pm City View 3 (Hotel - 4th Fl) Yamin Qian, OISE, University of Toronto Gender, identity and symbolic power: A case study of female ELL adolescents’ language use in Canada This presentation identifies the language use experiences of three female ELL adolescents and their mothers in Canada. Adolescent participants were significantly influenced by their mothers regarding how Asian females should interact with people of other languages. The findings are further discussed in a lens of gender, identity and symbolic power.

City View 4

DIS Konakahara 8:15 to 8:45 am City View 4 (Hotel - 4th Fl) Mayu Konakahara, Waseda University An Analysis of Interruptions in English as a Lingua Franca Interactions

This paper investigates how interruptions are exploited in English as a lingua franca interactions. Based on qualitative analyses using a conversation analytic method, I will classify interruptions into two main types: supportive and utterancedeveloping. The former comprises completion and pre-emptive completion, and the latter topic-changing, floor-taking, and disagreement.

DIS Fagan 8:50 to 9:20 am City View 4 (Hotel - 4th Fl) Drew Fagan, Teachers College, Columbia University From “No” to “Let’s Think About That”: Sytematically Doing Negative Feedback in L2 Classroom Discourse The current study examines the systematicity with which one expert ESOL teacher provides and differentiates negative feedback practices across classroom interactions. Utilizing conversation analytic and ethnographic methods, varied examples of the teacher’s negative feedback practices will be examined from both teacher-initiated and learner-initiated sequences-of-talk.

DIS Sato 9:25 to 9:55 am City View 4 (Hotel - 4th Fl) Rintaro Sato, Nara University of Education Examining intermediate Japanese university students’ perception of recasts: Revisiting repair, acknowledgement and noticing through stimulated recall

92

This study examined intermediate Japanese EFL students’ perception of recasts. Stimulated recall was used to examine whether they noticed the recasts when they repaired, failed to repair correctly, failed to respond or acknowledged the recasts. Based on the analysis, a valid measurement of effectiveness of the recasts will be suggested.

LPP Wilson 10:10 to 10:40 am City View 4 (Hotel - 4th Fl) Robert Wilson, University of North Texas Language Ecology and Discontent in the Xinjiang Uyghur Autonomous Region of China

This ethnographic study utilized a language ecology framework to explore language planning and policy in Xinjiang. My findings suggest that the migration and settlement of Han Chinese, coupled with the promotion of Mandarin, and the corresponding marginalization of Uyghur and other minority languages, has punctuated the regional linguistic equilibrium.

LPP Flowers 10:45 to 11:15 am City View 4 (Hotel - 4th Fl) Katherine Flowers, University of Illinois Chronotope in Debates Over Local Language Policies

This paper explores how participants deployed and contested two chronotopes in a recent debate over an English-Only policy in Lino Lakes, Minnesota. These chronotopes, one ‘local/stable’ and the other ‘faraway/changing’, are complex, recursive and emergent, mapping onto Lino Lakes, neighboring towns, Minnesota, Washington D.C., the United States, and other nations.

ASE Hirano 2:00 to 2:30 pm City View 4 (Hotel - 4th Fl) Kinue Hirano, Joetsu University of Education Investigating Aspects of the Recall Process Through Retrospective Questionnaire

In order to contribute to the validation of a recall test, this study investigates the strategies that Japanese L2 readers use while taking a recall test, its face validity as a measure of reading comprehension, and the relationship between test-takers’ performance on a recall test and their test-taking strategies.

ASE Yang 2:35 to 3:05 pm City View 4 (Hotel - 4th Fl) WeiWei Yang, Georgia State University Mapping the Relationship among Cognitive Complexity of Writing Tasks, L2 Writing Quality, and Language Features of L2 Writing The project studies the key cognitive complexity factors of rhetorical task and topic familiarity regarding their effects on L2 writing quality and on linguistic accuracy, complexity, and fluency of language production in L2 writing. How the language features predict writing quality for tasks of different cognitive complexity is further explored.

ASE Rebman 3:10 to 3:40 pm City View 4 (Hotel - 4th Fl) Randall Scott Rebman, Northern Arizona University Implementing an Email Request Task for Academic Writing Assessment: A Study of Reliability and Test Development This study addresses the implementation of an email request task for assessing the domain of academic writing. Issues regarding reliability and test development are investigated using quantitative analysis of correlation coefficients. The rationale of the study, methodology, results and implications for EAP writing assessment will be presented.


SOC Suni 3:55 to 4:25 pm City View 4 (Hotel - 4th Fl) Minna Suni, University of Jyväskylä A New Job in a New Language Community: Professionals as Real Beginners

SLA Ahmadian 9:25 to 9:55 am Majestic 1 (Hotel - 37th Fl) Mohammad Javad Ahmadian, University of Isfahan Investigating What Second Language Learners Do and Monitor under Careful Online Planning Condition

SOC Danyushina 4:30 to 5:00 pm City View 4 (Hotel - 4th Fl) yulia danyushina Business and Governance Linguistics: an Interdisciplinary Approach

SLA Spada et al. 10:10 to 10:40 am Majestic 1 (Hotel - 37th Fl) Nina Spada, OISE University of Toronto Yasuyo Tomita, York University Daphne Meng-Ying Lin, University of Toronto Hyeyoon Cho, University of Toronto/OISE Complexity, Accuracy, and Fluency: The Development of the English ‘Passive’ with Instructed Learners

This paper discusses the tensions faced by foreign experts of health care and ICT working in Finland. The focus is on their self-positioning and identity work in relation to Finnish, English and other languages at work. The case-studies were implemented in a socio-cognitive framework combining dialogical, ecological and socio-cultural approaches.

The paper suggests exploring the interdisciplinary field of Business and Governance Linguistics for researching the language use in business / governance and verbal specifics of institutional communication (regarding the communicating power and influence in business, management, administration and governance)

SOC Hepford 5:05 to 5:35 pm City View 4 (Hotel - 4th Fl) Elizabeth Ann Hepford, Temple University Are we becoming a bilingual country? A case study of Lowe’s bilingual policy The purpose of this paper is to examine bilingual language policies adopted and implemented in Lowe’s Home Improvement chain. The implications of these findings are discussed with regard to changing language ideologies in the US.

Majestic 1

SLA Prieto Botana 8:15 to 8:45 am Majestic 1 (Hotel - 37th Fl) Goretti Prieto Botana, University of Maryland The Role of Task-Essentialness and Explicit Information in Processing Instruction

An experiment consisting of a picture-matching, production and a sentence interpretation task was conducted to study the effects of presence and absence of task-essentialness and explicit information in Processing Instruction. Preliminary findings suggest that results vary depending on the processing problem, the difficulty of the linguistic target and the outcome measures.

SLA Gutierrez 8:50 to 9:20 am Majestic 1 (Hotel - 37th Fl) Xavier Gutierrez, University of Windsor - Languages, Literatures & Cultures Effects of Time Pressure and Task Stimulus on L2 Learners’ Performance on Grammaticality Judgment Tests This study examines the effects that time pressure and task stimulus have on 49 Spanish L2 learners’ performance on a timed and an untimed grammaticality judgment test. The results point to learners drawing on implicit knowledge when processing grammatical sentences and on explicit knowledge when processing ungrammatical ones.

This study addressed two interrelated issues: (a) whether L2 learners use online planning opportunity to carefully plan their speech in order to enhance the quality of the language they produce, and(b) what kinds of self-repair behavior the pressured and online planning conditions are likely to induce speakers to make.

This case study examines the effects of form-focused instruction on learners’ use of the English passive during an oral production task over time. The results illustrate how changes in complexity, accuracy, and fluency emerge differently over time and often in a non-linear manner.

SLA Cheon 10:45 to 11:15 am Majestic 1 (Hotel - 37th Fl) Yunseong Cheon, University of Minnesota The Impact of Task Design on Linguistic Complexity in L2 Korean

This study examines the impact of task design that requires higher-level cognitive demand on complexity of learner language produced in dyadic oral communication of L2 Korean learners. The analysis demonstrates how tasks that require higher-level cognitive demand predispose learners to use more complex sentences.

SLA Hsu et al. 2:00 to 2:30 pm Majestic 1 (Hotel - 37th Fl) Chun-Chieh Hsu, Department of Foreign Languages and Literature, National Tsing-Hua University, Taiwan Hung-Tzu Huang, Department of Foreign Languages and Literature, National Tsing Hua University, Taiwan Shun-Wen Chen, Institute of Learning Sciences, National Tsing Hua University, Taiwan Beliefs of Social Role Obligation in EFL College Students’ L2 Motivation

D E EL

C N CA

This study incorporated the factor of social role obligation into L2 Motivational Self-System Theory to examine Taiwanese students’ English learning motivation. The results showed that while no significant roles of Ideal L2 Self and Ought-to-L2 Self were found, students’ belief of social role obligation contributed most to their course-related learning.

SLA You 2:35 to 3:05 pm Majestic 1 (Hotel - 37th Fl) Chenjing You, University of Nottingham Mental Imagery in Second Language Motivation: A Dynamic Perspective

Based on an interview study of 16 Chinese L2 learners’ experiences in using mental imagery at different stages of their lives, this paper examines the dynamic nature of mental imagery in L2 motivation, with the focus on its process, sources and causes of change as well as its pedagogical relevance.

93


BIH Rakowicz 3:10 to 3:40 pm Majestic 1 (Hotel - 37th Fl) Agnieszka Rakowicz, City University of New York Proficiency Assessment and Curricular Needs of Heritage Language Learners

BIH Abing 8:50 to 9:20 am Majestic 2 (Hotel - 37th Fl) Jesse Abing, University of Texas at Austin VP-adverb Placement in the Spanish of Second Language Learners and Heritage Language Learners

SLA Isobe 3:55 to 4:25 pm Majestic 1 (Hotel - 37th Fl) Yukari Isobe The Effects of Exposure Frequency on Productive and Receptive Knowledge of Multi-word Expressions

BIH Lee & Lee 9:25 to 9:55 am Majestic 2 (Hotel - 37th Fl) Wona Lee, University of California, Santa Barbar Jin Sook Lee, University of California, Santa Barbara The Bilingual is not Two Monolinguals: Understanding Referential Choices in Narratives of Korean-English Bilingual Children

The analysis of data collected through self-assessment questionnaires and three types of diagnostic tests sheds light on the usefulness of these instruments in distinguishing among different ability levels and, consequently, achieving a more accurate course placement. It also contributes to a better understanding of Polish language heritage students’ learning needs.

This classroom research explores the type of instruction and number of exposures necessary to acquire multi-word expressions. Preliminary data on Japanese EFL learners (N=43) suggest that productive knowledge of multi-word sequences is more sensitive to input frequency compared to receptive knowledge in the long term.

SLA Castaneda-Jimenez & Jarvis 4:30 to 5:00 pm Majestic 1 (Hotel - 37th Fl) Gabriela Castaneda-Jimenez, Ohio University Scott Jarvis, Ohio University Lexical Diversity in Foreign Language Spanish

This presentation displays the lexical use of learners of Spanish as a foreign language through a cross-sectional and longitudinal study. Seven measures of lexical diversity are analyzed. The study also explores potential differences in lexical diversity between different types of writing produced by the same learners.

SLA Nekrasova-Becker 5:05 to 5:35 pm Majestic 1 (Hotel - 37th Fl) Tatiana Nekrasova-Becker, Second language Testing, Inc. Emergence of Lexico-Syntactic Productivity: A Case of Two EFL Learners The purpose of this exploratory study was to determine if longitudinal data collected from two EFL learners presented any evidence that, when acquiring the rule system underlying a language, learners employ various types of lexico-syntactic structures progressing from using frozen chunks of language towards more creative units.

Majestic 2

BIH Temples 8:15 to 8:45 am Majestic 2 (Hotel - 37th Fl) Amanda Lanier Temples, Georgia State University Constructing Arabic as Heritage: Investment in Language, Literacy, and Identity among Young U.S. Learners

Whereas existing research on heritage language learners tends to rely on binary classifications based on family background and proficiency, this paper explores the multifaceted construction of Arabic as heritage among young learners and their parents. Drawing from five case studies, this investigation considers complex cultural and religious influences on learning.

94

This study examines the placement of VP-adverbs by first language Spanish speakers, Spanish heritage language learners and English speaking second language learners. The results from this study demonstrate a significant difference in the intuitions of the various groups and varied acceptability results dependent on learner-learner grouping.

Through the analysis of Korean-English bilingual children’s narratives in both languages, this study showed that the bilingual children produced considerably more lexical forms than null forms in Korean narratives, and than pronouns in English, contrary to monolingual counterparts. The paper suggested that different language development trajectories between bilingual and monolingual children.

BIH Wright 10:10 to 10:40 am Majestic 2 (Hotel - 37th Fl) Wayne Wright, University of Texas at San Antonio Translanguaging in Teacher Training and Resource Development in Northeastern Cambodia for Indigenous Bilingual Education

Using a framework of translanguaging, this case study analyzes the complex inter-play of English, Khmer, and indigenous ethnic minority languages in the processes of providing bilingual teacher training and the development of books and other instructional resources for bilingual education in the remote regions of Cambodia’s Northeastern provinces.

BIH Tejada Sánchez & Valencia 10:45 to 11:15 am Majestic 2 (Hotel - 37th Fl) Isabel Tejada Sánchez, Universitat Pompeu Fabra Marlon Valencia, University of Toronto Rethinking bilingualism through in-service teacher training in Colombia This paper shares some of the findings of an ongoing critical ethnographic action research project in which two researchers facilitate a space for teachers to reflect on their beliefs and practices in an in-service-teacher training course at an EnglishSpanish bilingual immersion school in a large urban center in Colombia.

LPP Moore & Arias 2:00 to 2:30 pm Majestic 2 (Hotel - 37th Fl) Sarah Moore, Center for Applied Linguistics M. Beatriz Arias, Arizona State University The Genesis of Structured Immersion: How’d We Get This Version?

Authors review the emergence of English immersion in the early 80s as compared with subsequent versions, highlighting variance, such as Spanish language arts in the original program model. Interpretive Policy Analysis (IPA) will situate research and explain how symbolic artifacts and interpretive communities correspond to the evolution of English immersion.


Majestic 3

LPP Romero & Langman 2:35 to 3:05 pm Majestic 2 (Hotel - 37th Fl) Lauren N. Romero, University of Texas at San Antonio Juliet Langman, University of Texas at San Antonio Language Policies and Practices on the Ground: A Case Study of Science Teachers' English Language Learning Policies

ASE Winke & Lim 8:15 to 8:45 am Majestic 3 (Hotel - 37th Fl) Paula Winke, Michigan State University Hyojung Lim, Michigan State University ESL Essay Raters’ Cognitive Processes: An Eye-tracking Study

LPP Lillie 3:10 to 3:40 pm Majestic 2 (Hotel - 37th Fl) Karen E. Lillie, SUNY Fredonia The Lost Boys (and Girls): Students in Arizona Speak Out about SEI

ASE Akiyama 8:50 to 9:20 am Majestic 3 (Hotel - 37th Fl) Tomoyasu Akiyama, Bunkyo University Where Raters’ Differences Come from in the Context of English Teacher Employment Examinations via microteaching

LPP Wu 3:55 to 4:25 pm Majestic 2 (Hotel - 37th Fl) Ming-Hsuan Wu Mandarin learning in a middle school program: Tensions, frustration, and possibilities

ASE Zannirato 10:10 to 10:40 am Majestic 3 (Hotel - 37th Fl) Alessandro Zannirato Empowerment Evaluation in 'Two-Tiered' Departments of Foreign Languages: What Language Program Directors and Coordinators Need

The presentation explores how language policy and linguistic practices affect student achievement in secondary science classrooms. Using a discourse analytic approach, the teacher’s policy and practices are examined with relation to students’— specifically English language learners’—access to and participation in academic discourse and scientific concepts.

Recently, studies have examined the implications Arizona’s language policy may have on the instruction of English learners (ELs), but no known studies have queried students about this structured English immersion (SEI) model. 2,264 students were surveyed to determine their aspirations, attitudes, and overall attachment to school. Findings will be discussed

This paper ethnographically explores how middle school Mandarin foreign language learners’ lived experiences influence their learning in a U.S. charter school. This study points to the need for those involved in LPP to be more attentive to social and educational factors that mediate students’ Mandarin learning

LPP Doolan et al. 4:30 to 5:00 pm Majestic 2 (Hotel - 37th Fl) Shannon Fitzsimmons Doolan, Texas A&M University, Corpus Christi Kathryn Henderson, University of Texas at Austin Deborah Palmer, University of Texas Language Ideologies and District-wide Dual Language Program Implementation This paper presents a study of the language ideologies expressed by administrators and teachers in a large, diverse, urban district implementing a dual language program. The results based on survey and interview data will be presented and implications for the program will be discussed.

LPP Scott 5:05 to 5:35 pm Majestic 2 (Hotel - 37th Fl) Lyn Scott, Humboldt State University Language Policy at Home in Mexican American Families

Language practices in everyday interactions of 24 focal Mexican American households offer empirical evidence of the salience and influence of parents’ beliefs and strategies, relative to tacit language socialization and children’s bilingual development. This paper examines how parents articulate language goals and beliefs, then act to influence children’s language development.

This study explores whether raters’ divergent cognitive processes contribute to low inter-rater reliability by analyzing eye-tracking data (numbers and visuals) and stimulated-recall interviews. We will discuss how raters’ cognitive processes are related to more reliable and consistent scoring and suggest how rater trainers could focus more on cognitive processes.

This paper examines possible reasons for rater differences in employing prospective English teachers quantitatively and qualitatively in a high-stakes context. Despite rating assessment criteria provided to raters, raters rated candidates differently based on their teaching core values and ideal images of English teachers, which are not included in assessment criteria.

This paper documents the first phase of a project aimed at developing Empowerment Evaluation tools for language program directors and coordinators (LPDCs) in the 'two-tiered' system (see MLA report, 2007). I will present the results of a needs analysis, and show how they will be used for LPDC training purposes.

ASE Brooks & Swain 10:45 to 11:15 am Majestic 3 (Hotel - 37th Fl) Lindsay Brooks, OISE/University of Toronto Merrill Swain, OISE/University of Toronto Strategic Speaking Clusters in Testing and Real-life Contexts This paper examines the strategic speaking clusters that fourteen international graduate students reported using in responding to TOEFL iBT Speaking tasks and in interacting in their real-life academic studies. Framed within a Vygotskian sociocultural theoretical perspective, our study examines the inseparability of agency, context, cognition, affect and strategy use.

LID Van Gorp 2:00 to 2:30 pm Majestic 3 (Hotel - 37th Fl) Koen Van Gorp, Centre for Language and Education, KU Leuven The impact of a translanguaging task on teachers' and students' linguistic practices in Flemish primary education This paper presents the results of a replication study into the use of a translanguaging task in Flemish primary education. Although, classroom practice in 2010 revealed more openness for translanguaging practices than in 2005, promoting home languages in the classroom is not evident for all minority students.

95

SUNDAY, MARCH 17 2013, PAPER SESSIONS LID Liu & Matsuda 2:35 to 3:05 pm Majestic 3 (Hotel - 37th Fl) Jianing Liu, Arizona State University Paul Kei Matsuda, Arizona State University Reexamining Power in Second Language Writing

Based on an examination of conceptions of power in various intellectual traditions and a case study of a college L2 writer, this presentation articulates principles of power that recognizes and facilitates agency among L2 writers who tend to be positioned as powerless in the research literature.

Using the tools of Critical Discourse Analysis, this study aims to uncover some of the language ideology at work in the ways in which three commonly used, university-level Spanish as a Foreign Language (SFL) textbooks present language variety, with particular focus on U.S. Spanish.

RWL Shea 8:50 to 9:20 am Majestic 4 (Hotel - 37th Fl) Mark Shea, Mount Holyoke College "This Thing": Summary Noun Constructions in Learner Writing

LID Katharine 3:10 to 3:40 pm Majestic 3 (Hotel - 37th Fl) Katharine Burns Al Masaeed, University of Arizona Ideology and the Presentation of U.S. Spanish in Three Spanish as a Foreign Language Textbooks

LID Yang 3:55 to 4:25 pm Majestic 3 (Hotel - 37th Fl) Hae Sung Yang, Georgia State University You Marginalize Us, so We Are “Demonizing” You: Online Interaction as a Venue for Resistance and Solidarity This study draws on online interaction to look at language attitude among linguistically marginalized students. A main poster’s discourse against standard language ideology and following sympathetic and more elaborate responses to the main post demonstrate a collaborative co-construction of ‘resistance’ ideology against dominant ideologies and the strengthening of group solidarity.

LID Troyer et al. 4:30 to 5:00 pm Majestic 3 (Hotel - 37th Fl) Robert A Troyer, Western Oregon University Carmen Caceda, Western Oregon University Patricia Gimenez-Eguibar, Western Oregon University ¿Dónde Está el Español? The Linguistic Landscape of Smalltown America This mixed methods study of the Linguistic Landscape (LL) of a rural Oregon town with a Hispanic population of 35% revealed both the importance of Spanish to Hispanics and AngloAmericans, and contrarily it’s relative scarcity in the LL and a lack of consciousness of the LL by some agents.

LID Gramling 5:05 to 5:35 pm Majestic 3 (Hotel - 37th Fl) David Gramling, University of Arizona A Well-Tempered Monolingualism: Why Mono and Multi are not Opposable Concepts Though “multilingualism” has recently catapulted into the research limelight, it has done so without an accompanying critical discourse about monolingualism. Monolingualism remains an unmarked cipher across multiple disciplines. This talk will make several, often contradictory assertions about what monolingualism is and is not.

96

Majestic 4

RWL Fang et al. 8:15 to 8:45 am Majestic 4 (Hotel - 37th Fl) Zhihui Fang, University of Florida Yang Qi, University of Florida Julie Bader, University of Florida Suzanne Coatoam, University of Florida Writing a Report: A Study of Preadolescents’ Use of Informational Language

Drawing on the genre-based theory of learning (Martin, 2009) and using analytical tools provided by systemic functional linguistics (Halliday & Matthiessen, 2004), this study examined patterns of language use in Grades 3-5 students’ writing of report, an informational genre whose main function is to present factual information on a topic.

This study examined the use of summary noun constructions in the writing of 93 college-level L2 English learners in a pre-, post, delayed posttest experimental design. Results indicate group increases in the number and type of summary noun constructions.

RWL Cheng 9:25 to 9:55 am Majestic 4 (Hotel - 37th Fl) An Cheng, Oklahoma State University “Why does ‘genre’ sound so familiar?”: graduate students in applied linguistics and writing studies engaging with concepts in genre theories

This paper documents how some writing and language graduate students engaged with genre theories and practices in a graduate seminar. These pre- and in-service college-level teachers’ references to concepts sometimes perceived as outside of genre theories to understand concepts in genre theories may prove insightful to L2 researchers and educators.

RWL Jeffery & Matsuda 10:10 to 10:40 am Majestic 4 (Hotel - 37th Fl) Jill Virginia Jeffery, University of New Mexico Paul Kei Matsuda, Arizona State University Examining Conceptions of Voice: An Analysis of Writing Teachers’ Constructs and Processes

Voice is frequently mentioned in writing assessment rubrics used in US secondary schools, but teaching of voice has been problematic because of the variability of definitions. Based on interviews with 23 teachers, this study examines how writing teachers define voice and how they apply those definitions in evaluating student writing.

RWL Heng Hartse & Shi 10:45 to 11:15 am Majestic 4 (Hotel - 37th Fl) Joel Heng Hartse, University of British Columbia Ling Shi, University of British Columbia Academic English Writing in China: A Sociolinguistic Approach to Variation We examine written academic English in China from a sociolinguistic perspective, by offering a theoretical and methodological explanation for using Acceptability Judgment Tasks (AJTs) to research attitudes toward nonstandard usage, and presenting data from an AJT and interview study investigating teachers’ judgments of lexicogrammatical features of Chinese university students’ texts.

RWL Pae 2:00 to 2:30 pm Majestic 4 (Hotel - 37th Fl) Hye Pae, University of Cincinnati Toward a Model of L2 English Academic Reading

This study is to build a scientifically motivated L2 reading model for adult ELLs. Outcome measures are drawn from the field test of the Pearson Test of English Academic. Results show that L2 metalinguistic skills, such as inference, text analysis, and verbal fluency, are pivotal predictors of L2 English reading.

RWL Crossley et al. 2:35 to 3:05 pm Majestic 4 (Hotel - 37th Fl) Scott Crossley, Georgia State University Hae Sung Yang, Georgia State University Danielle S McNamara, Arizona State University What’s Simple about Simplified texts? What Computational and Psycholinguistic Experiments Tell Us about Text Comprehension and Text processing. This study uses rapid serial visual presentation self-paced reading tasks to assess text comprehension and processing of authentic and simplified texts. Results indicate linear trends in text comprehension and quadratic trends for reading time. Results also indicate strengths of covariates (reading proficiency, language proficiency, and background knowledge) in predicting performance.

RWL Martinez 3:10 to 3:40 pm Majestic 4 (Hotel - 37th Fl) Ron Martinez, San Francisco State University How Does (a Lack of) Knowledge of Multiword Expressions Affect Reading Comprehension? This paper reports on the results of a test of multiword expressions, taken together with a measure of reading comprehension. The data reveal how students who possess a larger store of multiword expressions show evidence of differential decoding mechanisms when reading, which further reflect on test scores.

RWL Ronan 3:55 to 4:25 pm Majestic 4 (Hotel - 37th Fl) Briana Ronan, Teachers College The Screen as Page: Examining Online Texts as Design in the Content Area Classroom This paper examines the content area writing of adolescent emergent bilingual students during an online writing intervention. Specifically the research focuses on how students design online academic texts through the assemblage of multimodal resources.

RWL Kendrick et al. 4:30 to 5:00 pm Majestic 4 (Hotel - 37th Fl) Maureen E Kendrick, University of British Columbia Margaret Mary Early, University of British Columbia Kimberly Meredith, University of British Columbia The Affordances and Challenges of Multiliteracy Pedagogies for Refugee Youth

CAN

D E L CE

This presentation draws on data from a multi-case study investigating the use of transformative multiliteracies pedagogy with “late to literacy” refugee youth. Findings challenge traditional pedagogies employed with these students, argues for a multiliteracies approach, and speaks to the unanticipated challenges presented by students’ resistance to use mothertongue/s in school.


RWL Tuba et al. 5:05 to 5:35 pm Majestic 4 (Hotel - 37th Fl) Angay Tuba, Georgia State University Youngjoo Yi, Georgia State Univ Jayoung Choi, Georgia State University Transformative Practice of Adolescent Latino Students through Digital Storytelling

In this presentation we report findings from research about adolescent Latino students’ transformative practices through digital storytelling. Findings reveal that some students displayed in-depth understandings of concepts of ‘positive identity construction,' ‘leadership,’ and ‘critical framing’ as they elaborated on self-selected topics about social issues throughout meaningful production of digital storytelling.

Majestic 5

DIS Kayi-Aydar 8:15 to 8:45 am Majestic 5 (Hotel - 37th Fl) Hayriye Kayi-Aydar, University of Arkansas Social Positioning, Membership, and Second Language Learning in an ESL Classroom: A Case Study of Talkative Students

Guided by positioning theories and post-structural views of second language learning, this session reports on a four-month qualitative case study that explored social positioning in an academic ESL classroom. Analysis highlights the factors and strategic moves that marked the social status and positioning of two outspoken students.

DIS Wells et al. 8:50 to 9:20 am Majestic 5 (Hotel - 37th Fl) gordon wells, university of california - santa cruz Mari Haneda, florida state university Ying-Hsueh Cheng, The Ohio State University Challenges in Managing Authority and Equality in Instructional Conversation This paper investigates the extent to which a dual aim of Instructional Conversation can be achieved in ethnolinguistically diverse secondary classrooms. Teacher-student interactions from biology and history classes are examined both at macro- and micro-levels, using a functionally oriented linguistic analysis as well as micro-ethnographic discourse analysis.

DIS Zhang, Y. 9:25 to 9:55 am Majestic 5 (Hotel - 37th Fl) Ying Zhang, School of Education, Umass, Amherst Power Sharing In A Foreign Language Classroom: An Application of Critical Discourse Analysis to A Studentcentered L2 Chinese Classroom

This study demonstrates an application of critical discourse analysis to a foreign language classroom discourse, examining how language learners can seize and share the power to construct and negotiate knowledge in language learning and how student agency is promoted in a Chinese classroom. Fairclough’s three-dimensional analytical framework is applied.

97


PED Kubanyiova 10:10 to 10:40 am Majestic 5 (Hotel - 37th Fl) Magdalena Kubanyiova, University of Birmingham Towards Understanding the Ecology of L2 Development Opportunities in Teacher-Led Classroom Discourse: The Role of Teachers’ Cognitions Adopting a conversation analytic and grounded theory approaches to the analysis of classroom discourse and ethnographic data of an EFL teacher in the secondary state school context, this study demonstrates the powerful role of teachers’ cognitions in creating opportunities for L2 development in teacher-led classroom discourse.

PED McCormack & Kahn 3:55 to 4:25 pm Majestic 5 (Hotel - 37th Fl) Bede Mccormack, LaGuardia Community College, CUNY Gabrielle Kahn, Kingsborough Community College, CUNY Classroom Conversation Analysis: Pedagogical Implications of Raising Teacher-Learner Awareness of the Organization of Talk in Interaction This presentation reports on a study of how TESOL MA students studied formal conversation analysis topics and then attempted to raise ESL learners’ awareness of those topics in lab lessons they taught as part of their MA course. Data include surveys, course materials, classroom video and transcripts.

PED Stiefenhöfer & Michel 10:45 to 11:15 am Majestic 5 (Hotel - 37th Fl) Laura Stiefenhöfer, University of Mannheim Marije Cornelie Michel, Lancaster University Primed Production of Spanish Subjunctives in Synchronous Computer Mediated L2 Peer Interaction

PED Nauman 4:30 to 5:00 pm Majestic 5 (Hotel - 37th Fl) Gretchen Nauman, Pennsylvania State University Supporting the Development of New Tools for Thinking: The Case of Chinese Teachers’ Conceptualizations of Literacy

PED Johnson & Worden 2:00 to 2:30 pm Majestic 5 (Hotel - 37th Fl) Karen E. Johnson, Penn State UNiversity Dorothy Worden, Penn State University Dept. of Applied Linguistics Becoming a teacher: Cognition, emotion, and activity in teacher learning

SOC Groff 8:15 to 8:45 am Majestic 6 (Hotel - 37th Fl) Cynthia Groff, Universidad Autónoma Metropolitana, Mexico Youth Experiences in an Anglophone Minority: Stories of Language and Identity in Québec City

This study investigates the effectiveness of written synchronous computer mediated communication (SCMC) to prime developmentally advanced structures, i.e., subjunctive mood, during interactive task-based production. L2 learners performed in dyadic SCMC tasks intended to prime subjunctives. The discussion highlights the role of priming for language development through L2 peer-interaction in SCMC.

This paper traces the experiences of a team of four novice ESL teachers as they participate in an extended team-teaching project. Specifically, it highlights the dialectics of cognition, emotion, and activity as novice teachers struggle with the embodiment of becoming a teacher.

PED Wang 2:35 to 3:05 pm Majestic 5 (Hotel - 37th Fl) Wenxia Wang, Michigan State University How foreign language teachers’ prior language learning experience influences their teaching

Focusing on four Chinese language teachers in a Chinese Teacher Certification Program at a U.S. Midwestern university, this research study investigates how foreign language learning experiences of new Chinese language teachers from different linguistic and cultural/ethnic backgrounds influenced their teaching of Chinese in U.S. public K-12 schools.

PED Golombek 3:10 to 3:40 pm Majestic 5 (Hotel - 37th Fl) Paula Renee Golombek, University of Florida Reconceptualizing “Stages” of Novice Language Teacher Development Through Vygotskyian Dialectics: Holistic and Responsive Mediation to Push Teacher Development This paper questions the premise that novice L2 teachers go through hierarchical developmental stages with a central concern by demonstrating how teacher mentor mediation can promote contradictions in teachers’ thinking, emotions, and activity of teaching, thereby enabling teacher educators to “push” novice teachers’ development in holistic and individualized ways.

98

This paper presents data showing Chinese teachers’ emerging understandings of “literacy as communication”. The nature of the specific academic concepts presented to the teachers and the means used to link them to the teachers’ everyday concepts impacted the development of true concepts (Vygotsky, 1994) available for use in instructional practice.

Majestic 6

Native speakers of English are rarely called linguistic minorities, particularly in North America. And yet, in Québec, the anglophone community is indeed in the minority. Youth from English-speaking families in Québec City share their stories in relation to language, identity, educational and career choices, and the anglophone-francophone divide.

SOC Duran 8:50 to 9:20 am Majestic 6 (Hotel - 37th Fl) Chatwara Suwannamai Duran, University of Houston Multilingual Repertoires at Play among Newly-Arrived Karenni Children in the United States This paper identifies and analyzes linguistic repertoire and the act of translanguaging among Karenni children in their home context as a result of migration to the United States. The findings suggest that the children’s existing and emerging linguistic resources can foster learning and create access to social and educational opportunities.

SOC Gokalp 9:25 to 9:55 am Majestic 6 (Hotel - 37th Fl) Ayfer Gokalp, Arizona State University Language and Identity Practices of Kurdish Children in Turkey across their Spaces; Home and School This study investigates the situated language and identity practices of Kurdish children in Turkey across their two spaces: mainstream classrooms and households. Drawing on the sociolinguistic of globalization, this study explores the effect of the current changes on macro level policies on the language and identity practices of five Kurdish children

SOC Song 10:10 to 10:40 am Majestic 6 (Hotel - 37th Fl) Juyoung Song, Murray State University Globalization and Teacher Identity: EFL Teachers’ Perspectives on Study Abroad Returnees This study, by exploring an intersection of English teaching and children’s English-study-abroad, discusses how globalization affects teacher identity. The interviews with 14 South Korean English teachers show their struggles and contestations regarding returnees’ “global” skills and their own identity as teacher, which provides implications for language teaching and teacher education.

SOC Yang 10:45 to 11:15 am Majestic 6 (Hotel - 37th Fl) Jin-Suk Yang, OISE/UT Home Away From Home: Return Immigration and Transnationalism

As mass immigration characterizes the globalized community, the number of transnational families has been increasing and immigration is undertaken strategically at different stage of life cycle. Reflecting upon this, the current research reconsiders the act of return immigration in reference to eight returnees’ shifting identities, language use, and social positioning.

TEC Hsu 2:00 to 2:30 pm Majestic 6 (Hotel - 37th Fl) Hsiu-Chen Hsu, Chung Yuan Christian University What Are L2 Learners Doing During Task Planning Time? The Case of Self-Repair in the Context of CMC This study examined and compared the linguistic targets of selfinitiated self-repair moves that took place during rehearsal planning and the subsequent main task performance in the context of CMC.

TEC Mendelson 2:35 to 3:05 pm Majestic 6 (Hotel - 37th Fl) Adam Mendelson, UC Berkeley “What’s Going On Here?”: A Frame Analysis of Transfer Between Chatting and Speaking

A multi-case investigation of transfer between text-based chat and oral L2 development illustrates how the “framing” (e.g., Bateson, Goffman, Tannen) of chat activities influences the communicative norms that students transfer in to these activities, as well as the learning and development that transfer out to oral communication.

TEC Rouhshad 3:10 to 3:40 pm Majestic 6 (Hotel - 37th Fl) Amir Rouhshad, University of Melbourne Comparison of the Nature of Negotiations and Corrective Feedback between Face-to-face Mode and Synchronous Computer-mediated Mode

The current study showed that negotiations and CF were scarce in both face-to-face and text-based computer-mediated mode. Further, mode of interaction influenced nature of negotiations (e.g. indicators, successful uptakes, modified output & completion of negotiations). Moreover, participants mentioned they would consider several factors into consideration prior to offering CF.


TEC Suzuki 3:55 to 4:25 pm Majestic 6 (Hotel - 37th Fl) Satomi Suzuki, Georgia Institute of Technology Private Turns: Video-analysis of a Novice Student’s Off-screen Learning Behaviors in the Physical Environment During Synchronous Online Japanese This paper documents student’s out-of-classroom engagement in learning during online classes. Using video data, the study finds limited student involvement in online interactions. Importantly, however, focal student had many opportunities to vocalize her speech privately. The study illustrates the potential of online learning to promote increased learner agency and autonomy.

TEC Amer 4:30 to 5:00 pm Majestic 6 (Hotel - 37th Fl) Mahmoud Amer, West Chester University The Use of Online Supplementary Tools for Learning Arabic This paper examines the use of online supplementary tools for learning Arabic and the extent to which use of these tools correlates with students overall performance in the course.

Majestic 7

PED Ekiert & Di Gennaro 8:15 to 8:45 am Majestic 7 (Hotel - 37th Fl) Monika Ekiert, City University of New York Kristen Di Gennaro, Pace University English Articles: Reconsidering the Effectiveness of Written Corrective Feedback This paper investigates the impact of written corrective feedback targeting limited functional article uses on the accuracy in the application of the remaining article uses. The results indicate that such focused correction leads to overgeneralization of the first-subsequent mention rule resulting in overuse and misuse of articles in other contexts.

PED Chen 8:50 to 9:20 am Majestic 7 (Hotel - 37th Fl) Tsuiping Chen, Department of Applied English, Kun Shan University Students, Teachers, and Researchers' Perceptions of Peer Feedback in the ESL/EFL Writing Classrooms: A Qualitative Meta-analysis This meta-analysis synthesized twenty-one studies investigating ESL/EFL students, instructors, and researchers’perceptions of peer feedback in the writing classroom from 1990 to 2010. The main findings suggest that for ESL/EFL students, teacher and peer feedback have irreplaceable advantages; for ESL/EFL instructors and researchers, peer feedback is a necessary complement to teacher feedback.

PED Yu & Lee 9:25 to 9:55 am Majestic 7 (Hotel - 37th Fl) Shulin YU, The Chinese University of Hong Kong Icy Lee Understanding Teacher Written Feedback: Use of L1 and L2, Functions of Speech, and Their interface Viewing teacher written feedback as a dynamic discourse for interaction be-tween readers and writers, this study explores EFL teacher written feedback practices by looking at the use of L1 and L2 in written feedback and the speech functions of feedback in L1 and L2.

99


PED Adawu 10:10 to 10:40 am Majestic 7 (Hotel - 37th Fl) Anthony Adawu, University of Maryland, College Park Examining Transformations in Adolescent Second Language Writers’ Ideational Meanings: Implications for L2 Writing Pedagogy in a Globalizing World

PED Acheson-Clair 3:55 to 4:25 pm Majestic 7 (Hotel - 37th Fl) Kris Acheson-Clair, Georgia State University, Department of Applied Linguistics Bearing the Motivational Burden: Emotion Labor of US Foreign Language Teachers

PED Lee, H. 10:45 to 11:15 am Majestic 7 (Hotel - 37th Fl) Hyunju Lee Writing Cooperatively in a Second Language: Difficulties of Low-Intermediate Learners

PED Pawlak & Wach 4:30 to 5:00 pm Majestic 7 (Hotel - 37th Fl) Miroslaw Pawlak, Adam Mickiewicz University Aleksandra Wach, Adam Mickiewicz University Factors Affecting Temporal Variation in Language Learning Motivation: Insights From a Classroom-based Study

This study explored the ways multimodality played out in an ESL classroom to influence how adolescent L2 writers constructed ideational meanings using language and images, and how these meanings changed over time and across multiple modes of representation. Implications for L2 writing pedagogy and research in globalized societies are discussed.

Collaborative writing (CW) enhances the quality of students’ drafts while making classroom learning enjoyable. However, learners with lower proficiency have trouble with this activity. This presentation describes the interaction between lowintermediate learners and identifies areas where explicit instruction may aide them in completing this type of task.

PED Dobao 2:00 to 2:30 pm Majestic 7 (Hotel - 37th Fl) Ana Fernández Dobao, University of Washington Attention to Form in Collaborative Tasks: Comparing Pair and Small Group Interaction This study compares the opportunities that a collaborative writing task completed in pairs and small groups offers for attention to form and grammatical development. Significant differences were observed in the frequency, nature, and outcome of the form-focused language-related episodes produced. The impact of these differences on learning was examined.

PED Sakai 2:35 to 3:05 pm Majestic 7 (Hotel - 37th Fl) Mari Sakai, Georgetown University Effects of Metalinguistic Training on Second Language Learners' Use of Incidental Focus on Form Episodes

Focus on Form Episodes (FFEs) are a valuable language-learning tool in which interlocutors momentarily break from meaning to talk about or question a linguistic item. The present study investigates whether metalinguistic training will affect the rate and salience of FFEs in communicative tasks. Implications for TBLT are discussed.

PED Wu & Saito 3:10 to 3:40 pm Majestic 7 (Hotel - 37th Fl) Xianghua Wu Kazuya Saito, Waseda University Communicative focus on form and L2 suprasegmental learning: Teaching Cantonese learners to perceive Mandarin tones The current project examined how form-focused instruction (FFI) with and without corrective feedback (CF) can facilitate L2 perception of Mandarin tones at both phonetic and phonological levels by 46 Cantonese learners. The effectiveness of FFI was assessed via a forced-choice identification task in various lexical and tonal contexts.

100

One concept that sheds light on the relationship between student attitudes and the effectiveness of US FL curriculum is teacher emotion labor. This qualitative study explores the emotion work of teachers in US FL classrooms phenomenological analysis of interviews. The presentation details both the themes and implications of the study.

The paper reports the findings of a classroom-based study which examined fluctuations in the motivation of 42 intermediate-level Polish learners of English with respect to their reasons for learning, long-term involvement and ongoing engagement in eight lessons, and attempted to determine factors contributing to these changes.

PED Piniel & Csizér 5:05 to 5:35 pm Majestic 7 (Hotel - 37th Fl) Katalin Piniel, Eötvös University, Budapest Kata Csizér, Eötvös University Changes in motivation, anxiety, and self-efficacy throughout an academic writing course This study describes the dynamic changes in variables representing Dörnyei and Tseng’s (2009) motivation-affectcognition framework by investigating how motivation, anxiety, and self-efficacy fluctuate throughout a university academic writing course. The results indicate that personal appraisal, interaction with instructor and group members trigger dynamic changes in motivation, anxiety, and self-efficacy beliefs.

Majestic 8

SLA Suzuki 8:15 to 8:45 am Majestic 8 (Hotel - 37th Fl) Wataru Suzuki, Miyagi University of Education Written languaging on new essay writing: An exploratory study

In this paper, I report findings of a study which explored the effects of written languaging about written corrective feedback provided on draft essays on new essay written by 24 Japanese university students of English. Theoretical and pedagogical implications of this study are discussed.

SLA Kim 8:50 to 9:20 am Majestic 8 (Hotel - 37th Fl) Soo Hyon Kim, Michigan State University Metacognitive Knowledge in Second Language Writing

This study aims to identify the different underlying components of L2 writers' metacognitive knowledge. It also demonstrates a multi-phase process for developing and validating a reliable measure for metacognitive knowledge in L2 writing, using both quantitative and qualitative methods.

SLA Zhang & Ong 9:25 to 9:55 am Majestic 8 (Hotel - 37th Fl) Lawrence Jun Zhang, University of Auckland, Faculty of Education, 74 Epsom Ave, Private Bag 92601, Symonds Street, Auckland 1150, New Zealand Justina Ong, National University of Singapore Does Manipulating Cognitive Processes Improve EFL Writers’ Text Quality? There is an increasing interest in the effects of planning on oral language production in the field of SLA, but little is known about what happens when the modality is writing. We report findings of a study of the effects of planning-conditions on written text quality of 108 EFL learners.

SLA Wolter & Gyllstad 10:10 to 10:40 am Majestic 8 (Hotel - 37th Fl) Brent Wade Wolter, Idaho State University Henrik Gyllstad, Lund University Frequency of Input and L2 Collocational Processing: A Comparison of Congruent and Incongruent Collocations

This presentation explores factors underlying collocational processing in an L2. An acceptability judgment task was administered to assess processing of collocations of various frequencies under three conditions: congruent, incongruent, and baseline. Results indicated that although advanced learners are highly sensitive to frequency effects for L2 collocations, L1 knowledge remains influential.

SLA Yuldashev 10:45 to 11:15 am Majestic 8 (Hotel - 37th Fl) Aziz Yuldashev, The Pennsylvania State University Fixedness and Flexibility in Formulaic Language Use

The paper reports on a study of multi-word patterns used by ESL students in their writing over the course of a semester. Using keystroke logs and concgramming techniques, it is argued that students’ formulaic language use tends to be schematic in nature, with continuous and discontinuous patterns intertwined over time.

SLA Subtirelu & Lindemann 2:00 to 2:30 pm Majestic 8 (Hotel - 37th Fl) Nicholas Subtirelu, Georgia State University Stephanie Lindemann, Georgia State University Reliably Invalid: the Influence of the Listener on Measurements of Second Language Speech

L2 speech research uses human listeners to rate speakers. The ratings’ reliability has led to assumptions of validity. However, we argue for a reliably invalid listener influence stemming from shared perceptual biases and attitudes. Therefore, we present principles for conducting and reporting L2 speech research that acknowledge the listeners’ role.

SLA Harada 2:35 to 3:05 pm Majestic 8 (Hotel - 37th Fl) Tetsuo Harada, Waseda University Talker Differences in Speech Perception by Early English Learners in a Minimal Input Situation


SLA Blanchet & Kennedy 3:10 to 3:40 pm Majestic 8 (Hotel - 37th Fl) Josée Blanchet, Université du Québec à Montréal Sara Kennedy, Concordia University L2 Listening Ability and Awareness of Connected Speech Processes

This longitudinal study explored how L2 French learners' language awareness related to their ability to understand connected speech. Results showed that learners with the most improved understanding did not focus on rehearsing knowledge about connected speech processes, but focused on how to use that knowledge to extract meaning from speech.

BIH Daller & Treffers-Daller 3:55 to 4:25 pm Majestic 8 (Hotel - 37th Fl) Michael Daller Jeanine Caroline Treffers-Daller, University of Reading Vocabulary size and native-like selection among heritage speakers of Turkish in Germany

In the current study we investigate the relationship between the vocabulary size of bilinguals and their use of collocations and colligations among Turkish-German bilinguals in Germany and Turkey and native speakers of Turkish with the aim to contribute to our understanding of native-like selection in heritage language contexts

BIH Hoagland 4:30 to 5:00 pm Majestic 8 (Hotel - 37th Fl) Merideth Hoagland, Georgia State University Writing capital: Lexical knowledge of Chinese minority learners of English

Whereas the experience of Chinese learners of English has attracted scholarly attention, the experience of Chinese minority learners has been less widely explored. To address this gap, this paper will analyze writing samples of Chinese minority participants using computational indices, drawing inferences about lexical knowledge and suggesting implications for pedagogy.

SOC Etienne 5:05 to 5:35 pm Majestic 8 (Hotel - 37th Fl) Corinne Etienne, University of Massachusetts - Boston A Norm for Nonnative Speakers? The Case of Ne-Deletion in French French native speakers’ prescriptive language attitudes toward nonnative speakers’ language uses have been often discussed but rarely empirically supported. This presentation focuses on their attitudes toward ne-deletion by nonnative speakers. Data collection combined a matched-guise protocol, a self-report questionnaire, and an open-ended interview for some of the participants.

This study investigated effects of a younger starting age in a situation of minimal exposure to English on perception of approximants produced by different talkers. Results showed that the early learners’ perception was not affected by talker differences, which suggests that they are likely to establish more robust phonemic categories.

101


Majestic 9

RWL Smith & Murillo 8:15 to 8:45 am Majestic 9 (Hotel - 37th Fl) Patrick Henry Smith, University of Texas at El Paso Luz A. Murillo, University of Texas Pan American Reading and Writing the Borderlands: Biliteracy as Human Capital in a Globalizing World

This qualitative study focused on the ways people read and write in border colonias, impoverished, unplanned, and highly bilingual communities in the U.S.-Mexico borderlands. We draw on human capital theory to show that Spanish-English biliteracy is a critical tool for survival in colonia households, despite English-only practices in local schools.

RWL Pessoa & Miller 8:50 to 9:20 am Majestic 9 (Hotel - 37th Fl) Silvia Pessoa, Carnegie Mellon University Ryan Miller, Carnegie Mellon University Disciplinary Undergraduate Student Writing Development in a Globalizing World: Findings from a 4-year Longitudinal Study Drawing on data from a 4-year longitudinal study of literacy development, this presentation reports on student writing development at an English-medium university in the Middle East. Using text analysis of student writing, faculty interviews, and analysis of course materials, the findings show how students progressively meet genre expectations.

RWL Hammill 9:25 to 9:55 am Majestic 9 (Hotel - 37th Fl) Matthew Hammill, Arizona State University Second Language Pedagogy in Intensive English Programs and First Year Composition: Language vs. Writing? This presentation presents the results of a qualitative study of L2 writing instruction in Intensive English Programs and First Year Composition at two U.S. universities. Based on interview data, writing samples, and mission statements, the presenter will describe how notions of “language” and “writing” compare and contrast across these contexts.

SLA Su 10:10 to 10:40 am Majestic 9 (Hotel - 37th Fl) Xiaoxiang Su, Hunan University Contributions of Morphological Awareness to Reading Comprehension in Chinese EFL Learners

This study explores the unique contribution of derivational morphological awareness to reading comprehension among a group of 185 second and third-year Chinese college students who study English as a foreign language. Results show that derivational morphological awareness contributes significantly to reading comprehension after controlling for the effect of vocabulary knowledge.

SLA Song & Sardegna 10:45 to 11:15 am Majestic 9 (Hotel - 37th Fl) Jayoung Song, The University of Texas at Austin Veronica Gabriela Sardegna, The University of Texas at Austin The incidental acquisition of English prepositions by EFL learners through extensive reading with production activities

102

This study examined EFL learners’ incidental grammar acquisition with a focus on English prepositions through extensive reading with production activities. Findings from pre- and postpreposition tests suggest that students can not only incidentally acquire prepositions but also develop active knowledge on prepositions for productive use through extensive reading.

TXT Lee 2:00 to 2:30 pm Majestic 9 (Hotel - 37th Fl) Jooyoung Lee, Iowa State University A Corpus-Based Study of Reporting Clauses in Korean Graduate Students’ English Writings

This study investigates how Korean graduate students construct reporting clauses by comparing their research papers with published journal articles written by prominent scholars. By identifying the difficulties that these learners have, the study may contribute to the development of pedagogical materials for this important area of academic writing competence.

TXT Cao & Hu 2:35 to 3:05 pm Majestic 9 (Hotel - 37th Fl) Feng Cao, National Institute of Education, Nanyang Technological University Guangwei Hu, Nanyang Technological University How Interactive Metadiscourse Varies Across Research Paradigms and Academic Disciplines? This paper presents a study designed to investigate whether the use of interactive metadiscourse differs in quantitative and qualitative research articles in prestigious English-language journals,and whether such differences vary across academic disciplines.

TXT Junqueira 3:10 to 3:40 pm Majestic 9 (Hotel - 37th Fl) Luciana Junqueira, Georgia State University Interpersonal Metadiscourse in Book Reviews in English and Brazilian Portuguese: A Corpus-based Analysis This study examined metadiscourse features in 180 book reviews (300,000 words) across 3 fields (Applied Linguistics, History, Psychology) in Brazilian Portuguese and English. The book reviews in English were more evaluative and diverse across the 3 disciplines than the BP counterparts. Possible explanations for cross-cultural and disciplinary differences are offered.

TXT Zhang 3:55 to 4:25 pm Majestic 9 (Hotel - 37th Fl) Yi Zhang, Second Language Acquisition/Instructional Technology Program, University of South Florida A Study of ROTC College Recruiting Brochures Through Critical Discourse Analysis For many years, the Army Reserve Officers' Training Corp (ROTC) has been recruiting college students with its commercial brochures. In this presentation, I will provide an analysis of five ROTC college recruiting brochures through Critical Discourse Analysis (Fairclough, 2003; Van Dijk, 2008; Weiss & Wodak, 2003).

TXT Ashraf 4:30 to 5:00 pm Majestic 9 (Hotel - 37th Fl) Hina Ashraf, Penn-State University Letters in the Pakistani Newspapers: A Resistant Genre of Unrepresented Voices

Following Bhatia’s (2002) framework of applied genre theory, this study investigates a corpus of 1,882 Letters to the Editors published in Pakistani English newspapers. The study draws attention to specific writing patterns, lexico-grammatical features and discoursal strategies distinctly representative of certain internalized attitudes, values, and behavioral dispositions in Pakistani letters.

TXT Aull & Lancaster 5:05 to 5:35 pm Majestic 9 (Hotel - 37th Fl) Laura Aull, Wake Forest University Zak Lancaster, Wake Forest University Rhetorical and Linguistic Features of Early Undergraduate Writing: A Cross-Institutional, Genre-Based Study

Using both rhetorical move and corpus linguistic analysis, the study reported here analyzed over 2,000 evidence-based argumentative essays written by students entering first year of university, and it points to specific features useful for both L2 and L1 writing instruction and assessment.

Majestic 10

COR Abe 8:50 to 9:20 am Majestic 10 (Hotel - 37th Fl) Mariko Abe Using Multivariate Statistical Techniques to Analyze Development of English Oral Proficiency

This study specifies developmental indices of Japanese EFL learners from a one million-sized spoken corpus to gain a whole picture of how oral proficiency develops. It uses multivariate statistical techniques to look at the use of a very large range of linguistic features in seven oral proficiency levels.

COR Csomay 9:25 to 9:55 am Majestic 10 (Hotel - 37th Fl) Eniko Csomay, San Diego State University A corpus-based analysis of student talk in the university setting

This study takes a corpus-based approach to explore the language of student talk in two academic settings: university classrooms and at a student research symposium. Preliminary results shows that students overuse certain linguistic features associated with ‘Literate discourse’ in their presentations supporting earlier findings on situational language use.

COR Knight 10:10 to 10:40 am Majestic 10 (Hotel - 37th Fl) Dawn Knight, Newcastle University Gesture and talk ‘in the wild’

This paper reports on a project which constitutes a step-change in approach to multimodal corpus capture, proposing the construction of large-scale complex digital records of real-life human interaction using WAM (wearable acoustic meters) devices, a novel unobtrusive technique for the abstraction and analysis of concurrent patterns of speech and ‘gesticulation’.

COR Crawford & Vellenga 10:45 to 11:15 am Majestic 10 (Hotel - 37th Fl) Bill Crawford, Northern Arizona University/Dept. of English Heidi Vellenga, The Pennsylvania State University Teacher professional development in TESOL: Teacher perceptions of corpus linguistics

A comparison of the perceptions of pre-service and expert teachers on the utility of current research in corpus linguistics shows that teachers have difficulty directly incorporating research findings into classroom practice and have strong preferences about the utility of research. Continuous dialogue between active researchers and practicing teachers is necessary.


EDU Dobs et al. 2:00 to 2:30 pm Majestic 10 (Hotel - 37th Fl) Abby Dobs, Penn State University Tom Spencer, Pennsylvania State University Joan Kelly Hall, The Pennsylvania State University Successful Classroom Participation: What Counts?

Using conversation analytic methods, this paper investigates the relationship between teacher elicitation and student response in a sixth grade math lesson. Our analysis suggests that teacher elicitation cues for preferred student response are not readily discernible in teacher-student interaction and therefore not easily understood and responded to by the students.

EDU Ginsberg 2:35 to 3:05 pm Majestic 10 (Hotel - 37th Fl) Daniel Ginsberg, Georgetown University Production resources and socialization in a mathematics lesson

This study examines teacher talk in a middle school mathematics lesson and describes how teachers construct a lesson as a cohesive text. Teachers socialize students to both academic task and social participation structures, and use reference to student-generated visual images in order to construe students as sources of mathematical knowledge.

EDU Romero & Huang 3:10 to 3:40 pm Majestic 10 (Hotel - 37th Fl) Deborah Romero, University of Northern Colorado Jingzi Huang, Monmouth University “Teaching through a Linguistic Lens.” Teachers’ Learning about Linguistics and Its Relevance for Their Pedagogical Practice in a Globalizing World. An analysis of learning outcomes for K-12 teachers who took an applied linguistics course which introduced them to a systemic functional approach and sociopsycholinguistic perspectives on language. By understanding and promoting language as a meaning-making resource teachers developed practical insights and instructional plans to support content and language with ELLs.

PRG Ewald 3:55 to 4:25 pm Majestic 10 (Hotel - 37th Fl) Jennifer D Ewald, Saint Joseph's University Another Look at a Speech Act: An Analysis of NaturallyOccurring Student Complaints Sent through Email

This investigation explores naturally-occurring student complaints in light of previously-identified complaint patterns. These students’ email complaints, addressed to their teacher, were often expressed indirectly and were mitigated in various ways. The findings inform current research on complaints as well carry several implications for teachers.

PRG Nguyen & Ho 4:30 to 5:00 pm Majestic 10 (Hotel - 37th Fl) Thi Thuy Minh Nguyen, National Institute of Education Le Ho, National University of Singapore Effects of proficiency levels and lengths of residence on the acquisition of request modifiers in a L2 This study examines the acquisition of request modifiers by learners of L2 Vietnamese. Findings showed that learning pragmatics is challenging for low proficiency learners, and provided evidence of improved pragmatic competence in the case of high proficiency learners who had stayed in the target language culture for an extended period.

103


PRG Rossiter & Hatami 5:05 to 5:35 pm Majestic 10 (Hotel - 37th Fl) Marian Rossiter, University of Alberta Sarvenaz Hatami, University of Alberta The Pragmatic Development of Adult English as a Second Language Learners in the Performance of Requests

We present results of a cross-sectional study comparing the performance of requests in discourse completion tasks and roleplays by three groups of participants: intermediate and advanced proficiency adult learners of English as a second language, and native speakers of English. Implications for ESL instruction and materials development will be provided.

Majestic 11

PED Nakatsukasa 8:15 to 8:45 am Majestic 11 (Hotel - 37th Fl) Kimi Nakatsukasa, Michigan State University Can Recasts Be More Effective? Efficacy of Corrective Feedback and Gesture on the Acquisition of L2 Grammar 60 ESL students participated. Half received recast, and the rest received recast accompanied by pedagogical gestures on regular past tense and locative prepositions. The participants in recasts+gestures ourperformed those in recast only condition. The former also showed that they viewed teacher’s gestures in relation to their recognition of linguistic targets.

PED Yilmaz 8:50 to 9:20 am Majestic 11 (Hotel - 37th Fl) Yucel Yilmaz, Indiana University The Role of Exposure Condition in Negative Feedback Effectiveness

The present study investigates the relative effects of being directly exposed to negative feedback upon producing an incorrect utterance versus hearing the feedback that is provided to somebody else’s incorrect utterance.

PED Smotrova 9:25 to 9:55 am Majestic 11 (Hotel - 37th Fl) Tetyana Smotrova Teaching L2 Pronunciation: Instructional Functions of Gesture. The purpose of the present study is to examine the role of teachers and students’ gestures in teaching and learning English pronunciation. Results suggest that gestures can serve as a pedagogical tool for mediating the learners in identifying syllables and stress and mastering the rhythm of English speech.

PED Markle & D'Amico 10:10 to 10:40 am Majestic 11 (Hotel - 37th Fl) Jackie Markle, Indiana University Melanie D'Amico, Indiana State University Oral Communication Strategies of Beginner Level Spanish Learners: Does Instruction Have an Impact?

This study investigates the influence of oral communication strategy training (OCST) for beginner level Spanish learners. Results show a positive influence for OCST, in that students who received training made significant improvements toward a more natural conversation style and maintained longer conversations over students who did not receive such training.

104

PED Warren & Winkler 10:45 to 11:15 am Majestic 11 (Hotel - 37th Fl) Mackenzie Warren, Georgetown University Claudia Winkler, Georgetown University A Systemic-Functional Approach to Teaching and Learning Evaluative Language in the L2 Classroom A comparison of the outcomes of contrasting model texts and instructional sequences demonstrates the improved range of evaluative language used by L2 learners in a beginner-level speaking task. This study has broader implications for genrebased text selections in L2 classrooms and, more generally, for research linking L2 proficiency and evaluation.

SLA Alanen et al. 2:00 to 2:30 pm Majestic 11 (Hotel - 37th Fl) Riikka Alanen, University of Jyvaskyla Paula Kalaja, University of Jyväskylä Maisa Martin, University of Jyvaskyla Sinikka Lahtinen, University of Jyvaskyla Outi Toropainen, University of Jyvaskyla The Development of the Pragmatic Functions of L2 Finnish, L2 English and L2 Swedish Questions Across CEFR Proficiency Levels Presenters discuss the pragmatic functions of L2 Finnish, English and Swedish questions emerging in the written communicative tasks rated at CEFR proficiency levels A1-C1 over a period of two years. The study is part of a large-scale project integrating the research perspectives of language testing and second language acquisition (SLA).

SLA Rose, M. 2:35 to 3:05 pm Majestic 11 (Hotel - 37th Fl) Marda Rose, Indiana University-Purdue University at Indianapolis L2 Pragmatic Development in Beginning-Level Learners To determine how beginning-level learners make proposals during planning talk, learners enrolled in a seven-week Spanish immersion program planned role-plays after four and seven weeks of study. Results suggest that these learners do not rely on formulaic speech, instead combining movement and intonation to indicate pragmatic intent.

SLA Karlsson 3:10 to 3:40 pm Majestic 11 (Hotel - 37th Fl) Monica Karlsson, Halmstad University Quantitative and Qualitative Aspects of L1 (Swedish) and L2 (English) Idiom Comprehension Three main research questions are addressed. 1)How well do students master idioms in their L2 as compared to in their L1? 2)How do a) degrees of transparency, b) idiom frequency and c) the choice of source domain affect students’ comprehension? 3)To what extent is context used?

SLA Serag 3:55 to 4:25 pm Majestic 11 (Hotel - 37th Fl) Adam Serag, Hirosaki University How to Promote Learning Efficiency at Self Access Language Learning Centers This paper discusses the Japanese learner autonomy from a cognitive psychological perspective, and how to promote learning efficiency by making links between teacher-guided learning and learner-initiated activities at self access language learning centers.


SLA Rose, H. 4:30 to 5:00 pm Majestic 11 (Hotel - 37th Fl) Heath Rose, Trinity College, The University of Dublin Rejuvenating Language Learning Strategy Research: Where do we go from here?

DIS Houck & Fujii 10:10 to 10:40 am Remington Room (Hotel - 4th Fl) Noel Houck, California State Polytechnic University, Pomona Seiko Fujii, University of Tokyo Closing Disagreement Sequences in Academic Discussions

SLA Basista & Hill 5:05 to 5:35 pm Majestic 11 (Hotel - 37th Fl) Lisa M. Basista, Army and Navy Academy Robyn Alexandra Hill, National University Motivational and Attitudinal Characteristics of Highly Proficient L2 Speakers: Implications for Foreign Language Educators

DIS Kuzio 10:45 to 11:15 am Remington Room (Hotel - 4th Fl) Anna Maria Kuzio, Univerisity of Zielona Gora, Poland Global Face(book): Intercultural Gender Representation in Virtual Reality

Language learning strategy (LLS) research has been heavily criticized in recent years based on categorically flawed theoretical frameworks, and problematic research instruments. This presentation looks at how researchers can conduct LLS research in the current academic environment by stripping back theory to its roots in cognitive theory and learner psychology.

In this study, a discussion of the general failure of L2 education in the US precedes an examination of the motivational and attitudinal characteristics of four highly proficient L2 speakers. Through reflective autobiographies and a Likert-scale questionnaire key constructs and common factors are identified. Implications for L2 pedagogy are analyzed.

Remington Room

EDU Poole 8:15 to 8:45 am Remington Room (Hotel - 4th Fl) Deborah Poole, San Diego State University Fostering Bilingual Children's Awareness of the Rhetorical Situation

This paper analyzes interactional data in which a group of bilingual children routinely refer to the fundamental dimensions of the rhetorical situation: author, text, and reader. It is argued that even with a so-called ‘decontextualized' text, a pedagogical approach can potentially promote a rich dimension of contextual understanding.

EDU Martin-Beltran & Merrills 8:50 to 9:20 am Remington Room (Hotel - 4th Fl) Melinda Martin-Beltran, University of Maryland College Park Kayra Zurany Merrills Collaborative Dialogue and Questions about Language among Language-minority and Language-majority Learners This study examines how language learning is mediated through peer interaction among language-minority and languagemajority students.Using a sociocultural lens and data from seventy hours of audio-recorded peer interactions, this presentation analyzes examples of students’ collaborative dialogue and limitations using metalanguage to problem-solve. Findings offer implications for interaction-based pedagogy.

EDU Constantinou 9:25 to 9:55 am Remington Room (Hotel - 4th Fl) Filio Constantinou, University of Cambridge Performing in the Standard in a Bidialectal Setting: Examining the Written Production of Immigrant Pupils in Cyprus The focus of this paper is dialect interference as appeared in the texts of 11-year-old immigrant pupils on the bidialectal island of Cyprus. A comparison of dialect interference across immigrant and Cypriot pupils’ texts is used for illuminating the nature of immigrant pupils’ writing and informing language planning in Cyprus.

This paper examines movement out of disagreement in academic discussions between L1 English and L1 Japanese pairs speaking English (EE-EJ pairs). Analysis of management of the discourse roles involved in closing disagreements reveals potential differences in EE and EJ interactional resources used in navigating the transition.

This study exploited a critical perspective to study how members of Facebook, from two different cultures (Poles and Americans), create their global gendered identity via their profile pages. Results indicated that the members engaged in gender self-stereotyping to depict themselves in appropriately masculine and feminine ways.

LCS Song & Eslami 2:00 to 2:30 pm Remington Room (Hotel - 4th Fl) Si-chun Song, Texas A&M University Zohreh Eslami, Texas A&M University NNES and NES Students’ Perceptions of a Public Apology

Cross-cultural comparative studies of apology speech acts reveal that different perceptions related to different cultural values often cause misunderstanding and pragmatic failure in communication. This study examines how native and nonnative English speaking graduate students appraise a public apology and suggests how awareness of variational pragmatics might facilitate intercultural communication.

LCS McCafferty 2:35 to 3:05 pm Remington Room (Hotel - 4th Fl) Steven G. Mccafferty, University of Nevada, Las Vegas The Private and Inner Functions of Gesture and Inhabiting a L2 The study of the private and inner functions of L2 co-speech gesture offers a window onto thinking in the L2. This paper will review current and new evidence related to inhabiting a new language and culture. Video clips will be shown.

LCS Peele-Eady & Blum-Martinez 3:10 to 3:40 pm Remington Room (Hotel - 4th Fl) Tryphenia B. Peele-Eady, University of New Mexico Rebecca Blum-Martinez, University of New Mexico Analyzing Sermons as Rich and Complex Texts: Implications for the Literacy Development of African American Youth This paper is an analysis of sermons as rich and complex texts offered in the Black church context. Findings show that sermons present African American youth with opportunities to hear and understand many of the same structures found in literary texts. Implications for language and literacy instruction are also discussed.

105


ASE Frost 3:55 to 4:25 pm Remington Room (Hotel - 4th Fl) Kellie Frost, University of Melbourne Language Testing and Immigration in the Australian Context: Test Impact from the Perspective of Migrants This paper investigates test impact from the perspective of migrants seeking permanent residency in Australia. Migrants required to pass a language test to gain residency rights were interviewed about their test preparation and experiences, and the ways in which their experiences and test scores influenced planning, decision-making and future actions.

ASE Ginther & Elder 4:30 to 5:00 pm Remington Room (Hotel - 4th Fl) April Ginther, Purdue University Catherine Elder, University of Melbourne The Use and Interpretation of English Proficiency Test Scores in the Graduate Admissions Process Motivated by current theoretical discussions on consequential aspects of test validity, the paper explores academics’ beliefs, understandings and decision-making practices relating to the use of English proficiency tests used for graduate selection at two large R1 universities – one in the U.S, the other in Australia.

ASE Pan 5:05 to 5:35 pm Remington Room (Hotel - 4th Fl) Yi-Ching Pan, National Pingtung Institute of Commerce Utilizing “Assessment Use Argument” to justify consequences of test use: the relationship between standardized exit tests and student workplace competitiveness Although there is an increased attention devoted to the consequences of test use in recent years, most studies focused on test washback. This study aimed to utilize “Assessment Use Argument” to determine whether the use of standardized English tests as exit requirements can be justified to ensure higher employability.

106

Press Club Room Roundtable Sessions: BIH, DIS, PED, PRA 10:10 to 11:15 am Sheraton Dallas Hotel: Press Club Room (Hotel - 2nd Fl) Table 1. BIH Link & McCrocklin/Exten/Macgregor et al. Stephanie Link, Iowa State University Shannon McCrocklin, Iowa State University Knowing Loss: Differing views on Accent and Identify

Many have proposed a connection between accent and identity; however, others have indicated that students fear obtaining a native speaker accent. This study examines the perceptions of ESL learners and English speaking bilinguals towards obtaining a native-like accent. Findings provide insights into the misconceptions and assumptions that underscore our work.

Molly Exten, American University Russian Heritage Language Beliefs and Maintenance from the Perspective of a Mother and Daughter This study examines language beliefs of a Russian-speaking mother and daughter, who live in the U.S. Results indicate participants’ shared views of the importance of heritage language maintenance due to a positive orientation toward Russian and bilingualism.

David Macgregor, Center for Applied Linguistics Susana Ibarra Johnson, WIDA Adriana Jokisch-Sagrera, Center for Applied Linguistics Lorena Mancilla, WIDA Understanding and Using Translanguaging in the Classroom In this roundtable, we invite discussion about how teachers can use information gleaned from language standards and assessments, along with their own observations, to identify the use of translanguaging, and what strategies can be developed to help teachers tap into their students’ translanguaging skills to help in their teaching.

Table 2. DIS Reyes/Tumay/Chun Antonio Reyes, Washignton and Lee University “I know you didn't ask”: Bush and Obama Building (In)formality through Linguistic and Paralinguistic Variables.

This paper proposes new (para)linguistic variables to account for (in)formality in discourse: linguistic choices and “vocabulary,” textual organization (structure and predictability), key elements such as laughter, and the use of interdiscursivity by means of direct and indirect quotations that politicians revive into the here-and-now discourse.

Jale Tumay, Arizona State University Urgency of Global Peace stated via the United Nations Alliance of Civilizations in the Speech of the Turkish P.M. Erdogan Analysis of the discursive construction of global phenomena and the urgent need for global peace within the framework of the United Nations Alliance of Civilizations (UNAOC) vs. the Clash of Civilizations (Huntington, 1996) in the speeches of the Turkish Prime Minister, and co-founder of UNAOC, Erdogan.

Christian Chun, University of Southern California “On Your Own Time”: Contesting Discourses of Neutrality in an EAP Classroom

SUNDAY, MARCH 17 2013, ROUNDTABLE SESSIONS

Table 3. PED Infante & Buescher/Garrett-Rucks Paolo Infante, Penn State Kimberly Buescher, The Pennsylvania State University Paying Attention to Learners’ Use of the Gesture-Speech Interface in Second Language Lexical Development

This paper presents an analysis of learners’ use of the gesturespeech interface to externalize their conceptual understanding of a particular lexical item in a French narrative during a distributed group reading activity. This provides teachers with a more nuanced window into learners’ changing conceptual understanding than verbal language alone.

Paula Garrett-Rucks, Georgia State University Demystifying FL Learners’ Meditational Processes when Confronted with NS Perspectives toward Alternate Nonverbal Greeting Speech Acts

A complex systems analysis of online classroom discussions reveals these beginning French language learners’ mediational processes when confronted with French perspectives toward nonverbal greeting speech acts—reserved smiling, la bise, and personal space differences. Influences in the discussions that perpetuated, altered, or inhibited learners’ acceptance of NS perspectives are discussed.

Table 4. PRG Zheng/Ananyeva et al./Ziegler qun zheng, the Graduate University of the Chinese Academy of Sciences No I think you’re wrong: a sociopragmatic study of I think

The study of "I think" investigates 1185 individual speakers in the BNC and compares the British and Chinese English speaker in socio-pragmatic way. It highlights the variation of discourse marker usage and problematizes a monolithic view in language pedagogy.

Maria Ananyeva, Indiana University of PA Rajwan Dhia Al-Shareefy, Indiana University of Pennsylvania Tewero Tchekpassi, Indiana University of PA Yi Yu, Indiana University of Pennsylvania Examining Turn Allocation, Preference Organization, and PreClosing Signals: Teaching Pragmatics Through CrossCultural Conversations This roundtable session discusses how turn allocation, preference organization, and pre-closing signals may help in teaching pragmatics to English language learners through transcribed conversations in films. Discussion will center on how films may be used to highlight these conversation features in order to improve understanding of pragmatics in conversation.

Nicole Ziegler, Georgetown University Pragmatics at Sea: The Role of Power, Politeness, and Social Distance in Maritime Accidents Crews in the modern merchant shipping industry are more diverse than ever before, and this diversity has led to increased miscommunication at sea. This presentation addresses the use of face-saving and politeness strategies, as well as the role of power and social distance, in on-board and ship-to-shore communication.

Should English language teachers discuss social change with their students? Drawing upon research in an EAP classroom, this paper examines how interlinking political and pedagogical discourses in an online video as part of a multimodal curriculum were co-constructed, contested, and recontextualized by an instructor and her students.

107

SUNDAY, MARCH 17 2013, ROUNDTABLE SESSIONS Roundtable Session: DIS, LPP, SOC, TEC 2:00 to 3:05 pm Sheraton Dallas Hotel: Press Club Room (Hotel - 2nd Fl) Table 1. DIS O'Connor/Looney/Zhao Brendan Harold O'Connor, University of Texas at Brownsville The (Dis)order of Things in Classroom Discourse

This paper, drawing on video-based linguistic ethnographic research in two Arizona science classrooms, takes the seeming disorderliness of classroom discourse as an invitation to grapple with the question of how discursive unities, in Foucault’s (1972) sense, emerge over successive interactional events characterized by contingency, incongruity, and unpredictability.

Stephen Looney, University of Georgia Process Versus Result: Differing Perceptions about the Roles of Undergraduates and University Lab Instructors This paper investigates perceptions that undergraduates and international teaching assistants (ITA’s) display regarding their roles in university science labs. Using conversation analysis, this paper demonstrates that ITA’s and undergraduates sequentially orient to lab tasks differently with ITA’s focusing on process while undergraduates focus on maximizing the points they “earn.”

Ruilan Zhao, The Ohio State University Academic knowledge construction and negotiation of leadership in collaborative talks among native and nonnative TESOL graduates

With group work becoming increasingly popular in graduate level courses, what is the nature of group interaction? How do teachers organize group activities in which all students can make contributions? This study explores how native and nonnative TESOL graduates construct academic knowledge and negotiate leadership in collaborative talks.

Table 2. LPP Mallett & Haan/Djennane/LCS Siczek & Shapiro Karyn Mallett, George Mason University Jennifer Haan, University of Dayton Globalizing the World, Internationalizing the University, and Practicing Applied Linguistics: Comparing Institutional Approaches to a Writing Pedagogy of Inclusion Based on an analysis of 20 U.S. universities, this paper presents divergent models of language-supported internationalization initiatives. Specifically, presenters focus on elements of collaboration across institutional divisions and the emergence of locally-determined writing pedagogies of inclusion.

taoufik Djennane, tlemcen university Reconsidering Language Planning and Education Policy in Algeria in the Light of Globalisation

This paper constitutes a reconsideration of language planning in Algeria after 50 years of independence. The data obtained is collected by means of questionnaires distributed via a web page. This is to test learners' attitudes towards English and the possibility to introduce it at early ages in primary schools.

Megan Margaret Siczek, George Washington University Shawna Shapiro, Middlebury College The Missing Link: Internationalization, Global Competency, and Inclusion in Higher Education

These presenters argue that the link between internationalization and inclusion has been vastly overlooked in higher education. They call for an approach to internationalization that integrates global competency with other institutional goals related to diversity and equity, illustrating this approach with examples of policies and curricula from their own institutions.

108

Table 3. SOC Acosta/Sohn/Mendel Raquel Acosta Code negotiation among English-Spanish bilinguals

This project analyses the dynamic use of linguistic repertoire among the members of a bilingual family settled in two contexts: Orange County, in the US, and Mexico City. Individual linguistic trajectories interweave to create what we consider to be a communication network, which in turn comprises smaller communication subnets.

Bonggi Sohn, University of British Columbia Linguistic Landscape of Family Language Policy and Practice: Ideological Practice of Transnational Families in South Korea Challenging the notion of English as the dominant international language and highlighting other ethnolinguistic resources of socioeconomically marginalized transnational families from international marriages in Korea, this roundtable will discuss how language interacts with issues of global and local economics, politics, and power, providing a discussion on multilingualism within globalization.

Kerstin Mendel, University of Wisconsin-Milwaukee Heritage Speakers of German in Wisconsin

The author presents a variety of data about families of German immigrants and descendants of German immigrants in SE Wisconsin. I aim to compare informants' linguistic selfassessment, attitudes toward German and their ancestral country, along with their family history to determine possible correlations between speaker identity and language maintenance.

Table 4. TEC Yu/Hashimoto & Lee/Lee Li-Tang Yu, University of Texas, Austin Establishing a Learning Community Through Facebook Postings: An Explorative Case Study of an English Class

This case study investigates how college-level learners of English establish a learning community through their postings in Facebook class groups by qualitatively and quantitatively examining their perceptions, message content, and interaction patterns. Pedagogical implications concerning the use of Facebook, its affordances, and its integration in course design will be discussed.

Kumi Hashimoto, University of California, Santa Barbara Jin Sook Lee, University of California, Santa Barbara Customizing Blogging for L2 Learning: An Analysis of Individualized Learning According to Proficiency Levels in Japanese L2 Blogging This study, conducted in a post-secondary, intermediate Japanese L2 course, investigates how two more and two less proficient learners individualized learning through blogging. We discuss the different levels of learners’ individualized language learning approaches in blogging based on qualitative analyses of data collected in think-aloud protocols, post-interviews, and blog observation.

Wan-lun Lee, Assistant professor, Department of English Language and Literature, Fu Jen Catholic University Reading to Write, and Writing to be Read: Using Weblogs to Promote and Scaffold Online Reading and Writing in English

D E L CE

The paper reports on the practice and effects of incorporating a blog-assisted reading-to write program into the Advanced University English curriculum for Taiwanese EFL students of non-English majors. Findings from both qualitative and quantitative data, pedagogical implications and suggestions for further research in using weblogs in ELT are provided.

CAN

Roundtable Session ASE, COG, SOC, EDU, ASE, TEC 3:55 to 5:00 pm Sheraton Dallas Hotel: Press Club Room (Hotel - 2nd Fl) Table 1. ASE Montee et al./Londe et al./COG Kirk Megan Montee, Center for Applied Linguistics Tatyana Vdovina, Center for Applied Linguistics Lakisha Dockett, Center for Applied Linguistics Meg Malone, Center for Applied Linguistics Computerized Assessment Tasks for Measuring Academic Oral English Language Proficiency This roundtable session will discuss the development of a computerized test of academic English oral proficiency. The test is designed for students in grades 1-12. We will present the design of and preliminary results from a study of how task characteristics and administration conditions affect language elicitation and task difficulty.

Zsuzsa Londe, USC Robert Filback, USC Anastassia Tzoytzoyrakos,, USC Jim Valentine, USC Intra-Rater Reliability of an On-Line Oral Assessment Instrument

Results of a pilot study on intra-rater reliability in oral proficiency assessment will be the basis of this discussion. Participants will examine the reliability of testing in a synchronous on-line format versus a traditional face-to-face format. Participants will be encouraged to share ideas to achieve a well balance study design.

Steven Kirk, University of Tokyo A Framework for Monologic and Dialogic L2 Spoken Fluency This paper aims to present a framework for looking at fluency that incorporates both monologic and dialogic aspects. Based on a case study of a single L2 speaker in different contexts, the framework will show the complex interrelationships between monologic and dialogic factors that create the impression of fluency.

Table 2. SOC Abugharsa/Ennser-Kananen/Matsuura & Chiba Azza Bader Abugharsa, 104 n university place, apt. # 5 Applying Classic Code Switching to Bilingual Utterances of Bilingual Libyan Children in Oklahoma This paper shows that CS does not require full proficiency in any of the languages involved. Data show that although bilingual children tend to switch codes and that although they tend to use the two languages as ML in different utterances, one language is used as the overall dominant language.

Johanna Ennser-Kananen, University of Minnesota The Right to Speak: Multilingual Identities and Discourses in a German Foreign Language (FL) Classroom This study promotes equity for immigrant students who speak low prestige L1s, English as L2 and German as FL. Ethnographic tools and CDA were used to explore their right to speak, multilingual identities and discourses surrounding their languages. Findings suggest that FL classrooms offer unique opportunities to empower these students.

Hiroko Matsuura Reiko Chiba Learner Perceptions of Unfamiliar English Accents

This study investigates Japanese university-level students’ evaluative reactions toward “unfamiliar” English accents. The research question addressed in this study is whether or not learners who are satisfied with their own English accent are more likely to accept other speakers’ accents, compared to those who are less confident in their pronunciation.

SUNDAY, MARCH 17 2013, ROUNDTABLE SESSIONS

Table 3. EDU Darbes/Mizuno/ASE Matsugu Tasha Darbes, New York University "Hard to Place": Multilingual Community College Students' Experiences of Testing and Placement This study analyzed the perceptions of students’ multilingual competences and their experiences of placement at three distinct community colleges. Survey data revealed the multilingual nature of the student body, and qualitative data showed how multilingual students experienced ‘placement dissonance’ due to monoglossic models of English class placement.

Mariko Mizuno, The Ohio State University Fighting for College Access in the Unlevel Playing Field: HighSchool Exit Exams, ESL Status, and Accommodations Using the methodology of institutional ethnography, this paper examines the realities of high-stakes testing Japanese transnational ELLs are experiencing and the strategies they use to negotiate the linguistic and cultural challenges imposed by NCLB, which is “de facto language policy” promoting English monolingualism in the U.S. (Menken, 2008).

Sawako Matsugu, Northern Arizona University Effects of Rater Characteristics and Scoring Methods on Speaking Assessment in EFL University Classrooms

D E L CE

This session will present findings from a study that investigated the effects of test task characteristics on L2 speaking assessment in EFL universities. Data consist of scores by teachers on students’ speech and surveys. Implications and suggestions will be presented for improving the quality of speaking assessment in classroom contexts.

CAN

Table 4. TEC Curtis/Dixon & Frei/Fuchs & Snyder Andy Curtis, Anaheim University New Technologies and New Literacies: Film Studies Meets Language Studies

As a result of the exponential growth of the Internet and Webbased streaming media, ‘visual literacy’ and ‘media literacy’ have been increasingly challenging traditional definitions of ‘literacy’, leading to the development of new relationships between Language Studies and Film Studies, which will be explored in this talk.

Edward Michael Dixon, University of Pennsylvania Christina Frei, The University of Pennsylvania Innovative uses of participatory networks in live online courses: a comparative study

This study will examine and compare samples of students’ production from five online courses and five F2F courses in an elementary German sequence taught by the same instructor over a three-year period from 2010 to 2012.

Carolin Fuchs, Teachers College Columbia University Bill Snyder, Teachers College, Columbia University It's Not Just the Tool: Instructional Design for Exploiting the Potential of Social Networking This case study explores the extent to which pre-service language teachers used Google Wave, an online writing tool and social networking site, beyond their pedagogical tasks, and the course design implications of this use. Genre-based pedagogy may be a necessary support for effective use of social networking tools in courses.

109

SUNDAY, MARCH 17 2013, POSTER SESSIONS

Grand Hall

Poster Sessions DIS 8:15 to 9:45 am Grand Hall CD (CC - 1st Fl) Wendy Lynn Chambers, University of Calgary Communicative Presence Model and Online Learning Communities: Interactions, Language, and Perspectives

This paper presents a model of communicative presence supported by evidence from a mixed-methods study that explores how language realizes a communicative presence for globally-situated learners engaged within asynchronous online learning communities. Following from an overview of the research design, the constituent elements of the model will be presented.

Iris Feinberg, Ga State University Sara Weigle, Georgia State University Exploring Barriers to Comprehension in a Health Care Setting This poster presents preliminary data from a study intended to (1) identify specific oral and written linguistic barriers in effectively communicating to limited-English proficient (LEP) patients and (2) reduce those barriers through improving written health-related materials and materials for training health care professionals in their oral interactions with LEP patients.

Jeong-Bin Hannah Park, University of Texas at Austin How Does Online Discussion in an ESL Writing Class Relate to Academic Writing Development This study highlights the connection between online discussion and subsequent second language writing development. Students representing several language backgrounds participated in two online discussions immediately before timed writing activities. Their online postings were analyzed as language-related or content-related. Results emphasized instructional values for incorporating online discussion into ESL academic classes.

Shereen Bhalla, University of Texas at San Antonio Investigating the South Asian International Teaching Assistant Experience through Complementary Frameworks: A Nexus Analysis of Communities of Practice This narrative analysis demonstrates how two divergent frameworks, Communities of Practice and Nexus Analysis, provide complementary conceptual and methodological orientations in investigating the South Asian ITA experience. Factors such as globalization, Indian English, and navigating tensions in professional and social identity construction are discussed.

Larysa Bobrova, Pennsylvania State University Procedure for the Identification of Potential Multimodal Metaphor in TV Commercials

This proposal presents an analytical tool for detecting potential multimodal metaphor in the promotional discourse, construing a cross-domain mapping, as well as for articulating a conceptual metaphor.

Man Li, University of Maryland Telephone Service Encounter Discourse in Making Hotel Reservations in Mandarin: A Comparison Between Natural Conversations and Dialogs in L2 Textbooks This paper compares scripted dialogs in L2 Mandarin textbooks with natural conversation discourse of telephone service encounters in making hotel reservations in Mandarin Chinese in terms of authenticity along the dimensions of conversation structure, interactional modifications, and non-fluencies. Implications of the findings on L2 Mandarin materials design will be discussed.

110

Satam Naif Alotaibi The Significance of Body and Hand Gestures: A study of NS and NNS Communicating Cross-Culturally in a Small Group This poster will show how native and non-native English speakers communicate cross-culturally during a 30-minute video-taped discussion of a short story by F. Stockton. The presenter will demonstrate how body and hand gestures help the conversation to be comprehensible. The presenter will illustrate on some features of the Conversation Analysis.

Ibtissem Knouzi, OISE- University of Toronto Callie Mady, Nipissing University Understanding the linkage gap between second language education researchers and practitioners: A mixed method study We combine in-depth text analysis with detailed qualitative analysis to examine online forum discussions of published research between L2 teacher candidates and education researchers to compare the registers, agendas and foci of the two groups. We discuss results and their implications for bridging the linkage gap between researchers and practitioners.

Mokhtar Al-Zuraiki, Oklahoma State University Unity is (not) an idol made of dates: Political metaphor in Yemen This paper examines the emergence and development of a metaphor used by the Yemeni government to describe the unity of the country as a religion, the ways this metaphor was remapped and extended in anti-government discourse, and the role of linguistic, situational and cultural knowledge in interpreting its political purposes.

Poster Sessions RWL TXT 9:45 to 11:15 am Sheraton Dallas Hotel: Grand Hall CD (CC - 1st Fl) Poster Sessions TXT Ben Pin-Yun Wang A Genre-oriented Perspective on English Mixing in Mandarin Pop Taking a genre-oriented perspective on the use of English in Mandarin pop, the present study elucidates the linguistic patterns and functions of English mixing particularly salient in the text type of pop lyrics. This study also illuminates the roles of English as a verbal repertoire in East-Asian pop music.

Tomoyo Okuda, University of British Columbia Revisiting and Exploring the Possibility of Lexical Cohesion in Japanese EFL High School Students’ Writing Samples The present study attempts to examine characteristics of lexical cohesion in Japanese EFL high school students’ essays and discover how it can be a measure of writing quality. It was shown that patterns of lexical cohesion indicated how well or poor students could express and organize their ideas in writing.

Irina Presnyakova, Simon Fraser University Systemic Functional Analysis of Language of Instruction of Elementary School Language Arts Textbooks

The study focuses on analyzing lexico-grammatical changes in four consecutive elementary school Language Art textbooks. It is shown that the gradual changes in the lexico-grammatical features of the language of instruction across the grade levels are not proportional to the increase of the grade levels.

Katarzyna Teresa Hryniuk, ICIC, Indiana University-Purdue University Indianapolis Writing for Publication in L2 – a Comparative Study of Academic Texts in Linguistics Created by English and Polish Writers The aim of this paper is to present a study concerning problems encountered by Polish writers of scientific journal articles when writing in English as a Foreign Language. For this purpose linguistic texts written in English by native speakers will be compared with such articles written by Polish writers.

Poster Sessions RWL 1 Rebecca Curinga, CUNY Graduate Center Direct and Indirect Effects of Morphological Awareness on Reading Comprehension for Adolescent Spanish-English Emergent Bilinguals

The study involves Spanish-English emergent bilinguals in high school, who entered with a large range in L1 literacy. It explores the relationship between morphological awareness and reading comprehension using multiple regression path analysis. Results show differences in Spanish and English and between readers above/below 4th grade level in L1.

Bernadette Hart How do Adults Experience a Literacy Intervention Program? A Study to Illuminate the Process I am interested in investigating, through a narrative inquiry, how adult students experience a literacy intervention program, and the impact that pedagogies can have on the student writing experience. This study contributes to awareness of the complexity of adult writing development, as highlighted by Street, Heath, hooks and Freire.

Megumi Hamada, Ball State University Christina Hostetler, Ball State University L2 Lexical Inference: The Role of Contextual and Word-Part Clues

This study investigated which clues, contextual or word-part, L2 learners use in inferring the meaning of unknown words during reading and whether clue usage varies depending upon learners’ language proficiency. College-level ESL students completed a lexical inference task and their clue choices in differing contextual reliability were compared.

JuHee Lee, The University of Texas at Austin Diane Schallert, The University of Texas at Austin Literate Actions, Literacy Attitudes, and Reading Comprehension: Their Mutual Influence Across Languages L1 and L2 reading attitudes, their contribution to reading comprehension, and factors that shape reading attitudes were measured for EFL middle-school students. Results suggested that reading attitudes in L1 and L2 are connected and influence reading comprehension, with language proficiency and reading frequency also contributing to reading attitude and achievement.

Cheng-Ling Alice Chen, Teachers College, Columbia University The Efficacy of Repeated-reading-based Instructions on L2 Reading Comprehension and Vocabulary Acquisition

Repeated reading (RR) research has established robust empirical and pedagogical evidence for RR in improving L1 and L2 reading comprehension and fluency, and additionally enhancing L2/FL vocabulary acquisition. This study examines the efficacy of repeated-reading-based instructions on intermediate-level EFL learners’ reading comprehension and vocabulary acquisition.

Melissa Anne Latham, Boston University Using Retrospective Miscue Analysis (RMA) with Adolescent English Language Learners This session presents case studies of six adolescent English language learners’ responses to four sessions of Retrospective Miscue Analysis (RMA). Analysis evaluated change in reading comprehension, fluency and patterns of miscues as well as student perceptions. Recommendations for use of RMA protocol will be provided.

Yingliang Liu, Wuhan University of Technology Justin Jernigan, Georgia Gwinnett College Readers' Blogs in College-Level ESL Classrooms

This study investigates the use of blogs in college-level ESL reading classrooms, and the analysis addresses learners' reading motivation and proficiency. Results suggest blogging about readings creates an interactive and collaborative classroom community where learners are actively engaged with the readings and other readers and demonstrate gains in


reading proficiency.

Poster Sessions SLA 2 2:00 to 3:30 pm Grand Hall CD (CC - 1st Fl) Heidi Vellenga, The Pennsylvania State University Kathleen Bardovi-Harlig, Indiana University Sabrina Mossman, Indiana University Acquisition of Expressions for Academic Discussion: Effect of Instruction This paper reports on the results of teaching expressions for academic discourse by using materials developed from the Michigan Corpus of Spoken Academic English. Results show that after 4 hours of instruction learners improved the quantity and quality of their agreements, disagreements, and clarifications in an oral-production task.

Kaori Sugiura, Shizuoka University of Art and Culture Auditory priming effect on improvement in L2 pronunciation This study examines whether intensive auditory priming effect facilitates improvements in L2 pronunciation of English word stress and the effect’s preservation. The results showed that repeated experience influenced the improvements, but that repetition times (5 and 10 times) did not. Also, the priming effect did not last one week.

Fred Eckman, University of Wisconsin at Milwaukee Gregory Iverson, University of Wisconsin-Milwaukee Jae Yung Song, University of Wisconsin-Milwaukee Covert contrast in second language phonology

The present paper reports the production of a covert contrast by second-language (L2) learners, i.e. a statistically reliable, acoustically demonstrable distinction between sounds segments which, nevertheless, adult listeners and transcribers do not perceive. This is a finding that has to date not been reported in the L2 phonological literature.

HIROSHI NAKANISHI, Tohoku Gakuin University Japanese EFL Learners and the Contribution of Working Memory Capacity to Processing Sentences with Prepositional Phrases

This study explored WM capacity and its relation with the resolution of syntactically ambiguous PP attachment. The results show that Japanese EFL learners have a preference for PP attachment to the verb. However, under conditions in which pragmatic cues are available, they depend on the cues regardless of WM capacity.

Young Gyo Cho, University at Buffalo, SUNY Language Attitudes, Motivation and their Relationship to Proficiency among Korean University Learners of English: A Descriptive and Causal Analysis This study attempts to investigate a potential link between Korean university students’ perception of EIL, motivation and their relationship to proficiency through a questionnaire and reflective essays. Gaining bilingual proficiency is a principal goal for English learning. Perception of EIL is a predictor for both desired proficiency and motivational intention.

Asmaa Shehata, University of Notre Dame Native English Speakers Perceiving Novel Arabic contrasts: The Effects of Talker Variability

The present study explores the influence of perceptual training on the perceptual performance of native English speakers acquiring the Arabic pharyngeal-glottal contrast (/ħ/-/h/), with the additional goal of examining the extent to which learners’ acquisition of the novel contrasts is influenced by talker variability using both lexical and non-lexical tasks.

111


Ashlie Henery, Carnegie Mellon University Pragmatic Production and Awareness Development in the Study Abroad Context: A Summer in France

The study abroad (SA) context provides a rich environment for language students to acquire pragmatic competence. The current study explores how both students’ production and awareness or understanding of French greetings and leavetakings developed over the course of a summer program in the south of France.

Daniel Sterling Stanhope, SWA Consulting Inc. Eric Surface, SWA Consulting Inc. Jennifer Lindberg McGinnis, SWA Consulting Inc. Target Language Use throughout Instruction: Examining Antecedents and Consequents of Students’ Growth Trajectories

Antecedents and consequents of students’ use of the target language throughout language instruction were examined. Both learners’ initial amounts of speaking in the target language and rates of change throughout the instructional process predicted greater speaking proficiency. Instructor speaking in the target language was also related to learner speaking.

Amanda Gissel, SWA Consulting Inc. Eric Surface, SWA Consulting Inc. Amy DuVernet, FurstPerson The Role of Individual Differences in Foreign Language Speaking Acquisition: A Meta-Analytic Investigation

Many factors impact an individual’s ability to succeed in foreign language learning. Identifying the learner characteristics related to successful learning is essential for improving language instruction and maximizing learning outcomes. Our metaanalysis identifies individual differences that best predict success in speaking proficiency, which can be used to inform instructional practice.

Tatiana Fistrovic, Arizona State University Laida Restrepo, Arizona State University The Syntactic Development in the Acquisition of the English Possessive Determiner His/Her by Native-Spanish Speaking Children Adult and children English learners and native-English speakers show a similar sequence of acquisition of English possessive determiners. At initial stages, gender features are underspecified allowing the use of masculine as default as a transitional resource to continue strengthening the concept of agreement between possessor and the possessive determiner.

Okim Kang, Northern Arizona University Yuan Zhuang, Northern Arizona University Thresholds of English Study in ESL Immersion Contexts

The study investigated the best point in English study in the U.S. immersion context and the changes of learners’ linguistic constructs from their ESL program. 150 ESL students’ spoken responses were linguistically analyzed for criteria of pronunciation, grammar, and lexicon. Findings will inform ESL teachers’ curriculum planning and development.

Kaitlyn Leigh Zavaleta, University of Arizona Janet Nicol, University of Arizona Unintentional Language Switches in Multilingual Speakers and Late Foreign Language Learners Bilinguals and L2 Learners learned words from a novel language and participated in a bilingual naming task in which they were told to name the pictured object in English or the novel L3. L2 learners made more language-selection errors, providing support for the idea of enhanced cognitive control for bilinguals.

112

Poster Sessions PED RWL 3:30 to 5:00 pm Sheraton Dallas Hotel: Grand Hall CD (CC - 1st Fl) Poster Sessions PED 1 Ron Martin, Rikkyo University A Comparison of Japanese Elementary and Junior High School EFL Students: Values and Language Competency Beliefs CFA results comparing Japanese public elementary and junior high school EFL students indicated that the junior high students had lower self-competency beliefs (p. < .05). However, the two groups had similar self-confidence beliefs as well as similar beliefs regarding the enjoyment, importance, and usefulness of their EFL education.

Arieh Sherris, Teachers College, Columbia University Teaching L2 Students to Reduce the Number of Relative Clauses and Expand Noun Phrases in the Interest of Academic Style

The aim of this poster is to share an intervention that helps L2 learners edit scientific text. Based on recent corpus linguistic research, such texts are characterized by a reduced clausal structure with compressed information in robust noun phrases, often a challenge to produce by L2 learners.

Nobuhiro Kamiya, Gunma Prefectural Women's University The Relationship Between Stated Beliefs, Classroom Practices, and Reading Research Studies of Oral Corrective Feedback in Four ESL Teachers The present study investigated how four ESL teachers would respond to research studies of oral corrective feedback. The results show that while an inexperienced teacher showed a gradual formation of her stated beliefs of oral corrective feedback, the readings did not have any influence on the other three experienced teachers.

Jia Yang, University of Notre Dame The effects of chunk learning on learners’ spoken language development in L2 Chinese

This study investigates learners’ spoken language development in L2 Chinese after receiving 10-week chunk-based instruction. Results show that errors/pauses are more likely to occur at the boundaries between chunks than within them, suggesting the benefits of chunk learning for the increase of the accuracy and fluency of language production.

Poster Sessions RWL 2 Miki Mori, UC Davis Linguistics Appropriation, dialogism, and citation: Learning to engage outside texts in upper division writing courses

Academic writing is founded upon dialogue with others. This session presents an ethnographic study on the development of second language writers in upper division writing courses. Inquiry is made into how students engage outside sources through linguistic choices and other rhetorical moves. Issues pertaining to plagiarism and patchwriting are analyzed .

Bihimini Lasitha Somananda, ELTU, University of Colombo, Sri Lanka Developing Academic Literacy of Undergraduates of Law

This research aims to discover an approach to develop academic literacy. Numerous research instruments are used to assess the reading and writing skills of the sample population. It is argued that academic literacy can be fostered by integrating reading, study skills and the product, process, genre-oriented approaches to writing.

Sachiko Yasuda, Kyushu University Developing academic literacy in a foreign language: A longitudinal study of EFL writers’ meaning-making choices in an academic genre


This study explores the longitudinal changes of EFL writers’ grammatical choices as they learned a new academic genre. Their pre- and pos-instructional writing tasks were analyzed based on the SFL theory. Findings showed that enhanced genre awareness affected writers’ actual genre production in terms of their meaning-making grammatical choices.

Hannah Nizam-Aldine, Colorado State University Fabiola Ehlers-Zavala, Colorado State University Effect of Personality on English Language Learners’ Writing Development

This session reports on a study conducted with EFL undergraduates at a U.S. public institution which relates their writing development to their personality traits. It discusses how the use of personality tests in the language learning classroom may inform the development of writing tasks and instruction.

Joshua Paiz, Purdue University Over the Monochrome Rainbow: A Quantitative Examination of Heteronormativity in ESL Reading Texts and Textbooks This poster will quantitatively examine the depth of heteronormativity in ESL reading texts. According to queer theory, heteronormativity is the view of heterosexuality as the only normal, or natural, way of life. This study seeks to highlight how ESL reading texts tend to gloss over queer identities.

Neil J Anderson, Brigham Young University Norman Evans, Brigham Young University K. James Hartshorn, Brigham Young University Reading and Writing Expectations for Undergraduate International Students

How much and what kinds of reading and writing are expected of university students in the first semester in their major? Thirty universities responded to a survey. Survey results are presented and implications for curriculum and instruction and discussed.

Hui-Chun Yang, National Hsinchu University of Education Yuko Hijikata, Tokyo University of Science Second Language Cyber-argument: An Investigation of Intercultural Discourse

This study explores EFL writers’ use of argumentative strategies and reasoning skills by examining the linguistic features and patterns of intercultural discourses in an inquiry-based asynchronous computer-mediated learning environment.

113

114

MONDAY SESSIONS

MONDAY, MARCH 17 2013, OVERVIEW Grand Hall Dallas Ballroom A1 Dallas Ballroom A2

Dallas Ballroom A3 Dallas Ballroom D1 Dallas Ballroom D2 Dallas Ballroom D3 City View 1

City View 2

City View 3

City View 4

8:15-8:45

8:50 - 9:20 Poster Sessions ASE

Colloquium, SLA: Revesz & Gilaber, organizers Methodological advances in TBLT research: measurement of task demands and processes DIS Bolonyai DIS Okada DIS Siegel, A. DIS Aleixo DIS Kivik Thinking about Feeling Contrasting Identities: A Social epistemics for Understanding Parent Code-switching with and Emotion in the Formulation Practice for analyzing development Involvement Consequences in Construction of Validating and of language learner Expectations in Formal Foreign Language Transnational Demanding Identityidentity School Spaces: An Conversation-forIdentities relevant Action Analysis of Immigrant learning Parent and School Staff Interactions DIS Bouchard DIS Jacknick DIS Yasui PRG Taguchi PRG Fernandez Prosodic Orientation in At the point of need: On an interactive Intercultural Language Learning in Problem Solving Tasks: Pronunciation function of ‘but’: A Competence and Study Abroad: Vague French Canadians assistance when disjunctive marker in Development of and Informal Vocabulary Using English as a reading aloud resuming an Pragmatic Competence Use in L2 Argentine Second Language abandoned story in L2 Japanese Spanish LCS Schlam Salman LCS Kim, H. LCS Lee, S. LCS Diao COR Smith Language Choice among Language socialization Language Socialization Alternative Forms, Tense/Aspect in Palestinian and Jewish at mealtime: Amount Through Diverse Identities: American Professional English-Language of talk and its Contextualization Stance Socialization Speech Learners in Jerusalem: variability in Korean Cues: Mealtime during a Semester in Expressions of families Interactions with a China Empowerment and Chinese Host Family LPP Fuentes An Examination of Transnational Sri Lankan Family Language Policy

SLA Iwaniec Modelling the Structure of Language Learning Motivation

Majestic 2

BIH Carhill-Poza Beyond Difference: Engaging the Multilingual Repertoires of Adolescent Second Language Learners through Peer Interaction EDU Razfar & Rumenapp More than ESL: Educational Linguistics for All

Majestic 4

116

10:10-10:40 10:45-11:15 Poster Sessions LCS PRG

Colloquium, LCS: Duff, organizer Current Directions and Issues in Second Language and Literacy Socialization Research Colloquium, TEC: Morrison, organizer PASAGLOSSA: Resourcing Languages on a Global Scale Colloquium, COG: Tyler, Verspoor, & Cadierno, organizers Usage-based Approaches to SLA Wilga Rivers Pedagogy Colloquium, Lantolff & Poehner, organizers Dynamic Assessment: Mediating Language Development of All Learners Distinguished Service Award Talk: Byrnes Colloquium, LID: Lo, organizer On the way to meaning-making: Language education Conceptualizing multilingualism under globalization: Linguistic hybridity, and applied linguistics social personas, and heteroglossia

Majestic 1

Majestic 3

9:25-9:55

RWL Lee, H. Rethinking Writing Struggles in Study Abroad Contexts: Two International Students’ Narratives

LPP Seloni & Sarfati The interaction of national language ideologies and family language practices:The language shift of JudeoSpanish in Turkey SLA Sylvén & Thompson Language Learning Motivation and CLIL:Is There a Connection?

LPP Or Its Shape Has Been Fixed for Eons”: The Role of Language Beliefs in the Creation of Modern Hebrew

Disempowerment

LPP Whitney Restraining English Instruction for Refugee Adults in the United States

BIH Potts Reflecting on Multilingualism as a Semiotic Resource: Classroom Practices of Multimodality

SLA Huang et al. Motivation and Selves in Learning a Third Language: The Case of Foreign Language Learning in Taiwan

BIH Taylor & Li Adolescent language use in an age of superdiversity and digital transformation

SLA Guénette & Simard Written Corrective Feedback: Learners’ Perspective on Treatability of errors and Corrective Feedback Strategies BIH Schoonjans & Housen L2 Affective Dispositions, L2 Proficiency and the Learning Context: A Complex Triangle

EDU Chiu Approaching Authority and Hierarchy in Chinese Heritage Family Interaction

EDU Rosborough Foreigner Talk, Teacherese, and Gesture: an Embodied Meaning-making Experience

ASE Cheng & Sun Teachers’ Grading Decision-Making: Multiple Influencing Factors and Methods

RWL Elliott Context, Capital and Lao Students’ Multilingual Literacy Practices

RWL Gilliland Academic Language Socialization Through Teacher-Student Interaction in High School Writing Classrooms

RWL Schmitt et al. Can Learners Make the Jump from the Highest Graded Readers to Ungraded Novels?: Four Case Studies

LPP Holdway Language Access to Public Services: A Multidisciplinary Approach to Language Policy and Policy Implementation SLA Stefanou The Effect of Written Corrective Feedback and Learner Individual Differences on Second Language Generic Article Use BIH Rosenstock & Eichmann Bridging the Chasm? Applied Linguistic Perspectives on Deaf Children’s Communicative Competence, Performance and Conceptualization of Language as Obstacle

ASE Turkan Identifying and Assessing Linguistic and Sociocultural Knowledge for Teaching Mathematics to English Language Learners RWL Hu & Yang Reactive Effects of Thinking Aloud on Second Language Writing

Majestic 5

Majestic 6

Majestic 7

8:15-8:45 PED Clark Developing reflexivity: The experiences of multilingual student teachers in two French language teacher education programs

LID Menard-Warwick “Tiffany Does Not Have a Strong Language Background, As She Speaks Only English”: Emerging Language Ideologies Among Multilingual California Students PED Kassabgy Differential Effects and Student Perceptions of Three Types of Prewriting Tasks

Majestic 8

EDU Flores The Dynamic Turn: Plurilingualism and neoliberal governmentality

Majestic 9

RWL Stegemoller Language, Agency, and Identity in the Academic Writing of a Bilingual Puerto Rican Student in a US University ASE Kadota et al. Assessing the Two Versions of L2 Computer-based English Lexical Processing Tests: CELP-Sem and CELPLex

Majestic 10

Majestic 11

Remington Room

SOC Noipinit & Hongboontri Listening to Students’ Voices: Revealing their Perceptions of Curriculum and Instruction

SOC Nikolaou Mapping the Linguistic Landscape of Athens: The Case of Shop Signs

8:50 - 9:20 PED Haneda & Mizuno Is Multilingual Competence Important for ESL Teachers?

9:25-9:55 PED Schmenk & Müller The power of nativeness in selfconstructions of multilingual learners and teachers

MONDAY, MARCH 18 2013, OVERVIEW 10:10-10:40 PED Yazan & Selvi Myths and Misconceptions about the NNEST Movement

10:45-11:15 PED Wong et al. Collaboration of Local English Teachers (LETs) and Native English Speaking Teachers (NETs) in Hong Kong's Primary and Secondary Schools LID Nuske What Does it Mean to be a Critical Language Teacher? : Investigating Graduate Students’ Situated Understandings of Criticality

LID Haeusler “California Have Perfectly English.” – ESL Learners’ Perceptions of American English Varieties

LID Campbell & Lindemann Where Does Grammar Come in? Evaluations and Comprehension of a Non-Native Lecturer

LID Wernicke ‘Real’ French Teachers: Re-authenticating L2 Teacher Identity in a Globalized World

PED Csizér & Tankó Individual differences and argumentative writing: A quantitative investigation into possible relationships

PED Wette Teachers’ Use of Modeling Strategies in Academic L2 Writing Instruction: ProcessProduct Blends in Action EDU Short How Programs for Secondary School Newcomers Advance Their English Language Development and Content Knowledge

PED Lee, H.W. Computer-aided Analysis of English Verb Tense Errors in Chinese Learners’ Academic Writing

PED Ranta Grammar Practice Activities in ESL Materials: Noticing the Real Gap

SLA Renaud Evidence for the Gender Feature in Pronoun Resolution in L2 French

SLA Behney Task Automaticity and L2 Gender Facilitation and Inhibition

ASE Treffers-Daller Automated Assessment of Lexical Diversity and Ngrams in Essays at Different Levels of the CEFR

RWL Johnson, M. Describing L2 Writers’ Texts: Patterns of Variance in Lexical Diversity, Lexical Sophistication, and Grammatical Complexity TEC Chiang Empowering English as an International Language (EIL) College Students via Digital Storytelling

RWL Horst et al. Developing a Useful Measure of FrenchEnglish Cognate Awareness

ASE Jarvis Lexical diversity: Modeling and measuring multidimensional compositional complexity

RWL Nemoto The Development of L2 Academic Literacy through Online Intercultural Interactions

SOC Titak & Junqueira U.S. Undergraduate Students’ Attitudes Towards ‘Brazilian English’: Implications for International Graduate Assistants SOC Ngampramuan Sociolinguistics of English Used in Thailand: A Case Study of Sign Posts in Tourist Attractions

SOC Villarreal Connecting Production to Judgments: Spanish Learners, the Metapragmatics of Address Forms, and L2 Social Identity

SOC Karjalainen Minority languages and globalization: language ideologies in a multilingual indigenous film festival

SOC Wendel The Ecology of Languages: a Typological Framework

ASE Halleck & Khalil Oral Proficiency Ratings: A Focus on Communicative Factors vs. Discrete Points

ASE Davis Are judgments of speaking ability made by comparing examinees?

EDU Shapiro ESL as the Enemy: Criticisms of Immigrant Education in a Refugee Resettlement Community in New England RWL Bhowmik A Study on L2 Writing Processes: A Sociocultural Approach

SOC Shohamy Dismantling the city via LL: Interpreting neighborhoods of Tel Aviv Jaffa city spaces

TEC Goertler & Kraemer Language Learning Software across All Levels: A Closer Look at Learner Behavior and Learning Success

117

MONDAY, MARCH 18 2013, OVERVIEW



City View 2

City View 3

2:00-2:30

2:35-3:05 3:10-3:40 3:55-4:25 4:30-5:00 Poster Sessions LPP SOC TEC Poster Sessions COR EDU Colloquium, EDU: Curry, organizer Using Applied Linguistics Methodologies to Research STEM Discourses and Learning: Explicating Disciplinary and Interdisciplinary Interactions Colloquium, PED: Negueruela Azarola, organizer Investigating Concepts in the L2 Classroom: A Vygotskyan Approach Colloquium, DIS: Fond, Cochrane, & Saunders, organizers Emerging Linguistic Approaches to Health Communication in Underrepresented Contexts and Communities Invited Colloquium: Hulstijn & Young, organizers Bridging the Gap: Cognitive and Social Approaches in Applied Linguistics Colloquium, SOC: Canagarajah & Kafle, organizers Skilled Migration, Development, and Language: An Unexplored Nexus DIS Doran et al. Domain-centered Analysis of ITA Language Use

DIS Lee, E. Request Utterances by a Chemistry ITA: a Longitudinal Study Through CA

SLA Sugiura & Leung How Do Processing Time, Size, and Difficulty Differ Between L1 and L2 Reading? Evidence from Eye-tracking Data LCS Avineri Conflicted Stance Practices Toward Linguistic Alternatives in the Yiddish Metalinguistic Community

SLA Sauveur Time-course of Lexical Gender Information Retrieval in L2 Spanish: Evidence from Eyetracking

LCS Hafernik Challenges Faced by Multilingual Students in Today's Academy: Student and Faculty Perceptions

City View 4

BIH Showstack Spanish Heritage Language Learning and Narratives of Participation

BIH Sayer English as a heritage language in Mexico? Transnational indigenous children in Mexican schools

Majestic 1

SLA Polat & Crossley In Their Own Words: Identifying Individual Differences through Semantic Content Analysis

Majestic 2

LPP Huebner Language Policy and Bilingual Education in Thailand: Reconciling the Past, Anticipating the Future

SLA Scholz & Schmenk Look Who’s Anxious: Reconceptualizing Foreign Language Classroom Anxiety as a Discursive Dimension in Learners’ Self Constructions LPP Lin Toward a RelationshipOriented Framework: Reinventing Hope in the Ongoing Struggle of Indigenous Language Revitalization - A Case Study from Taiwan ASE Sadek & Bilsky The Process of Selecting Reading Passages for the TOEFL iBT

Majestic 3

118

DIS Wicaksono & Black, W. Raising Awareness of English as a Lingua Franca in Internationalizing Universities: a Bottomup, Discourse-analytic Approach SLA Spino Grammatical Gender and Number: The Effects of Increased Time Pressure on Production and Comprehension LCS Kim & Smith Facilitating CrossCultural Interaction among International and U.S. Domestic University Students

SLA Dewaele Do Personality Traits, Environmental and Sociobiographical Variables Predict Selfreported Swearing Frequency in English L1 and LX? LPP Colombo Standardized Language Maintenance and Hidden Agendas: the Case of Brazilian Portuguese ASE Ohlrogge et al. Screening and validation of texts for assessment of reading comprehension

DIS Boz Co-construction of Interactional Roles in Online Task-based Discussions: A Computational Sociolinguistics Analysis LCS Smolcic Developing Interculturality: Language & Culture Learning as Social Practice

LCS Shima Ethnography of Internationally Educated Nurses in Japan: Language Socialization Processes of Filipino and Indonesian Nurses Enlisted through Economic Partnership Agreement BIH Leung Hoisan-wa in Jest: Humor, Laughter, and the Construction of Counter-hegemonic Affect in Contemporary Chinese American Language Maintenance SLA Kang Exploring the sequence effect of input and output on the acquisition of English articles

DIS Li, J. Argumentative Discourse in Text-Based Synchronous ComputerMediated Communication Tasks: Differences between Triads LCS Stanley Nativeness and Performed ‘Authenticity’: Culture and Identity as Accidental ForeignLanguage Pedagogy LCS Adams The Fit of Language Lessons and Daily Routines in Autism

BIH Takeuchi Facilitating the Integration of Language and Content: Teacher Strategy in Multilingual Mathematics Classrooms SLA Lee, J. What Is in the Kitchen?: Conceptualizations of Definiteness in L2 Acquisition of Articles

LPP Hult & Källkvist Language Policy Formation at a Swedish University: Negotiating Multilayered Discourses

LPP Lei & Hu English-Medium Instruction at a Chinese University: Policies Envisioned and Enacted

ASE Wei Investigating Differences between American and Indian Raters in Assessing TOEFL iBT Speaking Tasks

ASE Gu & So What Makes an Academic English Test “International”?

Majestic 4

2:00-2:30 RWL Baba & Nitta Phase transitions in development of writing fluency: a longitudinal study from a complex dynamic systems perspective

2:35-3:05 RWL Jiang Components of Oral Reading Fluency and their Relative Importance in ESL Reading Comprehension among Learners of Different First Language Backgrounds PED Yi et al. What Can Studies on Identities and Literacy Contribute to Second and Foreign Language Pedagogy?

3:10-3:40 RWL Jeon & Yamashita Relationship between L2 Reading Comprehension and its Predictors: A MetaAnalysis of Correlation Coefficients

Majestic 5

PED Munezane Enhancing Willingness to Communicate through Triggering Ideal L2 Selves

Majestic 6

LID Norton & Lee "Nou Bezwen Lape Pa Destabilizasyon" ("We Need Peace Not Destabilization"): Graffiti, Local Participation, and Language Politics in Post-Earthquake Haiti EDU Costley Understanding Educational Change in Hong Kong: Voicing Policy

LID Strom Spanish-language Print Media in the United States: A Critical Multimodal Social Semiotic Analysis of Ideological Representations

Majestic 8

SLA Choong & Ekiert Measuring adequacy in task-based language teaching and research

Majestic 9

RWL Fujioka Genre and Rhetorical Knowledge Development in L2 Dissertation Tutoring

SLA Gatbonton et al. Utterance-repetition in Task-based Language Teaching (TBLT) lessons and automatization: A research investigation RWL Harwood & Petric Experiencing Supervision: Two Case Studies of Master’s Dissertation Writers COR Liu Linking adverbials in Academic Writing: A cross disciplinedivision comparison

Majestic 7

Majestic 10

Majestic 11

Remington Room

COR Biber & Gray A Multi-Dimensional Analysis of Writing and Speaking Task Types on the TOEFL iBT DIS Walsh & Yang, S. Applying Conversation Analysis and Corpus Linguistics to Investigate Higher Education Classroom Interaction: The Case of Discourse Markers

TEC Chen Plurilingual literacies in the global digital networked community

PED Martin Pair Work in the Foreign Language Classroom: Student Perspectives on the Work Division and Social Positioning

DIS Hengst Tracing Interactional Discourse Resources (IDRs): A Multilayered and Multimodal Approach to Discourse Analysis

TEC Christiansen Plurilingualism and Identity Construction: An Analysis of Mexican Bilinguals’ Use of Linguistic Resources on Facebook

D

CA

LE NCE

MONDAY, MARCH 18 2013, OVERVIEW 3:55-4:25 RWL Shi & Lin Roles of expatriate teachers: Two English writing instructors in China

4:30-5:00 RWL Cheung The Relevance of Teachers’ Motivational Strategies in Enhancing Student Motivation

PED Vandergriff "My major is English, believe it or not:)" – Facework and identity in NNS-NS chat

PED Ghanem Identity in the Foreign Language Classroom: The case of Graduate Student Instructors

LID Keating "So am I bilingual? Or, am I francophone?": Bilingualism, Art, and Identity in Francophone Canada

LID Manosuthikit Language Ideologies of Burmese Families in Washington, D.C. Metropolitan Area

PED Angus The Professional Development of Foreign Language Teaching Assistants from the Perspectives of Graduate Students, Their Supervisors, and Faculty LID Tyeklar The U.S. Refugee Resettlement Process: A Path to Self-sufficiency or Marginalization?

PED Gurzynski-Weiss Do Instructor Characteristics Influence SLA in a Foreign Language Classroom? Considering Instructor/ Interlocutor Characteristics from an Interactionist Perspective

PED Gamino Partnering Learners of Mandarin Chinese with ESL Students on U.S. University Campus

PED Kim, W. Educational Drama in L2 Learning: Creating a Transformative Empowering Interpersonal Space in Classrooms

SLA Bajuniemi Influence of interlocutor on Spanish L2 oral performance

SLA Loewen & Wolff Task-based Interaction in F2F and CMC Contexts

TXT Connor-Linton Multi-Dimensional Mapping of ‘New’ Genres of English

TXT Skalicky A genre analysis of Amazon.com "most helpful" product reviews

COG Jeong et al. Second Language Communication, Anxiety, and Cortical Mechanisms: An fMRI study PRG Dahm & Yates A Repertoire of “Informality Strategies” to Improve Communicative Competence among International Medical Graduates

COG Jimenez Private Verbal Thinking in Early Bilingual Speakers

SLA Payant The Impact of Pedagogical Tasks on Native and Nonnative Language Mediation from a Sociocultural Theory Perspective RWL Starfield et al. The Role of Writing in Practice-Based Doctorates in the Visual and Performing Arts COR Yin Register-specific Meaning Categorization of Linking Adverbials in English DIS Fors Challenging Language: Critical Analysis of the Construction and Valorization of Community Language Use in Two Strands of Applied Linguistics Research TEC Wang The Effect of Target Language Use in Social Media on IntermediateLevel Chinese Language Learners' Writing Performance

TEC Contreras & Rivera Multiple bilingual language strategies used in text messages among university students in Puerto Rico.

PRG Xia & Zhu Acquired Greeting Routines and Emerging Social Stratification in a Changing Metropolitan Context: a Chinese Migrant Workers’ Case TEC Williams The Variable Use of Diacritics and the Negative Particle NE in French ComputerMediated Discourse

119

MONDAY, MARCH 18 2013, COLLOQUIA

Dallas Ballroom A1

LCS Current Directions and Issues in Second Language and Literacy Socialization Research 8:15 to 11:15 am Dallas Ballroom A1 (CC - 1st Fl) Session Organizer: Patricia Duff, University of British Columbia Discussant: Jane Zuengler, University of Wisconsin at Madison

The presenters and discussant in this colloquium address current issues in second language/literacy socialization, including ways of theorizing learner power, agency, participation, and accommodation vs. resistance to target practices and community memberships; learning trajectories, pathways and timescales; new (digital) forms of socialization; and interlocking communities of practice in diverse settings.

Juliet Langman, University of Texas at San Antonio Second Language Socialization in Adolescence: Exploring Trajectories in Multifaceted School Communities

This paper examines the complexity of socialization for multilingual youth with multiple potential socialization paths. Drawing on ethnographic and discourse data from sheltered secondary science classes, I analyze power and agency in classroom interactions and teachers’ and students’ conceptualizations of classrooms in terms of multiple communities, norms, and practices.

Lyn Fogle, Mississippi State University Participating and Resisting at the Same Time: The Multiple Interpretations of Learner Agency

Learners achieve different types of agency in L2 socialization. This paper examines the achievement of agency in transnational adoptive families in the U.S. by focusing on how Russian and Ukrainian adoptees’ actions can be simultaneously complicit and oppositional and how they shape the family interactional context, ultimately socializing their parents.

Wan Shun Eva Lam, Northwestern University Literacy Socialization across School, Community, and Online Spaces in a High School Civic Media Curriculum Conceptualizing literacy socialization as mobility across spaces and practices with the aim of enhancing people's positioning in those spaces, I examine how a civic media curriculum implemented in a high school with students from migrant backgrounds mobilizes and translates students’ cultural and linguistic capital across home, school and civic fields.

Michael N. Trottier, university of british columbia A Grounded View of ‘Needs Analysis’: Case Studies in the Academic Discourse Socialization of Transnational English Language Learners This presentation considers a grounded view of ‘needs analysis’ within postsecondary EAP. Employing a language socialization framework, and referring to sample ethnographic data (qualitative interviews), the presentation underscores the need to look beyond the pragmatism of EAP in order to develop more socioculturally-informed approaches to needs analysis in EAP.

Patricia Duff, University of British Columbia Duanduan Li, University of British Columbia Multilingual Socialization in Communities and Schools in Southwest China: Possibilities, Tensions, and Vulnerabilities This paper examines multilingual socialization in Yunnan, southwest China. The diverse linguistic repertoires, ideologies, and socialization practices of teachers and students from minority-language backgrounds are examined using qualitative methods. The possibilities, tensions, and vulnerabilities associated with globalization, English education, migration, and multilingual socialization are considered for these learners and communities.

120

EDU Using Applied Linguistics Methodologies to Research STEM Discourses and Learning: Explicating Disciplinary and Interdisciplinary Interactions 2:00 to 3:40 pm Dallas Ballroom A1 (CC - 1st Fl) Session Organizer: Mary Jane Curry, University of Rochester Discussant: Kerrie Kephart, University of Washington Seattle Chair: David Ian Hanauer, Indiana University of Pennsylvania Studies in rhetoric, applied linguistics, and education have established that science, technology, engineering, and mathematics are constituted within a communicative frame that requires extensive linguistic and literacy interactions. This colloquium explicates how applied linguistics methodologies can be used in considering STEM issues across undergraduate, graduate, faculty, and professional levels.

Mary Jane Curry, University of Rochester Three Ways to Support Undergraduate Engineers in Writing for Publication: Findings from an Ethnographic Study Findings from an ethnographic study reveal that some engineering undergraduates are writing for publication, with faculty support. This paper presents three types of faculty support and explores the power dynamics involved, exploring the role of the professor as “literacy broker” and the notion of students’ “legitimate peripheral participation.”

David Ian Hanauer, Indiana University of Pennsylvania Scott Strobel, Yale University Jennifer Frederick, Yale University Brian Fotinakes, Indiana University of Pennsylvania Measuring and Defining Project Ownership of Undergraduate Scientific Inquiry Experiences: A Computational Linguistics Approach This paper describes a computational linguistics approach to the measurement of project ownership in undergraduate scientific inquiry programs. Data from three groups of students from different inquiry programs were compared for usage of personal pronouns, emotive lexicon, cognitive lexicon and insight words. Results revealed significant differences among the groups.

Fredricka Stoller, Northern Arizona University Drawing upon Applied Linguistics to Investigate DisciplineSpecific Genres

Various subfields of applied linguistics were drawn upon to achieve the goals of an interdisciplinary project investigating the language of chemistry: discourse analysis, corpus linguistics, curriculum and syllabus design, language teaching pedagogy, language teacher training, and assessment. Contributions from each subfield and implications for other STEM areas are explored.

Rick Evans, Cornell University Teaching the Teachers: Helping Engineering Faculty Understand Their “Latent Interactional Expertise” and Realize Their Role in Communication Teaching and Learning

Increasing in engineering, communication-across-thecurriculum (CxC) programs are creating opportunities for communication faculty to team-teach with engineering faculty. However, most engineering faculty report feeling underprepared. This presentation offers an explanation for that feeling and an approach that teaches faculty what they know and facilitates sharing what they know with students.

Karen Englander, York University Sedef Uzuner Smith, Lamar University The Experience of Academic Publishing: Quantitative Data Concerning North-American-based Monolingual and Multilingual Scientists

North American universities employ foreign-born multilingual scientists, who, like their English-monolingual counterparts, must publish. In this presentation, we report the quantitative data of a survey study (part of a larger two-step mixed methodology) that compares multi- and monolingual scientists’ writing, non-discoursal, and networking experiences when publishing.

Dallas Ballroom A2

TEC PASAGLOSSA: Resourcing Languages on a Global Scale 8:15 to 9:55 am Dallas Ballroom A2 (CC-1st fl) Session Organizer: Michelle E Morrison, University of Maryland--CASL Discussant: Brook Hefright, University of Maryland Center for Advanced Study of Language Chair: Richard Brecht, CASL


Próspero N. García, Rutgers University Verbalizing in the Second Language Classroom: The Development of the Grammatical Concept of Aspect

This presentation explores the role of verbalizing in the development of the grammatical concept of aspect in the L2 classroom. Through the analysis of a learner’s performance in three types of conceptual data, this study provides critical insights to understand the role of verbalizing in L2 conceptual development.

Marie-Christine Polizzi, University of Massachusetts Amherst Languaging: a Multilingual Learner’s Tool for Learning?

This longitudinal case-study documents the role of languaging in the development of Spanish aspect. The learner is a multilingual female student who participated in a Vygotskyan-inspired concept-based pedagogy classroom in a North-American university over a one-year period.

Elena Garcia Frazier, University of Massachusetts Modality and Heritage Language Learners: A Conceptual Teaching/Learning Approach

The purpose of this study is to investigate the learning, development, and teaching of Spanish modality. Modality is understood to be a conceptual category to be internalized by heritage language learners at university level through toolmediated theoretically based instruction (Vygotsky, 1978).

Dallas Ballroom Ever-increasing globalization requires access to information about an array of languages. This colloquium showcases PASAGLOSSA, a mapCOG Usage-based Approaches to SLA based portal providing users with access to information about the world’s 8:15 to 11:15 am languages. We will demonstrate PASAGLOSSA’s capabilities and will Dallas Ballroom A3 (CC-1st Fl) describe an initiative to work with other organizations to enhance the Session Organizers: portal’s current language coverage. Steve Huffman, Department of Defense Christopher Ryan Green, University of Maryland - CASL Mapping the World’s Linguistic Diversity

This talk will provide a demonstration of the basic features of PASAGLOSSA, currently available for all 7,000 of the world’s languages. We will highlight the technological capabilities of the system and its use in the future of world language research.

Michelle E Morrison, University of Maryland--CASL Christopher Ryan Green, University of Maryland - CASL PASAGLOSSA with a Regional Focus: CASL’s Africa Enhancements

With an estimated 2,099 unique indigenous languages, Africa comprises a particularly complex linguistic landscape. Due to this complexity, Africa was chosen as a pilot area for the development of enhancements to PASAGLOSSA. This talk describes these enhancements and provides suggestions for the development of similar enhancements in other world areas.

Richard Brecht, CASL PASAGLOSSA: The Who, What, When, Where, and How of Language

This talk describes an initiative, headed by CASL, to promote PASAGLOSSA as the foundation of a collaborative effort with other institutions to gather a vast amount of information on the world's languages in an open, easily accessible forum. This would support new research about language on a global scale.

PED Investigating Concepts in the L2 Classroom: A Vygotskyan Approach 2:00 to 5:00 pm Dallas Ballroom A2 (CC-1st fl) Session Organizer: Eduardo Negueruela Azarola, University of Miami This short colloquium (1:40 m.) showcases research on concept-based pedagogies (CBP) in the Spanish second language classroom. Inspired by Vygotskyan research on verbal consciousness (Vygotsky, 1986), presentations in this colloquium illustrate with data from three different studies how CBP foster the internalization of complex categories of meaning in the L2 classroom.

A3

Andrea Tyler, Georgetown University Marjolijn Verspoor, University of Groningen Teresa Cadierno, University of Southern Denmark Discussant: Diane Larsen-Freeman, University of Michigan

The papers presented here represent a subset of usage-based approaches which take the particular position that language is the emerging result of humans’ general cognitive processes interacting with the physical-social world, which crucially includes exposure to contextualized communication. This approach provides new insights into language development, bilingualism, and L2 teaching.

Mathew Brook O’Donnell, University of Michigan Nick Ellis, University of Michigan Ute Roemer, Georgia State University The Latent Structure of Language Usage

Each of us as learners had different language experiences, yet we have converged on broadly the same language system. How so? Analyses of a large corpus of usage show how Zipfian scalefree distributions, selective type occupancy, semantic coherence, and high contingency of form-function association promote robust learning of linguistic constructions.

Soren Eskildsen, University of Southern Denmark Johannes Wagner, University of Southern Denmark Embodied L2 Construction Learning

We investigate how linguistic constructions and gestures are coupled in L2 use and learning. Some linguistic constructions are shown to be embodied in iconic ways that change slowly over time, suggesting a link between L2 construction learning and gestures. Our longitudinal data consist of classroom interaction.

121


Lourdes Ortega, Georgetown University SLA as Late Bilingualism in a Usage-based Approach

I discuss how usage-based linguistics can help reconceptualize second language acquisition as the study of late bilingualism, by: (1) shifting the explanatory burden from birth to history/experience, (2) focusing empirical efforts on the link between language input affordances and learning success, and (3) analyzing development as self-referenced, nonteleological, and unfinished.

Hong T.P. Nguyen, University of Grognen Marjolijn Verspoor, University of Groningen A Dynamic Usage Based Approach to L2 Teaching

This paper applies a Dynamic Usage Based approach to foreign language teaching with an emphasis on frequent exposure and comprehension of “socially and culturally normal usage events”. A large scale experiment shows its positive effects on motivation and proficiency.

Carol Moder, Oklahoma State University Since the discovery: Usage-based Constructions in Second Language Instruction

This paper discusses key discourse factors relevant to a usagebased approach to second language acquisition. Focusing on constructions with meaning and word order variations, we discuss genre-based corpus analysis, the development of usagebased instructional materials, and factors influencing the effectiveness of pedagogical activities for second language learners.

DIS Emerging Linguistic Approaches to Health Communication in Underrepresented Contexts and Communities 2:00 to 5:00 pm Dallas Ballroom A3 (CC-1st Fl) Session Organizers: Marissa Fond, Georgetown University Leslie Cochrane, Georgetown University Pamela Saunders, Georgetown University To address the increasing diversity of health communication issues, this colloquium emphasizes the simultaneous emergence of new applied linguistic approaches and new questions about underrepresented communities. Drawing on data from health-centered interactions, we consider the impact of such research to the practical delivery of healthcare services and health outcomes.

Judith Kaplan-Weinger, Northeastern Illinois University Sarah Russe, Loyola University, Chicago Language, CULTURE, and Bioethics: Using Narrative Methods to Update the Patient-Provider Connection This paper offers a discursive and ethnographic analysis of narrative in the context of medical care. Integrating sociolinguistics and narrative bioethics, we present both a model for, and analysis of, narrative methods to support the development of shared patient-practitioner understanding and a more collaborative healthcare experience.

Alejandra Hurtado de Mendoza, Georgetown University Pamela Saunders, Georgetown University Priscilla Dass-Brailsford, Georgetown University Bonnie Green, Georgetown University “Okay, and, when did it start?”: Discourse Markers as Mediators of Identity in the Discourse of Physician Residents

Individuals experience exposure to traumatic experiences, including physical and sexual violence with links to physical and psychological disease and interpersonal problems. Analysis of transcribed clinical encounters suggests the discourse marker “oh” keys a personal frame that facilitates psychosocial communication, whereas “okay” followed by “and prefaced question” signals a distant frame.

122

Marissa Fond, Georgetown University Topic and the Negotiation of Capital in the Clinical Evaluation of Language and Interaction By deconstructing the notion of discourse topic, this study demonstrates the complexity of “staying on topic” in clinical linguistic evaluation encounters between a speech-language pathologist and individuals with traumatic brain injuries. This requires, beyond the cohesion/coherence of turns, understanding of the constraints and permissions of interactional capital (i.e., power/status).

Robert Schrauf, Pennsylvania State University Madelyn Iris, Leonard Schanfield Research Institute / CJE Senior Life Ethnicity, Alzheimer’s, and Indexicality in the Research Interview

Using a series of standard social science interviews (n=20) with African Americans (English) and Hispanics (Spanish) community leaders on the topic of aging and Alzheimer’s disease, we examine the interactional accomplishment of ‘ethnicity’ via stance-taking and the micro-contextual invocation of cultural values by both interviewer and interviewee.

Leslie Cochrane, Georgetown University Telling Each Other’s Tales: Constructing Disability Identities in Community Because people with physical disabilities often belong to ablebodied communities, their narratives present a case in which an identity is constructed among interlocutors who do not share that identity. This study uses discourse analysis methods to examine how speakers both with disabilities and without them co-construct disability identities in narrative.

Holly Jacobson, University of New Mexico Towards a Working Model of Healthcare Interpreting: A Qualitative Analysis of Lexical and Interactional Variables in Mediated Interaction The first phase of a mixed-methods NIH-funded project designed to expand current knowledge about interpreted interaction in healthcare settings is presented. Qualitative data collected through observations and focus groups in a clinical setting was analyzed to develop a preliminary set of linguistic and paralinguistic contributors to miscommunication.

Dallas Ballroom D2

LID Conceptualizing multilingualism under globalization: Linguistic hybridity, social personas, and heteroglossia 8:15 to 9:55 am Dallas Ballroom D2 (CC - 1st Fl) Session Organizer: Adrienne Lo, University of Illinois at Urbana-Champaign Discussant: Betsy Rymes, University of Pennsylvania

This panel examines different theoretical tools for conceptualizing multilingualism under globalization, including superdiversity, heteroglossia, social personas, and language-culture hybrids. Perspectives from the linguistic anthropology of education, linguistic ethnography, and linguistic anthropology are presented.

Adrian Blackledge, University of Birmingham Angela Creese, University of Birmingham Heteroglossia and the Politics of Social Diversity

An ethnographic study of young people in a city in UK finds that more than representing linguistic hybridity as an outcome of superdiversity, the voices of young multilingual students and their teachers and families are shot through with the political, historical, and economic threads of social life.

Kathryn Howard, California State University, San Bernardino Audience Far and Near: Emergent Hybrids among Young Multilingual Children

This paper analyzes how the concept of ‘hybrids’ might illuminate the emergence and significance of young, Mexican immigrant children’s multilingual practices as they are produced across home and school contexts. In particular, this paper reports how institutionally ventriloquated voices are localized by children within particular frameworks of participation.

Adrienne Lo, University of Illinois at Urbana-Champaign Leejin Choi, University of Illinois at Urbana-Champaign Learning English in all the wrong places: Social personae and the figuration of class, modernity, and authenticity in South Korea This paper analyzes depictions in South Korean variety shows, music videos, and newspapers of the kind of English supposedly learned in a particular area of Seoul. It examines how the personas associated with this variety are depicted as low class, inauthentic, non-modern, and pretentious through imagined trajectories of language learning.

Angela Reyes, Hunter College and The Graduate Center, City University of New York Linguistic Hybrids, Modern Anxieties, and Imagined Racial Figures in the Philippines

This paper analyzes the mediatization of Filipino figures and the enregisterment of Taglish. It examines how the iconic relationship between mixed language and mixed race is disrupted by a shift from a “biological” to “cultural” notion of race that is motivated by anxieties about nation, modernity, class, consumerism, and language.

SOC Skilled Migration, Development, and Language: An Unexplored Nexus 2:00 to 3:40 pm Dallas Ballroom D2 (CC - 1st Fl) Session Organizers: Suresh Canagarajah, Penn State University Madhav Kafle, Pennsylvania State University Discussants: Sandra Silberstein, University of Washington Alan Firth, University of Newcastle upon Tyne Chair: Madhav Kafle, Pennsylvania State University

This interdisciplinary colloquium explores the role of language in the migration/development nexus by comparing attitudes toward languagein-education policies, skilled migrants’ linguistic practices, and discourses of English in transnational contexts. Highlighting the need for multilingual repertoires, the presenters offer recommendations to policy makers in both sending and receiving countries

Ahmar Mahboob, University of Sydney Language Policy and Migration: A Focus on the Phillipines

This presentation will explore the language-in-education policy of Phillipines in relation to the competing demands of global mobility and local identity. It will analyze local people’s attitudes towards recent policy changes and suggest ways of resolving competing national priorities.

Margaret Hawkins, University of Wisconsin at Madison Language and Education for Emigration in Uganda


Adrian Bailey, Hong Kong Baptist University Liberty Mupakati, The University of Sheffield Linguistic Practice, Dressage, and Transnational Orientations of Zimbabweans Skilled Zimbabwean migrants working in the UK prioritise multilingual repertoires that enable remitting for development, familiarising children with an African ethos through greater knowledge of local languages, and healing colonial wounds. Practice theory informed by site and dressage orientation increases understanding of language in the migrationdevelopment nexus.

Madhav Kafle, Pennsylvania State University Suresh Canagarajah, Penn State University English in the Knowledge Economy: Perceptions of SubSaharan Skilled Migrants

This presentation seeks to highlight the changing role of English as perceived by 62 skilled migrants from sub-Saharan Africa. Contrary to the popular view that English ensures social and economic mobility, our participants suggest that while English proficiency certainly helps, it is not the sole contributor to development.

Dallas Ballroom D3

SLA Methodological advances in TBLT research: measurement of task demands and processes 8:15 to 11:15 am Dallas Ballroom D3 (CC - 1st Fl) Session Organizers: Andrea Revesz, Lancaster University Roger Gilabert, University of Barcelona Discussants: John Norris, Georgetown University Pavel Trofimovich, Concordia University This colloquium focuses on recent methodological advances in researching cognitive-interactionist models of task-based learning and teaching. Usefulness of methods such as subjective time estimation and self-ratings, dual task methodology, eye-tracking, and stimulated recall are explored and discussed, with a view to investigating task-generated cognitive demands and processes.

Melissa Baralt, Florida International University Investigating task-based cognitive processes with retrospective judgments of time-on-task

This paper discusses retrospective judgments of time-on-task as an empirical means to measure task-based cognitive effort, as well as methodological limitations with this procedure. Suggestions for the use of judgments of time-on-task for future SLA research are discussed

Shoko Sasayama, University of Hawai'i at Manoa Is a complex task really complex? -- Detecting task complexity using a dual-task methodology The dual-task methodology may hold considerable promise as one of several new tools for detecting cognitive task complexity in TBLT research. In this presentation, the use of dual-task methodology in TBLT research is demonstrated and insights into methodological challenges and suggestions for future research will be discussed.

This presentation explores perceptions of Ugandan educators about how youth are being academically prepared, and for what, as well as the role of local and school languages in education and life trajectories. An analysis of interviews reveals discourses around language, education and emigration that situate and contextualize policies and practices.

123


Andrea Revesz, Lancaster University Rebecca Sachs, Georgetown University Mika Hama, Georgetown University Eye-tracking as a means of investigating task-based cognitive processes This study used eye-tracking to evaluate the cognitive load generated by computer-mediated L2 tasks intended to be simple versus complex in their reasoning demands. NSs and ESL learners (N=32) showed more and longer eye fixations on the complex tasks, suggesting that eye-tracking may be a useful validation tool for TBLT research.

YouJin Kim, Georgia State University Investigating Learners’ Cognitive Processes by using Stimulated Recall Methodology in Task-based Research

The presentation discusses the effectiveness of stimulated recall in examining learners’ cognitive processes during tasks in a study investigating the role of task complexity and working memory in L2 development. The theoretical and methodological implications of the Cognition Hypothesis and the use of stimulated recall in SLA research are discussed.

Andrea Revesz, Lancaster University Marije Cornelie Michel, Lancaster University Roger Gilabert, University of Barcelona Measuring cognitive task demands using dual task methodology, subjective self-ratings, time estimation, and stimulated recall This study aimed to evaluate the relative usefulness of four methods in examining the cognitive demands and processes generated by task complexity manipulations. For three task types, we triangulated native speaker and L2 learner data obtained from dual task methodology, subjective self-ratings and time estimations, and stimulated recall.

124

City View 1 DIS Aleixo 8:15 to 8:45 am City View 1 (Hotel - 4th Fl) Marina Aleixo, University of Minnesota Understanding Parent Involvement Expectations in Formal School Spaces: An Analysis of Immigrant Parent and School Staff Interactions This study investigates how parent involvement expectations are constructed and negotiated in routine interactions at one urban high school. Drawing on concepts from the ecological systems model and interaction analysis, this study examines interactions between immigrant parents and school supporting staff (e.g., guidance counselors, social workers, family liaison).

DIS Bolonyai 8:50 to 9:20 am City View 1 (Hotel - 4th Fl) Agnes Bolonyai, North Carolina State University Thinking about Feeling and Emotion in the Construction of Transnational Identities This paper explores how emotions, feelings, and affect are engaged and signified in meaning making and processes of identification in personal narratives of transnational immigrants.

DIS Kivik 9:25 to 9:55 am City View 1 (Hotel - 4th Fl) Piibi-Kai Kivik, Indiana University Code-switching with Consequences in Foreign Language Conversation-for-learning

Code-switching by American learners and L1 experts was found to mark the framing of talk as language pedagogy, mundane conversation or institutional practice, as well as occasion a switch between the frames, serving as an interactional resource. Conversation Analysis reveals the sequential impact of switches in this specific instructional context.

DIS Okada 10:10 to 10:40 am City View 1 (Hotel - 4th Fl) Yusuke Okada, Ritsumeikan University Contrasting Identities: A Formulation Practice for Validating and Demanding Identity-relevant Action This study explicates the practice of contrasting identities in interaction. The microanalysis of instances indicates that the practice invokes a scalar relationship of the two identities positioned contrastively on a topic-relevant scale and validates and demands identity-relevant action. EFL teachers employ the practice to conduct their jobs effectively.

DIS Siegel, A. 10:45 to 11:15 am City View 1 (Hotel - 4th Fl) Aki Siegel, Rikkyo University Social epistemics for analyzing development of language learner identity

Utilizing conversation analysis to analyze the management of the rights to knowledge, this study attempts to investigate the development of language learner identity from a longitudinal perspective. Through analyses of word search sequences, participants’ identities were found to be co-constructed in interaction as well as changing across time.

MONDAY, MARCH 18 2013, PAPER SESSIONS

DIS Doran et al. 2:00 to 2:30 pm City View 1 (Hotel - 4th Fl) Meredith Doran, Pennsylvania State University Matthew Jadlocki, Penn State Applied Linguistics Haiyang Ai, The Pennsylvania State University Domain-centered Analysis of ITA Language Use

Drawing on domain theory and discourse-based approaches to ITA research, we analyze the language use of American and international graduate teaching assistants in university-level mathematics courses. We will discuss the extent and type(s) of domain-specific patterns of pedagogical language in this data and implications for ITA training program curriculum design.

DIS Lee, E. 2:35 to 3:05 pm City View 1 (Hotel - 4th Fl) Eunjeong Lee, Penn State University Request Utterances by a Chemistry ITA: a Longitudinal Study Through CA The study examines an ITA's request act through a longitudinal study of three Chemistry labs in the Conversation Analysis framework. The results show that the ITA adopted direct request utterances throughout the study. Yet, more natural conversation initiators and modifiers that soften the requests were observed in later recordings.

DIS Wicaksono & Black, W. 3:10 to 3:40 pm City View 1 (Hotel - 4th Fl) Rachel Wicaksono, York St John University Wendy Scheder Black, Institute of Education, University of London Raising Awareness of English as a Lingua Franca in Internationalizing Universities: a Bottom-up, Discourseanalytic Approach International students are often blamed for communication problems in UK university classrooms. This is despite emerging evidence that UK students may lack the language awareness necessary for effective international communication. This presentation contrasts two approaches to language awareness, discusses new qualitative lingua franca data, and proposes a bottom-up, discourse-analytic approach.

DIS Boz 3:55 to 4:25 pm City View 1 (Hotel - 4th Fl) Umit Boz, University at Albany, SUNY Co-construction of Interactional Roles in Online Task-based Discussions: A Computational Sociolinguistics Analysis Through automated and manual annotation of local topics, dialogue acts, and formulaic expressions, this study shows a multi-faceted profile of the differential sociolinguistic and pragmatic behavior of a group of speakers engaged in online discourse. It also contributes to our understanding of the coconstruction of interactional roles in online task-based discussions

DIS Li, J. 4:30 to 5:00 pm City View 1 (Hotel - 4th Fl) Jinrong Li, Boston University Argumentative Discourse in Text-Based Synchronous Computer-Mediated Communication Tasks: Differences between Triads

This study examines the interaction patterns of the online argumentative discourse of three triads based on sociocultural theories of L2 learning and studies on dialogic argumentation, and argues that group characteristics deserve more attention in research on interactions and L2 learning.

125


City View 2

DIS Bouchard 8:15 to 8:45 am City View 2 (Hotel - 4th Fl) Julie Bouchard, Texas A&M University-Commerce Prosodic Orientation in Problem Solving Tasks: French Canadians Using English as a Second Language

This study investigates the prosodic orientation of Canadian French speakers of English during (dis)agreements in a problem solving task. The results are compared to Pickering et al (2012)’s results for native speakers of English and Chinese speakers of English. The possible reasons for some of the differences are discussed.

DIS Jacknick 8:50 to 9:20 am City View 2 (Hotel - 4th Fl) Christine M Jacknick, Borough of Manhattan Community College, CUNY At the point of need: Pronunciation assistance when reading aloud This conversation-analytic study of pronunciation assistance looks at a read-aloud by a non-native speaking student, uncovering the interactional cues the novice provides to her listeners – engaging their assistance at key points, but no more than is necessary. Implications for teaching practice and classroom discourse analysis are considered.

DIS Yasui 9:25 to 9:55 am City View 2 (Hotel - 4th Fl) Eiko Yasui, Nagoya University On an interactive function of ‘but’: A disjunctive marker in resuming an abandoned story

Drawing on conversation analysis, this study investigates the use of a contrastive conjunction ‘but’ employed at a specific sequential position, namely, when returning to the telling of an abandoned story. The findings demonstrate that interactional grammar of a conjunction can be revealed only through the detailed investigation of actual conversation.

PRG Taguchi 10:10 to 10:40 am City View 2 (Hotel - 4th Fl) Naoko Taguchi, Carnegie Mellon University Intercultural Competence and Development of Pragmatic Competence in L2 Japanese

This study examined the relationship between intercultural competence and gains in pragmatic competence. Twenty international students in a Japanese university completed two measures during a semester study abroad: the Cross-Cultural Adaptability Inventory and a 10-item oral discourse completion test measuring ability to use appropriate Japanese speech style in different situations.

PRG Fernandez 10:45 to 11:15 am City View 2 (Hotel - 4th Fl) Julieta Fernandez, The Pennsylvania State University Language Learning in Study Abroad: Vague and Informal Vocabulary Use in L2 Argentine Spanish

This paper discusses the development of vague and informal vocabulary among American undergraduates during a semester abroad. It focuses on the impact of access to routine everyday language in the host culture on the use of the focal lexical features and awareness of register variation.

126

SLA Sugiura & Leung 2:00 to 2:30 pm City View 2 (Hotel - 4th Fl) Masatoshi Sugiura, Nagoya University Chi Yui LEUNG, Nagoya University, Japan How Do Processing Time, Size, and Difficulty Differ Between L1 and L2 Reading? Evidence from Eye-tracking Data This study seeks to examine how processing time, size, and difficulty differ between L1 and L2 reading in English. Our eyetracking experiment shows in L2, the processing time is slower and the processing size is smaller; furthermore, L2 participants had more difficulties, which indicates the low-level processing is not automatized.

SLA Sauveur 2:35 to 3:05 pm City View 2 (Hotel - 4th Fl) Robert Sauveur, University of Texas at Austin Time-course of Lexical Gender Information Retrieval in L2 Spanish: Evidence from Eye-tracking

This study investigates whether L1 English speakers can acquire the lexical information category of gender in L2 Spanish based on visual fixation patterns between the onset of a gender-cueing definite article and the onset of the noun during comprehension. Results are discussed in terms of the RHM and BIA+.

SLA Spino 3:10 to 3:40 pm City View 2 (Hotel - 4th Fl) Le Anne Lucia Spino, Michigan State University Grammatical Gender and Number: The Effects of Increased Time Pressure on Production and Comprehension This study examines whether communication pressure is the cause of variability in the realization of surface morphology. Near-native and native Spanish speakers completed an oral production and comprehension task under high and low pressure conditions. Results will be discussed in terms of their relevance to the Missing Surface Inflection Hypothesis.

LCS Smolcic 3:55 to 4:25 pm City View 2 (Hotel - 4th Fl) Elizabeth Smolcic, Penn State University Developing Interculturality: Language & Culture Learning as Social Practice Increasing levels of global migration creates classrooms that are culturally/linguistically diverse where teachers are challenged to interact effectively across cultural frames. Using sociocultural theories of learning, this paper explores a pedagogical intervention to move undergraduate second language students and ESL teacher-learners towards awareness of their own developing interculturality.

LCS Stanley 4:30 to 5:00 pm City View 2 (Hotel - 4th Fl) Phiona Stanley, University of New South Wales, Australia Nativeness and Performed ‘Authenticity’: Culture and Identity as Accidental Foreign-Language Pedagogy This paper investigates native-speaker English-language teachers in China and Australia and their effects on learners' intercultural competence development. Many learners bring stereotypes of 'the West' to such intercultural encounters, and these may be reinforced rather than challenged as a result of how 'native speakers' are constructed and commodified in TESOL.

City View 3 LCS Kim, H. 8:15 to 8:45 am City View 3 (Hotel - 4th Fl) HyunJung Heather Kim, University at Buffalo, SUNY Language socialization at mealtime: Amount of talk and its variability in Korean families This study analyzed amount and complexity of multiparty mealtime talk from 27 Korean families. Correlational analyses revealed positive relationship between number of adults and amount of narrative talk; weak negative relationship between amount of talk and parental education. The findings reflect different socialization goals for parents with different educational backgrounds.

LCS Lee, S. 8:50 to 9:20 am City View 3 (Hotel - 4th Fl) Sheng Hsun Lee, Northern Arizona University Language Socialization Through Contextualization Cues: Mealtime Interactions with a Chinese Host Family.

In the language socialization of an American student in China, code-switching functions as contextualization cues at three levels: processing, discourse, and sociopragmatic. Through a mix of Chinese and English, the student is socialized into Chinese communication, including face-supporting and face-threatening acts. Four implications are provided: observation, participation, modification, and expansion.

LCS Diao 9:25 to 9:55 am City View 3 (Hotel - 4th Fl) Wenhao Diao, Carnegie Mellon University Alternative Forms, Diverse Identities: Stance Socialization during a Semester in China

This mixed-method study explores how four focal students socialize with their host family members or roommates and are socialized into using non-standard forms as stance-markers to construct youthful and gendered identities during their semester in China. It offers implications for scholars interested in language socialization and study abroad in China.

LCS Schlam Salman 10:10 to 10:40 am City View 3 (Hotel - 4th Fl) Julia Schlam Salman, The David Yellin Academic College of Education Language Choice among Palestinian and Jewish EnglishLanguage Learners in Jerusalem: Expressions of Empowerment and Disempowerment

This presentation addresses some implications of language choice among Palestinian and Jewish English-language learners in the Israeli context. Using data collected from ethnographic observations, semi structured interviews and focus group sessions, I discuss presuppositions and issues of empowerment and disempowerment regarding language choice in areas of intractable conflict.

COR Smith 10:45 to 11:15 am City View 3 (Hotel - 4th Fl) Catherine Smith, University of Minnesota Morris Tense/Aspect in American Professional Speech

The semanto-syntactic meanings of tense/aspect interact with other sentential lexico-grammatical features (Biber et al., 1999; Comrie, 1976, 1985), communication conventions, and speaker intention (Thomas, 1995) to construct layers of meaning for utterance interpretation. These concepts are used to investigate the uses of tense/aspect in a corpus of American professional speech.


LCS Avineri 2:00 to 2:30 pm City View 3 (Hotel - 4th Fl) Netta Avineri, UCLA Conflicted Stance Practices Toward Linguistic Alternatives in the Yiddish Metalinguistic Community This ethnographic participant-observation research examines heritage language socialization practices and language ideologies in the secular Yiddish “metalinguistic community”. This presentation examines how instructors and students in three U.S. regions display conflicted stance (DuBois, 2007; Goodwin, 2007; Jaffe 2009) toward linguistic alternatives, including Yiddish source languages, standard varieties, and nonstandard varieties.

LCS Hafernik 2:35 to 3:05 pm City View 3 (Hotel - 4th Fl) Johnnie Johnson Hafernik, University of San Francisco Challenges Faced by Multilingual Students in Today's Academy: Student and Faculty Perceptions

This paper reports on a study in which faculty and multilingual students across the disciplines were interviewed about academic demands, students’ challenges and strategies, and practices to help students. Results suggest faculty and student perceptions have similarities but more differences and that some members of each group employ effective strategies.

LCS Kim & Smith 3:10 to 3:40 pm City View 3 (Hotel - 4th Fl) Saesun Kim Catherine Smith, University of Minnesota Morris Facilitating Cross-Cultural Interaction among International and U.S. Domestic University Students International students at U.S. universities may isolate themselves, thus reducing exposure to the target language. Drawing on Dornyei (2010) and a survey of international and U.S. domestic students, this study illuminates psychological constructs which may inhibit second language acquisition and proposes solution strategies for facilitating cross-cultural interaction.

LCS Shima 3:55 to 4:25 pm City View 3 (Hotel - 4th Fl) Chiharu Shima, University of Wisconsin-Madison Ethnography of Internationally Educated Nurses in Japan: Language Socialization Processes of Filipino and Indonesian Nurses Enlisted through Economic Partnership Agreement Drawing upon language socialization and situated learning perspectives, this study reports on year-long ethnographic study of internationally educated nurses in Japan. Analysis demonstrates the processes of how they develop their L2 skills and understanding of workplace norms while negotiating their identities through participating in different activities at work.

LCS Adams 4:30 to 5:00 pm City View 3 (Hotel - 4th Fl) Gail Fox Adams, UCLA The Fit of Language Lessons and Daily Routines in Autism

This mixed-methods analysis is one component of a language socialization study about minimally-verbal boys with autism who are receiving language therapy. It utilizes the Ecocultural Family Interview, Parent Expectation of Treatment survey and participant observation to examine how autism affects boys’ daily routines and, consequently, their access to language practices.

127


City View 4

LPP Fuentes 8:15 to 8:45 am City View 4 (Hotel - 4th Fl) Ronald Fuentes, University of Memphis An Examination of Transnational Sri Lankan Family Language Policy This paper presents qualitative research on two Sinhalesespeaking transnational Sri Lankan families and their language policies and practices. Findings highlight that participants’ transnational ties, ambiguity of settlement, and concerns about the future condition their views of and motivation for language maintenance and acquisition.

LPP Seloni & Sarfati 8:50 to 9:20 am City View 4 (Hotel - 4th Fl) Lisya Seloni, Illinois State University Yusuf Sarfati, Illinois State University The interaction of national language ideologies and family language practices:The language shift of Judeo-Spanish in Turkey This presentation shares findings from a research on the sociocultural and political factors that contribute to the limited use of Judeo-Spanish among Turkish-Jewish community in Istanbul. The presenter will examine the language ideologies, revitalization attempts in the community as well as potential areas for future research to maintain this language.

LPP Or 9:25 to 9:55 am City View 4 (Hotel - 4th Fl) Iair Or, Tel Aviv University “Its Shape Has Been Fixed for Eons”: The Role of Language Beliefs in the Creation of Modern Hebrew This paper will examine the intentions, ideologies, and beliefs that drove the planning of Modern Hebrew in the formative years 1912–1928. The proceedings of the then active Hebrew Language Committee will serve to explore how language planners understand their actions and the ideological atmosphere in which they work.

LPP Whitney 10:10 to 10:40 am City View 4 (Hotel - 4th Fl) Diana Whitney, ELS Language Services Restraining English Instruction for Refugee Adults in the United States

Using discourse analysis, this paper demonstrates how U.S. state and national refugee policies are interdiscursively linked across scales through the interplay of repeating discourses of economic self-sufficiency and language. The reframing of discourses, I show, has a significant impact on the structuring of educational programs for refugee adults.

BIH Showstack 2:00 to 2:30 pm City View 4 (Hotel - 4th Fl) Rachel Showstack, The University of Texas at Austin Spanish Heritage Language Learning and Narratives of Participation

Using De Fina’s (2003) approach to narrative analysis, I examine how native Spanish-speakers from Texas who are taking Spanish courses for heritage speakers position themselves in narratives about their struggles for participation in communities of Spanish-speakers outside of the classroom.

BIH Sayer 2:35 to 3:05 pm City View 4 (Hotel - 4th Fl) Peter Sayer, University of Texas at San Antonio English as a heritage language in Mexico? Transnational indigenous children in Mexican schools

A report on English-speaking migrant returnee children in a bilingual Spanish-Nahuatl elementary school. It explores how educators, parents, and children navigate the complex linguistic ecology of a contemporary transnational indigenous community, educators’ efforts to reframe the community’s language choices, and problematizes the notion of what constitutes the children’s “heritage language”.

BIH Leung 3:55 to 4:25 pm City View 4 (Hotel - 4th Fl) Genevieve Leung, University of San Francisco Hoisan-wa in Jest: Humor, Laughter, and the Construction of Counter-hegemonic Affect in Contemporary Chinese American Language Maintenance This research examines the language/cultural maintenance of Hoisan-wa heritage Chinese Americans. I explore instances of laughter and humor as these participants discuss their heritage and HL and contend these humorous moments are part of a counter-hegemonic affective stance, pushing back against established negative ideologies about Hoisan-wa.

BIH Takeuchi 4:30 to 5:00 pm City View 4 (Hotel - 4th Fl) Miwa Takeuchi, Rikkyo University Facilitating the Integration of Language and Content: Teacher Strategy in Multilingual Mathematics Classrooms This ethnographic research was conducted in Canadian urban multilingual mathematics classrooms over an academic year and examined teachers’ strategies to facilitate English language learners’ (ELLs) participation in mathematics lessons and integrate language learning and mathematics learning. I will highlight classroom structure and discourse which facilitated ELLs’ participation in mathematics lessons.

Majestic 1

LPP Holdway SLA Iwaniec 10:45 to 11:15 am 8:15 to 8:45 am City View 4 (Hotel - 4th Fl) Majestic 1 (Hotel - 37th Fl) Jennifer Holdway, University of Hawaii at Manoa, East-West Center Janina Iwaniec, Lancaster University Student Affiliate Modelling the Structure of Language Learning Motivation Language Access to Public Services: A Multidisciplinary In this study, structural equation modelling has been employed Approach to Language Policy and Policy Implementation Legislation recently passed in Hawai‘i makes it only one of five US states requiring all state-funded agencies to offer public services in the client’s first language. Semi-structured interviews were conducted with key informants, including representatives of state-funded agencies, trained interpreters and staff of community organizations.

128

to create a model of language learning motivation and its influence on the ultimate English proficiency. The questionnaire data was collected from 465 Polish students, who also completed a language proficiency test.

SLA Sylvén & Thompson 8:50 to 9:20 am Majestic 1 (Hotel - 37th Fl) Liss Kerstin Sylvén, University of Gothenburg Amy Thompson, University of South Florida Language Learning Motivation and CLIL:Is There a Connection?

This paper explores the relationship between motivation and language learning by analyzing responses to the Motivational Factors Questionnaire among CLIL and non-CLIL students at the high school level in Sweden. One-way ANOVA analyses reveal between-group differences on a number of subcategories such as “Anxiety,” “Ideal L2 Self,” “WTC” and others.


experience. The results of 45 language interviews revealed learner profiles based on learners’ semantic choices while discussing their cognition, affect, and motivation.

SLA Scholz & Schmenk 2:35 to 3:05 pm Majestic 1 (Hotel - 37th Fl) Kyle Scholz, University of Waterloo Barbara Schmenk, University of Waterloo Look Who’s Anxious: Reconceptualizing Foreign Language Classroom Anxiety as a Discursive Dimension in Learners’ Self Constructions We present the results of a study analyzing foreign language anxiety (FLA), arguing that learners’ FLA varies considerably over time and cannot be considered a state; rather, it is a situated, classroom and context-specific dimension that can be studied as a discursive construct in learner narratives about language learning.

SLA Huang et al. 9:25 to 9:55 am Majestic 1 (Hotel - 37th Fl) Hung-Tzu Huang, Department of Foreign Languages and Literature, National Tsing Hua University, Taiwan SLA Dewaele Chun-Chieh Hsu, Department of Foreign Languages and Literature, 3:10 to 3:40 pm National Tsing-Hua University, Taiwan Majestic 1 (Hotel - 37th Fl) Shun-Wen Chen, Institute of Learning Sciences, National Tsing Hua Jean-Marc Dewaele, Birkbeck, University of London University, Taiwan Do Personality Traits, Environmental and Sociobiographical Motivation and Selves in Learning a Third Language: The Case Variables Predict Self-reported Swearing Frequency in of Foreign Language Learning in Taiwan English L1 and LX? This study examines Taiwanese college students’ motivation disposition in learning their third language in a foreign language context. Beliefs of social role obligation, a motivational characteristic of the local learners, was incorporated into the L2 motivational self-system and found to play the most important role in motivating course-related learning behaviors.

SLA Guénette & Simard 10:10 to 10:40 am Majestic 1 (Hotel - 37th Fl) Danielle Guénette, Université du Québec à Montréal Daphnee Simard, Universite du Quebec a Montreal Written Corrective Feedback: Learners’ Perspective on Treatability of errors and Corrective Feedback Strategies This study describes how L2 learners react to direct or indirect corrections provided on specific categories of error (treatable and nontreatable). Participants wrote and revised 4 texts that were marked according to a combination of variables. They answered debriefing questions after receiving their marked texts, and after revising them.

SLA Stefanou 10:45 to 11:15 am Majestic 1 (Hotel - 37th Fl) Charis Stefanou, Lancaster University (UK) The Effect of Written Corrective Feedback and Learner Individual Differences on Second Language Generic Article Use This study examines the effect of written corrective feedback and learner individual differences on article use with generic and specific plural referents. It documents the effectiveness of written corrections with and without metalinguistic comments, and suggests that it may be influenced by learners’ grammatical sensitivity and knowledge of metalanguage.

The findings suggest that the amount of swearing in the school/workplace, levels of psychoticism, extraversion and neuroticism, and –to a lesser extent – sociobiographical and language learning variables predict the frequency with which 1095 L1 users and 1221 LX users report swearing in English with friends and strangers.

SLA Kang 3:55 to 4:25 pm Majestic 1 (Hotel - 37th Fl) Eun Young Kang Exploring the sequence effect of input and output on the acquisition of English articles

This presentation reports on a quasi-experimental study investigating whether the ordering of input and output can affect the learning of English articles. The result showed that an output-input group performed significantly better on post-tests measuring learners’ use of English articles. Implications for teaching and research will be discussed.

SLA Lee, J. 4:30 to 5:00 pm Majestic 1 (Hotel - 37th Fl) Juyeon Julia Lee, Rutgers University What Is in the Kitchen?: Conceptualizations of Definiteness in L2 Acquisition of Articles A mixed-method study of L2 acquisition of English articles by Korean learners revealed that learners experienced difficulties in selecting articles for referents whose definite status hinged on contextual factors. The results suggest that changes in conceptualization of nominal entities are required to achieve a target-like competence of articles.

SLA Polat & Crossley 2:00 to 2:30 pm Majestic 1 (Hotel - 37th Fl) Brittany Polat, Georgia State University Scott Crossley, Georgia State University In Their Own Words: Identifying Individual Differences through Semantic Content Analysis

This study introduces a new methodology, semantic content analysis, as a useful tool for identifying individual differences based on the words learners use to describe their language

129


Majestic 2

BIH Carhill-Poza 8:15 to 8:45 am Majestic 2 (Hotel - 37th Fl) Avary Carhill-Poza, University of Massachusetts Boston Beyond Difference: Engaging the Multilingual Repertoires of Adolescent Second Language Learners through Peer Interaction Drawing on the notion of multilingual repertoire, this paper explores ways in which adolescent immigrant students engaged multiple linguistic codes for language and content learning in urban US high schools. Analysis of the multilingual peer interactions of four Spanish-speaking adolescent immigrant students is contextualized within school policies and classroom practices.

BIH Potts 8:50 to 9:20 am Majestic 2 (Hotel - 37th Fl) Diane Potts, Lancaster University Reflecting on Multilingualism as a Semiotic Resource: Classroom Practices of Multimodality

This paper considers ways in which multimodal pedagogies sensitize learners to the semiotic potential of their multilingual resources. Drawing on theories of social semiotics, analysis of classroom data reveals how abstract concepts of design, mode and interactivity enhance students’ capacity to reason about as well as through language.

BIH Taylor & Li 9:25 to 9:55 am Majestic 2 (Hotel - 37th Fl) Shelley Taylor, The University of Western Ontario Vickie Wai Kei Li, Western University Adolescent language use in an age of super-diversity and digital transformation

This talk describes longitudinal research into the language used by adolescents from immigrant backgrounds in an age of superdiversity and digital transformation. Data gained through diary study, in- and out-of-school observations and interviews indicate surprising language investments, and results suggest a link between ignoring language use and L2/FL program attrition.

BIH Schoonjans & Housen 10:10 to 10:40 am Majestic 2 (Hotel - 37th Fl) Els Schoonjans, TALK-VUB Alex Housen, University of Brussels L2 Affective Dispositions, L2 Proficiency and the Learning Context: A Complex Triangle

This study investigates the interactions between the learning context and linguistic and affective L2 learning outcomes by empirically investigating (1) whether different affective profiles are found in different learning contexts and (2) whether the link between L2 affect and L2 proficiency is mediated by the learning context.

BIH Rosenstock & Eichmann 10:45 to 11:15 am Majestic 2 (Hotel - 37th Fl) Rachel Rosenstock Hanna Eichmann, University of Hamburg, Germany Bridging the Chasm? Applied Linguistic Perspectives on Deaf Children’s Communicative Competence, Performance and Conceptualization of Language as Obstacle.

130

Drawing on the theoretical framework of language ideologies, our analysis of corpus data of deaf children examines the field of tension between communicative competence, the influence of specific social settings on sign language performance, and overt

awareness of communication issues influencing deaf children’s life experience.

LPP Huebner 2:00 to 2:30 pm Majestic 2 (Hotel - 37th Fl) Thom Huebner, San Jose State University Language Policy and Bilingual Education in Thailand: Reconciling the Past, Anticipating the Future

This qualitative study draws on published research and unpublished government reports, interviews, site visits, and field notes, to describe a shift in Thai language policy from one of monolingualism for national unity to one recognizing linguistic diversity and agency and the changing sociogeopolitical context.

LPP Lin 2:35 to 3:05 pm Majestic 2 (Hotel - 37th Fl) Man-Chiu Lin, Arizona State University Toward a Relationship-Oriented Framework: Reinventing Hope in the Ongoing Struggle of Indigenous Language Revitalization - A Case Study from Taiwan

This study is an Indigenous language policy and planning (LPP) case study that attempts to engage the local community in the language revitalization praxis (Freire, 1970). It employs collaborative, reflective ethnographic methods to explore the challenges and opportunities in sustaining Indigenous language in the age of late capitalism.

LPP Colombo 3:10 to 3:40 pm Majestic 2 (Hotel - 37th Fl) Mariana Colombo, The University of Iowa Standardized Language Maintenance and Hidden Agendas: the Case of Brazilian Portuguese. This paper explores a case where dominant language maintenance became an issue of interest of certain spheres of the Brazilian population, and how this interest reflected negative attitudes towards non-standard language varieties. The opinions analyzed were found to contain hidden agendas that reinforce dominant language maintenance and political ideologies.

LPP Hult & Källkvist 3:55 to 4:25 pm Majestic 2 (Hotel - 37th Fl) Francis M. Hult, Lund University Marie Källkvist, Lund University Language Policy Formation at a Swedish University: Negotiating Multilayered Discourses

This ethnographic/discourse analytic study investigates how a task force of stakeholders at a major Swedish university developed an institutional language policy. An ecological approach in conjunction with nexus analysis is used to trace intertextual and interdiscursive connections that were made during negotiations and ultimately entextualized in a policy document.

LPP Lei & Hu 4:30 to 5:00 pm Majestic 2 (Hotel - 37th Fl) Jun Lei, National Institute of Education, Nanyang Technological University Guangwei Hu, Nanyang Technological University English-Medium Instruction at a Chinese University: Policies Envisioned and Enacted Drawing on Bernard Spolsky’s language management theory, this paper reports a qualitative study that critically analyzed language ideology, management, and practices revolving around an undergraduate English-medium program at a major university in mainland China.

Majestic 3 EDU Razfar & Rumenapp 8:15 to 8:45 am Majestic 3 (Hotel - 37th Fl) Aria Razfar, University of Illinois at Chicago Joseph Rumenapp, University of Illinois at Chicago More than ESL: Educational Linguistics for All

This conceptual paper, grounded in six years of empirical research and teaching, addresses the need for educational linguistics in all teacher education. Educational linguistics is a useful tool in all areas of learning, not just ESL. In a globalized world, teachers and students, need to understand language and cultural diversity.

EDU Chiu 8:50 to 9:20 am Majestic 3 (Hotel - 37th Fl) Hsin-fu Chiu, Middlebury College Approaching Authority and Hierarchy in Chinese Heritage Family Interaction

The paper shed light on particular ways in which foreignChinese parental appraisals of (1.5-generation) ChineseAmerican children’s behavior/achievement help to constitute parental authority and familial hierarchy that in turn socialize the kids to be well-disciplined, following the parents’ values and ideologies in the home.

EDU Rosborough 9:25 to 9:55 am Majestic 3 (Hotel - 37th Fl) Alex Rosborough, Brigham Young University Foreigner Talk, Teacherese, and Gesture: an Embodied Meaning-making Experience

Gesture was found to play a central role during teacherese/foreigner talk interactions. Mimesis, embodied imitation and representation, materialized and facilitated the meaning-making process for participants engaged in teacherese/foreigner talk. Presentation data includes video based in a second grade ELL classroom supplemented with adult ESL post-secondary clips.

ASE Cheng & Sun 10:10 to 10:40 am Majestic 3 (Hotel - 37th Fl) Liying Cheng, Queen's University Youyi Sun, Queen's University Teachers’ Grading Decision-Making: Multiple Influencing Factors and Methods

This study investigates the factors that Chinese secondary school English language teachers consider and the types of assessment methods they use in grading, and how their grading decision-making is affected by teacher- and teaching-related variables such as grade level, assessment training and class size.

ASE Turkan 10:45 to 11:15 am Majestic 3 (Hotel - 37th Fl) Sultan Turkan, Educational Testing Service Identifying and Assessing Linguistic and Sociocultural Knowledge for Teaching Mathematics to English Language Learners What do teachers need to know and be able to teach mathematics to ELs? Presenter discusses the challenges and promises of assessing teachers’ sociocultural and linguistic knowledge, and reports how test takers responded to the items as part of the cognitive interviews conducted after the test pilot.


ASE Sadek & Bilsky 2:35 to 3:05 pm Majestic 3 (Hotel - 37th Fl) nehal sadek, ETS Lisa Bilsky, ETS The Process of Selecting Reading Passages for the TOEFL iBT The presenters will introduce the passage selection process for the TOEFL iBT reading section, discuss features of academic reading passages and how they support the TOEFL test items, show sample passages that demonstrate the academic features discussed, and provide advice to teachers on selecting academic passages for their ESL classrooms.

ASE Ohlrogge et al. 3:10 to 3:40 pm Majestic 3 (Hotel - 37th Fl) Aaron Ohlrogge, Michigan State University Heekyoung Kim, Michigan State University Dan Reed, Michigan State University Hyojung Lim, Michigan State University Screening and validation of texts for assessment of reading comprehension

Following Green, Khalifa and Weir (2010), the complexity of 29 short reading comprehension texts used on two EFL exams aligned to the B2 and C2 levels of the CEFR was evaluated to verify that each text was linguistically suitable for the exam on which it was used.

ASE Wei 3:55 to 4:25 pm Majestic 3 (Hotel - 37th Fl) Jing Wei Investigating Differences between American and Indian Raters in Assessing TOEFL iBT Speaking Tasks This mixed method study investigated Inner and Outer Circle rater differences. 4 American and 4 Indian speakers rated 60 Indian speech samples and performed think aloud protocols while rating. MFRA of scores and content analysis of TAPs indicated that accent familiarity provided Indian raters with advantages in rating.

ASE Gu & So 4:30 to 5:00 pm Majestic 3 (Hotel - 37th Fl) Lin Gu, Educational Testing Service Youngsoon So, UCLA What Makes an Academic English Test “International”?

This study investigates the contributing factors to an academic English test’s global perception. Responses from participants in various stakeholder groups to a survey indicated both willingness to embrace diversity and reservation about accommodating differences. The theoretical and practical implications for construct definition and test development and validation will be discussed.

Majestic 4

RWL Lee, H. 8:15 to 8:45 am Majestic 4 (Hotel - 37th Fl) Heekyeong Lee, Monterey Institute of International Studies Rethinking Writing Struggles in Study Abroad Contexts: Two International Students’ Narratives This paper challenges prevailing discourses of academic writing for international students in North American universities. The analysis of two Korean international students’ narratives about L2 academic writing illustrates how their multiple identities, personal aspirations, and agency are denied and resisted during the processes of appropriating their authoritative discourses.

131


RWL Elliott 8:50 to 9:20 am Majestic 4 (Hotel - 37th Fl) Christine Elliott, University of Wisconsin-Madison Context, Capital and Lao Students’ Multilingual Literacy Practices

This paper uses Yosso’s model of "community cultural wealth" to describe and analyze Lao student multiliteracy practices. Based on an ethnographic case study of Lao university students studying English, analysis of data illustrates that types of student capital may be developed or valorized differently within different contexts or spaces.

RWL Gilliland 9:25 to 9:55 am Majestic 4 (Hotel - 37th Fl) Betsy Gilliland, University of Hawai'i Manoa Academic Language Socialization Through Teacher-Student Interaction in High School Writing Classrooms

Teacher-student talk about writing can support or hinder adolescent multilingual writers’ academic language socialization. This paper presents examples from an ethnographic study of high school second language writing students’ interactions with their teachers, arguing that only some interactions successfully scaffolded students’ development of academic language.

RWL Jiang 2:35 to 3:05 pm Majestic 4 (Hotel - 37th Fl) Xiangying Jiang, West Virginia University Components of Oral Reading Fluency and their Relative Importance in ESL Reading Comprehension among Learners of Different First Language Backgrounds

This presentation discusses the construct of oral reading fluency, examines the relationship among speed, accuracy, efficiency, and prosody in text oral reading, and explores the relative importance of these components in relation to reading comprehension among adult ESL learners of four L1 backgrounds.

RWL Jeon & Yamashita 3:10 to 3:40 pm Majestic 4 (Hotel - 37th Fl) Eun-Hee Jeon, University of NC at Pembroke Junko Yamashita, Nagoya Relationship between L2 Reading Comprehension and its Predictors: A Meta-Analysis of Correlation Coefficients

The meta-analysis synthesized 68 independent samples involving 9,548 participants to investigate the relationship between L2 reading comprehension and its relationship with ten reading predictors. Mean correlations between each target variable and reading comprehension, as well as the results of moderator analysis will be reported.

RWL Schmitt et al. 10:10 to 10:40 am RWL Shi & Lin Majestic 4 (Hotel - 37th Fl) 3:55 to 4:25 pm Diane Schmitt, Nottingham Trent University Majestic 4 (Hotel - 37th Fl) Jez Uden, Nottingham Trent University Ling Shi, University of British Columbia Norbert Schmitt, University of Nottingham Rae-Ping Lin, University of British Columbia Can Learners Make the Jump from the Highest Graded Readers Roles of expatriate teachers: Two English writing instructors to Ungraded Novels?: Four Case Studies in China This study responds to Honeyfield’s (1977:431) question of whether the use of graded readers really ‘promote[s] learning by providing for a smooth and orderly progression to ‘full’ English.’ Four learners were tracked through a graded reading program to determine whether it provided a bridge to reading unsimplified literature for pleasure.

RWL Hu & Yang 10:45 to 11:15 am Majestic 4 (Hotel - 37th Fl) Guangwei Hu, Nanyang Technological University Chengsong Yang, Xi’an Jiaotong University Reactive Effects of Thinking Aloud on Second Language Writing

This paper presents an empirical investigation into the reactive effects of concurrent verbal reporting (i.e., thinking aloud) on the fluency, accuracy, complexity, and overall quality of second language writing.

RWL Baba & Nitta 2:00 to 2:30 pm Majestic 4 (Hotel - 37th Fl) Kyoko Baba, Kinjo Gakuin University Ryo Nitta, Nagoya Gakuin University Phase transitions in development of writing fluency: a longitudinal study from a complex dynamic systems perspective

Whether two EFL students would experience phase transition in their writing fluency through repetition of a timed-writing task for one year was investigated from a complex dynamic systems perspective. It was shown that both students underwent one phase transition, which implies the existence of “supra” patterns in L2 development.

132

To understand the role of native -speaking English teachers in China, this case study explores (1) how two expatriate writing teachers teach and reflect on their role; and (2) how local administrators, professors, and students perceive the role and teaching of the expatriate teachers.

RWL Cheung 4:30 to 5:00 pm Majestic 4 (Hotel - 37th Fl) Yin Ling Cheung, Nanyang Technological University The Relevance of Teachers’ Motivational Strategies in Enhancing Student Motivation

This paper reports on a year-long study conducted in Singapore to investigate the effects of teacher’s use of motivational strategies on student motivation in an academic writing course, using Dőrnyei’s (2001) motivational strategy framework. Findings and implications for teachability of motivational strategies will be discussed.

Majestic 5

PED Clark 8:15 to 8:45 am Majestic 5 (Hotel - 37th Fl) Julie Byrd Clark, The University of Western Ontario Developing reflexivity: The experiences of multilingual student teachers in two French language teacher education programs What does it mean to be and become bi/multilingual and multicultural in today’s plurilingual times? This paper presentation will illuminate the significance of developing reflexivity (Aull Davies, 2008) for future language teachers and researchers through a multimodal, sociolinguistic and ethnographic approach incorporating new technologies.

PED Haneda & Mizuno 8:50 to 9:20 am Majestic 5 (Hotel - 37th Fl) Mari Haneda, Florida State University Mariko Mizuno, The Ohio State University Is Multilingual Competence Important for ESL Teachers?

Drawing on a qualitative interview study with 38 elementary ESL teachers in a US Midwestern metropolis, this paper examines the extent to which ESL teachers need to be multilingual themselves in order to provide their ELL students with ‘equitable education’ that promotes these students’ success in mainstream classes.

PED Schmenk & Müller 9:25 to 9:55 am Majestic 5 (Hotel - 37th Fl) Barbara Schmenk, University of Waterloo Mareike Müller, University of Illinois at Chicago The power of nativeness in self-constructions of multilingual learners and teachers We explore the self-constructions of L2 learners and non-native teachers as based on discourses oscillating between nativespeaker ideals and the values of multilingualism. The results of our case studies suggest that the native-speaker discourse is very prevalent and undermines multilingual speakers’ readiness to present themselves as equal interlocutors.

PED Yazan & Selvi 10:10 to 10:40 am Majestic 5 (Hotel - 37th Fl) Bedrettin Yazan, University of Maryland, College Park Ali Fuad Selvi, University of Maryland Myths and Misconceptions about the NNEST Movement

This presentation unpacks narrow conceptualizations about the scope, purpose and directions of the NNEST movement, and its research and advocacy efforts and calls for re-evaluation and renegotiation of the fundamental assumptions in light of the sociolinguistic and educational landscape of the English as an international language.

PED Wong et al. 10:45 to 11:15 am Majestic 5 (Hotel - 37th Fl) Mary Shepard Wong, Azusa Pacific University Icy Lee Xuesong Gao, The University of Hong Kong Collaboration of Local English Teachers (LETs) and Native English Speaking Teachers (NETs) in Hong Kong's Primary and Secondary Schools This study investigated native and nonnative English teacher collaboration through interviews, focus groups, observations, and surveys of students, teachers, and administrators in six Hong Kong primary and secondary schools. Findings include the nature and extent of collaboration, the factors that foster and inhibit it, and its impact on teachers.

PED Munezane 2:00 to 2:30 pm Majestic 5 (Hotel - 37th Fl) Yoko Munezane, Aoyama Gakuin University Enhancing Willingness to Communicate through Triggering Ideal L2 Selves

This presentation reports on a classroom research project designed to increase Japanese university EFL learners’ Willingness to Communicate. Specifically, it examines the relative effects of two treatments: goal-setting and visualization. Pedagogical implications of the research findings will be discussed along with a brief introduction of classroom practice to enhance WTC.


PED Yi et al. 2:35 to 3:05 pm Majestic 5 (Hotel - 37th Fl) Youngjoo Yi, Georgia State Univ Jin Kyeong Jung, Georgia State University Aram Cho, Georgia State University What Can Studies on Identities and Literacy Contribute to Second and Foreign Language Pedagogy?

In this presentation we will report findings from a thematic synthesis of published research on the relationship between identities and literacy learning in the second and foreign language. This critical discussion will provide an overview of the research and make specific suggestions for both ‘research’ and ‘pedagogy.’

PED Vandergriff 3:10 to 3:40 pm Majestic 5 (Hotel - 37th Fl) Ilona Vandergriff, San Francisco State University "My major is English, believe it or not:)" – Facework and identity in NNS-NS chat

Using data from classroom CMC between native speakers (NS) and nonnative speakers (NNS), I provide a descriptive analysis of how NNSs do facework as they orient to their novice role, not only in sequences of other-repair but throughout the chat.

PED Ghanem 3:55 to 4:25 pm Majestic 5 (Hotel - 37th Fl) Carla Ghanem, Arizona State University Identity in the Foreign Language Classroom: The case of Graduate Student Instructors

Studies on teacher identities concentrate on K-12 teachers of a variety of subjects, but few on foreign language (FL) teachers. This study examines how identities impact instructors’ confidence in a FL classroom, illustrating various factors, such as preparedness, experience, and competence to be vital to identity formation and confidence.

PED Angus 4:30 to 5:00 pm Majestic 5 (Hotel - 37th Fl) Katie B Angus, University of Arizona The Professional Development of Foreign Language Teaching Assistants from the Perspectives of Graduate Students, Their Supervisors, and Faculty Few articles have looked at the perceived efficacy of professional development opportunities from the perspectives of graduate students themselves, language program administrators, and new faculty members. Incorporating questionnaire and interview data, this mixed methods study explores the degree to which current approaches to professional development fit graduate students’ needs.

Majestic 6 LID Menard-Warwick 8:15 to 8:45 am Majestic 6 (Hotel - 37th Fl) Julia Menard-Warwick, University of California, Davis “Tiffany Does Not Have a Strong Language Background, As She Speaks Only English”: Emerging Language Ideologies Among Multilingual California Students This study explores the language ideologies of diverse university students as constructed in essays from an introductory Linguistics class. Results show strong tendencies to support home language maintenance as an index of ethnic loyalty. The paper concludes by discussing the fluidity and contestation of language ideologies in globalizing environments.

133


LID Haeusler 8:50 to 9:20 am Majestic 6 (Hotel - 37th Fl) Angela Haeusler, University of Hawaii at Manoa “California Have Perfectly English.” – ESL Learners’ Perceptions of American English Varieties

Globalization’s local dimension opens hybrid and third spaces from which identities are pronounced. Using perceptual dialectology, I examine L2 speakers’ awareness of and attitudes toward American English varieties. The results reveal learners’ interest in understanding the L2 as a geographically and socially complex construct for their identity negotiation in English.

LID Campbell & Lindemann 9:25 to 9:55 am Majestic 6 (Hotel - 37th Fl) Maxi-Ann Campbell, Georgia State University Stephanie Lindemann, Georgia State University Where Does Grammar Come in? Evaluations and Comprehension of a Non-Native Lecturer

Korean-accented English was acoustically manipulated to determine whether the presence or absence of Korean grammatical features would affect undergraduates’ evaluations and comprehension of a lecturer. Listeners rated the speaker’s grammar negatively even when it was completely native-like, suggesting that a non-native accent is sufficient to trigger biased perception.

LID Strom 2:35 to 3:05 pm Majestic 6 (Hotel - 37th Fl) Megan Strom, University of Minnesota Spanish-language Print Media in the United States: A Critical Multimodal Social Semiotic Analysis of Ideological Representations This presentation examines the visual representation of ideologies in images that accompany local Spanish-language news articles from the Midwest of the United States. The analysis focuses on how images underscore the negative actions of Anglos against Latino immigrants while simultaneously calling upon Latinos to stand up to these negative actions.

LID Keating 3:10 to 3:40 pm Majestic 6 (Hotel - 37th Fl) Kelle L. Keating, Pepperdine University "So am I bilingual? Or, am I francophone?": Bilingualism, Art, and Identity in Francophone Canada This paper examines Franco-Canadian artists’ ideologies of bilingualism as related to artistic production. While their discourse includes elements of an essentialist ideology, it also reveals a shift toward a post-nationalist ideology favoring competence in English. This discursive clash echoes conversations across Franco-Canadian societies and is indexical of emergent francophone identities.

LID Wernicke LID Manosuthikit 10:10 to 10:40 am 3:55 to 4:25 pm Majestic 6 (Hotel - 37th Fl) Majestic 6 (Hotel - 37th Fl) Meike Wernicke, University of British Columbia Aree Manosuthikit, University of Wisconsin-Madison ‘Real’ French Teachers: Re-authenticating L2 Teacher Identity Language Ideologies of Burmese Families in Washington, D.C. in a Globalized World Metropolitan Area This paper demonstrates an instance of French L2 teacher identity construction involving a process of (re)authentication that circumvents native speaker norms and notions of “authentic” Frenchness. Using a discourse analytic approach I show how French is reconceptualized as “mobile,” affording space for an identity as legitimate French L2 teacher.

LID Nuske 10:45 to 11:15 am Majestic 6 (Hotel - 37th Fl) Kyle Nuske, Indiana University of Pennsylvania What Does it Mean to be a Critical Language Teacher? : Investigating Graduate Students’ Situated Understandings of Criticality Through the triangulation of qualitative data obtained from concept maps, interviews, and classroom observation, the presenter illustrates the factors that shaped graduate students’ situated understandings of critical language teaching in a Master of Arts TESOL course and how these understandings changed as the course progressed.

This critical ethnographic study explores the language ideologies of Burmese parents and their 1.5 generation children in Washington, D.C. metropolitan area. My preliminary findings reveal a stark contrast in the language beliefs not only between the parents and children but among the children themselves, i.e., the old and new arrivals.

LID Tyeklar 4:30 to 5:00 pm Majestic 6 (Hotel - 37th Fl) Nora Tyeklar, UMass Boston The U.S. Refugee Resettlement Process: A Path to Selfsufficiency or Marginalization?

Through critical discourse analysis, ideologies informing the positive self-representation of voluntary agencies providing refugee resettlement assistance and the negative representation of refugees as the “needy” other are made explicit. Such analysis is key to understanding how unequal power relationships affect refugees’ acquisition of literacies for effectively negotiating a new culture.

LID Norton & Lee Majestic 7 2:00 to 2:30 pm Majestic 6 (Hotel - 37th Fl) PED Kassabgy Charles Norton, University of Arizona 8:15 to 8:45 am Jerry Lee, University of Arizona Majestic 7 (Hotel - 37th Fl) "Nou Bezwen Lape Pa Destabilizasyon" ("We Need Peace Not Nagwa Kassabgy, The American University in Cairo Destabilization"): Graffiti, Local Participation, and Language Differential Effects and Student Perceptions of Three Types of Politics in Post-Earthquake Haiti Pre-writing Tasks This paper uses analyses of contemporary multilingual and multimodal graffiti art in Port-au-Prince, Haiti, as a framework for presenting ethnographic research with non-elite Haitians following the earthquake of January 12, 2010, and discussing local participation and language politics in post-earthquake reconstruction.

134

The purpose of this exploratory study was to investigate the differential effects of three different pre-writing activities on writing performance, learner individual differences in attitudes and perceptions of the pre-writing activities, and correlations between attitude and performance. The presenter will discuss the methodology and implications for teaching academic writing.

PED Csizér & Tankó 8:50 to 9:20 am Majestic 7 (Hotel - 37th Fl) Kata Csizér, Eötvös University Gyula Tankó, Eötvös Lorand University Individual differences and argumentative writing: A quantitative investigation into possible relationships

This study aimed to measure those individual differences variables that might shape students’ argumentative writing achievement. Data was collected with a standardized questionnaire from 226 English language majors and was matched by variables measuring students’ achievement on an argumentative writing task. The findings are relevant for developing argumentative writing skills.

PED Wette 9:25 to 9:55 am Majestic 7 (Hotel - 37th Fl) Rosemary Jane Wette, University of Auckland Teachers’ Use of Modeling Strategies in Academic L2 Writing Instruction: Process-Product Blends in Action This presentation reports on modeling strategies used by teachers of L2 academic writing: analysing exemplars (textual modeling), reporting on composing processes (cognitive modeling), and facilitating group compositions (social modelling). Teachers also co-constructed texts with students, providing instructional scaffolding (collaborative modeling). These are discussed, and the blended nature of instruction emphasized.

PED Lee, H.W. 10:10 to 10:40 am Majestic 7 (Hotel - 37th Fl) Hye Won Lee, Iowa State University Computer-aided Analysis of English Verb Tense Errors in Chinese Learners’ Academic Writing

This paper analyzes verb tense and aspect errors, one of the most frequent errors among Chinese learners of English in an error-tagged corpus of academic writing. It also discusses inability of existing taxonomies to analyze Chinese learners’ verb tense/aspect errors and alternative ways to better capture the errors.

PED Ranta 10:45 to 11:15 am Majestic 7 (Hotel - 37th Fl) Leila Ranta, University of Alberta Grammar Practice Activities in ESL Materials: Noticing the Real Gap In this presentation we explore the notion of transferappropriate processing (TAP) in relation to grammar practice activities. Over 3,000 activities from several published ESL grammar textbooks were analyzed in terms of their task demands. The discussion focuses on the potential of TAP for improving the effectiveness of grammar instruction.

EDU Costley 2:00 to 2:30 pm Majestic 7 (Hotel - 37th Fl) Tracey Costley, City University of Hong Kong, Department of English Understanding Educational Change in Hong Kong: Voicing Policy

The research draws from an ethnographic study charting the implementation of the 3+3+4 education policy in Hong Kong. Of interest is how this policy is realised in the communities of practice (Lave and Wenger 1991) and figured worlds (Holland et al 2001) of schools and universities.


PED Martin 2:35 to 3:05 pm Majestic 7 (Hotel - 37th Fl) Jana Martin, University of Wisconsin-Madison Pair Work in the Foreign Language Classroom: Student Perspectives on the Work Division and Social Positioning Based on a one-semester-long classroom study of German students in their second year, this paper explores the social and affective dimensions of pair work, including work division, social positioning, and student beliefs about themselves and their peers.

PED Gurzynski-Weiss 3:10 to 3:40 pm Majestic 7 (Hotel - 37th Fl) Laura Gurzynski-Weiss, Indiana University Do Instructor Characteristics Influence SLA in a Foreign Language Classroom? Considering Instructor/Interlocutor Characteristics from an Interactionist Perspective This presentation argues for the theoretical and practical necessity of investigating instructor characteristics in the foreign language classroom from an interactionist perspective. Existing research is critiqued, and explicit guidelines for future studies are provided.

PED Gamino 3:55 to 4:25 pm Majestic 7 (Hotel - 37th Fl) Christina Gamino, DePaul University Li Jin, DePaul University Partnering Learners of Mandarin Chinese with ESL Students on U.S. University Campus This paper reports on an empirical study investigating the language and intercultural learning process during a language partnership project partnering 10 university-level learners of Mandarin Chinese with 20 Chinese students enrolled in an ESL and business culture class. Pedagogical implications and logistic concerns will also be shared with the audience.

PED Kim, W. 4:30 to 5:00 pm Majestic 7 (Hotel - 37th Fl) Won Kim, University of British Columbia Educational Drama in L2 Learning: Creating a Transformative Empowering Interpersonal Space in Classrooms This presentation reports on an ongoing qualitative case study of an adult ESL class where educational drama is a key teaching approach. It demonstrates the dynamic interactive and identity work of the class participants and argues that drama-based ESL pedagogy contributes to dialogic/collaborative classroom discourse and an empowering interpersonal space.

Majestic 8

EDU Flores 8:15 to 8:45 am Majestic 8 (Hotel - 37th Fl) Nelson Flores, University of Pennsylvania The Dynamic Turn: Plurilingualism and neoliberal governmentality

The dynamic turn in educational linguistics has been offered as a way of breaking out of nationalist conceptions of language that have marginalized language minoritized students. This paper argues that this dynamic turn may be part of a newly emerging neoliberal language governmentality that marginalizes these students in new ways.

135


DU Shapiro 8:50 to 9:20 am Majestic 8 (Hotel - 37th Fl) Shawna Shapiro, Middlebury College ESL as the Enemy: Criticisms of Immigrant Education in a Refugee Resettlement Community in New England

This paper analyzes media coverage of immigrant education in a refugee resettlement community in Northern New England. The author examines how the discourse of racial segregation is employed in critiques of high school ESL classes. She considers the implications of this discourse for education reform and applied linguistics research.

EDU Short 9:25 to 9:55 am Majestic 8 (Hotel - 37th Fl) Deborah J. Short, Center for Applied Linguistics How Programs for Secondary School Newcomers Advance Their English Language Development and Content Knowledge

This paper presents case study research on programs for newly arrived English learners in US secondary schools. Newcomer programs offer students a specialized environment for a limited time to learn English and academic skills. ESL and bilingual development models, classroom practices, and policies promoting basic and content literacy are described.

SLA Renaud 10:10 to 10:40 am Majestic 8 (Hotel - 37th Fl) Claire Renaud, Arizona State University Evidence for the Gender Feature in Pronoun Resolution in L2 French This study examines pronoun resolution with synonyms of different gender specifications considering hypotheses differing in their predictions of uninterpretable features absent from the native grammar. The findings from a judgment task with a selfpaced moving-window and an eye-tracking method suggest that English learners of French compute the uninterpretable gender feature.

SLA Behney 10:45 to 11:15 am Majestic 8 (Hotel - 37th Fl) Jennifer Behney, Youngstown State University Task Automaticity and L2 Gender Facilitation and Inhibition Seventy-two learners of Italian of three different L1 groups completed three spoken word recognition tasks which differed in terms of automaticity and explicitness. All learners showed effects of inhibition in the most controlled task, whereas only those with gender in the L1 showed effects in a more automatic task.

SLA Choong & Ekiert 2:00 to 2:30 pm Majestic 8 (Hotel - 37th Fl) Kung-Wan Philip Choong, Teachers College, Columbia University Monika Ekiert, City University of New York Measuring adequacy in task-based language teaching and research

The focus of the presentation will be the measures of functional adequacy. The findings confirm the importance of accounting for functional adequacy in task-based language research and shed some light on the relationship between task complexity and the performance dimension of adequacy. The implications for TBLT research will be discussed.

136

SLA Gatbonton et al. 2:35 to 3:05 pm Majestic 8 (Hotel - 37th Fl) Elizabeth Gatbonton, Concordia University Noriko Iwashita, University of Queensland Phung Van Dao, University of Queensland Jun Yang, University of Queensland, Brisbane Utterance-repetition in Task-based Language Teaching (TBLT) lessons and automatization: A research investigation We investigated a corpus gathered from 33 Chinese learners attending a 24 hour, 4-week English TBLT course in order to see whether frequency of verbatim and partial repetition of past verb utterances while performing genuinely communicative, inherently repetitive tasks correlated with accuracy gains during the course with past tense morphology.

SLA Payant 3:10 to 3:40 pm Majestic 8 (Hotel - 37th Fl) Caroline Payant, University of Idaho The Impact of Pedagogical Tasks on Native and Nonnative Language Mediation from a Sociocultural Theory Perspective This study answers recent calls in the field of multilingual acquisition for a consideration of task-supported language pedagogy with L3 learners. With sociocultural theory as a framework, the study shows task type effects on language patterns and on language mediation with Spanish-English students of French as an L3.

SLA Bajuniemi 3:55 to 4:25 pm Majestic 8 (Hotel - 37th Fl) Abby Bajuniemi, University of Minnesota Influence of interlocutor on Spanish L2 oral performance

The current study is a conversation-analytic approach to the analysis of six Spanish learners’ oral tasks with two partners: one more advanced learner and one same-proficiency learner. Results suggest proficiency, both of the speaker and interlocutor, may be a factor in the production of L2 language.

SLA Loewen & Wolff 4:30 to 5:00 pm Majestic 8 (Hotel - 37th Fl) Shawn Loewen, Michigan State University Dominik Wolff, Michigan State University Task-based Interaction in F2F and CMC Contexts

This study compares 24 ESL dyads completing three tasks in face-to-face, synchronous written CMC, and synchronous voice CMC contexts. Analyses compared frequencies of negotiation for meaning, language related episodes, and recasts. Results indicated similarities across the three modalities, except for confirmation checks which occurred significantly less frequently in written CMC.

Majestic 9

RWL Stegemoller 8:15 to 8:45 am Majestic 9 (Hotel - 37th Fl) Jason Stegemoller, National Louis University Language, Agency, and Identity in the Academic Writing of a Bilingual Puerto Rican Student in a US University This case study explores the writing and writing experiences of a Puerto Rican student enrolled in a US university. Findings explore how the student exercised agency in expressing her linguistic and cultural identity in Spanish and English in US and Puerto Rican universities.

RWL Bhowmik 8:50 to 9:20 am Majestic 9 (Hotel - 37th Fl) Subrata Kumar Bhowmik, University of Calgary A Study on L2 Writing Processes: A Sociocultural Approach

L2 writing scholars have stressed on a more holistic approach to the investigation of the writing processes. This presentation reports on an activity system analysis of a writing assignment in a required first-year ESL composition course. Findings reveal complex processes behind the production of L2 texts.

RWL Nemoto 9:25 to 9:55 am Majestic 9 (Hotel - 37th Fl) Hiroyuki Nemoto, Kanazawa University The Development of L2 Academic Literacy through Online Intercultural Interactions

This study examines how Japanese students complete written assignments and develop academic literacy in English using online interactions with Australian students. An investigation is made about the ways Japanese students manage the processes of eliciting, interpreting the information from the Australian partners, and integrating it into text.

RWL Johnson, M. 10:10 to 10:40 am Majestic 9 (Hotel - 37th Fl) Mark D. Johnson, Middle Tennessee State University Describing L2 Writers’ Texts: Patterns of Variance in Lexical Diversity, Lexical Sophistication, and Grammatical Complexity In an effort to understand lexical and grammatical development among L2 writers, this paper presents an exploratory factor analysis conducted on a large (N = 1,258) sample of L2 writing by a homogeneous group of Spanish-speaking learners of English as a foreign language.

RWL Horst et al. 10:45 to 11:15 am Majestic 9 (Hotel - 37th Fl) Marlise Horst, Concordia University Joanna White, Concordia University at Montreal Thomas Cobb, University of Quebec at Montreal Developing a Useful Measure of French-English Cognate Awareness

To what extent are language learners able to a) recognize cognates and b) deploy cognate recognition in completing global reading comprehension tasks? To answer these interrelated questions, we developed an innovative cognate awareness measure and administered it to over 300 French-speaking learners of English at secondary schools in Quebec.

RWL Fujioka 2:00 to 2:30 pm Majestic 9 (Hotel - 37th Fl) Mayumi Fujioka, Kinki University Genre and Rhetorical Knowledge Development in L2 Dissertation Tutoring

Based on writing center tutoring sessions, this study explored an L2 English writer’s genre and rhetorical knowledge development in his dissertation process. Qualitative analysis of the tutoring interaction and documents indicates that tutoring mostly benefited the tutee’s rhetorical construction of general academic writing rather than the dissertation genre.


RWL Harwood & Petric 2:35 to 3:05 pm Majestic 9 (Hotel - 37th Fl) Nigel Harwood, University of Essex Bojana Petric, University of Essex Experiencing Supervision: Two Case Studies of Master’s Dissertation Writers

This paper reports the experiences of two students and their supervisors in different disciplines as the students tackled their master’s dissertations at a UK university. We focus on two student-supervisor pairs in accounting and economics, identifying factors which impacted upon their different experiences of supervision.

RWL Starfield et al. 3:10 to 3:40 pm Majestic 9 (Hotel - 37th Fl) Sue Starfield, University of New South Wales Brian Paltridge, University of Sydney Louise Ravelli, University of New South Wales The Role of Writing in Practice-Based Doctorates in the Visual and Performing Arts In this presentation, we draw on the findings of a three-year long study that examined the nature of the written component of creative practice-based doctorates to explore variations in the role and function of students’ texts in these relatively new fields.

TXT Connor-Linton 3:55 to 4:25 pm Majestic 9 (Hotel - 37th Fl) Jeff Connor-Linton, Georgetown University Multi-Dimensional Mapping of ‘New’ Genres of English

New technologies are claimed to create and address new audiences and purposes for language use. The functional characteristics of five 200,000 word samples of internet language use—Tweets, Blogs, Forums, Ads, and (pop culture) ‘Articles’—are compared to the functional profiles of previously described genres, using Multi-Feature/Multi-Dimension analysis (Biber 1988).

TXT Skalicky 4:30 to 5:00 pm Majestic 9 (Hotel - 37th Fl) Stephen Skalicky, Washington State University A genre analysis of Amazon.com "most helpful" product reviews

This presentation details the results from my genre analysis of 142 Amazon.com product reviews. Focusing specifically on reviews voted as "most helpful" by the Amazon.com community, I draw from genre analysis to analyze the linguistic and rhetorical features and identity which of these features typically occur in a helpful review.

Majestic 10

ASE Kadota et al. 8:15 to 8:45 am Majestic 10 (Hotel - 37th Fl) Shuhei Kadota, Kwansei Gakuin University Osato Shiki, Kwansei Gakuin University Naoya Hase, Kwansei Gakuin University Assessing the Two Versions of L2 Computer-based English Lexical Processing Tests: CELP-Sem and CELP-Lex

So far very few tests are developed to measure the fluency or automaticity of L2 lexical processing. This research is to investigate the validity of the semantic-priming CELP-Sem test and the lexical-decision CELP-Lex test. The results suggest that CELP-Sem may provide a relatively valid measure of lexical processing in L2.

137


ASE Jarvis 8:50 to 9:20 am Majestic 10 (Hotel - 37th Fl) Scott Jarvis, Ohio University Lexical diversity: Modeling and measuring multidimensional compositional complexity

COR Liu 2:35 to 3:05 pm Majestic 10 (Hotel - 37th Fl) Dilin Liu, The University of Alabama Linking adverbials in Academic Writing: A cross disciplinedivision comparison

ASE Treffers-Daller et al. 9:25 to 9:55 am Majestic 10 (Hotel - 37th Fl) Jeanine Caroline Treffers-Daller, University of Reading Patrick Parslow, University of Reading, UK Shirley Williams, University of Reading, UK Automated Assessment of Lexical Diversity and Ngrams in Essays at Different Levels of the CEFR

COR Yin 3:10 to 3:40 pm Majestic 10 (Hotel - 37th Fl) Zihan Yin, Victoria University of Wellington, School of Liguistics and Applied Language Studies Register-specific Meaning Categorization of Linking Adverbials in English

TEC Chiang 10:10 to 10:40 am Majestic 10 (Hotel - 37th Fl) Min-Hsun Chiang, Tunghai University Empowering English as an International Language (EIL) College Students via Digital Storytelling

COG Jeong et al. 3:55 to 4:25 pm Majestic 10 (Hotel - 37th Fl) Hyeonjeong Jeong, Tohoku University Motoaki Sugiura, Tohoku University Yuko Sassa, Tohoku University Hiroshi Hashizume, Tohoku University Wataru Suzuki, Miyagi University of Education Ryuta Kawashima, Tohoku University Second Language Communication, Anxiety, and Cortical Mechanisms: An fMRI study

This paper tests a complex model of lexical diversity characterized as a construct consisting of six measurable properties. Operationalized measures of each component property were applied to 50 texts (37 written by learners, 13 by native speakers) and used in a regression model to predict human judgments of lexical diversity.

The paper offers a new analysis of lexical diversity and ngrams in EAP learners' essays written for the Pearson test of English Academic, showing which criterical features can be used to discriminate between the different levels of the CEFR on which the PTE Academic is based.

This Power Point presentation will feature the analyses of digital stories in which the EIL storytellers shared their identities with audiences. The process of creating, demonstrating, and sharing enhances EIL learners’ self-efficacy. Digital storytelling opens a new avenue for people to express different viewpoints and subsequently energizes language learning.

This presentation reports on a corpus-based study of linking adverbials in writing across three major academic discipline divisions. Besides describing the research procedures and the findings about the usage patterns of the linking adverbials across the academic divisions, the presenter also discusses the pedagogical and research implications of the study.

This paper will present a detailed register-specific meaning categorization of linking adverbials, with names, descriptions, typical markers in each register and possible substitution tests.The categorization aim to provide a more detailed account of the meanings of linking adverbials, thus equipping second language teachers and learners with a practical framework.

In this presentation, we will report findings of an fMRI (functional Magnetic Resonance Imaging) study which attempted to identify the cortical mechanism involved in L2 communication and the effects of L2 anxiety on such mechanisms. The results will be discussed with reference to Second Language Acquisition and Neuroscience.

TEC Goertler & Kraemer 10:45 to 11:15 am Majestic 10 (Hotel - 37th Fl) Senta Goertler, Michigan State University Angelika Kraemer, Michigan State University COG Jimenez Language Learning Software across All Levels: A Closer Look at 4:30 to 5:00 pm Majestic 10 (Hotel - 37th Fl) Learner Behavior and Learning Success Antonio Francisco Jimenez Jimenez, California State University This study investigated language learning through a Channel Islands customizable and individualizable language learning software program used as supplementary material across a German Private Verbal Thinking in Early Bilingual Speakers language program. The study focused on how individual language proficiency profiles interacted with individuals’ behaviors and choices within the language learning software and how they impacted language learning.

COR Biber & Gray 2:00 to 2:30 pm Majestic 10 (Hotel - 37th Fl) Doug Biber Bethany Ekle Gray, Iowa State University A Multi-Dimensional Analysis of Writing and Speaking Task Types on the TOEFL iBT This talk introduces a project investigating the validity argument for the TOEFL iBT through a corpus analysis of 2880 spoken and 960 written exam responses. The results of a MultiDimensional Analysis show that test takers at all proficiency levels vary their linguistic styles across spoken/written modes and across independent/integrated tasks.

138

This presentation analyzes the private speech produced during problem-solving activities conducted by thirty early Spanish/English bilingual speakers. Results show that bilinguals´ dominant language plays an important regulatory role in their verbalized thinking while the other one provides an extra set of cognitive resources and strategies that are employed when needed.

Majestic 11 SOC Noipinit & Hongboontri 8:15 to 8:45 am Majestic 11 (Hotel - 37th Fl) Nitchan Noipinit Chantarath Hongboontri, Mahidol University Listening to Students’ Voices: Revealing their Perceptions of Curriculum and Instruction This study revealed how students at a university perceived English as a foreign language curriculum and instruction. The numeric data demonstrated students agreed that English was important for them. The analysis of qualitative data clarified that the participants had negative perceptions toward the teachers whose teaching adhered to textbooks.

SOC Titak & Junqueira 8:50 to 9:20 am Majestic 11 (Hotel - 37th Fl) Ashley Titak, Georgia State University Luciana Junqueira, Georgia State University U.S. Undergraduate Students’ Attitudes Towards ‘Brazilian English’: Implications for International Graduate Assistants This study examined U.S. undergraduates’ attitudes towards Brazilian English through a verbal guise. The findings have implications for ITAs and will be discussed considering the qualitative portion of the study, where the undergraduate students explained which positive and negative characteristics of the speakers influenced their ratings the most and why.

SOC Villarreal 9:25 to 9:55 am Majestic 11 (Hotel - 37th Fl) Dan Villarreal, University of California, Davis, Dept of Linguistics Connecting Production to Judgments: Spanish Learners, the Metapragmatics of Address Forms, and L2 Social Identity

This study examined Spanish learners’ L2 social identities by comparing their judgments about desired use of Spanish address forms (tú/usted) with actual production. Qualitative analysis revealed learners’ awareness of address forms’ indexical value, while statistical analysis revealed constraints on address-form production. Unlike French learners, these Spanish learners overgeneralized informal variant.


DIS Walsh & Yang, S. 2:00 to 2:30 pm Majestic 11 (Hotel - 37th Fl) Steve Walsh, Newcastle University UK Shanru Yang, Newcastle University Applying Conversation Analysis and Corpus Linguistics to Investigate Higher Education Classroom Interaction: The Case of Discourse Markers

This talk looks at the use of discourse markers in Chinese higher education classroom discourse. Data were analysed using the principles of corpus linguistics, conversation analysis and a classroom modes analysis (Walsh 2006). Findings show unique distributive patterns of DMs and highlight specific interactional functions across classroom modes.

DIS Hengst 2:35 to 3:05 pm Majestic 11 (Hotel - 37th Fl) Julie Hengst, UIUC Tracing Interactional Discourse Resources (IDRs): A Multilayered and Multimodal Approach to Discourse Analysis

Illustrated through examples from published and in-progress analyses focusing on such interactional discourse resources as represented discourse (reported speech/gesture), narrative, verbal humor, referential communication, and tropes (metaphor/metonymy), this presentation will detail a multilayered, multimodal approach to analysis that supports both systematic quantitative analysis and complex interpretation of situated discourse.

DIS Fors 3:10 to 3:40 pm Majestic 11 (Hotel - 37th Fl) Nils Olov Fors, Hankuk University of Foreign Studies Challenging Language: Critical Analysis of the Construction and Valorization of Community Language Use in Two Strands of Applied Linguistics Research This paper is a critical analysis of the construction and valorization of language use in two small strands of language research. Using Jaeger and Maier’s (2009) model for critical discourse analysis, the paper examines to what extent the studies in the strands reflect the language use of historically underrepresented groups.

SOC Karjalainen 10:10 to 10:40 am PRG Dahm & Yates Majestic 11 (Hotel - 37th Fl) 3:55 to 4:25 pm Reetta Leena Karjalainen, University of Jyväskylä Majestic 11 (Hotel - 37th Fl) Minority languages and globalization: language ideologies in a Maria R Dahm, Macquarie University multilingual indigenous film festival Lynda Yates, Macquarie University In this paper I look at the language ideologies of the indigenous A Repertoire of “Informality Strategies” to Improve festival Skábmagovat´s employees interviews. The contested Communicative Competence among International Medical and tension-ridden ideologies reveal the putative value and Graduates. possibilities to use the Sámi languages in this multilingual event. I use the nexus analysis as my methodological tool.

SOC Wendel 10:45 to 11:15 am Majestic 11 (Hotel - 37th Fl) John Nickerson Wendel, Dokkyo University The Ecology of Languages: a Typological Framework

This study proposes a typology of language ecologies. The proposed framework is broadly applicable across time and space and also presents fresh perspectives from which to understand language complexity, and to evaluate language shift, language revitalization, and the processes that sustain or undermine language diversity.

Given their diverse backgrounds, international medical graduates (IMGs) often face difficulties when interacting with patients. Drawing on analyses of medical role-plays we propose that IMGs will benefit from communication training that includes rather than neglects “informal” strategies such using vague language or adopting a more conversational stance in medical consultations.

139


ASE Davis PRG Xia & Zhu 10:45 to 11:15 am 4:30 to 5:00 pm Remington Room (Hotel - 4th Fl) Majestic 11 (Hotel - 37th Fl) Larry Davis, Educational Testing Service Saihua Xia, Murray State University Zhiyong Zhu, People's Educational Presss Are judgments of speaking ability made by comparing examinees? Acquired Greeting Routines and Emerging Social Stratification in a Changing Metropolitan Context: a Chinese Migrant Researchers in psychophysics and behavioral economics have recently argued that magnitude judgments are made by Workers’ Case How do migrant workers’ greeting routines reveal an emerging social stratification in an undefined social stratification context? This observational research conducted in two social contexts of Beijing: restaurants and morning markets in the summer of 2012 finds interesting correlations and functional forms of class indication and more for the question.

Remington Room

SOC Nikolaou 8:15 to 8:45 am Remington Room (Hotel - 4th Fl) Alexander Nikolaou, Hellenic American University Mapping the Linguistic Landscape of Athens: The Case of Shop Signs This paper explores the language of store fronts in the commercial centre of Athens following a relatively recent but rich tradition of linguistic landscape research. A total of 618 shop signs were collected and analysed both quantitatively and qualitatively in terms of language composition, prominence, and textual arrangement.

SOC Ngampramuan 8:50 to 9:20 am Remington Room (Hotel - 4th Fl) Wipapan Ngampramuan, The University of Nottingham (UK) & Mahidol University (Thailand) Sociolinguistics of English Used in Thailand: A Case Study of Sign Posts in Tourist Attractions

English is used as a means for wider communication in Thailand. As a foreign language, English used by native Thai speakers might not be intelligible to overseas tourists. This research reveals the features of Thai English and identifies the sociolinguistic factors that lead to its existence.

SOC Shohamy 9:25 to 9:55 am Remington Room (Hotel - 4th Fl) Elana Shohamy, Tel Aviv University Dismantling the city via LL: Interpreting neighborhoods of Tel Aviv Jaffa city spaces The paper reports on research that examines the LL and people's practices in two neighborhoods in Tel Aviv and shows their uniqueness in contrast to the image of the city.

ASE Halleck & Khalil 10:10 to 10:40 am Remington Room (Hotel - 4th Fl) Gene Halleck, Oklahoma State University Omar Khalil, Oklahoma State University Oral Proficiency Ratings: A Focus on Communicative Factors vs. Discrete Points We investigated the decision-making process of trainees as they assessed task fulfillment and intelligibility of prompts on a Video Oral Communication Instrument. We found that in determining a holistic rating, trainees considered aspects of oral proficiency that were not mentioned in the Guidelines that they were supposed to be using.

140

comparing the item at hand with similar items in the environment or encountered in the past. This presentation examines whether this view is relevant to judgments of language ability in a speaking test context.

TEC Chen 2:00 to 2:30 pm Remington Room (Hotel - 4th Fl) Hsin-I Chen, Tunghai University Plurilingual literacies in the global digital networked community

This study examines multilingual users’ literacy practices in a social networking site. The analysis indicates that through the (re)appropriation of different semiotic codes, the users established themselves as cosmopolitan citizens and constructed multiple memberships with various cultural groups in the globalizing, plurilingual, and transnational SNS community.

TEC Christiansen 2:35 to 3:05 pm Remington Room (Hotel - 4th Fl) M. Sidury Christiansen, The Ohio State University Plurilingualism and Identity Construction: An Analysis of Mexican Bilinguals’ Use of Linguistic Resources on Facebook

D E L CE

This paper analyzes how Mexican bilinguals utilize their available linguistic resources and other communicative resources to construct and display their complex identities on Facebook. Findings support the idea of viewing bilinguals as creators and users of new linguistic forms and not as deficient versions of idealized native speakers.

N A C

TEC Wang 3:10 to 3:40 pm Remington Room (Hotel - 4th Fl) Shenggao Wang The Effect of Target Language Use in Social Media on Intermediate-Level Chinese Language Learners' Writing Performance

This quasi-experimental study examined the impact of target language use on Facebook on Chinese language learners' writing performance. More promising results were revealed in the area of quantity than quality in terms of transfer of weekly social communication in the target language (TL) into TL writing ability.

TEC Contreras & Rivera 3:55 to 4:25 pm Remington Room (Hotel - 4th Fl) Edward Contreras, University of South Florida Rosita Rivera, University of Puerto Rico-Mayagüez Multiple bilingual language strategies used in text messages among university students in Puerto Rico. This study investigates differences in language use practices of ESL/ELL college students at different proficiency levels within their text messages. The results of the survey of 74 UPRM students indicate a number of findings and yet raise additional questions of text messaging among Puerto Ricans.

TEC Williams 4:30 to 5:00 pm Remington Room (Hotel - 4th Fl) Lawrence Williams, University of North Texas The Variable Use of Diacritics and the Negative Particle NE in French Computer-Mediated Discourse


This presentation compares published (e. g., van Compernolle, 2008; Blattner & Williams, 2011; Al-Rashdan, 2010) VARBRUL analyses with a recently completed analysis in order to provide some insight into the ways in which age seems to influence the variable use of the negative particle NE and diacritics in French CMD.

141

MONDAY, MARCH 18 2013, POSTER SESSIONS

Grand Hall

Poster Sessions ASE 8:15 to 9:45 am Grand Hall CD (CC - 1st Fl) Maria Lourdes Lira Gonzales, Université du Québec en Abitibi Témiscamingue A Teacher’s Formative Assessment Perceptions and Practices in Oral Intermediate English Courses at the Université de Montréal. This exploratory research, based on Colby-Kelly and Turner’s (2007) and Lyster and Ranta’s (1997) seeks to understand how formative assessment is practiced in two Oral English courses at the Université de Montréal and to compare how these practices are perceived and performed by the teacher and the students.

Jeremy Ray Gevara, Penn State University A follow-up study of recommendations made to an ITA Performance Test v9.0

A study to validate items bias and cut-score recommendations made for the International Teaching Assistant (ITA) Performance Test v9.0 from previous studies.

Iftikhar Haider, UIUC Challenges in Developing Specifications of a Role-play Test of Pragmatics Identifying task characteristics that affect the richness of elicited data as well as task difficulty is a challenging endeavor in developing specifications of pragmatic tests.This study will develop a task typology based on different factors related to prgmalinguistics and sociopragmatics factors related to three speech acts of request, refusal and apology.

Becky Huang, harvard university Sun-Ah Jun, UCLA In the Ear of the Listeners: The Effects of Rater Bias in the Assessment of Long-Term Second Language Production Outcomes

The current study examined listener bias in the assessment of foreign accents (FA). Three rater groups who varied in their native language and experience with FA rated the FA of L2 speakers as well as native speaker controls. The results suggest a strong rater effect on the assessment of FA.

Stephanie Stauffer, Federal Bureau of Investigation Integrated Oral Proficiency Testing in Moroccan and Egyptian Arabic: Investigating Breakdown This study investigates the implementation of an integrated oral proficiency testing method in Moroccan Arabic and Egyptian Arabic, identifying patterns where linguistic breakdown occurs in tasks, the language of the elicitation, and the language of the response. Implications for training those who administer and rate these SPTs will be discussed.

Paul Joyce Linguistic Knowledge and Psycholinguistic Processing Skills as Components of L2 Listening Comprehension This presentation takes a quantitative, multivariate approach to researching L2 listening. A number of variables considered to be important to L2 listening were selected and operationalised. The presenter will discuss which sub-skills were the strongest predictors of L2 listening comprehension and the relationship between L2 aural proficiency and processing.

Paul Tucker, Avant Assessment Francesca Di Silvio, Center for Applied Linguistics Meg Malone, Center for Applied Linguistics Anne Donovan, Center for Applied Linguistics Piloting Assessment Design, User Interface, and Instructions for Innovative Reading and Listening Item Types

142

This poster presents research undertaken to pilot the user interface and instructions for a computer-delivered assessment featuring innovative reading and listening item types. It describes how results from cognitive laboratories conducted

with 32 target language learners combined with design and validity considerations to inform test development.

Kazuhiko Katagiri, Senshu University Progress of Vocabulary Sizes, Listening, Reading, and Speaking Proficiencies of Japanese High School EFL Students During the Three Years This study compared the progresses of receptive vocabulary knowledge, listening, reading, and speaking proficiencies of Japanese SHS EFL students during the three years. Progress, no progress, or deterioration was identified, person by person, for the respective tests of vocabulary, listening, reading and speaking (fluency, accuracy, syntactic complexity, and lexical complexity).

Erika Lessien, Michigan State University The Effects of Typed vs. Handwritten Essays on Students’ Scores on Proficiency Tests

This study investigates the differences between typed and handwritten writing test scores. Specifically I look at the differences in advanced versus intermediate-level students and how level may affect their test scores between the two different conditions. Test condition and L2-test-program implications will be discussed.

Abdullah A Al Fraidan, King Faisal University Towards A New Process Approach to Rate Test Format Difficulty

The study works on a new approach to assess difficulty while taking two vocabulary tests using a process approach

Yuji Nakamura, Keio University Vocabulary Assessment Using JACET 8000Words List

The purpose of the present study is two fold: 1) to discuss important issues in second language vocabulary assessment in academic settings, 2) to analyze the vocabulary section of a university placement test. The two issues will be dealt with by examining the placement test results and JACET 8000.

Poster Sessions LCS PRG 9:45 to 11:15 am Grand Hall CD (CC - 1st Fl)

Poster Sessions LCS 1 Susan A. Bresee, University of Maryland College Park Contingency, Reciprocity, and Resilience in the Development of Teacher and Student Communication, Culture, and Community in a Highly-Diversity Language Classroom The Russian work obuchenie expresses interdependent teaching and learning. Can obuchenie be observed, discussed, and used by teachers and teacher educators for inquiry, reflection, and analysis of teaching? How do students and student culture socialize teachers? The poster discusses initial findings concerning obuchenie in a highly diverse language-learning classroom.

Tonda Liggett, Washington State University Female English Language Learners: Negotiating Gender Identity Through Dialogic Engagement

This paper examines the role of dialogic engagement for English language teachers to better understand and interpret notions of gender identity and how it plays out in classroom behavior and academic achievement for female English language learners. Dialogic engagement is explored as an approach to broaden notions of gender identity.

Yoshifumi Fukada, Meisei University International Students’ Struggles and Successes in Securing TL-using Social Networks within Their Host Country

The presenter investigated international students’ social networking patterns in their host country. While collecting the related data both quantitatively and qualitatively by utilizing multiple research techniques, he found that international students were securing TL-using opportunities by seeking out some types of interpersonal space where their cultural capital is validated.

Rachel DeDeyn, University of Denver Quantifying Identity: An Examination of Student Identity and its Relationship with Writing Performance A combination of quantitative and qualitative data collection and analysis procedures are used to explore international students’ integration with university culture at one university in the United States. Participants’ student cultural integration scores are correlated with performance in their college composition course to explore relationships between identity and classroom performance.

Behnam Soltani, Victoria University of Wellington Socialization of International Students in Tertiary Institutions in NZ International students often face challenges when they are socialized and socialize themselves in their new L2 academic contexts. The presenter discusses some of the underlying thoughts of these students about their own interactions in classrooms. Using an ethnographic approach, data from a variety of sources is presented to the audience.

Hua Zhu, Birkbeck College, University of London Wei Li, Birkbeck College, University of London What does a Language Socialisation Perspective Tell us about Intercultural Learning? The main aim of this presentation is to argue that a Language Socialisation perspective has much to offer to our understanding of the development of intercultural competence amongst multilingual immigrants and late new language learners, and that an integration of the two fields should be very productive.

Poster Sessions PRG Poster Session Lixia Cheng, Purdue University Effects of Pragmatic Task Features, English Proficiency, and Learning Context on Chinese ESL/EFL Learners’ Spoken Performance of Requests in English This study examines whether pragmatic features of request elicitation tasks in a computer-based oral English test have differential effects on Chinese ESL/EFL learners’ spoken performance of requests in English. Additionally, it examines the extent to which pragmatic task features interact with learners’ proficiency level and learning context: ESL or EFL.

Katharina Pabst, Ball State University German and US-American Compliment Exchanges: A CrossCultural Comparison This study will examine 500 German compliment exchanges collected through field observation. These exchanges were analyzed for prevalent syntactic patterns, topics, and response strategies with particular attention to gender differences. The findings were used to draw a cross-cultural comparison between German and US-American compliment behavior.

Lusia Marliana Nurani, Arizona State University Investigating Effects of Situation Enhancement in Discourse Completion Tests The study investigated the effects of situation enhancement in Discourse Completion Tests (DCT) towards English request acts performed by forty Indonesian native speakers who were leaners of English. The study aimed at examining whether enhancing the situation in DCT would influence learners’ linguistic production and determine their pragmatic competence.

Anne Edstrom Making Suggestions: Student Collaboration During an In-Class Writing Task This study examines naturally-occurring suggestions made by university students during a collaborative writing task. The findings have implications for the representation of suggestions in ESL/EFL textbooks as well as for improving collaboration among native English speakers.


Olawunmi Omolara Oni-Buraimoh, Lagos State University Slangy Metaphors for Sexual organs in Tertiary Institutions Students' sexual Discourse in Lagos, Nigeria The paper reflects the creativity with which selected tertiary institution students in Lagos State, Nigeria discuss issues relating to naming of sexual organs with respect to contextual features that are pragmatically deployed.

D. Joseph Cunningham, University of Kansas The Development of Pragmatic Competence through Telecollaboration: An Analysis of Requesting Behavior

This study reports on the development of pragmatic competence among American university-level learners of German for Professional Purposes. In the context of a telecollaborative exchange with German-speaking professionals, learners improved their ability to make appropriate requests as a result of interaction with the German professionals and a data-driven instructional intervention.

Poster Sessions LPP SOC TEC 2:00 to 3:30 pm Grand Hall CD (CC - 1st Fl)

Poster Sessions TEC Rong Liu, Georgia Gwinnett College Feedback in Computer Delivered Input-based Language Instruction

Forty intermediate ESL learners participated in a pretesttreatment-posttest experiment. Two treatment groups received computerized input based instruction. Results showed there was no significant difference between groups. Both groups improved in the interpretation task. The input based instruction was effective in improving participants' ability to interpret and produce the target forms.

Wei Lai, Queensborough Community College, CUNY Integrating Multimedia in Teaching Word Recognition and Developing Reading Proficiency

Visual and auditory pedagogical presentations are employed to enhance beginning Chinese learners’ character-recognition ability and reading proficiency. Chinese character texts are supplemented with vocalized recordings and phonetic transcription (“Pinyin”). The study aims to help students better associate phonological properties to the corresponding Chinese characters and promote their reading proficiency.

Emilija Zlatkovska, Indiana University Promoting Social-Constructivist Pedagogy through Using WebQuests in Teaching EFL Pre-sevice Teachers: an Exploratory Study

This study explored the introduction of WebQuests as part of the teacher training curriculum at a university in Macedonia as a way to facilitate the integration of English language teaching and technology while promoting a more student centered, constructivist approach to teaching. The findings presented positive step toward this goal.

Chian-Wen Kao, Graduate Institute of Learning and Instruction, National Central University, Taiwan Barry Lee Reynolds, National Central University The Effect of Computer-Based Correction on the Acquisition of the English Article System An interactive software, English Extras in Business with A, An and The, was adopted to investigate whether students’ English article accuracy could be improved via on-line corrections provided by the software. Results indicate on-line grammatical correction is as effective (posttest) or more effective (delayed posttest) than traditional correction.

143


Yu-Chuan Joni Chao, Providence University, Taiwan Chung-Kai Huang, National Taipei College of Business Yi-Chun Yang, Providence University, Taiwan Vocabulary Learning Situated in Online Social networking: From an Ecological Perspective

Poster Sessions LPP Cheng-Yi Lin, Department of English, National Taiwan Normal Univesity Mismatches Between Target Situation Necessities And English Learning Needs In International Trade Corporations

Samiat Olubunmi Abubakre, University of Ilorin, Ilorin. Nigeria Integrating Yorùbá Language into Technology for Global Communication: two English Translations of D.O. Fágúnwà’s Igbó Olódùmarè as Case Study

Cassie Leymarie, Georgia State University Solving community language problems using micro language planning

This study explored EFL learners’ vocabulary learning situated in online social networking. A Facebook-mediated task was used for 17 Taiwanese university students to post about academic words and respond to peers’ posts. Results show that vocabulary learning is not simply the linguistic acquisition, but the engagement by and for learners.

The conclusion in this paper is that the integration of English translations of Yorùbá texts into technology would preserve the language and project the culture to the global world.

Poster Sessions SOC Alexandra Laletina, SUNY, Binghamton Globalization and Linguistic Diversity: Linguistic Practices of Russian Professionals in Multinational Companies The paper highlights three languages and linguistic practices employed in Russian multinational companies: Russian, English and a hybrid creole professional slang.

Lisa Rene Jeon, University of North Texas Mapping Language Ideologies and Attitudes in Korea

This study investigates Koreans’ perceptions of language variation using the ‘Draw-a-map’ method of perceptual dialectology. The findings reveal not only perceptions of dialect variation unassociated with geographic borders, but also speakers' underlying language ideologies and attitudes.

Miguel Angel Rincon, Purdue Linguistics Association Syllable- and Word-final /s/ Reduction in Cartagena Spanish Dialect: a Quantitative and Qualitative Analysis This study analyzes non-traditional conditioning factors in the reduction of syllable- and word-final /s/ such as lexical frequency and manner of articulation of the following segment. Speech samples extracted from a sociolinguistic interview and an elicitation task were taken from ten native speakers of Spanish from Cartagena, Colombia.

Mirta E Maldonado-Valentin, University of Texas at San Antonio The influence of English in Puerto Rican Spanish: Contemporary vernacular in Reggaeton.

The presenter provides a description of the contemporary PR Spanish vernacular in the music genre of Reggaeton. The purpose is to examine the influence that English has on the Spanish used by Puerto Ricans as an indexing linguistic marker of transnational and island Puerto Ricans utilizing Reggaeton as a platform.

This study investigates the English language requirements of the international trade sector in Taiwan. Two data collection methods, needs-analysis questionnaire and in-depth interview, were adopted to ascertain the purposes, language tasks, and English language skills pertinent to communication with international business partners. The present study examines refugee resettlement and language training policies using micro language planning as a frame. The case of a grassroots community center in suburban Atlanta serving newly resettled refugees is shared along with data from interviews with various community members.

Poster Sessions COR EDU 3:30 to 5:00 pm Grand Hall CD (CC - 1st Fl)

Poster Sessions EDU I-Chen Huang Contextualizing Language Learner Strategy Use and English Proficiency of College Freshmen in Taiwan: A MixedMethods Study This mixed-methods research aims to examine and contextualize the relationship between language learner strategies and the English proficiency of college freshmen in Taiwan, focusing on the differences in intermediate- and beginning- learners with years of English classes. Both quantitative and qualitative findings show compensation strategies as the most used.

Ganna Gladkova, University of Tokyo Frame Semantics as a Vocabulary Teaching Tool: Does It Make a Difference? This study replicates the 2011 experiment by Atzler on Frame Semantics as a vocabulary teaching tool. The results suggest that, as compared to rote memorization, FS-based learning is more dependent on individual cognitive styles of the students but allows for better retention of extra vocabulary.

Frea Waninge, University of Nottingham Motivation, emotion and cognition: a dynamic interaction in the language classroom

This study takes a Dynamic Systems approach to the interaction of motivation, emotion and cognition during learning. In short interviews 50 participants indicated recurring states experienced in the classroom. Participants’ states and comments on their classroom experience give useful insights in the dynamic interaction of emotion, motivation, cognition and context.

Atsushi Asai, Daido University Self-monitoring relativity in EFL reading

The present study illustrates how the moderated relativity of learners' self-judgment can be interpreted in typical EFL settings. A more active commitment to class assignments and reflection tasks led to a higher self-evaluation. This report highlights the importance of learner psychology for facilitating the development of meta-cognition.

144

Poster Sessions COR Lee B. Abraham, Columbia University A Corpus-based Analysis of Second-person Pronouns across Three Registers of Electronic Spanish Discourse


This study presents findings from a corpus-based analysis of the use of Spanish address forms and second-person pronouns in three CMC registers: moderated live online interviews, blogs, and Twitter. The presentation provides an analysis of situational characteristics (topic, participation structure, and technological affordances) that influence pronoun variation across registers.

Arthur Wendorf, The University of Texas at Austin Automating the Search for Evaluative Lexis

Evaluative language has become an area of increasing interest in linguistics. However, the field remains hampered by the fact that it requires the researcher to fix on the target evaluative lexis before research begins. This study tests a new computer program which was created to search automatically for evaluative lexis.

Earl Brown, Kansas State University Not Quite Synonymous: The Two Forms of the Imperfect Subjunctive in Spanish in Spoken and Written Corpora

While the two forms of the imperfect subjunctive in Spanish (e.g. hablara and hablase '1/3s talk') are often thought of as interchangeable, studies show a variable nature that is conditioned by several factors. This paper analyzes the effect of register by analyzing the imperfect subjunctive in written and spoken corpora.

145

146

TUESDAY SESSIONS

TUESDAY, MARCH 19 2013, OVERVIEW Grand Hall Dallas Ballroom A1 Dallas Ballroom A2 Dallas Ballroom A3 Dallas Ballroom D1 Dallas Ballroom D2 Dallas Ballroom D3 City View 1

City View 2

8:15-8:45

8:50 - 9:20 9:25-9:55 10:10-10:40 10:45-11:15 Poster Sessions, LCS, PED Poster Sessions, COG, DIS Colloquium, LCS: Valencia, organizer The Intercultural and Linguistic Competence of Teachers: Challenges for Teacher Preparation and Development across Contexts Colloquium, PED: Harwood, organizer English Language Teaching Textbooks: Content, Consumption, Production

Invited Colloquium: Decapua & Tarone, organizers Call for Research: Low-Literate Adolescent and Adult L2 Learners Colloquium, SLA: Ferreira Barcelos & Kalaja, organizers New Perspectives on Beliefs about SLA Colloquium, LPP: Fee & al., organizers Language Politics in Global Perspective: International, National, and Local Policies in Practice DIS Pinnow DIS Nove DIS Baffy DIS Deckert & DIS Seo How to do Things with Ambivalence and Voices in the Legal Vickers Revisiting Trouble Third Participants in Silence: Examining the Nostalgia: Stance and Classroom Source: Sequentially Forensic Interviews: Identity Among the ‘Off Semiotic Role of Silence in Distinctive L2 How a Second the Derech’ Interaction in an Urban Teaching/Learning Interviewer or Family Community Secondary ESL Classroom Practices in ESL Member Affects Tutoring Identity Constructions of Children as Witnesses TXT Al-Surmi & Qureshi TXT Zhao TXT Chapman et al. TXT Mangelsdorf TXT Doolan Academic Vocabulary Functional Analysis of Multiword Verb Use in A Critical Discourse Generation 1.5 Writing Coverage in L1 and L2 Conjunctive Usage in Elicited Essays by Analysis of the Term Compared to L1 and English Freshmen’s EAP Writing Chinese and Korean “Generation 1.5” L2 Writing in FirstWritings Learners of English as Year Composition a Second Language Classes LCS Harvey LCS Lee, H. LCS Lai & Chen LCS McClure LCS Cardenas Curiel ‘A Work in Progress’: A Transnational Narrative Evaluation of Armenian Immigrant & Heiman Positionality Matters: Narrative of English Women’s Interactional Mandarin-Speaking Women’s Perspectives The Exploration of Language Learning Stories at a Global Preschool Children in on English as a Global Discussions, Work Place: Telling Taiwan: A Comparison Language: A Unifying or Reflections, and Stories, Making Social of Three Diluting Force? Experiences of PreRelations, and Socioeconomic Groups Service Teachers in a Constructing Identities Second Language Acquisition Course BIH Gu BIH Ratima BIH Shappeck BIH Tapia Carlin et Heritage and Identity: Three Cases of Highly On Becoming al. Exploring the Identity Ethnic Minority Proficient Second Mexicano/a, Chicano/a, of a Heritage Speaker Students in Hong Kong Mexican-American: Language Māori of Nahuatl in a Negotiating Ethnic Speakers Identity in High School Trilingual Primary and College School: Reflections for a Global World SLA Toth & GuijarroSLA Shiu & Spada SLA Sachs et al. SLA Quinn SLA Mandell Fuentes Grammaticality Learners’ Implicit and The Effects of Altering First Noun Principle Classroom L2 Learners’ Judgment Tests as Explicit Knowledge of the Timing of Corrective vs. Verb Morphology: Implicit Knowledge of Measures of Second Form-Meaning Feedback A Developmental Spanish Verbal Semantics: Language Knowledge Connections: Evidence Study Evidence Against from Subjective Encapsulation Measures LPP Uysal LPP Aydarova LPP Shaaban EDU Amuzie EDU Hartig English Language Spread English Language English Threatening The Effects of L1 Learning How to Mean in Academia: Academic Teacher Education and the Future of Arabic in Transfer at the Lexical in the Law: A Publishing Policy and the Global/Local Nexus the Gulf Level on L2 Countability Longitudinal, Literacy-in-education in the Russian Judgments in English by Microgenetic Analysis Practices in Turkey Federation Korean Speakers of L2 Legal Writing Development LID Fredricks TEC Arispe TEC Lin TEC Urzua & Esquinca TEC Young Arizona’s English-Only Explicit L2 Lexical The Relationships Attitudes and Strategic What does FL MultiLanguage Policy: The Development Mediated between the Use of Behavior in CALL: Section Blended Experiences and Views of Through an Intelligent Mediational Tools and Student and Teacher Learning Look Like? Teachers and Fluent Computer Assisted Writing Performance Perspectives Are we Listening to English Proficient Language Learning in a ComputerStudent and Instructor Learners In Mainstream Tutor, Langbot supported Perspectives? Classrooms Collaborative Writing Classroom

D

LE E C N

CA

City View 3

City View 4

Majestic 1

Majestic 2

ED

C

EL C N A

Majestic 3

148

TUESDAY, MARCH 19 2013, OVERVIEW Majestic 4

Majestic 5

Majestic 6

8:15-8:45 RWL Al-Shareefy Iraqi Bilingual Scholars’ Perception of Collaborative Research Writing: Insights into the Implementation of Collaborative Writing in the EFL Classroom PED Bernales Examining the Relationship between Class Participation and First Language Use in Foreign Language Classrooms SOC Forte Involvement Strategies and Colloquialization in Murakami Haruki’s Internet Book “Sō Da, Murakami-san ni KiiteMiyo”

8:50 - 9:20 RWL Zhang EAP Student’s Computer-Mediated Peer Response: Interaction and Learning PED McGaughey Translanguaging in the English as a Foreign Language Classroom: Ideologies and Practice in Conflict SOC Fan International Online Partnership in TESOL

9:25-9:55 RWL Thonus & Babcock L2 Writers in the Writing Center: A Synthesis of the Research and Recommendations for Practice PED Harrison & Thompson Who Started it? Initiation of CodeSwitching in the Foreign Language Classroom SOC Marissa Tweeting and Retweeting: Learning English in a Digital World

10:10-10:40 RWL Rummel The Impact of Context on Beliefs about and Use of Written Corrective Feedback

10:45-11:15 RWL Goldstein “Revising” L2 Writing Feedback and Revision Research: Looking to the Future

PED Yelcin & Spada Relationships between Aptitude and L2 Learning with SchoolAged Learners of English as a Foreign Language

PED Mcnulty Explicit Information and the Components of Structured Input

SOC Guo & Zhang Exploring the Contributions of Immigrant Parent Epistemology to Teacher Education

SOC Onel & Guceri A ‘Purple Project’ to Promote Women’s and Girls’ Human Rights through Teacher Education PED RodríguezGonazález & Hernandez The Effectiveness of Instructional Intervention on the Use and the Acquisition of Spanish Discourse Markers COG Arshavskaya Teachers’ Conceptual Metaphors of Language Teaching—An Intercultural Investigation

Majestic 7

PED James A Review of Research on English-forAcademic-Purposes Instruction: What Learning Transfers, and How Far?

PED Pérez-Cañado & Lancaster Stakeholder Perspectives on CLIL Development in a Monolingual Context

PED Zeng & Wang PCK and its Development—New Evidence from Chinese Language Teacher Education

PED Lin Exploring ITAs’ Learning of Discourse Markers in an ITA Class

Majestic 8

LID Liu Deconstructing Linguistic Ideologies in ELT: Using a Critical Language Awareness Approach

LID Al Khalil Gradient Hybridized Identities in the CodeSwitching of Arabic/English Bilinguals

Majestic 9

SLA Dwight & Collins Perceptual Saliency and Learner Readiness: Acquiring the Regular Past in an L2 Classroom

LID Kamal Kuwait University Students’ Impressions of Learning English and their Implications for the English Language Classroom SLA Ayoun Back to the Future in the Acquisition of L2 French by Instructed Anglophone Learners

Majestic 10

ASE Sun & Cheng Washback of the College English Test: Effects of Test-takers’ Perceptions of Test Design and Use on Learner Process and Outcome PED Horwitz & KayiAydar Concerns, Frustrations, and Challenges in Teaching SLA Courses

COG Lew Personification of Society in the GRE Prep Essays Written by Korean L2 Learners of English and American English Writers SLA Buyl New Directions in Investigating Developmental Stages in L2 Grammar Acquisition: The ComprehensionProduction Interface ASE Shin et al. The Influence of Learners’ L2 Proficiency Pairing on Collaborative Text Reconstruction Task Outcomes

Majestic 11

Remington Room

ASE Tsushima Do We Test What We Teach?: EFL Secondary School Teachers’ Perspectives on Classroom-Based Assessment in Speaking Courses PED Schmitt Out of Sight, Out of Mind: The Effect of Frequency of FL Class Meetings on Proficiency Attainment by University Students

SLA Turrero-Gracia They Can Go the Distance: Adult L2 Learners of Spanish and Their Responses to Wh- Islands ASE Amin-lari & Saif IELTS Preparation Courses in the EFL Context of Iran: A Washback Study

PED Garbati & Faez Teachers’ Opinions Revealed: ELL Inclusion in French

PED Ene Writing Teacher Training and Ideology in Romania

SLA Turker Language Transfer in Third Language Acquisition: A Study of Japanese Influence on the Acquisition of Korean for L1 English Speaker ASE Lee The Optimal Number of Options in MultipleChoice Items of the NAEA (National Assessment of Educational Achievement) in Korea PED Hall & Wicaksono Changing Englishes and Conceptions of English in a Globalizing World: Teachers’ Experiences Using an Online Tutorial

ED

EL ANC

C

Roundtable Sessions: ASE, DIS, LCS, SLA

149

TUESDAY, MARCH 19 2013, OVERVIEW



City View 2

City View 3

City View 4

Majestic 1

Majestic 2

Majestic 3

150

2:00-2:30

2:35-3:05

3:10-3:40

Colloquium, TEC: Ware, Organizer Addressivity in Telecollaboration: How Language Learners Imagine their Audience in Online Communication

TESOL at AAAL Colloquium: Kubota & Hawkins, Organizers Perspectives on Language for Academic Success Colloquium, LID: Amicucci, Organizer Negotiating the Language of a Global Academy: Preparing Multilingual Writers and Teachers to Embrace the World Englishes Paradigm Colloquium, LPP: Quintero-Polo, Organizer A Debate on the Mandates that Determine Educators’ Language Conceptions and Practices within a National Bilingual Plan DIS Candlin & DIS Khawaja DIS Merrills & Crichton Linguistic Landscapes Martin-Beltran Discourses of Trust: in Palestine: The Discursive Acts of Constructing Trust as a Multilingualism under Positioning that Research Agenda in Occupation Mobilize Linguistic Applied Linguistics Funds of Knowledge for English Language Learners DIS Lanza & Golden DIS Joaquin DIS Mori et al. Telling Lives: Participation, The Construction of a Negotiating Identities Pragmatics, and the Collective Knowledge: as Language Learners Prefrontal Cortex: An Analysis of Nursing Storytelling Strategies Shift Handover of an Individual with Meetings at a Geriatric Frontotemporal Healthcare Facility in Dementia Japan LCS Dargent-Wallace LCS Huang LCS Smemoe Challenging Habitus: University ESL Hero or Villain?: The Intercultural Teachers’ Socialization Effect of Media on Development of in School Workplace Children’s Perceptions English-Language toward Teaching of Several Varieties of Assistants in France Culturally Diverse English Students PRG Yun PRG Agbedo & PRG Flores Salgado A Comparative Study of Mbaeze The Role of Politeness Korean and English Pragmatic Failures as in the Selection of a Compliment Accidental Humour Compliment Response Responses: A CrossConstruction: The cultural Perspective Nigerian English Perspective SLA Mitsugi SLA Brandl SLA Chen Online Sentence The Processing of How do Native and Processing of Japanese Verbal Morphology by Non-Native Speakers Relative Clauses by L2 Beginning L2 Learners Process Regular and Learners of English and L2 Irregular English Learners of Spanish Verbs? BIH Zhang & Guo BIH Mateus & Palmer BIH Newman & Becoming “La Llevaron Pa’tras” Trenchs-Parera Transnational: Heritage Speakers, Identity versus Exploring Multiple Linguistic Resources, Experience as Driving Literacies and and Identity in a Dual Ideologies Towards Identities of Children in Language Classroom Catalan in Generation a Mandarin-English 1.5 Latin American Bilingual Program Secondary School Students in Catalonia TEC Cimasko & Shin TEC EhrensbergerTEC Lee Redesigning Dow & Massey What User-Generated Argumentative Essays Cognitive Ergonomics Tutorials Teach Us: into Multimodal Digital and the Professional Understanding Videos Translation Workplace Language Practices through Systematic Functional Grammar

3:55-4:25

4:30-5:00

Majestic 4

Majestic 5

Majestic 6

Majestic 7

Majestic 8

Majestic 9

Majestic 10

Majestic 11

Chapparral Main Room

2:00-2:30 SLA Dunn Modelling Word Difficulty PED Nishino Changes in Pre-Service Teachers’ Beliefs about Language Learning: A Multimethods Approach SOC Greer Why English Only?: A Pilot Study to Investigate Folk Beliefs and Attitudes Toward Multilingualism in the U.S. PED Nishida A Longitudinal Study of Intrinsic and Extrinsic Motivation, L2 Ideal Selves, International Posture, and Can-do among Japanese University EFL Learners COG Lavolette Extending the BIA+ Model of Bilingual Language Processing: The Influence of L1 Japanese Sublexical Semantics on L2 English Word Retrieval SLA Yang Perception of Global Oral Fluency and Local Fluent Information by Native Speakers

ASE Kramer et al. Investigating the Efficacy of an Oral Assessment Protocol and Rating Rubric for a Language for Professional Purposes Program PED Szabo Student Perceptions of Language Learning Tasks in the ESL Classroom

2:35-3:05 SLA Hagiwara The Influence of Location on L2 Learners’ Reconstruction of Verbs and Modals in MultiClausal Sentences PED Dietrich Impacts of a Short-term Experience on Future Teachers’ Beliefs and Practices SOC Cukor-Avila & Rector Hick, Hillbilly, Cowboy, Redneck: Mapping Perceived Stereotypes and Linguistic Diversity across Texas PED Nam Exploring Motivation and Persistence in Foreign Language Learning Among University Students Enrolled in Korean Language Courses

3:10-3:40 SLA Deconinck & Eyckmans Harnessing FormMeaning-Motivation to Foster L2 Word Recall: A Think-Aloud Experiment PED Wolff The Development of Novice ESL Teachers’ Beliefs and Identities: A Multiple Case Study

COG Foote et al. Using Interactive Alignment to Promote L2 Pronunciation through Collaborative Tasks

SLA Chen & Wang English Timing Patterns of Chinese Learners: Evidence from Acoustic Measures and Perceptual Judgments

SLA El-Ghazoly & Sprouse Feature Reassembly: The Acquisition of Non-Canonical Agreement in EnglishArabic Interlanguage ASE Wright et al. Operationalizing Academic English for National Assessment: Applying an Argument-based Approach to Test Validity

PED Levi The Effect of Dynamic Assessment on Student Performances in EFL Oral Proficiency Tests

3:55-4:25

4:30-5:00

SOC Cope Language Documentation and Applied Linguistics: Texas Czech Dialect Project for the Community, Education, and Research PED Kim & Kim Reconceptualizing L2 Learning Demotivation: From an Activity Theory Perspective

COG St Pierre The Combination of Concepts Through Lexical and Syntactic Interplay: The Case of Get Within the Syntactic Frame of Motion

ASE Wang & Kang Linguistic Features Distinguishing Examinees’ Speaking Performances at Different Proficiency Levels

TUESDAY, MARCH 19 2013, OVERVIEW

PED Abrams Using Film to Develop Awareness, Pragmalinguistic and Sociopragmatic Knowledge of German as a Foreign Language

End-of-Conference Reception

151

TUESDAY, MARCH 19 2013, COLLOQUIA

Dallas Ballroom A1

TEC Addressivity in Telecollaboration: How Language Learners Imagine their Audience in Online Communication LCS The Intercultural and Linguistic Competence of Teachers: 2:00 to 3:40 pm Challenges for Teacher Preparation and Development across Dallas Ballroom A1 (CC - 1st Fl) Contexts Session Organizer: 8:15 to 11:15 am Paige Ware, SMU Dallas Ballroom A1 (CC - 1st Fl) These three papers use the conceptual lens of Bakhtin’s notion of Session Organizer: addressivity to analyze data from telecollaborative projects linking Marlon Valencia, University of Toronto learners in Taiwan, France, and the United States. Presenters explore how individuals use past experiences and imagination to build contexts for Discussant: addressing interlocutors mediated by words and images on a screen. Isabel Tejada Sánchez, Universitat Pompeu Fabra Richard Kern, Univ of California, Berkeley The five papers in this three-hour session provide multiple perspectives Medium, Interaction, and Addressivity in Franco-American on the opportunities and challenges faced by teacher candidates (TCs), teachers and teacher educators as they construct and/or reconstruct their Online Exchanges: Participants' Behind the Scenes professional identities, as well as their linguistic and intercultural skills in Reflections six different SLTE programs in Canada, Pakistan and Sri-Lanka.

Sreemali Herath, University of Toronto Fostering Intercultural Competence or Reproducing the Status quo? Experiences of English Language Teachers in Sri Lanka Using data collected from two teacher preparation programs in Sri Lanka, the presenter discusses the measures taken to foster intercultural awareness among its culturally and linguistically diverse teacher learners. The presenter argues how the status quo is reproduced through the choice of schools assigned during teacher candidates’ internship

Geoffrey P.J. Lawrence The Excitement and Complexity around ‘Otherness’: A Comparative Analysis of Culture Teaching and its Impact in International Language Teacher Preparation This paper summarizes research examining the contradictory impact of teacher education programs on new teachers’ culture teaching beliefs and visions. Findings highlight the situatedness of culture teaching practices and the impact of teacher education programs to increase excitement and perceived complexity around the cultural dimension in language teaching.

Danielle Freitas, University of Toronto Are You The Right Person? How Cultural Factors Can Facilitate Success in an Intensive Introductory TESOL Training Course This paper reports on a qualitative case study investigating how cultural factors mediate teacher learning during an intensive introductory TESOL training course. Findings underlined how the correspondence between trainee teachers’ culturally and socially constructed past learning experiences and beliefs and the philosophical underpinnings of the course facilitated their success.

Ayesha Bashiruddin, The Aga Khan University Syeda Bukhari, University of Toronto Identity “Reconstruction” Among English Teachers and Teacher Educators in a Landscape of New Pedagogies and Policies in Pakistan This paper presents findings of narrative case studies exploring the identity “reconstruction” of English teachers and teacher educators in Pakistan. The findings bring to light the narratives and intercultural competence of the bilingual/ multilingual teachers in various regions of Pakistan as new curriculum and language education policies are introduced.

Antoinette Gagne, University of Toronto Marlon Valencia, University of Toronto Developing Teacher Candidates’ Target Language Proficiency: Challenges and Opportunities in a Supportive Institutional and Policy Environment

152

Our case study focuses on the experiences and challenges encountered by a group of teacher educators in supporting the French language proficiency development of future French-as-asecond language teachers in a pre-service second language teacher education program, within a supportive language and education policy context in Southern Ontario, Canada.

This presentation focuses on how various mediums of communication influence the dynamics of interaction and issues of addressivity in telecollaborative exchanges between university students in the U.S. and France. Qualitative analysis suggests that the medium does matter in how communication is enacted and how impressions are formed of the other.

Meei-Ling Liaw, National Taichung University Kathryn English, Paris II University Dialogic Experience for Student Empowerment in Telecollaboration

This presentation reports how the various tasks based on Bakhtinian idea of addressivity and choices of mediational artifacts affect the interactional dynamics of a telecollaborative project involving university students in Taiwan and France. Critical incidences and trajectories of student learning and empowerment will be described.

David Malinowski, Berkeley Language Center No place to speak from outside of technology? A dilemma of addressivity as seen in student drawings Bakhtin’s notion of addressivity relies upon two people’s ability to see and hear each other as whole beings, yet contextualization of utterances is difficult online. In this presentation I interpret drawings by students in a videoconferencing telecollaboration, finding that their visual expression reveals a “third party” in intercultural dialogue.

Dallas Ballroom A2

PED English Language Teaching Textbooks: Content, Consumption, Production 8:15 to 11:15 am Dallas Ballroom A2 (CC-1st fl) Session Organizer: Nigel Harwood, University of Essex

This colloquium features five papers reporting research on English language teaching textbooks. The five contributions feature three research perspectives: (i) studies of textbooks at the level of the printed page; (ii) studies of textbook usage in the classroom; and (iii) studies of textbook production. Pedagogical implications will be discussed.

John Gray, Institute of Education, University of London All Middle Class Now? Evolving Representations of Social Class in the Neoliberal Era: the Case of ELT Textbooks Drawing on a database of UK-produced ELT textbooks dating from the 1970s to the present, this paper traces the evolving representations of class. The analysis shows a progressive move towards a focus on spectacular personal and professional success in which aspiration is firmly focused on the individual.

Diana Freeman, University of Essex Reading Comprehension Questions: the Distribution of Different Types in Global EFL Textbooks


learners. The data reveal the multifaceted, interconnected nature of the self-beliefs involved and their dynamism across different timescales. The presentation concludes by considering issues in researching the self from this perspective.

A taxonomy of question types is used to analyze the reading comprehension questions in four series of intermediate-level global EFL textbooks, each of which has undergone a revised edition. Results are presented which measure question types, frequencies, and their range across texts, editions, and series.

Eduardo Negueruela, University of Miami Beliefs as Conceptualizing Activity in the Second Language Classroom: Promoting Semiogenesis

Situated in a Japanese university, this paper focuses on how teachers sought to contextualize a commercially produced textbook in order to suit local conditions. Quantitative and qualitative data will be presented which capture the improvement in students’ learning and the teachers’ strategies for bringing this improvement about.

Paula Kalaja, University of Jyväskylä Riikka Alanen, University of Jyvaskyla Hannele Dufva, University of Jyväskylä Visual Narratives and Beliefs about Language Teaching

Gregory Hadley, Niigata University of International and Information Culture Contextualizing International ELT Textbooks for Localized Pedagogical Concerns: a Japanese Example

Fotini Grammatosi, University of Essex Nigel Harwood, University of Essex An Experienced Teacher’s Use of the Textbook on an Academic English Course: a Case Study Using a repeating cycle of classroom observations and pre/post-interviews over a semester, this qualitative study in a British university EAP context focused on one experienced teacher’s views of the textbook, his patterns of usage, and his explanations of these views and behaviours as he sometimes adapted, sometimes abandoned the book.

Fredricka Stoller, Northern Arizona University Marin Robinson, Northern Arizona University An Interdisciplinary Textbook Project: Charting the Paths Taken

We describe the design of Write Like a Chemist: A Guide and Resource (2008, Oxford University Press), a textbook aimed at assisting university-level students (both native and nonnative speakers) in making the transition from “general” academic reading and writing to discipline-specific English. The account includes key decisions and challenges encountered.

Dallas Ballroom D2

SLA New Perspectives on Beliefs about SLA 8:15 to 11:15 am Dallas Ballroom D2 (CC - 1st Fl) Session Organizers: Ana Maria Ferreira Barcelos, Universidade Federal de Viçosa Paula Kalaja, University of Jyväskylä Discussant: David Block, ICREA, Universitat de Lleida

SLA researchers have become increasingly interested in the role of beliefs in foreign language learning/teaching. This symposium sheds new light on this topic by presenting research on beliefs through the use of visual narratives and other concepts such as ideology and positioning, selfconcept and beliefs as a conceptualizing activity.

Peter De Costa, Monterey Institute of International Studies From Anxiety to Complex: An Ideological and Positioning Perspective of SLA Learner Beliefs

Drawing on data from a year-long ethnographic study and in keeping with the discursive turn in SLA, I argue that SLA learner beliefs research can be advanced through the use of two constructs - ideology and positioning – that originate from linguistic anthropology and discursive psychology, respectively.

Sarah Mercer, University of Graz Exploring the Complexity and Dynamism of EFL Learners’ Self Beliefs Conceptualising the self as a complex dynamic system, this presentation reports on data generated with tertiary-level EFL

This presentation focuses on understanding beliefs as conceptualizing activity from a Vygotskyan dialectical perspective. This requires the implementation of a unique research methodology: semiogenesis. Two examples of a research task based on semiogenesis and two data samples from an in-service teacher are discussed.

This paper reports on beliefs about aspects of teaching foreign languages based on visual narratives drawn by teacher trainees who were about to graduate from a joint language and teacher education program (N = 65). The study reported on views beliefs and teaching foreign languages within a sociocultural framework.

LID Negotiating the Language of a Globalized Academy: Preparing Multilingual Writers and Teachers to Embrace the World Englishes Paradigm 2:00 to 3:40 pm Dallas Ballroom D2 (CC - 1st Fl) Session Organizer: Ann Amicucci, Indiana University of Pennsylavnia

In a globalizing world, academics must examine the ways in which English is perceived, learned, taught, and used in disciplinary communities. Grounded in the World Englishes paradigm, the panelists discuss how multilingual writers construct and negotiate identities through “performing” digital literacies, code-meshing, writing center tutorials, and academic writing and publishing.

Ann Amicucci, Indiana University of Pennsylavnia “Grammar from Twitter has come into my everyday life”: Student Perceptions of Technology’s Effect on Academic Writing

As language use intersects with technology, teachers sometimes encounter netspeak in student writing. Study results indicate that students are aware of the linguistic effects of their technology use on writing and have mixed opinions on whether netspeak has a place in academic writing.

Melissa E. Lee, State University of New York at Canton Shifting to the World Englishes Paradigm: Code-Meshing as a Necessary Means of Transforming Composition Pedagogy Writing classrooms in U.S. higher education institutions are not linguistically homogenous, making it unrealistic and unethical to designate “standard” English as the only discourse acceptable for writing classrooms. The presentation chronicles a process of revising composition curricula through the infusion of the World Englishes ethos, with a focus on code-meshing.

Alice S. Lee, University of Macau An Identity Approach to Writing Center Interactions between Multilingual Tutors and Student Writers: A Literature Review Part of a larger project, this presentation reviews studies focusing on the identity co-construction of multilinguals and posits that writing centers in an English-as-a-lingua-franca context may offer opportunities for further research on identity co-construction.

153


Gloria Park, Indiana University of Pennsylvania Lived Histories of Novice Multilingual Women Researchers: Meeting the Scholarly Demands of a Globalizing World To meet the demands of a globalizing world, novice multilinguals seek admission into US programs to enter a world of disciplinary teaching and research communities around English as an international language, opting to engage in MA thesis research that connects their lived history to particular issues in local contexts.

Kathleen Vacek, University of North Dakota Multilingual Scholars in the United States Developing Academic Publishing Identities

Academic publishing is a high-stakes measure of job performance for faculty. It is also a way scholars establish themselves as members of their disciplinary communities. The presenter synthesizes the literature on the connections between multilingual scholars’ academic publishing experiences in the US and their developing identities as disciplinary insiders.

Dallas Ballroom D3

LPP Language Politics in Global Perspective: International, National and Local Policies in Practice 8:15 to 11:15 am Dallas Ballroom D3 (CC - 1st Fl) Session Organizer: Margaret Fee, Center for Applied Linguistics Discussant: Terrence Wiley, Center for Applied Linguistics Chair: Sarah Moore, Center for Applied Linguistics

This colloquium brings together diverse perspectives on language politics from around the world, as well as drawing connections between micro and macro domains of language planning and policy. The papers explore the processes of interaction between local and global trends in language use, with a special focus on language-in-education policy.

Brook Hefright, University of Maryland Center for Advanced Study of Language Local Bai Perspectives on Chinese State Language Planning This paper juxtaposes official Chinese state language planning with perceptions of language, literacy and identity in a linguistic minority community. Insights from interviews with Bai residents of Jianchuan County are contextualized within a discussion of language planning at the provincial and national levels, and more localized policies are promoted.

LPP A Debate on the Mandates that Determine Educators’ Language Conceptions and Practices within a National Bilingual Plan 2:00 to 3:40 pm Dallas Ballroom D3 (CC - 1st Fl) Session Organizer: Alvaro Hernan Quintero-Polo, Universidad Distrital Francisco Jose de Caldas Chair: Alvaro Hernan Quintero-Polo, Universidad Distrital Francisco Jose de Caldas This session debates language policy and the discourse of education in Colombia which frames the administrative and pedagogical practices of policy makers and educators. The debate is based on the reflection on theoretical and practical elements of the social and cultural dimensions of language education.

Carmen Helena Guerrero Nieto, Universidad Distrital Francisco Jose de Caldas Alvaro Hernan Quintero-Polo, Universidad Distrital Francisco Jose de Caldas Voices of teachers about Colombian educational policies: The illusion of democracy? This paper explores what elementary school teachers think of the implementation of educational policies in Colombia. The analysis of data shows that despite the tensions teachers experience they do everything in their power to make up for policies’ flaws.

Prem Phyak, University of Hawaii at Manoa 1. Appropriating Globalization and Promoting Diversity in Education: An Engaged Ethnography of Multilingual Education Policy in Nepal

Sandra Ximena Bonilla, Universidad Distrital Francisco Jose de Caldas When bilingualism goes to praxis: Impact of Colombian state linguistic policies on teacher professional development

Brian Gaynor, Muroran Institute of Technology From Language Policy to Pedagogical Practice: Elementary School English Education in Japan

Yolanda Samaca, Universidad Distrital Francisco Jose de Caldas Pre-service teachers’ voices on the national program of bilingualism: Perceptions from their pedagogical experience in Colombian public schools

In this paper, I discuss how the Nepalese multilingual education policy has provided space for promoting diversity in schools. Informed by the interpretations of teachers, students, parents and policy makers, I critically discuss how schools are appropriating the role of English while upholding the significance of education in local languages. This paper will outline the various forces - cultural, social, economic and international, that shape both the planning and implementation of English education in Japanese elementary schools. It will also highlight how the policy emphasis on English obscures political recognition of Japan’s active community languages, particularly Korean and Chinese.

Fabiola Ehlers-Zavala, Colorado State University Leveraging a Successful Implementation of Language Policy for Social Equity and a Country's Continuous Development: What the Chilean Experience Suggests This paper provides a background on government initiatives that promote English language learning in Chile and synthesizes the results of these initiatives. The successes and lessons learned from these initiatives are discussed.

154

This presentation critically overviews actions being carried out in the frame of Plan Nacional de Bilingüismo in Colombia (PNBC) in the field of EFL teaching. Linguistic aspects, educational views and cultural issues serve to define pre-service and in-service teachers’ perceptions on the impact of this phenomenon in their professional development.

This presentation describes student teachers' perceptions of the PNBC relating them to their experiences in Bogota public schools. Linguistic policies that frame university foreign language instruction require critical analysis because student teachers will be facing the reality of educational contexts, assuming positions and actions in relation to these policies.

City View 1

TUESDAY, MARCH 19 2013, PAPER SESSIONS

DIS Candlin & Crichton 2:00 to 2:30 pm DIS Pinnow City View 1 (Hotel - 4th Fl) 8:15 to 8:45 am Christopher Candlin, Macquarie University, Sydney City View 1 (Hotel - 4th Fl) Jonathan Crichton, University of South Australia Rachel Pinnow, The University of Missouri Discourses of Trust: Constructing Trust as a research agenda How to do Things with Silence: Examining the Semiotic Role of in applied linguistics Silence in Interaction in an Urban Secondary ESL Classroom This paper sets out a research agenda which explores how Trust This year-long ethnographic study, informed by social semiotic theory, uses multimodal analysis to examine the semiotic role of silence in second language interaction in an urban secondary ESL classroom. Implications for the role of silence as an interactional achievement reproducing embodied ideological spaces are addressed.

is discursively accomplished in ways that affect people’s interactions involving personal, professional or institutional goals. Premised on inter-professional engagement among researchers and participants, this agenda holds out the promise of explaining how Trust has become foundational in contemporary societies.

Drawing on current research on stancetaking, I analyze online discourse among formerly Orthodox Jews, self-described as ‘Off the Derech’ (off the path). I highlight an Orthodox Jewish lexicon used both nostalgically and ironically to index an identity that embraces its Orthodox Jewish past while simultaneously denouncing its cultural ideology.

This study explores the linguistic landscape of both rural and urban areas of the linguistically under-researched Palestinian West Bank. In particular, this study focuses on the translation practices of the official and non-official signage exploring languages used, the direction of translation, and inclusion/exclusion of information in the different translations.

DIS Nove DIS Khawaja 8:50 to 9:20 am 2:35 to 3:05 pm City View 1 (Hotel - 4th Fl) City View 1 (Hotel - 4th Fl) Chaya Rachel Nove, Rockland Community College Anastasia Khawaja, University of South FL Ambivalence and Nostalgia: Stance and Identity Among the 'Off Linguistic Landscapes in Palestine: Multilingualism under the Derech' Community occupation

DIS Seo 9:25 to 9:55 am City View 1 (Hotel - 4th Fl) Mi-Suk Seo, California State University - Sacramento Revisiting Trouble Source: Sequentially Distinctive L2 Teaching/Learning Practice in ESL Tutoring

From a conversation-analytic perspective, this study examines a context-specific practice for L2 teaching and learning in ESL conversation tutoring. It describes how ESL tutors and tutees revisit prior trouble sources at particular sequential positions, showing their orientation to language teaching and learning as well as their sensitivity to sequential constraints.

DIS Baffy 10:10 to 10:40 am City View 1 (Hotel - 4th Fl) Marta Baffy, Georgetown University Voices in the Legal Classroom

This paper examines a law professor’s extended turns at talk during a first-year law class. It is argued that the professor brings in a variety of metaphorical voices, which belong to key players in the legal system, in a way that might assist his students’ socialization into the legal profession.

DIS Deckert & Vickers 10:45 to 11:15 am City View 1 (Hotel - 4th Fl) Sharon Deckert, Indiana University of Pennsylvania Caroline Vickers, California State University, San Bernardino Third Participants in Forensic Interviews: How a Second Interviewer or Family Member Affects Identity Constructions of Children as Witnesses

This presentation explores the effects of the presence of persons other than one interviewer and interviewee in forensic interviews with children. Third participants affect power dynamics, shift the internal framework of the interview, and affect the construction of the functional identities under examination, in particular that of legal witness.

DIS Merrills & Martin-Beltran 3:10 to 3:40 pm City View 1 (Hotel - 4th Fl) Kayra Zurany Merrills Melinda Martin-Beltran, University of Maryland College Park The Discursive Acts of Positioning that Mobilize Linguistic Funds of Knowledge for English Language Learners This study examines how language learning is mediated by discursive acts of positioning among language minority and language majority students. Using a sociocultural and a positioning lens, student discourse was analyzed to find examples of discursive language that resulted in positioning students as novices/experts. Findings offer implications for interaction-based pedagogy.

City View 2

TXT Al-Surmi & Qureshi 8:15 to 8:45 am City View 2 (Hotel - 4th Fl) Mansoor Al-Surmi, University of Central Missouri Muhammad Qureshi, Northern Arizona University Academic Vocabulary Coverage in L1 and L2 English Freshmen’s Writings

Several lists have been used to measure vocabulary coverage in academic texts. Academic Word List is the most cited one. Recently a newer list is generated based on the academic section of the Corpus of Contemporary American English. A comparison of word coverage in L1 and L2 writings is presented.

TXT Zhao 8:50 to 9:20 am City View 2 (Hotel - 4th Fl) Jun Zhao, Marshall University Functional Analysis of Conjunctive Usage in EAP Writing

This study uses Systemic Functional Linguistics theory to compare the explicit and implicit realization of conjunctive relationships by advanced ESL writers and applied linguists. To improve ESL writing, the presenter proposes that the teaching of conjunctives should be contextualized with different types of language use.

155


DIS Mori et al. TXT Chapman et al. 3:10 to 3:40 pm 9:25 to 9:55 am City View 2 (Hotel - 4th Fl) City View 2 (Hotel - 4th Fl) Junko Mori, University of Wisconsin- Madison Glen Lorne Chapman, University of Cincinnati Akiko Imamura Dabney, University of Wisconsin-Madison Hye Pae, University of Cincinnati Chiharu Shima, University of Wisconsin-Madison Brian Schanding, University of Cincinnati The Construction of a Collective Knowledge: An Analysis of Multiword Verb Use in Elicited Essays by Chinese and Korean Nursing Shift Handover Meetings at a Geriatric Healthcare Learners of English as a Second Language Facility in Japan Summary The purpose of this study is to examine the degree to which L1 typology affects written expressions in L2. A pilot study showed that linguistic differences between Chinese (satellite-framed language) and Korean (verb-framed language) produced different patterns in verb usage by Chinese- and Korean-speaking English language learners.

TXT Mangelsdorf 10:10 to 10:40 am City View 2 (Hotel - 4th Fl) Kate Mangelsdorf, University of Texas at El Paso A Critical Discourse Analysis of the Term “Generation 1.5”

LED

A critical discourse analysis of the use of the term “Generation 1.5” in recent dissertations is described. Results indicate that the term is associated most commonly with Mexican immigrant students and is surrounded by discourse that focuses on perceived language deficiencies at the expense of race, class, and gender issues.

E C N CA

TXT Doolan 10:45 to 11:15 am City View 2 (Hotel - 4th Fl) Stephen Doolan, Texas A&M University--Corpus Christi Generation 1.5 Writing Compared to L1 and L2 Writing in First-Year Composition Classes

This presentation reports on a relatively large-scale study (N = 237) of First-Year Composition (FYC) writing to determine whether stable textual markers can distinguish FYC Generation 1.5 writing from the writing of their classmates. The analysis involves holistic writing scores, 10 linguistic development variables, and 10 error variables.

DIS Lanza & Golden 2:00 to 2:30 pm City View 2 (Hotel - 4th Fl) Elizabeth Lanza, University of Oslo Anne Golden, University of Oslo Telling lives: Negotiating identities as language learners

This paper focuses on linguistic identity construction in the presentation and positioning of self as language learners in social experiences among highly skilled migrants, namely psychiatrists. We address lexical choice in their narratives, especially metaphorical expressions, in light of the degree to which they negotiate an empowered or diminished agency.

DIS Joaquin 2:35 to 3:05 pm City View 2 (Hotel - 4th Fl) Anna Dina Joaquin, CSUN Participation, Pragmatics, and the Prefrontal Cortex: Storytelling Strategies of an Individual with Frontotemporal Dementia Using video and Conversation Analysis, this presentation examines a Frontotemporal dementia patient’s use of repetitive storytelling, often perceived as aberrant and problematic. In examining the formal properties of her stories, and their sequential placement, she shows that she is a competent participant and uses storytelling to maintain relevance in conversations.

156

This study examines how the participants in nursing shift handovers jointly construct, or reconstruct, a collective knowledge on their patients. Drawing on conversation analytic literature on the morality of knowledge, the study investigates how the participants coordinate talk and other multimodal resources, demonstrating their orientation towards epistemic asymmetries among them.

City View 3

LCS Harvey 8:15 to 8:45 am City View 3 (Hotel - 4th Fl) Lou Harvey, University of Manchester ‘A Work in Progress’: A Narrative of English Language Learning

Drawing on Bakhtin and dialogism (1981, 1986), I present the story of an English-language learner in order to demonstrate how his motivation is socially negotiated and constructed through a process of narrative meaning-making, created by agentive response to and engagement with other English voices.

LCS Lee, H. 8:50 to 9:20 am City View 3 (Hotel - 4th Fl) Hakyoon Lee, University of Hawaii at Manoa Transnational women’s interactional stories at a global work place: Telling stories, making social relations, and constructing identities This study investigates how transnational women construct their social relations and identities by telling stories in global work places. The women find a common ground for belonging by telling stories and using multilingual and multicultural resources as a means of active participation in their work communities.

LCS Lai & Chen 9:25 to 9:55 am City View 3 (Hotel - 4th Fl) Wen-Feng Lai, National Taiwan Normal University Yen-Yu Chen, National Taiwan Normal University Narrative Evaluation of Mandarin-Speaking Preschool Children in Taiwan: A Comparison of Three Socioeconomic Groups The study investigated socioeconomic (SES) differences on narrative evaluation produced by five-year-old Mandarinspeaking Taiwanese children in narrating personal experience and re-telling a cartoon story. Results suggested that children of different SES backgrounds performed differently in different narrative genres. Aboriginal low SES children’s performance was of special interest in the findings.

LCS McClure 10:10 to 10:40 am City View 3 (Hotel - 4th Fl) Kristene McClure, Indiana University of Pennsylvania Armenian Immigrant Women's Perspectives on English as a Global Language: A Unifying or Diluting Force?

Drawing from a larger narrative study on the linguistic histories of four multilingual Armenian immigrant women, this presentation addresses how the individual narrators perceive the phenomenon of English as a global/international language, and how that perception aligns and/or conflicts with the narrators’ cultural models of the value of multilingualism.

LCS Cardenas Curiel & Heiman 10:45 to 11:15 am City View 3 (Hotel - 4th Fl) Lucia Cardenas Curiel, University of Texas at Austin daniel heiman, University of Texas at Austin Positionality matters: The exploration of discussions, reflections, and experiences of pre-service teachers in a Second Language Acquisition course

A study of a required Second Language Acquisition course at a large public university in Texas explores the ideologies of a white male and a Latina female instructor and the way these influence pre-service teachers' classroom discussion about ELLs, Standard English, and language acquisition theories

LCS Dargent-Wallace 2:00 to 2:30 pm City View 3 (Hotel - 4th Fl) Anne Dargent-Wallace, University of Wisconsin-Madison Challenging Habitus: Intercultural Development of EnglishLanguage Assistants in France

This paper examines how American-English Language Assistants’ interculturality developed while sojourning in France. Using narrative inquiry as the methodology and Bourdieu’s (1982, 2000) notion of habitus, the analysis revealed that challenging the sojourners’ habitus led to its adjustment, which in turn influenced their intercultural development.

LCS Huang 2:35 to 3:05 pm City View 3 (Hotel - 4th Fl) Hsiang ling Huang University ESL Teachers' Socialization In School Workplace Toward Teaching Culturally Diverse Students Employing interpretive theory, this study investigated 331 university ESL teachers’ socialization in language programs for international students. This study employed a mixed methods design, examining teachers’ culture diversity awareness and intercultural experiences prior to practice, exploring teachers’ socialization processes and perceptions of the relationship between diversity and language teaching.


City View 4

BIH Gu 8:50 to 9:20 am City View 4 (Hotel - 4th Fl) Michelle Gu, The Chinese University of Hong Kong Heritage and Identity: Ethnic Minority Students in Hong Kong This article investigates the language practices of a group of ethnic minority students in a secondary school in Hong Kong, and how their identities are constructed in relation to their heritage, language and culture, as well as the school’s language ideologies and those conveyed by the wider social discourse.

BIH Ratima 9:25 to 9:55 am City View 4 (Hotel - 4th Fl) Matiu Tai Ratima, Otago University Three cases of highly proficient second language Māori speakers

This study sought to discover what factors help or hinder the development of high levels of proficiency in the Māori language with adult learners. The author interviewed 17 highly proficient second language Māori speakers and this presentation will summarize the key findings and illustrate with examples from the data.

BIH Shappeck 10:10 to 10:40 am City View 4 (Hotel - 4th Fl) Marco Shappeck, U. of North Texas--Dallas maria del puy ciriza lope, UNT Dallas On becoming Mexicano/a, Chicano/a, Mexican-American: Negotiating ethnic identity in high school and college

In this study, we examine the politics of ethnic recognition and language choice of Hispanic students at an urban university in Dallas, Texas. In documenting their adjustment to higher education, our consultants introspect on the negotiation of their own socio-cultural identities from high school to college.

BIH Tapia Carlin et al. 10:45 to 11:15 am City View 4 (Hotel - 4th Fl) Rebeca Elena Tapia Carlin, Benemérita Universidad Autónoma de Puebla Guadalupe Blanco López, Benemérita Universidad Autónoma de Puebla Peter Sayer, University of Texas at San Antonio Exploring the Identity of a Heritage Speaker of Nahuatl in a Trilingual Primary School: Reflections for a Global World Globalization has generated endangered languages in many countries, including indigenous languages such as nahuatl. The purpose of this study is to explore the identity of a heritage speaker of nahuatl who is a teacher in an indigenous bilingual school that has just become trilingual because of the introduction of English.

LCS Smemoe 3:10 to 3:40 pm PRG Yun City View 3 (Hotel - 4th Fl) 2:00 to 2:30 pm Wendy Baker Smemoe, 4057 JFSB City View 4 (Hotel - 4th Fl) Hero or Villain?: the effect of media on children's perceptions SEUNGMIN YUN, Oklahoma State University of several varieties of English A Comparative Study of Korean and English Compliment This study examines the effect of children-targeted media on Responses: A Cross-cultural Perspective young children’s dialect prejudice. Participants viewed videos and were asked to choose a dialect for the hero, villain and sidekick. Amount and type of media watched determined whether children chose standard American English for the heroes and non-standard for the villains.

This paper examines compliment response patterns of native Korean speakers. It compares compliment responses between Korean and English interactions in order to see differences or similarities and the evidence of negative pragmatic transfer. It also investigates the compliment response patterns in terms of different topics and power variables.

157


SLA Sachs et al. PRG Agbedo & Mbaeze 9:25 to 9:55 am 2:35 to 3:05 pm Majestic 1 (Hotel - 37th Fl) City View 4 (Hotel - 4th Fl) Christopher Uchenna Agbedo, University of Nigeria, Nsukka-Nigeria Rebecca Sachs, Georgetown University Phillip Hamrick, Georgetown University Stella Chinyelu Mbaeze, Institute of Management and Technology, Patrick Rebuschat Enugu Nigeria Katherine Riestenberg, Center for Applied Linguistics Pragmatic Failures as Accidental Homour Construction: The Nicole Ziegler, Georgetown University Nigerian English Perspective Learners’ Implicit and Explicit Knowledge of Form-Meaning The paper examines accidental humour in interlingual communication, which derives from Nigerian English speakers' Connections: Evidence from Subjective Measures lack of communicative competence in Standard English.The cross-cultural pragmatic failure may be a function of interlingual communicative mishap;yet, its humorous effects soothe frayed nerves in Nigeria’s frustration and stress-ridden contemporary society.

PRG Flores Salgado 3:10 to 3:40 pm City View 4 (Hotel - 4th Fl) Elizabeth Flores Salgado, Benemerita Universidad Autonoma de Puebla The role of politeness in the selection of a compliment response The purpose of this paper is to provide an analysis of the preference organization of compliment responses produced by 214 Mexican Spanish college students. Results showed that the social factors in the Mexican society seem to be crucial parameters in the formulation and acceptance or rejection of a compliment.

Majestic 1

SLA Toth & Guijarro-Fuentes 8:15 to 8:45 am Majestic 1 (Hotel - 37th Fl) Paul Toth, Temple University Pedro Guijarro-Fuentes, University of Plymouth, Plymouth, UK Classroom L2 learners’ implicit knowledge of Spanish verbal semantics: Evidence against encapsulation This study investigates the impact of instruction on implicit knowledge by comparing instructed L2 Spanish learners to Spanish natives and uninstructed L2 controls for their performance with the clitic se. The instructed learners’ nativelike grammatical uses of se and their overgeneralization errors suggest the permeability of implicit knowledge to instruction.

SLA Shiu & Spada 8:50 to 9:20 am Majestic 1 (Hotel - 37th Fl) Julie Li-Ju Shiu, National Chi Nan University Nina Spada, OISE University of Toronto Grammaticality Judgment Tests as Measures of Second Language Knowledge

The present study investigated how second language (L2) learners’ judgments of grammaticality interact with time constraints, task stimuli (grammatical versus ungrammatical), task modality (aural versus written), and learner strategy use (judging by “feel” or “rule”). The results are discussed in relation to learners’ use of implicit and explicit L2 knowledge.

This study replicated and extended two previous conflicting studies on awareness and language learning (Williams, 2005; Hama & Leow, 2010). The results demonstrate the usefulness of novel subjective measures of awareness (Rebuschat, 2008) and provide evidence for the acquisition of both explicit and implicit knowledge of form-meaning connections.

SLA Quinn 10:10 to 10:40 am Majestic 1 (Hotel - 37th Fl) Paul Quinn, University of Toronto/OISE The Effects of Altering the Timing of Corrective Feedback

This laboratory-based experimental study investigates how the timing of corrective feedback (CF) affects L2 learning. After receiving instruction on a specific language feature, 90 participants were randomly assigned to one of three conditions: immediate CF, delayed CF, or no CF. Their knowledge of the target feature was examined over time.

SLA Mandell 10:45 to 11:15 am Majestic 1 (Hotel - 37th Fl) Paul B Mandell, University of Houston Downtown First Noun Principle vs. Verb Morphology: A Developmental Study

A report of a cross-sectional study examining how L2 learners of Spanish identify the referent of null subjects in embedded clauses. The study puts the First Noun Principle (VanPatten 2006) in competition with verbal morphology in embedded clauses.

SLA Mitsugi 2:00 to 2:30 pm Majestic 1 (Hotel - 37th Fl) Sanako Mitsugi, The University of Kansas Online Sentence Processing of Japanese Relative Clauses by L2 Learners Using the self-paced reading method, this study examined the role of animacy in the processing of Japanese relative clauses by L2 learners. Learners’ performances differed from native speakers both in lexical semantic and syntactic dimensions. The results are discussed in the light of constraint-satisfaction models.

SLA Brandl 2:35 to 3:05 pm Majestic 1 (Hotel - 37th Fl) Anel - Brandl, FSU The Processing of Verbal Morphology by Beginning L2 Learners of English and L2 Learners of Spanish

This study investigated the processing of verbal morphology by beginning L2 learners of English and learners of Spanish using a self-paced listening task. The results indicated that, although both groups processed the L2 at a semantic level, the L2 English learners demonstrated processing of verbal morphology at the verb phrase.

158


EDU Hartig SLA Chen 10:45 to 11:15 am 3:10 to 3:40 pm Majestic 2 (Hotel - 37th Fl) Majestic 1 (Hotel - 37th Fl) Alissa Joy Hartig, Penn State University Wen-Hsin Chen, Michigan State University Learning How to Mean in the Law: A Longitudinal, How do Native and Non-Native Speakers Process Regular and Microgenetic Analysis of L2 Legal Writing Development Irregular English Verbs? The present study used masked visual priming with a lexical decision task to investigate the processing of regular and irregular English verb forms in both native and nonnative speakers (L1 Korean or Chinese). Results showed that the L2 learners process regularly inflected past-tense verbs like the native English speakers.

Majestic 2

LPP Uysal 8:15 to 8:45 am Majestic 2 (Hotel - 37th Fl) Hacer Hande Uysal, Gazi University English Language Spread in Academia: Academic Publishing Policy and Literacy-in-education Practices in Turkey This paper first historically examines Turkish state policies of scholarly publishing within the framework of the English language spread paradigms of diffusion-of-English and language-ecology. Then, the effects of these policies on ‘academic literacy-in-education practices’ in two Turkish universities are investigated focusing on three sub-policies of language-in-education policy implementation –access, curriculum,and community.

LPP Aydarova 8:50 to 9:20 am Majestic 2 (Hotel - 37th Fl) Olena Aydarova, Michigan State University English Language Teacher Education and the Global/Local Nexus in the Russian Federation

In this critical ethnographic study, I employ Bakhtin’s theory to capture the interaction between the status of English as a global language, Russian socio-political context, and the processes occuring inside language teacher education programs. This interaction shapes participants’ varying interpretations of the role and purpose of English language teacher education.

LPP Shaaban 9:25 to 9:55 am Majestic 2 (Hotel - 37th Fl) Kassim Ali Shaaban, American University of Beirut English Threatening the Future of Arabic in the Gulf

This study deals with the competition between English and Arabic in the Arab Gulf in education, administration, mass communication, trade, and recreation. The study addresses fears raised by this competition with regard to culture, identity, and Arab unity. It argues that the threat is exaggerated and recommends active planning.

EDU Amuzie 10:10 to 10:40 am Majestic 2 (Hotel - 37th Fl) Grace Lee Amuzie, Michigan State University The Effects of L1 Transfer at the Lexical Level on L2 Countability Judgments in English by Korean Speakers

Interrogating the language/content divide in ESP, this study demonstrates how a Taiwanese law student’s linguistic development in the writing of U.S. legal memoranda, particularly with regard to his use of modality, conditionals, tense, and abstract nouns, is intimately linked to his conceptual understanding of the common law analytical framework.

BIH Zhang & Guo 2:00 to 2:30 pm Majestic 2 (Hotel - 37th Fl) Yan Zhang, University of Calgary Yan Guo, University of Calgary Becoming Transnational: Exploring Multiple Literacies and Identities of Children in a Mandarin-English bilingual program

From poststructural understandings of literacies and identities as process of becoming, the study explores how children become transcultural and transnationalin a bilingual program . It suggests educators recognize they are teaching more than the letters of the alphabet, unfold children’s multiple and mobile identities and explore new possibilities for life.

BIH Mateus & Palmer 2:35 to 3:05 pm Majestic 2 (Hotel - 37th Fl) Suzanne Garcia Mateus, University of Texas- Austin Deborah Palmer, University of Texas “La Llevaron Pa’tras” Heritage Speakers, Linguistic Resources & Identity in a Dual Language Classroom. This paper presents a discourse analysis of interactions among linguistically, economically, and ethnically diverse students during the re-enactment of scenes from multicultural literature. Heritage speakers brought a valuable tool to the classroom: the linguistic practices of local Spanish-speakers in Texas! Findings point to the urgency of developing bilingual instructional strategies.

BIH Newman & Trenchs-Parera 3:10 to 3:40 pm Majestic 2 (Hotel - 37th Fl) Michael Newman, Department of Linguistics Mireia Trenchs-Parera, Universitat Pompeu Fabra Identity versus experience as driving ideologies towards Catalan in Generation 1.5 Latin American secondary school students in Catalonia Generation-1.5 Latino immigrants in Barcelona, like local Spanish dominant youths, are socialized in Catalan in school as children and maintain scalar limitations in Catalan use as teens. They differ in language attitudes and ideologies, which for autochthonous youths reflect varying identity concerns but for Latinos reflect experience and goals.

D E L CE

The current study investigates the effects of L1 transfer at the lexical level on L2 countability judgments and article use in English by Korean speakers. A strong correlation was found between countability judgments in L1 and L2. Learners’ article choice was also affected by learners’ countability judgments in L1.

CAN

159


Majestic 3

TEC Cimasko & Shin 2:00 to 2:30 pm LID Fredricks Majestic 3 (Hotel - 37th Fl) 8:15 to 8:45 am Tony Cimasko, Miami University Majestic 3 (Hotel - 37th Fl) Dong-Shin Shin, SUNY, Brockport Daisy Fredricks, Arizona State University Redesigning Argumentative Essays into Multimodal Digital Arizona's English-Only Language Policy: The Experiences and Videos Views of Teachers and Fluent English Proficient Learners In Drawing on the concept of recontextualization, this study Mainstream Classrooms examines how ESL writers redesigned argumentative essays This paper examines the local manifestations of Arizona's English-Only language policy by investigating the experiences of selected English language learners with reclassification into mainstream classrooms. This presentation explores how the students and the teachers at one school enact and respond to ideologies of language and the current local language policies.

TEC Arispe 8:50 to 9:20 am Majestic 3 (Hotel - 37th Fl) Kelly Christine Arispe, Boise State University Explicit L2 Lexical Development Mediated Through an Intelligent Computer Assisted Language Learning Tutor, Langbot This quantitative study looks at the relationship between L2 lexical development and Intelligent Computer Assisted Language Learning (ICALL) through explicit learning. The results suggest that the ICALL tool, Langbot, significantly increases vocabulary breadth and depth at beginner and intermediate levels for Spanish L2 learners compared to the control.

TEC Lin 9:25 to 9:55 am Majestic 3 (Hotel - 37th Fl) Daphne Meng-Ying Lin, University of Toronto The relationships between the use of mediational tools and writing performance in a computer-supported collaborative writing classroom The paper aimed to investigate the relationships between L2 writers’ mediation tool use and their collaborative writing performance. There were several types of mediation tool use were identified. Findings were mediation tool use did affect L2 writers’ general writing performance and their writing improved with their practice times.

TEC Urzua & Esquinca 10:10 to 10:40 am Majestic 3 (Hotel - 37th Fl) Alfredo Urzua, University of Texas at El Paso Alberto Esquinca, University of Texas at El Paso Attitudes and Strategic Behavior in CALL: Student and Teacher Perspectives

This presentation reports on attitudes towards CALL in a large university-based ESL program with mostly Spanish-speaking students. The study, which involved an attitudinal survey and unstructured interviews, examines learners’ evolving strategies and how learners and instructors perceive and use CALL technology in light of program and context-specific factors.

TEC Young 10:45 to 11:15 am Majestic 3 (Hotel - 37th Fl) Dolly Jesusita Young, The University of Tennessee What Does FL Multi-Section Blended Learning Look Like? Are we Listening to Student and Instructor Perspectives?

160

This presentation will characterize large multi-section blended learning FL programs across the U.S., present quantitative and qualitative results of a questionnaire designed to access learners’ reactions (300 each semester) to blended learning in two consecutive semesters and attempt to address whether adjustments in the blended learning program changed after learner feedback.

into digital videos in a college writing class. The presentation will show discourses shaping the students’ translation and transduction of modes, organization of rhetorical choices, and constructed authorial repositions in their remediation process.

TEC Ehrensberger-Dow & Massey 2:35 to 3:05 pm Majestic 3 (Hotel - 37th Fl) Maureen Ehrensberger-Dow, Zurich University of Applied Sciences Gary Massey, Zurich University of Applied Sciences (ZHAW) Cognitive Ergonomics and the Professional Translation Workplace Indicators of cognitive ergonomic issues have been identified in a large corpus of data collected in a recently completed longitudinal study of translation competence. Models of situated cognition, translation competence, and organizational constraints provide the framework to assess and describe their potential impact on the situated activity of professional translation.

TEC Lee 3:10 to 3:40 pm Majestic 3 (Hotel - 37th Fl) Yoonhee N Lee What User-Generated Tutorials Teach Us: Understanding Language Practices through Systematic Functional Grammar

This study is an ethnographic study to examine the nature of user-generated tutorials and learning in an online community, especially an emphasis on linguistic elements and social practices. The analysis applies Halliday’s SFG to identify the linguistic choices writers developed different forms of texts influenced by the online context.

Majestic 4

RWL Al-Shareefy 8:15 to 8:45 am Majestic 4 (Hotel - 37th Fl) Rajwan Dhia Al-Shareefy, Indiana University of Pennsylvania Iraqi Bilingual Scholars’ Perception of Collaborative Research Writing: Insights into the Implementation of Collaborative Writing in the EFL Classroom This qualitative case study investigates Iraqi bilingual scholars’ perception of their own experience of collaborative research writing. The study aims at eliciting those scholars’ insights and recommendations to implement collaborative writing as means of teaching writing in the EFL classroom.


SLA Hagiwara RWL Zhang 2:35 to 3:05 pm 8:50 to 9:20 am Majestic 4 (Hotel - 37th Fl) Majestic 4 (Hotel - 37th Fl) Akiko Hagiwara, Waseda University Qi Zhang, University of South Florida The Influence of Location on L2 Learners’ Reconstruction of EAP Student’s Computer-Mediated Peer Response: Interaction Verbs and Modals in Multi-Clausal Sentences and Learning This qualitative case study examines how undergraduate EAP writers and reviewers interact when participating in computermediated peer response. Guided by activity theory, different modes of interaction and learning opportunities emerging from the interaction were identified and analyzed. Pedagogical and theoretical implications of the study are discussed.

RWL Thonus & Babcock 9:25 to 9:55 am Majestic 4 (Hotel - 37th Fl) Terese Thonus, KU Writing Center, University of Kansas Rebecca Day Babcock, University of Texas, Permian Basin L2 Writers in the Writing Center: A Synthesis of the Research and Recommendations for Practice To determine the current state of research and practice in tutoring L2 writers, we surveyed all available research studies of this population. Our data included published and unpublished studies and conference presentations. We analyzed and synthesized findings to create recommendations for evidence-based practice, which we present as specific tutoring actions.

RWL Rummel 10:10 to 10:40 am Majestic 4 (Hotel - 37th Fl) Stephanie Rummel, Auckland University of Technology The Impact of Context on Beliefs about and Use of Written Corrective Feedback

This paper will present findings relating to beliefs about and use of WCF in two contexts. Data were collected from 72 EFL students in Laos and Kuwait and their teachers. Analysis has shown that the beliefs of students in the two contexts seemed to influence their use of WCF differently.

RWL Goldstein 10:45 to 11:15 am Majestic 4 (Hotel - 37th Fl) Lynn Goldstein, Monterey Institute of International Studies “Revising “ L2 Writing Feedback and Revision Research: Looking to the Future

This presentation will argue for and describe an L2 research agenda that allows for an understanding of feedback and revision processes using research methodologies that will allow us to soundly address the complex and situated nature of L2 feedback and revision.

SLA Dunn 2:00 to 2:30 pm Majestic 4 (Hotel - 37th Fl) Karen Dunn, Lancaster University Modelling Word Difficulty

This paper reports on a quantitative study which tested for linguistic and psycholinguistic influences on the likelihood of L2 learners knowing English-language words. Of interest are substantive findings regarding the role of frequency and 'imageability', plus possibilities accorded in both SLA and language testing arenas for applying explanatory IRT models.

This study investigates L2 learners’ reconstruction of verbs and modals while considering the influence of their location within multi-clausal sentences. L2 Japanese learners’ reconstructions of multi-clausal sentences were analyzed using elicited imitation, with results demonstrating influence of location and the difficulty of dealing with changes in morphology in sentence processing.

SLA Deconinck & Eyckmans 3:10 to 3:40 pm Majestic 4 (Hotel - 37th Fl) Julie Deconinck, Erasmus University College June Eyckmans, Erasmus University College Brussels Harnessing Form-Meaning-Motivation to Foster L2 Word Recall: A Think-Aloud Experiment

In a think-aloud procedure, L2 learners of English (N=30) were prompted to evaluate 14 new words as to the (potentially) motivated nature of their form-meaning-connection. Transcripts show the task frequently led learners to elaborate on both the form and meaning of new words, significantly impacting on post-test recall scores.

Majestic 5

PED Bernales 8:15 to 8:45 am Majestic 5 (Hotel - 37th Fl) Carolina Bernales, University of Wisconsin-Madison Examining the Relationship between Class Participation and First Language Use in Foreign Language Classrooms Using quantitative and qualitative data, this study investigates the link between L1 use and class-participation practices in second-year students from a FL department, German, whose policies do not prohibit the use of the NL (English) in the classroom. Findings bear strong pedagogical implications for foreign language teaching and learning.

PED McGaughey 8:50 to 9:20 am Majestic 5 (Hotel - 37th Fl) John McGaughey, York University Translanguaging in the English as a foreign language classroom: Ideologies and practice in conflict

This paper analyzes the practice of translanguaging by native English speaking teachers in Korean EFL classes. It discusses conflicts between translanguaging and social, institutional, and personal ideologies. Implications are a need to critically engage with empirically unproven language ideologies and for translanguaging to be positioned as a valuable classroom resource.

PED Harrison & Thompson 9:25 to 9:55 am Majestic 5 (Hotel - 37th Fl) Katie Harrison, University of Central Florida Gregory Thompson, Brigham Young University Who Started It? Initiation of code-switching in the foreign language classroom

This presentation studies code-switching in the language classroom and how the decision by teachers and students to initiate code-switches influences each other’s language use. This presentation help language teachers to understand the reasons behind code-switching, recognize common areas of where codeswitching occurs, and suggest how to maximize target language use.

161


PED Yalcin & Spada Majestic 6 10:10 to 10:40 am SOC Forte Majestic 5 (Hotel - 37th Fl) 8:15 to 8:45 am Sebnem Yalcin, University of Toronto/ Boğaziçi University Majestic 6 (Hotel - 37th Fl) Nina Spada, OISE University of Toronto Sean Forte, University of Hawaii at Manoa Relationships between Aptitude and L2 Learning with SchoolInvolvement Strategies and Colloquialization in Murakami aged Learners of English as a Foreign Language Haruki’s Internet Book “Sō Da, Murakami-san ni Kiite-Miyo” The current study examines whether aptitude interacts with the relative difficulty of two language features targeted in three intact EFL classrooms. In a quasi-experimental research design, 66 secondary level learners were pretested on their knowledge of the two L2 features and subsequently received L2 instruction on them.

PED Mcnulty 10:45 to 11:15 am Majestic 5 (Hotel - 37th Fl) Erin Mcnulty, Dickinson College Explicit Information and the Components of Structured Input The target of instruction was the indicative/subjunctive contrast after cuando. A pretest/posttest/delayed posttest design with repeated measures ANOVAs to analyze results on production/interpretation tasks. Preliminary results suggest that the presence/absence of explicit information affects learner gains under certain conditions.

PED Nishino 2:00 to 2:30 pm Majestic 5 (Hotel - 37th Fl) Takako Nishino, Kanda University of International Studies Changes in Pre-service Teachers’ Beliefs about Language Learning: A Multimethods Approach

This study investigates: (a) how pre-service L2 teachers’ beliefs about language learning changed during a one-year teaching methodology course, and (b) how course content influenced their beliefs. Quantitative and qualitative findings show that the participants’ beliefs changed through giving practice lessons, observing model lessons, and watching video-recorded classes.

PED Dietrich 2:35 to 3:05 pm Majestic 5 (Hotel - 37th Fl) Sarah Dietrich, Salem State University Impacts of a Short-term Experience on Future Teachers' Beliefs and Practices

Grounded in participants’ observations regarding their strengths and weaknesses as learners, beliefs about how language is learned, and their own teaching experience, this paper explores impacts of a short-term study experience on future teachers’ approaches to second language teaching and learning.

Within the framework of involvement strategies, this paper discusses colloquial and conversational realizations in Japanese and Murakami Haruki’s use thereof within a written medium. Such usage suggests ways of eliciting reader involvement in writing, hints at reasons for the author’s popularity, and reflects a growing social trend in Japan.

SOC Fan 8:50 to 9:20 am Majestic 6 (Hotel - 37th Fl) Hongli Fan, SUNY Cortland International Online Partnership in TESOL

The present paper presents a project where pre-service ESL teachers at an American university communicate via online tools with pre-service teachers of English in China. Questionnaires and student journals will be used to see if the project helps raise pre-service ESL teachers’ cross-cultural awareness.

SOC Marissa 9:25 to 9:55 am Majestic 6 (Hotel - 37th Fl) Dian Nasrah Marissa, UNIVERSITY OF MARYLAND, COLLEGE PARK Tweeting and Retweeting: Learning English in the Digital World Using social semiotic theories and discourse analysis method, this study examines how Indonesian college students use English in a social media called Twitter. Findings demonstrate that Twitter affords opportunities for second language learners to engage in new kinds of intertextuality and raise critical questions on learning in the digital age.

SOC Guo & Zhang 10:10 to 10:40 am Majestic 6 (Hotel - 37th Fl) Yan Guo, University of Calgary Yan Zhang, University of Calgary Exploring the Contributions of Immigrant Parent Epistemology to Teacher Education Based on interviews of parents from 15 countries, this study examined what constituted immigrant parent knowledge and how pre-service teachers integrated parent knowledge into teaching. The pre-service teachers internalized their monolingual ideology, demonstrated a lack of understanding of the transcultural flows, and questioned the feasibility of accommodating everyone’s religious needs.

PED Wolff 3:10 to 3:40 pm Majestic 5 (Hotel - 37th Fl) SOC Onel & Guceri Dominik Wolff, Michigan State University 10:45 to 11:15 am The development of novice ESL teachers’ beliefs and identities: Majestic 6 (Hotel - 37th Fl) A multiple case study Zeynep Onel, Sabanci University This study explores to what extent teacher preparation classes Meral Guceri, Sabanci University in an MA TESOL program affected the development of nine A ‘Purple Project” to Promote and Protect Women’s and Girls’ teachers’ beliefs about teaching as well as their teaching identity Human Rights through Teacher Education during a six-week practicum. Data came from multiple interviews with each participant, stimulated recall, class observations, and the participants’ teaching journals.

162

This paper discusses a collaborative training program which encouraged schools to prepare projects to increase awareness in and to promote gender equality in order to protect women’s and girls’ human rights in schools and districts. Program Components, follow up projects and examples of good practice will be shared.


SOC Greer 2:00 to 2:30 pm Majestic 6 (Hotel - 37th Fl) Brian Greer, Ball State University Kevin Daily, Ball State University Why English Only?: A Pilot Study to Investigate Folk Beliefs and Attitudes Toward Multilingualism in the U.S.

PED Zeng & Wang 9:25 to 9:55 am Majestic 7 (Hotel - 37th Fl) Annie Zeng, UAA Confucius Institute Wenxia Wang, Michigan State University PCK and Its Development—New Evidence from Chinese Language Teacher Education

SOC Cukor-Avila & Rector 2:35 to 3:05 pm Majestic 6 (Hotel - 37th Fl) Patricia Cukor-Avila, University of North Texas Patricia C. Rector, University of North Texas Hick, Hillbilly, Cowboy, Redneck: Mapping Perceived Stereotypes and Linguistic Diversity across Texas

PED Lin 10:10 to 10:40 am Majestic 7 (Hotel - 37th Fl) Ivory Lin, Oklahoma State University Exploring ITAs’ Learning of Discourse Markers in an ITA Class

Using results from a pilot study, this paper presents a prototypical rubric that summarizes the core beliefs English Only proponents hold and how applied linguists can utilize such a rubric to conduct future research in exploring ways to successfully navigate such beliefs in order to promote greater public sociolinguistic awareness.

Data from 367 hand-drawn maps from Texans aged 18-87 are analyzed to investigate (1) what regions of Texas are perceived and identified as sounding different; and (2) how the perceptions about the way Texans speak in each of the identified regions correlate with stereotypes about and attitudes towards regional variation.

This research study was designed to investigate how two thoughtfully-adapted core courses of a Chinese teacher certification program at a U.S. Midwestern university interacted and helped new Chinese language teachers from China to reconstruct and develop their teacher knowledge in their teaching in U.S. K-12 schools.

This qualitative case study explored ITA learning of discourse markers (DMs) in an ITA training class. I will discuss ITAs’ perceptions of DMs before and after receiving instructions on DMs, their actual use of DMs, and how explicit and implicit learning activities helped them learn to use DMs more effectively.

PED Rodríguez-González & Hernandez 10:45 to 11:15 am Majestic 7 (Hotel - 37th Fl) SOC Cope Eva Rodríguez-González, Miami University 3:10 to 3:40 pm Todd Hernandez, Marquette University Majestic 6 (Hotel - 37th Fl) Lida Cope, East Carolina University The Effectiveness of Instructional Intervention on the Use and the Acquisition of Spanish Discourse Markers Language Documentation and Applied Linguistics: Texas Czech Dialect Project for the Community, Education, and Research An examination of the effect of explicit instruction and input This presentation describes Phase I in establishing the TCDP, a digital multimedia archive capturing the language and culture of ethnic Czechs in Texas. It details the steps taken to launch the Project led by an applied linguist, and demonstrates its uses for the community, education, and for international, interdisciplinary research.

Majestic 7

PED James 8:15 to 8:45 am Majestic 7 (Hotel - 37th Fl) Mark Andrew James, Arizona State University A Review of Research on English-for-Academic-Purposes Instruction: What Learning Transfers, and How Far?

A 9-dimension analytic framework used to assess findings in psychology research on learning transfer was used to review over 80 empirical studies of EAP instruction. Patterns emerged to answer two questions: What kind of learning transfers in EAP instruction settings? How far (i.e., when and where) does that learning transfer?

PED Pérez-Cañado & Lancaster 8:50 to 9:20 am Majestic 7 (Hotel - 37th Fl) María Luisa Pérez-Cañado, University of Jaén (Spain) Nina Karen Lancaster, University of Jaén Stakeholder Perspectives on CLIL Development in a Monolingual Context

This paper presents the outcomes of the first study conducted in a monolingual region in Spain on the way in which CLIL is functioning in terms of students’ and teachers’ English competence; methodology; materials, resources, and ICT; evaluation; teacher training; mobility; improvement and motivation towards English; and coordination and organization.

flood on discourse marker use in past event narratives in Spanish. Results of pretest and posttest speaking tasks and a questionnaire assessing knowledge and use of discourse markers suggest a positive role for explicit instruction in second language acquisition.

PED Nishida 2:00 to 2:30 pm Majestic 7 (Hotel - 37th Fl) Rieko Nishida, Osaka University A Longitudinal Study of Intrinsic and Extrinsic Motivation, L2 Ideal Selves, International Posture, and Can-do among Japanese University EFL Learners. The study focuses on a longitudinal analysis of how students’ motivation, L2 ideal selves, international posture, Can-do, willingness to communicate and intended learning efforts change over time. Students seemed to have enhanced their three psychological needs for intrinsic motivation through presentation activities, and visualized their L2 ideal selves through TED talks.

PED Nam 2:35 to 3:05 pm Majestic 7 (Hotel - 37th Fl) Ae Ree Nam, University of Wisconsin Exploring Motivation and Persistence in Foreign Language Learning Among University Students Enrolled in Korean Language Courses

This study examines university students’ perspectives on their persistence-related choices as well as their initial and evolving motivation towards learning Korean language. Important themes emerged from inductive analysis of narratives written by students enrolled in second semester Korean and interviews conducted with students in the following semester will be presented.

163


PED Kim & Kim COG Arshavskaya 3:10 to 3:40 pm 10:45 to 11:15 am Majestic 7 (Hotel - 37th Fl) Majestic 8 (Hotel - 37th Fl) Yoon-Kyoung Kim, Chung-Ang University Ekaterina Arshavskaya, Penn State University Tae-Young Kim, Chung-Ang University, Korea Teachers’ Conceptual Metaphors of Language Teaching – An Intercultural Investigation Reconceptualizing L2 Learning Demotivation: From an Activity Theory Perspective Grounded in conceptual metaphor theory (Lakoff & Johnson, This paper reconceptualizes L2 learning demotivation, mainly focusing on the process of demotivation in L2 learners’ activity systems. The demotivating factors revealed in the previous studies were reviewed and analyzed from the perspective of Activity Theory in order to delve into how the factors work to lead learners to demotivation.

Majestic 8

LID Liu 8:15 to 8:45 am Majestic 8 (Hotel - 37th Fl) Pei-hsun Emma Liu, Kainan University Deconstructing Linguistic Ideologies in ELT: Using a Critical Language Awareness Approach

This study investigates challenges/possibilities emerge when introducing CLA to EFL courses and whether or not such awareness increases student agency or leads to transformational action. It provides data and process of critical inquiry in the Asian context in particular, where little research is done on the ideology of English hegemony.

LID Kamal 8:50 to 9:20 am Majestic 8 (Hotel - 37th Fl) Ayesha Kamal Kuwait University Students' Impressions of Learning English and their Implications for the English Language Classroom This study reveals how the use of English among Kuwait University students reflects an ideological shift in the links between language, culture, and identity. This presentation will explore how and why this ideology has developed as well as the implications of this perspective for the English language classroom.

LID Al Khalil 9:25 to 9:55 am Majestic 8 (Hotel - 37th Fl) Maimoonah Al Khalil, King Saud University Gradient hybridized identities in the code-switching of Arabic/English bilinguals

The study investigates the nature of hybridized identity, in particular the question of its homogeneity, in Arabic/English bilinguals. Qualitative and quantitative analyses of language and attitude data revealed that different sets of ideological convictions were mirrored in code-switching styles, constructing distinct individualized identities in a seemingly homogeneous community of practice.

COG Lew 10:10 to 10:40 am Majestic 8 (Hotel - 37th Fl) Shim Lew, The University of Georgia Personification of society in the GRE prep essays written by Korean L2 learners of English and American English writers This paper is a comparative corpus study on personification of "society" in the GRE prep essays written by Korean second language learners of English and American English users. The study examines different linguistic realizations of personification and variation in conceptual structures between the two corpora.

164

1980), this session examines the metaphorical conceptions of language teaching held by pre-service TESOL teachers and their teaching practicum supervisor, coming from various cultural backgrounds. The analysis reveals certain metaphors that are shared and metaphors that differ, depending on the participants' backgrounds.

COG Lavolette 2:00 to 2:30 pm Majestic 8 (Hotel - 37th Fl) Elizabeth H. P. Lavolette, Michigan State University Extending the BIA+ Model of Bilingual Language Processing: The Influence of L1 Japanese Sublexical Semantics on L2 English Word Retrieval A priming experiment with a lexical decision task tested L1 Japanese sublexical semantic influence on L2 English word retrieval. Japanese primes with parts related to the meaning of the English target may facilitate the target processing. Confirming this would call for including a sublexical semantics node in the BIA+ model.

COG St Pierre 2:35 to 3:05 pm Majestic 8 (Hotel - 37th Fl) Thomas St Pierre, Ball State University The Combination of Concepts Through Lexical and Syntactic Interplay: The Case of Get Within the Syntactic Frame of Motion

This study examines how possessive get, syntactically reanalyzed as a verb of motion, contrasts with CHANGE OF STATE expression using come and go. Because of this contrast, a more nuanced concept of CHANGE OF STATE arises that expresses to what degree the state change occurs.

COG Foote et al. 3:10 to 3:40 pm Majestic 8 (Hotel - 37th Fl) Jennifer Foote, Concordia University Pavel Trofimovich, Concordia University Kim Mcdonough, Concordia University, Montreal Using Interactive Alignment to Promote L2 Pronunciation through Collaborative Tasks

The current study explores whether interactive alignment can be elicited through collaborative tasks as a way to positively impact L2 pronunciation. ESL learners (n = 20) carried out four interactive alignment activities that targeted AWL stress patterns. Alignment occurred for two tasks, and had positive effects on their pronunciation accuracy.

Majestic 9 SLA Dwight & Collins 8:15 to 8:45 am Majestic 9 (Hotel - 37th Fl) Victoria Dwight Laura Collins, Concordia University Perceptual Salience and Learner Readiness: Acquiring the Regular Past in an L2 Classroom

We examined the influences of perceptual salience and learner readiness on the impact of perceptual training targeting the regular past tense in English among young francophone learners.

SLA Ayoun 8:50 to 9:20 am Majestic 9 (Hotel - 37th Fl) Dalila Ayoun, University of Arizona Back to the Future in the Acquisition of L2 French by Instructed Anglophone Learners

This cross-sectional study reports on a production and cloze tasks targeting the expression of future temporality among instructed L2 French learners at three proficiency levels. Quantitative analyses reveal varied and accurate use in production but significant tense, group effects and interaction between tense and group on the cloze task.

SLA Turrero-Garcia 9:25 to 9:55 am Majestic 9 (Hotel - 37th Fl) Maria Turrero-Garcia, University of Massachusetts They Can Go the Distance: Adult L2 Learners of Spanish and Their Responses to Wh- Islands

The current studies present experimental data on wh- island constraints by native speakers of English acquiring Spanish. The results show patterns of response that differ both from the subjects’ L1 (despite similarities in the structure studied) and from the path of acquisition of children acquiring Spanish.

SLA Buyl 10:10 to 10:40 am Majestic 9 (Hotel - 37th Fl) Aafke Buyl, Vrije Universiteit Brussel New Directions in Investigating Developmental Stages in L2 Grammar Acquisition: The Comprehension-Production Interface This paper discusses the need to widen the scope of research on developmental stages in L2 grammar acquisition by increasing our use of language comprehension data. We discuss methodological challenges, present some of the few previous explorations of developmental stages in language comprehension and present our own on-going research.

SLA Turker 10:45 to 11:15 am Majestic 9 (Hotel - 37th Fl) Ebru Turker, Arizona State University Language Transfer in Third Language Acquisition: A Study of Japanese Influence on the Acquisition of Korean for L1 English Speaker


SLA Yang 2:00 to 2:30 pm Majestic 9 (Hotel - 37th Fl) Bei Yang, University of Wisconsin-Madison Perception of global oral fluency and local fluent information by native speakers This study explores how the prosodic features and selfmonitoring types influence native speakers’ judgment of oral fluency locally and globally. Ten native speakers (NS) of Chinese and ten non-native speakers of Chinese produce the speech while other twenty-eight NS judged the fluency in detail.

SLA Chen & Wang 2:35 to 3:05 pm Majestic 9 (Hotel - 37th Fl) Hsueh Chu CHEN, The Hong Kong Institute of Education QIAN WANG, The Hong Kong Institute of Education English Timing Patterns of Chinese Learners: Evidence from Acoustic Measures and Perceptual Judgments The study (a) investigates English speech timing patterns produced by Chinese learners with different dialect backgrounds through examining both acoustic measures and perceptual ratings given by native and non-native English listeners, and (b) identifies critical variables that affect native and non-native listeners’ perceptions of foreign accents.

SLA El-Ghazoly & Sprouse 3:10 to 3:40 pm Majestic 9 (Hotel - 37th Fl) Boshra ElGhazoly, Indiana University Rex Sprouse, Indiana University Feature reassembly: The acquisition of non-canonical agreement in English-Arabic interlanguage

The study investigates acquisition of non-canonical agreement involving Gender and Number in English-Arabic L2. The findings are discussed in light of two models of L2A, Failed Functional Features Hypothesis and Full Transfer/Full Access. Preliminary findings point to relative superiority of FTFA.

Majestic 10

ASE Sun & Cheng 8:15 to 8:45 am Majestic 10 (Hotel - 37th Fl) Youyi Sun, Queen's University Liying Cheng, Queen's University Washback of the College English Test: Effects of Test-takers’ Perceptions of Test Design and Use on Learning Process and Outcome Using structural equation modeling, this study investigates washback of the College English Test (CET) in China on student English language learning in the Chinese tertiary context, focusing on the effects of student perceptions of test design and test use on their English language learning process and learning outcome.

This study examines L2 language knowledge influence on L3 in the case of English L1 speakers with Japanese L2 when acquiring Korean as L3. The statistical results demonstrate an interface between L2 Japanese and L3 Korean with respect to the three factors permitting the cross linguistic transfer.

165


ASE Kramer et al. ASE Tsushima 2:00 to 2:30 pm 8:50 to 9:20 am Majestic 10 (Hotel - 37th Fl) Majestic 10 (Hotel - 37th Fl) Kat Kramer, Center for Applied Linguistics Rika Tsushima, McGill University Natalia Jacobsen, Center for Applied Linguistics Do We Test What We Teach?: EFL Secondary School Teachers’ Margaret Fee, Center for Applied Linguistics Perspectives on Classroom-based Assessment in Speaking Jacquelyn de la Torre, Center for Applied Linguistics Courses Lauren Abadie, Center for Applied Linguistics This presentation addresses incongruence between educational Morgan Doyle, Center for Applied Linguistics policy and EFL classroom assessment in Japanese secondary schools. This mixed-method study revealed that, despite the Investigating the Efficacy of an Oral Assessment Protocol and policy that promotes CLT, the classroom-based assessment was Rating Rubric for a Language for Professional Purposes designed to measure students’ grammatical analysis and reading Program skills, not speaking skills, to prepare them for university entrance exams.

ASE Amin-Iari & Saif 9:25 to 9:55 am Majestic 10 (Hotel - 37th Fl) Faramarz Amin-lari, Université Laval Shahrzad Saif, Laval University IELTS Preparation Courses in the EFL Context of Iran: a Washback Study

This study employs a mixed approach to data collection and analysis to investigate the nature of the washback that IELTS is potentially producing in test preparation courses offered in the EFL context of Iran. Areas of focus include teaching methodology, teaching/learning activities, course materials, and learners’ perceptions.

ASE Shin et al. 10:10 to 10:40 am Majestic 10 (Hotel - 37th Fl) Sunyoung Shin, Indiana University Ryan Lidster, Indiana University Stacy Sabraw, Michigan State University Rebecca Yeager, University of Iowa The influence of the learners’ L2 proficiency pairing on collaborative text reconstruction task outcomes

This paper addresses the way in which L2 proficiency levels of partners affect pairs’ language performance in terms of grammatical and content accuracy in a dictogloss task. The results show differences between homogenous and heterogeneous proficiency pairs should be considered in using dictogloss as a classroom-based assessment tool.

ASE Lee 10:45 to 11:15 am Majestic 10 (Hotel - 37th Fl) Young-Ju Lee, Korea Institute for Curriculum and Evaluation The Optimal Number of Options in Multiple-Choice Items of the NAEA (National Assessment of Educational Achievement) in Korea

E C AN

D E L

This study investigated the effects of reducing the number of options in multiple-choice items on the psychometric characteristics of the English section of the NAEA (National Assessment of Educational Achievement) in Korea. Results indicate that streamlined three- or four-option versions are likely to function equally well as five-option versions.

C

166

This presentation investigates the efficacy of a telephone interview and rating protocol used in the English for Heritage Language Speakers (EHLS) program. We demonstrate how the instrument fulfills its screening function and analyze the relationships between some key variables and subsequent OPI scores.

ASE Wang & Kang 2:35 to 3:05 pm Majestic 10 (Hotel - 37th Fl) Linxiao Wang, Northern Arizona University Okim Kang, Northern Arizona University Linguistic Features Distinguishing Examinees’ Speaking Performances at Different Proficiency Levels

The study examined speaking features that distinguish examinees’ performances at CEFR levels in Cambridge ESOL General English exams, and identified salient patterns emerging among native language groups. Using a corpus-based approach, mono-logic speech files of 120 candidates were linguistically analyzed for grammatical and lexical resource, discourse management, and pronunciation.

ASE Wright et al. 3:10 to 3:40 pm Majestic 10 (Hotel - 37th Fl) Laura Wright, Center for Applied Linguistics Dorry Kenyon, Center for Applied Linguistics Megan Montee, Center for Applied Linguistics Operationalizing Academic English for National Assessment: Applying An Argument-based Approach to Test Validity This paper describes the development of a computerized K-12 Academic English assessment guided by an argument-based approach to test validity (Kane, 1992; Mislevy et al., 2002, 2003). Cognitive interview data of students interacting with computerized task prototypes are discussed in terms of the test construct and implications for task design.

Majestic 11

PED Horwitz & Kayi-Aydar 8:15 to 8:45 am Majestic 11 (Hotel - 37th Fl) Elaine K Horwitz, University of Texas at Austin Hayriye Kayi-Aydar, University of Arkansas Concerns, Frustrations, and Challenges in Teaching SLA Courses

The paper addresses the challenges faced by instructors who teach Second Language Acquisition courses. Results from an internet-based survey that incorporated a mixed-method approach are presented and possible solutions for the problems reported are discussed.


PED Levi PED Schmitt 2:35 to 3:05 pm 8:50 to 9:20 am Majestic 11 (Hotel - 37th Fl) Majestic 11 (Hotel - 37th Fl) Tziona Levi, Tel-Aviv University, Head of English Studies, ORT Elena Schmitt, Southern Connecticut State University Network Out of Sight, Out of Mind: The effect of frequency of FL class meetings on proficiency attainment by university students. The effect of Dynamic Assessment on student performance in EFL oral proficiency tests. This study compares levels of FL attainment by students in classes that meet 4 and 2 days a week for the same overall amount of time. Significant differences in attained proficiency levels indicate that frequency of meetings plays a role in successful acquisition of a FL.

PED Garbati & Faez 9:25 to 9:55 am Majestic 11 (Hotel - 37th Fl) Jordana Garbati, The University of Western Ontario Farahnaz Faez, University of Wesern Ontario Teachers’ Opinions Revealed: ELL Inclusion in French

How do teachers’ perceive the inclusion of English Language Learners (ELLs) in French as a Second Language (FSL) programs? This study explores this question by comparing FSL teachers’ attitudes across high- and low-ELL populated classroom contexts. Findings reveal positive attitudes toward ELL inclusion and minimal variances between contexts.

PED Ene 10:10 to 10:40 am Majestic 11 (Hotel - 37th Fl) Estela Ene, IUPUI Writing Teacher Training and Ideology in Romania

This paper explores how Dynamic Assessment (DA) affects students' achievements of Oral Language Proficiency (OLP) in English-as-a-foreign-language (EFL) within a large-scale test context examining DA mediation used to “teach-to-the-test” for desirable OLP results facilitating learning with assessment. Quantitative and qualitative findings are presented with theoretical and practical implications.

PED Abrams 3:10 to 3:40 pm Majestic 11 (Hotel - 37th Fl) Zsuzsanna Abrams, University of California Santa Cruz Using Film to Develop Awareness, Pragmalinguistic and Sociopragmatic Knowledge of German as a Foreign Language

In this study, 22 first-year learners of German used the film “The Edukators” to develop L2 pragmatics skills. Quantitative and qualitative analyses of pre- and post-test discourse completion tasks suggested that focused ethnographic analyses provided effective pragmatic scaffolding even for beginning language learners, in as little as three months. (52 words)

The study suggests that in Romania, like in other EFL contexts, teaching EFL writing is a balancing act between idealism and realism (Casanave, 2009; Lee, 2010; Ortega, 2009), and between local and global influences.

PED Hall & Wicaksono 10:45 to 11:15 am Majestic 11 (Hotel - 37th Fl) Christopher J Hall, York St John University Rachel Wicaksono, York St John University Changing Englishes and Conceptions of English in a Globalizing World: Teachers’ Experiences Using an Online Tutorial This paper reports the development and trialling of an online tutorial designed to sensitize teachers to the contradictions arising from pedagogical commitments to a monolithic model, given ‘plurilithic’ English realities. Qualitative data on users’ experiences are discussed in terms of their implications for teacher development strategies in different international contexts.

PED Szabo 2:00 to 2:30 pm Majestic 11 (Hotel - 37th Fl) Anita Szabo, University of Cincinnati Student Perceptions of Language Learning Tasks in the ESL Classroom

Inspired by motivational models that connect task perceptions and motivational outcomes, this study seeks to explore ESL students’ perceptions of language learning tasks from a motivational perspective. The study applies an exploratory qualitative methodology through a series of individual interviews, focus group sessions, and classroom observations at college-level ESL classrooms.

167

TUESDAY, MARCH 19 2013, POSTER SESSIONS

Remington Room

Roundtable Session: DIS, EDU, PED, TEC, TXT, LID, LCS, ASE 10:10 to 11:15 am Sheraton Dallas Hotel: Remington Room (Hotel - 4th Fl) Table 1. LID Morales/Bradley Daniel Morales, University of Massachusetts, Amherst “Education is a Consumer Good”. An Analysis of Neoliberal Ideology in Chilean Education. Developing further William’s (1976) and Holborow (2012) notion of keywords, the influence of neoliberal ideology in language in the public domain is analyzed by noting the wider use by the Chilean government of certain keywords from the economic field to support the neoliberalization of education.

William Bradley, Ryukoku University Codifying the Neoliberal Japanese University through Ideologies of Internationalization and English Standards

This paper analyzes discoursal strategies by Japanese universities to position themselves amidst declining numbers of students. The research is based on a study of 8 large universities’ attempts to be leaders in international programs in English and a study of marketing language targeting new English programs and skills-based standards.

Alister Cumming, OISE/University of Toronto Choongil Yoon, Ontario Institute for Studies in Education at the University of Toronto Gary Fogal, OISE Writing, Citing, and Representing: Case Studies of Knowledge Construction, Citation Practices, and Establishing Intercultural Identities in University Course Assignments Case studies of dynamic assessments while tutoring 6 Chineseand Korean-background students analyzed their approaches to citing and developing knowledge in assignments written for university courses--aiming to develop instruments for discourse-based interviews, profile questionnaires, text analyses, and assessments of knowledge from reading and writing for a larger-scale, comparative project.

Table 4. TXT Zhong/COR Park/SOC Rhekhalilit & Huebner Dan Zhong, University of South Florida Voice Construction through Translanguaging Strategies in L2 Writing In an attempt to explore writers’ voice and identity construction through translanguaging strategies and inform L2 writing pedagogy, this study analyzes written texts from Chinesespeaking university students who are English majors. The written texts are categorized into three genres: narrative, expository and news feature story.

Table 2. Ped Chu/McIntosh et al./Martel Chia-Yu Chu, National Chengchi University (Taiwan) English Language Teaching in Private Tutoring Business: Voices from Two Professional and Credentialed Teachers

Kwanghyun Park Learner–Corpus Interaction: A Locus of Development in Corpus-assisted L2 Writing

Kyle Ryan McIntosh, Purdue University Paul McPherron, Hunter College of the City University of New York Duff Johnston, University of Alaska Fairbanks Expatriate Teachers in English as a Foreign Language Contexts: Questions of Identity and Practice in a Globalizing World

Kittinata Rhekhalilit, Chulalongkorn Univesity Thom Huebner, San Jose State University Pronoun ‘SHE’ in Thai Informal Style

Jason Peter Martel, University of Minnesota Negotiating role identities: The socialization experiences of three foreign language student teachers

Table 5. LCS Kusaka/Ortactepe/Cho & Yi Laura Kusaka, Aichi University Transnational Teachers’ Identity Negotiation Strategies: Agency and Creativity

Table 3. RWL Samuelson et al./Cumming et al. Beth Lewis Samuelson, Indiana University Serafin Coronel-Molina, Indiana University John Edwards, St. Francis Xavier University Rethinking Literac(ies) in Today’s Globalizing World: The Relevance of Non-Western Perspectives

Deniz Ortactepe, Bilkent University Same City, Different Stories: A Narrative Inquiry on Two International Students’ Second Language Socialization in the United States

The study reports a case study of 2 English teachers’ struggle and oppression in the field of private tutoring industry, whose operating principles are in conflict with the teachers’ commitment to professional knowledge/training and reflective practice.

The purpose of this roundtable is to present and discuss the experiences and identity formation of expatriate EFL teachers in divergent contexts. Through the teachers’ own narratives, the presenters will invite participants to connect the identity pictures expressed in these stories to questions about global and local pedagogies. This session is geared toward foreign language teacher educators. Findings will be shared from a study that examines three student teachers’ socialization experiences and role identity construction. Discussions will center around the potential of doing “identity work” in teacher preparation programs, which may foster the implementation of pedagogical innovations.

We will explore the nature and extent of literac(ies) in a globalized world from non-Western perspectives and will argue for a critical stance that emphasizes ethnographic study of grassroots literacy and indigenous semiotics. Supporting examples from fieldwork in South America and sub-Saharan Africa will be presented for discussion.

168

This paper examines the processes through which learners interact with a corpus system and development emerges from the interaction. Using exploratory techniques that triangulate on real-time screen recordings, corpus queries, and oral/written reflections, this paper documents these interactions as evidencing each learner’s efforts to resolve issues and achieve developments. Pronoun ‘she’ found on Thai websites intended for general Thai readerships and for gay audiences indexes negative stereotypes of (Western) femininity of the referent and when used by men, sexual orientation of the speaker. This may be motivated by two mechanisms of contact-induced language change: passive familiarity and deliberate decision.

The presenter discusses analysis of interview data from TESOL practitioners living long term in Japan. Findings reveal teachers sharing an ethnic background with students apply a range of negotiation strategies to overcome perceived deficits due to phenotype. To challenge discourses defining English teachers’ identity involves creative and flexible classroom praxis.

Adapting a language socialization approach to explore the social identity negotiation of international students in the U.S., this longitudinal/narrative inquiry revealed that L2 research should make a clear distinction between study abroad and international students whose investments in the target language culture could be described as short-term and long-term, respectively.

Seonhee Cho, College of Mount Saint Vincent Youngjoo Yi, Georgia State Univ Border Crossing or Third Space? : Situated Knowledges of International Scholars of Second Language Studies in U.S..

TUESDAY, MARCH 19 2013, ROUNDTABLE SESSIONS

Do international scholars in U.S. have free border passes or work in the third space in building their scholarships? Arguing the pros and cons of identity politics, this session reports the findings of U.S.-based international scholars’ contributions and challenges in relation to their identities and situated knowledges through qualitative research.

Table 6. DIS Li & Walsh/Davies & Wolfgram/ASE GarmendiaCano Li Li, University of Exeter Steve Walsh, Newcastle University UK ‘Light Bulb Moments’: Appropriation in Second Language Teacher Education This paper investigates the ways in which English language teachers ‘appropriate’, or construct new understandings of their professional practice. Using data from pre- and in-service teacher education programmes, we illustrate the ways in which teachers, through dialogue, make sense of their professional worlds and demonstrate understandings of their classroom practices.

Catherine Evans Davies, The University of Alabama Matthew Wolfgram, The University of Alabama The Use of Discourse Analysis in the Assessment of University Classroom Pedagogy This presentation will document the use discourse analysis as part of a university teaching assessment process. The key idea is to this methodology to move beyond simple assertions of the value of face-to-face Socratic classroom discussion in fostering higher-order cognitive skills, to an actual demonstration of the process at work.

Lucia Garmendia-Cano, Dixie State College ACTFL guidelines and CEFR, False Friends?

For more than 30 years, both ACTFL and the Council of Europe have been defining language proficiency levels. However, there is no agreement on their correspondence. In this quantitative analysis of fluency measures, I try to prove correspondence and lack of it between both systems.

Table 7. DIS Park/Kearney Seung Ku Park, Indiana University of Pennsylvania The "whys" for more contexts in the narrative research of TESOL professionals

In the process of data analysis in narrative interviews with five Korean non-native English speaking teachers, three different methods are employed - narrative inquiry for big stories, narrative analysis for small stories, and stimulated recall of the narrative for the rationale of the stories.

Erin Kearney, University at Buffalo Constructing Legitimacy and Expertise: Foreign Language Teacher Educators’ Narrative Accounts

With what conceptions of teacher learning and development do foreign language teacher educators operate? How do they construct themselves as qualified to direct novice teacher learning? An interview study analyzing narrative accounts reveals patterns in teacher educators’ conceptions of teacher learning and in their constructions of legitimacy and expertise.

169


Grand Hall

Poster Sessions LCS PED 8:15 to 9:45 am Sheraton Dallas Hotel: Grand Hall CD (CC - 1st Fl)

Poster Sessions PED 2 Kara Mcbride, Saint Louis University Do L2 Learners’ Beliefs about Linguistic Relativity Affect Their L2 Development? This study explored the relationship between students’ latent beliefs about the Sapir-Whorf Hypothesis and their approaches to studying L2s. Stronger belief in the hypothesis was related to motivation, success in learning grammatical features not marked in students’ L1, and a different set of expectations for L2 classes.

Abdullah Moraya, Southern Illinois University Carbondale The Influence of Culture on Saudi Students’ English Language Learning. The purpose of this qualitative research is to investigate the influence of culture on the learning of English as a second language by native speakers of Arabic.The results of this study revealed how culture affected Saudi students’ English language learning.

Peter Ecke, University of Arizona US College Students’ Development of Intercultural Competence during Short-Term Study Abroad This study compares US students’ attitudes and assumptions about their own culture and the foreign culture, as well as their predisposition to develop intercultural competence before the start of a study abroad program in Germany with corresponding measures of cultural attitudes, assumptions and predispositions at the end of the program.

Hui-Ju Lin, Chung Yuan Christian University Factors in Culture Teaching: Pedagogical Approaches, Cultural Poster Sessions COG DIS Awareness, and Languages 9:45 to 11:15 am To provide a more complete picture on culture learning in Sheraton Dallas Hotel: Grand Hall CD (CC - 1st Fl) classroom settings, the study examines the effect of culture teaching in an EFL context, the possibility of incorporating ethnographic interviews as means to increase cultural awareness, and the influence of factors involved.

Jeff Popko, Eastern Michigan University Helping content teachers to focus on language

Content-area teachers participated in several 10-hour TESOL workshops, to help them include language objectives in their classes. Classroom pre/post-observations used the sheltered instruction observation protocol (SIOP; Echevarria, Vogt, and Short, 2005). Results are presented with suggestions for helping content teachers focus on language when teaching English language learners.

Kiwamu Kasahara, Hokkaido University of Education What two-word combinations are effective for intentional vocabulary learning?

This study investigated what known-and-unknown word combinations were effective in retention and retrieval of the meanings of the unknown words. The results showed that known verbs and adjectives had the same positive effect on remembering new nouns, and that known nouns worked better than known adverbs to remember new verbs.

Poster Sessions LCS 2 Rod Ellis Case, University of Nevada, Reno Wei Xu, University of Nevada, Reno Gwendolyn Williams, University of West Florida Age-Related Changes in Motivation to Learn English among Mainland Chinese Students This study provides findings from a survey of 1213 school-age students, grades one to eleven in Mainland China. Findings demonstrated significant differences in motivation separating middle school from their elementary and high school peers. Suggestions for future research and classroom instruction are given.

Peter Unseth, Graduate Institute of Applied Linguistics Innovative Use of Local Proverbs for Language Development and Community Benefit Local proverbs can be used to benefit language communities in a variety of ways, including literacy materials, peacemaking, forest protection, AIDS prevention, etc. Though some of these applications have come from within minority language communities, there is very often a role for helpful outsiders to act as catalysts and facilitators.

Sebastien Dubreil, University of Tennessee, Knoxville Telecollaboration, multiliculturalism, and social responsibility

170

This paper examine how learners inhabit a transnational, telecollaborative learning environment in which they will explore another culture as well as their own, leading them to explore -- and redefine -- their identity as multicultural subjects and socially responsible citizens.

Poster Sessions COG Glen Hill, Obihiro University of Agriculture and Veterinary Medicine Matthew T Apple, Nara National College of Technology Joseph Falout, Nihon University A Dynamic Systems Approach to Studying the L2 Motivational Selves of Japanese Science Students Our study started from a structural equation model of 654 science students’ EFL motivations. Some of the original study participants themselves examined results and actively joined a large-scale data meta-analysis. A self-organizational understanding of the signature dynamics of motivation within the system was thus encouraged to emerge.

Nienke van der Hoeven-Houtzager, Rijksuniversiteit Groningen, Department of Applied Linguistics Wander Lowie, University of Groningen Kees De Bot, University of Groningen Bilingualism, Aging and Bilingual Processing

This study investigates effects of bilingualism on linguistic and general cognitive functioning by comparing groups of early bilinguals and functional monolinguals in a verbal fluency test, a taskswitching test tapping into executive control, and a working memory test. The study has a special focus on interactions with age.

Sehoon Jung, Michigan State University Effect of L1, Degree of Exposure, and L2 Proficiency on Syntactic Ambiguity Resolution of Relative Clauses in L2 Processing This study implemented two online sentence-reading tasks through an eye-tracking procedure to investigate the influence of L1 processing strategies, degrees of L2 exposure, and L2 proficiency on ESL learners’ syntactic ambiguity resolution of relative clauses during online processing. The results and implications for theories of L2 processing will be discussed.

Avizia Long Lisa Baldwin, Indiana University Investigating Instructors’ Stated Beliefs about Pronunciation Instruction in the Spanish Foreign Language Classroom The present study reports on an investigation of the relationship between instructors’ stated beliefs about pronunciation instruction in intermediate-level Spanish as a foreign language classrooms, instructor individual difference factors, and pedagogical actions recorded in one non-experimental class meeting.

Pouneh Shabani-Jadidi, McGill University Processing Compound Verbs

This study investigates how Persian compound verbs are processed in the mental lexicon, through which we can infer how they are stored, organized, and accessed. The study focuses on investigating Persian compound verbs in light of psycholinguistic theories on polymorphemic word processing as well as linguistic theories of complex predicates.

Yeon Heo, Michigan State University The Effects of Explicitness of Form-Focused Instruction (FFI) on Attention to Form and Meaning The influence of FFI in relation to FonM has not been studied at the dicourse level. This study demonstrates more explicitness in FFI leads to better grammar learning, whereas less explicitness will result in better comprehension. The effectiveness of FFI should be reconsidered in the trade-off relationship between form and meaning.

Poster Sessions DIS 2 Pablo Esteban Requena, Universidad Nacional de Córdoba Susana María Liruso, Universidad Nacional de Córdoba, Argentina An Approach to the Study of Textbook Images and Transactional Processes


Mary Schleppegrell, University of Michigan Academic Language: Supporting the Development of Language Resources for Success at School A pedagogical focus on academic language should serve the demands of the curriculum, enabling students to recognize the ways language constructs knowledge across subjects. This paper illustrates how the tools of systemic functional linguistics support pedagogies that scaffold students into effective use of academic language and research on language development.

Carol Lee, Northwestern University Language, Literacy and Culture: Dialect Variation as Resource This paper documents historical debates over dialect variation in literacy education and examines theoretical contributions from the fields of linguistics, composition, reading comprehension, cognition and human development to our understanding of the affordances of dialect and other language variation to the design of robust learning environments.

Textbook images are strong communicators; however, it still remains uncertain the interaction (understood as Transaction within functional linguistics) between participants in them. This presentation puts forward and exemplifies one approach to code for variables in textbook images (like gender, age, presentation on the page) and to analyze these data.

Johan Thomassen Hjulstad, Norwegian University of Science and Technology / University of Texas at Austin Impacts of Videoconference Technology on Sign Language Interactions in Distance Education for Hearing Impaired Students

This study analyzes video recordings from a pilot project where hearing-impaired students were taught sign language by the use of advanced videoconferencing technology to explore the impact of technology on sign language interactions. How does participants meet, and communicatively go about, constraints that technology put on the communication situation?

Alina Lemak, Ontario Institute for Studies in Education, University of Toronto Silence in Intercultural Conversation, and the Potential Sites of Miscommunication. A five-month longitudinal, qualitative study examined crosscultural perceptions of silence among Chinese, Korean, Russian, Colombian and Iranian ESL speakers, and Canadian nativespeakers of English. Multiple perspectives were explored. Analysis revealed which silences were viewed most negatively (thus, serving as potential sites of miscommunication), and emerging themes and implications were described.

Yen-Fang Cheng, UIUC Using Internet Resources for Coping with Communication Problems: English as a “Lingua Franca” in the Cyberspace I employ ethnomethodology conversation analysis to examine how participants of online face-to-face dyadic communication deploy Internet resources to improve the discourse. Each drawn web resource demonstrates the participant's embedded cognitive state. Participants co-construct their understanding based on the resource information.

Jim Cummins, University of Toronto BICS and CALP in the Era of Common Core State Standards.

The paper assesses the current status of the distinction between basic interpersonal conversational skills (BICS) and cognitive academic language proficiency (CALP). Although the distinction has generated considerable criticism, its basic tenets remain compatible with the empirical data and continue to influence policy and practice relating to the education of ELLs.

171

INDEX OF PRESENTERS

INDEX OF PRESENTERS

A Abadie, Lauren—[email protected] ............................................................................... 166 Abe, Mariko—[email protected]‐u.ac.jp ...................................................................... 103 Abing, Jesse—[email protected] ....................................................................... 80, 94 Abraham, Lee B.—[email protected] ............................................................. 145 Abrams, Zsuzsanna—[email protected] .............................................. 4, 151, 167 Abreham, Fitsum Asmerom—[email protected] .......................................... 80, 89 Abubakre, Samiat Olubunmi—[email protected] .............................. 144 Abugharsa, Azza Bader—[email protected] ............................................... 109 Aburumuh, Hamsa—[email protected] .................................................................. 76 Acheson-‐Clair, Kris—[email protected] ................................................................ 83, 100 Achugar, Mariana—[email protected] ................................ 4, 5, 43, 87 Acosta, Raquel—[email protected] ..................................................................... 108 Adams, Gail Fox—[email protected] ............................................................. 118, 127 Adawu, Anthony—[email protected] ............................................................... 81, 100 Agbedo, Christopher Uchenna—[email protected] ......... 150, 158 Ahmad Rasidir, Raslinda—[email protected] ............................................ 49, 71 Ahmadian, Mohammad Javad—[email protected] ...................... 80, 93 Ahn, So-‐Yeon—[email protected] ........................................................................ 50, 59 Ai, Haiyang—[email protected] ............................................................................. 88, 125 Ajsic, Adnan—[email protected] ................................................................ 5, 49, 69 Akiyama, Tomoyasu—[email protected] ........................... 80, 95 Al Fraidan, Abdullah A—[email protected] .................................................... 142 Al Khalil, Maimoonah—[email protected] ..................... 149, 164 Al Masaeed, Katharine Burns—[email protected] ............................ 96 Al-‐Shareefy, Rajwan Dhia—[email protected] ........ 107, 149, 160 Al-‐Surmi, Mansoor—Al-‐[email protected] ................................................... 148, 155 Al-‐Thubaiti, Kholoud A.—[email protected] ........................................ 51, 71 Al-‐Zuraiki, Mokhtar—mokhtar.al-‐[email protected] .............................. 5, 110 Alanen, Riikka—[email protected] ................................................... 83, 104, 153 Aleixo, Marina—[email protected] ............................................................... 116, 125 Alhazmi, Nawwaf—[email protected] ............................................................... 51, 69 Allan, Kori—[email protected] ............................................................................. 53 Allen, Heather—[email protected] ............................................................................... 37 Alonzo, Dennis—[email protected] ................................................... 84 Alotaibi, Satam Naif—[email protected] ....................................................... 110 Amer, Mahmoud—[email protected] .............................................................. 83, 99 Amicucci, Ann—[email protected] ......................................................................... 150, 153 Amin-‐lari, Faramarz—faramarz.amin-‐[email protected] ........................ 149, 166 Amuzie, Grace Lee—[email protected] ......................................... 148, 159 Ananyeva, Maria—[email protected] ................................................................ 107 Anderson, Neil J—[email protected] .............................................................. 113 Andringa, Sible—[email protected] .......................................................................... 58 Angelis, Paul—[email protected] ............................................................................ 74 Angus, Katie B—[email protected] .................................................. 5, 119, 133 Apple, Matthew T—[email protected]‐k.ac.jp ...................................................... 170 Arano, Kumiko—[email protected] ........................................................ 88 Arias, M. Beatriz—[email protected] .............................................................................. 82, 94 Arispe, Kelly Christine—[email protected] .............................. 148, 160 Arnett, Katy—[email protected] ........................................................................ 50, 62 Arshavskaya, Ekaterina—[email protected] ................... 149, 164 Asai, Atsushi—[email protected] .......................................................................... 144 Ashraf, Hina—[email protected] .................................................................. 83, 102 Atkinson, Dwight—[email protected] .............................................. 82, 86, 86 Attardo, Salvatore—[email protected] ............................................................. 5, 86 Aull, Laura—[email protected] .................................................................................... 83, 103 Avalos Rivera, Alys R.—[email protected] ................................................... 49, 71 Avineri, Netta—[email protected] ............................................................. 118, 127 Aydarova, Olena—[email protected] ...................................................... 6, 148, 159 Ayoun, Dalila—[email protected] ........................................................ 4, 149, 165

B Baba, Kyoko—kbaba@kinjo-‐u.ac.jp ................................................................. 119, 132 Babcock, Rebecca Day—[email protected] ........................................... 149, 161 Bader, Julie—[email protected] ............................................................................. 64, 96 Baffy, Marta—[email protected] ................................................... 53, 148, 155 Bailey, Adrian—[email protected] ......................................................................... 123 Bajuniemi, Abby—[email protected] ........................................................ 119, 136 Baker, Beverly Anne—[email protected] .................................................. 74 Baker Smemoe, Wendy—[email protected] .................................... 77, 157 Baladzaeva, Liubov—[email protected] .................................................. 49, 71 Baldwin, Lisa—[email protected] ...................................................................... 170 Baralt, Melissa—[email protected] ............................................................................... 123

Barcroft, Joe—[email protected] ................................................................... 4, 51, 65 Bardovi-‐Harlig, Kathleen—[email protected] ........................... 4, 48, 63, 111 Barkaoui, Khaled—[email protected] ................................................... 50, 63 Barry, Sue—[email protected] ........................................................................ 80, 90 Bashiruddin, Ayesha—[email protected] ........................................ 152 Basista, Lisa M.—[email protected] ........................ 83, 105 Baugh, John—[email protected] .................................................................................... 43 BAXTER, JUDITH ANNE—[email protected] .......................................... 82, 89 Baynham, Mike—[email protected] .......................................... 86 Becerra, Rukmini—[email protected] ........................................................................ 76 Behney, Jennifer—[email protected] ........................................................... 4, 117, 136 Bell, Lindsay—[email protected] .................................................................... 53 Bell, Nancy—[email protected] ................................................................................. 4, 82 86 Benesch, Sarah—[email protected] ......................................................... 52 Berg, Helen—[email protected] ...................................................................................... 74 Berg, Margaret—[email protected] ....................................................... 48, 60 Berger, Isis Ribeiro—[email protected] ................................ 50, 60 Bergsleithner, Joara Martin—[email protected] .................................. 50, 61 Bernales, Carolina—[email protected] ........................................................ 149, 161 Bhalla, Shereen—[email protected] ............................................................ 110 Bhattacharya, Usree—[email protected] ................................... 50, 60 Bhowmik, Subrata Kumar—[email protected] ................ 117, 137 Bianconi, Celia—[email protected] ..................................................................................... 68 Biber, Doug—[email protected] ....................................................... 5, 119, 138 Biesinger, Geoffrey Scott—[email protected] ............................... 50, 63 Bigelow, Martha—[email protected] .................................................. 4, 30, 31, 43 Bilsky, Lisa—[email protected] ............................................................................... 118, 131 Blackledge, Adrian—[email protected] .................................................. 122 Blanchet, Josée—[email protected] ..................................................... 83, 101 Blanco López, Guadalupe—[email protected] ........................................ 157 Block, David—[email protected] ....................................................................... 85, 153 Blommaert, Jan—[email protected] .......................................................... 86 Blum-‐Martinez, Rebecca—[email protected] ............................................ 83, 105 Bobrova, Larysa—[email protected] .......................................................... 110 Bohinski, Chesla Ann—[email protected] ....................................... 51, 65 Bokhorst-‐Heng, Wendy—[email protected] ................. 50, 59 Bolonyai, Agnes—[email protected] ............................................... 116, 125 Bonilla, Carrie L—[email protected] .................................................................. 49, 65 Bonilla, Sandra Ximena—[email protected] ..................................... 154 Borneman, Matthew—mborneman@swa-‐consulting.com ......................... 50, 62 Boroditsky, Lera—[email protected] ................................................ 9, 15, 19 Bouchard, Julie—[email protected] .......................... 6, 58, 116, 126 Boxer, Diana—[email protected] ........................................................................................ 86 Boz, Umit—[email protected] ....................................................................... 118, 125 Bradley, William—[email protected] ................................................ 168 Braine, Jessica—[email protected] ........................................................... 48, 60 Brandl, Anel -‐—[email protected] ................................................................................ 158 Branscum, John Ervin—[email protected] ........................................... 51, 70 Brecht, Richard—[email protected] ................................................................. 121 Bresee, Susan A.—[email protected] ......................................................................... 142 Brooks, Lindsay—[email protected] ............................................... 80, 95 Brooks, Maneka—[email protected] ............................................................. 53 Brown, David West—[email protected] ................................................................... 87 Brown, Earl—[email protected] ................................................................................. 145 Buescher, Kimberly—[email protected] ................................... 6, 107 Bukhari, Syeda—[email protected] ...................................................... 152 Bulte, Bram—[email protected] ........................................................ 88 Burch, Alfred—[email protected] ...................................................................... 48, 55 Burdelski, Matthew—[email protected] ........................................................ 52 Buyl, Aafke—[email protected] .................................................................. 149, 165 Byrd Clark, Julie—[email protected] ..................................................... 117, 132 Byrnes, Heidi—[email protected] ........................ 35, 37, 41, 42, 43, 116 Béland, Sébastien—[email protected] .......................................... 64

C Caceda, Carmen—[email protected] ............................................................................ 96 Cai, Jinting—[email protected] ................................................................................... 68 Calderon, Anne Micheau—[email protected] ........................ 51, 71 Callahan, Rebecca Marie—[email protected] .................................... 50, 53 Cameron, Cathy—[email protected] ........................................................................... 74 Cammarata, Laurent—[email protected] .................................................... 37 Campbell, Maxi-‐Ann—[email protected] ........................... 117, 134 Canagarajah, Suresh—[email protected] .................................................... 86, 118, 123 Candlin, Christopher—[email protected] ......................... 150, 155

173

INDEX OF PRESENTERS Cao, Feng—[email protected] ........................................................... 83, 102 Cardenas Curiel, Lucia—[email protected] ................................ 148, 157 Carhill-‐Poza, Avary—[email protected] ................................... 116, 130 Carpenter, Brian—[email protected] ........................................................ 87 Case, Rod Ellis—[email protected] ................................................................................... 170 Castaneda-‐Jimenez, Gabriela—[email protected] ...................................... 82, 94 Centineo, Giulia—[email protected] ................................................................................... 55 Chambers, Wendy Lynn—[email protected] ............................................ 110 Chamcharatsri, Pisarn B—[email protected] ............................ 5, 74 Chan, HuiPing—[email protected] ....................................................... 77 Chan, Letty—[email protected] .......................................................................... 6, 88 Chang, Seung-‐Eun—[email protected] ......................................................... 77 Chao, Xia—[email protected] ........................................................................ 73, 74 Chao, Yu-‐Chuan Joni—[email protected] ............................................................... 144 Chaparro, Sofia—[email protected] ................................................................... 62 Chapelle, Carol—[email protected] ............................................................... 4, 35, 43 Chapman, Glen Lorne—[email protected] .......................... 146, 156 Chen, Cheng-‐Ling Alice—[email protected] ............................................ 111 Chen, Hsin-‐I—[email protected] .......................................... 82, 89, 119, 140 CHEN, Hsueh Chu—[email protected] .................................................... 151, 165 Chen, Meng-‐Hua—[email protected] ......................................................... 50, 63 Chen, Shun-‐Wen—[email protected] .................................................. 93, 129 Chen, Tsuiping—[email protected] ....................................................... 81, 99 Chen, Wen-‐Hsin—[email protected] .......................................................... 150, 159 Chen, Yen-‐Yu—[email protected] ....................................................... 148, 156 Cheng, An—[email protected] ........................................................................ 81, 96 Cheng, Dongmei—[email protected] .................................................... 51, 70 Cheng, Lixia—[email protected] ........................................................................... 6, 143 Cheng, Liying—[email protected] ................................. 116, 131, 149, 165 Cheng, Tsui-‐Ping—[email protected] .................................................................... 55 Cheng, Yen-‐Fang—[email protected] ............................................................... 171 Cheng, Ying-‐Hsueh—[email protected] ..................................................... 4, 75, 97 Cheon, Yunseong—[email protected] ............................................................. 80, 93 Cheung, Yin Ling—[email protected] ............................................ 119, 132 Chiang, Min-‐Hsun—[email protected] .................................................... 117, 138 Chiba, Reiko—rchiba@asia-‐u.ac.jp ............................................................................. 109 Chiu, Chu-‐Chuan—[email protected] ............................................................ 51, 64 Chiu, Hsin-‐fu—[email protected] ................................................................... 116, 131 Cho, Aram—[email protected] ......................................................................... 133 Cho, Hyeyoon—[email protected] .................................................................... 93 Cho, Seonhee—[email protected] ................................................................... 169 Cho, Young Gyo—[email protected] ................................................................ 111 Choi, Jayoung—[email protected] ......................................................................... 97 Choi, Leejin—[email protected] ............................................................................. 123 Choi, Yujeong—[email protected] .......................................................................... 77 Choong, Kung-‐Wan Philip—[email protected] ......................... 119, 136 Christiansen, M. Sidury—[email protected] ....... 119, 140 Christie, Frances—[email protected] ............................................... 87 Chu, Chia-‐Yu—[email protected] .................................................................... 168 Chun, Christian—[email protected] .................................................................. 107 Chun, Elaine—[email protected] .................................................................. 50, 54 Chvala, Lynelle—[email protected] .................................................................... 67 Cimasko, Tony—[email protected] ................................................ 150, 160 ciriza lope, maria del puy—Maria.Ciriza-‐[email protected] ................... 50, 59, 157 Clavel-‐Arroitia, Begona—[email protected] ....................................................... 73 Clegg, Geoffrey—[email protected] ............................................................ 58 Coatoam, Suzanne—[email protected] ........................................ 64, 96 Cobb, Thomas—[email protected] .......................................................................... 137 Cochrane, Leslie—[email protected] ................................................... 118, 122 Cohen, Andrew D.—[email protected] .................................................. 4, 42, 51, 71 Collins, Laura—[email protected] ............................... 4, 5, 43, 149, 165 Colombo, Mariana—mariana-‐[email protected] ................................. 118, 130 Comstock, Lindy Burden—[email protected] .......................................... 48, 57 Connor-‐Linton, Jeff—[email protected] ....................................... 119, 137 Constantinou, Filio—[email protected] ............................................................ 81, 105 Contreras, Edward—[email protected] ......................................... 119, 140 Cook, Haruko M—[email protected] ........................................................... 5, 48, 52 Cope, Lida—[email protected] .................................................................................. 151, 163 Corioso, Annalisa—[email protected] ...................................................... 48, 61 Coronel-‐Molina, Serafin—[email protected] ................................................ 168 Cortes, Viviana—[email protected] ............................................................. 5, 43, 49, 69 Costley, Tracey—[email protected] ......................................................... 119, 135 Cotos, Elena—[email protected] ..................................................................... 5, 51, 72 Cox, Troy—[email protected] .......................................................................................... 77

174

Crawford, Troy—[email protected] ........................................................... 74 Crawford, William—[email protected] .................................. 71, 81, 103 Creese, Angela—[email protected] ..................................................................... 122 CRIADO, RAQUEL—[email protected] ....................................................................... 49, 65 Crichton, Jonathan—[email protected] ........................... 150, 155 Crosby, Christie—[email protected] .................................................... 48, 61 Crossley, Scott—[email protected] ................................ 4, 5, 82, 97, 118, 129 Csizér, Kata—[email protected] ............................................. 83, 100, 117, 135 Csomay, Eniko—[email protected] ................................................... 5, 81, 103 Cubilo, Justin—[email protected] ............................................................................. 76 Cukor-‐Avila, Patricia—[email protected] ....................................................... 151, 163 Cumming, Alister—[email protected] ................................................ 168 Cummins, Jim—[email protected] .................................................. 38, 171 Cunningham, D. Joseph—[email protected] ...................................................... 6, 143 Curinga, Rebecca—[email protected] ............................................................. 111 Curry, Mary Jane—[email protected] ................................ 118, 120 Curtis, Andy—[email protected] ............................................................ 109

D D'Amico, Melanie—[email protected] ................................................... 81, 104 Dabney, Akiko Imamura—[email protected] ....................................... 156 Dahm, Maria R—[email protected] ................................................. 119, 139 Daily, Kevin—[email protected] .................................................................................. 163 Daller, Michael—[email protected] ................................................. 83, 101 danyushina, yulia—[email protected] ................................................... 82, 93 Dao, Phung Van—[email protected] .................................................................... 136 Darbes, Tasha—[email protected] .............................................................................. 109 Darcy, Isabelle—[email protected] ................................................................... 80, 90 Dargent-‐Wallace, Anne—[email protected] ............................................... 150, 157 Darrow, Catherine—[email protected] ................................ 51, 64 Dass-‐Brailsford, Priscilla—[email protected] ......................................... 122 Davies, Catherine Evans—[email protected] ...................................................... 169 Davin, Kristin—[email protected] ..................................................................................... 29 Davis, Larry—[email protected] ........................................................ 117, 140 Davis, Tracy—[email protected] .......................................................................... 82, 90 Davison, Chris—[email protected] ............................................................. 29, 84 De Bot, Kees—[email protected] ............................................................ 77, 170 de Burgh-‐Hirabe, Ryoko—deburgh-‐[email protected] ................................ 51, 65 De Costa, Peter—[email protected] ......................................................... 80, 86, 153 de Jong, Ester J.—[email protected] ................................................................. 48, 62 de la Torre, Jacquelyn—[email protected] ........................................................... 166 DeCapua, Andrea—[email protected] ............................................... 9, 31, 148 Deckert, Sharon—[email protected] ............................................................... 148, 155 Deconinck, Julie—[email protected] ............................................ 151, 161 DeDeyn, Rachel—[email protected] ..................................................................... 143 Defibaugh, Staci—[email protected] .................................................... 6, 75 Dekeyser, Robert—[email protected] ..................................................................... 4, 15, 30 Del Percio, Alfonso—[email protected] ............................................ 48, 52 Demeter, Gusztav—[email protected] ............................................... 48, 63 Derwing, Tracey—[email protected] ......................................... 5, 48, 61 Deschambault, Ryan—[email protected] ................................. 42, 44, 82, 91 Dewaele, Jean-‐Marc—[email protected] ................................................. 118, 129 Dewey, Dan—[email protected] ...................................................................................... 63 Di Gennaro, Kristen—[email protected] ................................................. 81, 99 Di Silvio, Francesca—[email protected] .............................................................. 73, 142 Diao, Natalie Xuejiao—[email protected] ...................................................... 48, 62 Diao, Wenhao—[email protected] ..................................................... 116, 127 DiCamilla, Frederick—[email protected] ................................................................ 76 Dietrich, Sarah—[email protected] ...................................... 151, 162 Dixon, Edward Michael—[email protected] ................................................ 109 Djennane, taoufik—[email protected] ....................................................................... 108 Dobs, Abby—[email protected] ...................................................................... 3, 83, 103 Dockett, Lakisha—[email protected] .......................................................................... 109 Doman, Evelyn—[email protected] .................................................................... 51, 67 Donato, Richard—[email protected] ............................................................... 36, 37, 80 Donovan, Anne—[email protected] .................................................................. 73, 142 Doolan, Shannon Fitzsimmons—[email protected] ............. 82, 95 Doolan, Stephen—[email protected] ....................................... 148, 156 Doran, Meredith—[email protected] ................................................................. 118, 125 Dornyei, Zoltan—[email protected] ............................. 80, 87, 88 Dovbnya, Tetyana—[email protected] ................................................................... 68 Doyle, Morgan—[email protected] .................................................................. 166 Dressler, Roswita—[email protected] ......................................................... 50, 60 Dubreil, Sebastien—[email protected] .................................................................................. 170

INDEX OF PRESENTERS Duff, Patricia—[email protected] ...................................................... 4, 5, 116, 120 Dufva, Hannele—[email protected] ...................................................................... 153 Dunn, Karen—[email protected] ................................................ 151, 161 Duran, Chatwara Suwannamai—[email protected] .............................. 81, 98 Durand, Jeff—[email protected] ........................................................................... 67 DuVernet, Amy—[email protected] ...................................................................... 112 Dwight, Victoria—[email protected] .......................................... 149, 165

E Early, Margaret Mary—[email protected] ...................................... 51, 66, 97 Ebenezer, Deepak—[email protected] ...................................................................... 74 Ebsworth, Miriam—[email protected] ..................................................... 76 Ebsworth, Timothy— ........................................................................................................... 76 Ecke, Peter—[email protected] .................................................................... 170 Eckman, Fred—[email protected] ............................................................................ 111 Edstrom, Anne—[email protected] .................................................. 143 Edwards, John—[email protected] .............................................................................. 168 Edwards, Viv—[email protected] ............................................................... 26 Ehlers-‐Zavala, Fabiola—[email protected] ............................. 43, 113, 154 Ehrensberger-‐Dow, Maureen—[email protected] .................................. 75, 150, 160 Eichmann, Hanna—hanna.eichmann@uni-‐hamburg.de ........................ 116, 130 Ekiert, Monika—[email protected] ................................. 81, 99, 119, 136 El-‐Sadek Kilany, Enas—[email protected] ......................................................... 70 Elder, Catherine—[email protected] ................................................... 83, 106 ElGhazoly, Boshra—[email protected] ................................................ 151, 165 Elliott, Christine—[email protected] ............................................................. 116, 132 Ellis, Nick—[email protected] ............................................................................. 30, 121 Ellis, Rod—[email protected] .......................................................................... 50, 56 Elola, Idoia—[email protected] ....................................................................... 5, 49, 72 Ene, Estela—[email protected] ......................................................................... 149, 167 Englander, Karen—[email protected] ............................................ 121 English, Kathryn—[email protected] ................................................ 152 Ennser-‐Kananen, Johanna—[email protected] ................................................ 109 Enomoto, Takeshi—[email protected]‐u.ac.jp ................................ 48, 59 Eskildsen, Soren—[email protected] ..................................................................... 121 Eslami, Zohreh—[email protected] .................................................................. 83, 105 Esquinca, Alberto—[email protected] ..................................................... 148, 160 Etienne, Corinne—[email protected] ............................................... 83, 101 Evans, Norman—[email protected] .............................................................. 113 Evans, Rick—[email protected] ................................................................................. 120 Ewald, Jennifer D—[email protected] ............................................................... 5, 83, 103 Exten, Molly—[email protected] ............................................................................ 107 Eyckmans, June—[email protected] .............................................. 151, 161

F Faez, Farahnaz—[email protected] ......................................................................... 149, 167 Fagan, Drew—[email protected] ................................................................. 80, 92 Falout, Joseph—falout.joseph.j@nihon-‐u.ac.jp ................................ 48, 59, 88, 170 Fan, Hongli—[email protected] ...................................................................... 149, 162 Fan, Sa-‐hui—[email protected] .................................................................... 48, 62 Fang, Zhihui—[email protected] .................................................................... 64, 81, 96 Farley, Andrew—[email protected] .............................................................. 5, 65 Fee, Margaret—[email protected] ............................................................................ 154, 166 Feinberg, Iris—[email protected] ........................................................................... 110 Feiz, Parastou—[email protected] ............................................................................ 80, 91 Fernandez, Julieta—[email protected] .......................................................... 6, 116, 126 Fernández Dobao, Ana—[email protected] ................................... 100 Ferré, Gaëlle—Gaelle.Ferre@univ-‐nantes.fr ............................................................... 27 Feryok, Anne—[email protected] ........................................................... 51, 65 Filback, Robert—[email protected] ............................................................................... 109 Filgueras-‐Gomez, Marisa—[email protected] .................................... 49, 68 Firth, Alan—[email protected] .......................................................... 55, 123 Fistrovic, Tatiana—[email protected] .......................................... 6, 112 Fitts, Shanan—[email protected] ....................................................................... 50, 57 Flahive, Douglas—[email protected] ................................................ 51, 66 Flognfeldt, Mona—[email protected] .......................................................... 67 Flores, Nelson—[email protected] ........................................................ 5, 117, 135 Flores Salgado, Elizabeth—[email protected] .............................. 150, 158 Flowers, Katherine—[email protected] ..................................... 80, 92 Flubacher, Mi-‐Cha—mi-‐[email protected] ...................................... 48, 52, 53 Fogal, Gary—[email protected] ................................................................................ 168 Fogle, Lyn—[email protected] ............................................................................. 5, 120 Fond, Marissa—[email protected] ...................................................... 118, 122

Foote, Jennifer—[email protected] ......................................................... 151, 164 Fors, Nils Olov—[email protected] .................................................... 119, 139 Forte, Sean—[email protected] ........................................................................ 139, 162 Fotinakes, Brian—[email protected] .............................................................. 120 Frederick, Jennifer—[email protected] ................................................ 120 Fredricks, Daisy—[email protected] .................................................. 148, 160 Freeman, Diana—[email protected] .......................................................................... 153 Freeman, Wendy Lynn—[email protected] ........................................ 75 Frei, Christina—[email protected] ...................................................................... 109 Freitas, Danielle—[email protected] ....................................................... 152 French, Leif—[email protected] ................................................................................ 51, 68 Fried, David—dfried@swa-‐consulting.com ................................................................ 62 Friginal, Eric—[email protected] .............................................................................. 5, 58 Frost, Kellie—[email protected] ........................................................... 83, 106 Fuchs, Carolin—[email protected] .................................................................... 109 Fuentes, Ronald—[email protected] ......................................... 116, 128 Fujii, Seiko—[email protected]‐tokyo.ac.jp ............................................................. 81, 105 Fujioka, Mayumi—[email protected] ............................................. 119, 137 Fukada, Yoshifumi—[email protected] .................................................. 59, 142 Fukuda, Tetsuya—f-‐[email protected]‐net.ne.jp ............................................................. 59 Fukunaga, Sunao—[email protected] ............................................................................... 74 Furukawa, Gavin—[email protected] ................................................................ 54

G Gagne, Antoinette—[email protected] ........................................... 152 Gamino, Christina—[email protected] .................................... 119, 135 Gao, Xuesong—[email protected] ..................................... 50, 57, 133 Garbati, Jordana—[email protected] ..................................... 6, 149, 167 Garcia Frazier, Elena—[email protected] ......................................... 121 Garcia-‐Amaya, Lorenzo—[email protected] ............................................... 80, 90 García, Próspero N.—[email protected] .................................................. 121 Garmendia-‐Cano, Lucia—[email protected] ................................................. 169 Garrett-‐Rucks, Paula—[email protected] ................................................................... 107 Gatbonton, Elizabeth—[email protected] ................. 119, 136 Gatlin, Nicholas—[email protected] ........................................................... 48, 59 Gaynor, Brian—[email protected] ....................................................... 154 Gebhard, Meg—[email protected] ................................................... 4, 43, 87 Geenen, Jarret—[email protected] ................................................................... 27 George, Angela—[email protected] .................................................................. 49, 68 Gevara, Jeremy Ray—[email protected] ....................................................... 142 Ghanem, Carla—[email protected] .................................................. 119, 133 Gilabert, Roger—[email protected] ..................................................... 5, 123, 124 Gilliland, Betsy—[email protected] ................................................. 116, 132 Gilmetdinova, Alsu—[email protected] ........................................................... 50, 60 Gimenez-‐Eguibar, Patricia—[email protected] .................................................. 96 Ginsberg, Daniel—[email protected] ................................................... 83, 103 Ginther, April—[email protected] ......................................................... 4, 83, 106 Gissel, Amanda—agissel@swa-‐consulting.com ..................................................... 112 Gladkova, Ganna—[email protected] ................................................................. 144 Glisan, Eileen—[email protected] ....................................................................... 36, 37, 80 Godfroid, Aline—[email protected] ................................................................ 4, 50, 61 Goertler, Senta—[email protected] ............................................................ 4, 117, 138 Gokalp, Ayfer—[email protected] ............................................................ 81, 98 Gokee, Rebecca—[email protected] ................................................................................ 65 Golden, Anne—[email protected] .......................................................... 150, 156 Goldstein, Lynn—[email protected] ....................................................... 5, 149, 161 Golombek, Paula Renee—[email protected] ................................................ 83, 98 Gontijo, Viviane—[email protected] .................................................................... 68 Gramling, David—[email protected] ......................................................... 82, 96 Grammatosi, Fotini—[email protected] ............................................................ 153 Granena, Gisela—[email protected] ................................................................. 50, 61 Gray, Bethany Ekle—[email protected] ..................................... 82, 90, 119, 138 Gray, John—[email protected] ......................................................................................... 152 Green, Bonnie—[email protected] ......................................................... 122 Green, Christopher Ryan—[email protected] ...................................................... 121 Greer, Brian—[email protected] .................................................................... 6, 151, 163 Gregersen, Tammy Sue—[email protected] ........................................... 87 Greybeck, Barbara—[email protected] ........................................................................ 74 Groff, Cynthia—[email protected] ......................................................... 81, 98 Gu, Lin—[email protected] ....................................................................................... 118, 131 Gu, Michelle—[email protected] ................................ 148, 157 Guang, Caihong—[email protected] ............................................ 48, 58, Guay, Jean Daniel—[email protected] .................................................... 68 Guceri, Meral—[email protected] ...................................................... 149, 162

175

INDEX OF PRESENTERS Guerrero Nieto, Carmen Helena—[email protected] ................. 154 Guijarro-‐Fuentes, Pedro—pedro.guijarro-‐[email protected] ...... 148, 158 Guo, Yan—[email protected] ................................................... 149, 150, 159, 162 Gurzynski-‐Weiss, Laura—[email protected] ................................. 4, 119, 135 Gutierrez, Xavier—[email protected] ...................................................... 4, 80, 93 Guénette, Danielle—[email protected] ...................................... 116, 129 Gyllstad, Henrik—[email protected] ........................................ 81, 101

H Haan, Jennifer—[email protected] ............................................. 108 Hadley, Gregory—[email protected] ......................................................................... 153 Haeusler, Angela—[email protected] .................................... 48, 62, 117, 134 Hafernik, Johnnie Johnson—[email protected] ...................................... 118, 127 Hagiwara, Akiko—[email protected] ................................................... 151, 161 Haider, Iftikhar—[email protected] ............................................................. 6, 142 Hall, Christopher J—[email protected] .................................................................. 167 Halleck, Gene—[email protected] ............................................... 4, 117, 140 Hama, Mika—[email protected] ................................................................... 124 Hamada, Megumi—[email protected] ................................................................... 111 Hamilton, Heidi—[email protected] .......................................................... 53 Hamilton, Miranda—[email protected] ......................................... 36 Hammill, Matthew—[email protected] ........................................ 81, 102 Hamrick, Phillip—[email protected] .................................... 42, 80, 90, 158 Han, Na-‐Rae—[email protected] ................................................................................. 58 Hanauer, David Ian—[email protected] ................................................................... 120 Haneda, Mari—[email protected] ....................................................... 4, 97, 117, 133 Hanks, William—[email protected] ....................................................... 9, 15, 16 Hanson, Joleen—[email protected] .................................................................... 73 Harada, Tetsuo—[email protected] ............................................................... 83, 101 Hardacre, Bahiyyih L—[email protected] ................................................ 49, 71 Hardison, Debra Mae—[email protected] ............................................. 4, 5, 48, 58 Hardy, Jack—[email protected] ............................................................................. 82, 91 Harklau, Linda—[email protected] ......................................................................... 5, 53 Harman, Ruth—[email protected] .............................................. 4, 5, 43, 82, 87, 89 Harrison, Katie—[email protected] ............................................... 149, 161 Hart, Bernadette—[email protected] ............................................. 111 Hartig, Alissa Joy—[email protected] ............................................... 148, 159 Hartshorn, K. James—[email protected] ............................................... 113 Harvey, Lou—[email protected] ................................................................ 148, 156 Harwood, Nigel—[email protected] .............. 41, 119, 137, 148, 152, 153 Hase, Naoya—[email protected] ........................................................................... 137 Hashimoto, Kumi—[email protected] ............................................................ 108 Hashizume, Hiroshi—[email protected] .................................................... 138 Hatami, Sarvenaz—[email protected] ................................ 6, 83, 104 Hawkins, Margaret—[email protected] ..................... 38, 123, 150 Hayden, Chris—[email protected] ................................................................ 74 He, Agnes—[email protected] ..................................................................... 9, 15, 21 He, Ling—[email protected] ......................................................................................... 50, 63 Hefright, Brook—[email protected] ................................................... 121, 154 heiman, daniel—[email protected] ................................................ 148, 157 Heller, Monica—[email protected] ..................................... 9, 15, 174, 85 Hellermann, John—[email protected] ............................................................................ 48, 61 Henderson, Kathryn—[email protected] ...................................................... 53, 95 Henery, Ashlie—[email protected] ..................................................... 6, 112 Heng Hartse, Joel—[email protected] .................................................... 6, 81, 96 Hengst, Julie—[email protected] .................................................................... 119, 139 Henry, Alastair—[email protected] ..................................................................................... 87 Heo, Yeon—[email protected] .............................................................................. 171 Heo, Younghyon—[email protected] ......................................................... 76 Hepford, Elizabeth Ann—[email protected] ............................................. 82, 93 Herath, Sreemali—[email protected] ...................................................... 73, 152 Hernandez, Todd—[email protected] ............................... 149, 163 Higgins, Christina—[email protected] ................................. 44, 48, 50, 54, 62 Hijikata, Yuko—[email protected] .............................................................. 113 Hill, Glen—[email protected] ................................................................................. 170 Hill, Jessica Marie—[email protected] ............................................................. 49, 68 Hill, Kathryn—[email protected] ........................................................................ 84 Hill, Robyn Alexandra—[email protected] ................................................................ 83, 105 Hirano, Kinue—[email protected] ........................................................................... 82, 92 Hjulstad, Johan Thomassen—[email protected] ..................................... 171 Ho, Le—[email protected] ........................................................................... 83, 103 Ho, Mei-‐ching—[email protected] ................................................................. 49, 71 Hoagland, Merideth—[email protected] ................................................ 83, 101 Holborow, Marnie—[email protected] ......................................................... 85

176

Holdway, Jennifer—[email protected] .................................................. 116, 128 Hong, Chi-‐yin—[email protected] ................................................. 51, 70 Hongboontri, Chantarath—[email protected] ................ 117, 139 Horii, Sachiko—[email protected]‐u.ac.jp ........................................................... 51, 66 Horness, Paul M—[email protected] ............................................................ 51, 67 Horst, Marlise—[email protected] ..................... 49, 70, 117, 137 Horwitz, Elaine K—[email protected] ......................................... 149, 166 Hos, Rabia—[email protected] ................................................................................ 67 Hostetler, Christina—[email protected] ............................................................. 111 Houck, Noel—[email protected] .......................................................... 81, 105 Housen, Alex—[email protected] .................................................. 88, 116, 130 Howard, Kathryn—[email protected] ............................................................. 5, 123 Hryniuk, Katarzyna Teresa—[email protected] ........................................... 110 Hsu, Chun-‐Chieh—[email protected] .............................................. 82, 93, 129 Hsu, Hsiu-‐Chen—[email protected] ............................................................ 83, 99 Hu, Guangwei—[email protected] ............. 83, 102, 116, 118, 130, 132 Hu, Tsui-‐Chun—[email protected] ............................................................. 50, 59 Huang, Becky—[email protected] ................................................................. 142 Huang, Chung-‐Kai—[email protected] ................................................................. 145 Huang, Hsiang ling—[email protected] .................................................. 150, 157 Huang, Hung-‐Tzu—[email protected] ................................... 93, 116, 129 Huang, I-‐Chen—[email protected] ......................................................... 144 Huang, Jingzi—[email protected] ........................................... 48, 60, 83, 103 Huebner, Thom—[email protected] ........................................ 118, 130, 168 Huffman, Sarah—[email protected] .................................................................... 72 Huffman, Steve—[email protected] .................................................................... 121 Hulstijn, Jan—[email protected] .................................................... 9, 25, 30, 58, 118 Hult, Francis M.—[email protected] .......................... 4, 5, 73, 118, 130 Humphries, Melissa—[email protected] ............................................. 53 Hurtado de Mendoza, Alejandra—[email protected] .......................... 122

I Ibarra Johnson, Susana—[email protected] ...................................................... 107 Ikeda, Maiko—[email protected] ............................................................................... 52 Ilosvay, Kimberly Kay—[email protected] .............................................................. 48, 60 Imai, Junko—[email protected] ................................................................. 5, 80, 89 Imhof, Lorenz—[email protected] ....................................................................................... 75 Infante, Paolo—[email protected] ................................................................................ 107 Innami, Yo—[email protected] ............................................................... 50, 64 Irie, Kay—kayirie@tokai-‐u.jp ........................................................................................... 87 Iris, Madelyn—[email protected] ................................................................................ 122 Isik Tas, Eda Elvan—[email protected] ...................................................... 51, 69 Isobe, Yukari—[email protected] ...................................................................... 82, 94 Itagaki, Nobuya—n-‐[email protected]‐u.ac.jp ......................................................... 61 Iverson, Gregory—[email protected] ....................................................................... 111 Iwaniec, Janina—[email protected] ............................................... 116, 128 Iwashita, Noriko—[email protected] ............................................................... 136

J Jacknick, Christine M—[email protected] .................................... 116, 126 Jacobsen, Natalia—[email protected] .............................................. 49, 65, 166 Jacobson, Holly—[email protected] ....................................................................... 122 Jacquemet, Marco—[email protected] ............................................................ 26 Jadlocki, Matthew—[email protected] .................................... 2, 3, 43, 80, 89, 125 Jakar, Valerie Susan—[email protected] ................................................................ 75 James, Mark Andrew—[email protected] .......................................... 149, 163 Jang, Juhyun—[email protected] ......................................................................... 56 Jarvis, Scott—[email protected] ..................................................... 68, 82, 94, 117, 138 Jeffery, Jill Virginia—[email protected] ................................................................ 81, 96 Jenks, Christopher—[email protected] .................................................... 55 Jeon, Eun-‐Hee—[email protected] ......................................................... 119, 132 Jeon, Lisa Rene—[email protected] ............................................................. 144 Jeong, Hyeonjeong—[email protected] ............................................ 119, 138 Jernigan, Justin—[email protected] ............................................................................ 111 Jiang, Xiangying—[email protected] .................................... 119, 132 Jie, Dong—[email protected] ................................................................................... 86 Jimenez Jimenez, Antonio Francisco—[email protected] .. 119, 138 Jin, Li—[email protected] .................................................................................... 5, 66, 135 Joaquin, Anna Dina—[email protected] ............................................ 150, 156 Johnson, David Cassels—[email protected] ......................................................... 73 Johnson, Karen E.—[email protected] .......................................................................... 83, 98 Johnson, Mark D.—[email protected] ............................................... 117, 137 Johnston, Duff—[email protected] .............................................. 49, 72, 168

INDEX OF PRESENTERS Johnstone, Barbara—[email protected] .............................................................. 26 Jokisch-‐Sagrera, Adriana—ajokisch-‐[email protected] ....................................... 107 Jolani, Shahab—[email protected] ........................................................................................ 64 Jones, Neil—[email protected] .................................................................... 36 Jones, Rodney—[email protected] ..................................................................... 27 Joyce, Paul—[email protected] ........................................................................ 142 Juffs, Alan—[email protected] .......................................................................................... 50, 58 Jun, Sun-‐Ah—[email protected] ........................................................................... 142 Jung, Ji-‐Young—[email protected] ................................................................. 48, 63 Jung, Jin Kyeong—[email protected] .......................................................... 133 Jung, Sehoon—[email protected] ................................................................................... 170 Junqueira, Luciana—[email protected] ............... 83, 102, 117, 139

K Kadota, Shuhei—[email protected] ...................................................... 117, 137 Kafle, Madhav—[email protected] ................................................................... 118, 123 Kahn, Gabrielle—[email protected] .................................... 83, 98 Kalaja, Paula—[email protected] ......................................................... 104, 148, 153 Kamal, Ayesha—[email protected] ............................................ 149, 164 Kamiya, Nobuhiro—[email protected] ..................................................... 4, 112 Kaneko, Emiko—kaneko@u-‐aizu.ac.jp ......................................................................... 76 Kang, Eun Young—[email protected] ............................................. 118, 129 Kang, Okim—[email protected] ......................................................... 112, 151, 166 Kangas, Sara—[email protected] ................................................................... 43, 49, 68 Kao, Chian-‐Wen—[email protected] ................................................... 143 Kaplan-‐Weinger, Judith—j-‐[email protected] ..................................................... 122 Karjalainen, Reetta Leena—[email protected] ......................... 117, 139 Karlsson, Monica—[email protected] ......................................... 83, 104 Kasahara, Kiwamu—[email protected] ........................... 170 Kassabgy, Nagwa—[email protected] ............................................ 117, 134 Katagiri, Kazuhiko—[email protected]‐u.ac.jp ................................................ 142 Katayama, Akiko—[email protected] ........................................................ 74 KAUR, KULDIP—[email protected] ..................................... 51, 66 Kaveh, Yalda M.—[email protected] ............................................... 80, 91 Kawakami, Kiyomi—kiyomi-‐[email protected] ..................................... 51, 72 Kawashima, Ryuta—[email protected] ....................................................... 138 Kayi-‐Aydar, Hayriye—[email protected] ................................... 81, 97, 149, 166 Kearney, Erin—[email protected] ...................................................... 50, 59, 169 Keating, Kelle L.—[email protected] ............................................. 119, 134 Keller, Sandra Lynn—[email protected] ............................................................... 74 Kelly Hall, Joan—[email protected] ................................................ 2, 3, 15, 25, 26, 103 Kendrick, Maureen E—[email protected] ........................................ 82, 97 Kennedy, Kohlee M.—[email protected] ................................................... 82, 90 Kennedy, Sara—[email protected] .......................... 83, 101 Kenyon, Dorry—[email protected] .............................................................................. 166 Kephart, Kerrie—[email protected] .......................................................................... 120 Kern, Richard—[email protected] ..................................................................... 5, 152 Kessler, Greg—[email protected] ............................................................................ 49, 66 Khalil, Omar—[email protected] ....................................................... 117, 140 Khan, Ajmal—[email protected] ...................................................... 49, 69 Khan, Ranya—[email protected] ......................................................................... 31 Khawaja, Anastasia—[email protected] .......................................... 150, 155 Kida, Shusaku—skida@hiroshima-‐u.ac.jp ........................................................... 51, 65 Kilpatrick, Cynthia Diane—[email protected] ............................................................... 77 Kim, Deoksoon—[email protected] .............................................................. 5, 49, 66 Kim, H. Stephanie—[email protected] .............................................................. 48, 57 Kim, Heekyoung—[email protected] ....................................................................... 131 Kim, HyunJung Heather—[email protected] ........................................... 116, 127 Kim, Jiyun—[email protected] .................................................................................... 49, 65 Kim, Mi-‐Young—[email protected] ............................................................. 5, 82, 91 Kim, Saesun—[email protected] ................................................................... 118, 127 Kim, Sangki—[email protected] ................................................................................. 55 Kim, Soo Hyon—[email protected] ................................................................ 81, 100 Kim, Tae-‐Young—[email protected] ................................................................. 151, 164 Kim, Won—[email protected] .............................................................. 119, 135 Kim, Yoon-‐Kyoung—[email protected] ........................................... 151, 164 Kim, YouJin—[email protected] ................................................................................ 4, 124 Kimura, Daisuke—[email protected] ......................................................... 49, 67 King, Brandon—[email protected] ................................................................... 66 King, Jim—[email protected] .......................................................................................... 50, 60 King, Kendall—[email protected] ..................................................................... 5, 31, 84 Kirk, Steven—[email protected]‐tokyo.ac.jp ................................................................ 109 Kitade, Keiko I—[email protected] ........................................................... 82, 92 Kivik, Piibi-‐Kai—[email protected] ............................................................. 116, 125

Klassen, Marshall D—[email protected] ........................................................... 76 Kleinberger, Ulla—[email protected] ................................................................................... 75 Knight, Dawn—[email protected] .......................................................... 81, 103 Knouzi, Ibtissem—[email protected] ................................................................ 110 Koda, Keiko—[email protected] .................................................................. 5, 64 Koike, Chisato—[email protected] .............................................................................. 52 Koizumi, Rie—rie-‐[email protected] ............................................... 50, 64 Kolstrup, Kirsten—[email protected] ........................................................................ 73 Konakahara, Mayu—[email protected] ............................................. 80, 92 Kong, Kaishan—[email protected] ................................................................... 50, 62 Konstantinova, Irina—[email protected] ................................................................ 68 Kraemer, Angelika—[email protected] ..................................................... 117, 138 Kramer, Kat—[email protected] ......................................................................... 151, 166 Kramsch, Claire—[email protected] ................................................ 42, 54, 85 Krickhan, Marlene—[email protected] ............................................................. 85 Kubanyiova, Magdalena—[email protected] ................................ 81, 98 Kubota, Ryuko—[email protected] ......................... 4, 15, 38, 48, 54, 85, 150 Kumagai, Shigeko—[email protected] .................................................... 54 Kunitz, Silvia—[email protected] .................................................................... 48, 57 Kurihara, Yuka—[email protected] ....................................................................... 67 Kusaka, Laura—[email protected] ....................................................................... 168 Kuzio, Anna Maria—[email protected] .................................................. 81, 105 Kwon, Heejung—[email protected] ....................................................................... 76 Källkvist, Marie—[email protected] ....................................... 118, 130

L Lahmann, Cornelia—[email protected] ................................................ 49, 70 Lahtinen, Sinikka—[email protected] ............................................................ 104 Lai, Wei—[email protected] ........................................................................................ 143 Lai, Wen-‐Feng—[email protected] ................................................................. 148, 156 Laletina, Alexandra—[email protected] ............................................................ 144 Lam, Wan Shun Eva—[email protected] .............................................. 120 Lamb, Gavin—[email protected] ................................................................................. 54 Lancaster, Nina Karen—[email protected] ................................................. 149, 163 Lancaster, Zak—[email protected] ..................................................................... 83, 103 Langman, Juliet—[email protected] ........................................ 4, 82, 95, 120 Lantolf, James—[email protected] ................................................. 15, 25, 29, 30, 43, 116 Lanza, Elizabeth—[email protected] ........................................ 5, 150, 156 Lapidus, A—[email protected] ............................................................................... 80, 91 Larsen-‐Freeman, Diane—[email protected] ...................... 4, 5, 35, 42, 87, 121 Larson-‐Hall, Jenifer—[email protected] ....................................................... 63 Latham, Melissa Anne—[email protected] ............................................................. 111 Laufer, Batia—[email protected] ............................................... 4, 49, 71 Lavolette, Elizabeth H. P.—[email protected] ........................... 151, 164 Lawrence, Geoffrey P.J.—[email protected] ..................................... 152 Lazarte, Alejandro—[email protected] ........................................................ 80, 90 Lee, Ahrong—[email protected] .......................................................................................... 76 Lee, Alice S.—[email protected] ................................................................................. 153 Lee, Carol—[email protected] ........................................................................ 171 Lee, Eunjeong—[email protected] ................................................................................. 125 Lee, Hakyoon—[email protected] ....................................................................... 156 Lee, Heekyeong—[email protected] ............................................................................ 5, 131 Lee, Hye Won—[email protected] .................................................................. 117, 135 Lee, Hyunju—[email protected] ................................................................. 81, 100 Lee, Icy—[email protected] .................................................................... 4, 81, 99, 133 Lee, Jerry—[email protected] ................................................................... 134 Lee, Jin Sook—[email protected] ............................................. 4, 80, 94, 108 Lee, Jooyoung—[email protected] ......................................................... 83, 102 Lee, JuHee—[email protected] ............................................................................. 111 Lee, Junkyu—[email protected] ..................................................................................... 56 Lee, Juyeon Julia—[email protected] ............................................................... 129 Lee, Melissa E.—[email protected] ............................................................................ 153 Lee, Sheng Hsun—[email protected] .................................................................... 116, 127 Lee, Wan-‐lun—[email protected] ............................................................ 108 Lee, Wona—[email protected] ................................................................ 80, 94 Lee, Yoonhee N—[email protected] ............................................................ 160 Lee, Young-‐Ju—[email protected] ................................................................. 166 Leeman, Jennifer—[email protected] ................................................................. 28, 43 Lei, Jun—[email protected] .................................................................................... 130 Lemak, Alina—[email protected] ................................................................... 171 Lemke, Jay—[email protected] ............................................................................... 86 Lengeling, Martha—[email protected] ........................................................................ 74 Lessien, Erika—[email protected] .............................................................................. 142 LEUNG, Chi Yui—[email protected] .......................................................... 118, 126

177

INDEX OF PRESENTERS Leung, Genevieve—[email protected] ......................................................... 118, 128 Levi, Tziona—[email protected] ............................................................... 151, 167 Levine, Glenn—[email protected] ............................................................................. 80, 91 Lew, Shim—[email protected] .................................................................... 149, 164 Leymarie, Cassie—[email protected] ................................................. 144 Li, Duanduan—[email protected] .......................................................................... 120 Li, Jinrong—[email protected] ................................................................... 118, 125 Li, Li—[email protected] .................................................................................... 51, 72, 169 Li, Man—[email protected] .............................................................................. 110 Li, Ping—[email protected] ............................................................................................. 71 Li, Shaofeng—[email protected] ................................................................... 4, 51, 56, Li, Vickie Wai Kei—[email protected] ................................................................. 116, 130 Li, Wei—[email protected] ............................................................................................... 143 Li, Yongyan—[email protected] .......................................................................... 4, 50, 69 Liaw, Meei-‐Ling—[email protected] ..................................................... 5, 152 Lide, Sara—[email protected] ................................................................................... 55 Lidster, Ryan—[email protected] ......................................................................... 166 Liggett, Tonda—[email protected] ........................................... 142 Lillie, Karen E.—[email protected] ......................................................... 82, 95 Lim, Hyojung—[email protected] .................................................................... 6, 80, 95 Lin, Cheng-‐Yi—[email protected] .......................................................... 144 Lin, Daphne Meng-‐Ying—[email protected] ........................ 93, 148, 160 Lin, Hui-‐Ju—[email protected] ................................................................. 170 Lin, Ivory—[email protected] ................................................................ 6, 149, 166 Lin, Man-‐Chiu—[email protected] ...................................................................... 118, 130 Lin, Rae-‐Ping—[email protected] ................................................. 51, 64, 119, 132 Lindemann, Stephanie—[email protected] ...................... 5, 83, 101, 117, 134 Link, Holly—[email protected] ......................................................................................... 62 Link, Stephanie—[email protected] ............................................................ 72, 107 Lira Gonzales, Maria Lourdes—maria-‐lourdes.lira-‐[email protected] ..... 142 Liruso, Susana María—[email protected] ..................................................... 171 Liu, Dilin—[email protected] .................................................................................... 119, 138 Liu, Hui-‐Chun—[email protected] ...................................................................... 63 Liu, Jianing—[email protected] .................................................................................... 82, 96 Liu, Pei-‐hsun Emma—[email protected] .................................................... 149, 164 Liu, Rong—[email protected] .................................................................... 143 Liu, Yan—[email protected] ..................................................................... 49, 64 Liu, Yingliang—[email protected] ................................................................. 111 Lo, Adrienne—[email protected] .......................................................................... 116, 122 Loewen, Shawn—[email protected] .......................................................... 4, 119, 136 Logan-‐Terry, Aubrey—[email protected] ......................................... 5, 51, 72 Londe, Zsuzsa—[email protected] .................................................................................... 109 Long, Avizia—[email protected] ............................................................................ 170 Longmore, Jason—[email protected] ........................................... 84 Looney, Stephen—[email protected] ....................................................................... 108 Lopez, Patria—[email protected] ...................................................................................... 54 Lopez, Qiuana—[email protected] ............................................................ 55 Lopez-‐Gopar, Mario—[email protected] ............................................. 49, 67 Loring, Ariel—[email protected] ............................................................................ 55 Lowie, Wander—[email protected] ........................................................................... 170 Lu, Chan—[email protected] ............................................................................ 49, 64 Lu, Xiaofei—[email protected] .............................................................................................. 88 Lyster, Roy—[email protected] ............................................................................. 5, 36

M Macgregor, David—[email protected] ............................................................... 107 Machin, David—[email protected] .................................................................. 27 Macintyre, Peter—[email protected] ............................................................. 87 Mackey, Alison—[email protected] .................................................... 30, 71 MacWhinney, Brian—[email protected] ........................................................................ 20 Mady, Callie—[email protected] ......................................................................... 110 Mahboob, Ahmar—[email protected] ........................................ 123 Maier, Carmen—[email protected] .......................................................................................... 27 Makalela, Leketi—[email protected] ............................................................ 49, 69 Maldonado-‐Valentin, Mirta E—[email protected] ......................... 144 Malentina, Olga—[email protected] ......................................................... 77 Malinowski, David—[email protected] ........................................................... 152 Mallett, Karyn—[email protected] .................................................................. 43, 108 Malone, Meg—[email protected] ......................................................... 4, 73, 109, 142 Mancilla, Lorena—[email protected] .................................................................... 107 Mandell, Paul B—[email protected] .............................................................. 148, 158 Mangelsdorf, Kate—[email protected] ...................................................... 148, 156 Manosuthikit, Aree—[email protected] ............................................. 119, 134 Marissa, Dian Nasrah—[email protected] ................................. 149, 162

178

Markle, Jackie—[email protected] ........................................................... 81, 104 Martel, Jason Peter—[email protected] ............................................................. 168 Martin, Deirdre—[email protected] ............................................................... 29 Martin, Jana—[email protected] .................................................................. 119, 135 Martin, Kristyn—[email protected] ...................................................................... 52 Martin, Maisa—[email protected] ......................................................................... 104 Martin, Ron—[email protected] .................................................................... 112 Martin, Sean Charles—[email protected] ........................................................................ 74 Martin-‐Beltran, Melinda—[email protected] ........................................ 81, 150, 155 Martin-‐Rojo, Luisa—[email protected] ............................................................... 28, 52 Martinez, Glenn—[email protected] ............................................................... 28, 43 Martinez, Ron—[email protected] ................................................................ 82, 97 Martini, Juliane Oliveira Pisani—[email protected] ................................. 49, 70 Massey, Gary—[email protected] ........................................................................... 150, 160 Matarese, Maureen—[email protected] ................................... 82, 89 Matelau, Tui—[email protected] ................................................................................. 27 Mateus, Suzanne Garcia—[email protected] ...................................... 150, 159 Matsuda, Paul Kei—[email protected] ............................................................... 74 Matsugu, Sawako—[email protected] ......................................................................... 109 Matsumoto, Kazumi—[email protected] .................................................... 51, 68 Matsumoto, Yumi—[email protected] ................................................................. 73 Matsuura, Hiroko—[email protected]‐u.ac.jp ................................................. 109 Maxey, Karin Anne—[email protected] ................................................ 49, 64 Maxim, Hiram—[email protected] ........................................................................... 75 Mbaeze, Stella Chinyelu—[email protected] .................................. 150, 158 McBride, Justin—[email protected] ................................................................. 50, 57 Mcbride, Kara—[email protected] ........................................................................ 5, 170 Mccafferty, Steven G.—[email protected] ..................................... 83, 105 Mccarty, Teresa—[email protected] ............................................................. 84 McClure, Greg—[email protected] .......................................................... 50, 57 McClure, Kristene—[email protected] ............................................................................ 157 Mccormack, Bede—[email protected] ................................................. 98 McCreight, Jennifer Anne—[email protected] ........................................ 87 McCrocklin, Shannon—[email protected] ..................................................... 107 Mcdonough, Kim—[email protected] ........................ 4, 51, 71, 164 McGaughey, John—[email protected] ............................................... 149, 161 McGinnis, Jennifer Lindberg—jmcginnis@swa-‐consulting.com ................... 112 McGregor, Janice—jmcgregor@k-‐state.edu ................................................... 3, 80, 91 McGroarty, Mary—[email protected] .................................................... 4, 73 McIntosh, Kyle Ryan—[email protected] ...................................................... 168 McKinley, Jim—j-‐[email protected] .................................................................. 51, 69 McNamara, Danielle S—[email protected] ............................................. 97 McNamara, Tim—[email protected] ............................................................... 84 Mcnulty, Erin—[email protected] ...................................................... 149, 162 McPherron, Paul—[email protected] ....................... 82, 91, 168 Mellom, Paula J.—[email protected] ................................................................... 49, 65 Memari-‐Hanjani, Alireza—[email protected] ............................................. 51, 72 Menard-‐Warwick, Julia—[email protected] ...................... 4, 117, 133 Mendel, Kerstin—[email protected] ................................................................. 108 Mendelson, Adam—[email protected] ............................................... 83, 99 Menezes De Souza, Lynn Mario T. Menezes De Souza—[email protected] .. 48, 60 Menjo, Shigehito—[email protected]‐commerce.edu ........................................... 86 Menken, Kate—[email protected] ....................................................................... 84 Mercer, Sarah—sarah.mercer@uni-‐graz.at ............................................................ 153 Meredith, Kimberly—[email protected] ............................................................... 97 Merrills, Kayra Zurany—[email protected] ................... 81, 105, 150, 155 Michel, Marije Cornelie—[email protected] .......................... 81, 98, 124 Michell, Michael—[email protected] ........................................................ 29, 84 Mikesell, Lisa—[email protected] .................................................................... 54 Miller, Ryan—[email protected] ......................................... 49, 64, 81, 102 Mina, Lilian—[email protected] ................................................................... 82, 91 Mitsugi, Sanako—[email protected] ................................................................... 150, 158 Mizuno, Mariko—[email protected] .............................. 4, 109, 117, 133 Moder, Carol—[email protected] ................................................................ 122 Mohamed, Ayman Ahmed—[email protected] ......................................... 80, 90 Montee, Megan—[email protected] ................................................................ 109, 166 Moody, Stephen—[email protected] ..................................................................... 52 Moore, Jason—[email protected] ............................................................................. 87 Moore, Sarah—[email protected] ................................................................... 82, 94, 154 Mora Pablo, Irasema—[email protected] ............................................................. 74 Morales, Daniel—[email protected] .............................................................. 168 Moranski, Kara—[email protected] ....................................................... 48, 58 Moraya, Abdullah—[email protected] ........................................................ 170 Mori, Junko—[email protected] ............................................................................. 150, 156

INDEX OF PRESENTERS Mori, Miki—[email protected] ............................................................................... 112 Morishita, Miwa—[email protected] .................................................. 76 Morrison, Michelle E—[email protected] ............................................... 116, 121 Mortimer, Katherine—[email protected] ........................................................ 86 Mossman, Sabrina—[email protected] ........................................................ 111 Motobayashi, Kyoko—[email protected] .......................... 74 Muilenburg, Lin—[email protected] ............................................................. 62 Muller, Nicole—[email protected] .................................................................. 53 Munezane, Yoko—[email protected] .......................................... 119, 133 Munro, Murray James—[email protected] .......................................................... 48, 61 Mupakati, Liberty—[email protected] .................................................. 123 Murillo, Luz A.—[email protected] ................................................................. 81, 102 Murphey, Tim—[email protected] ............................................................... 59, 88 Müller, Mareike—[email protected] ............................................. 80, 91, 117, 133

N Nagai, Atsushi—[email protected] ............................................................... 49, 68 Nakagawa, Eri—[email protected] ................................................................... 76 Nakamura, Yuji—[email protected] ........................................................................ 142 NAKANISHI, HIROSHI—[email protected]‐gakuin.ac.jp .............................. 111 Nakatsukasa, Kimi—[email protected] ................................................................... 81, 104 Nam, Ae Ree—[email protected] ....................................................................... 151, 163 Naqvi, Rahat—[email protected] ............................................................... 82, 84, 85 Nauman, Gretchen—[email protected] ................................................................. 83, 98 Negueruela, Eduardo—[email protected] ........................... 118, 121, 153 Neiderhiser, Justine A.—[email protected] .................................................. 82, 90 Nekrasova-‐Becker, Tatiana—[email protected] ........................ 82, 94 Nemoto, Hiroyuki—[email protected]‐u.ac.jp .......................... 117, 137 Nero, Shondel—[email protected] ............................................................... 51, 66 Newman, Michael—[email protected] .................................... 50, 59, 150, 159 Ng, Wan Qing Jessie—[email protected] .............................................. 89, 89 Ngampramuan, Wipapan—[email protected] ............................ 6, 117, 140 Nguyen, Hong T.P.—[email protected] .............................................................. 122 Nguyen, Thi Thuy Minh—[email protected] .......................... 83, 103 Ni, Hao-‐pai—[email protected] ..................................................................... 48, 62 Nicol, Janet—[email protected] ..................................................................... 107 Nikolaou, Alexander—[email protected] .............................................. 117, 140 Nishida, Rieko—[email protected] ................................................... 151, 163 Nishino, Takako—[email protected] ............................................................ 151, 162 Nitta, Ryo—[email protected] .............................................................................. 119, 132 Nixon, Casey—[email protected] ................................................................................. 65 Nizam-‐Aldine, Hannah—[email protected] ............................................. 113 Noipinit, Nitchan—[email protected] ....................................... 117, 139 Noro, Tokuji—[email protected]‐u.ac.jp ............................................................. 76 Norris, John—[email protected] ....................................................... 4, 56, 123 Norris, Sigrid—[email protected] .................................................. 9, 25, 27, 80 Norton, Bonny—[email protected] .......................................................... 5, 51, 66 Norton, Charles—[email protected] ........................................................ 119, 134 Norton, Jennifer—[email protected] ................................................................................ 74 Nove, Chaya Rachel—[email protected] ........................................ 148, 155 Nunes, Adriana Fontella—[email protected] ................................ 50, 61 Nunokawa, Hiroyuki—[email protected]‐net.ne.jp ....................................... 50, 61 Nurani, Lusia Marliana—[email protected] ........................................................ 6, 143 Nuske, Kyle—[email protected] ............................................................... 117, 134

O O'Brien, Irena—[email protected] ..................................................................... 68 O'Connor, Brendan Harold—[email protected] ......................... 108 O'Hallaron, Catherine—[email protected] ........................................... 42, 51, 65 Oakey, David—[email protected] ..................................................................... 50, 58 Ohlrogge, Aaron—[email protected] ........................................................... 118, 131 Okada, Yusuke—[email protected] .................................................... 116, 125 Okamoto, Shigeko—[email protected] ........................................................... 48, 54 Okuda, Tomoyo—[email protected] ......................................................... 110 Olsher, David—[email protected] ...................................................................... 51, 72, 89 Olsthoorn, Nomi—[email protected] ........................................................ 58 Onel, Zeynep—[email protected] ............................................................ 149, 162 Ong, Justina—[email protected] ............................................................................. 81, 101 Oni-‐Buraimoh, Olawunmi Omolara—[email protected] .............. 143 Or, Iair—[email protected] ........................................................................ 42, 116, 128 Ortactepe, Deniz—[email protected] .................................................... 168 Ortega, Lourdes—[email protected] .................................... 4, 30, 88, 122, 167 Osborne, Denise M.—[email protected] ......................................................... 75

Oskoz, Ana—[email protected] ......................................................................... 5, 49, 72 Oswald, Frederick—[email protected] ........................................................................ 56 O’Donnell, Mathew Brook—[email protected] ..................................................... 121

P Paben, Todd—[email protected] ................................................................................ 72 Pabst, Katharina—[email protected] ............................................................................ 143 Pae, Hye—[email protected] .............................................................................. 82, 97, 156 Paesani, Kate—[email protected] ......................................................................... 37 Pahom, Olga—[email protected] ...................................................................... 51, 65 Paiz, Joshua—[email protected] ............................................................................. 6, 113 Palmer, Deborah—[email protected] ............ 4, 48, 62, 95, 150, 159 Paltridge, Brian—[email protected] .......................................... 4, 137 Pan, Yi-‐Ching—[email protected] .................................................... 83, 106 Pandza, Nicholas—[email protected] ............................................................... 68 Park, Gloria—[email protected] ............................................................................. 154 Park, Hae In—[email protected] .......................................................................... 68 Park, Innhwa—[email protected] .............................................................................. 48, 57 Park, Jeong-‐Bin Hannah—[email protected] ....................................... 110 Park, Joseph Sung-‐Yul—[email protected] ............................................................ 4, 85 Park, Kwanghyun—[email protected] ................................................................ 168 Park, Seung Ku—[email protected] ..................................................................................... 169 Parslow, Patrick—[email protected] ............................................... 117, 138 Pasterick, Michelle—[email protected] ............................................................... 49, 67 Pavlenko, Aneta—[email protected] ....................... 9, 15, 25, 28, 44, 52, 82 Pawlak, Miroslaw—[email protected] ................................................... 83, 100 Payant, Caroline—[email protected] ................................................... 5, 119, 136 Pearson, Pamela—[email protected] ............................................................... 51, 66 Peele-‐Eady, Tryphenia B.—[email protected] .............................................. 83, 105 Pennock-‐Speck, Barry—[email protected] ..................................................................... 73 Pennycook, Alastair—[email protected] ........................................ 28 Pessoa, Silvia—[email protected] .......................................................... 81, 102 Petric, Bojana—[email protected] ................................................................ 119, 137 Petrich, Joseph W—[email protected] .............................................................................. 58 Petron, Mary A—[email protected] ................................................................ 5, 73, 74 Pettitt, Nicole—[email protected] .............................................................................. 31 Peña, Elizabeth D.—[email protected] .................................................................. 29 Phakiti, Aek—[email protected] .......................................................... 48, 58 Phyak, Prem—[email protected] ........................................................................ 4, 154 Pichette, Francois—[email protected] .............................................. 50, 64 Pickering, Lucy—[email protected] ............................................ 50, 58, 86 Piniel, Katalin—brozik-‐[email protected] ....................................... 83, 100 Pinnow, Rachel—[email protected] ...................................................... 148, 155 Plakans, Lia—lia-‐[email protected] ............................................................. 4, 49, 67 Plonsky, Luke—[email protected] ................................................................... 4, 56 Poehner, Matthew—[email protected] ................................................. 4, 25, 29, 116 Polat, Brittany—[email protected] ...................................................... 118, 129 Polizzi, Marie-‐Christine—[email protected] ........................................... 121 Pomerantz, Anne—[email protected] ........................................... 5, 50, 62 Poole, Deborah—[email protected] .......................................................... 81, 105 Poole, Robert Edward—[email protected] .................................... 49, 69 Popko, Jeff—[email protected] ................................................................................. 170 Potts, Diane—[email protected] .............................................................. 116, 130 Presnyakova, Irina—[email protected] ....................................................................... 110 Preston, Anne—[email protected] ............................................................ 49, 72 Price, Mackenzie—[email protected] ............................................................................... 73 Prieto Botana, Goretti—[email protected] ..................................................... 80, 93 Prior, Matthew T.—[email protected] ............................................... 4, 50, 52 Punti, Gemma—[email protected] ............................................................................. 84 Purpura, James E.—[email protected] .............................................. 4, 35, 36, 48 Pérez-‐Cañado, María Luisa—[email protected] ........................................ 149, 163 Pérez-‐Milans, Miguel—[email protected] ................................................................ 53

Q Qi, Yang—[email protected] ............................................................................. 96 Qian, Yamin—[email protected] .................................................................. 82, 92 Quinn, Paul—[email protected] ................................................ 6, 148, 158 Quintero-‐Polo, Alvaro Hernan—[email protected] .................. 150, 154 Qureshi, Muhammad—[email protected] .......................................................... 148, 155

R Rakowicz, Agnieszka—[email protected] ................................................ 82, 94

179

INDEX OF PRESENTERS Ramanathan, Vaidehi—[email protected] ..................................... 80, 84 Ramonda, Kris—[email protected] ................................................................ 65 Ranalli, Jim—[email protected] ................................................................................. 65 Ranta, Leila—[email protected] ....................................................... 4, 117, 135 Ratima, Matiu Tai—[email protected] ......................................... 148, 157 Raudaskoski, Pirkko—[email protected] .............................................................. 27 Ravelli, Louise—[email protected] .................................................................... 137 Razfar, Aria—[email protected] ...................................................................... 4, 116, 131 Rebman, Randall Scott—[email protected] ..................................... 82, 92 Rebuschat, Patrick—[email protected] ............................................ 5, 158 Rector, Patricia C.—[email protected] ................................................ 151, 163 Reddington, Elizabeth—[email protected] .............................................. 86 Reddy, Pooja—[email protected] ............................................................................... 49, 64 Reed, Dan—[email protected] ..................................................................................... 131 Reed, Jacob—[email protected] ............................................................................ 48, 58 Reed, Marnie—[email protected] .................................................................................... 51, 67 Ren, Wei—[email protected] ............................................................................ 48, 63 Renaud, Claire—[email protected] ....................................................... 117, 136 Renn, Jennifer—[email protected] .............................................................. 51, 64 Requena, Pablo Esteban—[email protected] ................................ 171 Restrepo, Laida—[email protected] ............................................................ 112 Revesz, Andrea—[email protected] .................................. 4, 116, 123, 124 Reyes, Angela—[email protected] ................................................................ 123 Reyes, Antonio—[email protected] ............................................................................... 107 Reynolds, Barry Lee—[email protected] ........................................................... 143 Reznicek, Marc—[email protected]‐berlin.de ............................................... 88 Rhekhalilit, Kittinata—[email protected] ........................................................ 168 Ricento, Thomas—[email protected] ...................................................... 4, 26, 43 Rieger, Caroline Lea—[email protected] .................................................. 5, 48, 57 Riestenberg, Katherine—[email protected] ................................................... 158 Rincon, Miguel Angel—[email protected] ..................................................... 144 Rine, Emily—[email protected] ..................................................................... 82, 89 Rintell, Ellen—[email protected] ................................................................................ 52 Rivera, Rosita—[email protected] ......................................................... 119, 140 Roberson, Audrey—[email protected] .................................................. 91 Robinson, Heather—[email protected] ...................................................... 74 Robinson, Marin—[email protected] ........................................................ 153 Rodríguez-‐González, Eva—[email protected] .............................. 5, 149, 163 Roemer, Ute—[email protected] .................................................................... 4, 91, 121 Romero, Deborah—[email protected] .......................................... 83, 103 Romero, Lauren N.—[email protected] ............................................ 82, 95 Ronan, Briana—[email protected] ......................................................... 82, 97 RONG, Xiaoyan—[email protected] ................................................................................... 73 Rosborough, Alex—[email protected] .......................................... 116, 131 Rose, Heath—[email protected] ................................................................. 83, 105 Rose, Marda—[email protected] ........................................................................ 83, 104 Rosendal, Tove—[email protected] ................................................. 51, 66 Rosenstock, Rachel—[email protected] .............................. 116, 130 Rossiter, Marian—[email protected] .......................................... 83, 104 Rouhshad, Amir—[email protected] ......................................... 83, 99 Rowe, Shawn—[email protected] ........................................................ 27 Rumenapp, Joseph—[email protected] ..................................................... 6, 116, 131 Rummel, Stephanie—[email protected] ......................................... 149, 161 Russe, Sarah—[email protected] ............................................................................. 122 Ryan, Stephen—[email protected] ............................................................... 87 Rymes, Betsy—[email protected] ....................................................................... 4, 122 Ryshina-‐Pankova, Marianna—[email protected] ..................................... 5, 88

S Sabraw, Stacy—[email protected] .................................................................... 166 Sachs, Rebecca—[email protected] ......................................... 5, 124, 148, 158 sadek, nehal—[email protected] ............................................................................ 118, 131 Saif, Shahrzad—[email protected] ................................................. 149, 166 Saito, Kazuya—[email protected] ..................................... 5, 51, 71, 83, 100 Sakai, Mari—[email protected] ........................................................... 83, 100 Samaca, Yolanda—[email protected] ................................................... 154 Samuelson, Beth Lewis—[email protected] ................................................ 168 Sandhu, Priti—[email protected] ............................................................................ 5, 54 Sandlund, Erica—[email protected] ........................................................... 48, 57 Santos, Maricel—[email protected] ........................................................................... 89 Sarangi, Srikant—[email protected] ................................................................. 9, 15, 18 Sardegna, Veronica Gabriela—[email protected] .............. 48, 61, 81, 102 Sarfati, Yusuf—[email protected] ...................................................................... 116, 128 Sasayama, Shoko—[email protected] ............................................................. 123

180

Sassa, Yuko—[email protected] ..................................................................... 138 Sato, Masatoshi—[email protected] ...................................... 5, 80, 90 Sato, Rintaro—rintaro@nara-‐edu.ac.jp ................................................................ 80, 92 Saunders, Pamela—[email protected] ............................... 53, 118, 122 Sauro, Shannon—[email protected] ........................................................... 5, 88 Sauveur, Robert—[email protected] ............................................ 118, 126 Saville, Nick—[email protected] ...................................................... 35, 36 Sawin, Thor Andrew—[email protected] .................................................. 50, 57 Sayer, Peter—[email protected] .............................................. 44, 118, 128, 157 Schallert, Diane—[email protected] .................................................. 111 Schanding, Brian—[email protected] ........................................................... 156 Scheder Black, Wendy—[email protected] ......................................... 125 Schissel, Jamie—[email protected] .............................................................. 74 Schlam Salman, Julia—[email protected] .................................. 116, 127 Schleppegrell, Mary—[email protected] .............................. 4, 38, 82, 87, 171 Schmenk, Barbara—[email protected] ...................... 117, 118, 129, 133 Schmidt, Elaine—[email protected] ..................................................................... 85 Schmitt, Diane—[email protected] .................................................... 116, 132 Schmitt, Elena—[email protected] ................................................ 149, 167 Schmitt, Norbert—[email protected] ..................... 4, 116, 132 Scholz, Kyle—[email protected] ............................................................... 6, 118, 129 Schoonen, Rob—[email protected] .......................................................... 4, 58 Schoonjans, Els—[email protected] ................................................ 116, 130 Schrauf, Robert—[email protected] ................................................................ 48, 53, 122 Schumann, John—[email protected] ..................................................... 87 Scott, Lyn—[email protected] ...................................................................... 82, 95 Seedhouse, Paul—[email protected] ...................................... 49, 72 Seidlhofer, Barbara—[email protected] ....................................... 26 Seloni, Lisya—[email protected] ......................................................................... 116, 128 Selvi, Ali Fuad—[email protected] ............................................................ 76, 117, 133 Seo, Mi-‐Suk—[email protected] .............................................................................. 148, 155 Serag, Adam—[email protected] .................................................. 83, 104 Sert, Olcay—[email protected] ............................................................................ 55 Shaaban, Kassim Ali—[email protected] ................................................ 148, 159 Shabani-‐Jadidi, Pouneh—pouneh.shabani-‐[email protected] .......................... 171 Shandor, April Diane—[email protected] ............................................... 80, 89 Shapiro, Shawna—[email protected] .................................. 108, 117, 136 Shappeck, Marco—[email protected] .............................. 50, 59, 148, 157 Sharma, Bal Krishna—[email protected] ................................................... 54 Shea, Mark—[email protected] .................................................... 4, 5, 81, 96 Shehata, Asmaa—[email protected] .......................................................................... 111 Sherris, Arieh—[email protected] .............................................................. 112 Shi, Ling—[email protected] ................................................................ 4, 81, 96, 119, 132 Shibamoto-‐Smith, Janet S.—[email protected] ........................... 54 Shiki, Osato—dai-‐[email protected] ....................................................................... 137 Shim, Eunsook—[email protected] ....................................................... 49, 69 Shima, Chiharu—[email protected] .................................................................... 118, 127 Shin, Dong-‐Shin—[email protected] ................................................... 4, 150, 160 Shin, Hyunjung—[email protected] ................................................................ 85 Shin, Sunyoung—[email protected] ........................................................... 149, 166 Shintani, Natsuko—[email protected] ...................................... 5, 50, 56 Shiu, Julie Li-‐Ju—[email protected] ............................................................ 148, 158 Shively, Rachel—[email protected] ................................................................................ 86 Shoffner, Melanie—[email protected] .......................................................... 50, 60 Shohamy, Elana—[email protected] ...................................................... 4, 117, 140 Short, Deborah J.—[email protected] ................................................................... 117, 136 Showstack, Rachel—[email protected] ........................................... 118, 128 Shvidko, Elena—[email protected] ............................................................... 73 Siczek, Megan Margaret—[email protected] ........................................................ 108 Siegel, Aki—[email protected] .................................................... 51, 67, 116, 125 Siegel, Joseph—[email protected] ................................................................. 51, 67 Silberstein, Sandra—[email protected] .................................................................. 48, 59, 123 Silver, Rita—[email protected] ......................................................... 49, 50, 59, 71 Simard, Daphnee—[email protected] ...................................... 5, 116, 129 Simmons, Amber—[email protected] .......................................... 87 Skalicky, Stephen—[email protected] .......................................................... 119, 137 Smith, Catherine—[email protected] ...................................... 116, 118, 127 Smith, Patrick Henry—[email protected] ...................................................... 81, 102 Smolcic, Elizabeth—[email protected] ............................................................. 118, 126 Smotrova, Tetyana—[email protected] ................................................. 81, 104 Snyder, Bill—[email protected] ................................................................. 109 So, Youngsoon—[email protected] .................................................. 118, 131 Soares, Cristiane—[email protected] ...................................................... 59, 68 Socaciu, Gheorghe—[email protected] .................................................... 75

INDEX OF PRESENTERS Sohn, Bonggi—[email protected] ........................................................... 108 Soltani, Behnam—[email protected] ...................................................... 143 Somananda, Bihimini Lasitha—[email protected] ........................................ 112 Sondermann, Kerstin—[email protected] ................................................. 48, 58 Song, Jae Yung—[email protected] .............................................................................. 111 Song, Jayoung—[email protected] ............................................................. 81, 102 Song, Juyoung—[email protected] ............................................................. 4, 81, 99 Song, Si-‐chun—[email protected] ............................................. 83, 105 Spada, Nina—[email protected] ................. 5, 80, 93, 148, 149, 158, 162 Spencer, Tom—[email protected] ............................................................... 103 Spino, Le Anne Lucia—[email protected] ....................................... 50, 61, 118, 126 Sprouse, Rex—[email protected] ............................................................ 151, 165 St Pierre, Thomas—[email protected] ........................................................ 151, 164 Stam, Gale—[email protected] ................................................................................................ 76 Stanhope, Daniel Sterling—dstanhope@swa-‐consulting.com ........................ 112 Stanley, Phiona—[email protected] ......................................... 118, 126 Staples, Shelley—[email protected] ......................................................................... 50, 58 Starfield, Sue—[email protected] ........................................................ 119, 137 Stauffer, Stephanie—[email protected] ......................................... 142 Stefanou, Charis—[email protected] ........................................... 116, 129 Stegemoller, Jason—[email protected] ....................................... 117, 136 Steinkrauss, Rasmus—[email protected] .............................................. 49, 70 Stiefenhöfer, Laura—[email protected] ............................................................... 81, 98 Stoller, Fredricka—[email protected] ....................................... 4, 120, 153 Strauss, Susan—[email protected] ................................................................................ 80, 91 Strobel, Scott—[email protected] ...................................................................... 120 Strom, Megan—[email protected] ............................................... 119, 134 Su, Xiaoxiang—[email protected] .......................................................... 81, 102 Subtirelu, Nicholas—[email protected] ............................................. 83, 101 Sugiura, Kaori—[email protected] ............................................................. 111 Sugiura, Masatoshi—[email protected] ............................... 118, 126 Sugiura, Motoaki—[email protected] .................................................... 138 Sun, Youyi—[email protected] ............................................ 116, 131, 149, 165 Sundqvist, Pia—[email protected] ................................................................. 48, 57 Suni, Minna—[email protected] .............................................................................. 82, 93 Surface, Eric—esurface@swa-‐consulting.com ................................................ 62, 112 Suzuki, Natsuyo—[email protected] ........................................................................... 77 Suzuki, Satomi—[email protected] ................................ 83, 99 Suzuki, Wataru—[email protected]‐u.ac.jp .............................. 81, 100, 138 Swain, Merrill—[email protected] ....................................... 42, 52, 80, 95 Swenddal, Heather—[email protected] ............................................. 72 Swenddal, Joel—[email protected] ............................................................... 72 Sylvén, Liss Kerstin—[email protected] .................................. 116, 129 Szabo, Anita—[email protected] ............................................................. 151, 167

T Taguchi, Naoko—[email protected] ........................................... 5, 116, 126 Taha, Maisa—[email protected] ......................................................................... 55 Takeuchi, Miwa—[email protected] ........................................... 118, 128 Talmy, Steven—[email protected] ..................................................................... 5, 30 Tankó, Gyula—[email protected] ................................................ 51, 69, 117, 135 Tapia Carlin, Rebeca Elena—[email protected] ......................... 148, 171 Tarone, Elaine—[email protected] ................................................ 9, 25, 31, 42, 148 Tateyama, Yumiko—[email protected] .......................................................... 51, 70 Taylor, Shelley—[email protected] ........................................................ 116, 130 Tchekpassi, Tewero—[email protected] ........................................................................... 107 Tedick, Diane—[email protected] ................................................................................ 37 Tejada Sánchez, Isabel—[email protected] .................................... 80, 94, 152 Temples, Amanda Lanier—[email protected] ........ 6, 42, 44, 80, 94 Teo, Chin Soon Peter—[email protected] ..................................................... 82, 89 Terasawa, Takunori—[email protected] .......................................... 74 Thibault, Paul—[email protected] ................................................................. 86 Thompson, Amy—[email protected] ..................................................... 5, 116, 129 Thompson, Gregory—[email protected] ................................................... 50, 63, 149, 161 Thoms, Joshua—[email protected] ................................................................ 5, 37 Thonus, Terese—[email protected] ................................................................... 149, 161 Thorne, Steven—[email protected] ........................................................ 5, 85 Titak, Ashley—[email protected] ....................................................................... 117, 139 Tomita, Yasuyo—[email protected] ...................................................................... 93 Toropainen, Outi—[email protected] .............................................................. 104 Toth, Paul—[email protected] ...................................................................... 5, 148, 158 Treffers-‐Daller, Jeanine Caroline—j.c.treffers-‐[email protected] .... 83, 101, 117, 138 Trenchs-‐Parera, Mireia—[email protected] .................... 50, 59, 150, 159 Trentman, Emma—[email protected] .............................................................. 5, 75

Trimble, John C—[email protected] ................................................................. 48, 61 Trofimovich, Pavel—[email protected] ............................ 123, 164 Trottier, Michael N.—[email protected] ........................................................ 120 Troyer, Robert A—[email protected] ................................................................... 82, 96 Trutschel, Brian—[email protected] ............................................................................. 64 Tsushima, Rika—[email protected] ...................................................................... 149, 166 Tuba, Angay—[email protected] ............................................................ 82, 97 Tucker, Paul—[email protected] ............................................. 142 Tumay, Jale—[email protected] ..................................................................................... 107 Turkan, Sultan—[email protected] ................................................................ 5, 116, 131 Turker, Ebru—[email protected] ........................................................................ 149, 165 Turner, Carolyn—[email protected] ............................................. 35, 36, 48 Turrero-‐Garcia, Maria—[email protected] ................................ 149, 165 Tyeklar, Nora—[email protected] .............................................................. 119, 134 Tzoytzoyrakos, —[email protected] ........................................................................... 109

U Uden, Jez—[email protected] ............................................................................... 132 Umbreen, Saima—[email protected] ................................................................. 73 Unseth, Peter—[email protected] ....................................................................... 170 Urzua, Alfredo—[email protected] ................................................................... 148, 160 uslu ok, Duygu—[email protected] .................................................................. 49, 68 Uysal, Hacer Hande—[email protected] ........................................... 148, 159 Uzuner Smith, Sedef—[email protected] ..................................................... 121

V Vacek, Kathleen—[email protected] .......................................................... 154 Valdes, Guadalupe—[email protected] ................................. 38, 50, 53 Valencia, Marlon—[email protected] ................................ 80, 94, 148, 152 Valencia, Valeria—[email protected] ............................................................. 50, 57 Valentine, Jim—[email protected] ................................................................................ 109 Van Beuningen, Catherine—[email protected] ............................... 48, 58 Van Compernolle, Remi Adam—[email protected] ........................................... 29 van der Hoeven-‐Houtzager, Nienke—N.Hoeven.van.der-‐[email protected] ... 170 Van Gorp, Koen—[email protected] ........................................ 82, 95 Van Naerssen, Margaret—[email protected] ........................ 75 Vandergriff, Ilona—[email protected] ............................................................... 119, 133 Vdovina, Tatyana—[email protected] .................................................... 109 Vellenga, Heidi—[email protected] ......................................................... 81, 103, 111 Verspoor, Marjolijn—[email protected] ............................... 88, 116, 121, 122 Vickers, Caroline—[email protected] .......................................................... 148, 155 Vidal, Mónica—[email protected] ......................................................................... 6, 54 Villarreal, Dan—[email protected] ................................................................. 117, 139 Vine, Bernadette—[email protected] .................................................... 58 Vinogradov, Patsy—[email protected] .................................................................... 31 Vithanage, Ramyadarshanie—[email protected] .............................................. 68 Vorobel, Oksana—[email protected] .................................................................. 66 Vyatkina, Nina—[email protected] ......................................................................... 82, 88

W Wach, Aleksandra—[email protected] ................................................... 83, 100 Wagner, Elvis—[email protected] ............................................................ 4, 49, 70 Wagner, Johannes—[email protected] .................................................................. 121 Wagner, Manuela—[email protected] ............................................. 5, 86 Walsh, Steve—[email protected] ................................................... 119, 139, 169 Wang, Ben Pin-‐Yun—[email protected] ..................................................... 110 Wang, Linxiao—[email protected] ....................................................................... 151, 166 WANG, QIAN—[email protected] .............................................................. 151, 165 Wang, Shenggao—[email protected] ....................................................... 119, 140 Wang, Wenxia—[email protected] ............................................ 83, 98, 149, 163 Waninge, Frea—[email protected] .......................................................... 144 Ware, Paige—[email protected] ................................................................. 5, 49, 66, 152 Waring, Hansun—[email protected] .......................................................... 5, 36, 86 Warner, Chantelle—[email protected] ......................................... 82, 89, Warren, Mackenzie—[email protected] .................................................... 81, 104, Warriner, Doris—[email protected] ........................................................... 5, 85 Webster, Charles—[email protected] ............................................................ 80, 91 Wei, Jing—[email protected] ............................................................................... 118, 131 Weigle, Sara—[email protected] .............................................................................. 4, 110 wells, gordon—[email protected] .................................................................... 43, 81, 97 Wendel, John Nickerson—[email protected] ....................................... 117, 139 Wendorf, Arthur—[email protected] .......................................................... 145

181

INDEX OF PRESENTERS Wernicke, Meike—[email protected] .................................................................. 117, 134 Wette, Rosemary Jane—[email protected] ...................................... 117, 135 White, Joanna—[email protected] .................................................. 137 Whitney, Diana—[email protected] ........................................ 116, 128 Wicaksono, Rachel—[email protected] .................... 118, 125, 149, 167 Wiley, Terrence—[email protected] ........................................................................ 84, 154 Williams, Gwendolyn—[email protected] ..................................................... 170 Williams, Lawrence—[email protected] ............ 2, 3, 5, 44, 119, 141 Williams, Serena—[email protected] .................................................... 50, 55 Williams, Shirley—[email protected] ............................................ 138 Wilson, Robert—[email protected] ................................................... 80, 92 Winke, Paula—[email protected] .................................................................... 4, 5, 80, 95 Winkler, Claudia—[email protected] .................................................. 81, 104 Wolff, Dominik—[email protected] ......................................... 119, 136, 151, 162 Wolfgram, Matthew—[email protected] ...................................................... 169 Wolter, Brent Wade—[email protected] ......................................................... 81, 101 Wong, Mary Shepard—[email protected] ...................................................... 117, 133 Worden, Dorothy—[email protected] ............................................... 2, 3, 44, 83, 98 Wright, Heidi Rachel—[email protected] ............................................................. 82, 90 Wright, Laura—[email protected] ....................................................................... 151, 166 Wright, Wayne—[email protected] .............................................. 4, 43, 80, 94 Wu, Ming-‐Hsuan—[email protected] ................................................. 82, 95 Wu, Xianghua—[email protected] ............................................................. 83, 100 Wylie, Judith—[email protected] ................................................................................ 76

X Xia, Qiong—[email protected] ................................................................................................ 76 Xia, Saihua—[email protected] ................................................................. 119, 140 Xiao, Ting—[email protected] .............................................................................. 49, 70 Xiao, Yangyu—[email protected] ................................................................... 73 Xu, Wei—[email protected] ................................................................................. 170

Y Yakimowski, Mary—[email protected] .............................................. 86 Yalcin, Sebnem—[email protected] ................................................ 149, 162 Yamashita, Junko—[email protected]‐u.ac.jp .................................... 119, 132 Yang, Bei—[email protected] .............................................................. 151, 165 Yang, Chengsong—[email protected] ........................................................ 116, 132 Yang, Hae Sung—[email protected] .................................................... 82, 96 Yang, Hui-‐Chun—[email protected] .................................................. 113 Yang, Jia—[email protected] ............................................................................................... 112 Yang, Jin-‐Suk—[email protected] ............................................................... 81, 99 Yang, Jun—[email protected] ................................................................................ 136, Yang, Li—li-‐yang-‐[email protected] ............................................................................... 48, 63 Yang, Shanru—[email protected] ................................................................ 119, 139 Yang, WeiWei—[email protected] ......................................................... 82, 92 Yang, Yi-‐Chun—[email protected] ................................................. 144 Yashima, Tomoko—yashima@kansai-‐u.ac.jp ........................................................... 88 Yasuda, Sachiko—[email protected]‐u.ac.jp ...................................................... 113 Yasui, Eiko—[email protected]‐u.ac.jp .......................................................... 116, 126 Yates, Lynda—[email protected] ........................................................... 119, 139 Yazan, Bedrettin—[email protected] .............................................................. 117, 133 Yeager, Rebecca—[email protected] .......................................... 166 Yi, Youngjoo—[email protected] ........................................................... 4, 97, 119, 133, 169 Yilmaz, Yucel—[email protected] .......................................................... 81, 104 Yin, Zihan—[email protected] ...................................................................... 119, 138 Yokokawa, Hirokazu—yokokawa@kobe-‐u.ac.jp ..................................................... 76 Yonezawa, Miyuki—[email protected] ................................... 51, 67 Yoon, Choongil—[email protected] ........................................................ 90, 168 You, Chenjing—[email protected] ............................................................... 82, 93 Young, Dolly Jesusita—[email protected] ...................................................... 148, 160 Yu, Di—[email protected] ........................................................................... 80, 89 Yu, Li-‐Tang—[email protected] ........................................................................ 108 YU, Shulin—[email protected] ....................................................... 81, 99 Yu, Yi—[email protected] ........................................................................................ 51, 70, 107 Yuan, Shujuan—[email protected] ........................................................................ 68 Yuldashev, Aziz—[email protected] ............................................... 6, 81, 101 YUN, SEUNGMIN—[email protected] .......................................... 150, 157

Z Zannirato, Alessandro—[email protected] ..................................................... 80, 95 Zavaleta, Kaitlyn Leigh—[email protected] ................................................. 112

182

Zeng, Annie—[email protected] ............................................................. 149, 163 Zentz, Lauren Renée—[email protected] .............................................. 48, 60 Zhang, Dongbo—[email protected] ............................................................. 64 Zhang, Jing—[email protected] ................................................................................... 68 Zhang, Lawrence Jun—[email protected] ......................................... 81, 101 Zhang, Qi—[email protected] .............................................................. 6, 149, 161 Zhang, Yan—[email protected] ......................................... 149, 150, 159, 162 Zhang, Yanhui—[email protected] .......................................................................... 64 Zhang, Yi—[email protected] ................................................................................... 83, 102 Zhang, Ying—[email protected] ......................................................... 81, 97 Zhao, Jinjing—[email protected] ....................................................... 6, 49, 66 Zhao, Jun—[email protected] ........................................................................ 148, 155 Zhao, Ruilan—[email protected] ............................................................................... 108 Zheng, Dongping—[email protected] ..................................................................... 85 zheng, qun—[email protected] ..................................................................... 107 Zheng, Xuan—[email protected] ................................................................................ 48, 59 Zhong, Dan—[email protected] ........................................................................ 6, 168 Zhu, Hua—[email protected] ..................................................................................... 143 Zhu, Zhiyong—[email protected] ...................................................................... 119, 140 Zhuang, Yuan—[email protected] .................................................................... 112 Ziegler, Nicole—[email protected] ........................................................ 107, 158 Zimmermann, Martina—[email protected] ........................ 53 Zlatkovska, Emilija—[email protected] .......................................................... 143 Zuengler, Jane—[email protected] .............................................................. 2, 15, 120 Zuniga, Christian Ellen—[email protected] ...................................... 48, 62

ABOUT AAAL

INFORMATION ABOUT AAAL Executive Committee 2012-‐2013 President Jane Zuengler, University of Wisconsin, Madison First Vice-‐President Joan Kelly Hall, The Pennsylvania State University Second Vice President Aneta Pavlenko, Temple University Secretary-‐Treasurer Linda Harklau, University of Georgia Past President Suresh Canagarajah, The Pennsylvania State University Member-‐at-‐large Tim McNamara, University of Melbourne Member-‐at-‐large Ryuko Kubota, University of British Columbia Member-‐at-‐large Laura Collins, Concordia University, Montreal Ex-‐Officio Terrence Wiley, Center for Applied Linguistics AAAL Newsletter Editor Junko Mori, University of Wisconsin-‐Madison

Elected Officers for the 2013-‐2014 Term Second Vice-‐President: Paul Kei Matsuda, Arizona State University Member-‐at-‐large: John Norris, Georgetown University Secretary-‐Treasurer: Jeff Connor-‐Linton, Georgetown University

Past Presidents 2011-‐2012 Suresh Canagarajah 2010-‐2011 Heidi Byrnes 2009-‐2010 Jeff Connor-‐Linton 2008-‐2009 Nina Spada 2007-‐2008 Kathleen Bardovi-‐Harlig 2006-‐2007 Carol Chapelle 2005-‐2006 Richard Young 2004-‐2005 James Lantolf 2003-‐2004 Richard Schmidt 2002-‐2003 Margie Berns 2001-‐2002 William Grabe 2000-‐2001 Pat Carrell

1999-‐2000 Patsy Lightbown 1998-‐1999 Merrill Swain 1997-‐1998 Mary McGroarty 1996-‐1997 Elinor Ochs 1995-‐1996 Jodi Crandall 1994-‐1995 Claire Kramsch 1993-‐1994 Robert B. Kaplan 1992-‐1993 Sandra Savignon 1991-‐1992 Elaine Tarone 1990-‐1991 Leslie Beebe 1989-‐1990 Lyle Bachman

1988-‐1989 Jacquelyn Schachter 1987-‐1988 Susan Gass 1986-‐1987 Dell Hymes 1985-‐1986 Courtney Cazden 1984-‐1985 Braj B. Kachru 1983-‐1984 Thomas Scovel 1982-‐1983 Betty Wallace Robinett 1981-‐1982 Muriel Saville-‐Troike 1980-‐1981 Eugene Briere 1979-‐1980 Roger Shuy 1978-‐1979 Wilga Rivers

Awards Committees Distinguished Scholarship and Service Award (DSSA)

Graduate Student Award (GSA)

Chair: Bill Grabe, Northern Arizona University Tracey Derwing, University of Alberta Carmen Muñoz, Universitat de Barcelona Elaine Tarone, University of Minnesota (ex officio: 2012 awardee) Suresh Canagarajah, The Pennsylvania State University (ex officio: Immediate Past President)

Chair: Heather Willis Allen, University of Wisconsin-‐ Madison Monika Ekiert, City University of New York Matthew Poehner, The Pennsylvania State University Andrea Tyler, Georgetown University Steven Talmy, University of British Columbia Doris Warriner, Arizona State University

Institutional Members American University TESOL Program Cambridge Michigan Language Assessments East Carolina University Indiana University of Pennsylvania Instituto Especializado de Nivel Superior Centro Cultural Salvadoreño Americano Linguatower, Inc LKSD

National Institute of Education Northern Arizona University Simon Fraser University The Pennsylvania State University University of Alabama University of Reading University of Texas at San Antonio, Bicultural Bilingual Studies Department

AAAL Business Office Email: [email protected] | Phone: (001) 678-‐229-‐2892 | Toll Free: 866-‐821-‐7700 | Fax: (001) 678-‐229-‐2777 PMB 321 | 2900 Delk Road Suite 700 | Marietta, GA 30067 | USA

183

Master’s Degree in

Teaching English to Speakers of Other Languages (TESOL) New cohort begins Summer 2013

Affordability

Convenience Quality

Offered online with some courses via interactive video conferencing.

Apply today!

Visit our website to express your interest and learn how to apply!

All students pay the same tuition rate, regardless of location.

Coursework is taught by the same respected faculty who teach on campus.

•

Designed for individuals who wish to teach overseas, at community colleges and intensive English programs, and for K–12 teachers wishing to upgrade their skills and employability.

•

Offers students a direct opportunity for multicultural and international experiences, as well as service to the community.

•

Provides preparation for helping others improve their abilities to use English and thereby to function successfully where English is used.

www.uni.edu/continuinged/tesol

[email protected] | 800-648-3864

Applied Linguistics – John Benjamins

Prices substantially discounted (or reduced) at our conference exhibit. Come visit us.

www.benjamins.com/jbp

52878_aaal_cover 4 with pocket.indd 1

Ordering (US & Canada): 1 800 562 5666

2/22/2013 2:24:11 PM

Coil Coil

Coil Coil

Suggest Documents

Coil test

IGNITION COIL

IGNITION COIL

Coil Winding

IGNITION COIL CATALOG

RFID Coil Winder.pptx - AnimalMigration.org

L31 Lighting Coil - Electrex

STEEL COIL SPECIFICATIONS

EF coil formers

Coil Master Step 2.

RFID Coil Design

Coil Selection Guide. - Minelab

Making Harmony's Coil Guide HARMONY'S COIL GUIDE ... - Lotos.ca

Tesla Coil Frequently Asked Questions Chapter 7: The Primary Coil ...

optimum excitation coil current pattern for a discrete coil induced

Liquid Crystalline Assembly of Coil-Rod-Coil ... - Semantic Scholar

Reentrant Coil-to-Globule-to-Coil Transition of a

Download Ignition Coil Catalogue

BLOWER - COIL- FILTER UNITS

SINGLE FIRE IGNITION COIL

Coil Winders - Martindale

Hyper Ignition Coil

REFRIGERANT EVAPORATOR (DX) COIL

TESLA Coil Research