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Times are listed in: America/Los_Angeles

7:00 AM - 4:30 PM

Registration Desk Open

 Registration & Info Desk Hours

 Registration Desks - Lower Level 1 (LL1)

8:00 AM - 8:30 AM

A mid-frequency vocabulary test for Spanish

 Eve Zyzik, University of California, Santa Cruz

 Assessment and Evaluation (ASE)  Individual Paper
 Oregon Ballroom C - Lower Level 1 (LL1)

A nexus analysis of a Japanese queer migrant’s

English learning in Canada 
 Liang Cao, Simon Fraser University
:
  Second Language Acquisition, Language Acquisition, and
Attrition (SLA)  Individual Paper
 Salmon - 3rd Floor

Academic trajectories as a process of becoming:

insights from Latin American international students 
in Canadian postsecondary education.
 Pedro dos Santos, Simon Fraser University
 Educational Linguistics (EDU)  Individual Paper
 Sunstone - 3rd Floor

An integrated and holistic framework towards

second language literacy acquisition of bilingual and 
multilingual students
 Bahiyyih Hardacre, California State University Los Angeles
 Second Language Acquisition, Language Acquisition, and
Attrition (SLA)  Individual Paper
 Oregon Ballroom A - Lower Level 1 (LL1)

Building confidence and competence through

translanguaging in the Spanish as a World Language 
classroom
 Lauren Miranda, Ohio State University
 Second and Foreign Language Pedagogy (PED) 
Individual Paper
 Pearl - 2nd Floor

Can we train second language learners to become

better self-assessors? 
 LeAnne Spino-Seijas, University of Rhode Island
 Assessment and Evaluation (ASE)  Individual Paper
 Laurelhurst - 2nd Floor

Constraining and enabling organizational

multilingualism through language acquisition 
planning
:
  Francis Hult, University of Maryland, Baltimore County (UMBC)
 Language Planning and Policy (LPP)  Individual Paper
 Hawthorne - 2nd Floor

Constructing Scholarly and Teacherly Identities in

Academic Support Genres 
 Clint Bryan, Northwest University
 Text Analysis (Written Discourse) (TXT)  Individual Paper
 Eugene - Lower Level 1 (LL1)

Deconstructing the Binary: Exploring the Benefits

and Challenges of Translanguaging and Immersion 
Pedagogies
 Michael Koslowski, University of Toronto
 Second and Foreign Language Pedagogy (PED) 
Individual Paper
 Oregon Ballroom D - Lower Level 1 (LL1)

Fan Practices and Language Learning in the Digital

Wilds: Trends from the Research 
 Shannon Sauro, University of Maryland, Baltimore County
 Language and Technology (TEC)  Individual Paper
 Portland - Lower Level 1 (LL1)

Feigned or authentic second language writing?

 Lars Anders Kulbrandstad, Inland Norway University of Applied

Sciences
 Language and the Law (LAL)  Individual Paper
 Douglas Fir - 3rd Floor

Home as a Gendered Space for Chinese-Canadian

Students’ Early Bilingual Vocabulary Development: A 
Mixed-Methods Study
 Guofang Li, The University of British Columbia
 Vocabulary and Lexical Studies (VOC)  Individual Paper
 Meadowlark - 3rd Floor
:
 Navigating boundaries within and beyond
classrooms: Exploring Iranian EFL teachers’ agency 
at a (neo)nationalist crossroad
 Behzad Mansouri, University of Alabama
 Teacher Education, Beliefs, and Identities (TED) 
Individual Paper
 Columbia - Lobby Level (L)

On the way: An L2 graduate student’s academic

reading experience and implications 
 Jingyi Zhu, Columbus State Community College
 Reading, Writing, and Literacy (RWL)  Individual Paper
 Oregon Ballroom H - Lower Level 1 (LL1)

Scale quality in applied linguistics survey research:

Extent, trends, and determinants 
 Ekaterina Sudina, East Carolina University
 Research Methodology (REM)  Individual Paper
 Belmont - 2nd Floor

Situating classroom discourse analysis in curriculum

genre to analyze students’ knowledge construction 
and teachers’ facilitation
 Sida Sun, University of Michigan
 Analysis of Discourse and Interaction (DIS)  Individual
Paper
 Willamette - Lobby Level (L)

Using a Learning Study Model to Facilitate the

Development of L2 instructors’ Practices and 
Cognitions about the Brain
 Michael Burri, University of Wollongong
 Teacher Education, Beliefs, and Identities (TED) 
Individual Paper
 Oregon Ballroom B - Lower Level 1 (LL1)
:
 8:00 AM - 10:00 AM

Contemporary considerations of L2 communicative

competence: Insights across theories, methods, and 
applications
 Matthew Kanwit
 Second Language Acquisition, Language Acquisition, and
Attrition (SLA)  2-Hour Colloquium
 Oregon Ballroom G - Lower Level 1 (LL1)

Deconstructing Language Borders and Decolonizing

Regimes of Language 
 Nelson Flores
 Antiracism, Decolonization, and Intersectionality for Systemic
Transformation (ADIST)  2-Hour Colloquium
 Oregon Ballroom I - Lower Level 1 (LL1)

Disability Studies Questions Applied Linguistics

 Jon Henner

 Special Session
 Mt. St. Helens - 2nd Floor

Language-in-time approaches to the study of

interactional grammar in multilingual settings 
 John Hellermann
 Analysis of Discourse and Interaction (DIS)  2-Hour
Colloquium
 Medford - Lower Level 1 (LL1)

Winner of the NFMLTA/MLJ Roundtable Conference

Grant - Positive mentoring: Thriving not merely 
surviving
 Tammy Gregersen
 Invited Colloquium
 Oregon Ballroom EF - Lower Level 1 (LL1)
:
 “Finding the Right Words...”: Eco-literacies, Cross-
Coastal Collaborations, and Climate Justice 
 Cassie Brownell
 Special Session
 Mt. Hood - 2nd Floor

8:35 AM - 9:05 AM

An Online Narrative-Writing Program for Elementary

ELL Students 
 Kei Yatsu, Boston College
 Reading, Writing, and Literacy (RWL)  Individual Paper
 Laurelhurst - 2nd Floor

Assessing receptive vocabulary knowledge: using

knowledge-based vocabulary lists as a starting point 
for test development.
 Vanessa De Wilde, Ghent University
 Vocabulary and Lexical Studies (VOC)  Individual Paper
 Oregon Ballroom C - Lower Level 1 (LL1)

Authenticity and Anonymity: La Llengua Propia and

Language Attitudes Towards ‘New Speakers’ of 
Catalan
 Ashley Coogan, Arizona State University
 Sociolinguistics (SOC)  Individual Paper
 Portland - Lower Level 1 (LL1)

Conducting Multiple Regression Analyses

Differently: Finding Best Fit and Reporting Effect 
Sizes for Individual Factors
 Jenifer Larson-Hall, University of Kitakyushu
 Research Methodology (REM)  Individual Paper
 Belmont - 2nd Floor
:
 GLOBAL AND MULTICULTURAL EDUCATION AS
POLICY: AN ECOLOGICAL STUDY OF TAIWAN HIGH 
SCHOOL EFL EDUCATION
 Tsung-han Weng, KU
 Language Planning and Policy (LPP)  Individual Paper
 Sunstone - 3rd Floor

Getting ‘meta’: effective meaning making choices in

school disciplinary writing 
 Honglin Chen, University of Wollongong
 Educational Linguistics (EDU)  Individual Paper
 Oregon Ballroom H - Lower Level 1 (LL1)

Lost in essentialism: Promoting gendered English for

Japanese learners 
 Gavin Furukawa, Sophia University
 Language, Gender, and Sexuality (LGS)  Individual Paper
 Salmon - 3rd Floor

Prosody of dispreferred speech acts: L2 Spanish

learners' tone choices in refusals 
 Andrew Dennis, Northern Arizona University
 Pragmatics (PRG)  Individual Paper
 Meadowlark - 3rd Floor

Right-wing extremism online: A quantitative and

critical discourse analysis of the Parler website 
 Jonathan Tollefson, Brown University
 Language and Ideology (LID)  Individual Paper
 Willamette - Lobby Level (L)

Speech perception in the evaluation of testimony and

witness credibility as the bridge between language 
and the law
 Marko Drobnjak, University of Ljubljana, Faculty of Law
 Language and the Law (LAL)  Individual Paper
 Douglas Fir - 3rd Floor
:
 Supporting community-led language acquisition
processes: Indigenous language revitalization using 
TEK-nology (Traditional Ecological Knowledge and
technology)
 Paul Meighan, McGill University
 Language Maintenance and Revitalization (LMR) 
Individual Paper
 Oregon Ballroom A - Lower Level 1 (LL1)

TESOL student teacher identity perceptions via

memes 
 Kristina Lewis, Illinois State University
 Teacher Education, Beliefs, and Identities (TED) 
Individual Paper
 Columbia - Lobby Level (L)

The Peril & the Promise: Enacting EAP Professional

Identity in Whitchurch's Third Space 
 Lisa Russell-Pinson, University of North Carolina @ Charlotte
 Teacher Education, Beliefs, and Identities (TED) 
Individual Paper
 Oregon Ballroom B - Lower Level 1 (LL1)

The nitty gritty of grit: Longitudinal effects of

perseverance on foreign language achievement 
 Zachary Miller, United States Military Academy West Point
 Second Language Acquisition, Language Acquisition, and
Attrition (SLA)  Individual Paper
 Oregon Ballroom D - Lower Level 1 (LL1)

Transformative policies and implementational

barriers in DLBE: Educators’ perceptions and 
enactment of multilingual educational policy
 Jesse Rubio, University of Massachusetts Boston
 Language Planning and Policy (LPP)  Individual Paper
 Hawthorne - 2nd Floor
:
 “How is it done?” A qualitative analysis of using
corpus-based materials to teach L2 writing 
 Anh Dang, University of Arizona
 Language and Technology (TEC)  Individual Paper
 Eugene - Lower Level 1 (LL1)

“I’m not gonna silence them”: Transforming situated

language policies through evidence-based 
reflections on classroom interaction
 Olcay Sert, Mälardalen University
 Second Language Acquisition, Language Acquisition, and
Attrition (SLA)  Individual Paper
 Pearl - 2nd Floor

9:00 AM - 10:00 AM

The AAAL Oral History Project

 Special Session

 Room 1642

9:00 AM - 10:30 AM

Poster Session 3
 Chihiro Fujimori

 Poster
 Exhibition Hall - Lower Level 2 (LL2)

9:00 AM - 4:30 PM

Exhibits
 Exhibit Hall Hours

 Exhibition Hall - Lower Level 2 (LL2)
:
 9:10 AM - 9:40 AM

A Discourse Analysis of Translanguaging Pedagogy

in a Social Justice-Oriented Teacher Preparation 
Program
 Lucia Cardenas Curiel, Michigan State University
 Teacher Education, Beliefs, and Identities (TED) 
Individual Paper
 Columbia - Lobby Level (L)

Challenging monolingual ideology in the U.S. judicial

system: A proposal for multilingual courts 
 John Dundon, Georgetown University
 Language Planning and Policy (LPP)  Individual Paper
 Hawthorne - 2nd Floor

Connecting Japanese English Teachers’ Cognitions

and Self-reported Practices with Students’ 
Perceptions of Willingness to Communicate
 Yuki Ogawa, University of Wollongong
 Phonology/Phonetics and Oral Communication (POC) 
Individual Paper
 Belmont - 2nd Floor

Corpus analysis of Semantic Gravity waves in Three

Minute Theses 
 Michael Maune, Massachusetts Institute of Technology
 Corpus Linguistics (COR)  Individual Paper
 Portland - Lower Level 1 (LL1)

Cultural Representations in the Argentinian EFL

Classroom 
 Maria Sempe, Minnesota State University, Mankato
 Language, Culture, and Socialization (LCS)  Individual
Paper
 Oregon Ballroom D - Lower Level 1 (LL1)
:
 From rural China to the digital wilds: Negotiating
digital repertoires to claim the right to speak 
 Guangxiang Liu, The Chinese University of Hong Kong
 Reading, Writing, and Literacy (RWL)  Individual Paper
 Oregon Ballroom H - Lower Level 1 (LL1)

Iconic Gestures Facilitate the Learning of Novel L2

Words Appearing in Neutral Narrative Contexts 
 Yilmaz Ozlu, University of Arizona (now unaffiliated)
 Vocabulary and Lexical Studies (VOC)  Individual Paper
 Meadowlark - 3rd Floor

Medical Spanish Curricula as a Means to Teach

Health Equity in Undergraduate Students 
 Alyssia Miller De Rutté, Colorado State University
 Second and Foreign Language Pedagogy (PED) 
Individual Paper
 Oregon Ballroom A - Lower Level 1 (LL1)

Narratives of linguistic resilience: Legitimizing a

marginalized language through public storytelling 
 Christina Higgins, University of Hawaii at Manoa
 Language and Ideology (LID)  Individual Paper
 Willamette - Lobby Level (L)

Raising students’ self-awareness of their conflict

communication styles: insights from an intercultural 
telecollaboration project
 Irina Golubeva, University of Maryland Baltimore County
 Language and Technology (TEC)  Individual Paper
 Sunstone - 3rd Floor

Reconceptualizing the “world” in World Language

education: Teaching through the lens of social 
justice
 Di Liang, The Pennsylvania State University
:
  Teacher Education, Beliefs, and Identities (TED) 
Individual Paper
 Oregon Ballroom B - Lower Level 1 (LL1)

The Role of Native Phonology in Speech Perception

and Phonolexical Encoding among Spanish Learners 
 Zhiyi Wu, University of Maryland, College Park
 Language Cognition and Brain Research (COG) 
Individual Paper
 Eugene - Lower Level 1 (LL1)

The effectiveness of peer and teacher corrective

feedback during telecollaboration 
 Liese Sippel, Yale University
 Second and Foreign Language Pedagogy (PED) 
Individual Paper
 Pearl - 2nd Floor

The reliability and validity of lexical diversity indices

in second language oral productions 
 Kristopher Kyle, Linguistics Department, University of Oregon
 Research Methodology (REM)  Individual Paper
 Oregon Ballroom C - Lower Level 1 (LL1)

Theoretical and applied implications of linguistic and

racial re-formation of Indigenous Latinx students in 
Florida
 Rebecca Campbell-Montalvo, University of Connecticut
 Language and Ideology (LID)  Individual Paper
 Douglas Fir - 3rd Floor

World Language Teacher Candidates’ Racial

Identities and Positionalities: A Collaborative Self- 
Study
 Anna Zaitseva, The Ohio State University
:
  Teacher Education, Beliefs, and Identities (TED) 
Individual Paper
 Salmon - 3rd Floor

9:40 AM - 10:10 AM

Coffee Break
 Coffee Break 
 Exhibition Hall - Lower Level 2 (LL2)

10:00 AM - 11:00 AM

FFAL Trustees Meeting

 Special Session

 Salmon - 3rd Floor

10:10 AM - 10:40 AM

"I should do first!": Unpacking identity development

of two novice transnational ESL teachers in MA TESL 
practicums
 Ruge Zhao, The Pennsylvania State University
 Teacher Education, Beliefs, and Identities (TED) 
Individual Paper
 Sunstone - 3rd Floor

A comparative Critical Discourse Analysis of English

as a lingua franca in the European Union 
 Frances Junnier, Oklahoma State University
 Language Planning and Policy (LPP)  Individual Paper
 Oregon Ballroom B - Lower Level 1 (LL1)
:
 A methodological critique of praxis, dialogue, and
discourse in critical ethnographic case study: Posing 
questions for improved practice
 Katherine Masters, University of California, Davis
 Research Methodology (REM)  Individual Paper
 Belmont - 2nd Floor

Agent or location? Exploring the processing of the

passivized by-phrase in monolingual and L2 
speakers
 Stephen Skalicky, Victoria University of Wellington
 Language Cognition and Brain Research (COG) 
Individual Paper
 Oregon Ballroom G - Lower Level 1 (LL1)

Blending frames in dementia care: Creating moments

of meaningful interactions 
 Shumin Lin, National Yang Ming Chiao Tung University
 Analysis of Discourse and Interaction (DIS)  Individual
Paper
 Willamette - Lobby Level (L)

Broadening reliability and validity evidence of

integrated writing tasks using Generalizability Theory 
 KWANGMIN LEE, The University of Iowa
 Assessment and Evaluation (ASE)  Individual Paper
 Oregon Ballroom C - Lower Level 1 (LL1)

Challenges for Integrating Intelligibility-Based

Pronunciation Feedback into Instruction: Teacher 
Experiences and Perceptions
 Stephen Looney, The Pennsylvania State University
 Second and Foreign Language Pedagogy (PED) 
Individual Paper
 Laurelhurst - 2nd Floor
:
 Effects of digital pitch matching on earwitness voice
identifications 
 Murray Munro, Simon Fraser University
 Language and the Law (LAL)  Individual Paper
 Douglas Fir - 3rd Floor

Gay Male Subjectivity, Diva-Worshipping, and Post-

feminism: A Critical Discourse Analysis of Gay Men's 
Diva Talks
 Ekkarat Ruanglertsilp, Arizona State University
 Language, Gender, and Sexuality (LGS)  Individual Paper
 Oregon Ballroom I - Lower Level 1 (LL1)

Knowledge-based Vocabulary Lists: Analyses and

Suggestions for Future Development 
 Norbert Schmitt, University of Nottingham
 Vocabulary and Lexical Studies (VOC)  Individual Paper
 Eugene - Lower Level 1 (LL1)

Meta-linguistic Moments: Translanguaging and

Language for Talking about Language Variation in a 
Bilingual Kindergarten
 Laura Schall-Leckrone, Lesley University Graduate School of
Education
 Bilingual, Immersion, Heritage, and Minority Education (BIH)
 Individual Paper
 Hawthorne - 2nd Floor

Task Complexity Effect on Negotiation of Meaning

and Task Performance of Chinese Second Language 
Refusal
 Shuyi Yang, Johns Hopkins University
 Second Language Acquisition, Language Acquisition, and
Attrition (SLA)  Individual Paper
 Oregon Ballroom D - Lower Level 1 (LL1)
:
 The role of morphological processing in relation of
morphological awareness to language and reading 
skills
 Joong won Lee, University of California, Irvine
 Reading, Writing, and Literacy (RWL)  Individual Paper
 Oregon Ballroom H - Lower Level 1 (LL1)

Translanguaging and spatial repertoire in

transnational multilingual students’ online 
information seeking
 Huan Gao, University of Florida
 Language and Technology (TEC)  Individual Paper
 Portland - Lower Level 1 (LL1)

“I think of writing as an art”: Exploring perezhivanie

in dynamic assessment of L2 writing 
 Lu Yu, The Pennsylvania State University
 Reading, Writing, and Literacy (RWL)  Individual Paper
 Oregon Ballroom EF - Lower Level 1 (LL1)

10:10 AM - 11:10 AM

Teaching English in a time of resurgent nationalism

 Kyle McIntosh

 Language and Ideology (LID)  1-Hour Colloquium
 Meadowlark - 3rd Floor

A translanguaging lens on World Language contexts:

Disrupting ideologies and creating more expansive 
spaces
 Kate Seltzer
 Second and Foreign Language Pedagogy (PED)  1-Hour
Colloquium
 Mt. Hood - 2nd Floor
:
 Cascading collaborative inquiry to enact and sustain
equitable dialogic teaching with multilingual learners 
 Bryant Jensen
 Teacher Education, Beliefs, and Identities (TED)  1-Hour
Colloquium
 Columbia - Lobby Level (L)

Lesson learned from the pandemic: Supporting

language learning 
 Senta Goertler
 Second and Foreign Language Pedagogy (PED)  1-Hour
Colloquium
 Pearl - 2nd Floor

Mentorship program design practices in applied

linguistics 
 Irina Zaykovskaya
 Special Session
 Oregon Ballroom A - Lower Level 1 (LL1)

Practicing Linguistic Care Work for Intersectional

Justice 
 Jennifer Phuong
 Analysis of Discourse and Interaction (DIS)  1-Hour
Colloquium
 Medford - Lower Level 1 (LL1)

10:10 AM - 11:15 AM

Meet the Plenary Speakers

 Special Session

 Mt. St. Helens - 2nd Floor

10:45 AM - 11:15 AM
:
 An exploration of linguistic practices on shop signs
displayed by Chinese Singaporeans and New 
Chinese immigrants in Singapore’s Chinatown
 Hui Zhang, Nanyang Technological University
 Sociolinguistics (SOC)  Individual Paper
 Douglas Fir - 3rd Floor

Educational linguistics in the policy sphere: Critical

conversations in language education 
 Keira Ballantyne, Center for Applied Linguistics
 Educational Linguistics (EDU)  Individual Paper
 Portland - Lower Level 1 (LL1)

Incorporating Direct Quotations in Videos for

Academic Purposes: An Exploratory Study 
 Wei Xu, University of Arizona
 Reading, Writing, and Literacy (RWL)  Individual Paper
 Oregon Ballroom H - Lower Level 1 (LL1)

Internationalization, English Testing and

Constructing Space in Post-Socialist Mongolia and 
Kazakhstan
 Bolormaa Shinjee, Curtin University
 Assessment and Evaluation (ASE)  Individual Paper
 Oregon Ballroom B - Lower Level 1 (LL1)

Second language learning and teaching as "we-

process" 
 Elif Burhan-Horasanlı, TED University
 Second Language Acquisition, Language Acquisition, and
Attrition (SLA)  Individual Paper
 Oregon Ballroom G - Lower Level 1 (LL1)

Talking at screens: The role of web-based document

sharing software design in collaborative writing talk- 
in-interaction
 Tait Bergstrom, National University of Singapore
:
  Analysis of Discourse and Interaction (DIS)  Individual
Paper
 Willamette - Lobby Level (L)

The Collocation Pattern of Interpreted Speeches

Produced in Mandarin-to-English Consecutive 
Interpreting: a corpus-based study
 Jingyi Wu, Newcastle University
 Translation, Interpretation and Language Access (TRI) 
Individual Paper
 Eugene - Lower Level 1 (LL1)

The effect of nonfiction extensive reading on IEP

student attitudes: A study 
 Adil Bentahar, University of Delaware
 Reading, Writing, and Literacy (RWL)  Individual Paper
 Oregon Ballroom EF - Lower Level 1 (LL1)

The effectiveness of online-based intelligibility

instruction in improving second language (L2) 
learners’ intelligibility and comprehensibility
 Mohammadreza Dalman, Northern Arizona University
 Second Language Acquisition, Language Acquisition, and
Attrition (SLA)  Individual Paper
 Belmont - 2nd Floor

The interplay of young learners’ verbal self-concept

and linguistic competences over time in monolingual 
and bilingual settings
 Ann-Christin Bruhn, University of Mannheim
 Second Language Acquisition, Language Acquisition, and
Attrition (SLA)  Individual Paper
 Laurelhurst - 2nd Floor

Transgressing the norms: Challenging & Breaking

Linguistic Policies in a Dual Language Classroom 
 Armando GarzaAyala, University of New Mexico
:
  Bilingual, Immersion, Heritage, and Minority Education (BIH)
 Individual Paper
 Hawthorne - 2nd Floor

Transnational Media and the Spread of English

 Suzanne Hilgendorf, Simon Fraser University 
 Sociolinguistics (SOC)  Individual Paper
 Sunstone - 3rd Floor

Turning language learners into process tracers: self-

assessing strategic behavior in university EAP 
courses
 Nathan Thomas, UCL Institute of Education
 Second and Foreign Language Pedagogy (PED) 
Individual Paper
 Oregon Ballroom C - Lower Level 1 (LL1)

What do chunks in Chinese tell us about second

language learning? A psycholinguistic investigation 
 Xiaolong Lu, University of Arizona
 Second Language Acquisition, Language Acquisition, and
Attrition (SLA)  Individual Paper
 Oregon Ballroom D - Lower Level 1 (LL1)

“Where you from, who’s your mob?”: Ethical

considerations when undertaking First Nations’ 
Applied Linguistic research
 Rhonda Oliver, Curtin University
 Antiracism, Decolonization, and Intersectionality for Systemic
Transformation (ADIST)  Individual Paper
 Oregon Ballroom I - Lower Level 1 (LL1)

11:20 AM - 12:25 PM
:
 Navigating the research-practice relationship:
Professional goals and constraints 
 Plenary Speaker
 Oregon Ballroom EF - Lower Level 1 (LL1)

12:35 PM - 1:35 PM

GSC Event: Cultivating Positive Mentorship

Relationships in Graduate School and Beyond 
 Special Session
 Mt. St. Helens - 2nd Floor

Town Hall: Disability Justice and Advancing

Accessibility for AAAL Conferences 
 Special Session
 Medford - Lower Level 1 (LL1)

1:50 PM - 2:20 PM

'Growing up students': A collostructional analysis

approach to phrasal verbs in Korean learner English 
 Steven Gagnon, Michigan State University
 Corpus Linguistics (COR)  Individual Paper
 Eugene - Lower Level 1 (LL1)

Critical Literature Review on Teaching Chinese as a

World Language in the Context of Globalization 
 Junling Zhu, University of Massachusetts-Amherst
 Second and Foreign Language Pedagogy (PED) 
Individual Paper
 Pearl - 2nd Floor

Demythologizing “identity” in Swedish minority

language education 
 Scarlett Mannish, Stockholm University
:
  Bilingual, Immersion, Heritage, and Minority Education (BIH)
 Individual Paper
 Oregon Ballroom B - Lower Level 1 (LL1)

Evolution of quantitative methodologies in SLA

research: Snapshot of 20 years across three major 
journals
 Laura Mahalingappa, University of Maryland
 Research Methodology (REM)  Individual Paper
 Belmont - 2nd Floor

How do test takers use and interpret performance

feedback for a workplace English test? 
 Ching-Ni Hsieh, Educational Testing Service
 Assessment and Evaluation (ASE)  Individual Paper
 Oregon Ballroom C - Lower Level 1 (LL1)

Modality matters: facilitating and measuring

receptive and productive incidental vocabulary gains 
in L2 Chinese
 Matt Coss, Michigan State University
 Vocabulary and Lexical Studies (VOC)  Individual Paper
 Meadowlark - 3rd Floor

ROAD-MAPPING English-medium instruction in

Taiwan: Implementation and Implications in 
secondary education
 HAN-YI LIN, Department of English, National Taipei University
of Technology
 Language Planning and Policy (LPP)  Individual Paper
 Hawthorne - 2nd Floor

Second language learners’ reflection on one-on-one

writing consultations: A content analysis 
 Junko Imai, Juntendo University
 Reading, Writing, and Literacy (RWL)  Individual Paper
 Oregon Ballroom H - Lower Level 1 (LL1)
:
 Trasndisciplinarity in Language Policy and Planning:
Multimodality, Indexicality, and Intertextuality 
 David Johnson, University of Iowa
 Language Planning and Policy (LPP)  Individual Paper
 Portland - Lower Level 1 (LL1)

When materials become social(izing) agents:

Examining geoscience students’ disciplinary 
socialization and multimodal interaction
 Masaru Yamamoto, University of British Columbia
 Language, Culture, and Socialization (LCS)  Individual
Paper
 Sunstone - 3rd Floor

Young learners’ language play as sites of joy and

engagement with new language 
 So-Yeon Ahn, KAIST (Korea Advanced Institute of Science and
Technology)
 Language, Culture, and Socialization (LCS)  Individual
Paper
 Medford - Lower Level 1 (LL1)

“What Are We ‘Toking’ About”: ESOL Teachers’ and

Students’ Precarious Storytelling on TikTok 
 Yixuan Wang, University of Georgia
 Language and Technology (TEC)  Individual Paper
 Oregon Ballroom D - Lower Level 1 (LL1)

1:50 PM - 2:55 PM

AAAL Orientation Session for First Time Attendees

 Special Session

 Willamette - Lobby Level (L)
:
 North American Systemic Functional Linguistics
Association Open Meeting 
 Special Session
 Mt. St. Helens - 2nd Floor

1:50 PM - 3:50 PM

Corpus Linguistics and the Law

 Ute Roemer

 Language and the Law (LAL)  2-Hour Colloquium
 Douglas Fir - 3rd Floor

Developing Critical Multilingual Language Awareness

from Pedagogical Stance to Research-Based 
Practices
 Koen Van Gorp
 Teacher Education, Beliefs, and Identities (TED)  2-Hour
Colloquium
 Columbia - Lobby Level (L)

Expanding theoretical and methodological

approaches to data-driven learning: Moving forward 
with research and pedagogy
 Sandra Deshors
 Invited Colloquium
 Oregon Ballroom EF - Lower Level 1 (LL1)

SLA, ISLA, and the teaching of L2 tense and aspect:

Studies fostering the research-practice relationship 
 Kathleen Bardovi-Harlig
 Second Language Acquisition, Language Acquisition, and
Attrition (SLA)  2-Hour Colloquium
 Oregon Ballroom G - Lower Level 1 (LL1)
:
 The Inner World of Gatekeeping in Scholarly
Publication 
 Pejman Habibie
 Reading, Writing, and Literacy (RWL)  2-Hour Colloquium
 Oregon Ballroom A - Lower Level 1 (LL1)

The Model Minority or the Yellow Peril?: Racialized

identities and discourses of Asian Americans and 
Asian Canadians
 Christian Chun
 Antiracism, Decolonization, and Intersectionality for Systemic
Transformation (ADIST)  2-Hour Colloquium
 Oregon Ballroom I - Lower Level 1 (LL1)

The politics and practice of allyship in queer applied

linguistics and language education 
 James Coda
 Invited Colloquium
 Mt. Hood - 2nd Floor

2:00 PM - 3:00 PM

The AAAL Oral History Project

 Special Session

 Room 1642

2:25 PM - 2:55 PM

Bimodal input in incidental vocabulary learning:

Cognitive processes and the development of 
different knowledge types
 Aysen Tuzcu, Michigan State University
 Vocabulary and Lexical Studies (VOC)  Individual Paper
 Meadowlark - 3rd Floor
:
 Black girls and silence: Learning to value and
understand their silences through humanizing 
research
 N'Dyah McCoy, University of Miami
 Language, Culture, and Socialization (LCS)  Individual
Paper
 Sunstone - 3rd Floor

Engaging Advanced Multilingual Students in

Instructional Rubric Construction: A Classroom- 
Based Study
 Ha Ram Kim, University of California, Irvine
 Assessment and Evaluation (ASE)  Individual Paper
 Pearl - 2nd Floor

Heritage language learning and self-efficacy beliefs:

Exploring Russian heritage language learners’ 
motivation to learn Russian
 Anna Bondarenko, PhD, Florida State University
 Bilingual, Immersion, Heritage, and Minority Education (BIH)
 Individual Paper
 Oregon Ballroom C - Lower Level 1 (LL1)

Incidental learning of grammatical gender in L2

Spanish: Does enriched input make a difference? 
 Mireia Toda Cosi, University of Maryland, College Park
 Second Language Acquisition, Language Acquisition, and
Attrition (SLA)  Individual Paper
 Eugene - Lower Level 1 (LL1)

Investigating language teachers’ practices and

perceptions toward multilingualism in the classroom: 
A comparative study
 YING XIONG, Pennsylvania State University
 Second and Foreign Language Pedagogy (PED) 
Individual Paper
 Salmon - 3rd Floor
:
 It takes two (languages) to acculturate: English L2
international students’ challenges with French in 
Montréal
 Rachael Lindberg, Concordia University, Montreal
 Sociolinguistics (SOC)  Individual Paper
 Portland - Lower Level 1 (LL1)

L2 textbook and learners’ use of verb-in-

construction: A case of Korean locative 
postposition–verb construction
 Boo Kyung Jung, University of Pittsburgh
 Second and Foreign Language Pedagogy (PED) 
Individual Paper
 Oregon Ballroom D - Lower Level 1 (LL1)

Monolingual Momentum: Language Ideologies in a

Hybrid Science Learning Environment 
 Chris Chang-Bacon, University of Virginia
 Language and Ideology (LID)  Individual Paper
 Oregon Ballroom B - Lower Level 1 (LL1)

Publication Bias in Applied Linguistics Meta-

Analyses 
 Yuhang Hu, Northern Arizona University
 Research Methodology (REM)  Individual Paper
 Belmont - 2nd Floor

Researcher identity and scholarly publication: The

experiences of nonnative emerging scholars during 
doctoral education
 Melika Nouri, Arizona State University
 Reading, Writing, and Literacy (RWL)  Individual Paper
 Oregon Ballroom H - Lower Level 1 (LL1)

Scripting in the autism community and in ABA

therapy: Collaboration versus coercion 
 Erin Marks, Northeastern Illinois University
:
  Analysis of Discourse and Interaction (DIS)  Individual
Paper
 Laurelhurst - 2nd Floor

Uncovering hierarchical positioning in human-AI

interactions at a Korean service center 
 Kim Seonghoon, KAIST (Korea Advanced Institute of Science
and Technology)
 Analysis of Discourse and Interaction (DIS)  Individual
Paper
 Medford - Lower Level 1 (LL1)

“I See a Trace of Arabic on the Board”: Invisibility

and the White Public Space 
 Rima Elabdali, Georgetown University
 Educational Linguistics (EDU)  Individual Paper
 Hawthorne - 2nd Floor

3:00 PM - 3:30 PM

"I am still considered like that": How English

Learners make sense of their EL classification 
 Ashley Batchelor, The University of California San Diego
 Language Planning and Policy (LPP)  Individual Paper
 Hawthorne - 2nd Floor

A Comprehensive Analysis of Response Tokens in

Korean: Resources for Managing Turns, Sequences, 
and Stances in Talk-in-Interaction
 Sue Yoon, University of Hawaii at Manoa
 Analysis of Discourse and Interaction (DIS)  Individual
Paper
 Medford - Lower Level 1 (LL1)
:
 AILA: 60 years young, and still growing…
 Special Session 
 Mt. St. Helens - 2nd Floor

An Extension of the Self: The Translinguistic

Practices of Puerto Ricans Online 
 Katherine Morales Lugo, Teachers College, Columbia
University
 Language, Culture, and Socialization (LCS)  Individual
Paper
 Sunstone - 3rd Floor

Becoming bilingual (or not): A study examining the

public’s response toward Taiwan’s 2030 Bilingual 
Policy
 Sin-Yi Chang, National Taiwan University
 Language Planning and Policy (LPP)  Individual Paper
 Portland - Lower Level 1 (LL1)

Decolonizing English language teaching: a teacher

education perspective 
 Pedro Bastos, The Pennsylvania State University
 Teacher Education, Beliefs, and Identities (TED) 
Individual Paper
 Laurelhurst - 2nd Floor

Facilitating EFL Students’ Self-regulation Skills in

Writing through an SRL-based Instruction 
 Elif Aydin Yazici, Bahçeşehir University
 Reading, Writing, and Literacy (RWL)  Individual Paper
 Oregon Ballroom H - Lower Level 1 (LL1)

How can academic self-promotion be possibly done?

A step-driven analysis on successful graduate 
school SoPs
:
  Yuanheng (Arthur) Wang, The Pennsylvania State University
 Text Analysis (Written Discourse) (TXT)  Individual Paper
 Eugene - Lower Level 1 (LL1)

Linking translingual family practices to African

educational policy: A case study of Ubuntu dissent 
voices
 Martin Guardado, University of Alberta
 Language Planning and Policy (LPP)  Individual Paper
 Willamette - Lobby Level (L)

Pre-service content-area teachers’ identity work in an

online teacher preparation course 
 Jessica McConnell, The University of Texas at San Antonio
 Teacher Education, Beliefs, and Identities (TED) 
Individual Paper
 Oregon Ballroom B - Lower Level 1 (LL1)

Test Takers’ Perceptions of Technology-Based Tests

in IELTS, and Their Use of Test Preparation 
Resources in Various Contexts
 Vito Miao, Northern Arizona University
 Assessment and Evaluation (ASE)  Individual Paper
 Oregon Ballroom D - Lower Level 1 (LL1)

The case of Pete Buttigieg: a corpus-based CDA

study of gay identity construction in political speech 
 Mikhail Zaikovskii, Arizona State University
 Language, Gender, and Sexuality (LGS)  Individual Paper
 Salmon - 3rd Floor

The dynamic development of complexity, accuracy

and fluency in spoken Thai: A longitudinal case 
study
 Luke Bogle Petterson, Victoria University of Wellington
:
  Second Language Acquisition, Language Acquisition, and
Attrition (SLA)  Individual Paper
 Oregon Ballroom C - Lower Level 1 (LL1)

Typographic enhancement and attention in learning

L2 collocations: A replication of Toomer and Elgort 
(2019)
 Eva Puimège, KU Leuven
 Vocabulary and Lexical Studies (VOC)  Individual Paper
 Meadowlark - 3rd Floor

“I don’t wanna be a regular citizen”: Learners’ vs.

teachers’ perceptions of Afghan newcomers’ needs 
 Negar Siyari, AAAL 2023 Graduate Student Award Winner,
Georgetown University
 Second and Foreign Language Pedagogy (PED) 
Individual Paper
 Pearl - 2nd Floor

3:00 PM - 4:30 PM

Poster Session 4
 Nasiba Norova

 Poster
 Exhibition Hall - Lower Level 2 (LL2)

3:30 PM - 4:00 PM

Coffee Break
 Coffee Break

 Exhibition Hall - Lower Level 2 (LL2)

4:00 PM - 4:30 PM
:
 A collostructional approach to Japanese noun-
modifying clause construction use and acquisition: A 
learner corpus study
 Nicole De Los Reyes, Georgia State University
 Corpus Linguistics (COR)  Individual Paper
 Oregon Ballroom G - Lower Level 1 (LL1)

Direct Non-Binary Language in Spanish Bilingual and

Heritage Language Education: Opportunities, 
Challenges, and Future Directions
 Silvia Marijuan, California State Polytechnic University
 Language, Gender, and Sexuality (LGS)  Individual Paper
 Salmon - 3rd Floor

Effects of Technology-Based Learner-Specific

Feedback on International students’ Speech 
Intelligibility
 Okim Kang, Northern Arizona University
 Language and Technology (TEC)  Individual Paper
 Belmont - 2nd Floor

Exploring Duoethnography to Decolonize Language

Education: A Case Study from a US-Brazil 
International collaboration
 Miriam Jorge, University of Missouri Saint Louis
 Antiracism, Decolonization, and Intersectionality for Systemic
Transformation (ADIST)  Individual Paper
 Columbia - Lobby Level (L)

Lexical bundles in genre-specific writing: Results

from an intervention study 
 Bruna Sommer Farias, Michigan State University
 Text Analysis (Written Discourse) (TXT)  Individual Paper
 Laurelhurst - 2nd Floor
:
 Modulating bilingual language production and
cognitive control: how bilingual language experience 
matters
 Xuran Han, UCL Institute of Education
 Language Cognition and Brain Research (COG) 
Individual Paper
 Eugene - Lower Level 1 (LL1)

Multilingual families’ linguistic citizenship in the U.S.:

Working towards a typology with justice-oriented 
perspectives
 Mihaela Gazioglu, Clemson University
 Language and Ideology (LID)  Individual Paper
 Portland - Lower Level 1 (LL1)

Multiple voices and perspectives: Comparing

students’ language resources to actual language use 
across countries and contexts
 Estelle Fohr-Prigent, University of Oslo
 Second and Foreign Language Pedagogy (PED) 
Individual Paper
 Oregon Ballroom A - Lower Level 1 (LL1)

Radically redesigning introduction to linguistics:

Creating culturally responsive classroom spaces in 
teacher education
 Rana Alnufaie, The University of Texas at San Antonio
 Teacher Education, Beliefs, and Identities (TED) 
Individual Paper
 Hawthorne - 2nd Floor

Student voice and teacher agency: Storytelling in

letters of recommendation for college admissions 
 Helen Dominic, Georgetown University
 Analysis of Discourse and Interaction (DIS)  Individual
Paper
 Douglas Fir - 3rd Floor
:
 The Effects of Classroom Type on Vocabulary
Development and Motivation 
 Hannah Pitner, University of Memphis
 Second and Foreign Language Pedagogy (PED) 
Individual Paper
 Oregon Ballroom D - Lower Level 1 (LL1)

The role of agency in the maintenance of the

possible selves of world language GTAs 
 Kristen Cypret, Fort Hays State University
 Teacher Education, Beliefs, and Identities (TED) 
Individual Paper
 Oregon Ballroom B - Lower Level 1 (LL1)

Transfer-appropriate grammar practice at the pretask

stage: Getting more bang for your buck 
 Majid Nikouee, University of Alberta
 Second Language Acquisition, Language Acquisition, and
Attrition (SLA)  Individual Paper
 Pearl - 2nd Floor

[CANCELED] “I’m just a middleman here”: Emerging

engineering scholars’ stance in citations 
 Genggeng Zhang, Pennsylvania State University
 Reading, Writing, and Literacy (RWL)  Individual Paper
 Oregon Ballroom H - Lower Level 1 (LL1)

4:00 PM - 5:00 PM

Affinity Group Networking Event: Scholars with

Disabilities 
 Special Session
 Medford - Lower Level 1 (LL1)
:
 Critical Language Awareness (CLA) as institutional
praxis: Shifting language ideologies in higher 
education
 Shawna Shapiro
 Antiracism, Decolonization, and Intersectionality for Systemic
Transformation (ADIST)  1-Hour Colloquium
 Oregon Ballroom I - Lower Level 1 (LL1)

Ethical Issues in Applied Linguistics Research:

Working with Vulnerable Populations and 
Communities
 Amr Rabie-Ahmed
 Research Methodology (REM)  1-Hour Colloquium
 Willamette - Lobby Level (L)

Mapuzugun: Indigenous land reclamation and

language revitalization in Wall Mapu (Chile) 
 Kelly Baur
 Language Maintenance and Revitalization (LMR)  1-Hour
Colloquium
 Meadowlark - 3rd Floor

Open science in applied linguistics

 Ali Al-Hoorie 
 Research Methodology (REM)  1-Hour Colloquium
 Mt. Hood - 2nd Floor

4:00 PM - 5:50 PM

Multilingual Matters Publisher Session

 Special Session

 Mt. St. Helens - 2nd Floor

4:00 PM - 6:00 PM
:
 Converging knowledges and practices: Collaboration
and complementary issues in applied linguistics 
 Yecid Ortega
 Antiracism, Decolonization, and Intersectionality for Systemic
Transformation (ADIST)  2-Hour Colloquium
 Sunstone - 3rd Floor

4:35 PM - 5:05 PM

A Multiple-Support ICT-Self Learning System to

Improve English Pronunciation of Rhythm and 
Enhance Autonomous Learning
 Yuri Nishio, Meijo University
 Language and Technology (TEC)  Individual Paper
 Belmont - 2nd Floor

Capturing the range of students’ literacy brokering

practices, from dependence to empowerment 
 Nina Conrad, University of Arizona
 Reading, Writing, and Literacy (RWL)  Individual Paper
 Oregon Ballroom H - Lower Level 1 (LL1)

Critically-oriented written corrective feedback for

heritage Spanish speakers: Triggers for feedback as 
triggers for opportunity
 Jorge Mendez Seijas, Yale University
 Bilingual, Immersion, Heritage, and Minority Education (BIH)
 Individual Paper
 Oregon Ballroom EF - Lower Level 1 (LL1)

Development of noun phrase premodification in L1

argumentative writing from elementary grades to 
university
 Brock Wojtalewicz, Northern Arizona University
 Corpus Linguistics (COR)  Individual Paper
 Eugene - Lower Level 1 (LL1)
:
 Doing justice to community (heritage) language
learners and their multilingual lifeworlds: an 
Australian case-study
 Angela Scarino, University of South Australia
 Bilingual, Immersion, Heritage, and Minority Education (BIH)
 Individual Paper
 Portland - Lower Level 1 (LL1)

Inalienable possession in the Spanish-English code-

switching of early and late bilinguals 
 Bryan Koronkiewicz, The University of Alabama
 Second Language Acquisition, Language Acquisition, and
Attrition (SLA)  Individual Paper
 Oregon Ballroom A - Lower Level 1 (LL1)

Local Perspectives for Equitable Language

Education Policy Planning 
 Chioma Ezeh, Washington State University
 Language Planning and Policy (LPP)  Individual Paper
 Hawthorne - 2nd Floor

Online collaboration as teacher education: Learning

with, from, and about participants in a conflict 
country
 Sarah Dietrich, Southeast Missouri State University
 Teacher Education, Beliefs, and Identities (TED) 
Individual Paper
 Salmon - 3rd Floor

Reorienting listening subject positions: Lexical

inventions as legitimate sources of mathematical 
meaning in language-immersion classrooms.
 Melissa Adams Corral, The University of Texas-Río Grande
Valley
 Language and Ideology (LID)  Individual Paper
 Pearl - 2nd Floor
:
 Seeing beyond Our Own Classrooms: Collaborative
Inquiry in Multilingual Learner Education 
 Wyatt Hall, Georgia Gwinnett College
 Teacher Education, Beliefs, and Identities (TED) 
Individual Paper
 Oregon Ballroom B - Lower Level 1 (LL1)

Training Catalan speakers on English /æ/-/ʌ/ and /i/-/ɪ/

with hand gestures 
 Xiaotong Xi, Universitat Pompeu Fabra
 Second Language Acquisition, Language Acquisition, and
Attrition (SLA)  Individual Paper
 Oregon Ballroom G - Lower Level 1 (LL1)

Translingual “Safe Houses”: Translanguaging as a

Site of Agency and Reproduction in One U.S. 
Multilingual Classroom
 Kongji Qin, New York University
 Analysis of Discourse and Interaction (DIS)  Individual
Paper
 Laurelhurst - 2nd Floor

Using TBLA principles for task development and

rating: Examining stakeholder perspectives 
 Meg Malone, ACTFL
 Assessment and Evaluation (ASE)  Individual Paper
 Oregon Ballroom C - Lower Level 1 (LL1)

Visual cues of nonunderstanding: Do observers

know what they’re seeing? 
 Kim McDonough, Concordia University, Montreal
 Second Language Acquisition, Language Acquisition, and
Attrition (SLA)  Individual Paper
 Oregon Ballroom D - Lower Level 1 (LL1)
:
 [CANCELED] Stylization of the Kansai Dialect by an
announcer on a Japanese radio show 
 Kenichi Shinkuma, University of Hawaii at Manoa
 Sociolinguistics (SOC)  Individual Paper
 Douglas Fir - 3rd Floor

“I teach how I teach”: Teacher Identity and Uptake of

Linguistically Responsive Instruction 
 Jennifer Haan, University of Dayton
 Teacher Education, Beliefs, and Identities (TED) 
Individual Paper
 Columbia - Lobby Level (L)

5:10 PM - 5:40 PM

“That’s so interesting”— The Collaborative

Achievement of Reflection in Post-Observation 
Conferences that Implement an Interventionist
Conversation-Analytic Framework
 Lauren Carpenter, Teachers College, Columbia University
 Analysis of Discourse and Interaction (DIS)  Individual
Paper
 Columbia - Lobby Level (L)

A Qualitative Study of Adaptive Transfer: Within and

Beyond EAP Writing Courses 
 Jungmin Lee, Ohio State University
 Reading, Writing, and Literacy (RWL)  Individual Paper
 Oregon Ballroom H - Lower Level 1 (LL1)

An Experimental Research Agenda for Systemic

Functional Linguistics 
 Ryan Miller, Kent State University
 Research Methodology (REM)  Individual Paper
 Belmont - 2nd Floor
:
 Beyond vocabulary: Middle school teachers
supporting language development during social 
studies inquiry
 Mary Schleppegrell, University of Michigan
 Reading, Writing, and Literacy (RWL)  Individual Paper
 Oregon Ballroom B - Lower Level 1 (LL1)

Chinese Dual Language Immersion in the US: For

Whom and What Purpose? 
 Wenhao Diao, The University of Arizona
 Bilingual, Immersion, Heritage, and Minority Education (BIH)
 Individual Paper
 Oregon Ballroom I - Lower Level 1 (LL1)

Developmental trajectories and register variation in

children and adolescents with Down syndrome 
 Jesse Egbert, Northern Arizona University
 Corpus Linguistics (COR)  Individual Paper
 Mt. Hood - 2nd Floor

Discursive Positioning of EMI Policies and Practices

in the Construction of “A University Island": A 
Critical Examination of Higher Education Market in
Northern Cyprus
 Ali Fuad Selvi, University of Alabama
 Educational Linguistics (EDU)  Individual Paper
 Hawthorne - 2nd Floor

Doing reflexivity to enhance methodological rigor

and epistemological diversity 
 Sal Consoli, University of Edinburgh
 Research Methodology (REM)  Individual Paper
 Willamette - Lobby Level (L)

Enduring translingual transcultural orientation that

sustains multiple language learning: Insights from a 
longitudinal motivation study
 Chika Takahashi, Ehime University
:
  Second Language Acquisition, Language Acquisition, and
Attrition (SLA)  Individual Paper
 Oregon Ballroom D - Lower Level 1 (LL1)

Gen-Z and multilingualism in Italian social media

 Lucia Casiraghi, Indiana University Bloomington

 Language and Technology (TEC)  Individual Paper
 Douglas Fir - 3rd Floor

Gender, heteronormativity, and advertising. A

Multimodal Discursive approach to advertising to 
children
 francesca marino, University of South Florida
 Language, Gender, and Sexuality (LGS)  Individual Paper
 Salmon - 3rd Floor

Idiolectal Google search patterns as forensic

linguistic evidence 
 Annina Heini, Aston University
 Language and the Law (LAL)  Individual Paper
 Eugene - Lower Level 1 (LL1)

Increasing Transparency of Automated Scoring of

Children's Oral Language Proficiency 
 Melissa Hunte, University of Toronto
 Language and Technology (TEC)  Individual Paper
 Laurelhurst - 2nd Floor

Individual differences as a complex dynamic system:

Evidence from a Russian immersion program 
 Dmitrii Pastushenkov, Harvard University
 Second Language Acquisition, Language Acquisition, and
Attrition (SLA)  Individual Paper
 Oregon Ballroom A - Lower Level 1 (LL1)
:
 Investigating teacher perspectives on boredom in the
L2 classroom in the Polish educational context 
 Mariusz Kruk, University of Zielona Góra, Poland
 Second and Foreign Language Pedagogy (PED) 
Individual Paper
 Pearl - 2nd Floor

Peacebuilding in Foreign Language Education: An

experience from a language and culture program in 
Colombia
 Luzkarime Calle Díaz, Universidad del Norte
 Second and Foreign Language Pedagogy (PED) 
Individual Paper
 Oregon Ballroom G - Lower Level 1 (LL1)

Preservice Teachers’ Grammatical Knowledge and

Language Ideologies in the “Grammatical Profile 
Project”
 Dorothy Worden-Chambers, The University of Alabama
 Teacher Education, Beliefs, and Identities (TED) 
Individual Paper
 Meadowlark - 3rd Floor

Secondary Chinese dual language bilingual

education teachers’ lived experiences, language 
ideologies, and practices
 Nuo Xu, University of Utah
 Teacher Education, Beliefs, and Identities (TED) 
Individual Paper
 Portland - Lower Level 1 (LL1)

The Effect of Varied Time Constraints on Writing

Performance 
 Jongbong Lee, Cyber Hankuk Univeristy of Foreign Studies
 Reading, Writing, and Literacy (RWL)  Individual Paper
 Oregon Ballroom C - Lower Level 1 (LL1)
:
 “The future is Ukrainian, Russian is the past”:
ideologies of language and identity after Euromaidan 
 Debra Friedman, Indiana University
 Language and Ideology (LID)  Individual Paper
 Medford - Lower Level 1 (LL1)

5:55 PM - 7:00 PM

Collaborating with the Colonial Other: Insights from

Ontologías y Epistemologías del Sur 
 Plenary Speaker
 Oregon Ballroom EF - Lower Level 1 (LL1)

7:00 PM - 8:00 PM

Community Outreach Event

 Special Session 
 Oregon Ballroom Foyer - Lower Level 1 (LL1)

Taking Applied Linguistics Outside of the

Department: A Showcase of Outreach Initiatives 
 Special Session
 Oregon Ballroom Foyer - Lower Level 1 (LL1)

7:15 PM - 8:15 PM

Meet the Journal Editors

 Special Session 
 Mt. Hood - 2nd Floor
: