AAAL 2023 Program PDF

AAAL honors the Indigenous peoples whose traditional and ancestral homelands we stand on: the Multnomah, Kathlamet, Clackamas, Tumwater, Watlala bands of the Chinook, the Tualatin Kalapuya and many other Indigenous nations of the Columbia River. Before colonization by European-American settlers, the region was home to at least 7 language families and between 25-35 languages. The peoples who spoke these languages were forced to surrender their lands and languages by the settlers. Only 9 tribal languages are spoken today. It is important that we acknowledge the ancestors of this place and recognize that we are here because of the sacri ces forced upon them. In remembering these communities and this history, we honor their legacy, lives, and their descendants.

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Contents Welcome Message from the President

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Welcome Message from the Conference Chair

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Conference Organizing Team

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Schedule at a Glance

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Conference Sponsors

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Conference Friends

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Conference Information

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Session Guidelines

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Wi Info and Conference App

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AAAL 2023 Strand Coordinators

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Abstract Reviewers

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Conference Connection Mentors

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Conference Student Volunteers

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Plenary Sessions

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Invited Colloquia

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AAAL 2023 Award Recipients

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AAAL Leadership

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AAAL Past Presidents

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Conference Hotel Map

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Local Restaurants

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Save the Date

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Welcome Message from the President In addition to six outstanding plenary speakers and ten invited colloquia, this year, we will continue to enjoy papers in the Antiracism, Decolonization, and Intersectionality for Systemic Transformation (ADIST) strand. Beyond our regular strands, participants will also have the opportunity to attend paper presentations organized around the following two new strands: Language and the Law (LAL) and Language, Gender, and Sexuality (LGS).

We hope you enjoy and appreciate these new additions that are intended to further our work in the areas of diversity, equity, inclusion, and access (DEIA).

Fabiola P. Ehlers-Zavala AAAL President 2022-2023 It is with much enthusiasm that I extend a very warm welcome to all of you as we reunite in Portland for the annual meeting of the American Association for Applied Linguistics. I am honored to have the opportunity to be with you and reconnect once again in person at this yearly event. I know that we are all excited to continue to advance our eld through the research and scholarly work that are the drivers of our intellectual passions to impact our communities and the world at large. What better way to accomplish this goal than having a conference where the theme is “Collaborating and Mentoring in Applied Linguistics.”

Working towards making events like our annual conference requires a signi cant effort on the part of many individuals, ranging from the conference team which includes volunteers, staff members, and many others working tirelessly behind the scenes each day under the important leadership of our conference chair.

Therefore, on behalf of all of us, I want to thank and recognize our First Vice President and Conference Chair: Peter De Costa from Michigan State University (MSU).

Peter has provided outstanding leadership for over a year in preparation for hosting this event here in Portland, Oregon. Many thanks to Peter and team for all the work accomplished!

As in previous years, we hope you will enjoy our conference from beginning to end! This 2023 AAAL Conference brings an outstanding selection of events and the opportunity to network in person with participants. This year’s program offers many opportunities to keep current with the latest research in applied linguistics and the chance to hear from (and meet!) plenary speakers who have been invited to participate in this exciting effort. Be sure to use the 2023 AAAL app to make the most of the conference.

Indeed, we are very excited to see the enthusiasm and continued participation of our colleagues in the eld of applied linguistics. This year, we received 1899 paper, roundtable and poster submissions and 102 colloquium submissions. Our overall acceptance rate was 60% across 25 strands that have been led by 50 strand coordinators. Many thanks also go to everyone involved in this monumental effort (coordinators, reviewers, staff members).

Special thanks go to the National Federation of Modern Language Teachers Associations-Modern Language Journal (NFMLTA-MLJ) and Duolingo. This year, each of them has made possible new travel wards for students (i.e., two awards of $1,000 from each of them to support our graduate students). Additionally, our own FFAL approved $5,000 for ve student awards. Finally, Multilingual Matters is sponsoring a Graduate Student Council (GSC) Roundtable on Friday afternoon, and there are two additional GSC events planned for the weekend (one on Saturday and one on Sunday), so I encourage graduate students to look for those opportunities to network and learn from each other!

As always, our publishers’ exhibits will be eager to welcome you at their booths to interact with you and show you their latest publications. We hope you enjoy this opportunity to learn about what they have available to support your work and that of your students and colleagues.

As it is customary, AAAL will host two receptions open to all. The rst reception will take place on Saturday, March 18, from 7:00 p.m. to 8:00 p.m., in the Exhibit Hall. The second/ nal reception will be a Wine and Cheese event from 3:00 p.m. to 4:30 p.m on Tuesday, March 21. We hope to see you at this event for a nal farewell and celebrate the successful conclusion of another annual conference!

Please, mark your calendars and be sure to join us at our annual general business meeting on Monday, March 20, from 12:30 p.m. to 1:45 p.m. We look forward to seeing you there to offer our annual update on the work accomplished and be part of the transfer of leadership.

Finally, on behalf of all of us in the Executive Committee of AAAL, I would like to extend my deepest appreciation to Peter De Costa and everyone on his conference team as well as the AAAL Of ce staff and everyone who contributes to this event. Many thanks go to all the volunteers who contribute to this annual event in many different capacities, and to all of you who participate as presenters and/or attendees.

May each of you have a wonderful conference. As President, I want to thank you for the honor and privilege to serve you in this role for the past year, and I look forward to seeing you here at the Marriott Downtown Waterfront and at future AAAL conferences!

Gracias/Thank you!

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Welcome Message from the Conference Chair These special sessions, created in the spirit of collaboration and mentoring (this year’s conference theme), include ve af nity group networking events, an early career workshop, and two sessions that will provide insights on how to get your work published. And please remember to participate in the AAAL Oral History Project, now in its second year. We also welcome everyone to the Opening Reception on Saturday from 7:00-8:00 pm and the Closing Wine & Cheese Reception on Tuesday from 3:00-4:30 pm. For more program details, please check out the searchable schedule on the AAAL website and the conference app.

Peter De Costa AAAL First Vice President 2022-2023

It is with great pleasure that I welcome you to AAAL 2023 in Portland, Oregon. Portland sits on the ancestral homelands of the Multnomah, Kathlamet, Clackamas, Tumwater, Watlala bands of the Chinook, the Tualatin Kalapuya and many other indigenous nations of the Columbia River.

Please remember to learn about and honor the history, the peoples, and the languages of these places to which we are guests over the next four days. For those of you who are attending a AAAL conference for the very rst time, we hope that our conference will become your new intellectual home. We are thrilled that over 1,800 of you will be participating in Portland 2023.

This conference would not have been possible without the countless sacri ces of many volunteers. The Conference Organizing Committee is indebted to our strand coordinators and reviewers, who dedicated their summer of 2022 to review your proposals. Their names are recognized in this program pdf. We are also grateful to our graduate student volunteers on site here in Portland. All AAAL committees and councils, and the AAAL Executive Committee, worked diligently to make this conference a reality. This includes the Graduate Student Council members, and the AAAL members who served on the Awards committees, the PAEC, the Conference Connections committee, and the Committee on Online Education and Outreach.

AAAL President Fabiola Ehlers-Zavala, President Elect Lourdes Ortega, Second Vice President Ryuko Kubota, and Secretary Scott Jarvis have provided me with invaluable advice and support throughout the conference design process.

The association is lucky to have the Nardone Consulting Group as partners. Our colleagues (Sherry Battle, Laura Haller, Katie Henley, Natalie Nardone, and Hannah Queen) at the AAAL business of ce in Atlanta worked closely with the Conference Organizing Committee to ensure that things leading up to the conference developed smoothly. And they will be present in Portland to ensure that everything goes according to plan.

Lastly, each of the junior scholars on the Conference Team based at Michigan State University has gone beyond the call of duty to create the present conference experience. As conference chair, I have been blessed with the opportunity to work with this amazing group of graduate students who kept me centered and sane this past year.

We look forward to seeing you in Portland, and hope that AAAL 2023 will be a memorable experience!

To kick off the conference, two preconference workshops will be conducted on the Portland State University campus.

These workshops on Friday will be followed immediately by an inaugural Graduate Research Roundtable session and a social mixer event that are sponsored by Multilingual Matters. From Saturday through Tuesday, in addition to refereed colloquia, individual paper, roundtable and poster presentations, you can also look forward to six illuminating plenary speeches, 10 invited colloquia, and several stimulating special sessions.

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Conference Organizing Team The Michigan State University-based Conference Team for AAAL 2023 AAAL conference chair Peter De Costa AAAL business o ce liaison team: Carlo Cinaglia Matt Coss Kevin Fedewa Curtis Green-Eneix Vashti Lee Robert Randez A nity group facilitators: Amr Ahmed Carlo Cinaglia Caitlin Cornell Matt Coss Kevin Fedewa (coordinator) Curtis Green-Eneix Hyun-Bin Hwang Lizz Huntley Jungmin Kwon Vashti Lee Laxmi Ojha Hima Rafal Robert Randez Communications team: Carlo Cinaglia Matt Coss Conference orientation coordinator: Matt Coss Corporate sponsor liaison team: Meagan Driver Curtis Green-Eneix Sol Rheem

Family Friendly Practices team: Magdalyne Akiding Kevin Fedewa (coordinator) Lizz Huntley Jungmin Kwon Graduate student awards coordinator: Kevin Fedewa Program and events coordinators: Carlo Cinaglia Vashti Lee Program logistics coordinator: Robert Randez Program PDF team: Praew Bupphachuen Brittany Finch Vashti Lee (coordinator) Luqing Zang Program scheduling team: Carlo Cinaglia Matt Coss Kevin Fedewa Curtis Green-Eneix Robert Randez (coordinator) Strand coordination and abstract review team: Vashti Lee Philip Montgomery Dimitrii Pastushenkov Robert Randez

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Conference Organizing Team

Peter De Costa

Caitlyn Cornell

Carlo Cinaglia

Matt Coss

Kevin Fedewa

Vashti Lee

Robert Randez

Amr Ahmed

Lizz Huntley

Jungmin Kwon

Hyun-Bin Hwang

Meagan Driver

Hima Rafal

Praew Bupphachuen

Brittany Finch

Luqing Zang

Sol Rheem

Curtis Green-Eneix

Laxmi Ojha

Magdalyne Akiding

Dimitrii Pastushenkov

Philip Montgomery

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Schedule at a Glance FRIDAY, MARCH 17 3:00 p.m. - 8:00 p.m.

4:00 p.m. - 8:00 p..m

MONDAY, MARCH 20 Registration Desk Open Graduate Research Roundtable and Social Mixer (Mt. Hood)

SATURDAY, MARCH 18 7:00 a.m.- 4:30 p.m.

8:00 a.m.- 9:40 a.m.

8:00 a.m.- 10:00 a.m.

8:00 a.m.- 10:00 a.m.

9:40 a.m.- 10:10 a.m.

9:10 a.m.- 10:40 p.m.

9:30 a.m.- 4:30 p.m.

10:10 a.m.- 11:15 a.m.

11:20 a.m.- 12:25 p.m.

12:30 p.m.- 1:45 p.m.

1:50 p.m.- 3:30 p.m.

1:50 p.m.- 3:50 p.m.

3:00 p.m.- 4:30 p.m.

3:30 p.m.- 4:00 p.m.

4:00 p.m.- 5:40 p.m.

5:55 p.m.- 7:00 p.m.

7:00 p.m.- 8:00 p.m.

7:30 p.m.- 8:30 p.m.

Registration Desk Open Concurrent Sessions-Colloquia,Papers Invited Colloquium Special Session Coffee Break (Exhibit Hall) Poster Session Exhibits Concurrent Sessions-Colloquia, Papers Plenary-Sender Dovchin Lunch Break (On Your Own) Concurrent Sessions-Colloquia, Papers Invited Colloquium Post Session Coffee Break (Exhibit Hall) Concurrent Sessions-Colloquia,Papers Plenary-Paula Winke Welcome Reception (Exhibit Hall) Early Career Workshop

SUNDAY, MARCH 19 7:00 a.m.- 4:30 p.m.

8:00 a.m.- 9:40 a.m.

8:00 a.m.10:00 a.m.

8:00 a.m.10:00 a.m.

9:00 a.m.- 4:30 p.m.

9:40 a.m.- 10:10 a.m.

9:10 a.m.- 10:40 p.m.

10:10 a.m.- 11:15 a.m.

11:20 a.m.- 12:25 p.m.

12:30 p.m.- 1:45 p.m.

1:50 p.m.- 3:50 p.m.

1:50 p.m.- 3:30 p.m.

3:00 p.m.- 4:30 p.m.

3:30 p.m.- 4:00 p.m.

4:00 p.m.- 5:00 p.m.

4:00 p.m.- 5:40 p.m.

5:55 p.m.- 7:00 p.m.

7:00 p.m.- 8:00 p.m.

7:15 p.m.- 8:15 p.m.

Registration Desk Open Concurrent Sessions-Colloquia, Papers Special Session Invited Colloquium Exhibits Coffee Break (Exhibit Hall) Poster Session Concurrent Sessions-Colloquia, Papers Plenary-Masatoshi Sato Lunch Break (On Your Own) Invited Colloquium Concurrent Sessions-Colloquia, Papers Poster Session Coffee Break (Exhibit Hall) Multilingual matters Publishing Session (Mt. St. Helens) Concurrent Sessions-Colloquia, Papers Plenary-Mario Lopez-Gopar Outreach Event Meet the Editors (Mt. Hood)

7:00 a.m.- 4:30 p.m.

8:00 a.m.- 9:40 a.m.

8:00 a.m.- 10:00 a.m.

8:00 a.m.- 5:40 p.m.

9:00 a.m.- 4:30 p.m.

9:40 a.m.- 10:10 a.m.

9:40 a.m.- 10:40 a.m.

10:10 a.m.- 11:15a.m.

11:20 a.m.- 12:25 p.m.

12:30 p.m.- 1:45 p.m.

12:30 p.m.- 1:45 p.m.

1:50 p.m.- 3:50 p.m.

1:50 p.m.- 3:50 p.m.

3:00 p.m.- 4:30 p.m.

3:30 p.m.- 4:00 p.m.

4:00 p.m.- 5:40 p.m.

5:55 p.m.- 7:00 p.m.

7:00 p.m.- 8:00 p.m.

Registration Desk Open Concurrent Sessions-Colloquia, Papers Invited Colloquium Roundtables (Mt. St. Helens) Exhibits Coffee Break (Exhibit Hall) Poster Sessions Concurrent Sessions-Colloquia, Papers Plenary-Deborah Palmer Lunch Break (On Your Own) AAAL Business Meeting Invited Colloquium Concurrent Sessions-Colloquia, Papers Poster Session Coffee Break (Exhibit Hall) Concurrent Sessions-Colloquia,Papers Plenary-Luke Plonsky.

Special Sessions

TUESDAY, MARCH 21 7:00 a.m.- 4:30 p.m.

8:00 a.m.- 10:00 a.m.

8:00 a.m.- 9:40 a.m.

9:00 a.m.- 11:30 a.m.

9:40 a.m.- 10:10 a.m.

10:10 a.m.- 12:10 p.m.

10:10 a.m.- 12:25 p.m.

12:30 p.m.- 1:15 p.m.

1:15 p.m.- 2:55 p.m.

3:00 p.m.- 4:30 p.m.

Registration Desk Open Invited Colloquium Concurrent Sessions-Colloquia, Papers Exhibits Coffee Break (Exhibit Hall) Special Session Concurrent Sessions - Colloquia, Papers Lunch Break (On Your Own) Concurrent Sessions - Colloquia, Papers Wine and Cheese Reception

*Click on each Plenary's Name to learn more about them.

Click here to learn more about AAAL 2023 Invited Colloquia.

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Conference Sponsors Thank You To Our 2023 Conference Sponsors AAAL thanks the following sponsors for their generous support of the 2023 Conference and of the eld of applied linguistics. Visit all our Sponsors and Exhibitors at the Publishers’ Exhibit Hall located on Lower Level 2.

Premier Sponsor

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Conference Sponsors

Graduate Student Council Roundtable Sponsor Multilingual Matters

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Conference Sponsors

ASL Sponsorship AMN Healthcare Language Services

Paci cSource Health Plans

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Conference Friends

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Conference Friends

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Conference Information

Registration Information Registration will be located on the First Floor. The Registration desk will be open during the following times: Friday, March 17

3:00 p.m. - 8:00 p.m.

Saturday, March 18

7:00 a.m. - 4:30 p.m.

Sunday, March 19

7:30 a.m. - 4:30 p.m.

Monday, March 20

7:30 a.m. - 4:30 p.m.

Tuesday, March 21

7:30 a.m. - 4:30 p.m.

Exhibit Hall Hours Publishers’ exhibits are located in Lower Level 2 and are open at the following times: Saturday, March 18

9:30 a.m. - 4:30 p.m.; Welcome Reception (7:00 p.m. - 8:00 p.m.)

Sunday, March 19

9:00 a.m. - 4:30 p.m.

Monday, March 20

9:00 a.m. - 4:30 p.m.

Tuesday, March 21

9:00 a.m. - 11:30 a.m.; Wine and Cheese Reception (3:00 p.m. - 4:30 p.m.)

Coffee Breaks Coffee breaks will take place in the Exhibit Hall located in Lower Level 2 during the stated times below.

Coffee will also be available at each of the poster sessions on Saturday, Sunday, and Monday.

Saturday, March 19

9:40 a.m. - 10:00 a.m./ 3:30 p.m. - 4:00 p.m.

Sunday, March 20

9:40 a.m. - 10:10 a.m./ 3:30 p.m. - 4:00 p.m.

Monday, March 21

9:40 a.m. - 10:10 a.m./ 3:30 p.m. - 4:00 p.m.

Tuesday, March 22

9:40 a.m. - 10:10 a.m.

Health and Safety A current copy of the Portland Marriott Downtown Waterfront’s Emergency Procedures can be found here.

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Session Guidelines

General Guidelines - All presenters must present their work during their scheduled time. Do not start early even if the previous presenter is absent or nished early. Once your scheduled time is over, promptly leave the podium so that the next presenter can set up their equipment and start the next session on time.

Individual Papers - There will not be designated session chairs. When your presentation time comes, announce your session title, introduce yourself very brie y, and start your presentation. Each presentation is 20 minutes long, followed by 10 minutes for questions, and 5 minutes for the audience to change rooms. Presenters within a session are responsible for helping each other keep time during the talk and question period. Signs are provided in each room reading “5 minutes,” “2 minutes,” “1 minute,” and “STOP” to use in keeping time.

Roundtable Sessions - A large poster outside of the Mt. St. Helens room will tell you which table you are assigned to. Make sure to check your table assignment. Each roundtable presenter will be allocated 30 minutes: 10-15 minutes to speak on your topic and 15-20 for discussion and Q&A. There will be no roundtable session chairs, although there will be a timekeeper. You and the rest of the concurrent presenters at each table will be stopped after 15 minutes to begin the group discussion.

Poster Sessions - After you have set up your poster, you are not required to be present in the Exhibit Hall Lower Level 2 for the whole morning or afternoon. You are responsible for being present at your poster only during your scheduled time. Your scheduled poster slot overlaps with either the morning or the afternoon coffee break. Conference attendees will grab a coffee and visit the poster session. They will use this one-on-one time with poster presenters to learn more, ask questions, and interact with you about the poster. For the rest of the morning or afternoon, you may choose to stay at your poster board at your discretion.

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Wi Info and Conference App

Complimentary Wi-Fi is available in the Portland Marriott Downtown Waterfront conference area as well as the guest rooms. To access the hotel internet in the conference area: Network Name: AAAL2023 Password: AAAL2023 (password is case sensitive) View available networks Click on the “AAAL2023” network to connect.

When prompted, enter the password.

AAAL 2023 Meeting App

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AAAL 2023 Strand Coordinators

Analysis of Discourse and Interaction (DIS) Elizabeth Miller, The University of North Carolina at Charlotte Kevin W. H. Tai, The University of Hong Kong Anti-racism, Decolonization, and Intersectionality for Systemic Transformation (ADIST) Usree Bhattacharya, University of Georgia Suhanthie Motha, University of Washington Assessment and Evaluation (ASE) Jamie Schissel, University of North Carolina at Greensboro Dan Isbell, University of Hawai‘i at Mānoa

Language Maintenance and Revitalization (LMR) Josh Prada, Indiana University School of Liberal Arts Lyn Wright, University of Memphis Language Planning and Policy (LPP) David Cassels Johnson, University of Iowa Amy J. Heineke, Loyola University Chicago Language, Cognition and Brain Research (COG) Bronson Hui, University of Maryland, College Park Kathy MinHye Kim, Boston University Language, Culture, & Socialization (LCS) Katie A. Bernstein, Arizona State University Wendy Li, Duke Kunshan University

Bilingual, Immersion, Heritage, and Minority Education (BIH) Virak Chan, Purdue University Vanessa Mari, Nevada State College

Language, Gender, and Sexuality (LGS) Rodrigo Borba, Federal University of Rio de Janeiro Mie Hiramoto, National University of Singapore

Corpus Linguistics (CL) Bethany Gray, Iowa State University Kristopher Kyle, University of Oregon

Phonology/Phonetics and Oral Communication (POC) Dustin Crowther, University of Hawai‘i at Mānoa Charlie L. Nagle, Iowa State University

Educational Linguistics (EDU) Christopher Jenks, Utrecht University Kongji Qin, New York University

Pragmatics (PRG) Rachel Shively, Illinois State University Naoko Taguchi, Northern Arizona University

Language and Ideology (LID) Prem Phyak, The Chinese University of Hong Kong Bal Krishna Sharma, University of Idaho

Reading, Writing, and Literacy (RWL) Xiqiao Wang, University of Pittsburgh Hyung-Jo Yoon, California State University, Northridge

Language and Technology (TEC) Matt Kessler, University of South Florida Mimi Li, University of Texas A&M

Research Methodology (REM) Shaofeng Li, Florida State University Miguel Pérez Milans, University College London

Language and the Law (LL) Jesse Egbert, Northern Arizona University Brett Hashimoto, Brigham Young University

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AAAL 2023 Strand Coordinators

Second and Foreign Language Pedagogy (PED) Nathanael Rudolph, Kindai University Rui (Eric) Yuan, University of Macau

Teacher Education and Beliefs (TED) Mark Wyatt, Khalifa University Bedrettin Yazan, University of Texas at San Antonio

Second Language Acquisition, Language Acquisition, and Attrition (SLA) Ali H. Al-Hoorie, Jubail English Language and Preparatory Year Institute Jongbong Lee, Cyber Hankuk University of Foreign Studies

Text Analysis (Written Discourse) (TXT) Robert Kohls, San Francisco State University Youngjoo Yi, The Ohio State University

Sociolinguistics (SOC) Hyunjung Shin, University of Saskatchewan Irina Zaykovskaya, University of Minnesota

Translation and Interpretation (TRI) Claudia V. Angelelli, Heriot-Watt University Eriko Sato, Stony Brook University (SUNY) Vocabulary and Lexical Studies (VOC) Mark D. Johnson, East Carolina University Takumi Uchihara, Waseda University

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Abstract Reviewers Analysis of Discourse and Interaction (DIS) Khaled Al Masaeed, Carnegie Mellon University Adam Brandt, Newcastle University Emma Brooks, University College London Xia Chao, Duquesne University M. Sidury Christiansen, University of Texas at San Antonio Christian Chun, University of Massachusetts, Boston David Wei Dai, Monash University Anna De Fina, Georgetown University Ryan Deschambault, University of British Columbia Sender Dovchin, Curtin University Anne Marie Guerrettaz, Washington State University Joan Kelly Hall, The Pennsylvania State University Eric Hauser, University of Electro-Communications Tokyo Spencer Hazel, Newcastle University Agnes Weiyun He, Stony Brook University John Hellermann, Portland State University Blair Jin, Hong Kong Polytechnic University Gabriele Kasper, University of Hawai‘i at Mānoa Hayriye Kayi-Aydar, The University of Arizona Younhee Kim, The University of Macau Liudmila Klimanova, The University of Arizona Sunny Man Chu Lao, Bishop's University Li Li, University of Exeter Julia Menard-Warwick, University of California Davis Anna Mendoza, University of Illinois Urbana-Champaign Stephen Moody, Brigham Young University Ashley R. Moore, Boston University Leslie C. Moore, The Ohio State University Junko Mori, University of Wisconsin Madison Hanh Nguyen, Hawai’i Paci c University Ingrid Piller, Macquarie University Anne Pomerantz, University of Pennsylvania Josh Prada, Indiana University School of Liberal Arts in Indianapolis Matthew Prior, Arizona State University Kongji Qin, New York University Steinhardt Eunseok Ro, Pusan National University Pramod K. Sah, University of Calgary Olcay Sert, Mälardalen University Juyoung Song, Murray State University Caroline Tagg, The Open University Steven Talmy, University of British Colombia Hugo Tam, Nangyang Technological University Zhongfeng Tian, University of Texas at San Antonio Samuel Tsang, University of Oxford Ruanni Tupas, University College London Rémi A. van Compernolle, Carnegie Mellon University Meike Wernicke, University of British Columbia Lyn Wright, University of Memphis Mingdan Wu, University College London Junichi Yagi, University of Hawai‘i at Mānoa Bedrettin Yazan, University of Texas at San Antonio Hansun Zhang Waring, Columbia University

Anti-racism, Decolonization, and Intersectionality for Systemic Transformation (ADIST) Angélica Amezcua, University of Washington

Theresa Austin, University of Massachusetts, Amherst Patricia Baquedano-López, University of California, Berkeley Sarah Benesch, City University of New York Martha Bigelow, University of Minnesota Suresh Canagarajah, The Pennsylvania State University Sherrie Carroll, University of Maryland, College Park Christian Chun, University of Massachusetts, Boston Jenna Cushing-Leubner, University of Wisconsin-Whitewater Mel Engman, Queens University, Belfast Johanna Ennser-Kananen, University of Jyväskylä Nelson Flores, University of Pennsylvania Lei Jiang, North Dakota State University Jennifer Johnson, Stanford University Robert Kohls, San Francisco State University Sandra Kouritzin, University of Manitoba Ryuko Kubota, University of British Columbia Ena Lee, Simon Fraser University Angel M. Y. Lin, Simon Fraser University Renee Lynch, University of Washington Dave Malinowski, San José State University Brian Morgan, York University Laxmi Ojha, Michigan State University Gloria Park, Indiana University Pennsylvania Matthew Prior, Arizona State University Shakina Rajendram, University of Toronto Cristina Sánchez-Martín, University of Washington Jamie Schissel, University of North Carolina at Greensboro Ari Sherris, Texas Agricultural and Mechanical University, Kingsville Julia D. Spiegelman, University of Massachusetts, Boston Gertrude Tinker-Sachs, Georgia State University Uju Anya, Carnegie Mellon University Stephanie Vandrick, San Francisco University Manka Varghese, University of Washington Thomas Joseph Walker, University of Washington Doris Warriner, Arizona State University Kuo Zhang, University of Vermont

Assessment and Evaluation (ASE) Beverly Baker, University of Ottawa Heidi Banerjee, PSI Services LLC Jorge Beltrán Zuñiga, Columbia University Dylan Burton, Michigan State University Heesun Chang, University of Georgia Jee Wha Dakin, Educational Testing Services Fauve De Backer, Ghent University Sarah Goodwin, Duolingo Scott Grapin, University of Miami Luke Harding, Lancaster University Noriko Iwashita, The University of Queensland Hyun-Sook Kang, University of Illinois Urbana-Champaign Alicia Kim, University of Wisconsin, Madison Rie Koizumi, Seisen University Benjamin Kremmel, University of Innsbruck Geoffrey LaFlair, Duolingo Jiyoon Lee, University of Maryland, Baltimore County Byungmin Lee, Seoul National University Yong-Won Lee, Seoul National University Constant Leung, King's College London Wenyue Ma, Michigan State University

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Abstract Reviewers David MacGregor, World-Class Instructional Design and Assessment Seyyed-Abdolhamid Mirhosseini, The University of Hong Kong Meg Montee, Center for Applied Linguistics / Georgetown University Heike Neumann, Concordia University Saerhim Oh, Educational Testing Services Amir Rasooli, University of Alberta Yasuyo Sawaki, Waseda University Ji-young Shin, University of Toronto, Mississauga Sun-Young Shin, Indiana University Magda Tigchelaar, University of Toronto, Mississauga Huseyin Uysal, Knox College Xun Yan, University of Illinois Urbana-Champaign Cecilia Guanfang Zhao, University of Macau

Bilingual, Immersion, Heritage, and Minority Education (BIH) Alain Bengochea, University of Nevada, Las Vegas Sovicheth Boun, Salem State University Kevin Carroll, University of Puerto Rico Mariana Castro, University of Wisconsin, Madison Ester De Jong, University of Florida Angelica Galante, McGill University Armando Garza, University of New Mexico Kathryn Henderson, University of Texas at San Antonio Luz Yadira Herrera, California State University, Channel Islands David Cassels Johnson, University of Iowa Eric Johnson, Washington State University Hyun-Sook Kang, University of Illinois Urbana-Champaign Amanda Kibler, Oregon State University Nicole King, University of Rochester Gilberto Lara, University of Texas, San Antonio Chris Leider, University of Massachusetts, Boston Shuzhan Li, Ithaca College Chuan Lin, Georgia State University Kristen Lindahl, University of Texas at San Antonio Chan Lü, University of Washington Heather Mello, Nazarbayev University Anna Mendoza, University of Illinois Urbana-Champaign Yecid Ortega Paez, University of Torronto Kim Potowski, University of Illinois Chicago Josh Prada, Indiana University-Purdue University, Indianapolis Steve Przymus, Texas Christian University Chang Pu, Berry College Judith Purkarthofer, University of Duisburg-Essen Peter Sayer, The Ohio State University Sabrina Sembiante, Florida Atlantic University Sabine Siekmann, University of Alaska Fairbanks Daniela Silva, University of Texas, San Antonio Melanie Simpson, York University Rachel Stepina, Nevada Department of Education Ko-Yin Sung, Utah State University Annela Teemant, Indiana University-Purdue University, Indianapolis Zhongfeng Tian, University of Texas at San Antonio Robert Train, Sonoma State University Kevin Wong, Pepperdine University Wayne Wright, Purdue University

Corpus Linguistics (CL) Haiyang Ai, University of Cincinnati

Cristina Ancuzo, Pontifícia Universidade Católica de São Paulo Laurence Anthony, Waseda University Monika Bednarek, University of Sydney Tony Berber Sardinha, Pontifícia Universidade Católica de São Paulo Alex Boulton, Université de Lorraine Carla Consolini, University of Oregon Viviana Cortes, Georgia State University Peter Crosthwaite, University of Queensland Eniko Csomay, San Diego State University Sandra Deshors, Michigan State University María Belén Díez Bedmar, Universidad de Jaén Mery Díez Ortega, University of Hawai‘i at Mānoa Phil Durrant, University of Exeter Jesse Egbert, Northern Arizona University Masaki Eguchi, University of Oregon Eric Friginal, The Hong Kong Polytechnic University Larissa Goulart, Montclair State University Bethany Gray, Iowa State University Nick Groom, University of Birmingham Jack Hardy, Emory University Scott Jarvis, University of Utah Kristopher Kyle, University of Oregon Ge Lan, City University of Hong Kong Tove Larsson, Northern Arizona University Elen LeFoll, Osnabrück University Robbie Love, Aston University Xiaofei Lu, The Pennsylvania State University Geraldine Mark, Mary Immaculate College Anne O’Keeffe, Mary Immaculate College Javier Pérez Guerra, Universidad de Vigo Carmen Pérez-Llantada, Universidad de Zaragoza Pascual Pérez-Paredes, Universidad de Murcia Adriana Picoral, The University of Arizona Geoff Pinchbeck, Carleton University Robert Poole, University of Alabama Paula Rautionaho, University of Eastern Finland Ute Römer, Georgia State University Jordan Smith, University of North Texas

Educational linguistics (EDU) Lee Abraham, Columbia University Kathryn Accurso, University of British Columbia Michele Back, University of Connecticut Kisha Bryan, Tennessee State University Pei-ni Causarano, University of Mary Washington Liv T. Davila, University of Illinois Urbana-Champaign Haley De Korne, University of Oslo Matthew Deroo, University of Miami Corinne Etienne, University of Massachusetts, Boston Renee Maria Rhonda Figuera, The University of the West Indies, St. Augustine, Trinidad and Tobago Maria Haneda, The Pennsylvania State University Guangwei Hu, The Hong Kong Polytechnic University Francis Hult, University of Maryland, Baltimore County Hyun-Sook Kang, University of Illinois Urbana Champaign Jerry Won Lee, University of California, Irvine Angel M. Y. Lin, Simon Fraser University Stephen Looney, The Pennsylvania State University Hiram Maxim, Emory University

AAAL 2023

20

Abstract Reviewers Paul McPherron, Hunter College of the City University of New York Elizabeth Miller, The University of North Carolina at Charlotte Alessandro Rosborough, Brigham Young University Rita Silver, Nanyang Technological University Xiaoyun Song, University of Massachusetts Zhongfeng Tian, University of Texas at San Antonio Stephanie Vandrick, University of San Francisco Gergana Vitanova, University of Central Florida Soohye Yeom, New York University Steinhardt Rui (Eric) Yuan, University of Macau

Language and Ideology (LID) Hina Ashraf, Georgetown University Rakesh Bhatt, University of Illinois Urbana-Champaign Rodrigo Borba, Universidade Federal do Rio de Janeiro Jinhyun Cho, Macquarie University Ron Darvin, The Chinese University of Hong Kong Sender Dovchin, Curtin University Fan Fang, Shantou University Nelson Flores, University of Pennsylvania Shuang Gao, University of Liverpool Samantha Harris, University of California, Santa Barbara Christina Higgins, University of Hawai‘i at Mānoa Gavin Lamb, University of Oslo Eunjeong Lee, University of Houston Jerry Won Lee, University of California, Irvine Angel Lin, Simon Fraser University Beatriz Lorente, University of Bern Janice McGregor, The University of Arizona Tommaso Milani, University of Gothenburg Lorato Mokwena, University of the Western Cape Katherine Morales Lugo, University of Puerto Rico - Mayagüez Jayson Parba, University of Hawai‘i at Mānoa Joseph Sung-Yul Park, National University of Singapore Mi Yung Park, University of Auckland Jaspal Singh, The Open University Shaila Sultana, Dhaka University Steven Yeung, The Chinese University of Hong Kong Xiaoye You, The Pennsylvania State University Zhu Hua, University College London

Language and Technology (TEC) Lee B. Abraham, Columbia University Zsuzsanna Abrams, University of California Santa Cruz Katie Angus, University of Southern Mississippi David Barr, Ulster University Dawn Bikowski, Defense Language Institute Foreign Language Center Alex Boulton, University of Lorraine & Centre National de la Recherche Scienti que Elliott Casal, Case Western Reserve University Anita Chaudhuri, University of British Columbia Elena Cotos, Iowa State University Joe Cunningham, Georgetown University Maria Diez-Ortega, University of Hawai‘i at Mānoa Sean Farrell, University of South Florida Christoph Hafner, City University of Hong Kong Mirjam Hauck, The Open University Jenifer Ho, City University of Hong Kong

Lianjiang Jiang, The University of Hong Kong Jeff Kuhn, Ohio University Meei-Ling Liaw, National Taichung University of Education Stephanie Link, Oklahoma State University Shawn Loewen, Michigan State University Qing Ma, The Education University of Hong Kong Jeffrey Maloney, Brigham Young University, Hawaii Francesca Marino, University of South Florida Zachary Miller, United States Military Academy at West Point Jim Ranalli, Iowa State University Jonathon Reinhardt, The University of Arizona Susanne Rott, University of Illinois Chicago Dong-shin Shin, University of Cincinnati Pia Sundqvist, University of Oslo Ruslan Suvorov, University of Western Ontario Tetyana Sydorenko, Portland State University Joshua Thoms, Utah State University Oksana Vorobel, Borough of Manhattan Community College, City University of New York Nina Vyatkina, University of Kansas Kevin Wong, Pepperdine University Junjie Gavin Wu, City University of Hong Kong Sumei Wu, Southern Methodist University Bonnie Youngs, Carnegie Mellon University Dongping Zheng, University of Hawai‘i at Mānoa Nicole Ziegler, University of Hawai‘i at Mānoa

Language and the Law (LL) Clark Cunningham, Georgia State University Jesse Egbert, Northern Arizona University William Eggington, Brigham Young University Edward Finegan, University of Southern California Stefan Th. Gries, University of California Santa Barbara Brett Hashimoto, Brigham Young University Scott Jarvis, The University of Utah Daniel Keller, Northern Arizona University Andrea Nini, University of Manchester Ute Römer, Georgia State University Brian Slocum, University of the Paci c Margaret van Naerssen, Independent consultant Margaret Wood, Northern Arizona University

Language Maintenance and Revitalization (LMR) Lisa Marie Brinkmann, University of Hamburg Mel Engman, Queen’s University, Belfast Aurelie Joubert, University of Groningen Pia Lane, University of Oslo Wesley Y. Leonard, University of California, Riverside Jesse Wichers Schreur, University of Groningen

Language Planning and Policy (LPP) Elisabeth Barakos, University of Hamburg Sovicheth Boun, Salem State University Kevin Carroll, University of Puerto Rico Xiao Lan Curdt-Christiansen, University of Bath Fabiola Ehlers-Zavala, Colorado State University Shannon Fitzsimmons-Doolan, Texas A&M University

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Abstract Reviewers Xuesong (Andy) Gao, University of New South Wales Francis Hult, University of Maryland, Baltimore County Yalda Kaveh, Arizona State University Pia Lane, University of Oslo Karen Lillie, State University of New York at Fredonia Trang Nguyen, The University of Queensland Leigh Oakes, Queen Mary University of London Prem Phyak, The Chinese University of Hong Kong Peter Sayer, The Ohio State University Crissa Stephens, Georgetown University Saarinen Taina, University of Jyväskylä Johann Unger, Lancaster University Wayne Wright, Purdue University

Language, Cognition, and Brain Research (COG) Sible Andringa, University of Amsterdam Brittany Finch, Michigan State University Gisela Granena, Universitat Oberta de Catalunya Bimali Indrarathne, University of York Hyeonjeong Jeong, Tohoku University Hyunwoo Kim, Yonsei University Ryo Maie, University of Tokyo Nick B. Pandža, University of Maryland, College Park Leah Roberts, University of York Stephen Skalicky, Victoria University of Wellington Yuichi Suzuki, Kanagawa University Mireia Toda Cosi, University of Maryland, College Park Pavel Tro movich, Concordia University Norbert Vanek, University of Auckland

Language, Culture, Socialization, & Pragmatics (LCS) Erhan Aslan, University of Reading Zsuzsanna Abrams, University of California Santa Cruz Sara Alvarez, Queens College CUNY Angélica Amezcua, University of Washington Tim Anderson, University of Victoria Matthew Burdelski, Osaka University Asta Cekaite, Linköping University Wenhao Diao, The University of Arizona Patricia Duff, University of British Columbia Julieta Fernandez, The University of Arizona Debra Friedman, Indiana University Bloomington Devin Grammon, University of Oregon Atsushi Hasegawa, University of Hawai‘i at Mānoa Agnes Weiyun He, Stony Brook University Teresa Hernandez Gonzalez, Concordia University Sara Hillman, Texas A&M at Quatar Francis Hult, University of Maryland, Baltimore County Mihyon Jeon, York University Jennifer Johnson, Stanford University Soomin Jwa, Kongju National University Sara Kangas, Lehigh University Yalda Kaveh, Arizona State University Sheng-hsun Lee, University of Queensland Naoko Mochizuki, Kanda University of International Studies Leslie C. Moore, The Ohio State University Junko Mori, University of Wisconsin-Madison

Wanyu Amy Ou, Chalmers University of Technology Joseph Sung-Yul Park, National University of Singapore Nicole Pettitt, Youngstown State University Kaisa Pietikäinen, The Norwegian School of Economics Jackie Ridley, Kent State University Sabrina Sembiante, Florida Atlantic University Seyed Abdollah Shahrokni, Wester Oregon University Jaran Shin, Kyung Hee University Sabine Siekmann, University of Alaska Fairbanks Bong-gi Sohn, University of Winnipeg Wenyang Sun, University of Utah Naoko Taguchi, Northern Arizona University Steven Talmy, University of British Columbia Rémi Adam van Compernolle, Carnegie Mellon University Lawrence Williams, University of North Texas Lyn Wright, University of Memphis Sandra Zappa-Hollman, University of British Columbia Yiqiong Zhang, Guangdong University of Foreign Studies

Language, Gender, and Sexuality (LGS) Paul Baker, Lancaster University Giuseppe Balirano, University of Napoli L'Orientale Rodrigo Borba, Federal University of Rio de Janeiro Jeremy Calder, University of Colorado Boulder Deborah Cameron, University of Oxford Holly Cashman, University of New Hampshire Jason D’Angelo, American University Susan Ehrlich, York University Branca Fabrício, Federal University of Rio de Janeiro Debora Figueiredo, Federal University of Santa Catarina Gavin Furukawa, Sophia University Christian Go, National University of Singapore Atiqa Hachimi, University of Toronto at Scarborough Frazer Heritage, Birmingham City University Mie Hiramoto, National University of Singapore Lucy Jones, University of Nottingham Rodney Jones, University of Reading Brian King, The University of Hong Kong Kris Knisely, The University of Arizona Veronika Koller, Lancaster University Ryuko Kubota, University of British Columbia Erez Levon, University of Bern Luiz Paulo da Moita Lopes, Federal University of Rio de Janeiro Tommaso Milani, The Pennsylvania State University Momoko Nakamura, Kanto Gakuin University Łukasz Pakuła, Adam Mickiewicz University in Poznań Joseph Sung-Yul Park, National University of Singapore Amiena Peck, University of the Western Cape Helen Sauntson, York St. John University Jaspal Singh, The Open University Julia D. Spiegelman, University of Massachusetts, Boston Rebecca Lurie Starr, National University of Singapore Cindi SturtzSreetharan, Arizona State University Shi Ling Teo, Nanyang Technological University Singapore Denise Troutman, Michigan State University Lexi Webster, Manchester Metropolitan University Andrew Wong, California State University, East Bay Angela Zottola, University of Turin

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Abstract Reviewers Phonology/Phonetics and Oral Communication (POC) Michael Burri, University of Wollongong Walcir Cardoso, Concordia University Tracey Derwing, University of Alberta Romy Ghanem, Northern Arizona University Rachel Hayes-Harb, The University of Utah Amanda Huensch, University of Pittsburgh Solène Inceoglu, Australian National University Ji Young Kim, University of California Los Angeles Andrew Lee, Brock University John Levis, Iowa State University Ines Martin, United States Naval Academy Murray Munro, Simon Fraser University Mary O'Brien, University of Calgary Kazuya Saito, University College London Megan Solon, Indiana University Bloomington Sinem Sonsaat-Hegelheimer, Iowa State University Ron Thomson, Brock University Pavel Tro movich, Concordia University Germán Zárate-Sández, Western Michigan University

Pragmatics (PRG) Kathleen Bardovi-Harlig, Indiana University Bloomington Lori Czerwionka, Purdue University Zohreh Eslami, Texas A&M University César Félix-Brasdefer, Indiana University Bloomington Julieta Fernández, The University of Arizona Noriko Ishihara, Hosei University Shuai Li, Georgia State University Hanh Thi Nguyen, Hawaii Paci c University Carsten Roever, University of Melbourne Yunwen Su, The University of Utah

Reading, Writing, and Literacy (RWL)

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Mahmoud Abdi Tabari, University of Nevada, Reno Barry Bai, The Chinese University of Hong Kong Lifang Bai, Hainan University Juan Berríos, University of Pittsburgh Margaret Berg, University of Northern Colorado Emma Britton, Cornell University Zhenhao Cao, Victoria University of Wellington Lourdes Cardozo-Gaibisso, Mississippi State University Choo Mui Cheong, The University of Hong Kong Sojin Cho, University of Pittsburgh Tieu Thuy Chung, Tra Vinh University Toni Dobinson, Curtin University Qian Du, University of California, Irvine Hui-Hsien Feng, Iowa State University Melike Gezer, TED University Betsy Gilliland, University of Hawai‘i at Mānoa Frank Gong, University of Macau Daniel Jackson, Kanda University of International Studies Sarah Jackson, The Pennsylvania State University Alireza Jalilifar, Shahid Chamran University of Ahvaz Lianjiang Jiang, The University of Hong Kong Lei Jiang, North Dakota State University Janina Kahn-Horwitz, Oranim Academic College of Education

Mohammad Karimi, Kharazmi University Ge Lan, City University of Hong Kong Jongbong Lee, Cyber Hankuk University of Foreign Studies Jun Lei, Ningbo University Guan Ying Li, National Taiwan University Jungmin Lim, Dankook University Chunhong Liu, Simon Fraser University Chan Lu, University of Washington Pauline Mak, The Educational University of Hong Kong Rosa Manchon, University of Murcia Nikolov Marianne, University of Pécs Michael Maune, Massachusetts Institute of Technology Irini Mavrou, Universidad Nebrija Alireza Memari Hanjani, Islamic Azad University, Islamshahr Amir Michalovich, University of British Columbia Ryan Miller, Kent State University Elham Nikbakht, Texas A&M University Jean Parkinson, Victoria University of Wellington Devon Pham, University of Pittsburgh Tairan Qiu, University of Georgia Tamara Roose, Mercy College Neda Sahranavard, University of California, Irvine Jaran Shin, Kyung Hee University Nicole Siffrinn, University of Southern Maine Sue Star eld, University of New South Wales Christine Tardy, The University of Arizona Nathan Thomas, UCL Institute of Education Francis Troy, The Ohio State University Marjolijin Verspoor, University of Groningen Duy Van Vu, Vietnam National University Hanoi Margi Wald, University of California, Berkeley Zhaozhe Wang, University of Toronto Mississauga Yuko Watanabe, University of Toronto Shizhou Yang, Payap University Youngjoo Yi, The Ohio State University Tiefu Zhang, University of Electronic Science and Technology of China Annie Cong Zhang, Shandong University Yiqiong Zhang, Guangdong University of Foreign Studies Cecillia Guanfang Zhao, University of Macau

Research Methodology (REM) Netta Avineri, Middlebury Institute of International Studies Muzna Awayed-Bishara, Tel Aviv University Rodrigo Borba, Universidade Federal do Rio de Janeiro David Cassels Johnson, University of Iowa Xuesong (Andy) Gao, University of New South Wales Arnes Gudmestad, Virginia Tech ZhaoHong Han, Columbia University Phil Hiver, Florida State University Angel Lin, Simon Fraser University Jackie Jia Lou, Birkbeck University Xiaofei Lu, The Pennsylvania State University Rosa Manchón, University of Murcia Tommaso Milani, University of Gothenburg Ashley R. Moore, Boston University Rhonda Oliver, Curtin University Brian Paltridge, University of Sydney

AAAL 2023

23

Abstract Reviewers Sabina Perrino, Binghamton University Luke Plonsky, Northern Arizona University Cristina Sanz, Georgetown University Daniel Silva, Universidade Federal do Rio Grande do Sul Xun Yan, University of Illinois Urbana-Champaign

Second and Foreign Language Pedagogy (PED) Anita Aden, Mukogawa Women's University Liaquat Ali Channa, Balochistan University of Information Technology, Engineering and Management Sciences Eric Ambele, Mahasarakham University Daniel Andrzejewski\, Kwansei Gakuin University Andrew Atkins, Kindai University Scott Aubrey, The Chinese University of Hong Kong Barry Bai, The Chinese University of Hong Kong Kevin Ballou, Kindai University Kevin Alan Bartlett, Mukogawa Women's University Erzsébet Ágnes Békés, Independent Researcher-Practitioner Yue Bian University of Washington, Bothell Jeremie Bouchard, Hokkai Gakuen University Mary Brooks, Independent Researcher-Practitioner Gavin Bui, Hang Seng University of Hong Kong Gordon Carlson, Otemae University Jairo Enrique Castañeda Trujillo, Universidad Surcolombiana Xuemei Chen, University of Electronic Science and Technology of China Joshua Cohen, Kindai University Bradley D. F. Colpitts, Kwansei Gakuin University James D' Angelo, Chukyo University Flora Debora, Petra Christian University Timothy Diko, Mukogawa Fort Wright Institute Mark Donnellan, Kindai University Francisco Dumanig, University of Hawai'i, Hilo Tariq Elyas, King Abdulaziz University Fan Fang, Shantou University Zhanzhu Gao, The Education University of Hong Kong Gregory Glasgow, Kanda University of International Studies Yang Gong, University of Macau Carmen Helena Guerrero Nieto, Universidad Distrital Francisco José de Caldas Madoka Hammine, Meio University George Lianjiang Jiang, The University of Hong Kong Paul Joyce, Kindai University Myeong Hyeon Kim, Kindai University Alison Kitzman, Kindai University Ricky Lam, Hong Kong Baptist University Mark Landa, Independent Researcher-Practitioner Ju Seong Lee, The Education University of Hong Kong Icy Lee, The Chinese University of Hong Kong Véronique Lemoine-Bresson, Université de Lorraine Mo Li, University of Macau Wei Liao, Beijing Normal University Shuwen Liu, University of Macau Qing Ma, The Education University of Hong Kong Kara MacDonald, Defense Language Institute Jihea Maddamsetti, Old Dominion University Pauline Mak, The Education University of Hong Kong Syed Manan, Nazarbayev University Christine Manara, Atma Jaya Catholic University

Julius C. Martinez, Niigata University of International and Information Studies Kohei Miki, Kindai University Ben Moorhouse, Hong Kong Baptist University Setsuko Mori, Kindai University Minh Hue Nguyen, Monash University Masaki Oda, Tamagawa University Denchai Prabjandee, Burapha University Shi Pu, Beijing Foreign Studies University Jack Pun City, University of Hong Kong Kongji Qin, New York University Christy Xuyan Qiu, Hong Kong Polytechnic University Álvaro Quintero Polo, Universidad Distrital Francisco José de Caldas John Rogers, Hong Kong Polytechnic University Julie Rudolph, Kindai University Mirhosseini Seyyed-Abdolhamid, The University of Hong Kong Miki Shibata, Hiroshima University Etsuko Shimo, Kindai University Torrin Shimono, Kindai University Amjjad Sulaimani, King Abdulaziz University Peijian Sun, Zhejiang University Fujimi Tanaka, Kanazawa Seiryo University Mayumi Tanaka, Mukogawa Women's University Lin Sophie Teng, Zhejiang University Glenn Toh, Nanyang Technological University Khanh-Linh Tran-Dang, Monash University Anikke Trier, Mukogawa Fort Wright Institute Arthur Tsang, The Chinese University of Hong Kong Faruq Ubaidillah, Universitas Islam Malang Baburhan Uzum, Sam Houston State University Ribut Wahyudi, Universitas Islam Negeri Maulana Malik Ibrahim Malang Matthew Wallace, University of Macau Handoyo Puji Widodo, King Abdulaziz University (Saudi Arabia) and PERIISAI Center for Social Science Research-PERIISAI (Indonesia) Xiaoting Xiang, The Education University of Hong Kong Linlin Xu, University of Electronic Science and Technology of China Hao Xu, Beijing Foreign Studies University Jian Xu, Sichuan International Studies University Yueting Xu, South China Normal University Min Yang, National Chung Cheng University Aiden Yeh, Wenzao Ursuline University of Languages Mitaka Yoneda, Mukogawa Women's University Shulin Yu, University of Macau Lucy Baohua Yu, The Education University of Hong Kong Yi Lo Yuen, The University of Hong Kong Kevin Yung, The Education University of Hong Kong Hong Zhang, Beijing Foreign Studies University Tiefu Zhang, University of Electronic Science and Technology of China Lawrence Zhang, University of Auckland

Second Language Acquisition, Language Acquisition, and Attrition (SLA) Rebekha Abbuhl, California State University, Long Beach Mahmoud Abdi Tabari, University of Nevada, Reno Rebecca Adams, University of Memphis Kathleen Bardovi-Harlig, Indiana University Lara Bryfonski, Georgetown University Hyejin Cho, Georgia State University

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Abstract Reviewers Minyoung Cho, Korea University, Seoul Jessica Cox, Franklin and Marshal College Jean-Marc Dewaele, Birkbeck, University of London Wenhao Diao, The University of Arizona Martin East, University of Auckland Xuesong (Andy) Gao, University of New South Wales Christina Gkonou, University of Essex Jaemyung Goo, Gwangju National University of Education Gisela Granena, Universitat Oberta de Catalunya Laura Gurzynski-Weiss, Indiana University ZhaoHong Han, Colombia University Xuehong Stella He, Nagoya University of Commerce & Business David Hirsh, University of Sydney Bronson Hui, University of Maryland Solene Inceoglu, The Australian National University Noriko Iwashita, University of Queensland Mark James, Arizona State University Jimin Kahng, University of Mississippi Sanghee Kang, Georgia State University Eva Kartchava, University of Charleston Sihui Ke, University of Kentucky Soo Hyon Kim, University of New Hampshire Kathy Kim, Boston University Minkyung Kim, Nagoya University of Commerce & Business Soo Hyon Kim, University of New Hampshire Amanda Kibler, Oregon State University Craig Lambert, Curtin University Diane Larsen-Freeman, University of Michigan Ronald Leow, Georgetown University Shaofeng Li, Florida State University Shawn Loewen, Michigan State University Xiaofei Lu, The Pennsylvania State University Alicia Luque, The Arctic University of Norway Ryo Maie, University of Tokyo Kim McDonough, Concordia University Kevin McManus, The Pennsylvania State University Ryan Miller, Kent State University Akira Murakami, University of Birmingham Rhonda Oliver, Curtin University Hae In Park, University at Albany Ana Pellicer Sanchez, University College London Lucy Pickering, Texas Agricultural and Mechanical University Luke Plonsky, Northern Arizona University Charlene Polio, Michigan State University Leila Ranta, University of Alberta Wei Ren, Beihang University Andrea Révész, University College London Rebecca Sachs, Sandy Spring Friends School Kazeem Sanuth, Indiana University Bloomington Cristina Sanz, Georgetown University Masatoshi Sato, Universidad Andres Bello Natsuko Shintani, Kansai University Megan Solon, Indiana University, Bloomington Myeongeun Son, Nagoya University of Commerce & Business Patti Spinner, Michigan State University Scott Sterling, Indiana State University Yunwen Su, The University of Utah Gretchen Sunderman, Florida State University Wataru Suzuki, Miyagi University of Education

Yuichi Suzuki, Kanagawa University Naoko Taguchi, Northern Arizona University Yasser Teimouri, Boğaziçi University Pavel Tro movich, Concordia University Brandon Tullock, University of South Florida Koenraad Van Gorp, Michigan State University Marjolijn Verspoor, University of Groningen Min Wang, Zhejiang University Seth Wiener, Carnegie Mellon University Paula Winke, Michigan State University Wayne Wright, Purdue University Shu-Ling Wu, Southern Illinois University, Carbondale Stefanie Wulff, University of Florida Yi Xu, University of Pittsburgh Yucel Yilmaz, Indiana University Janire Zalbidea, Temple University Dongbo Zhang, University of Exeter Helen Zhao, University of Melbourne Yongyan Zheng, Fudan University Nicole Ziegler, University of Hawai‘i at Mānoa

Sociolinguistics (SOC) Silvina Bongiovanni, Michigan State University Petre Breazu, Loughborough University London Elaine Chun, University of South Carolina Kirby Conrod, Swarthmore College Ron Darvin, University of British Columbia Victor Fernandez-Mallat, Georgetown University Nelson Flores, University of Pennsylvania Aarnes Gudmestad, Virginia Tech Mie Hiramoto, National University of Singapore Christian Ilbury, University of Edinburgh Midori Ishida, San Jose State University Andrew Jocuns, Assumption University of Thailand Rodney Jones, University of Reading Yoonhee Kang, Seoul National University Matthew Kanwit, University of Pittsburgh Jerry Won Lee, University of California, Irvine Songqing Li, Xi'an Jiaotong-Liverpool University Kira Gulko Morse, Virginia Tech Sibonile Mpendukana, University of Cape Town Monica Nesbitt, Indiana University Bloomington Joseph Sung-Yul Park, National University of Singapore Ingrid Piller, Macquarie University Prem Phyak, The Chinese University of Hong Kong Pavadee Saisuwan, Chulalongkorn University Jennifer Sclafani, University of Massachusetts, Boston Zihan Yin, Australian National University

Teacher Education and Beliefs (TED) Kathryn Accurso, University of British Columbia Anwar Uddin Ahmed, University of British Columbia Michael Amory, Oklahoma State University Darío Luis Banegas, University of Edinburgh Othman Barnawi, Royal Commission Colleges and Institutes Kenan Dikilitaş, University of Stavanger Vesna Dimitrieska, Indiana University Emily Edwards, University of Technology Sydney Alejandra Favela, Lewis & Clark College

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Abstract Reviewers Kay Gallagher, Zayed University Xuesong (Andy) Gao, University of New South Wales Amanda Giles, Birmingham-Southern College Tammy Gregersen, American University of Sharjah James Hall, Iwate University Mari Haneda, The Pennsylvania State University Judith Hanks, University of Leeds Karen Johnson, The Pennsylvania State University Mohammad Nabi Karimi, Kharazmi University Ufuk Keleş, Bahçeşehir University Han Gil Kim, The Ohio State University Sandra Kouritzin, University of Manitoba Ena Lee, Simon Fraser University Shim Lew, University of West Florida Tonda Liggett, Lin eld University Kristen Lindahl, The University of Texas at San Antonio Mario Lopez-Gópar, Universidad Autónoma Benito Juárez de Oaxaca Behzad Mansouri, Lakeshore Foundation Sadiq Midraj, Zayed University Elizabeth Miller, University of North Carolina at Charlotte Yoshiyuki Nakata, Doshisha University Hoa Nguyen, University of New South Wales Sydney Elena Oncevska Ager, Ss. Cyril and Methodius University Gloria Park, Indiana University of Pennsylvania Hilal Peker, Florida Department of Education Denchai Prabjandee, Burapha University Tamara Roose, Mercy College Ana Ines Salvi, University of East Anglia Fauzia Shamim, Ziauddin University Rachel Snyder Bhansari, Portland State University Angel Steadman, Highline College Zia Tajeddin, Tarbiat Modares University Zhongfeng Tian, University of Texas at San Antonio Özgehan Uştuk, Balikesir University Babürhan Üzüm, Sam Houston State University Stephanie Vandrick, University of San Francisco Amber Warren, Vanderbilt University Meike Wernicke, University of British Columbia

Vocabulary and Lexical Studies (VOC) Laurence Anthony, Waseda University Sam Barclay, Nottingham Trent University Joe Barcroft, Washington University in St. Louis Jon Clenton, Hiroshima University Averil Coxhead, Victoria University of Wellington Dina El-Dakhs, Prince Sultan University Yanxue Feng, University of Western Ontario Beatriz González-Fernández, University of Shef eld Henrik Gyllstad, Lund University Emi Iwaizumi, University of Western Ontario Zhouhan Jin, University of Western Ontario Su Kyung Kim, University of Western Ontario Benjamin Kremmel, University of Innsbruck Phoebe Lin, Hong Kong Polytechnic University Marijana Macis, Manchester Metropolitan University Stuart McLean, Momoyama Gakuin University Tatsuya Nakata, Rikkyo University Ana Pellicer-Sanchez, University College London Elke Peters, KU Leuven Geoffrey G. Pinchbeck, Carleton University Eva Puimège, KU Leuven Manuel Pulido, The Pennsylvania State University Barry Lee Reynolds, University of Macau Norbert Schmitt, University of Nottingham Suhad Sonbul, Umm Al-Qura University Mark Feng Teng, Beijing Normal University Laura Vilkaitė-Lozdienė, Vilnius university Duy Van Vu, KU Leuven Stuart Webb, University of Western Ontario Akifumi Yanagisawa, Tokyo University of Science

Text Analysis (Written Discourse) (TXT) Tony Cimasko, Miami University William (Bill) Crawford, Northern Arizona University Guillaume Gentil, Carleton University Joohoon Kang, Hanyang University Brian Paltridge, University of Sydney Eunjeong Park, Sunchon National University Silvia Pessoa, Carnegie Mellon University in Qatar Diane Potts, Lancaster University Marianna Ryshina-Pankova, Georgetown University Betty Samraj, San Diego State University Dong-shin Shin, University of Cincinnati Christine Tardy, The University of Arizona Se Jeong Yang, Bradley university Shulin Yu, University of Macau

Translation and Interpretation (TRI) Laura Gavioli, University of Modena and Reggio Emilia Sara Laviosa, University of Bari Aldo Moro Tong King Lee, The University of Hong Kong Aída Martínez-Gómez, John Jay College of Criminal Justice

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Conference Connections Mentors Thank You Ali Al-Hoorie, Royal Commission for Jubail and Yanbu Abdullah Alamer, King Faisal University Mahmoud Azaz, The University of Arizona Amanda Baker, University of Wollongong Keira Ballantyne, Center for Applied Linguistics Joe Barcroft, Washington University in St. Louis Katie Bernstein, Arizona State University Jessica Bradley, University of Shef eld Melanie Carbine, University of Iowa Lourdes Cardozo Gaibisso, Mississippi State University Virak Chan, Purdue University Chris Chang-Bacon, University of Virginia William (Bill) Crawford, Northern Arizona University Mary Jane Curry, University of Rochester Jenna Cushing-Leubner, University of Wisconsin - Whitewater Mohammadreza (Reza) Dalman, Northern Arizona University Luciana de Oliveira, Virginia Commonwealth University Wenhao Diao, The University of Arizona Meagan Driver, Michigan State University Patricia (Patsy) Duff, University of British Columbia Mark Emerick, Muhlenberg College Nelson Flores, University of Pennsylvania Gavin Furukawa, Sophia University Ondine Gage, California State University Monterey Bay Angelica Galante, McGill University Roger Gilabert, University of Barcelona Betsy Gilliland, University of Hawai’i at Mānoa Bethany Gray, Iowa State University Olga Griswold, California State Polytechnic University at Pomona Rick Hallett, Northeastern Illinois University Yawen Han, Southeast University Yu Jung Han, University of Rochester Linda Harklau, University of Georgia Rena Helms-Park, University of Toronto, Scarborough Joel Heng Hartse, Simon Fraser University Sarah Hercula, Missouri University of Science and Technology David Cassels Johnson, University of Iowa Mark Johnson, East Carolina University Sara Kangas, Lehigh University Padmini Shankar Kankata, The English and Foreign Languages University Yasko Kanno, Boston University Matt Kessler, University of South Florida Amanda Kibler, Oregon State University Kathy Kim, Boston University Brian King, The University of Hong Kong Kristopher Kyle, University of Oregon Gavin Lamb, University of Oslo Pia Lane, University of Oslo Martha Lengeling, Universidad de Guanajuato Shim Lew, University of West Florida Kristina Lewis, Illinois State University Kristen Lindahl , University of Texas at San Antonio Jason Litzenberg, The Pennsylvania State University Stephen Looney, The Pennsylvania State University Wander Lowie, University of Groningen Matt Lucas, Kansai University Laura Mahalingappa, University of Maryland Jeffrey Maloney, Brigham Young University - Hawaii Jason Martel, Middlebury Institute of International Studies Giselle Martinez Negrette, University of Illinois Urbana-Champaign Maureen Matarese, City University of New York Corinne (Cory) Mathieu, University of Wisconsin - Green Bay

Paul Matsuda, Arizona State University Jim McKinley, University College London Paul McPherron, Hunter College of the City University of New York Paula Mellom, University of Georgia Silvia Melo-Pfeifer, University of Hamburg Anna Mendoza, University of Illinois Urbana–Champaign Sarah Mercer, University of Graz Tommaso Milani, The Pennsylvania State University Elizabeth Miller, University of North Carolina at Charlotte Alyssia Miller De Rutte, Colorado State University Rhia Moreno, Augusta University Nina Moreno, University of South Carolina William Morgan, West Virginia University Charlie Nagle, University of Texas at Austin Naseh Nasrollahi Shahri, San Diego State University Andrea Olinger, University of Louisville Kate Paesani, University of Minnesota Michał B. Paradowski, University of Warsaw Gloria Park, Indiana University of Pennsylvania Niousha Pavia, Western University Anne Pomerantz, University of Pennsylvania Matthew Prior, Arizona State University Kongji Qin, New York University Tracy Quan, University of Colorado Boulder Andrea Revesz, University College London Heath Rose, University of Oxford Bernd Rüschoff, University Duisburg-Essen Lisa Russell-Pinson, University of North Carolina at Charlotte Maricel Santos, San Francisco State University Mary Schleppegrell, University of Michigan Sabrina Sembiante, Florida Atlantic University Jérémie Séror, University of Ottawa Bal Krishna Sharma, University of Idaho Christine Shea, University of Iowa Suhad Sonbul, Umm Al-Qura University Shelley Staples, The University of Arizona Scott Sterling, Indiana State University Tripp Strawbridge, Santa Clara University Wenyang Sun, The University of Utah Yuichi Suzuki, Kanagawa University Tetyana (Tanya) Sydorenko, Portland State University Kevin W. H. Tai , The University of Hong Kong Steven Thorne, Portland State University Tricia Thrasher, Immerse Zhongfeng Tian, University of Texas at San Antonio Julio Torres, University of California, Irvine Paul Toth, Temple University Nicole Tracy-Ventura, West Virginia University Robert Train, Sonoma State University Emma Trentman, University of New Mexico Robert Troyer, Western Oregon University Kimberly Urbanski, University of Massachusetts, Boston Margaret van Naerssen, Independent consultant Joe Vitta, Kyushu University Zhaozhe Wang, University of Toronto Mississauga Kelly Wiechart, KellyW Consulting Xun Yan, University of Illinois Urbana-Champaign Hyung-Jo Yoon, California State University, Northridge Janire Zalbidea, Temple University Celia Zamora, ACTFL Irina Zaykovskaya, University of Minnesota Yi Zhang, Delaware State University

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Conference Student Volunteers Thank You Sheila Ameri, The Ohio State University Dilara Avci, The University of Arizona Amanda Battistuzzi, University of Ottawa Anna Becker, University of Fribourg Nadine Bravo, University of Southern Maine Bianca Brown, Carnegie Mellon University Melanie Carbine, University of Iowa Lyana Sun Han Chang, The Pennsylvania State University Eunhae Cho, The Pennsylvania State University Duk-In Choi, The Pennsylvania State University In Ji (Sera) Chun, University of Hawaiʻi at Mānoa Nicole Clawson, The University of Utah Gabriela Constantin-Dureci, Rutgers University Ashley Coogan, Arizona State University Ashleigh Cox, Georgia State University Anh Dang, The University of Arizona Tu Dang, University of Georgia Nicole De Los Reyes, PCOM Georgia Helen Dominic, Georgetown University Martiniano Etchart, University of Wisconsin-Madison Jamal Ford, Portland State University Kevin Hirschi, Northern Arizona University Sonoka Inomoto, University of British Columbia Emi Iwaizumi, University of Western Ontario Jeevan Karki, University of Washington Miseong Kim, Florida State University Furkan Kir, University of Washington Alayna Klco, University of Minnesota Jungyoon Koh, Georgetown University Maria Kostromitina, Northern Arizona University

Darren LaScotte, University of Minnesota Duyen Le, The Pennsylvania State University Sophia Minnillo, University of California Davis Abigale Mortensen, Portland State University Josiah Murphy, University of Hawaiʻi at Mānoa Onesmo Mushi, University of Rochester Yoon Namkung, Georgia State University Minh Nghia Nguyen, University of Massachusetts, Boston Merve Özçelik, The Pennsylvania State University Xixin Qiu, The Pennsylvania State University Amable Ribeiro-Custodio, The University of Arizona Blanca Romero Pino, Arizona State University Ekkarat Ruanglertsilp, Arizona State University Jesse Rubio, Salem State University Juanita Sandoval, The University of Arizona Cam Smith, University of Ottawa Julia D. Spiegelman, University of Massachusetts, Boston John Turnbull, University of Texas at San Antonio Botagoz Tusmagambet, Carnegie Mellon University Carly Vaitkevicius, Grand Valley State University Alyssa Vuogan, Florida State University AmandaLyn Wayland, Portland State University Hannah Williams, Georgetown University Margaret Wood, Northern Arizona University Chia-Hsin Yin, The Ohio State University Heri Yusup, University of Memphis Maria Laura Zalazar, Georgetown University Ruge Zhao, The Pennsylvania State University

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Plenary Sessions

DAY

TIME AND LOCATION

Saturday, March 18 11:20 a.m. - 12:25 p.m.

Saturday, March 18

5:55 p.m. - 7:00 p.m.

TITLE

SPEAKER

Beyond “Trans-” Playfulness:

Sender Dovchin,

“Trans-” Lingual Precarity

Curtin University

Opening Language Testing and

Paula Winke,

Our Minds to Fuller

Michigan State

Transparency

University

Navigating the ResearchSunday, March 19

11:20 a.m. - 12:25 p.m.

practice Relationship: Professional Goals and Constraints

Collaborating with the Colonial Sunday, March 19

5:55 p.m. - 7:00 p.m.

Other: Insights from Ontologías y Epistemologías del Sur

Monday, March 20

11:20 a.m. - 12:25 p.m

5:55 p.m. - 7:00 p.m.

Universidad Andrés Bello

Mario Lopez-Gopar, Universidad Autónoma Benito Juárez de Oaxaca

A Collaborative Praxis to

Deborah Palmer,

Counter Gentri cation in Dual

University of

Language Bilingual Education

Colorado Boulder

Quality in Quantity: Monday, March 20

Masatoshi Sato,

Methodological Reform as an Intellectual and Ethical Imperative

Luke Plonsky, Northern Arizona University

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Plenary Sessions Saturday, March 18th 11:20 a.m. - 12:25 p.m.

Yet, this extensive spectacle of “playfulness” seems to dwell more on conviviality than potential “precarity”, overlooking the fact that “trans-” lingual precarity has arguably always been a generalized condition of human life and norm for most translingual users, who are deeply embedded in local economies of disparity. Not only do we need to understand the precarious forms of labor that constitute an instrument of unequal governance and subjecti cation among translingual users, but also the fact that precarity directly emerges from the concepts such as “linguistic racism”, “unequal Englishes”, “raciolinguistics’”, “linguicism”, “translingual discrimination” and “accentism”. “Trans-” lingual precarity is the intersectionality of linguistic, cultural, racial and national ideologies and practices that are utilised to conform and normalise an unequal linguistic power between language users. Based on ethnographic study conducted among translingual students and academics from the Global South, I re-visit two key notions that are core to trans- trend: “precarity” and “playfulness”, as they need to be treated with caution, so as not to assume we understand too easily what it is “precarious” or Curtin University “playful” for whom. The key implication is that the next generation of applied Beyond “Trans-” Playfulness: linguists needs to focus more on the precarity of the trans- trend, not just the “Trans-” Lingual Precarity playfulness. People do the playfulness because they are in a precarious position and this needs to be the focus of future research. The research urges us, as A current prominent “trans-” strand in applied applied linguists, to pragmatically apply our research into real pedagogical actions linguistics has started receiving increasing by revealing the sociolinguistic realities of translingual users to address broader attention, as it has been discussed in the form issues of racism, social injustice, language activism, and other human rights of different trans- perspectives such as issues. “translingual practice”, “translanguaging”, “transidioma”, “transglossia” and terms with Associate Professor Sender Dovchin is a Director of Research, a Principal similar ethos such as “polylingualism”, Research Fellow and an Australian Research Council Fellow at the School of “metrolingualism” and “linguascapes”. The Education, Curtin University, Australia. Previously, she was an Associate Professor central tenet of this “trans” trend reiterates the at the University of Aizu, Japan. She is also a Young Scientist Kakenhi Fellow by troublesomeness of delineating linguistic the Japan Society for the Promotion of Science. Dovchin is an Editor-in-Chief of the topographies through language categories, Australian Review of Applied Linguistics. She was identi ed as the “Top while advocating for the uid transitioning Researcher in the eld of Language & Linguistics” under The Humanities, Arts & between and across languages. The common Literature of The Australian's 2021 Research Magazine and Top 250 Researchers approach in this “trans-” trend commends the in Australia in 2021. Her research pragmatically contributes to the second linguistic “playfulness”: that is, when language education of young generation living in the peripheries, providing a language users are involved with transpedagogical view to accommodate the multiple co-existences of linguistic practices, they may often be identi ed diversity in a globalized world. She has authored numerous articles in international through their interactions and dialogues of peer-reviewed journals such as Applied Linguistics, Journal of Sociolinguistics, “playfulness” (commonly as a euphemism for System, TESOL Quarterly, International Journal of Multilingualism, World Englishes, creativity, innovativeness and uidity), where Asian Englishes, English Today, International Journal Bilingualism and Bilingual one’s repertoire is deeply connected with Education, International Journal of Multilingual Research, Journal of Multicultural forms of creative and playful exchanges to Discourses, International Journal Bilingualism, Ethnicities, Multilingua, Linguistics create alternative linguistic, cultural and and Education, Inner Asia, Translanguaging and Translation in Multilingual identity versions. contexts, and among others. She has authored six books with international

Sender Dovchin

publishers such as Routledge, Springer, Palgrave Macmillan and Multilingual Matters.

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Saturday, March 18th 5:55 p.m. - 7:00 p.m.

Paula Winke Michigan State University Opening Language Testing and Our Minds to Fuller Transparency In language assessment work, there is a lot of human judgement involved by test development teams. They brainstorm and design surveys and interview protocols to outline the constructs that need to be covered by a new test. They imagine what test takers should be able to do in the language when they write the test items. They think of the “just-barely able” or border-line test taker to set cut points on tests and to relate test scores to educational or national standards. And language testers use their judgement when deciding, psychometrically, which statistical approaches and analyses should be used to provide evidence regarding for what a test’s scores can be justi ably used. Additionally, language testers quickly learn they need to document and acknowledge measurement error, and render it as small and as transparent as possible, so people can trust score-interpretations. A big question is, how do language testing students and novice researchers get mentored in all of this? Everyone is a test designer or test user in applied linguistics, but sometimes it is hard to report on the human decisions and the psychometrics involved.

How can we push for, strive for, and achieve understanding and full transparency within the eld? In this talk, I showcase six but sometimes it is hard to report on the human decisions and the psychometrics involved. steps I have taken to mentor the eld toward fuller transparency in language testing. The rst method I employed recently with my Language Testing co-editor Luke Harding and our Editorial Assistant (and graduate student) Dylan Burton, and it was a top-down approach: We expanded the submission categories within the journal of Language Testing to better match open science practices and to open the door to newer submission types embraced in the larger science elds (e.g., meta analyses, systematic reviews). Our journal-expansion efforts resulted in more inclusion pathways, and we now also acknowledge good mentoring through a new “Reviewer of the Year Award.” Second, we adapted the scope of the journal to make it less restrictive, opening the door to replications and the publishing of studies based on borrowed or pre-existing data. Third and more locally, I ask my students to be more transparent and agentful in authoring, and to report more explicitly who did what, when, and why in the research methods and analyses. Fourth, I ask students to nd the untested claims in language testing, and to conduct research to uncover evidence for or against those claims. Fifth, we borrow tools from psycholinguistics to uncover the cognitive processes that test takers undertake when completing language testing tasks, and we see if those processes were expected by the test designers. And sixth and nally, we use large data sets to challenge long-standing, yet untested, theories in L2 assessment, but we also use qualitative methods to understand the stories behind language test takers' lived experiences. Throughout this presentation, I showcase the work of my current and former students. I demonstrate how internships, grants, cooperative projects, and data borrowings and loans contribute to research expansions and the building of new, wide-open horizons in language testing.

Paula Winke is a Professor in the Department of Linguistics, Languages, & Cultures at Michigan State University, where she is the Director of the Second Language Studies Ph.D. Program. She is co-editor (with Luke Harding) of the international journal Language Testing and on the Editorial Board of the Modern Language Journal. She is currently serving as an external member on the U.S. Foreign Service Institute’s "Task Force for the Future of Language Testing," which is working to reform the FSI's language testing programs based on recommendations from a National Academy of Sciences consensus report (National Academies Press, 2020), of which Dr. Winke is a co-author. Her recent books are The Routledge Handbook of Second Language Acquisition and Language Testing (2021, co-edited with Tineke Brunfaut), and Foreign Language Pro ciency in Higher Education (2019, co-edited with Susan M. Gass). Dr. Winke won the research article of the year award from the Computer-Assisted Language Instruction Consortium (CALICO) Journal (2008, with Senta Goertler), the TESOL International Association (2012), and the American Association of Applied Linguistics (2020, with graduate students and former students). In 2021, she won the Paul Pimsleur Award for Research in World Language Education with her former graduate student Xiaowan Zhang and Shaunna Clark. Currently at Michigan State University, Dr. Winke teaches Language Testing Methods and Individual Differences in Second Language Acquisition. She also co-directs (with Aline Godfroid) MSU’s Eye-tracking Labs, and directs the MSU Second Language Acquisition Knowledge and Production Lab.

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Sunday, March 19th 11:20 a.m. - 12:25 p.m.

In this talk, I will rst provide an overview of the research-practice relationship as a research topic and current efforts to increase the use of research in the classroom. I will then explore key questions that may change the dialogue between researchers and teachers, such as: (a) Is it teachers’ responsibility to incorporate research in their teaching?; (b) Is it teachers or researchers who want to see research used in the classroom and why?; and, more fundamentally, (c) Is it helpful to consider researchers and teachers as belonging to two separate professional communities? As a mid-career researcher, I will share my daily struggles to balance the two missions and propose potential directions in which researchers and teachers mutually bene t from a collaborative dialogue.

Masatoshi Sato

Universidad Andrés Bello Navigating the Research-Practice Relationship: Professional Goals and Constraints

Education researchers often have two con icting professional missions. First, they work to advance our understanding of how learning happens, and how it can be facilitated. ISLA research has much to contribute to this mission. Second, researchers aim to “make a change” in educational practices.

However, researchers tend to assume that the second mission is embedded in the rst mission. But, is it really? Is an effort to increase the quality of research—with a hope to impact practice—suf cient for teachers to use research?

While researchers have been concerned about the limited use of research in practice for decades, the so-called research-practice gap persists.

Masatoshi Sato is a Professor at Universidad Andrés Bello, Chile. He is a lifelong L2 learner. He has taught English and Japanese in Japan, US, Chile, and Canada. His research agenda is to conduct theoretical and applied research in order to facilitate the dialogue between practitioners and researchers. His research topics include instructed second language acquisition, peer interaction, corrective feedback, metacognition, learner psychology, teacher psychology, the research-practice relationship, and race. In addition to his publications in international journals, he has co-edited volumes from John Benjamins (Peer Interaction and Second Language Learning, 2016 with Susan Ballinger), Routledge (The Routledge Handbook of Instructed Second Language Acquisition, 2017; Evidence-Based Second Language Pedagogy, 2019 with Shawn Loewen), Language Teaching Research (Learner Psychology and Instructed Second Language Acquisition, 2021 with Kata Csizér), and the Modern Language Journal (Connecting Second Language Research and Pedagogy, 2022 with Shawn Loewen). A textbook with Shawn Loewen from Cambridge University Press will be published in 2023 (A Practical Guide to Second Language Learning and Teaching). He is the recipient of the 2014 ACTFL/MLJ Paul Pimsleur Award. He is currently the Editor of Language Awareness.

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PLENARY SESSIONS Sunday, March 19th 5:55 p.m. - 7:00 p.m.

Mario Lopez-Gopar Universidad Autónoma Benito Juárez de Oaxaca

Collaborating with the Colonial Other: Insights from Ontologías y Epistemologías del Sur

In the 16th century at the onset of colonialism in the Americas, the Spanish invaders, in uenced by Francisco de Vitoria—the “father” of international rights—“granted” Indigenous groups the status of “people,” maintaining however that Indigenous peoples needed “help” as they were not considered as cognitively developed as the Europeans.

This highly discriminatory perspective rendered Indigenous peoples’ ways of being, knowing and languaging (ontologies and epistemologies) as inferior.

Currently, this history has not changed much. Indigenous groups and most peoples in the Americas are still being “educated” in schools, “saved” in churches, and “told” what to do and how to be by different institutions or “good people” (e.g., educators and researchers) for whom “collaborating” with the generic them (e.g., students) means at times “helping them,” which in turn recreates the same story. This story I have attempted to resist in my criticalethnographic-action research project over the last fteen years. To discuss that research and to problematize my underlying collaboration are the purposes of this presentation. As such, through a decolonial and border-thinking theoretical lens, I re ect on my own positionalities and collaboration with Indigenous peoples (children, young adults, and adults) and Mexican pre-service language teachers in Oaxaca, Mexico. Through multimodal/multilingual stories, which recreate ontologías y epistemologías del Sur and hence provide a window for others to learn, I showcase the voices and faces of the colonial other with whom I have worked and from whom I have learned immensely as an “applied linguist” in terms of language learning/teaching, multiliteracies, assessment, and language-teaching preparation programs. I conclude with a call for respectful, two-way street, and interdisciplinary collaborations where the roles of expertsnovices and mentor-mentees are constantly problematized and repositioned, should we want to co-create “ourstory” in the Americas and value other ontologies and epistemologies in order to face current global challenges.

Mario López-Gopar (Ph.D., OISE/University of Toronto) is professor at Universidad Autónoma Benito Juárez de Oaxaca, Mexico. Mario’s main research interest is intercultural and multilingual education of Indigenous peoples in Mexico. He has received over 15 academic awards. His Ph. D. thesis was awarded both the 2009 AERA Second Language Research Dissertation Award and the 2009 OISE Outstanding Thesis of the year award. His articles have appeared in the Journal of Language Education and Identity, Applied Linguistics, ELT Journal, Diaspora, Indigenous and Minority Education, and the International Journal of Multilingualism among others. He has also published numerous book chapters. His latest books are Decolonizing Primary English Language Teaching (Multilingual Matters, 2016) and International Perspectives on Critical Pedagogies in ELT (Palgrave MacMillan, 2019). In 2002, Mario founded BIBLOCA, the rst multilingual public children’s library in the state of Oaxaca, Mexico. Since 2018, he has co-facilitated Asociación Mexicana de Evaluación de Lenguas Indígenas with Drs. Jamie Schissel and Constant Leung.

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Monday, March 20th 11:20 a.m. - 12:25 p.m.

Deborah Palmer

University of Colorado Boulder A Collaborative Praxis to Counter Gentri cation in Dual Language Bilingual Education Research is an iterative, messy, collaborative process. It usually begins with noticing: we discover a problem, or it is brought to our attention by practitioners with whom we collaborate. To better de ne it, we look to the past and to others who have examined similar problems. Next we endeavor to deepen our understanding of the problem, or to tackle it directly with possible solutions. We collect and analyze data, applying theoretical tools to support our analysis. At a certain point (sometimes in the middle of the process) we present ndings, describing to others what we’ve learned…which, more often than not, leads to the identi cation of new related problems, and the process continues. Ultimately, the purpose of research in applied

linguistics is to creatively address a problem, drawing on practice or theory to craft change: to see the world improved because of our efforts. This is research as praxis (Freire, 2000). Throughout this process, we are never alone. We work within systems of people impacted by and impacting our work; these partners, practitioners, colleagues, and contexts are our mentors, as we are theirs. In this talk I will explore the evolution of an idea as it has changed hands from mentors to mentees, from practice to research, and back again: I will track the process of framing and documenting a problem, and exploring possibilities for addressing it, through the collaborations that I have witnessed and experienced. The problem: the neoliberal takeover – the gentri cation (Dorner et al., 2021; Valdez et al., 2016) – of bilingual education in the US: i.e., the potentially problematic presence of White and/or middle-class English-speaking children and their families in bilingual schools (Cervantes-Soon, 2014; Palmer, 2009; Valdés, 1997).

The idea: critical consciousness, praxis, re ection/action for transformation for all who are part of bilingual schools, in order to center and celebrate the identities, strengths and educational interests of linguistically and racially marginalized students and families in bilingual schools (Bartolomé, 1994; Freire, 2019) Heiman, et al., under review). As this idea takes off running in the eld of bilingual education, I will highlight the work of emerging scholars who are moving us forward and taking it in new directions (e.g., Babino & Stewart, 2018; ChávezMoreno, 2021; Heiman & Yanes, 2018; Martinez Negrette, 2021).

Deborah Palmer is Professor of Equity, Bilingualism and Biliteracy in the School of Education at the University of Colorado Boulder, where she is also af liate faculty in the Department of Ethnic Studies and the Culture, Language and Social Practice (CLASP) Program, and a faculty associate with the BUENO Center for Multicultural Education. A former dual language bilingual teacher in California and bilingual teacher educator in Texas, she is a qualitative researcher who conducts critical ethnography and discourse analysis in bilingual and multilingual classrooms. Her interests include bilingual education policy and politics; dual language bilingual education; teacher preparation for linguistically/culturally diverse teaching contexts; teacher advocacy and activism; and issues of language, power and identity in schools. Her 2018 book "Teacher Leadership for Social Change in Bilingual/Bicultural Education” was published with Multilingual Matters. With close colleagues and former students, she is currently co-editing a volume for Routledge titled “Critical Consciousness in Dual Language Bilingual Education: Case Studies on Policy and Practice” and co-authoring a book for Lexington Books titled “Gentri cation and bilingual education: A Texas TWBE school across seven years.” Recent articles have appeared in Theory Into Practice, Review of Research in Education, Language Policy, Education Policy Analysis Archives, the Journal of Language, Identity and Education, and the International Journal of Bilingual Education and Bilingualism.

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Monday, March 20th 5:55 p.m. - 7:00 p.m.

Luke Plonsky

Northern Arizona University Quality in Quantity: Methodological Reform as an Intellectual and Ethical imperative

Applied linguistics has made great methodological strides in recent years (see Gass et al., 2021). Indeed, a growing body of methodological syntheses have demonstrated real and measurable improvements in the way we construct new knowledge (e.g., Plonsky, 2014; Sudina, 2021). Other advances are evident, for example, in (a) the launching of the Research Methods in Applied Linguistics journal (edited by Shaofeng Li), (b) the push toward open science and replication research (e.g., Marsden et al., 2018; Porte & McManus, 2019),

(c) the introduction and uptake of novel statistical techniques such as Bayesian data analysis and structural equation modeling (e.g., Larsson et al., 2021; Norouzian et al., 2018), (d) a sustained interest in methodological training (e.g., Gönülal, 2019; Loewen et al., 2020), and (e) a recasting of methodological (mis)practices through the lens of research ethics (De Costa et al., 2021; Isbell et al., in press; Ortega, 2005). Such advances—touching virtually all aspects of the research cycle—should be recognized and celebrated, and I intend to do so in this talk. However, the systematic and empirical scrutiny that has catalyzed this movement has also unveiled a wide range of problems that call into question the very core of our discipline. Particularly problematic in my view are many of our quantitative practices, ranging from sampling and instrumentation to conventions for data analysis, reporting, and interpretation. I will argue in this talk that continuing to overlook such issues—whether due to a lack of training, sloppiness, convention, self-serving interests, or ignorance—is not only intellectually irresponsible but unethical. More bluntly, if we don’t hold ourselves accountable with respect to study quality, then what’s the point? I will also put forth a series of pointed and actionable recommendations meant to spur improved methodological practices and, ultimately, more effective and ef cient progress in applied linguistics.

Luke Plonsky is Associate Professor of Applied Linguistics at Northern Arizona University, where he teaches courses in second language acquisition and research methods. His work in these and other areas appears in over 100 articles, book chapters, and books. The bulk of these efforts are part of an agenda that seeks to improve and advance the methodological capability of the eld. Luke is the Editor of Studies in Second Language Acquisition, Managing Editor of Foreign Language Annals, and he serves on the editorial boards of several other journals such as Language Teaching, Research Methods in Applied Linguistics, and Learning and Individual Differences. He is also CoEditor of de Gruyter Mouton's Series on Language Acquisition and Co-Director of the IRIS repository for instruments in language learning and teaching (irisdatabase.org). Luke held previous faculty appointments at Georgetown University and University College London. He has also lectured in China, Japan, The Netherlands, Poland, Spain, and Puerto Rico. Luke received his PhD in Second Language Studies from Michigan State University in 2011.

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Invited Colloquia

Saturday, March 18 8:00 a.m. - 10:00 a.m.

Oregon Ballroom EF Negotiating Identity in an Unequal Digital World Ron Darvin, University of British Columbia & Bonny Norton, University of British Columbia

Saturday, March 18 1:50 p.m. - 3:30 p.m.

Oregon Ballroom EF Wilga Rivers Language Pedagogy Colloquium: Codeswitching, Translanguaging, and Language Naming: The Psychological Reality and Social Signi cance of Multilingualism Christian Faltis, Texas A&M International University & Je MacSwan, University of Maryland

Saturday, March 18 1:50 p.m. - 3:50 p.m.

Mt. Hood Researching Multilingually to Rethink EMI Policy and Practices Xuesong (Andy) Gao, University of New South Wales & Yongyan Zheng, Fudan University

Sunday, March 19 8:00 a.m. - 10:00 a.m.

Oregon Ballroom EF Positive Mentoring: Thriving Not Merely Surviving Tammy Gregersen, American University of Sharjah Winner of the 2023 NFMLTA/MLJ Roundtable Conference Grant

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Invited Colloquia

Sunday, March 19 1:50 p.m. - 3:50 p.m.

Oregon Ballroom EF Expanding Theoretical and Methodological Approaches to Data-driven Learning: Moving Forward with Research and Pedagogy Sandra Deshors, Michigan State University & Charlene Polio, Michigan State University

Sunday, March 19 1:50 p.m. - 3:50 p.m.

Mt. Hood The Politics and Practice of Allyship in Queer Applied Linguistics and Language Education

James Coda, University of Tennessee & Ashley R. Moore, Boston University Monday, March 20 8:00 a.m. - 10:00 a.m.

Mt. Hood Conceptual and Methodological Innovations in L2 Literacy Development: Learning from Multilingual Immigrant and Refugee Background Students and Communities Fares Karam, University of Nevada at Reno & Amanda Kibler, Oregon State University

Monday, March 20 8:00 a.m. - 10:00 a.m.

Oregon Ballroom EF Methodological Innovation in Applied Linguistics Research: Perspectives, Strategies, and Trends Shaofeng Li, Florida State University & Matthew T. Prior, Arizona State University

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Invited Colloquia

Monday, March 20 1:50 p.m. - 3:50 p.m.

Oregon Ballroom EF Interdisciplinarity and Collaboration in Task-based Language Teaching Research: Advances and Challenges YouJin Kim, Georgia State University & Andrea Rèvész, University of College London

Tuesday, March 21 8:00 a.m. - 10:00 a.m.

Oregon Ballroom EF Broadening the Base and Charting New Courses in Second Language Speech Comprehensibility Research Dustin Crowther, University of Hawai'i at Mānoa & Daniel Richard Isbell, University of Hawai'i at Mānoa

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AAAL 2023 Award Recipients 2023 AAAL Book Award María Cioè-Peña, University of Pennsylvania

2023 AAAL Research Article Award Mel Engman, Queen’s University, Belfast Mary Hermes, University of Minnesota

2023 AAAL Dissertation Award David Wei Dai, Monash University

2023 AAAL Distinguished Service and Engaged Research Graduate Student Award Jazmine Exford, University of California, Santa Barbara

2023 Distinguished Public Service Award Lee Tonouchi, Independent writer/scholar

2023 Distinguished Scholarship and Service Award Aneta Pavlenko, University of Oslo

2023 Graduate Student Award Dylan Burton, Michigan State University (Duolingo Awardee) Liang Cao, Simon Fraser University (GSA-DEIA Awardee) Ann Choe, University of Hawai‘i at Mānoa (Multilingual Matters Awardee) Jazmine Exford, University of California, Santa Barbara Rachel Floyd, The University of Arizona (NFMLTA/MLJ Awardee) Mina Hernandez Garcia, University of Michigan (NFMLTA/MLJ Awardee) Hitoshi Nishizawa, University of Hawai‘i at Mānoa (Duolingo Awardee) Hector Rafael Castrillon-Costa, University of Texas, San Antonio Negar Siyari, Georgetown University (Wilga Rivers Awardee) Thuy Tu, George Mason University (ETS Awardee) Tianfang Wang, The Pennsylvania State University

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AAAL 2023 Award Recipients

2023 Indigenous Language Scholarship Fund Yetunde S. Alabede, Michigan State University Kelly Baur, Arizona State University Sovicheth Boun, Salem State University Silvia Calfuqueo Le o, Kom Pu Lof Ñi Kimeltuwe Marco Espinoza, Universidad de Santiago de Chile Magdalena Madany-Saá, The Pennsylvania State University Jaime Mejia Mayorga, The University of Arizona Prem Phyak, The Chinese University Hong Kong Carolina Poblete Gálvez, Universidad de Santiago de Chile

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AAAL Leadership Executive Committee President: Fabiola Ehlers-Zavala, Colorado State University President Elect: Lourdes Ortega, Georgetown University First Vice President: Peter De Costa, Michigan State University Second Vice President: Ryuko Kubota, University of British Columbia Immediate Past President: Patricia Duff, University of British Columbia Secretary: Agnes Weiyun He, Stony Brook University Treasurer: Scott Jarvis, The University of Utah Member at Large: Jennifer Leeman, George Mason University Member at Large: Julie Sykes, University of Oregon Member at Large: Yasuko Kanno, Boston University GSC Representative: Oksana Moroz, Indiana University of Pennsylvania OEOC Representative: Michael Amory, Oklahoma State University

Standing Committee Budget Committee

Chair: Scott Jarvis, The University of Utah Peter De Costa, Michigan State University Fabiola Ehlers-Zavala, Colorado State University Ryuko Kubota, University of British Columbia Lourdes Ortega, Georgetown University

Committee on Conference Connections Chair: Dustin Crowther, The University of Hawai‘i at Mānoa Brittany Frieson, The University of North Texas Romy Ghanem, Northern Arizona University Mihiri Jansz, The Open University of Sri Lanka Matt Kessler, University of South Florida Ryuko Kubota, University of British Columbia Jiyoon Lee, University of Maryland, Baltimore County Irasema Mora Pablo, Universidad de Guanajuato Oksana Moroz, Indiana University of Pennsylvania Bedrettin Yazan, University of Texas at San Antonio

Committee for Online Education and Outreach Chair: Michael Amory, Oklahoma State University Vice-Chair: Stephanie Link, Oklahoma State University Katherine Christoffersen, University of Texas - Rio Grande Valley Joe Cunningham, Georgetown University Sarah Hercula, Missouri University of Science and Technology Svetlana Koltovskaia, Northeastern State University Jinrong Li, Georgia Southern University Stephen Moody, Brigham Young University Lourdes Ortega, Georgetown University

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AAAL Leadership Dissertation Award Committee Chair: Jaran Shin, Kyung Hee University Michele Back, University of Connecticut Hayriye Kayi-Aydar, The University of Arizona Maggie Kubanyiova, University of Leeds Kevin McManus, The Pennsylvania State University Randi Reppen, Northern Arizona University Julie Sykes, University of Oregon

Distinguished Public Service Award Committee Chair: Manka Varghese, University of Washington Uju Anya, Carnegie Mellon University Ashley R. Moore, Boston University Lourdes Ortega, Georgetown University Nihat Polat, Texas State University

Distinguished Scholarship and Service Award Committee Chair: Jonathan Rosa, Stanford University Jerry Won Lee, University of California, Irvine Alison Mackey, Georgetown University Shondel Nero, New York University Lourdes Ortega, Georgetown University

Distinguished Service and Engaged Research Graduate Student Award in Relation to Diversity Efforts Committee Chair: Oksana Moroz, Indiana University of Pennsylvania Ryuko Kubota, University of British Columbia Valentino Rahming, Carnegie Mellon University Jacob Rieker, The Pennsylvania State University Rachel Showstack, Wichita State University

FFAL Trustees Chair: Dudley Reynolds, Carnegie Mellon University Qatar Past Chair: Joan Kelly Hall, The Pennsylvania State University Linda Harklau, University of Georgia Scott Jarvis, University of Utah Valentino Rahming, Carnegie Mellon University

First Book/Book Award Committee Chair: Matthew Prior, Arizona State University Xuesong (Andy) Gao, University of New South Wales John Hedgcock, Middlebury Institute of International Studies at Monterey Yasuko Kanno, Boston University Judit Kormos, Lancaster University Mostafa Papi, Florida State University

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AAAL Leadership First Book/Book Award Committee (cont’d) Miguel Perez-Milans, University College London Miyuki Sasaki, Waseda University Hyunjung Shin, University of Saskatchewan Saskia Van Viegen, York University Stephanie Vandrick, University of San Francisco

Graduate Student Award Committee Chair: Atsushi Hasegawa, University of Hawai'i at Mānoa Olumide Benjamin Ajayi, University of Georgia Virak Chan, Purdue University Joel Heng Hartse, Simon Fraser University Yasuko Kanno, Boston University Jungmin Kwon, Michigan State University Jennifer Leeman, George Mason University

Nominating Committee Chair: Netta Avineri, Middlebury Institute of International Studies at Monterey Wenhao Diao, The University of Arizona Aline Godfroid, Michigan State University Amanda Kibler, Oregon State University Lourdes Ortega, Georgetown University M'Balia B. Thomas, University of Kansas

Public Affairs and Engagement Committee Chair: Rachel Showstack, Wichita State University Vice-Chair: Bedrettin Yazan, University of Texas at San Antonio Mario López-Gopar, Universidad Autónoma Benito Juárez de Oaxaca Katherine Moran, Center for Applied Linguistics Lourdes Ortega, Georgetown University Jacob Rieker, The Pennsylvania State University Amelia Tseng, American University

Research Article Award Committee Chair: Yuko Butler, University of Pennsylvania Jennifer Leeman, George Mason University Jason Dylan Mizell, University of Miami Gloria Park, Indiana University of Pennsylvania Christine Tardy, The University of Arizona

Resolutions Committee Chair: Noha Ghali, The University of North Carolina at Charlotte Wendy Li, Duke Kunshan University Prem Phyak, The Chinese University of Hong Kong Fabiola Ehlers-Zavala, Colorado State University

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AAAL Leadership Graduate Student Council Co-Chair: Oksana Moroz, Indiana University of Pennsylvania Co-Chair: Jacob Rieker, The Pennsylvania State University Secretary, Member-at-large (Diversity): Valentino Rahming, Carnegie Mellon University Member-At-Large (Event Planning): Sophia Minnillo, University of California, Davis Member-At-Large (Newsletter): Alyssa Wolfe, Michigan State University Member-At-Large (Social Media): Paul J. Meighan, McGill University

Representatives on External Boards/Associations AILA International Committee - Agnes Weiyun He, Stony Brook University, AAAL Secretary Laura Gurzynski-Weiss, Indiana University, AILA Secretary General

AIALA Anne Marie Guerrettaz, Washington State University

Cambridge University Press/Annual Review of Applied Linguistics Editor: Alison Mackey, Georgetown University 2 board-appointed editorial directors: Uju Anya, Carnegie Mellon University Prem Phyak, The Chinese University of Hong Kong

American Anthropological Association Open-Access Repository Advisory Board Sabina Perrino, Binghamton University State University of New York

JNCL (Joint National Committee for Languages) Amelia Tseng, American University

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AAAL Past Presidents 2021 - 2022 - Patricia Duff, University of British Columbia

1998 - 1999 - Merrill Swain, University of Toronto

2020 - 2021 - Kendall King, University of Minnesota

1997 - 1998 - Mary E. McGroarty, Northern Arizona University

2019 - 2020 - Laura Collins, Concordia University

1996 - 1997 - Elinor Ochs, University of California, Los Angeles

2018 - 2019 - Linda Harklau, University of Georgia

1995 - 1996 - JoAnn (Jodi) Crandall, University of Maryland, Baltimore County

2017 - 2018 - Tim McNamara, University of Melbourne 1994 - 1995 - Claire Kramsch, University of California,Berkeley 2016 - 2017 - Kathleen Bailey, Middlebury Institute of International Studies at Monterey 2015 - 2016 - Paul Kei Matsuda, Arizona State University

1993 - 1994 - Robert Kaplan, University of Southern California 1992 - 1993 - Sandra Savignon, University of Illinois UrbanaChampaign

2014 - 2015 - Aneta Pavlenko, University of Oslo 1991 - 1992 - Elaine Tarone, University of Minnesota 2013 - 2014 - Joan Kelly Hall, The Pennsylvania State University 1990 - 1991 - Leslie Beebe, Columbia University 2012 - 2013 - Jane Zuengler, University of Wisconsin-Madison 2011 - 2012 - Suresh Canagarajah, Pennsylvania State University

1989 - 1990 - Lyle F. Bachman, University of Illinois UrbanaChampaign

2010 - 2011 - Heidi Byrnes, Georgetown University

1988 - 1989 - Jacquelyn Schachter, University of Southern California

2009 - 2010 - Jeff Connor-Linton, Georgetown University

1987 - 1988 - Susan Gass, University of Michigan

2008 - 2009 - Nina Spada, OISE/University of Toronto

1986 - 1987 - Dell Hymes, University of Pennsylvania

2007 - 2008 - Kathleen Bardovi-Harlig, Indiana University

1985 - 1986 - Courtney Cazden, Harvard University

2006 - 2007 - Carol Chapelle, Iowa State University

1984 - 1985 - Braj Kachru, University of Illinois UrbanaChampaign

2005 - 2006 - Richard F. Young, University of WisconsinMadison 2004 - 2005 - James P. Lantolf, Pennsylvania State University

1983 - 1984 - Thomas Scovel, San Francisco State University 1982 - 1983 - Betty Wallace Robinett, University of Minnesota

2003 - 2004 - Richard Schmidt, University of Hawai‘i at Mānoa

1981 - 1982 - Muriel Saville-Troike, University of Illinois UrbanaChampaign

2002 - 2003 - Margie Burns, Purdue University

1980 - 1981 - Eugene Briere, University of Southern California

2001 - 2002 - Bill Grabe, Northern Arizona University

1979 - 1980 - Roger Shuy, Georgetown University & Center for Applied Linguistics

2000 - 2001 - Pat Carrell, Georgia State University

1978 - 1979 - Wilga Rivers, Harvard University

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Conference Hotel Map

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Conference Hotel Map

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Conference Hotel Map

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Conference Hotel Map

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Local Restaurants

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