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 sacrifices forced upon them. In remembering these communities and this history, we honor their legacy, lives, and their descendants.

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).

Indeed, we are very excited to see the enthusiasm and continued participation of our colleagues in the field 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).

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 field 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 significant 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.

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 five 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 first reception will take place on Saturday, March 18, from 7:00 p.m. to 8:00 p.m., in the Exhibit Hall. The second/final 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 final 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 Office 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!

Fabiola P. Ehlers-Zavala AAAL President 2022-2023

Welcome Message from the Conference Chair

These special sessions, created in the spirit of collaboration and mentoring (this year’s conference theme), include five affinity 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.

This conference would not have been possible without the countless sacrifices 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.

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 first 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.

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.

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 office 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!

Peter De Costa

AAAL First Vice President 2022-2023

Conference Organizing Team

The Michigan State University-based Conference Team for AAAL 2023

AAAL conference chair

Peter De Costa

AAAL business office liaison team:

Carlo Cinaglia

Matt Coss

Kevin Fedewa

Curtis Green-Eneix

Vashti Lee

Robert Randez

Affinity 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

Conference Organizing Team

Hima Rafal

Sol Rheem

Meagan Driver

Laxmi Ojha

Lizz Huntley

Jungmin Kwon

Curtis Green-Eneix

Hyun-Bin Hwang

Caitlyn Cornell

Robert Randez

Amr Ahmed

Peter De Costa

Carlo Cinaglia

Matt Coss

Kevin Fedewa

Vashti Lee

Praew Bupphachuen Brittany Finch

Luqing Zang

Dimitrii Pastushenkov Philip Montgomery

Magdalyne Akiding

SUNDAY, MARCH

Schedule at a Glance

MONDAY, MARCH 20

TUESDAY, MARCH 21

*Click on each Plenary's Name to learn more about them. Click here to learn more about AAAL 2023 Invited Colloquia.

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 field of applied linguistics. Visit all our Sponsors and Exhibitors at the Publishers’ Exhibit Hall located on Lower Level 2.

Premier Sponsor

Conference Sponsors

Graduate Student Council Roundtable Sponsor

Multilingual Matters

Conference Sponsors

ASL Sponsorship

AMN Healthcare Language Services

PacificSource

Health Plans

Conference Friends

Conference Friends

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.

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.)

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Coffee Breaks

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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.

Health and Safety

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

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 finished 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 briefly, 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.

Wifi 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

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

Bilingual, Immersion, Heritage, and Minority

Education (BIH)

Virak Chan, Purdue University

Vanessa Mari, Nevada State College

Corpus Linguistics (CL)

Bethany Gray, Iowa State University

Kristopher Kyle, University of Oregon

Educational Linguistics (EDU)

Christopher Jenks, Utrecht University

Kongji Qin, New York University

Language and Ideology (LID)

Prem Phyak, The Chinese University of Hong Kong

Bal Krishna Sharma, University of Idaho

Language and Technology (TEC)

Matt Kessler, University of South Florida

Mimi Li, University of Texas A&M

Language and the Law (LL)

Jesse Egbert, Northern Arizona University

Brett Hashimoto, Brigham Young University

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

Language, Gender, and Sexuality (LGS)

Rodrigo Borba, Federal University of Rio de Janeiro

Mie Hiramoto, National University of Singapore

Phonology/Phonetics and Oral Communication (POC)

Dustin Crowther, University of Hawai‘i at Mānoa

Charlie L. Nagle, Iowa State University

Pragmatics (PRG)

Rachel Shively, Illinois State University

Naoko Taguchi, Northern Arizona University

Reading, Writing, and Literacy (RWL)

Xiqiao Wang, University of Pittsburgh

Hyung-Jo Yoon, California State University, Northridge

Research Methodology (REM)

Shaofeng Li, Florida State University

Miguel Pérez Milans, University College London

AAAL 2023 Strand Coordinators

Second and Foreign Language Pedagogy (PED)

Nathanael Rudolph, Kindai University

Rui (Eric) Yuan, University of Macau

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

Sociolinguistics (SOC)

Hyunjung Shin, University of Saskatchewan

Irina Zaykovskaya, University of Minnesota

Teacher Education and Beliefs (TED)

Mark Wyatt, Khalifa University

Bedrettin Yazan, University of Texas at San Antonio

Text Analysis (Written Discourse) (TXT)

Robert Kohls, San Francisco State University

Youngjoo Yi, The Ohio State University

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

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 Pacific 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

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

Angélica Amezcua, University of Washington

Wenyue Ma, Michigan State University

Anti-racism, Decolonization, and Intersectionality for Systemic Transformation (ADIST)

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

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

Scientifique

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 Pacific

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

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 Trofimovich, 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

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 Trofimovich, 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 Pacific University

Carsten Roever, University of Melbourne

Yunwen Su, The University of Utah

Reading, Writing, and Literacy (RWL)

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 Starfield, 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

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

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 Trofimovich, 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

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, Linfield 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

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

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 Sheffield

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

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 Sheffield

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

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

Plenary Sessions

DAY TIME AND LOCATION

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

Beyond “Trans-” Playfulness: “Trans-” Lingual Precarity

Sender Dovchin, Curtin University

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

Opening Language Testing and Our Minds to Fuller Transparency

Paula Winke, Michigan State University

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

Navigating the Researchpractice Relationship: Professional Goals and Constraints

Masatoshi Sato, Universidad Andrés Bello

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

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

Mario Lopez-Gopar, Universidad Autónoma Benito Juárez de Oaxaca

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

A Collaborative Praxis to Counter Gentrification in Dual Language Bilingual Education

Deborah Palmer, University of Colorado Boulder

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

Quality in Quantity: Methodological Reform as an Intellectual and Ethical Imperative

Luke Plonsky, Northern Arizona University

Plenary Sessions

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

Sender Dovchin

Curtin University

Beyond “Trans-” Playfulness: “Trans-” Lingual Precarity

A current prominent “trans-” strand in applied linguistics has started receiving increasing attention, as it has been discussed in the form of different trans- perspectives such as “translingual practice”, “translanguaging”, “transidioma”, “transglossia” and terms with similar ethos such as “polylingualism”, “metrolingualism” and “linguascapes”. The central tenet of this “trans” trend reiterates the troublesomeness of delineating linguistic topographies through language categories, while advocating for the fluid transitioning between and across languages. The common approach in this “trans-” trend commends the linguistic “playfulness”: that is, when language users are involved with transpractices, they may often be identified through their interactions and dialogues of “playfulness” (commonly as a euphemism for creativity, innovativeness and fluidity), where one’s repertoire is deeply connected with forms of creative and playful exchanges to create alternative linguistic, cultural and identity versions.

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 subjectification 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 “playful” for whom. The key implication is that the next generation of applied linguists needs to focus more on the precarity of the trans- trend, not just the 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 applied linguists, to pragmatically apply our research into real pedagogical actions by revealing the sociolinguistic realities of translingual users to address broader issues of racism, social injustice, language activism, and other human rights issues.

Associate Professor Sender Dovchin is a Director of Research, a Principal Research Fellow and an Australian Research Council Fellow at the School of Education, Curtin University, Australia. Previously, she was an Associate Professor at the University of Aizu, Japan. She is also a Young Scientist Kakenhi Fellow by the Japan Society for the Promotion of Science. Dovchin is an Editor-in-Chief of the Australian Review of Applied Linguistics. She was identified as the “Top Researcher in the field of Language & Linguistics” under The Humanities, Arts & Literature of The Australian's 2021 Research Magazine and Top 250 Researchers in Australia in 2021. Her research pragmatically contributes to the second language education of young generation living in the peripheries, providing a pedagogical view to accommodate the multiple co-existences of linguistic diversity in a globalized world. She has authored numerous articles in international peer-reviewed journals such as Applied Linguistics, Journal of Sociolinguistics, System, TESOL Quarterly, International Journal of Multilingualism, World Englishes, Asian Englishes, English Today, International Journal Bilingualism and Bilingual Education, International Journal of Multilingual Research, Journal of Multicultural Discourses, International Journal Bilingualism, Ethnicities, Multilingua, Linguistics and Education, Inner Asia, Translanguaging and Translation in Multilingual contexts, and among others. She has authored six books with international publishers such as Routledge, Springer, Palgrave Macmillan and Multilingual Matters.

Plenary Sessions

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 justifiably 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 field? 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 field toward fuller transparency in language testing. The first 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 fields (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 find 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 finally, 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 Proficiency 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.

Plenary Sessions

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

In this talk, I will first 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 benefit from a collaborative dialogue.

Masatoshi Sato

Universidad Andrés Bello

Navigating the Research-Practice

Relationship: Professional Goals and Constraints

Education researchers often have two conflicting 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 first mission. But, is it really? Is an effort to increase the quality of research—with a hope to impact practice—sufficient 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

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

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, influenced 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 fifteen 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 reflect 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 first 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.

Mario Lopez-Gopar

Universidad Autónoma Benito Juárez de Oaxaca

Plenary Sessions

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

University of Colorado Boulder

A Collaborative Praxis to Counter Gentrification 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 define 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 findings, describing to others what we’ve learned…which, more often than not, leads to the identification 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 gentrification (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, reflection/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 field 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 affiliate 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 “Gentrification 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

Deborah Palmer

Plenary Sessions

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 efficient 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 field. 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.

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 Significance of Multilingualism

Christian Faltis, Texas A&M International University & Jeff 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

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

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

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

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 Lefio, 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

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

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

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

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

AAAL Past Presidents

2021 - 2022 - Patricia Duff, University of British Columbia

2020 - 2021 - Kendall King, University of Minnesota

2019 - 2020 - Laura Collins, Concordia University

2018 - 2019 - Linda Harklau, University of Georgia

2017 - 2018 - Tim McNamara, University of Melbourne

2016 - 2017 - Kathleen Bailey, Middlebury Institute of International Studies at Monterey

2015 - 2016 - Paul Kei Matsuda, Arizona State University

2014 - 2015 - Aneta Pavlenko, University of Oslo

2013 - 2014 - Joan Kelly Hall, The Pennsylvania State University

2012 - 2013 - Jane Zuengler, University of Wisconsin-Madison

2011 - 2012 - Suresh Canagarajah, Pennsylvania State University

2010 - 2011 - Heidi Byrnes, Georgetown University

2009 - 2010 - Jeff Connor-Linton, Georgetown University

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

2007 - 2008 - Kathleen Bardovi-Harlig, Indiana University

2006 - 2007 - Carol Chapelle, Iowa State University

2005 - 2006 - Richard F. Young, University of WisconsinMadison

2004 - 2005 - James P. Lantolf, Pennsylvania State University

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

2002 - 2003 - Margie Burns, Purdue University

2001 - 2002 - Bill Grabe, Northern Arizona University

2000 - 2001 - Pat Carrell, Georgia State University

1998 - 1999 - Merrill Swain, University of Toronto

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

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

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

1994 - 1995 - Claire Kramsch, University of California,Berkeley

1993 - 1994 - Robert Kaplan, University of Southern California

1992 - 1993 - Sandra Savignon, University of Illinois UrbanaChampaign

1991 - 1992 - Elaine Tarone, University of Minnesota

1990 - 1991 - Leslie Beebe, Columbia University

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

1988 - 1989 - Jacquelyn Schachter, University of Southern California

1987 - 1988 - Susan Gass, University of Michigan

1986 - 1987 - Dell Hymes, University of Pennsylvania

1985 - 1986 - Courtney Cazden, Harvard University

1984 - 1985 - Braj Kachru, University of Illinois UrbanaChampaign

1983 - 1984 - Thomas Scovel, San Francisco State University

1982 - 1983 - Betty Wallace Robinett, University of Minnesota

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

1980 - 1981 - Eugene Briere, University of Southern California

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

1978 - 1979 - Wilga Rivers, Harvard University

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