AAAL 2024 Program PDF

The region from Galveston, Texas to Corpus Christi, Texas is the ancestral and current homeland of the Karankawa, Lipan Apache, Ishak (also known as Atakapa), Cotoname, and other tribal and detribalized peoples from before recorded history to the present day. We express gratitude to these peoples who have stewarded these lands and waters since the beginning of time. We acknowledge the land on which AAAL 2024 takes place as sacred, historical, and signi cant to the Karankawa Kadla peoples and relatives. Let us treat these lands and waters with dignity and respect, as we would our own relative.

For the full version of the Karankawa Kadla Land Acknowledgement Statement, visit here.

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Contents Welcome Message from the President

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Welcome Message from the Conference Chair

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Conference Organizing Team

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Schedule at a Glance

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Conference Sponsors & Exhibitors

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Conference Information

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Session Guidelines

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Wi-Fi Info and Conference App

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2024 Strand Coordinators

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Abstract Reviewers

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Conference Connection Mentors

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Conference Student Volunteers

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Plenary Sessions

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Invited Colloquia

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AAAL 2024 Award Recipients

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AAAL Leadership

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AAAL Past Presidents

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Conference Hotel Maps

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Local Restaurants

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Save the Date

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Welcome Message from the President Two groups have worked incessantly for over a year now to make this conference a success. They are: (1) Ryuko Kubota and the rest of the members on the Conference Planning Team: Ryosuke Aoyama, Vincent Chien, Rosie David, Frances Maddalozzo, Alex Ross, Senyao Shen, Serikbolsyn Tastanbek, Anastasia Zhuravleva, Robert Randez, and Eunjeong Lee; and (2) our colleagues on the Nardone Consulting Group team Sherry Battle, Lindsay Cuppia, Laura Haller, Katie Henley, Natalie Nardone, and Hannah O’Dell. In addition, (3) supporting them during these four days on site is a group of over 50 student volunteers.

Please notice each and all of these generous and competent individuals and give them your warmest thank-you in person at the conference!

Lourdes Ortega AAAL President 2023-2024 I extend a warm welcome to all of you as we join in Houston for the annual meeting of the American Association for Applied Linguistics, at the care of the Conference Planning Team led by First Vice President Ryuko Kubota and inspired by the theme “Thinking Otherwise, Acting for Change”!

We meet in the stolen land of the Karankawa Kadla. The American Indian Center of Houston estimates over 60,000 Native Americans live in the Greater Houston area. This is the fourth-largest metropolitan area in the United States, with a population of more than 2.3 million, of whom 45% identify as Mexican American or Latine/Hispanic. This context carries complex and painful natural, material, physical, sociocultural, geopolitical, and symbolic resonances. It behooves us to recognize and learn from these resonances as we each bring to this context and to the applied linguistics community the gift and responsibility of dialogue over critical, cutting edge, and transformative research.

The Conference Planning Team is responsible for the entire academic social content of the program. They have put up a true feast for all of us. Besides the vibrant main academic events, do not forget there are many special sessions that cater for diverse goals and needs: rst-time attendees, graduate students, early career scholars, long-time AAAL members who hold the oral memory of our conferences, attendees wanting to know more about journal publishing and book publishing, attendees looking to make connections based on intersectional af nities with others... You can nd the full list (about 28!) if you use the “Special Session” lter on the searchable online schedule.

As happens almost every year, this year too our conference dates fall on New Iranian Year, which in 2024 begins on Tuesday March 19th. So, ‫ نوروز مبارک‬nowruz mobarak, happy Iranian Year, to those of you who celebrate it. Also, this year we have thought of those of you observing Ramadan, and the Conference Planning Team has some resources for you. Please ask staff and volunteers at the venue for more information.

If you are a member, or if you are wondering if you should become one, please we need you at the AAAL Business Meeting, as always on Monday during the lunch break (in the Window Box - 2nd Floor). Come early and enjoy a complimentary sandwich lunch box! And all attendees, make sure to attend and enjoy the Welcome Reception on Saturday 7:00-8:00 pm and the Wine and Cheese Reception closing the conference on Tuesday 3:00-4:00 pm.

At the end of this 2024 conference, of cer responsibilities will rotate as per our Standing Rules. I will become Past President, our President Elect Peter De Costa will begin his service as President, our 2024 conference chair Ryuko Kubota will begin duties as President Elect, and incumbent First Vice President Manka Varghese will immediately commence of cial work to plan AAAL 2025 in Denver, March 22-25. It has been my privilege to serve AAAL as President from March 2023 through March 2024. I will forever treasure the friends, stories, joys, and learnings that the association has given me. It has been a humbling experience to work side by side with my cohort of capable past and future presidents, our indispensable Nardone colleagues, the devoted Executive Committee, and the formidable volunteers that ll our 14 Standing Committees, the Graduate Student Council, one task force, and the JEDI ad hoc committee. The AAAL community is complex, generative, and sel ess. It is these ingredients, plus very, very hard work, that will make our four days together in Houston so enjoyable and bene cial!

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Welcome Message from the Conference Chair The kickoff event is the plenary talk presented online by Kris Knisely, addressing issues of gender justice on Friday March 1st, 2024. The recording will be made available on AAAL website until March 31, 2024. The on-site main conference is preceded by pre-conference events, including two Pre-Conference Workshops—one on doing duoethnography and another on social media research—held at University of Houston on Friday March 15th. This is followed by the Roundtable Event at Hyatt Regency Houston, organized by the Graduate Student Council and sponsored by Multilingual Matters. The main conference starts on Saturday March 16th and includes ve plenary sessions. The rst one takes place on Saturday evening, beginning with opening remarks given by Absolem Yetzirah, Karankawa Kadla, Five Rivers Council Member, Coyote Clan. Candace Galla will then demonstrate the signi cance of hula in Ōlelo Hawaiʻi revitalization. On Sunday, María Cioè-Peña will problematize ableism and intersectional injustices, and Judit Kormos will spotlight research on neurodiverse students’ access to language learning. On Monday, Muzna Awayed-Bishara will discuss linguistic citizenship as decolonial pedagogy, and nally Okim Kang will highlight research that uncovers and counters listeners’ biases of speakers’ identities. Altogether, the plenary speakers will address critical, cutting edge, and transformative research.

Ryuko Kubota AAAL First Vice President 2023-2024 It is my great pleasure to welcome you to the 2024 AAAL conference. The event takes place in Houston, Texas, the sacred, historical, and signi cant land for the Karankawa Kadla peoples and relatives. The conference offers unique opportunities for you to learn about their heritage, history of survival through colonialism, and efforts toward language reclamation. The program includes two special colloquia and a paper presentation on these topics, as well as the exhibition booth of the American Indian Center of Houston. I encourage you to recognize a long colonial history rooted in this place, extend understandings of similar conditions of the place you come from or are familiar with, and make the invisible visible in your scholarly work.

The theme of AAAL 2024 is “Thinking Otherwise, Acting for Change.” It signi es the importance of moving outside of the box to seek alternative ways of thinking, doing, and being as applied linguistics scholars in this volatile world with political, economic, ideological, and environmental disruptions as well as rapidly advancing technologies. The theme invites applied linguistics scholars to strive for peace, justice, and change through working in solidarity to construct a better future for everyone.

The conference also presents seven invited colloquia, including the Wilga Rivers Language Pedagogy Colloquium presented by CALICO (Computer-Assisted Language Instruction Consortium). Other invited colloquia address diverse topics: AI and SLA research; critical race approaches from international perspectives; methodological diversity of research on multilingualism; language education in the Texas borderlands; L2 writing and critical language awareness; and interrogating “linguistic theory” in Indigenous language work.

The conference also offers presentations in the forms of individual paper, one- or two-hour colloquium, poster (Saturday, Sunday, and Monday), and roundtable (Sunday and Monday).

This year, each roundtable session is one hour long and each table has three presentations, allowing engaging discussions among the presenters and the audience. In addition, there will be special sessions, including af nity group networking meetings, early-career scholars’ gathering, and lunch hour meetings on various topics. You are also welcome to the Opening Reception on Saturday from 7:00 to 8:00 pm and the Closing Wine & Cheese Reception on Tuesday from 3:00 to 4:00 pm. We strive to make the conference friendly to families and Ramadan-observing participants. Please visit the conference website for resources or ask staff and volunteers at the venue for more information.

I thank numerous volunteers who have worked tirelessly to make the conference possible. The names of the strand coordinators and proposal reviewers are recognized in the online PDF program. The AAAL committees and councils also have shaped the integral part of the conference. They include the Graduate Student Council, awards committees, the Conference Connections Committee, and the Committee on Online Education and Outreach. Also indispensable has been the expert support from the staff members at Nardone Consulting Group: Sherry Battle, Lindsay Cuppia, Laura Haller, Katie Henley, Natalie Nardone, and Hannah O’Dell.

Lastly, I am indebted to the dedication and outstanding work provided by the ten members of the Conference Planning Team, including eight PhD students at the University of British Columbia—Ryosuke Aoyama, Vincent Chien, Rosie David, Frances Maddalozzo, Alex Ross, Senyao Shen, Serikbolsyn Tastanbek, and Anastasia Zhuravleva—as well as Robert Randez, Conference Management Technician, and Eunjeong Lee, a faculty at the University of Houston, supporting the Pre-Conference Workshops and local Indigenous engagement.

We look forward to seeing you in Houston!

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Conference Organizing Team The University of British Columbia-based Conference Team for AAAL AAAL conference chair Ryuko Kubota AAAL business o ce liaison team: Senyao Shen Alex Ross A nity group facilitation team: Rosa Dene David Ryosuke Aoyama Serikbolsyn Tastanbek Alex Ross Communications team: Rosa Dene David Ryosuke Aoyama Serikbolsyn Tastanbek Alex Ross Senyao Shen Vincent Chien Orientation video production team: Anastasia Zhuravleva Serikbolsyn Tastanbek Rosa Dene David Alex Ross Corporate sponsor liaison team: Anastasia Zhuravleva Rosa Dene David

Graduate student awards coordinators: Senyao Shen Serikbolsyn Tastanbek Indigenous communities liaison team: Eunjeong Lee, University of Houston Anastasia Zhuravleva Frances Maddalozzo Special events coordinators: Serikbolsyn Tastanbek Ryosuke Aoyama Senyao Shen Program logistics coordinator: Robert Randez, Western Michigan University Ryosuke Aoyama Program PDF team: Vincent Chien Program scheduling team: Robert Randez, Western Michigan University Ryosuke Aoyama Alex Ross Strand coordination and abstract review team: Alex Ross Serikbolsyn Tastanbek Vincent Chien

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Conference Organizing Team

Ryuko Kubota

Rosa Dene David

Ryosuke Aoyama

Serikbolsyn Tastanbek

Alex Ross

Senyao Shen

Robert Randez

Eunjeong Lee

Anastasia Zhuravleva

Vincent Chien

Frances Maddalozzo

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Schedule at a Glance FRIDAY, MARCH 15 3:00 p.m. - 8:00 p.m.

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

MONDAY, MARCH 18 Registration Desk Open Graduate Research Roundtable and Social Mixer

SATURDAY, MARCH 16 7:00 a.m. - 4:30 p.m.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

8:00 p.m. - 9:00 p.m.

Registration Desk Open Concurrent Sessions-Colloquia,Papers Invited Colloquium Special Session Coffee Break (Exhibit Hall) Poster Session Exhibits Concurrent Sessions-Colloquia, Papers Concurrent Sessions-Colloquia, Papers Lunch Break (On Your Own) Concurrent Sessions-Colloquia, Papers Invited Colloquium Coffee Break (Exhibit Hall) Poster Session Concurrent Sessions-Colloquia,Papers Plenary - Candace Galla Welcome Reception (Exhibit Hall) Early Career Scholars Networking Event

SUNDAY, MARCH 17 7:00 a.m. - 4:30 p.m.

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

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

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

8:00 a.m. - 5:05 p.m.

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

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

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

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

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

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

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

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

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

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

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

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

Registration Desk Open Concurrent Sessions-Colloquia, Papers Special Session Invited Colloquium Roundtables Exhibits Coffee Break (Exhibit Hall) Poster Session Concurrent Sessions-Colloquia, Papers Plenary - María Cioè-Peña Lunch Break (On Your Own) Invited Colloquium Concurrent Sessions-Colloquia, Papers Coffee Break (Exhibit Hall) Poster Session Concurrent Sessions-Colloquia, Papers Plenary - Judit Kormos

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

Registration Desk Open 8:00 a.m. - 9:40 a.m.

Concurrent Sessions-Colloquia, Papers 8:00 a.m. - 10:00 a.m. Invited Colloquium 8:00 a.m. - 5:05 p.m.

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

Exhibits 9:40 a.m. - 10:10 a.m. Coffee Break (Exhibit Hall) 9:40 a.m. - 10:40 a.m. Poster Sessions 10:10 a.m. - 11:15 a.m. Concurrent Sessions-Colloquia, Papers 11:20 a.m. - 12:25 p.m. Plenary - Muzna Bishara 12:30 p.m. - 1:45 p.m. Lunch Break (On Your Own) 12:30 p.m. - 1:45 p.m. AAAL Business Meeting 1:50 p.m. - 3:50 p.m.

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

Concurrent Sessions-Colloquia, Papers 3:30 p.m. - 4:00 p.m.

Coffee Break (Exhibit Hall) 3:30 p.m. - 4:30 p.m.

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

Concurrent Sessions-Colloquia,Papers 5:55 p.m. - 7:00 p.m.

Plenary - Okim Kang 7:00 p.m. - 8:00 p.m.

Special Sessions

TUESDAY, MARCH 19 7:30 a.m. - 3:30 p.m.

Registration Desk Open 8:00 a.m. - 10:00 a.m. Invited Colloquium 8:00 a.m. - 9:40 a.m.

Concurrent Sessions-Colloquia, Papers 9:00 a.m. - 11:30 a.m. Exhibits 9:40 a.m. - 10:10 a.m. Coffee Break (Exhibit Hall) 10:10 a.m. - 12:10 p.m. Special Session 10:10 a.m. - 12:25 p.m. Concurrent Sessions - Colloquia, Papers 12:30 p.m. - 1:45 p.m. Lunch Break (On Your Own) 1:15 p.m. - 2:55 p.m.

Concurrent Sessions - Colloquia, Papers 3:00 p.m. - 4:00 p.m.

Wine and Cheese Reception

*Click here to learn more about AAAL 2024 Plenary Speakers. *Click here to learn more about AAAL 2024 Invited Colloquia.

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Conference Sponsors Thank You To Our 2024 Conference Sponsors AAAL thanks the following sponsors for their generous support of the 2024 Conference and of the eld of applied linguistics. Visit all our Sponsors and Exhibitors at the Exhibit Hall.

Premier Sponsor

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Conference Sponsors ASL Sponsorship

Graduate Student Council Roundtable Sponsor

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Conference Friends

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Conference Exhibitors

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Conference Information Registration Information Registration will be located on the third oor. The Registration Desk will be open during the following times: Friday, March 15 Saturday, March 16 Sunday, March 17 Monday, March 18 Tuesday, March 19

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

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

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

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

7:30 a.m. - 3:00 p.m.

Exhibit Hall Hours Sponsors and exhibitors will be located in the Exhibit Hall/Marketplace and are open at the following times: Saturday, March 16 Sunday, March 17 Monday, March 18 Tuesday, March 19

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

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

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

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

Coffee Breaks Coffee breaks will take place in the Exhibit Hall/Marketplace during the stated times below.

Saturday, March 16 Sunday, March 17 Monday, March 18 Tuesday, March 19

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

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

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

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

Health and Safety A current copy of the Hyatt Regency Houston’s Emergency Procedures can be found here.

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Session Guidelines

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

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

Roundtable Sessions - There will be 6 or 7 concurrent roundtable presentations in the room during your 60-minute session. You will be assigned to a table that seats up to 10 attendees.

A large poster outside of the Regency room will tell you which table you are assigned to.

Make sure to check your table assignment. Your table will have three presenters, including you. The session will last for 60 minutes. Each presenter will have 10 minutes to present. After the three presentations, invite the attendees for discussion and Q&A for 30 minutes. There will be a timekeeper in the room. You and the rest of concurrent presenters at each table will be stopped after 30 minutes to begin the group discussion.

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

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Wi-Fi Info and Conference App

Complimentary Wi-Fi is available in the Hyatt Houston conference area as well as the guest rooms.

To access the hotel internet in the conference area: Network Name: AAAL2024 Password: AAAL2024 (password is case sensitive) View available networks Click on the “AAAL2024” network to connect.

When prompted, enter the password.

AAAL 2024 Conference App

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AAAL 2024 Strand Coordinators

Analysis of Discourse and Interaction (DIS) Hayriye Kayi-Aydar, University of Arizona Kevin W. H. Tai, The University of Hong Kong Antiracism, Decolonization, and Intersectionality for Systemic Transformation (ADIST) Ena Lee, Simon Fraser University Tonda Liggett, Lin eld University 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 (COR) Bethany Gray, Iowa State University Tove Larsson, Northern Arizona University Educational Linguistics (EDU) Christopher Jenks, Utrecht University Kongji Qin, New York University Language and Ideology (LID) Prem Phyak, Teachers College, Columbia University Bal Krishna Sharma, University of Idaho Language and Technology (TEC) Mimi Li, University of Texas A&M J. Elliott Casal, Case Western Reserve University Language and the Law (LL) Jesse Egbert, Northern Arizona University Scott Jarvis, Northern Arizona University

Language Maintenance and Revitalization (LMR) Patricia Baquedano-López, University of California, Berkeley Jeff Bale, University of Toronto Language Planning and Policy (LPP) David Cassels Johnson, University of Iowa Amy J. Heineke, Loyola University Chicago Language, Cognition and Brain Research (COG) Bimali Indrarathne, York University Language, Culture, & Socialization (LCS) Katie A. Bernstein, Arizona State University Wendy Li, Duke Kunshan University Language, Gender, and Sexuality (LGS) Rodrigo Borba, Universidade Federal do Rio de Janeiro Mie Hiramoto, National University of Singapore Phonology/Phonetics and Oral Communication (POC) Dustin Crowther, University of Hawai‘i at Mānoa Kazuya Saito, University College London Pragmatics (PRG) Rachel Shively, Illinois State University Naoko Taguchi, Northern Arizona University Reading, Writing, and Literacy (RWL) Xiqiao (Sonja) Wang, University of Pittsburgh Hyung-Jo Yoon, California State University, Northridge Research Methodology (REM) Shaofeng Li, Florida State University Ashley Moore, Boston University

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AAAL 2024 Strand Coordinators

Second and Foreign Language Pedagogy (PED) Fan Fang, Shantou University Angelica Galante, McGill University Julius Martinez, Niigata University of International and Information Studies 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) Irina Zaykovskaya, University of Minnesota - Twin Cities Jerry Won Lee, University of California, Irvine

Teacher Education and Beliefs (TED) Anwar Ahmed, University of British Columbia Bedrettin Yazan, University of Texas at San Antonio Text Analysis (Written Discourse) (TXT) 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) Kohei Miki, Kindai University Takumi Uchihara, Waseda University

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Abstract Reviewers Analysis of Discourse and Interaction (DIS) Jennifer Burton, OISE University of Toronto Josh Prada, Indiana University Sidury Christiansen, University of Texas at San Antonio Angel Steadman, Highline College Christian Chun, University of Massachusetts Boston Eunseok Ro, Pusan National University Caroline Tagg, The Open University, UK Spencer Hazel, Newcastle University Lianjiang Jiang, hku Zhongfeng Tian, Rutgers University–Newark Anne Marie Guerrettaz, Washington State University Bethany Gray, Iowa State University Matthew Prior, Arizona State University Pramod Sah, University of Calgary Derya Kulavuz-Onal, Salisbury University Mingdan Wu, University College London Daniel Ming Kei Lam, University of Glasgow Ying Jin, The Hong Kong Polytechnic University Christiane Dalton-Puffer, University of Vienna Anne Pomerantz, University of Pennsylvania, Graduate School of Education Hugo Tam, Nanyang Technological University, Singapore Seyyed-Abdolhamid Mirhosseini, The University of Hong Kong Hansun Zhang Waring, Teachers College, Columbia University Bedrettin Yazan, The University of Texas at San Antonio Steven Talmy, UBC Meike Wernicke, University of British Columbia Ana Llinares, Universidad Autónoma de Madrid Olcay Sert, Mälardalen University William Feng, The Hong Kong Polytechnic University Fiona Farr, University of Limerick Rachel Pinnow, University of Missouri David Dai, Monash University, Australia Anna De Fina, Georgetown University Ryan Deschambault, University of British Columbia John Hellermann, Portland State University Gabriele Kasper, University of Hawai‘i at Mānoa Liudmila Klimanova, University of Arizona Anna Mendoza, University of Illinois at Urbana-Champaign Stephen Moody, Brigham Young University Hanh Nguyen, Hawai’i Paci c University Kongji Qin, New York University Junko Mori, University of Wisconsin Madison

Anti-racism, Decolonization, and Intersectionality for Systemic Transformation (ADIST) Angelica Amezcua, University of Washington Angel M. Y. Lin, Simon Fraser University Ari Sherris, Texas A&M University-Kingsville Ashley Moore, Boston University Wheelock College of Education and Human Development Suresh Canagarajah, Penn State Brian Morgan, Glendon College, York University Christian Chun, University of Massachusetts Boston Clayton Smith, University of Windsor Cristina Sanchez-Martin, University of Washington Jenna Cushing-Leubner, University of Wisconsin - Whitewater David Malinowski, San José State University Doris Warriner, Arizona State University Ena Lee, Simon Fraser University

Gloria Park, Indiana University of Pennsylvania Hyunjung Shin, University of Saskatchewan Jason Mizell, University of Miami Jonathan Rosa, Stanford University Jennifer Johnson, Stanford University Lei Jiang, University of Kansas Jamie Schissel, University of North Carolina at Greensboro USA Johanna Ennser-Kananen, University of Jyväskylä Julia Donnelly Spiegelman, University of Massachusetts Boston Kuo Zhang, University of Vermont Mel Engman, Queen's University Belfast Manka Varghese, University of Washington Matthew Prior, Arizona State Unverstiy Martha Bigelow, University of Minnesota Marlon Valencia, Glendon College, York University Nelson Flores, University of Pennsylvania Laxmi Ojha, Michigan State University Robert Kohls, San Francisco State University Sandra Kouritzin, University of Manitoba Sarah Benesch, College of Staten Island, City University of New York Gertrude M. Tinker Sachs, Georgia State Univ Tonda Liggett, Lin eld University Uju Anya, Carnegie Mellon University Stephanie Vandrick, University of San Francisco Thomas Walker, University of Michigan Xiangying Huo, University of Toronto, Canada

Assessment and Evaluation (ASE) Yasuyo Sawaki, Waseda University Xun Yan, University of Illinois at Urbana-Champaign Paula Winke, Michigan State University Wenyue Ma, university of illinois at urbana-champaign Koen Van Gorp, Michigan State University Shuai Li, Georgia State University Sun-Young Shin, Indiana University Scott Grapin, University of Miami Sarah Goodwin, Duolingo Saerhim Oh, Educational Testing Service Rurik Tywoniw, University of Illinois at Urbana-Champaign Rie Koizumi, University of Tsukuba Amirhossein Rasooli, University of Alberta Nazlinur Gokturk, Republic of Türkiye Ministry of National Education Noriko Iwashita, The University of Queensland Meg Montee, Georgetown University David MacGregor, WIDA at the University of Wisconsin Luke Harding, Lancaster University Ji-young Shin, University of Toronto Mississauga Jiyoon Lee, University of Maryland, Baltimore County Jee Wha Dakin, ETS Hyun Kang, University of Illinois at Urbana Champaign Hitoshi Nishizawa, University of Hawaii Heike Neumann, Concordia University Heidi Banerjee, PSI Services LLC Geoff LaFlair, Duolingo Erik Voss, Teachers College, Columbia University Constant Leung, King's College London Heesun Chang, Texas A&M University Dylan Burton, Michigan State University Benjamin Kremmel, Universität Innsbruck Alicia Kim, WIDA, Univ. of Wisconsin-Madison

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Abstract Reviewers Bilingual, Immersion, Heritage, and Minority Education (BIH) María Badillo-Méndez, Kennesaw State University Sovicheth Boun, Salem State University Rod Case, American association of applied linguistics Woongsik Choi, Illinois State University Angelica Galante, McGill University Armando Garza Ayala, University of New Mexico Laura Hamman-Ortiz, University of Rhode Island Atsushi Hasegawa, University of Hawaii at Manoa Agnes He, Stony Brook University Luz Yadira Herrera, CSU Channel Islands David Johnson, University of Iowa Hyun-Sook Kang, University of Illinois Urbana Champaign Nicole King, University of Rochester Gilberto Lara, The University of Texas at San Antonio Vashti Wai Yu Lee, Michigan State University Haiyan Li, Purdue University Chuan Lin, University at Buffalo Kristen Lindahl, University of Texas at San Antonio Mengfei Liu, Purdue University Scarlett Mannish, Stockholm University, centre for research on bilingualism Jeff McIlvenna, Pace University Heather Mello, National Coalition for Independent Scholars Anna Mendoza, University of Illinois at Urbana-Champaign Chris Montecillo Leider, University of Massachusetts Boston Deborah Palmer, University of Colorado Boulder Samarnh Pang, Purdue University Kim Potowski, University of Illinois at Chicago Josh Prada, Indiana University Steve Przymus, Texas Christian University (TCU) Judith Purkarthofer, University Duisburg-Essen René M. Rodríguez-Astacio, California State University, Fresno Brenda Sarmiento Quezada, Purdue University Peter Sayer, The Ohio State University Ofelia Schepers, Purdue University Daniela Silva, University of Texas at San Antonio Melanie Simpson, Faculty of Deaf and Hard of Hearing Education - York University Crissa Stephens, Georgetown University Rachel Stepina, Nevada Department of Education Jennifer Swoyer, The University of Texas at San Antonio Zhongfeng Tian, Rutgers University–Newark Kevin Wong, Pepperdine University Mariana Zaragoza, Oregon Department of Education

Corpus Linguistics (COR) Cristina Acunzo, PUC-SP Brazil Laura Aull, University of Michigan Monika Bednarek, The University of Sydney Tony Berber-Sardinha, Ponti cal Catholic University of Sao Paulo Doug Biber, NAU Alex Boulton, ATILF, CNRS & Université de Lorraine Gavin Brookes, Lancaster University Carla Consolini, University of Oregon Viviana Cortes, Georgia State University Peter Crosthwaite, University of Queensland Niall Curry, Manchester Metropolitan University Maria Diez-Ortega

María Belén Díez-Bedmar, Universidad de Jaén Mery Díez-Ortega, South Puget Sound Community College Tülay Dixon, Oxford College of Emory University Daniel Dixon, Georgia State University Philip Durrant, University of Exeter Jesse Egbert, Northern Arizona University Masaki Eguchi, University or Oregon/Waseda University Eric Friginal, The Hong Kong Polytechnic University Gaëtanelle Gilquin, UCLouvain Larissa Goulart, Montclair State University Marianna Gracheva, Northern Arizona University Nicholas Groom, University of Birmingham, UK Jack Hardy, Oxford College of Emory University Scott Jarvis, Northern Arizona University Henrik Kaatari, University of Gävle Daniel Keller, Western Kentucky University Kristopher Kyle, University of Oregon Merja Kytö, Uppsala University Ge Lan, City University of Hong Kong Zak Lancaster, Wake Forest University Geraldine Mark, Cardiff University Magali Paquot, FNRS - UCLouvain Javier Pérez-Guerra, University of Vigo Carmen Perez-Llantada, University of Zaragoza Pascual Pérez-Paredes, Universidad de Murcia Adriana Picoral, University of Arizona Geoffrey Pinchbeck, Carleton University Robert Poole, University of Alabama Paula Rautionaho, University of Eastern Finland Randi Reppen, Northern Arizona University Ute Römer, Georgia State University Jordan Smith, University of North Texas Shelley Staples, University of Arizona Ying Wang, Karlstad University Stefanie Wulff, University of Florida Selahattin Yilmaz, Yildiz Technical University

Educational Linguistics (EDU) Michele Back, University of Connecticut Pei-ni Causarano, Bradley University Ming Curran, Hong Kong PolyU Matthew Deroo, University of Miami Max Diaz, The Hong Kong Polytechnic University Renee Figuera, University of the West Indies, St Augustine Scott Grapin, University of Miami Jenifer Ho, The Hong Kong Polytechnic University Guangwei Hu, The Hong Kong Polytechnic University Francis Hult, University of Maryland, Baltimore County (UMBC) Vashti Wai Yu Lee, Michigan State University Jerry Lee, University of California, Irvine Phoebe Lin, The Hong Kong Polytechnic University Angel M. Y. Lin, Simon Fraser University Stephen Looney, Pennsylvania State University Paul McPherron, Hunter College Elizabeth Miller, University of North Carolina at Charlotte Rita Elaine Silver, Nanyang Technological University, National Institute of Education Gergana Vitanova, University of Central Florida Kevin Wong, Pepperdine University Soohye Yeom, New York University Rui (Eric) Yuan, University of Macau

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Abstract Reviewers Language and Ideology (LID) Jinhyun Cho, Macquarie University Ron Darvin, University of British Columbia Sender Dovchin, Curtin University Fan Fang, Shantou University Shuang Gao, University of Liverpool LIU Guangxiang, The Chinese University of Hong Kong Christina Higgins, University of Hawaii at Manoa Madhukar K C, Arizona State University, Tempe Jerry Lee, UC Irvine Eunjeong Lee, University of Houston Angel M. Y. Lin, Simon Fraser University Jason Litzenberg, Penn State University Guangxiang Liu, The Chinese University of Hong Kong Janice McGregor, University of Arizona Paul McPherron, Hunter College of the City University of New York (CUNY) Julia Menard-Warwick, University of California Davis Tommaso Milani, The Pennsylvania State University Lorato Mokwena, University of South Africa Katherine Morales Lugo, Teachers College, Columbia University Tomoaki Morikawa, Kanazawa University Jayson Parba, University of Hawaii at Manoa Joseph Sung-Yul Park, National University of Singapore Mi Yung Park, University of Auckland Vaidehi Ramanathan, University of California, Davis Peter Sayer, The Ohio State University Bal Krishna Sharma, University of Idaho Jaspal Singh, The Open University Tongle Sun, The Chinese University of Hong Kong Steven Yeung, The Chinese University of Hong Kong Yue Zhang, The Chinese University of Hong Kong

Language and Technology (TEC) Lee B. Abraham, Columbia University Zsuzsanna Abrams, Professor Rebecca Adams, University of Memphis Miriam Akoto, Sam Houston State University Katie Angus, University of Southern Mississippi David Barr, Ulster University Jessie Barrot, National University, Philippines Dawn Bikowski, Defense Language Institute Foreign Language Center Alex Boulton, ATILF, CNRS & Université de Lorraine Elena Cotos, Iowa State University Joe Cunningham, Georgetown University Maria Diez-Ortega Sean Farrell, University of South Florida John Gibbons, Texas A&M-Commerce Christoph Hafner, City University of Hong Kong Mirjam Hauck, The Open University UK Lianjiang Jiang, The University of Hong Kong Matt Kessler, University of South Florida Meei-Ling Liaw, National Taichung University of Education Steph Link, Oklahoma State University Stephen Looney, Pennsylvania State University Qing Ma, The Education University of Hong Kong Jeffrey Maloney, BYU-Hawaii Francesca Marino, University of South Florida

Zachary Miller, US Military Academy at West Point Jim Ranalli, Iowa State University Jonathon Reinhardt, U of Arizona Haoshan (Sally) Ren, Lancaster University Susanne Rott, U of Illinois Chicago Dong-shin Shin, University of Cincinnati Pia Sundqvist, University of Oslo Ruslan Suvorov, University of Western Ontario Joshua Thoms, Utah State University Oksana Vorobel, BMCC, CUNY Kevin Wong, Pepperdine University Junjie Gavin Wu, Shenzhen Technology University Sumei Wu, Beijing Normal University Bonnie Youngs, Carnegie Mellon University Nicole Ziegler, University of Hawaii at Manoa

Language and the Law (LL) Mary Akbary, Northern Arizona University Philipp Angermeyer, York University Tanya Karoli Christensen, University of Copenhagen William Eggington, Forensic Linguistics LLC./Brigham Young University Emeritus Brett Hashimoto, Brigham Young University Annina Heini, Aston University Daniel Keller, Northern Arizona University Karen E. Lillie, State University of New York at Fredonia Nicci MacLeod, Aston Insitute for Forensic Linguistics Andrea Nini, University of Manchester Ute Roemer, Georgia State University Margaret van Naerssen, Independent Consultant/ Applied Linguistics Keith Walters, Portland State University Dakota Wing, York University Margaret Wood, Northern Arizona University

Language Maintenance and Revitalization (LMR) Wesley Leonard, University of California, Riverside Mel Engman, Queen's University Belfast Jesse Wichers Schreur, Leiden University Shawna-Kaye Tucker, University of Toronto Pia Lane, MultiLing, University of Oslo Lisa Marie Brinkmann, University of Hamburg Martin Guardado, University of Alberta Sheilah Nicholas, University of Arozona Katja Francesca Cantone, University of Duisburg-Essen Lucia Cardenas Curiel, Michigan State University Jeff Bale, OISE/University of Toronto

Language Planning and Policy (LPP) Elisabeth Barakos, University of Hamburg Dr. Florence Bonacina-Pugh, The University of Edinburgh Sovicheth Boun, Salem State University Kevin Carroll, University of Puerto Rico, Rio Piedras Fabiola Ehlers-Zavala, Colorado State University Shannon Fitzsimmons-Doolan, Texas A&M University Corpus Christi Xuesong Gao, University of New South Wales Francis Hult, University of Maryland, Baltimore County (UMBC) Yalda M. Kaveh, Arizona State University Pia Lane, MultiLing, University of Oslo

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Abstract Reviewers Karen E. Lillie, State University of New York at Fredonia Sarah Moore, University of Maryland College Park Trang Nguyen, University of Melbourne Leigh Oakes, Queen Mary University of London Taina Saarinen, University of Jyväskylä Peter Sayer, The Ohio State University Crissa Stephens, Georgetown University

Language, Cognition, and Brain Research (COG) Vanek Norbert, University of Auckland Judit Kormos, Lancaster University Andrea Revesz, University College London Gisela Granena, Universitat Oberta de Catalunya Yuichi Suzuki, Kanagawa University Leah Roberts, University of York Nadia Mifka-Profozic, University of York Hyeonjeong Jeong, Tohoku University Stephen Skalicky, Victoria University of Wellington

Language, Culture, Socialization, & Pragmatics (LCS) Zsuzsi Abrams, University of California Santa Cruz Sara Alvarez, Queens College, CUNY/CUNY-IIE Angelica Amezcua, University of Washington Erhan Aslan, University of Reading Kathleen Bardovi-Harlig, Indiana University Nancy Bell, Washington State University Asta Cekaite, Linkoping University Wenhao Diao, The University of Arizona Patricia Duff, University of British Columbia Mark Emerick, Vassar College Julieta Fernández, University of Arizona Debra Friedman, Indiana University, Bloomington Blanche Gao, Arizona State University Devin Grammon, University of Oregon Alissa Hartig, Portland State University Atsushi Hasegawa, University of Hawaii at Manoa Teresa Hernandez-Gonzalez, Concordia University Sara Hillman, Texas A&M University at Qatar Francis Hult, University of Maryland, Baltimore County Jennifer Johnson, Stanford University Soomin Jwa, Kongju National University Gabriele Kasper, University of Hawai'i at Manoa Yalda M. Kaveh, Arizona State University Daisuke Kimura, Waseda University Celeste Kinginger, Penn State Sheng-Hsun Lee, University of Queensland Rebecca Linares, University of Colorado Boulder Dalia Magana, UC Merced Naoko Mochizuki, Kanda University of International Studies Leslie Moore, Ohio State University Junko Mori, University of Wisconsin-Madison Amy Wanyu Ou, Chalmers University of Technology Joseph Sung-Yul Park, National University of Singapore Nicole Pettitt, Youngstown State University Kaisa Pietikäinen, NHH Norwegian School of Economics Anne Pomerantz, University of Pennsylvania, Graduate School of Education

Jackie Ridley, Kent State University Sabrina Sembiante, Florida Atlantic University Jaran Shin, Kyung Hee University Wenyang Sun, University of Utah Naoko Taguchi, Northern Arizona University Steven Talmy, The University of British Columbia Rémi Adam van Compernolle, Carnegie Mellon University Yi Wang, Stony Brook University Linlin Wang, The Welcoming Center Lawrence Williams, University of North Texas Sandra Zappa-Hollman, The University of British Columbia Yiqiong Zhang, Guangdong University of Foreign Studies

Language, Gender, and Sexuality (LGS) Farhana Abdul Fatah, Universiti Sains Malaysia Uju Anya, Carnegie Mellon University Paul Baker, Lancaster University Giuseppe Balirano, University of Naples L'Orientale Liana Biar, PUC-Rio J Calder, University of Colorado Germán Canale, Universidad de la República, Uruguay Holly Cashman, University of New Hampshire Li-Chi Chen, Kazimierz Wielki University, Poland James Coda, University of Tennessee Jason D'Angelo, American University Susan Ehrlich, York University Sibonile Edith Ellece, University of Botswana Branca Fabrício, Federal University of Rio de Janeiro Nelson Flores, University of Pennsylvania Gavin Furukawa, Sophia University Roey Gafter, Ben-Gurion University of the Negev Christian Go, De La Salle Universit- Manila Atiqa Hachimi, university of Toronto Frazer Heritage, Manchester Metropolitan University Lucy Jones, University of Nottingham Brian W. King, Univeresity of Hong Kong Kris Knisely, The University of Arizona Veronika Koller, Lancaster University Lex Konnelly, University of Toronto Eric K. Ku, Hokkaido University Michelle Lazar, National University of Singapore Erez Levon, University of Bern Busi Makoni, Pennsylvania State University Glenda Melo, Universidade Federal do Estado do Rio de Janeiro Tommaso Milani, The Pennsylvania State University Momoko Nakamura, Kanto Gakuin University Joshua Paiz, George Washington University Vincent Pak, National University of Singapore Joseph Sung-Yul Park, National University of Singapore Amiena Peck, University of the Western Cape Eric Louis Russell, University of California, Davis Helen Sauntson, York St John University, United Kingdom Julia Donnelly Spiegelman, University of Massachusetts Boston Anastasia Stamou, Aristotle University of Thessaloniki, Greece Rebecca Starr, National University of Singapore Cindi SturtzSreetharan, Arizona State University Cherise Shi Ling Teo, National Institute of Education, Nanyang Technological University Denise TroutmanR Michigan State UniversityI Lexi Webster, University of Southampton Andrew Wong, California State University, East Bay

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Abstract Reviewers Phonology/Phonetics and Oral Communication (POC) Walcir Cardoso, Concordia University Andrew Lee, Brock University Amanda Huensch, University of Pittsburgh John Levis, Iowa State University Solene Inceoglu, Australian National University Pavel Tro movich, Concordia University Ines Martin, U.S. Naval Academy Mary O'Brien, University of Calgary Ron Thomson, Brock University Germán Zárate-Sández, Western Michigan University Sinem Sonsaat Hegelheimer, Iowa State University Murray Munro, Simon Fraser University Okim Kang, Northern Arizona University

Pragmatics (PRG) Kathleen Bardovi-Harlig, Indiana University Lori Czerwionka, Purdue University Zohreh Eslami, Texas A&M University Cesar Felix-Brasdefer, Indiana University Julieta Fernandez, University of Arizona Noriko Ishihara, Hosei University Shuai Li, Georgia State University Hanh Nguyen, Hawaii Paci c University Wei Ren, Beihang University Carsten Roever, The University of Melbourne Rachel Shively, Illinois State University Yunwen Su, 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 Margaret Berg, University of Northern Colorado Juan Berrios, University of Pittsburgh Emma Britton, Cornell University Zhenhao Cao, Victoria University of Wellington Lourdes Cardozo-Gaibisso, Mississippi State University Sojin Cho, University of Pittsburgh Toni Dobinson, Curtin University Qian Du, University of California, Irvine Hyun-Bin Hwang, Michigan State University Sarah Jackson, Penn State Alexandria Jennings, University of Pittsburgh Lei Jiang, University of Kansas Janina Kahn-Horwitz, Oranim College Mohammad Nabi Karimi, Kharazmi University Tehran Iran Matt Kessler, University of South Florida Youngmeen Kim, Georgia State 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 Lianjiang Jiang, hku Jungmin Lim, Dankook University, South Korea Chunhong Liu, Simon Fraser University Chan Lu, University of Washington

Pauline Mak, The Education University of Hong Kong Irini Mavrou, Nebrija University & University College London Amir Michalovich, University of British Columbia Ryan Miller, Kent State University Marianne Nikolov, University of Pecs, Hungary Jean Parkinson, Victoria University of Wellington, New Zealand Devon Pham, University of Pittsburgh Neda Sahranavard, University of California, Irvine Jaran Shin, Kyung Hee University Nicole Siffrinn, University of Southern Maine Sue Star eld, University of New South Wales Christine Tardy, University of Arizona Nathan Thomas, UCL (University College London) Marjolijn Verspoor, University of Pannonia Zhaozhe Wang, University of Toronto Lindsey Williams, University of Pittsburgh Shizhou Yang, Payap University Youngjoo Yi, The Ohio State University Yiqiong Zhang, Guangdong University of Foreign Studies, PRC Tiefu Zhang, University of Electronic Science and Technology of China Cong Zhang, Shandong University

Research Methodology (REM) Brian King, University of Hong Kong Sue Star eld, University of New South Wales Sal Consoli, University of Edinburgh Cristine Severo, Federal University of Santa Catarina Bronson Hui, University of Maryland, College Park Aarnes Gudmestad, Virginia Tech Kevin McManus, Penn State University Luke Plonsky, Northern Arizona University Kara Morgan-Short, University of Illinois Chicago Brian Paltridge, University of Sydney John Rogers, The Hong Kong Polytechnic University Chengchen Li, Huazhong University of Science and Technology, China Rhonda Oliver, Curtin University Kristopher Kyle, University of Oregon Andrea Revesz, University College London Lawrence Zhang, University of Auckland, New Zealand ZhaoHong Han, Teachers College, Columbia University Martin East, The University of Auckland Ashley Moore, Boston University Wheelock College of Education and Human Development Meike Wernicke, University of British Columbia Daniel Silva, Universidade Federal de Santa Catarina Xuesong Gao, University of New South Wales Aline Godfroid, Michigan State University Tommaso Milani, The Pennsylvania State University David Johnson, University of Iowa Muzna Awayed Bishara, Tel Aviv University

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Abstract Reviewers Second and Foreign Language Pedagogy (PED) John Adamson, University of Niigata Prefecture Isabel Pe anco Martin, Ateneo de Manila University Marianne Rachel Perfecto, Ateneo de Manila University Ali Shehadeh, UAE University Jayson Parba, University of Hawaii at Manoa Amira Benabdelkader, Université Frères Mentouri Constantine 1 Seongyong Lee, Hannam University Jing Zhang, Shantou University Chang Liu, Capital university of Economics and Business Yebing Zhao, Shenzhen Technology University Sisilia Halimi, Universitas Indonesia Chan Narith Keuk, Royal University of Phnom Penh Yusop Boonsuk, Prince of Songkla University Emi Otsuji, University of Technology Sydney Sihan Zhou, The Chinese University of Hong Kong Claudia Sanchez-Gutierrez, University of California, Davis Joel Thibeault, University of Ottawa John Wayne dela Cruz, McGill University Akhyar Rido, Universitas Teknokrat Indonesia Romylyn Metila, University of the Philippines-Diliman Simone Sarmento, Federal University of Rio Grande do Sul Walcir Cardoso, Concordia University Josh Prada, Center for Language and Cognition, University of Groningen Paula Kristmanson, University of New Brunswick Sílvia Melo-Pfeifer, Hamburg Universität Diane Querrien, Concordia University, Montreal Veronique Lemoine-Bresson, Universite de Lorraine Jiajia Eve Liu, City University of Macau Andrew Lee, Brock University Xiaojing Wang, Beijing Normal University Xiaozhou Emily Zhou, Shanghai International Studies University, China Susan Ballinger, McGill University Miso Kim, Tamagawa University Kristof Savski, Prince of Songkla University Benjamin Calman, McGill University Ye Han, Harbin Institute of Technology, Shenzhen Paiwei Qin, University of Jyväskylä Chaoqun Lu, The Education University of Hong Kong Enrica Piccardo, University of Toronto Rowland Anthony Imperial, University of Oxford Álvaro Quintero-Polo, Universidad Distrital Francisco José de Caldas Singhanat Kenny Nomnian, Mahidol University, Thailand

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 Othman Z Barnawi, Royal Commission for Yanbu Colleges and Institutes, Saudi Arabia Lara Bryfonski, Georgetown University Yingzhao Chen, Michigan State University John Chi, University of Maryland, College Park Minyoung Cho, Korea University Jessica Cox, Franklin and Marshall College Jean-Marc Dewaele, Birkbeck, University of London Wenhao Diao, The University of Arizona Xuesong Gao, University of New South Wales

Christina Gkonou, University of Essex Julia Goetze, University of Wisconsin-Madison Gisela Granena, Universitat Oberta de Catalunya Laura Gurzynski-Weiss, Indiana University ZhaoHong Han, Teachers College, Columbia University Xuehong (Stella) He, Swansea University, UK Bronson Hui, University of Maryland, College Park Solene Inceoglu, Australian National University Daniel Isbell, University of Hawaii at Manoa Noriko Iwashita, The University of Queensland Mark James, Arizona State University Jookyoung Jung, The Chinese University of Hong Kong Sanghee Kang, Georgia State University Eva Kartchava, Carleton University Sihui Ke, University of Kentucky Amanda Kibler, Oregon State University Minkyung Kim, Korea National University of Education Soo Hyon Kim, University of New Hampshire YouJin Kim, Georgia State University Kathy Kim, Boston University Craig Lambert, Curtin University Diane Larsen-Freeman, University of Michigan Ronald Leow, Georgetown University Shaofeng Li, Florida State University Alicia Luque, Nebrija University Ryo Maie, The University of Tokyo Kim McDonough, Concordia University Kevin McManus, Penn State University Jorge Mendez Seijas, Yale University Zachary Miller, US Military Academy at West Point Ryan Miller, Kent State University Alfonso Morales-Front, Georgetown University Akira Murakami, University of Birmingham Rhonda Oliver, Curtin University Hae In Park, Kyung Hee University Lucy Pickering, Texas A&M University-Commerce Luke Plonsky, Northern Arizona University Charlene Polio, Michigan State University Leila Ranta, University of Alberta Wei Ren, Beihang University Andrea Revesz, University College London Rebecca Sachs, Sandy Spring Friends School Kazeem Sanuth, Indiana University Cristina Sanz, Georgetown University Masatoshi Sato, Universidad Andres Bello Natsuko Shintani, Kansai University Megan Solon, Indiana University Myeongeun Son, Gangneung-Wonju National University Patti Spinner, Michigan State University LeAnne Spino, University of Rhode Island Scott Sterling, Indiana State University Yunwen Su, 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 Julio Torres, University of California, Irvine Koen Van Gorp, Michigan State University Marjolijn Verspoor, University of Pannonia Min Wang, Zhejiang University

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Abstract Reviewers Seth Wiener, Carnegie Mellon University Wayne Wright, Purdue University Shu-Ling Wu, Southern Illinois University Carbondale Stefanie Wulff, University of Florida Yi Xu, University of Pittsburgh Yiran Xu, University of California, Merced Yucel Yilmaz, Indiana University Janire Zalbidea, Temple University Celia Chomón Zamora, ACTFL Yongyan Zheng, Fudan University Nicole Ziegler, University of Hawaii at Manoa

Sociolinguistics (SOC) Christian Ilbury, The University of Edinburgh Songqing Li, Xi'an Jiaotong-Liverpool University Jennifer Sclafani, University of Massachusetts Boston Aarnes Gudmestad, Virginia Tech Silvina Bongiovanni, Michigan State University Kira Morse, Virginia Tech University Zihan Yin, The Australian National University Hazrat Umar, National University of Modern Languages, Islamabad, Pakistan Sibonile Mpendukana, University of Cape Town Hyunjung Shin, University of Saskatchewan Pavadee Saisuwan, Chulalongkorn University Mskwaankwad Rice, University of Minnesota Midori Ishida, San Jose State University Yoonhee Kang, Seoul National University Joseph Sung-Yul Park, National University of Singapore Ron Darvin, University of British Columbia Petre Breazu, Loughborough University / University of Cambridge Nelson Flores, University of Pennsylvania Víctor Fernández-Mallat, Georgetown University Letizia Mariani, University of California, Irvine Adriana Lopes, Federal Rural University of Rio de Janeiro (UFRRJ) Mie Hiramoto, National University of Singapore Yongqing Ye, Michigan State University Monica Nesbitt, Indiana University Amanda Dalola, University of Minnesota Andrea Sterzuk, University of Regina Chris Jenks, Utrecht University Daniel Silva, Universidade Federal de Santa Catarina Branca Fabrício, Federal University of Rio de Janeiro Stephen Fafulas, University of Mississippi Ann Thuy-Ling Tran, University of California, Irvine Michał B. Paradowski, Institute of Applied Linguistics, University of Warsaw Chloé Diskin-Holdaway, The University of Melbourne Andrew Jocuns, University of Kurdistan Hewlêr Elaine Chun, University of South Carolina

Teacher Education and Beliefs (TED) Kathryn Accurso, University of British Columbia Asma Afreen, University of British Columbia Michael Amory, Oklahoma State University Elena Andrei, Cleveland State University Ana Maria F Barcelos, Universidade Federal de Viçosa Othman Z Barnawi, Royal Commission for Yanbu Colleges and Institutes, Saudi Arabi

Andreea Cervatiuc, The University of British Columbia Amin Davoodi, University of Texas Permian Basin Youmna Deiri, Texas A&M International University Kenan Dikilitas, University of Stavanger Vesna Dimitrieska, Indiana University Bloomington Carmen Durham, University of Northern Iowa Mariah Fairley, American University in Cairo Cristhian Fallas Escobar, University of Texas at San Antonio Alejandra Favela, Lewis & Clark College Kay Gallagher, Emirates College of Advanced Education David Gerlach, University of Wuppertal Christina Gkonou, University of Essex Paula Golombek, University of Florida Tammy Gregersen, American University of Sharjah Fatma Gümüşok, Bartın University Sarah Hopkyns, University of St Andrews, UK Mohammad Nabi Karimi, Kharazmi University Sedigheh Karimpour, Mazandaran University of Medical Sciences Hayriye Kayi-Aydar, University of Arizona Ufuk Keles, Bahçeşehir University Sandra Kouritzin, University of Manitoba Ena Lee, Simon Fraser University Kristen Lindahl, The University of Texas at San Antonio Behzad Mansouri, University of Alabama Dian Marissa, Royal Commission Yanbu Colleges and Institutes Jessica McConnell, The University of Texas at San Antonio Sadiq Midraj, Zayed University Elizabeth Miller, University of North Carolina at Charlotte Chris Montecillo Leider, University of Massachusetts Boston Trish Morita-Mullaney, Purdue University Yoshiyuki Nakata, Doshisha University Mostafa Nazari, Kharazmi University Hoa Nguyen, University of New South Wales Gloria Park, Indiana University of Pennsylvania Luis Javier Pentón Herrera, Akademia Ekonomiczno-Humanistyczna w Warszawie Prem Phyak, Teachers College, Columbia University Denchai Prabjandee, Burapha University, Thailand Gail Prasad, York University Hamza R'boul, The Education University of Hong Kong Doaa Rashed, Rutgers University Tamara Roose, California State University, San Bernardino Nathanael Rudolph, Kindai University Ali Fuad Selvi, University of Alabama Fauzia Shamim, Durbeen (NGO) Jaran Shin, Kyung Hee University Angel Steadman, Highline College Shaila Sultana, University of Dhaka Zia Tajeddin, Tarbiat Modares University Hanife Taşdemir, İstanbul University - Cerrahpaşa Yasemin Tezgiden-Cakcak, Middle East Technical University Zhongfeng Tian, Rutgers University–Newark Ozgehan Ustuk, The Hong Kong Polytechnic University Baburhan Uzum, Sam Houston State University Stephanie Vandrick, University of San Francisco Chaoran Wang, Colby College Amber Warren, Vanderbilt University Meike Wernicke, University of British Columbia Mark Wyatt, Khalifa University

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Abstract Reviewers Text Analysis (Written Discourse) (TXT)

Vocabulary and Lexical Studies (VOC)

Marianna Ryshina-Pankova, Georgetown Diane Potts, Lancaster University Juyeon Yoo, Ball State University Dong-shin Shin, University of Cincinnati Betty Samraj, San Diego State University Brian Paltridge, University of Sydney Jinsil Jang, Dongshin University Tony Cimasko, Miami University Bill Crawford, Northern Arizona University Robert Kohls, San Francisco State University Christine Tardy, University of Arizona Kyung Min Kim, University of Michigan-Shanghai Jiao Tong University Joint Institute Silvia Pessoa, Carnegie Mellon University in Qatar

Laurence Anthony, Waseda University Samuel Barclay, Nottingham Trent University Frank Boers, University of Western Ontario Jon Clenton, Hiroshima University Yen Dang, University of Leeds Dina El-Dakhs, Prince Sultan University Yanxue Feng, Western University Tess Fitzpatrick, Swansea University Emi Iwaizumi, University of Western Ontario Zhouhan Jin, University of Western Ontario Shuhei Kadota, Kwansei Gakuin University Su Kyung Kim, Korea University Ryuya Komuro, University of Tsukuba Benjamin Kremmel, University of Innsbruck Batia Laufer, Universiy of Haifa, Israel Phoebe Lin, The Hong Kong Polytechnic University Stuart McLean, Kindai University Tatsuya Nakata, Rikkyo University Elke Peters, KU Leuven Geoffrey Pinchbeck, Carleton University Eva Puimège, KU Leuven Michael Rodgers, Carleton University Norbert Schmitt, University of Nottingham (Emeritus) Suhad Sonbul, Umm Al-Qura University Kotaro Takizawa, Waseda University Mark Feng Teng, Beijing Normal University Masato Terai, Aichi University of Technology Laura Vilkaitė-Lozdienė, Vilnius University Injung Wi, Western University Akifumi Yanagisawa, University of Tsukuba Xi Yu, University of Western Ontario

Translation and Interpretation (TRI) Eriko Sato, Stony Brook University Tong King Lee, University of Hong Kong Holly Jacobson, University of New Mexico Federica Ceccoli, University of Bologna Laura Gavioli, Dipartimento di Studi Linguistici e Culturali - Università di Modena e Reggio Emilia Sonia Colina, University of Arizona Aida Martinez-Gomez, City University of New York Aline Ferreira, UCSB

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Conference Connections Mentors Thank You Salvatore Attardo, Texas A&M University - Commerce Jayoung Choi, Kennesaw State University Dustin Crowther, University of Hawaii at Mānoa Amin Davoodi, University of Texas Permian Basin Haley de Korne, University of Oslo Meagan Driver, Michigan State University Huan Gao, University of Memphis Bethany Gray, Iowa State University Phillip Hamrick, Kent State University Amanda Kibler, Oregon State University Chun Lai, The University of Hong Kong Beatrice Latawiec, Wichita State University Shuyuan Liu, Brown University Stephen Looney, Penn State University Chan Lu, University of Washington Kelle Marshall, Pepperdine University Kevin McManus, Penn State University Shondel Nero, NYU Steinhardt Abigail Parrish, University of Shef eld Megan Madigan Peercy, University of Maryland J.L. Prada, University of Groningen Kellie Rolstad, University of Maryland Ji-young Shin, University of Toronto Mississauga Kaitlyn Tagarelli, Mango Languages Xiao Tan, Duke University Amy Thompson, West Virginia University Paul Thompson, University of Birmingham Maria Villalobos-Buehner, Rider University Juyeon Yoo, Ball State University Amanda Huensch, University of Pittsburgh Francis Troyan, Ohio State University Graeme Porte, University of Granada Rod Ellis, Curtin University Ali Al-Hoorie, Saudi TESOL Alissa Hartig, Portland State University Amber Warren, Vanderbilt University Andrea Revesz, University College London Anna Mendoza, University of Illinois at Urbana-Champaign Aris Clemons, University of Tennessee Knoxville Avary Carhill-Poza, University of Massachusetts Boston Ayo Osisanwo, University of Ibadan, Ibadan, Nigeria & Leuphana University, Lueneburg, Germany Bedrettin Yazan, The University of Texas at San Antonio Ben Naismith, Duolingo Brian King, University of Hong Kong Bridget Goodman, Nazarbayev University Brittany Frieson, University of North Texas Bronson Hui, University of Maryland, College Park Chaoran Wang, Colby College Charlie Nagle, The University of Texas at Austin Christine Shea, University of Iowa Davy Tran, University of Virginia Dongbo Zhang, University of Exeter Dwight Atkinson, University of Arizona Elisa Gironzetti, University of Maryland Elizabeth (Liz) Miller, University of North Carolina at Charlotte Elizabeth (Lizz) Huntley, University of Colorado Denver Emma Trentman, University of New Mexico Eve Ryan, University of Alaska Fairbanks Ghada Gherwash, Colby College Giselle Martinez Negrette, University of Illinois Urbana-Champaign Gordon West, WIDA at the University of Wisconsin-Madison Gregory Thompson, Brigham Young University Hyun-Sook Kang, University of Illinois at Urbana-Champaign

Jakub Bielak, Adam Mickiewicz University, Poznan, Poland Janire Zalbidea, Temple University Joel Heng Hartse, Simon Fraser University Jungmin Kwon, Michigan State University Justin Jernigan, Georgia Gwinnett College Kara Morgan-Short, University of Illinois Chicago Kate Yaw, University of South Florida Katherine Flowers, University of Massachusetts Lowell Katie Bernstein, Arizona State University kendall king, Univ of Minnesota Kevin Carroll, University of Puerto Rico, Río Piedras Kevin Wong, Pepperdine University Kevin W. H. Tai, The University of Hong Kong Kimberly Morris, University of Wisconsin, La Crosse Kongji Qin, New York University Kristina Lewis, Illinois State University Kristopher Kyle, Department of Linguistics, University of Oregon Laura Mahalingappa, University of Maryland Laura Aull, University of Michigan LeAnne Spino-Seijas, University of Rhode Island Lei Jiang, University of Kansas Leslie Moore, Ohio State University Li-Jen Kuo, Texas A&M University Linda Harklau, University of Georgia Luke Plonsky, Northern Arizona University Mai Nguyen, Manchester Metropolitan University Margaret van Naerssen, Independent Consultant Matt Kessler, University of South Florida Matt Lucas, Kansai University (Osaka, Japan) Michał B. Paradowski, Institute of Applied Linguistics, University of Warsaw Michele Back, University of Connecticut Mimi Li, Texas A&M University-Commerce Naheen Madarbakus, University of Tsukuba Nelson Flores, University of Pennsylvania Nick Henry, The University of Texas at Austin Nina Moreno, University of South Carolina Peter Sayer, The Ohio State University Peter Torres, Arizona State University Pia Lane, MultiLing, University of Oslo Pramod Sah, The Education University of Hong Kong Rachel Bhansari, Portland State University Rachel Shively, Illinois State University Rining Wei, Xi'an Jiaotong-Liverpool University Ronald Leow, Georgetown University Roswita Dressler, University of Calgary Roya Pashmforoosh, Texas A&M University Sarah Hercula, Missouri University of Science and Technology Saskia Van Viegen, York University Scott Sterling, Indiana State University Shannon Fitzsimmons-Doolan, Texas A&M University, Corpus Christi Shim Lew, University of West Florida Sidury Christiansen, The University of Texas at San Antonio Silvia Melo-Pfeifer, University of Hamburg (Germany) Sophia Strietholt, UNC at Chapel Hill Susan Ballinger, McGill University Tairan Qiu, University of Houston Talia Isaacs, University College London (UCL) Virak Chan, Purdue University Wenyang Sun, University of Utah Xuran Han, University of Greenwich Yasuko Kanno, Boston University Yilin Sun, Seattle Colleges Zhaozhe Wang, University of Toronto

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Conference Student Volunteers Thank You Francesca Grixoni, NAU / KSU Yuya Yamamoto, University at Buffalo, SUNY Marcella Caprario, Northern Arizona University Yuqing Zhang, Florida State University Michol Miller, University of Hawaiʻi at Mānoa Kim Nguyen, Northern Arizona University Brandon Yuhas, Arizona State University Yaser Shamsi, Oklahoma State University Xiaofan Xu, Florida State University Miguel King, Fanshawe College/York University Xinyue Lu, The Ohio State University Zhouhan Jin, Western University Kyungjin Hwang, University of South Carolina Yara Rabea, American University of Sharjah Eunhae Cho, The Pennsylvania State University Duk-In Choi, The Pennsylvania State University Andrea Hernando, Georgetown University Hsiang-Ling Wang, The Ohio State University Jiaxin Tian, University of Hawaii Vannessa Quintana Sarria, Applied Lingustics Anh Dang, University of Arizona Tu Dang, University of Georgia Hui Wang, University of Arizona Elena Danilina, University of Toronto Oksana Moroz, Indiana University of Pennsylvania Eunjeong Ahn, Georgia State University Wei Xu, University of Arizona Fadhila Hadjeris, UCLA Jeevan Karki, Michigan State University Kerry Pusey, University of Pennsylvania

Luoxiangyu Zhang, University of South Florida Vito Miao, Northern Arizona University Batbold Bukhchuluun, Brigham Young University Sian Lee, The Pennsylvania State University Yoon Namkung, Georgia State University Vashti Lee, Michigan State University Minjin Kim, The Pennsylvania State University Ai-Ling Lu, The Ohio State University Ruge Zhao, University of Hawaii at Manoa Kelly Kendro, Northern Arizona University Minghui Sun, The Pennsylvania State University Katherin Vargas Henao, Georgetown University Laxmi Prasad Ojha, Michigan State University Maria Laura Zalazar, Georgetown University Elizabeth King, University of Illinois at Urbana-Champaign Gabriella Reyes, Georgetown University Miguel Hernandez Alonso, University of Utah Elizabeth Hanks, Northern Arizona University Jorge Ramos, Georgetown University Sudhashree Girmohanta, University of Toronto Eric Ho, University of Wisconsin-Madison Fernando Lesniak, University of Minnesota Haomei Meng, Texas A & M Commerce Jongwoo Lee, The Ohio State University Kevin Hirschi, Northern Arizona University Melike Akay, University of South Florida Ming C, The University of Memphis Sheila Ameri, The Ohio State University Vitoria Castor, Western Michigan University Xixin Qiu, The Pennsylvania State University

Research-based Instructional Strategies Accessible to Educators Support multilingual learners’ acquisition of language and engagement with academic content.

Licensed book seller Books contain turnkey application activities across grades and content areas Free ML instructional resource library for educators Explore books, resources, and more at SupportEd.com

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Plenary Sessions DAY

Friday, March 1

Saturday, March 16

Sunday, March 17

Sunday, March 17

Monday, March 18

Monday, March 18

TIME AND LOCATION

1:00 p.m. - 2:00 p.m.

Zoom Presentation

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

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

TITLE Trans linguacultures, trans logics: Re-imagining the potentiality of applied linguistics through gender justice

Transforming our thinking about, of, and through Indigenous and embodied language practices

B is for Bilingual, Black, or Broken: The need for an intersectional, human(e) applied linguistics

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

Exploring equitable access to language learning for neurodiverse students in classroom settings: Past achievements and future directions

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

Linguistic citizenship as decolonial pedagogy: How minoritized language speakers contest epistemic injustices in EFL education

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

Acting to change [our] perspectives: Social judgements, bias, and mitigation

SPEAKER

Kris Aric Knisely, University of Arizona

Candace Galla, University of British Columbia

María Cioè-Peña, University of Pennsylvania

Judit Kormos, Lancaster University

Muzna AwayedBishara, Tel Aviv University

Okim Kang, Northern Arizona University

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Plenary Sessions Friday, March 1st 1:00 p.m. - 2:00 p.m.

Zoom Presentation Recording can be viewed on the AAAL website until March 31, 2024

Trans linguacultures, trans logics: Re-imagining the potentiality of applied linguistics through gender justice

Kris Aric Knisely University of Arizona

As scholar-educators in disciplines and departments where languages are taught, learned, and researched, the time for us to work towards forms of gender justice that honor, and revel in the knowledges and linguacultures of trans people has long since been here and is ever-more overdue as globalized and localized forms of anti-trans, anti-education, and other oppressive actions continue (Knisely, 2023; Knisely & Russell, 2024). As recent conference themes suggest, we have grown to understand our eld in new ways “in times of reckoning and change” and through the kinds of capacity-building that “collaborating and mentoring” can afford us. Yet, another period of calling in, calling out, and calling forth is needed for us to “think otherwise” and understand distinctly trans approaches to applied linguistics beyond the con nes of inclusionary discourses alone. Burgeoning research into trans ways of doing and teaching language has given us new ways of thinking about language-as-social-verb, learning as participation in languaging communities, and education as a site for gender justice. This work has also invited us to continue to intersectionally re-think key concepts in our eld, such as through the consideration of distinctly trans approaches to translanguaging and to the undoing of competence. These ways of thinking otherwise invite us to reimagine what we do as language scholar-educators in conversation with trans linguacultures. They invite us to act for change by observing “the tensions of our own humanity, our own languaging and gendering, our own doing and undoing, and look through it for what might be our greater potentiality,” and what might be the greater potentiality of applied linguistics as a whole (Knisely & Russell, 2024). They invite us to ask: What will we do, as individual scholars in a eld to work toward a world where language enriches the livability of all of our lives?

Dr. Kris Aric Knisely is an Assistant Professor of French and Intercultural Competence as well as af liated faculty in both Second Language Acquisition and Teaching and the Trans Studies Research Cluster at the University of Arizona.

Knisely’s research focuses on the interplay between the social, relational practices of doing language and doing gender, particularly as they relate to language education and to trans linguacultures. Dr. Knisely’s work has appeared in a variety of venues including Contemporary French Civilization, CFC Intersections, Critical Multilingualism Studies, Foreign Language Annals, The French Review, Gender and Language, and The Modern Language Journal, among others. Knisely is also co-editor (with Eric Russel, UC-Davis) of Redoing linguistic worlds: Unmaking gender binaries, remaking gender pluralities (Multilingual Matters).

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Plenary Sessions Saturday, March 16th 5:55 p.m. - 7:00 p.m.

Transforming our thinking about, of, and through Indigenous and embodied language practices

Candace Galla University of British Columbia

While education historically has been used as a deliberate and effective tool in the destruction of Indigenous epistemologies and in the disruption of intergenerational language transmission, education is also now a place where Indigenous Peoples turn to recover, reclaim, revitalize, and maintain their Indigenous languages. Despite foreign perspectives and lingering ideologies that continue to hinder communities from living their respective lives, Indigenous Peoples are reasserting their sovereignty and selfdetermination to champion community-led and -centered initiatives and programming with the intention to build language capacity. Through the engagement of cultural traditions, communities are actively restoring their Indigenous languages through embodied cultural practices. As a Kanaka Hawaiʻi scholar-educator who is a continuing learner of ʻŌlelo Hawaiʻi (Hawaiian language), I will share how hula is an example of multimodality and multiliteracies that not only perpetuates Hawaiian traditions, but also is used as a method to document and revitalize HI/stories and culture, to learn/teach about, of, and/or through language, and to express meaning through embodied language practices. As such, hula embodies the connection between Hawaiian language, culture, place, song, dance, chant, student, teacher, and so forth, as well as decolonial resistance and imagined futures for Kanaka Hawaiʻi and Hawaiʻi.

This presentation will also invite AAAL and its members to critically re ect on and uncover their past and present relationality with Indigenous Peoples (beyond a perfect stranger), to recognize and respect the knowledges that are deeply embedded and embodied in Indigenous cultures and the lands that they reside, to cultivate an understanding of the signi cance of revitalizing and reclaiming Indigenous languages, and to transform their (scholarly) role as allies and advocates of and for Indigenous human rights and justice.

Dr. Candace Kaleimamoowahinekapu Galla (Kanaka Hawaiʻi) is an Associate Professor in the department of Language and Literacy Education (Faculty of Education) and the Institute for Critical Indigenous Studies (Faculty of Arts) at the University of British Columbia. Her scholarly work has sought to emphasize and contribute to Hawaiian language and Indigenous languages at the intersection of education, revitalization, digital technology, and cultural practices and decolonizing and Indigenizing the academy to create pathways for Indigenous thinkers and scholars. She is currently co-developing the Massive Open Online Course (MOOC) on Indigenous Policy, Planning, Implementation and Assessment, and will be a co-instructor of the MOOC for the inaugural offering in Fall/Winter 2023. Prior to joining UBC, she served as the Program Coordinator of the American Indian Language Development Institute at the University of Arizona and taught as a Visiting Assistant Professor in Ka Haka ʻUla O Keʻelikōlani College of Hawaiian Language at the University of Hawaiʻi in Hilo.

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Plenary Sessions Sunday, March 17th 11:20 a.m. - 12:25 p.m.

B is for Bilingual, Black, or Broken: The need for an intersectional, human(e) applied linguistics Currently educational labels like “English Language Learner” and “Student with Disabilities” are understood/viewed as necessary components to ensuring that marginalized students receive important services, modi cations, and accommodations within schools. However, these labels, which originate from the Bilingual Education Act and the Individuals with Disabilities Education Act, respectively, are rooted in colonialism, racism, and ableism. They may, ultimately, function as methods of racializing and pathologizing linguistically-minoritized students and their families, including Latinx/e communities in the U.S. These labels are also used to limit racialized children’s access to inclusion and bilingual education programs.

This signi cantly impacts their opportunities to learn, and in turn, their socioacademic development and upward mobility. In this presentation, I will rst situate current conceptualizations of languages, language learning, and linguistic practices within oppressive structures stemming from coloniality – namely antiblackness and ableism. I will then show how the lived experiences of racialized and pathologized Latinx people – in the context of their positioning with(in) public school institutions - are critical to understanding issues relating to racial integration, opportunities to learn, and social strati cation. Finally, I will share how humanizing approaches can be used to inform larger systems approaches while supporting the development AND enactment of equity and justice in applied linguistics across policy, research, and practice.

María Cioè-Peña

University of Pennsylvania

Dr. María Cioè-Peña earned her PhD in Urban Education from The Graduate Center City University of New York, where she was also an Advance Research Collaborative fellow and a Presidential MAGNET Fellow. She is a bilingual/biliterate education researcher and educator who examines the intersections of disability, race and language within school-parent partnerships and education policy. Taking a sociolinguistic approach and stance, she pushes and reimagines the boundaries of inclusive spaces for minoritized children. Stemming from her experiences as a former bilingual special education teacher, María’s research focuses on bilingual children with dis/abilities, their families and their ability to access multilingual and inclusive learning spaces within public schools. Her interests are deeply rooted in political economy, raciolinguistic perspectives and critical dis/ability awareness within schools, families and communities. María is currently an Assistant Professor of Educational Linguistics at the University of Pennsylvania’s Graduate School of Education.

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PLENARY SESSIONS Sunday, March 17th 5:55 p.m. - 7:00 p.m.

Exploring equitable access to language learning for neurodiverse students in classroom settings: Past achievements and future directions Language learners can vary along a wide range of cognitive, affective, social, educational, and contextual dimensions. Second language acquisition research has long acknowledged the importance of cognitive factors in the effective learning of additional languages but cognitive diversity among learners is rarely considered from the perspective of inclusion and access in our eld. The concept of neurodiversity views individual variability along cognitive and neurological dimensions as integral to how people experience and interact with the world around them. Neurodiverse language learners can face several challenges in instructed language learning and assessment contexts, most of which could be alleviated if the barriers to their success were identi ed and principles of inclusive education were implemented.

In this presentation, I will give a narrative overview of the series of research projects I have conducted over the past 15 years to enhance neurodiverse students’ access to language learning and to promote inclusive language teaching and assessment practices. Research ndings, derived from interviews, questionnaires, observational studies and the analysis of second language performance, yield insights into the complexities of cognitive and affective challenges neurodiverse students are confronted with. The studies also highlight that policy-level, institutional, curricular, and pedagogical factors and practices can constitute signi cant barriers for neurodiverse language learners. The talk will also describe how, based on these ndings, I have initiated several teacher education programs on inclusive language teaching, and I will identify the measurable impact of these initiatives on language teachers. I will also summarize the results of our recent research projects in the area of accessible language assessment and the bene ts of testing adjustments for test-takers with diverse cognitive abilities. The presentation will conclude with an action plan for future research and implications for inclusive multilingual pedagogies and educational policies.

Judit Kormos Lancaster University

Judit Kormos is a Professor in Second Language Acquisition at Lancaster University. Her research focuses on the cognitive processes involved in learning and using additional languages. She has published widely on the effect of dyslexia on learning additional languages including the book “The Second Language Acquisition Process of Students with Speci c Learning Dif culties” (Routledge, 2017). She is also the author of several research papers that have investigated the accessibility of language tests for young learners. She was a key partner in the EU-sponsored Dyslexia for Teachers of English as a Foreign Language and the Comics for Inclusive Language Teaching projects both of which won the British Council’s ELTon award. She is the lead educator of the Dyslexia and Foreign Language Teaching massive open online learning course offered by FutureLearn and has run teacher education workshops and webinars on inclusive language teaching in a large variety of international contexts.

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

Linguistic citizenship as decolonial pedagogy: How minoritized language speakers contest epistemic injustices in EFL education

Muzna AwayedBishara Tel Aviv University

In my plenary, I will revisit the notion of EFL as a cultural discourse that I developed in previous work by engaging with it from a Southern locus of enunciation. I offer nuanced insights for understanding how EFL can serve as a framework of voice, action, and empowerment through which minoritized language speakers in troubled educational contexts act as transformative agents. Developing transformative agency has been identi ed in the last two decades as a central goal EFL education must achieve. Yet, EFL pedagogies can still reproduce hegemonic and exclusionary ideologies, particularly in multilingual contexts dominated by colonial power relations between languages and their speakers. In Israel, for example, EFL has been shown to either grant minoritized language speakers a voice, or offer a neo-colonial register compatible with colonial forces (AwayedBishara, Netz, & Milani, 2022). Speci cally, the Palestinian Arabic-speaking community studies in a segregated schooling system which is, nevertheless, dominated and administered by Israel’s Ministry of Education. Previous research has underpinned the educational apparatus of Palestinians as a colonized education showing how it acts to limit what Palestinian students and teachers can express about their identity and experiences, particularly inside EFL classrooms (ibid.). Based on ethnographic studies that I have conducted inside and outside the formal educational system in Israel, I demonstrate how Arabic speakers are employing English in their everyday lives to open new meaningmaking spaces for contesting the politics of silencing and crafting new subjectivities of political speakerhood. Engaging with Stroud’s notion of Linguistic Citizenship (LC), I show how EFL practices of minoritized speakers in troubled educational contexts are examples of LC as a decolonial pedagogy. With its Southern focus on transformative practices for crafting autonomous subjectivities, LC offers the eld of EFL education new conceptual, methodological, and semiotic spaces for including Southern voices and advancing epistemic justices.

Muzna Awayed-Bishara is a senior faculty member in the Program for Multilingual Education, School of Education at Tel Aviv University. Her main research interests are: multilingualism and minority education, Southern applied/socio linguistics, EFL education within local-global contexts, Freirean language pedagogies, language and intercultural communication, and language policy and planning in con ict-ridden contexts. Muzna had three distinguished postdoctoral positions in: the Center for the Study of Multiculturalism and Diversity at the Hebrew University of Jerusalem; the Paulo Freire Institute at the University of California in Los Angeles (UCLA); and the Martin Buber Society of Fellows in the Humanities and Social Sciences at the Hebrew University of Jerusalem. Muzna has authored articles in leading peer-reviewed journals such as TESOL Quarterly and Applied Linguistics and book chapters in edited volumes. She is the author of EFL Pedagogy as Cultural Discourse: Textbooks, Practice, and Policy for Arabs and Jews in Israel (Routledge, 2020).

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Plenary Sessions Monday, March 18th 5:55 p.m. - 7:00 p.m.

Acting to change [our] perspectives: Social judgements, bias, and mitigation With the rise of awareness in diversity, equity, and inclusion (DEI), there is a pressing need for reexamining an ongoing act of social discrimination in which individuals’ language use is misjudged and misunderstood by virtue of listeners’ stereotypes of speakers’ social identities.

Because language judgments have tangible impacts on individuals’ opportunities for education, for career advancement, and even for civil rights, listener bias and stereotyping issues [e.g., linguistic stereotyping (Bradac et al., 2001; Lambert et al., 1960) or reverse linguistic stereotyping (Rubin, 1992; Kang & Rubin, 2009; Kang & Yaw, 2021)] are of more than just scholarly interest. In fact, stereotypes can play an important role at the most basic level of perceptual encoding of information (Dragojevic, 2020; von Hippel et al., 1995). These stereotyping processes can result in language-based discrimination which occurs commonly in our daily life. At the same time, thankfully, there is a growing body of research that has examined the malleability of these biased judgments in the face of targeted interventions. Some examples include intergroup contact activities (Allport, 1954; Kang et al., 2015; Kang & Moran, 2019), implicit exposure or explicit instruction of accented speech (Lindemann et al., 2016), or perspective-taking on reducing bias and prejudice (e.g., Finlay & Stephan 2000; Galinsky et al. 2005). Therefore, in this talk, I will start with the discussion of language ideology, reexamine listeners’ expectations in social judgments, and introduce various studies and cases which illustrate raciolinguistic phenomena in both educational and real-world contexts (e.g., employment for immigrants).

I will also highlight and recommend speci c methods that can mitigate such prejudice and help change [our] perspectives towards individuals in sociopolitical struggles over language as a function of DEI in educational and workforce-related communication contexts particularly in the era of globalization.

Okim Kang

Northern Arizona University

Okim Kang is Professor of Applied Linguistics and Director of the Applied Linguistics Speech Lab at Northern Arizona University. Her research interests are speech perception/ production, language social psychology/ attitudes, L2 pronunciation/intelligibility, L2 oral assessment/testing, and automated scoring/ speech recognition. She has published and co-authored 6 books on the topics of spoken discourse, prosody, and communication success, including a handbook about contemporary English pronunciation. She has published over 100 academic articles and given 230 keynote and conference presentations. She is an associate editor for Applied Linguistics, and serving on the editorial board for various journals (e.g., Language Testing, SSLA, Language Teaching, Journal of Second Language Pronunciation). She has organized conferences (e.g., PSLLT 2019), and served as technical program chairs (e.g., INTERSPEECH 2022 or IEEE ICASSP2024), and on the AAAL award committees. She obtained over 40 grants, including NSF and testing agencies (e.g., ETS, Duolingo, IELTS, Cambridge Assessment, or British Council).

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Invited Colloquia

Saturday, March 16 8:00 a.m. - 10:00 a.m.

Imperial Ballroom East Central - 3rd Floor Wilga Rivers language pedagogy colloquium by CALICO: Language pedagogies and disruptive technologies Convened by: Mathias Schulze, San Diego State University

Saturday, March 16 1:50 p.m. - 3:50 p.m.

Imperial Ballroom East Central - 3rd Floor Critical race approaches and language studies from international perspectives Convened by: Wenhao Diao, The University of Arizona

Sunday, March 17 8:00 a.m. - 10:00 a.m.

Imperial Ballroom East Central - 3rd Floor Leveraging arti cial intelligence in second language acquisition research Convened by: Scott Crossley, Vanderbilt University

Sunday, March 17 1:50 p.m. - 3:50 p.m.

Imperial Ballroom East Central - 3rd Floor Language, learning, and teaching in the Texas borderlands Convened by: Patricia Sánchez, University of Texas at San Antonio

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Invited Colloquia

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

Imperial Ballroom East Central - 3rd Floor Indigenous language work: “Unhinging” the linguistic-language paradox to think otherwise; enact change Convened by: Sheilah Nicholas, University of Arizona & Kelly Baur, Arizona State University

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

Imperial Ballroom East Central - 3rd Floor Exploring multilingualism from diverse research and methodological perspectives: Enacting equitable multilingualism Convened by: Yumi Matsumoto, University of Pennsylvania

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

Imperial Ballroom East Central - 3rd Floor Recognizing and expanding the rhetorical agency of L2 writers through critical language awareness (CLA) pedagogy Convened by: Shawna Shapiro, Middlebury College

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AAAL 2024 Award Recipients 2024 Book Award Jerry Won Lee, University of California, Irvine

2024 Research Article Award Yalda Kaveh, Arizona State University Katie Bernstein, Arizona State University Claudia Cervantes-Soon, Arizona State University Sara Rodriguez-Martinez, Arizona State University Saida Mohamed, Arizona State University

2024 Dissertation Award Christian Fallas-Escobar, Universidad Nacional de Costa Rica

2024 Distinguished Service and/or Engaged Research Graduate Student Award in Relation to Diversity Efforts Kelly Baur, Arizona State University

2024 Distinguished Public Service Award Leslie Villegas, Education Policy Program, New America

2024 Distinguished Scholarship and Service Award Kendall King, University of Minnesota

2024 Graduate Student Award

Olessya Akimenko, Simon Fraser University (Wilga Rivers Award) Aisha Barise, McGill University Simon Bauer, University of Gothenburg Saurav Goswami, Georgetown University Lisa Lackner, University of Toronto (Duolingo Award) Harumi Maeda, Stanford University (NFMLTA/MLJ Award) Sophia Minnillo, University of California Davis (Grabe/Stoller Award) Caitlyn Pineault, Georgetown University (NFMLTA/MLJ Award) Monica Shank Lauwo, University of British Columbia (Multilingual Matters Award) Julia Spiegelman, University of Massachusetts Boston (Duolingo Award) Lyana Sun Han Chang, Penn State (GSA-JEDI Award) Yuanheng Wang, Penn State Hongye Zeng, University of Maryland College Park (ETS Award)

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AAAL 2024 Award Recipients 2024 Indigenous Language Scholarship Support Fund Lorena Alarcon, University of Illinois at Urbana-Champaign Jacqueline Campo, University of Massachusetts Boston Nimasha Malalasekera, University of Montreal, Canada Paul Meighan-Chiblow, McGill University Shaila Sultana, University of Dhaka, Bangladesh

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AAAL Leadership Executive Committee

President: Lourdes Ortega, Georgetown University President Elect: Peter De Costa, Michigan State University First Vice President: Ryuko Kubota, University of British Columbia Second Vice President: Manka Varghese, University of Washington Immediate Past President: Fabiola Ehlers-Zavala, Colorado State University Secretary: Agnes He, Stony Brook University Treasurer: Scott Jarvis, Northern Arizona University Member at Large: Julie Sykes, University of Oregon Member at Large: Yasuko Kanno, Boston University Member at Large: Elizabeth Miller, University of North Carolina at Charlotte GSC Representative: Oksana Moroz, Indiana University of Pennsylvania OEOC Representative: Stephanie Link, Oklahoma State University

Standing Committees Budget Committee Chair: Scott Jarvis, Northern Arizona University Lourdes Ortega, Georgetown University Peter De Costa, Michigan State University Ryuko Kubota, University of British Columbia Manka Varghese, University of Washington Katie Henley, AAAL Business Of ce

Committee on Conference Connections Chair: Dustin Crowther, The University of Hawai‘i at Mānoa Brittany Frieson, The University of North Texas Mihiri Jansz, The Open University of Sri Lanka, Sri Lanka Irasema Mora Pablo, Universidad de Guanajuato, Mexico Oksana Moroz, Indiana University of Pennsylvania Romy Ghanem, Northern Arizona University Anna Mendoza, University of Illinois Urbana Irina Zaykovskaya, University of Minnesota - Twin Cities In Ji Sera Chun, University of Hawai‘i at Mānoa Manka Varghese, University of Washington

Committee for Online Education and Outreach Chair: Stephanie Link, Oklahoma State University Stephen Moody, Brigham Young University Katherine Christoffersen, University of Texas Rio Grande Valley Svetlana Koltovskaia, Northeastern State University Sarah Hercula, Missouri University of Science and Technology Haley De Korne, University of Oslo Marda Rose, The Bishop's School Peter De Costa, Michigan State University

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AAAL Leadership Dissertation Award Committee Chair: Michele Back, University of Connecticut Brittany Frieson, University of North Texas Melike Ünal Gezer, TED University Ellen Sera ni, George Mason University Alyssia Miller De Rutte, Colorado State University Kathy Kim, Boston University Julie Sykes, University of Oregon

Distinguished Public Service Award Committee Chair: Nihat Polat, University of Maryland Ashley Moore, Boston University Paul Kei Matsuda, Arizona State University Maricel Santos, San Francisco State University Peter De Costa, Michigan State University

Distinguished Scholarship and Service Award Committee Chair: Shondel Nero, New York University Martha Bigelow, University of Minnesota Suhanthie Motha, University of Washington Aneta Pavlenko, University of Oslo Peter De Costa, Michigan State University

Distinguished Service and Engaged Research Graduate Student Award in Relation to Diversity Efforts Committee Chair: Oksana Moroz, Indiana University of Pennsylvania John Wayne dela Cruz, McGill University Chia-Hsin (Jennifer) Yin, Ohio State University Bedrettin Yazan, University of Texas at San Antonio Peter De Costa, Michigan State University

FFAL Trustees Chair: Linda Harklau, University of Georgia Past Chair: Dudley Reynolds, Carnegie Mellon University Qatar Shawn Loewen, Michigan State University Scott Jarvis, The University of Utah Chia-Hsin (Jennifer) Yin, Ohio State University

First Book/Book Award Committee Chair: Matthew Prior, Arizona State University Miyuki Sasaki, Waseda University, Japan Stephanie Vandrick, The University of San Francisco Saskia Van Viegen, York University Mostafa Papi, Florida State University

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AAAL Leadership First Book/Book Award Committee (continued) Miguel Perez-Milans, University College London Hyunjung Shin, University of Saskatchewan Okim Kang, Northern Arizona University Uju Anya, Carnegie Mellon University Xuesong (Andy) Gao, University of New South Wales, Australia Elizabeth Miller, The University of North Carolina at Charlotte

Graduate Student Award Committee Chair: Joel Heng Hartse, Simon Fraser University Maria Diez-Ortega, South Puget Sound Community College Sovicheth Boun, Salem State University Mimi Li, Texas A&M University-Commerce Tryphenia Peele-Eady, University of New Mexico Yasuko Kanno, Boston University

Nominating Committee Chair: Amanda Kibler, Oregon State University Guofang Li, University of British Columbia Julieta Fernandez, University of Arizona Emma Trentman, University of New Mexico Jamie Schissel, The University of North Carolina at Greensboro Peter De Costa, Michigan State University

Public Affairs and Engagement Committee Chair: Bedrettin Yazan, University of Texas at Austin Vice-Chair: Anwar Ahmed, University of British Columbia John Wayne dela Cruz, McGill University Unju Anya, Carnegie Mellon University Katherine Moran, Center for Applied Linguistics Amelia Tseng, American University Peter De Costa, Michigan State University

Research Article Award Committee Chair: Jason Mizell, University of Miami Christine Tardy, University of Arizona Gloria Park, Indiana University of Pennsylvania Lei Jiang, University of Kansas Yasuko Kanno, Boston University

Resolutions Committee Chair: Prem Phyak, Teachers College, Columbia University Usree Bhattacharya, University of Georgia Maneka Brookes, Texas State University Lourdes Ortega, Georgetown University

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AAAL Leadership Graduate Student Council Co-chair: Oksana Moroz, Indiana University of Pennsylvania Co-chair: John Wayne dela Cruz, McGill University Diversity, Member-at-Large, Secretary – Chia-Hsin (Jennifer) Yin, Ohio State University Newsletter, Member-at-Large – Jieun Kim, University of Hawaii Event-Planning, Member-at-Large – Kyungjin Hwang, University of South Carolina Social Media, Member-at-Large – Wei Xu, University of Arizona

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

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

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

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AAAL Past Presidents 2022 - 2023 - Fabiola Ehlers-Zavala, University of Colorado

1998 - 1999 - Merrill Swain, University of Toronto

2021 - 2022 - Patricia Duff, University of British Columbia

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

2020 - 2021 - Kendall King, University of Minnesota

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

2019 - 2020 - Laura Collins, Concordia University

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

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

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

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

2011 - 2012 - Suresh Canagarajah, Pennsylvania State University

1988 - 1989 - Jacquelyn Schachter, University of Southern California

2010 - 2011 - Heidi Byrnes, Georgetown University

1987 - 1988 - Susan Gass, University of Michigan

2009 - 2010 - Jeff Connor-Linton, Georgetown University

1986 - 1987 - Dell Hymes, University of Pennsylvania

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

1985 - 1986 - Courtney Cazden, Harvard University

2007 - 2008 - Kathleen Bardovi-Harlig, Indiana University

1984 - 1985 - Braj Kachru, University of Illinois UrbanaChampaign

2006 - 2007 - Carol Chapelle, Iowa State University 2005 - 2006 - Richard F. Young, University of WisconsinMadison

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

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

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

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

1980 - 1981 - Eugene Briere, University of Southern California

2002 - 2003 - Margie Burns, Purdue University

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

2001 - 2002 - Bill Grabe, Northern Arizona University 2000 - 2001 - Pat Carrell, Georgia State University

1978 - 1979 - Wilga Rivers, Harvard University

1999 - 2000 - Patsy Lightbown, Concordia University

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Conference Hotel Maps

OOR PLAN cond Level

Hyatt Houston 2nd Floor REGENCY GARAGE

REGENCY ROOM JUNIOR BALLROOM HAIR SALON

REGENCY FOYER

LIBRARY W OM EN S ME

NS

WINDOW BOX

SKYWALK ESCALATOR

ELEVATORS

OPEN ATRIUM

TO HOUSTON INDUSTRIES PLAZA

ARBORETUM V

ARBORETUM IV

ARBORETUM III

ARBORETUM II

ARBORETUM I

THE STUDY

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Hyatt Houston 3rd Floor

IMPERIAL BALLROOM EAST MAGNOLIA

IMPERIAL BALLROOM CENTER

IMPERIAL BALLROOM WEST

BA

LLR FO OO YE M R

BA

LC ON Y

ME N WO ME N

ATRIUM

ELEVATORS

FLOOR PLAN Third Level

Conference Hotel Maps

BANQUET OFFICE

T +1 713 654 1234 F +1 713 375 4628 houston.regency.hyatt.com

DOGWOOD

REDBUD

MESQUITE

COTTONWOOD

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F +1 713 375 4628 houston.regency.hyatt.com

Conference Hotel Maps FLOOR PLAN Fourth Level

Hyatt Houston 4th Floor

OFFICE

LIVE OAK

WILLOW MENS

ELEVATORS

WOMENS

PONDEROSA

HOLLY

CEDAR

SANDALWOOD B

RAINTREE

EBONY

PECAN

A

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Conference Hotel Maps FLOOR PLAN Sixth Level

Hyatt Houston 6th Floor

BOARDROOM B EXIT

CONFERENCE ROOM 7 CONFERENCE ROOM 6 CONFERENCE ROOM 5 CONFERENCE ROOM 4 CONFERENCE ROOM 8

CONFERENCE ROOM 3 CONFERENCE ROOM 2 CONFERENCE ROOM 1

WOMENS

PANTRY MENS

BOARDROOM A

CONFERENCE ROOM 9

EXIT

ELEVATORS

BOARDROOM C

EXIT

STORAGE

CONFERENCE ROOM 10

631

632

633

634

635

636

637

638

639

640

641

642

GUESTROOMS

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Conference Exhibitor Map

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Local Restaurants Dining Options Close to the Hotel: • Downtown Houston Tunnel System Mon-Fri 7AM - 3PM • Einstein Bros. Bagels (on property) 6 AM -12 AM • Shula’s Steakhouse (on property) Breakfast Mon-Fri 6 AM - 10 AM Breakfast Sat-Sun 7 AM - 11 AM Closed for lunch Sat-Sun Dinner Fri-Sat 5:30 PM - 9:30 PM • Lobby Bar (on property) Fri-Sat 12 PM - 1 AM Sun 12 PM - 11 PM • Corner Bakery Cafe 1000 Main St, Houston, TX 77002 Mon-Fri 6:30 AM - 3 PM • Russo’s Pizzeria 604 Polk St, Houston, TX 77002 Closed Sunday • Wimpy’s Hamburgers 632 Polk St, Houston, TX 77002 Closed Sunday • Benihana 1318 Louisiana St, Houston, TX 77002 • Finn Hall Food Court 712 Main St, Houston, TX 77002 • Downtown Houston Dining • Halal Restaurants

*For additional information about things to see and do while in Houston as well as restaurants that offer special menus pertaining to those looking for Kosher, gluten free, and the celebration of Ramadan, please click here.

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