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 significant 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.

Welcome Message from the President

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.

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!

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: first-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 affinities with others... You can find the full list (about 28!) if you use the “Special Session” filter 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, کرابم زورون nowruz 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, officer 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 official 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 fill our 14 Standing Committees, the Graduate Student Council, one task force, and the JEDI ad hoc committee. The AAAL community is complex, generative, and selfless. It is these ingredients, plus very, very hard work, that will make our four days together in Houston so enjoyable and beneficial!

Welcome Message from the Conference Chair

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 significant 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 signifies 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 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 five plenary sessions. The first 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 significance 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 finally 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.

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 affinity 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!

Conference Organizing Team

The University of British Columbia-based Conference Team for AAAL

AAAL conference chair

Ryuko Kubota

AAAL business office liaison team:

Senyao Shen

Alex Ross

A

ffinity 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

Conference Organizing Team

Eunjeong Lee

Alex Ross

Frances Maddalozzo

Vincent Chien

Robert Randez

Anastasia Zhuravleva

Ryuko Kubota

Rosa Dene David

Ryosuke Aoyama

Serikbolsyn Tastanbek

Senyao Shen

FRIDAY, MARCH 15

Schedule at a Glance

3:00 p.m. - 8:00 p.m. Registration Desk Open

4:00 p.m. - 8:00 p..m Graduate Research Roundtable and Social Mixer

SATURDAY, MARCH 16

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. - 10:00 a.m. Special Session

9:40 a.m. - 10:10 a.m. Coffee Break (Exhibit Hall)

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

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

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

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

Concurrent Sessions-Colloquia, Papers

Concurrent Sessions-Colloquia, Papers

12:30 p.m. - 1:45 p.m. Lunch Break (On Your Own)

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

Concurrent Sessions-Colloquia, Papers

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

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 - Candace Galla

7:00 p.m. - 8:00 p.m. Welcome Reception (Exhibit Hall)

8:00 p.m. - 9:00 p.m. Early Career Scholars Networking Event

SUNDAY, MARCH 17

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. Special Session

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)

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

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

Concurrent Sessions-Colloquia, Papers

11:20 a.m. - 12:25 p.m. Plenary - María Cioè-Peña

12:30 p.m. - 1:45 p.m. Lunch Break (On Your Own)

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

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

MONDAY, MARCH 18

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.

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 field of applied linguistics. Visit all our Sponsors and Exhibitors at the Exhibit Hall.

Premier Sponsor

Conference Sponsors

ASL Sponsorship

Graduate Student Council Roundtable Sponsor

Conference Friends

Conference Information

Registration Information

Registration will be located on the third floor. The Registration Desk will be open during the following times:

Friday, March 15 3:00 p.m. - 8:00 p.m.

Saturday, March 16 7:00 a.m. - 4:30 p.m.

Sunday, March 17 7:00 a.m. - 4:30 p.m.

Monday, March 18 7:00 a.m. - 4:30 p.m.

Tuesday, March 19 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 9:00 a.m. - 4:30 p.m.; Welcome Reception 7:00 p.m. - 8:00 p.m.

Sunday, March 17 9:00 a.m. - 4:30 p.m.

Monday, March 18 9:00 a.m. - 4:30 p.m.

Tuesday, March 19 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 9:40 a.m. - 10:00 a.m. / 3:30 p.m. - 4:00 p.m.

Sunday, March 17 9:40 a.m. - 10:10 a.m. / 3:30 p.m. - 4:00 p.m.

Monday, March 18 9:40 a.m. - 10:10 a.m. / 3:30 p.m. - 4:00 p.m.

Tuesday, March 19 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

Session Guidelines

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

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

Roundtable Sessions - 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.

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

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, Linfield 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

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

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 Pacific 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, Linfield 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

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, Pontifical 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

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

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

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 Trofimovich, 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 Pacific 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 Starfield, 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 Starfield, 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

Abstract Reviewers

Second and Foreign Language Pedagogy (PED)

John Adamson, University of Niigata Prefecture

Isabel Pefianco 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

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

Abstract Reviewers

Text Analysis (Written Discourse) (TXT)

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

Translation and Interpretation (TRI)

Eriko Sato, Stony Brook University

Tong King Lee, University of Hong Kong

Vocabulary and Lexical Studies (VOC)

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

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 Sheffield

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

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

Friday, March 1

Plenary Sessions

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

Zoom Presentation

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

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

Sunday, March 17

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

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

Kris Aric Knisely, University of Arizona

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

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

Candace Galla, University of British Columbia

María Cioè-Peña, University of Pennsylvania

Monday, March 18 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

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

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

Judit Kormos, Lancaster University

Muzna AwayedBishara, Tel Aviv University

Okim Kang, Northern Arizona University

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 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 confines 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 field, 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 field 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 affiliated 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).

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

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 reflect 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 significance 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.

Candace Galla

University of British Columbia

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

María Cioè-Peña University of Pennsylvania

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, modifications, 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 significantly impacts their opportunities to learn, and in turn, their socioacademic development and upward mobility. In this presentation, I will first 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 stratification. 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.

Dr. María Cioè-Peña earned her PhD in Urban Education from The Graduate CenterCity 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.

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

Judit Kormos

Lancaster University

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 field. 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 identified 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 findings, 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 significant barriers for neurodiverse language learners. The talk will also describe how, based on these findings, 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 benefits 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 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 Specific Learning Difficulties” (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.

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 identified 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). Specifically, 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 field 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 conflict-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).

Plenary Sessions

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

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

Okim Kang

Northern Arizona University

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 specific 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 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).

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 artificial 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

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

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)

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

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 Office

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

AAAL Leadership

Dissertation Award Committee

Chair: Michele Back, University of Connecticut

Brittany Frieson, University of North Texas

Melike Ünal Gezer, TED University

Ellen Serafini, 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

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

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

Amelia Tseng, American University

AAAL Past Presidents

2022 - 2023 - Fabiola Ehlers-Zavala, University of Colorado

2021 - 2022 - Patricia Duff, University of British Columbia

2020 - 2021 - Kendall King, University of Minnesota

2019 - 2020 - Laura Collins, Concordia University

2018 - 2019 - Linda Harklau, University of Georgia

2017 - 2018 - Tim McNamara, University of Melbourne

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

2015 - 2016 - Paul Kei Matsuda, Arizona State University

2014 - 2015 - Aneta Pavlenko, University of Oslo

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

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

2011 - 2012 - Suresh Canagarajah, Pennsylvania State University

2010 - 2011 - Heidi Byrnes, Georgetown University

2009 - 2010 - Jeff Connor-Linton, Georgetown University

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

2007 - 2008 - Kathleen Bardovi-Harlig, Indiana University

2006 - 2007 - Carol Chapelle, Iowa State University

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

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

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

2002 - 2003 - Margie Burns, Purdue University

2001 - 2002 - Bill Grabe, Northern Arizona University

2000 - 2001 - Pat Carrell, Georgia State University

1999 - 2000 - Patsy Lightbown, Concordia University

1998 - 1999 - Merrill Swain, University of Toronto

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

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

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

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

1993 - 1994 - Robert Kaplan, University of Southern California

1992 - 1993 - Sandra Savignon, University of Illinois UrbanaChampaign

1991 - 1992 - Elaine Tarone, University of Minnesota

1990 - 1991 - Leslie Beebe, Columbia University

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

1988 - 1989 - Jacquelyn Schachter, University of Southern California

1987 - 1988 - Susan Gass, University of Michigan

1986 - 1987 - Dell Hymes, University of Pennsylvania

1985 - 1986 - Courtney Cazden, Harvard University

1984 - 1985 - Braj Kachru, University of Illinois UrbanaChampaign

1983 - 1984 - Thomas Scovel, San Francisco State University

1982 - 1983 - Betty Wallace Robinett, University of Minnesota

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

1980 - 1981 - Eugene Briere, University of Southern California

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

1978 - 1979 - Wilga Rivers, Harvard University

Hyatt Houston 2nd Floor

Hyatt Houston 3rd Floor

Hyatt Houston 4th Floor

Conference Hotel Maps

Hyatt Houston 6th Floor

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.