AAAL acknowledges that we are on the traditional territories and ancestral homelands of Hinonoeino (Arapaho), Tsitsista (Cheyenne), and Nunt'zi (Ute). We recognize the descendant communities of the Northern Cheyenne Tribe of Montana, the Northern Arapaho Tribe of Wyoming, the Southern Cheyenne and Arapaho Tribes of Oklahoma, the Southern Ute Indian Tribe and the Ute Mountain Ute Tribe of Colorado. We also acknowledge that over 40 different Indigenous nations continue to be in relation with the lands currently called Colorado. We further acknowledge the painful history of the Sand Creek Massacre and forced removal of Indigenous communities. Let us reflect upon the genocidal acts against Indigenous peoples and commit to dismantling ongoing colonial legacies and oppression. May this acknowledgement demonstrate a commitment to center our relations in research and build relational accountability to the Indigenous communities that call this place home.
Welcome Message from the President
Peter De Costa
AAAL President 2024 - 2025
I wish you all a very warm welcome to Denver for the 2025 meeting of the American Association for Applied Linguistics! All of you are in for an intellectual treat, given the amazing line up of colloquia and individual papers, as well as roundtable and poster sessions, that span our 25 research strands. These sessions, coupled with the five plenaries and seven invited colloquia, help anchor the 2025 conference program Additionally, some of you may have signed up for our three pre-conference workshops Indeed, we are fortunate to have our local conference liaison, Ester De Jong from the University of Colorado (Denver), assist with coordinating these workshops
As an organization that has a diverse set of members, ranging from graduate students to retired faculty, this year’s conference has something for everyone. Graduate student attendees, I am delighted that you will have ample opportunities to interact with one another and with established scholars at the Graduate Student Council’s Roundtable (sponsored by Multilingual Matters) on the eve of the conference. I am grateful to the Conference Connections committee for pairing emerging scholars with our senior members For those of you who are new to publishing, please remember to add the Meetthe-Editors session and the Multilingual Matters Publishing session (both on Sunday afternoon) to your itinerary I also hope that you will join us in celebrating the accomplishments of our veteran and trailblazing colleagues. In particular, please make an effort to attend the Distinguished Scholarship and Service Award (DSSA) lecture by Linda Harklau on Saturday afternoon and Terry Wiley’s retirement celebration on Monday evening.
In the spirit of building community, networking possibilities abound For a start, two receptions are planned: the Opening Reception on Saturday evening and the Closing Wine & Cheese Reception on Tuesday afternoon In addition, a number of special sessions will bring together colleagues with similar interests For example, on Sunday afternoon, you may elect to attend the CDST researcher meeting, the North American Systemic Functional Linguistics Association (NASFLA) annual meeting, or the Vygotskian sociocultural theory and second language learning research working group meeting. And if you would like to learn more about what AAAL does, please come to our business meeting on Monday afternoon. Many of you probably know that AAAL is the U.S. affiliate of the International Association of Applied Linguistics (Association Internationale de Linguistique Appliquée, AILA). To learn more about how AAAL and AILA can explore global opportunities for advancing our field together, please join Markus Bieswanger (AILA Vice President) on Sunday afternoon (1:50-2:50pm) at Tower Court A
Organizing a major conference like Denver 2025 is a Herculean enterprise Conference chair, Manka Varghese from the University of Washington (Seattle), and her team began planning for this conference almost two years ago I would like to extend my appreciation to Manka, her seven graduate students (Cristina Barriot, Furkan Kir, Hsin Jung Li, Claudia Gutierrez, Grace Gonzales, Camille Ungco, and Shayla Chatto), and Robert Randez from Northern Arizona University (the Conference Team Technical Specialist) for playing an instrumental role in creating this year’s exciting program. Special thanks also goes to the strand coordinators and reviewers who helped with the proposal review process, and thus contributed to developing the academic content of our amazing program.
Finally, a heartfelt ‘thank you’ also goes out to members of the AAAL Business Office: Valerie Smith, Sarah Alexandre, Hannah O’Dell, Dorrian Regan, and Sherry Battle Without the collaborative work of the conference team and our Business Office colleagues, as well as the support of our sponsors and 60 student volunteers who will personally help you navigate the conference site, this conference would not have been possible So let’s make it a point to enjoy AAAL 2025 and build valuable relationships and experiences. I look forward to meeting many of you at the Sheraton Denver Downtown Hotel!
Welcome Message from the Conference Chair
Manka Varghese
AAAL First Vice President 2024 - 2025
Welcome to AAAL 2025! I am thrilled to welcome you to the professional home for many of us. I have been part of the association for about 30 years since joining as a graduate student. Although I remember there not being that many working within the same subdiscipline and set of epistemologies, I did find a few fellow travelers. That group as well as others grew into strands, and this is one critical way we grow and nurture belonging in our association I hope that when you are with us, you can look forward to meeting with and learning with new and old colleagues and friends especially during these challenging times.
The conference this year takes place in Denver, Colorado, on the sacred and traditional territories and ancestral homelands of Hinonoeino (Arapaho), Tsitsista (Cheyenne), and Nunt'zi (Ute) and the theme of the conference of relational accountability is also one for which we are indebted to Indigenous lands and communities. Relational accountability asks us as researchers to know and center our relations and be accountable to them Part of this is continuing to learn about the local histories and legacies of these lands and peoples and that of others, nationally and globally These are topics and themes that reverberate especially in all our plenaries, invited colloquia, and special sessions.
In terms of delving into local histories, on Saturday the conference is offering two special sessions. Fort Lewis College’s special session on Saturday afternoon, preceding the opening plenary by Wesley Leonard, aims to go beyond a symbolic opening land acknowledgement. It does this by showcasing the reclaiming of relationality in language teaching by local scholars and community partners, connecting to a theme of the opening plenary Moreover, on Saturday morning, the special session, La Lucha Sigue spotlights a historical and current portrait of linguistic (in)justice in the Denver area
This year, most of the opening plenaries have associated invited colloquia where the plenaries will serve as discussants. The opening plenary by Wesley Leonard (Sunday morning invited colloquium on building better partnerships) on Saturday evening asks us what it might mean to consider Indigenous approaches as a baseline in different areas of Applied Linguistics, particularly through the core values of relationality and relational accountability. On Sunday morning, in her plenary, Hayriye Kayi-Aydar (Sunday afternoon invited colloquium on strengths and limitations of intersectional approaches) explains what intersectionality can mean in and for Applied Linguistics while Stephen May (Monday afternoon invited colloquium on linguistic discrimination in higher education) that evening in his, looks at how linguistic racism plays out in relationship to New Zealand’s Indigenous languages In Monday morning’s plenary, Trish Morita-Mullaney (Monday afternoon invited colloquium on Asian diaspora allyship) takes us through the history of the Asianization of linguicism, and in the last plenary on Monday evening, L.J. Randolph Jr. (Tuesday morning Wilga Rivers invited colloquium on Black language pedagogies in World Language Education) provides an anti-colonial language framework. Other invited colloquia include topics such as researcher reflexivity in quantitative and experimental research (Saturday morning); arts-based research in community-accountable research (Saturday afternoon) and Hip-Hop linguists’ work and commitments (Monday morning).
Additional special sessions along with workshops, meetings focusing on journal launches, editorial, publishing, research, networking, including AAAL Conference Connections and affinity groups (these occur mainly during the lunch and evening hours) consist of the following: a Meet and Greet for first-time attendees on Saturday morning; the DSSA Award Lecture by Linda Harklau on Saturday afternoon; and an Open Discussion Forum focusing on our work vis a vis the current U.S. administration during the Sunday lunch hour. Some special sessions are featured as colloquia,
Welcome Message from the Conference Chair
such as the Fort Lewis College Saturday afternoon colloquium, a colloquium on cutting-edge translanguaging scholarship on Saturday morning, and one on decolonial possibilities in languaging on Sunday afternoon.
Please do not miss the individual papers, one- or two-hour colloquia, roundtables, and poster presentations. We would like to extend a special invitation to the Opening Reception immediately following the opening plenary on Saturday from 7:00-8.00 p.m. and the Closing Wine & Cheese Reception on Tuesday from 3:00-4:00 p.m. as well as the AAAL Business Meeting during the Monday lunch hour. It should also be noted that the main conference which starts on Saturday morning and ends on Tuesday afternoon is preceded by three pre-conference workshops on the topics of using narrative inquiry, drawing on creativity, and designing replication studies, in Applied Linguistics
AAAL’s Graduate Student Council is a strong partner in planning events especially for graduate students for the conference. They host a Roundtable event sponsored by Multilingual Matters starting late Friday afternoon where more seasoned mentors are paired with graduate student mentees along with a lunch hour session on Sunday. This year they will also have a drop-in booth in the exhibit hall throughout the whole conference. Their partnership has been invaluable in honoring and building respectful practices for the holy month of Ramadan (occurring during the conference) which includes creating an Interfaith space. They have also led efforts in organizing a family area (with toys and books), child care and room sharing options. Please visit the conference website or ask staff or volunteers for more information on these resources.
Finally, I would like to thank all the other volunteers who have given so generously to organize this conference The names of the strand coordinators and proposal reviewers are recognized in the online PDF program Other committees and councils which have been indispensable to the conference are the awards committees, the Conference Connections Committee and the JEDI Ad-Hoc Committee. My biggest note of gratitude goes to both the members of the Nardone Consulting Group and the AAAL 2025 Conference Planning Team, which work closely together. The first includes most notably, Valerie Smith, Charlie Smith, Hannah O’Dell, Sarah Alexandre, Dorrian Regan, and Sherry Battle. The latter team consists of 7 amazing graduate students from the University of Washington (Seattle): Cristina Barriot, Furkan Kir, Hsin Jung Li, Claudia Gutierrez, Grace Gonzales, Camille Ungco, and Shayla Chatto – as well as Robert Randez, Conference Management Technician, and local conference liaison, Ester De Jong, a faculty at University of Colorado, Denver, supporting the pre-conference workshops.
I am thrilled to welcome you all to the conference and to Denver!
Conference Organizing Team
The University of Washington-based Conference Team for AAAL
AAAL Conference Chair:
Manka Varghese
AAAL Business Office Liaison Team:
Grace Gonzales
Claudia Gutiérrez
A
ffinity Group Facilitation Team:
Cristina Barriot
Local Conference Liaison:
Ester J. De Jong
Orientation Video Production Team:
Grace Gonzales
Claudia Gutiérrez
Corporate Sponsor Liaison Team:
Camille Ungco
Hsin-Jung Li
Graduate Student Awards Coordinators:
Hsin-Jung Li
Furkan Kir
Indigenous Communities Liaison Team:
Cristina Barriot
Shayla R Chatto
GSC Liaison:
Cristina Barriot
Special Events Coordinators:
Cristina Barriot
Program Logistics Coordinators:
Robert Randez, Northern Arizona University
Furkan, Kir
Program Scheduling Team:
Robert Randez, Northern Arizona University
Furkan, Kir
Strand coordination and abstract review team:
Furkan Kir
Grace Gonzales
Claudia Gutiérrez
Conference Organizing Team
Ester J de Jong
Manka Varghese
Robert Randez
Furkan Kir
Camille Ungco
Shayla R Chatto
Grace Gonzales
Claudia Gutiérrez
Hsin-Jung Li
Cristina Barriot
FRIDAY, MARCH 21
3:00 pm - 8:00 pm
4:30 pm - 8:30 pm
Schedule at a Glance
Registration Desk Open Graduate Research Roundtable and Social Mixer
SATURDAY, MARCH 22
7:00 am - 4:30 pm
8:00 am - 9:40 am
8:00 am - 10:00 am
8:40 am - 9:40 am
9:00 am - 4:30 pm
9:40 am - 10:10 am
10:10 am - 11:10 am
10:10 am - 11:50 am
12:30 pm - 1:45 pm
1:50 pm - 2:50 pm
1:50 pm - 3:50 pm
1:50 pm - 3:30 pm
3:30pm - 4:00pm
4:00 pm - 5:45 pm
5:55 pm - 7:00 pm
7:00 pm - 8:00 pm
Registration Desk Open
Concurrent Sessions-Colloquia, Papers
Invited Colloquium
Poster Sessions Exhibits
Coffee Break
Poster Sessions
Concurrent Sessions-Colloquia, Papers
Lunch Break (On Your Own)
Poster Session
Invited Colloquium
Concurrent Sessions-Colloquia, Papers
Coffee Break
Concurrent Sessions-Colloquia, Papers
Plenary - Wesley Y Leonard
Welcome Reception (Exhibit Hall)
SUNDAY, MARCH 23
7:00 am - 4:30 pm
8:00 am - 9:40 am
8:00 am - 10:00 am
9:00 am - 4:30 pm
9:40 am - 10:10 am
10:10 am - 11:10 am
10:10 am - 11:50 am
11:20 am- 12:25 pm
12:30 pm - 1:45 pm
1:40 pm - 3:40 pm
1:50 pm - 2:50 pm
1:50 pm - 3:30 pm
3:30pm - 4:00pm
4:00 pm - 5:40 pm
5:55 pm - 7:00 pm
Registration Desk Open
Concurrent Sessions-Colloquia, Papers
Invited Colloquium
Exhibits
Coffee Break
Poster Session
Concurrent Sessions-Colloquia, Papers
Plenary - Hayriye Kayi-Aydar
Lunch Break (On Your Own)
Invited Colloquium
Poster Session
Concurrent Sessions-Colloquia, Papers
Coffee Break
Concurrent Sessions-Colloquia, Papers
Plenary - Stephen May
MONDAY, MARCH 24
7:00 am - 4:30 pm
8:00 am - 9:40 am
8:00 am - 10:00 am
8:00 am - 5:05 pm
9:00 am - 4:30 pm
9:40 am - 10:10 am
10:10 am - 11:15 am
11:20 am - 12:25 pm
12:30 pm - 1:45 pm
12:30 pm - 1:45 pm
1:50 pm - 3:50 pm
1:50 pm - 3:50 pm
3:30pm - 4:00pm
4:00 pm - 5:40 pm
5:55 pm - 7:00 pm
Registration Desk Open
Concurrent Sessions-Colloquia, Papers
Invited Colloquium
Roundtables
Exhibits
Coffee Break
Concurrent Sessions-Colloquia, Papers
Plenary - Trish Morita-Mullaney
Lunch Break (On Your Own)
AAAL Business Meeting
Invited Colloquium
Concurrent Sessions-Colloquia, Papers
Coffee Break
Concurrent Sessions-Colloquia, Papers
Plenary - L.J. Randolph
TUESDAY, MARCH 25
7:00 am - 2:00 pm
8:00 am - 10:00am
8:00 am - 9:40 am
8:00 am - 3:00 pm
9:40 am - 10:10 am
10:10 am -12:25pm
12:30 pm - 1:45 pm
1:50 pm - 2:55 pm
3:00 pm - 4:00 pm
Registration Desk Open Invited Colloquium
Concurrent Sessions-Colloquia, Papers Roundtables
Coffee Break
Concurrent Sessions-Colloquia, Papers
Lunch Break (On Your Own)
Concurrent Sessions-Colloquia, Papers Wine and Cheese Reception
Conference Sponsors
Thank You To Our 2025 Conference Sponsors
AAAL thanks the following sponsors for their generous support of the 2025 Conference and of the field of applied linguistics Visit all our Sponsors and Exhibitors at the Exhibit Hall
Premier Sponsor
Conference Sponsors
Graduate Student Council Roundtable Sponsor
Conference Friends
Conference Exhibitors
Conference Information
Registration Information
Registration will be located on Street Level - Tower. The Registration Desk will be open during the following times:
Friday, March 21
Saturday, March 22
Sunday, March 23
Monday, March 24
Tuesday, March 25
3:00 pm - 8:00 pm
7:00 am - 4:30 pm
7:00 am - 4:30 pm
7:00 am - 4:30 pm
7:00 am - 2:00 pm
Exhibit Hall Hours
Sponsors and exhibitors will be located in the Second Level, North and South Convention Lobby and are open at the following times:
A current copy of the Sheraton Denver’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.
Inclusive Presenter Guidelines - Our aim is to foster an environment that is accessible and inclusive to everyone, including people with disabilities and individuals from other equitydeserving communities. Your cooperation as a presenter is critical in achieving this goal. AAAL Inclusive Presenter Guideline can be found here.
Colloquium - Your colloquium must conform to the one-hour or two-hour length for which you were accepted. The colloquium organizer(s) is responsible for deciding and monitoring the time length of each presentation within the colloquium, ensuring that sufficient time is provided for questions and discussion with the audience, and ending the session on time. Signs for keeping time are provided in each room, reading “5 minutes,” “2 minutes,” “1 minute,” and “STOP”. It is essential that the order of paper presentations is the same as announced in the program. Attendees may plan to attend some papers and not others within a colloquium.
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 Windows - Tower - Second Level 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 Windows - Tower - Second Level 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.
Complimentary Wi-Fi is available in the Sheraton Denver Downtown conference area as well as the guest rooms To access the hotel internet in the conference area:
Network Name: AAAL2025
Password: AAAL2025 (password is case sensitive)
To view available networks click on the “AAAL2025” network to connect. When prompted, enter the password.
AAAL 2025 Conference App Wi-Fi Info and Conference App
AAAL 2025 Strand Coordinators
Analysis of Discourse and Interaction (DIS)
Seyyed-Abdolhamid Mirhosseini, The University of Hong Kong
Kevin W H Tai, Faculty of Education, 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)
Ahmet Dursun, University of Chicago
Ruslan Suvorov, University of Western Ontario
Erik Voss, Teachers College, Columbia University
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
Katherine Yaw, University of South Florida
Language and Ideology (LID)
Prem Phyak, Teachers College, Columbia University
Pramod Sah, The Education University of Hong Kong
Language and Technology (TEC)
J. Elliott Casal, The University of Memphis
Mimi Li, Texas A&M University-Commerce
Language and the Law (LAL)
Jesse Egbert, Northern Arizona University
Scott Jarvis, Northern Arizona University
Language Cognition and Brain Research (COG)
Bronson Hui, University of Maryland, College Park
Bimali Indrarathne, Kotelawala Defence University
Language Maintenance and Revitalization (LMR)
Patricia Baquedano-Lopez, University of California, Berkeley
Burcu Yaman Ntelioglou, Brandon University
Language Planning and Policy (LPP)
Amy Heineke, Loyola University Chicago
David Johnson, University of Iowa
Language, Culture, and Socialization (LCS)
Gloria Park, Indiana University of Pennsylvania
Jaran Shin, Kyung Hee University
Yi Wang, Stony Brook University
Language, Gender, and Sexuality (LGS)
Rodrigo Borba, Federal University of Rio de Janeiro
Mie Hiramoto, National University of Singapore
Phonology/Phonetics and Oral Communication (POC)
Jimin Kahng, University of Mississippi
Ines Aileen Martin, U.S. Naval Academy
Pragmatics (PRG)
Rachel Shively, Illinois State University
Naoko Taguchi, Northern Arizona University
Reading, Writing, and Literacy (RWL)
Laura Mahalingappa, University of Maryland
Miyuki Sasaki, Waseda University
Research Methodology (REM)
Shaofeng Li, The Hong Kong Polytechnic University
Ashley Moore, Boston University Wheelock College of Education and Human Development
Second and Foreign Language Pedagogy (PED)
Fan Fang, Shantou University
Angelica Galante, McGill University
Rowland Imperial, Trinity College, Dublin
Julius C. Martinez, Niigata University of International and Information Studies
AAAL 2025 Strand Coordinators
Second Language Acquisition, Language Acquisition, and Attrition (SLA)
Ali Al-Hoorie, Saudi TESOL, Saudi Arabia
Sanghee Kang, Carnegie Mellon University
Hae In Park, Kyung Hee University
Sociolinguistics (SOC)
Yumi Matsumoto, University of Pennsylvania
Daniel Silva, Universidade Federal de Santa Catarina
Teacher Education, Beliefs, and Identities (TED)
Hayriye Kayi-Aydar, University of Arizona
Michel Riquelme Sanderson, Universidad Arturo Prat
Text Analysis (Written Discourse) (TXT)
Youngjoo Yi, The Ohio State University
Juyeon Yoo, Ball State University
Translation, Interpretation and Language Access (TRI)
Claudia Angelelli, Heriot-Watt University - Centre for Translation and Interpreting Studies in Scotland
Eriko Sato, Stony Brook University
Vocabulary and Lexical Studies (VOC)
Su Kyung Kim, Korea University
Kohei Miki, Kindai University
Akifumi Yanagisawa, University of Tsukuba
Abstract Reviewers
Analysis of Discourse and Interaction (DIS)
Arman Abednia, Murdoch University
Ali Al-Issa, Sultan Qaboos University
Adam Brandt, Newcastle University
Emma Brooks, UCL
M Sidury Christiansen, University of Texas at San Antonio
Christian Chun, University of Massachusetts Boston
Nate Ming Curran, The Hong Kong Polytechnic University
David Wei Dai, University College London (UCL)
Anna De Fina, Georgetown University
Ryan Deschambault, University of British Columbia
William Feng, The Hong Kong Polytechnic University
Grace Gonzales, University of Washington, Seattle
Curtis Green-Eneix, The Education University of Hong Kong
Spencer Hazel, Newcastle University
John Hellermann, Portland State University
Jenifer Ho, The Hong Kong Polytechnic University
Mian Hu, The University of Hong Kong
Hale Isik-Guler, Middle East Technical University (METU)
Mahtab Janfada, The University of Melbourne
Lianjiang George Jiang, HKU
Ying Jin, The Hong Kong Polytechnic University
Gabriele Kasper, University of Hawai'i at Manoa
Majid KhosraviNik, Newcastle University
Younhee Kim, The University of Macau
Brian King, University of Hong Kong
ZHEN LI, Education University of Hong Kong
Julia Menard-Warwick, University of California Davis
Anna Mendoza, Univeristy of Illinois at Urbana-Champaign
Stephen Moody, Brigham Young University
Ashley Moore, Boston University Wheelock College of Education and Human Development
Junko Mori, University of Wisconsin-Madison
Mostafa Nazari, The Hong Kong Polytechnic University
Hanh Nguyen, Hawaii Pacific University
Ingrid Piller, Macquarie University
Anne Pomerantz, University of Pennsylvania
Josh Prada, University of Groningen
Kongji Qin, New York University
Eunseok Ro, Pusan National University
Ali Fuad Selvi, The University of Alabama
Olcay Sert, Mälardalen University
Mohsen Shirazizadeh, Sohar University
Jaspal Singh, The Open University
Matthew Sung, City University of Hong Kong
Caroline Tagg, The Open University
Hugo Wing-Yu Tam, The Education University of Hong Kong
Zhongfeng Tian, Rutgers University–Newark
Ruanni Tupas, Institute of Education, University College London
Meike Wernicke, University of British Columbia
Mingdan Wu, University College London
Junichi Yagi, Waseda University (Tokyo, Japan)
Bedrettin Yazan, The University of Texas at San Antonio
Yue Zhang, The Education University of Hong Kong
Miaomiao Zuo, Huizhou University
Anti-racism, Decolonization, and Intersectionality for Systemic Transformation (ADIST)
Angelica Amezcua, University of Washington
Uju Anya, Carnegie Mellon University
Theresa Austin, Umass Amherst
Sarah Benesch, College of Staten Island, CUNY
Martha Bigelow, University of Minnesota
Jasmine Byrd, NYS TESOL
Sherrie Carroll, University of Maryland / Montgomery College
Christian Chun, University of Massachusetts Boston
Jenna Cushing-Leubner, University of Wisconsin - Whitewater
Mel Engman, Queen's University Belfast
Johanna Ennser-Kananen, JYU
Nelson Flores, University of Pennsylvania
Daryl Gordon, Adelphi University
Xiangying Huo, University of Toronto
Lei Jiang, University of Kansas
Jennifer Johnson, Stanford University
Furkan Kir, University of Washington
Robert Kohls, San Francisco State University
Sandra Kouritzin, University of Manitoba
Ryuko Kubota, University of British Columbia
Tonda Liggett, Linfield University
Mario Lopez-Gopar, Universidad Autonoma Benito Juarez de Oaxaca
Renee Lynch, University of Washington
David Malinowski, San José State University
Ashley Moore, Boston University Wheelock College of Education and Human Development
Brian Morgan, Glendon College/York University
Laxmi Prasad Ojha, Michigan State University
Gloria G Park, Indiana University of Pennsylvania
Matthew Prior, Arizona State University
Shakina Rajendram, University of Toronto
Cristina Sanchez-Martin, University of Washington
Ari Sherris, Texas A&M University-Kingsville
Hyunjung Shin, University of Saskatchewan
Julia Spiegelman, University of Massachusetts Boston
Marlon Valencia, Glendon College, York University
Stephanie Vandrick, University of San Francisco
Thomas Walker, University of Michigan
Doris Warriner, Northwestern University
Kuo Zhang, Siena College
Nicole Ziegler, University of Hawaii at Manoa
Assessment and Evaluation (ASE)
Angel Arias, Carleton University
Beverly Baker, University of Ottawa
Heidi Banerjee, PSI Services
Catherine Baumann, University of Chicago
Dylan Burton, Georgia State University
Nathan Carr, California State University, Fullerton
Heesun Chang, Texas A&M University
Carol Chapelle, Iowa State University
Mark Chapman, University of Wisconsin-Madison
Lixia Cheng, Purdue University
Ikkyu Choi, ETS
Troy Cox, Brigham Young University
Sara Cushing, Georgia State University
April Ginther, Purdue University
Abstract Reviewers
Nazlinur Gokturk, Republic of Türkiye Ministry of National Education
Luke Harding, Lancaster University
Shanshan He, University of Western Ontario
Dan Isbell, University of Hawaii at Manoa
Noriko Iwashita, The University of Queensland
Okim Kang, Northern Arizona University
Alicia Kim, WIDA, Univ of Wisconsin-Madison
Rie Koizumi, University of Tsukuba
Benjamin Kremmel, University of Innsbruck
Antony Kunnan, Carnegie Mellon University
Jiyoon Lee, UMBC
Constant Leung, King's College London
Shuai Li, Georgia State University
Zhi Li, University of Saskatchewan
Wenyue Ma, University of Illinois at Urbana-Champaign
Margaret Malone, ACTFL
Meg Montee, Georgetown University
Reza Neiriz, MetaMetrics Inc.
Heike Neumann, Concordia University
Phuong Nguyen, University of Chicago
Hitoshi Nishizawa, Reiraku University
Gary Ockey, Iowa State University
Saerhim Oh, ETS
Lia Plakans, The University of Iowa
Daniel Reed, Michigan State University
Yasuyo Sawaki, Waseda University
Ji-young Shin, University of Toronto Mississauga
Sun-Young Shin, Indiana University
Rurik Tywoniw, University of Illinois at Urbana-Champaign
Koen Van Gorp, Michigan State University
Elvis Wagner, Temple University
Mikyung Kim Wolf, ETS
Jing Xu, Cambridge University Press & Assessment
Xun Yan, University of Illinois at Urbana-Champaign - Urbana, IL
Kevin Carroll, University of Puerto Rico, Río Piedras
Vikrant Chap, Purdue University
Woongsik Choi, Illinois State University
Shartriya Collier, Nevada State University
Wanda Colon-Diaz, Nevada State University
Luz Yadira Herrera, California State University Channel Islands
Hyun-Sook Kang, University of Illinois Urbana-Champaign
Tirtha Karki, Purdue University, West Lafayette
Nicole King, University of Rochester
Nguyen Le, Purdue University
Vashti Wai Yu Lee, Michigan State University
Haiyan Li, Purdue University
Chuan Lin, University at Buffalo
Erika Martínez-Lugo, Universidad Autónoma de Baja California
Anna Mendoza, University of Illinois at Urbana-Champaign
Deborah Palmer, University of Colorado Boulder
Grace Pigozzi, Purdue University Northwest
Steve Daniel Przymus, Texas Christian University
Judith Purkarthofer, University Duisburg-Essen
René M Rodríguez-Astacio, California State University, Fresno
Brenda Sarmiento-Quezada, Purdue 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
Zhongfeng Tian, Rutgers University–Newark
Kevin Wong, Pepperdine University
Wayne Wright, Purdue University
Weiwei Xu, Nevada State University
Corpus Linguistics (COR)
Cristina Mayer Acunzo, PUC - SP
Tony Berber-Sardinha, Pontifical Catholic University of Sao Paulo
Doug Biber, Northern Arizona University
Alex Boulton, CNRS & Université de Lorraine
Gavin Brookes, Lancaster University
Viviana Cortes, Georgia State University
Eniko Csomay, San Diego State University
Nur Yağmur Demir, Northern Arizona University
María Belén Díez-Bedmar, University of Jaén
Daniel Dixon, Georgia State University
Tülay Dixon, Emory University, Oxford College
Philip Durrant, University of Exeter
Jesse Egbert, NAU
Eric Friginal, The Hong Kong Polytechnic University
Gaëtanelle Gilquin, UCLouvain
Larissa Goulart, Montclair State University
Elizabeth Hanks, Northern Arizona University
Jack Hardy, Oxford College of Emory University
Shangyu Jiang, Iowa State University
Henrik Kaatari, University of Gävle
Daniel Keller, Western Kentucky University
Kristopher Kyle, University of Oregon
Ge Lan, City University of Hong Kong
Zak Lancaster, Wake Forest University
Geraldine Mark, Mary Immaculate College, University of Limerick
Magali Paquot, Université catholique de Louvain
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 Uniersity
Ute Roemer-Barron, Georgia State University
Shelley Staples, University of Arizona
Nathan Vandeweerd, Radboud University Nijmegen
Ying Wang, Karlstad University
Stefanie Wulff, University of Florida
Abstract Reviewers
Educational Linguistics (EDU)
Lee B Abraham, Columbia University
Melike Akay, University of South Florida
Michele Back, University of Connecticut
Judith Bridges-Soto, University of South Florida
Marcella Caprario, The Education University of Hong Kong
Pei-ni Causarano, Illinois State University / Bradley University
Nate Ming Curran, The Hong Kong Polytechnic University
Liv Davila, University of Illinois at Urbana-Champaign
Max Diaz, The Hong Kong Polytechnic University
Tania Ferronato, University of South Florida
Renée Figuera, University of the West Indies, St Augustine, Trinidad and Tobago
Scott Grapin, University of Miami
Claudia Gutierrez, UC Davis
Kevin Hirschi, University of Texas San Antonio
Jenifer Ho, The Hong Kong Polytechnic University
Guangwei Hu, The Hong Kong Polytechnic University
Francis Hult, University of Maryland, Baltimore County (UMBC)
Jihye Kim, University of South Florida
Maria Kostromitina, Duolingo, Inc
Jerry Lee, UC Irvine
Vashti Wai Yu Lee, Michigan State University
Angel M Y Lin, The Education University of Hong Kong
Phoebe Lin, The Hong Kong Polytechnic University
Stephen Looney, Pennsylvania State University
Francesca Marino, University of South Florida
Paul McPherron, Hunter College of the City University of New York
Vito (Yongzhi) Miao, Northern Arizona University
Elizabeth (Liz) Miller, University of North Carolina at Charlotte
Yuxuan Mu, University of South Florida
Oguzhan Tekin, University of Toronto
Gergana Vitanova, University of Central Florida
Kevin Wong, Pepperdine University
Rui Yuan, University of Macau
Luoxiangyu Zhang, University of South Florida
Language and Ideology (LID)
Rodrigo Borba, UFRJ
Sender Dovchin, Curtin University
Fan Fang, Shantou University
Nelson Flores, University of Pennsylvania
Curtis Green-Eneix, The Education University of Hong Kong
Sarah Hopkyns, University of St Andrews
Madhu K C, Arizona State University
Yalda M. Kaveh, Arizona State University
Nicholas Limerick, Teachers College, Columbia University
Zhen Lin, Department of Language and Literacy Education, The University of British Columbia
Jason Litzenberg, The Pennsylvania State University
Guangxiang Leon Liu, The Chinese University of Hong Kong
Janice McGregor, University of Arizona
Paul McPherron, Hunter College of the City University of New York
Tommaso Milani, The Pennsylvania State University
Seyyed-Abdolhamid Mirhosseini, The University of Hong Kong
Lorato Mokwena, University of South Africa
D Philip Montgomery, Michigan State University
Tomoaki Morikawa, Chuo University
Vijay Ramjattan, University of Toronto
Ali Fuad Selvi, University of Alabama
Jaspal Singh, The Open University
Juyoung Song, Murray State University Dept of English and Philosophy
Tongle Sun, The Chinese University of Hong Kong
Ruanni Tupas, Institute of Education, University College London
Anu Upadhaya, Simon Fraser University
Huseyin Uysal, Knox College
Steven Yeung, The Chinese University of Hong Kong
Yue Zhang, The Education University of Hong Kong
Language and the Law (LAL)
Mary Akbary, Northern Arizona University
Philipp Angermeyer, York University
Nur Yağmur Demir, Northern Arizona University
Francesca Grixoni, Northern Arizona University
Brett Hashimoto, Brigham Young University
Daniel Keller, Western Kentucky University
Nicci MacLeod, Aston Institute for Forensic Linguistics
Andrea Nini, University of Manchester
Ute Roemer-Barron, Georgia State University
Keith Walters, Portland State University
Dakota Wing, York University
Margaret Wood, Los Alamos National Laboratory
Language and Technology (TEC)
Rebecca Adams, University of Memphis
Bakheet Almatrafi, Umm Al-Qura University/University of Memphis
David Barr, Ulster University
Dawn Bikowski, Defense Language Institute Foreign Language Center
Alex Boulton, CNRS & Université de Lorraine
Elena Cotos, Iowa State University
Joe Cunningham, Georgetown University
Alba Garcia Alonso, Penn State University
John Gibbons, Grand Valley State University
Christoph Hafner, City University of Hong Kong
Mirjam Hauck, The Open University, UK
Jiehui HU, School of Foreign Languages, University of Eletronic Science and Technology of China
Lianjiang Jiang, The University of Hong Kong
Matt Kessler, University of South Florida
Lindsey Kurtz, Penn State
Steph Link, Oklahoma State University
Stephen Looney, Pennsylvania State University
Jeff Maloney, BYU-Hawaii
Francesca Marino, University of South Florida
Zachary Miller, US Military Academy at West Point
Haoshan (Sally) Ren, Lancaster University
Susanne Rott, University of Illinois Chicago
Dong-shin Shin, University of Cincinnati
Pia Sundqvist, University of Oslo
Tetyana Sydorenko, Portland State University
Xiao Tan, Utah State University
Joshua Thoms, Utah State University
Nina Vyatkina, University of Kansas
Chaoran Wang, Colby College
Kevin Wong, Pepperdine University
Abstract Reviewers
Junjie Gavin Wu, Macao Polytechnic University
Yiran Xu, University of California, Merced
Jungwan Yoon, Carnegie Mellon University
Bonnie Youngs, Carnegie Mellon University
Shulin Yu, University of Macau
Meixiu Zhang, Texas Tech University
Dongping Zheng, University of Hawaii
Nicole Ziegler, University of Hawaii at Mānoa
Language Cognition and Brain Research (COG)
Sible Andringa, University of Amsterdam
Gisela Granena, Universitat Oberta de Catalunya
Phillip Hamrick, Kent State University
Bimali Indrarathne, Kotelawala Defence University
Ruirui Jia, University of Maryland, College Park
Kathy Kim, Boston University - Boston, MA
Judit Kormos, Lancaster University
Nadia Mifka-Profozic, University of York, UK
Kara Morgan-Short, University of Illinois Chicago
Andrea Revesz, University College London
Pavel Trofimovich, Concordia University, Montreal
Zhiyi Wu, University of Maryland, College Park
Language , Culture, and Brain Research (LCS)
Angelica Amezcua, University of Washington
Ann Amicucci, University of Colorado Colorado Springs
Erhan Aslan, University of Reading
Matthew Burdelski, Osaka University, University of Hawaii at Manoa
Bee Chamcharatsri, University of New Mexico
Lee Jin Choi, Hongik University
Christian Chun, University of Massachusetts Boston
Nate Ming Curran, The Hong Kong Polytechnic University
Christopher Doxtator, University of Colorado Denver
Debra Friedman, Indiana University, Bloomington
Devin Grammon, University of Oregon
Alissa Hartig, Portland State University
Teresa Hernandez-Gonzalez, Department of Education - Concordia University
Sara Hillman, Texas A&M University at Qatar
Francis Hult, University of Maryland, Baltimore County (UMBC)
Noriko Ishihara, Hosei University
In Chull Jang, Seoul National University
Jennifer Johnson, Stanford University
Gabriele Kasper, University of Hawaii at Manoa
Yalda Kaveh, Arizona State University
Jennifer Killam, Indiana University of Pennsylvania
Daisuke Kimura, Waseda University
Alexandra Krasova, Indiana University of Pennsylvania
Jungmin Kwon, Michigan State University
Wendy Li, Kunshan Duke University
Rebecca Linares, Rowan University
Janice McGregor, University of Arizona
Naoko Mochizuki, Kanda University of International Studies
Junko Mori, University of Wisconsin-Madison
Amy Wanyu Ou, Chalmers University of Technology
Anne Pomerantz, University of Pennsylvania
Madeleine Rosa, Indiana University of Pennsylvania
Sabrina Sembiante, Florida Atlantic University
Bonggi Sohn, University of Winnipeg
Wenyang Sun, University of Utah
Naoko Taguchi, Northern Arizona University
Shannon Tanghe, Metro State University
Kimberly Vinall, UC Berkeley
Danping Wang, The University of Auckland
Marie Webb, University of California Santa Barbara
Lawrence Williams, University of North Texas
Lyn (Fogle), University of Memphis
Yang Xiao-Desai, San Francisco State University
Sandra Zappa-Hollman, The University of British Columbia
Language, Gender, and Sexuality (LGS)
Uju Anya, Carnegie Mellon University
Germán Canale, Universidad de la República, Uruguay
Holly Cashman, University of New Hampshire
Li-Chi Chen, Kazimierz Wielki University
James Coda, University of Tennessee, Knoxville
Jason D'Angelo, American University
Nelson Flores, University of Pennsylvania
Lucy Jones, University of Nottingham
Brian King, University of Hong Kong
Veronika Koller, Lancaster University
Lex Konnelly, Meta
Michelle Lazar, National University of Singapore
Tommaso Milani, The Pennsylvania State University
Eric Louis Russell, University of California, Davis
Helen Sauntson, York St John University
Cindi Sturtz Sreetharan, Arizona State University
Cherise Shi Ling Teo, National Institute of Education, Nanyang
Technological University
Denise Troutman, Michigan State University
Glenda Cristina Valim de Melo, Universidade Federal do Estado do Rio de Janeiro
Lexi Webster, University of Southampton
Andrew Wong, California State University, East Bay
Language Maintenance and Revitalization (LMR)
Katja F Cantone, University of Duisburg-Essen
Lucia Cardenas Curiel, Michigan State University
Melissa Engman, Queen's University Belfast
Furkan Kir, University of Washington
Pia Lane, MultiLing, University of Oslo
Sabina Perrino, Binghamton University
Mela Sarkar, McGill University
Shawna-Kaye Tucker, University of Toronto, Ontario Institute for Studies in Education
Abstract Reviewers
Language Planning and Policy (LPP)
Elisabeth Barakos, University of Vienna
Florence Bonacina-Pugh, The University of Edinburgh
Sovicheth Boun, Salem State University
Kevin S Carroll, University of Puerto Rico, Río Piedras
Fabiola Ehlers-Zavala, Colorado State University
Shannon Fitzsimmons-Doolan, Texas A&M Corpus Christi
Xuesong (Andy) Gao, University of New South Wales
Francis Hult, University of Maryland, Baltimore County (UMBC)
Yalda Kaveh, Arizona State University
Furkan Kir, University of Washington
Pia Lane, MultiLing, University of Oslo
Sarah CK Moore, University of Maryland College Park
Trang Nguyen, University of Melbourne
Prem Phyak, Teachers College, Columbia University, USA
Taina Saarinen, University of Jyväskylä
Peter Sayer, The Ohio State University
Wayne Wright, Purdue University
Phonology/Phonetics and Oral Communication (POC)
Michael Burri, University of Wollongong
Dustin Crowther, University of Hawai'i at Mãnoa
Joshua Gordon, University of Northern Iowa
Nick Henry, The University of Texas at Austin
Amanda Huensch, University of Pittsburgh
Solene Inceoglu, Australian National University
Okim Kang, Northern Arizona University
Daniel J Olson, Purdue University
Lieselotte Sippel, Binghamton University
Sinem Sonsaat-Hegelheimer, Iowa State University
Ron Thomson, Brock University
Germán Zárate-Sández, Western Michigan University
Pragmatics (PRG)
Kathleen Bardovi-Harlig, Indiana University
Zohreh Eslami, Texas A&M University
César Félix-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
Yunwen Su, University of Illinois
Reading, Writing, and Literacy (RWL)
Mahmoud Abdi Tabari, University of Nevada, Reno
Dwight Atkinson, University of Arizona
Kyoko Baba, Toyo University
Diane Belcher, Georgia State University
Colleen Brice, Grand Valley State University
Heidi Byrnes, Georgetown University
Lourdes Cardozo-Gaibisso, Mississippi State University
Christine Pearson Casanave, Temple University Japan Campus
Deborah Crusan, Wright State University
Sara Cushing, Georgia State University
Anh Dang, University of Arizona
Toni J Dobinson, Curtin University
Qian Du, University of California, Irvine
Masaki Eguchi, Waseda University
Dana Ferris, University of California Davis
Guillaume Gentil, Carleton University
Linda Harklau, University of Georgia (USA)
Alan Hirvela, Ohio State University
Yuhang Hu, Northern Arizona University
Atsushi Iida, Aoyama Gakuin University
Eun Hee Jeon, UNC Pembroke
Lei Jiang, University of Kansas
Janina Kahn-Horwitz, Oranim College of Education
Mohammad N Karimi, Kharazmi University
Matt Kessler, University of South Florida
Amanda Kibler, Oregon State University
YouJin Kim, Georgia State University
Youmie Kim, Syracuse University
Toru Kinoshita, Nagoya 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
Mimi Li, Texas A&M University-Commerce
Chunhong Liu, Simon Fraser University
Pauline Mak, The Education University of Hong Kong
Rosa M. Manchón, University of Murcia, Spain
Ryan Miller, Kent State University
Ryo Moriya, Shizuoka University
Masumi Narita, Tsuda University
Marianne Nikolov, University of Pécs
Lourdes Ortega, Georgetown University, Department of Linguistics
Hannah Park, University of Wisconsin-Madison
Jean Parkinson, Jean Parkinson
Devon Pham, University of Pittsburgh
Lia Plakans, The University of Iowa
Nihat Polat, University of Maryland
Jaran Shin, Kyung Hee University
Natsuko Shintani, Kansai University
Nicole Siffrinn, Penn State Harrisburg
Sue Starfield, University of New South Wales
Neomy Storch, The University of Melbourne
Yui Suzukida, University College London
Christine Tardy, University of Arizona
Nathan Thomas, UCL (University College London)
Zhongfeng Tian, Rutgers University–Newark
Stephanie Vandrick, University of San Francisco
Marjolijn Verspoor, University of Pannonia
Abstract Reviewers
Margi Wald, Univ of California, Berkeley
Chaoran Wang, Colby College
Zhaozhe Wang, University of Toronto
Yuko Watanabe, Brock University (Canada)
Rosemary Wette, University of Auckland
Zhiwei Wu, The Hong Kong Polytechnic University
Yiran Xu, University of California, Merced
Taichi Yamashita, Kansai University
Shizhou Yang, Payap University
Sachiko Yasuda, Kobe University
Youngjoo Yi, The Ohio State University
Shulin YU, University of Macau
Sandra Zappa-Hollman, The University of British Columbia
Hongye Zeng, University of Maryland, College Park
Cong Zhang, Shandong University
Tiefu Zhang, University of Electronic Science and Technology of China
Cecilia Guanfang Zhao, University of Macau
Yongyan Zheng, Fudan University, China
Wei Zhu, University of South Florida, USA
Research Methodology (REM)
Mahmoud Abdi Tabari, University of Nevada, Reno
Muzna Awayed-Bishara, Tel Aviv University
Martin East, The University of Auckland
Xuesong（Andy) Gao, University of New South Wales
Jarret Geenen, Radboud University
Betsy Gilliland, University of Hawai'i Manoa
Aarnes Gudmestad, Virginia Polytechnic Institute and State University (Virginia Tech)
Alastair Henry, Lund University
Bronson Hui, University of Maryland
David Johnson, University of Iowa
Brian King, University of Hong Kong
Jerry Lee, UC Irvine
Chengchen Li, Huazhong University of Science and Technology
Yingying Liu, Ocean University of China
Jim McKinley, University College London
Kevin McManus, Penn State University
Tommaso Milani, The Pennsylvania State University
Ashley Moore, Boston University Wheelock College of Education and Human Development
Rhonda Oliver, Curtin University
Brian Paltridge, University of Sydney
Luke Plonsky, Northern Arizona University
Andrea Revesz, University College London
John Rogers, The Hong Kong Polytechnic University
Cristine Severo, Federal University of Santa Catarina
Daniel Silva, Unicamp
Sue Starfield, University of New South Wales
Nadja Tadic, Georgetown University
Meike Wernicke, University of British Columbia
Second and Foreign Language Pedagogy (PED)
Precious Arao, University of Hawai'i at Manoa
Stephanie Arnott, University of Ottawa
Susan Astillero, Sorsogon State University
Kyung Min Bae, University of the Philippines
Ava Becker, University of Alberta
Amira Benabdelkader, University of Constantine 1 - Frères Mentouri
Alexander Black, Institute of Education (University College London)
Yusop Boonsuk, Prince of Songkla University, Thailand
Ben Calman, McGill University
Sin-Yi Chang, National Taiwan University
John Wayne dela Cruz, McGill University
Remart Padua Dumlao, Monash University - Clayton
Christian Go, University of the Philippines-Diliman
Sisilia Halimi, Universitas Indonesia
Ye Han, Harbin Institute of Technology, Shenzhen
Chan Hum, National University of Battambang
Chan Narith Keuk, Royal University of Phnom Penh
Paula Kristmanson, University of New Brunswick
Seongyong Lee, University of Nottingham Ningbo China
Junlong Li, Department of Education, University of Oxford
Tonda Liggett, Linfield University
Jonna Marie Lim, De La Salle University
Honggang Liu, School of Foreign Languages
Jiajia Liu, City University of Macau
Daron Benjamin Loo, Universiti Malaysia Sabah
Chaoqun Lu, University of Macau
Roby Marlina, SEAMEO-RELC (Singapore)
Gabriel Michaud, Université de Montréal
Sophia Minnillo, UC Davis
Singhanat Nomnian, Mahidol University
Emi Otsuji, University of Technology Sydney
David Palfreyman, United Arab Emirates University
Lin Pan, Beijing Normal University
Pierre-Luc Paquet, Université de Montréal
Kevin Perez, New York University
Paiwei Qin, University of Jyväskylä
Diane Querrien, Concordia University
Joanna Rankin, University of Oxford
Rasman Rasman, University of Cambridge
Claudia Sanchez-Gutierrez, University of California, Davis
Joey Andrew Lucido Santos, National Taiwan University of Science and Technology
Ali Shehadeh, UAE University
Elineth Elizabeth Suarez, Ateneo de Manila University
Shawna-Kaye Tucker, University of Toronto
Leviana Vinanda, University of Southampton
Ribut Wahyudi, Universitas Islam Negeri Maulana Malik IbrahimIndonesia
Tsung-Lun Alan Wan, National Yang Ming Chiao Tung University
Peisha WU, College of Liberal Arts, Shantou University
Lana Zeaiter, McGill University
Jing Zhang, Shantou University
Sihan Zhou, The Chinese University of Hong Kong
Xiaozhou (Emily) Zhou, Shanghai International Studies University
Abstract Reviewers
Second Language Acquisition, Language Acquisition, andAttrition(SLA)
Mahmoud Abdi Tabari, University of Nevada, Reno
Rebecca Adams, University of Memphis
Yuka Akiyama, University of Tokyo
Kathleen Bardovi-Harlig, Indiana University
Lara Bryfonski, Georgetown University
Yingzhao Chen, National University of Singapore
John Chi, University of Maryland
Minyoung Cho, Korea University
Jessica Cox, Franklin & Marshall College
Dustin Crowther, University of Hawaiʻi at Mānoa
Jean-Marc Dewaele, University College London; Birkbeck University of London
Wenhao Diao, The University of Arizona
Xuesong (Andy) 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
Xuehong (Stella) He, Swansea University, UK
Bronson Hui, University of Maryland, College Park
Solene Inceoglu, Australian National University
Dan Isbell, University of Hawaiʻi at Mānoa
Noriko Iwashita, The University of Queensland
Mark James, Arizona State University
Jookyoung Jung, The Chinese University of Hong Kong
Eva Kartchava, Carleton University
Sihui Ke, The Hong Kong Polytechnic University
Amanda Kibler, Oregon State University
Minkyung Kim, Korea National University of Education
YouJin Kim, Georgia State University
Kristopher Kyle, University of Oregon
Jongbong Lee, Cyber Hankuk University of Foreign Studies
Ronald Leow, Georgetown University
Shaofeng Li, Florida State University
Alicia Luque, Nebrija University
Ryo Maie, Tohoku University
Kim McDonough, Concordia University
Kevin McManus, Penn State University
Ryan Miller, Kent State University
Zachary Miller, US Military Academy at West Point
Alfonso Morales-Front, Georgetown University
Akira Murakami, University of Birmingham
Minh Thi Thuy Nguyen, University of Otago
Rhonda Oliver, Curtin University
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
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-Seijas, University of Rhode Island
Scott Sterling, Indiana State University
Ekaterina Sudina, East Carolina University
Gretchen Sunderman, Florida State University
Wataru Suzuki, Miyagi University of Education
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
Seth Wiener, Carnegie Mellon University
Wayne Wright, Purdue University
Shu-Ling Wu, Southern Illinois University Carbondale
Stefanie Wulff, University of Florida
Yiran Xu, University of California, Merced
Yucel Yilmaz, Indiana University
Janire Zalbidea, Temple University
Yongyan Zheng, Fudan University
Sociology (SOC)
Muzna Awayed-Bishara, Tel Aviv University
Pedro Bastos, Penn State
Silvina Bongiovanni, Michigan State University
Juan Eduardo Bonnin, CELES (CONICET-UNSAM)
Elaine Chun, University of South Carolina
Ron Darvin, University of British Columbia
Chloe Diskin-Holdaway, The University of Melbourne
Rima Elabdali, University of Tennessee, Knoxville
Aarnes Gudmestad, Virginia Polytechnic Institute and State University
(Virginia Tech)
Mie Hiramoto, National University of Singapore
Sarah Hopkyns, University of St Andrews
Corey Fanglei Huang, Lingnan University, Hong Kong
Midori Ishida, San Jose State University
Christopher Jenks, Utrecht University
Daisuke Kimura, Waseda University
Eunsun Lee, University of Pennsylvania
Jerry Lee, UC Irvine
Sheng-Hsun Lee, University of Queensland
Rafael Lomeu Gomes, UiT The Arctic University of Norway
Adriana Lopes, Federal Rural University of Rio de Janeiro - UFRRJ
Érica Marciano de Oliveira, Lecturer Professor of Guimarães Rosa Institute at the National University of Timor Lorosa'e (UNTL)- East Timor
Letizia Mariani, University of California, Irvine
Eduardo Martins, Universidade Federal de Uberlândia
Simangele Mashazi, Stellenbosch University
Tommaso Milani, The Pennsylvania State University
Kira Morse, Independent Researcher and Educator
Sibonile Mpendukana, University of Cape Town
Joana Plaza Pinto, Federal University of Goiás
Douglas Sanque, Universidade Federal do Rio de Janeiro
Jennifer Sclafani, University of Massachusetts Boston
Ari Sherris, Texas A&M University-Kingsville
Hyunjung Shin, University of Saskatchewan
Andrea Sterzuk, University of Regina
Ann Thuy-Ling Tran, California State University, Long Beach
Joel Windle, University of South Australia
Birgüll Yilmaz, University of Exeter
Zihan Yin, The Australian National University
Abstract Reviewers
Teacher Education and Beliefs (TED)
Michael Amory, Oklahoma State University
Elena Andrei, Cleveland State University
Raisa Ankeny, Stetson University
Rachel Bhansari, Portland State University
Yue Bian, University of Washington Bothell
Andreea Cervatiuc, University of British Columbia
Amin Davoodi, University of Texas Permian Basin
Youmna Diri Rieder, Texas A&M International
Mariah Fairley, American University in Cairo
Christian Fallas Escobar, Universidad Nacional de Costa Rica
Alejandra Favela, Lewis and Clark College
Xuesong (Andy) Gao, University of New South Wales
David Gerlach, University of Wuppertal
Christina Gkonou, University of Essex
Paula Golombek, University of Florida
Curtis Green-Eneix, The Education University of Hong Kong
Fares Karam, University of Nevada, Reno
Sandra Kouritzin, University of Manitoba
Wendy Li, Duke Kunshan University
Laura Mahalingappa, University of Maryland
Nidza Marichal, University of Florida
Jessica McConnell, The University of Texas at San Antonio
Elizabeth (Liz) Miller, University of North Carolina at Charlotte
Christine Montecillo Leider, University of Massachusetts Lowell
Trish Morita-Mullaney, Purdue University
Yoshiyuki Nakata, Doshisha University
Gloria G Park, Indiana University of Pennsylvania
Ali Fuad Selvi, The University of Alabama
Fauzia Shamim, Durbeen
Jaran Shin, Kyung Hee University
Angel Steadman, Highline College
Hanife Tasdemir, İstanbul University-Cerrahpasa
Zhongfeng Tian, Rutgers University–Newark
Özgehan Uştuk, The Hong Kong Polytechnic University
Baburhan Uzum, Sam Houston State University
Silvia Vaccino-Salvadore, American University of Sharjah
Amber Warren, Vanderbilt University
Meike Wernicke, University of British Columbia
Mark Wyatt, University of Portsmouth
Text Analysis (Written Discourse) (TXT)
Tony Cimasko, Miami University
Bill Crawford, Northern Arizona University
Bethany Gray, Iowa State University
Nigel Harwood, University of Sheffield
Kyung Min Kim, University of Michigan-Shanghai Jiao Tong University
Robert Kohls, San Francisco State University
Yongyan Li, University of Hong Kong
Brian Paltridge, University of Sydney
Silvia Pessoa, Carnegie Mellon University in Qatar
Diane Potts, Lancaster University
Marianna Ryshina-Pankova, Georgetown University
Betty Samraj, San Diego State University
Dong-shin Shin, University of Cincinnati
Christine Tardy, University of Arizona
Shulin Yu, University of Macau
Translation and Interpretation (TRI)
Federica Ceccoli, University of Bologna
Sonia Colina, University of Arizona
Aline Ferreira, University of California Santa Barbara
Holly Jacobson, University of New Mexico
Tong King Lee, University of Hong Kong
Aida Martinez-Gomez, John Jay College of Criminal Justice (CUNY)
Vocabulary and Lexical Studies (VOC)
Laurence Anthony, Waseda University
Sam Barclay, Nottingham Trent University
Joe Barcroft, Washington University in St Louis
Frank Boers, University of Western Ontario
Gavin Brooks, Kyoto Sangyo University
Edsoulla Chung, Hong Kong Metropolitan University
Jon Clenton, Hiroshima University
Averil Coxhead, Victoria University of Wellington
Masaki Eguchi, Waseda University
Dina Abdel Salam El-Dakhs, Prince Sultan University
Irina Elgort, Victoria University of Wellington
Yanxue Feng, Western University
Beatriz González-Fernández, The University of Sheffield
Marlise Horst, Concordia University
Zhouhan Jin, University of Western Ontario
Shuhei Kadota, Kwansei Gakuin University
Benjamin Kremmel, University of Innsbruck
Kristopher Kyle, University of Oregon
Batia Laufer, University of Haifa
Phoebe Lin, The Hong Kong Polytechnic University
Jonathan Malone, University of Maryland
Ryo Mizugaki, Graduate School, University of Tsukuba
Tatsuya Nakata, Rikkyo University
Niousha Pavia, Western University
Ana Pellicer Sanchez, UCL
Geoffrey Pinchbeck, Carleton University
Eva Puimège, KU Leuven
Anna Siyanova, VUW
Suhad Sonbul, Umm Al-Qura University
Mark Feng Teng, Macao Polytechnic University
Takumi Uchihara, Tohoku University
Laura Vilkaitė-Lozdienė, Vilnius University
Duy Van Vu, East Asia University of Technology
Stuart Webb, University Of Western Ontario
Brent Wolter, Idaho State University
Conference Connections Mentors
Thank You
Shahid Abrar-ul-Hassan, University Canada West, Vancouver, BC
Khalaf Alharbi, Qassim University
Ali Al-Hoorie, Saudi TESOL Association
Amin Davoodi, University of Texas Permian Basin
Anna de Fina, Georgetown University
Dwight Atkinson, University of Arizona
Michelle Back, University of Connecticut
Keira Ballantyne, Center for Applied Linguistics
Ava Becker, University of Alberta
Bedrettin Yazan, The University of Texas at San Antonio
Yue Bian, University of Washington Bothell
Jakub Bielak, University of Hawai'i
William Bonk, Pearson
Lara Bryfonski, Georgetown University
Rue Burch, Nanzan University
Suresh Canagarajah, Pennsylvania State University
Emma Chen, Western Washington University
Lang Chen, Solearn International
Sidury Christiansen, University of Texas at San Antonio
Katherine Christoffersen, University of Texas Rio Grande Valley
Aris Clemons, University of Tennessee Knoxville
James Coda, University of Tennessee
Jessie Cox, Franklin and Marshall College
Bill Crawford, Northern Arizona University
Dustin Crowther, University of Hawaii at Manoa
Jenna Cushing-Leubner, University of Wisconsin - Whitewater
David Wei Dai, UCL Institute of Education, University College London
Kristin Davin, The University of North Carolina at Charlotte
Peter De Costa, Michigan State University
Beth Dillard, Western Washington University
Sender Dovchin, Curtin University
Roswita Dressler, University of Calgary
Meagan Driver, Michigan State University
Iwona Dronia, University of Silesia
Masaki Eguchi, Waseda University
Hafiz Muhammad Fazalehaq, WIDA at the University of WisconsinMadison
Hafiz Muhammad Fazalehaq, Wesleyan University Middletown, CT
Emily Feuerherm, UM-Flint
Brittany Frieson, University of Texas at Austin
Ganzorig Ganbold, Right Reglection NGO
Javier Garcia Leon, University of North Carolina at Charlotte
David García León, University of New Brunswick
David Gerlach, University of Wuppertal, Germany
Panayota Gounari, University of Massachusetts Boston
Minguye Michelle Gu, The Education University of Hong Kong
Christoph Hafner, City University of Hong Kong
Rick Hallett, Northeastern Illinois University
Mari Haneda, Pennsylvania State University
Jack Hardy, Oxford College of Emory University
LindaHarklau, University of Georgia (USA)
Bonny Hashimoto, University of British Columbia
Brett Hashimoto, Brigham Young University
Agnes He, Stony Brook University
John Hellermann, Portland State University
Phil Hiver, Florida State University
Bronson Hui, University of Maryland College Park
Daniel Isbell, University of Hawaii at Manoa
Jitpicha Jarayapun, Royal Thai Navy
Justin Jernigan, Georgia Gwinnett College
Lei Jiang, University of Kansas
Kathy Kim, Boston University
Kendall King, University of Minnesota
Zeynep Köylü, University of Basel
Kris Kyle, University of Oregon
Gavin Lamb, NHH Norwegian School of Economics
Pia Lane, University of Oslo
Jenifer Larson-Hall, University of Kitakyushu
Jakub Bielak, Adam Mickiewicz University at Kalisz, Poland
Jenifer Larson-Hall, University of Kitakyushu
Tove Larsson, Northern Arizona University
Jerry Won Lee, University of California Irvine
Martha Lengeling, Universidad de Guanajuato
Mariana Lima Becker, University of Georgia
Angel Lin, The Education University of Hong Kong
CarolLo, New York University
Stephen Looney, Pennsylvania State University
Matt Lucas, Kansai University (Osaka, Japan)
Kara Mac Donald, Defense Language Institute
Laura Mahalingappa, University of Maryland
Jonathan Malone, University of Maryland
Kelle Marshall, Pepperdine University
Melinda Martin-Beltran, University of Maryland
Pascal Matzler, Pontificia Universidad Católica de Valparaíso, Chile
Kevin McManus, Penn State
Anna Mendoza, University of Illinois at Urbana-Champaign
Sarah Mercer, University of Graz
Tommaso Milani, The Pennsylvania State University
Elizabeth Miller, University of North Carolina at Charlotte
Nina Moreno, University of South Carolina
Tatiana Nekrasova-Beker, Colorado State University
Shondel Nero, New York University
Lourdes Ortega, Georgetown University
Deborah Palmer, University of Colorado Boulder
Mostafa Papi, Florida State University
Michał Paradowski, Institute of Applied Linguistics, University of Warsaw
Megan Peercy, University of Maryland
Lia M. Plakans, University of Iowa
Luke Plonsky, Northern Arizona University
Nihat Polat, University of Maryland
Graeme Porte, Cambridge University Press
Luis Poza, San Jose State University
Matt Prior, Arizona State University
Andrea Revesz, University College London
Pramod Sah, The Education University of Hong Kong
Masatoshi Sato, Universidad Andres Bello
Bal Krishna Sharma, University of Idaho
Ji-young Shin, University of Toronto Mississauga
Rachel Showstack, Wichita State University
Jayoung Song, Pennsylvania State University
Scott Sterling, Indiana State University
Ekaterina Sudina, University of Maryland College Park
Kevin W H Tai, The University of Hong Kong
Suneeta Thomas, Missouri State University
Amy Thompson, Florida State University
Zhongfeng Tian, Rutgers University–Newark
Paul Toth, Temple University
Robert Train, Sonoma State University
EmmaTrentman, University of New Mexico
Ebru Turker, Arizona State University
Margaret van Naerssen, independent
KaraViesca, University of Nebraska-Lincoln
Nina Vyatkina, University of Kansas
Chaoran Wang, Colby College
Min Wang, Houghton University
Zhaozhe Wang, University of Toronto
Chantelle Warner, University of Arizona
Meike Wernicke, University of British Columbia
Kevin Wong, Pepperdine University
Hao Wu, New York University Shanghai
Badamsuren Yadanjav, National University of Mongolia
Kate Yaw, University of South Florida
Fenglan Yi-Cline, University of Washington/Kent School District
Juyeon Yoo, Ball State University
Lu Yu, The University of Melbourne
Anastassia Zabrodskaja, Tallinn University, Tallinn, Estonia
Irina Zaykovskaya, University of Minnesota
Conference Student Volunteers
Thank You
Ai-Ling Lu, The Ohio State University
Albert Maganaka, McGill University
Anamika Das, Tulane University
Andi Hernando, Georgetown University
Anna Brežgis-Sorokina, Georgia State University
Ayano Kawasaki, University of Hawaii at Manoa | East-West Center
Student Affiliate
BotaTusmagambet, Carnegie Mellon University
Brianna O'Boyle, University of Kentucky
Camille Anolin, Northern Arizona University
Charlize Hsiang-Ling Wang, The Ohio State University
Dayoung Joo, Georgia State University
Dongxia Nie, The University of Oxford
Duk-In Choi, The University of Iowa
Eun Cho, Georgia State University
Eunhae Cho, The University of Iowa
Francesca Grixoni, Northern Arizona University
Hanzhong Sun, University of Cincinnati
HeeJoon Choi, Georgia State University
Ife Awopetu, The University of Memphis
Ing Kongcharoen, Northern Arizona University
Jihye Kim, University of South Florida
Jr-An Lin, Texas A&M University
Juan Rostrán Valle, University of South Florida
Julia Donnelly Spiegelman, University of Massachusetts Boston
Kelly Kendro, Northern Arizona University
Kim Nguyen, Northern Arizona University
Leah Metzger, Georgetown University
Lizzy Hanks, Northern Arizona University
Luoxiangyu Zhang, University of South Florida
Mariam Balogun, University of Wisconsin at Madison
Michelle Richter , Northern Arizona University
Mourad Abdennebi, The University of Arizona
Muhang Li, The University of Oxford
MUKIB KHAN, Oklahoma State University
Nasiba Norova, University of Massachusetts Boston
Nicole Casin De Los Reyes, Georgia State University
Onesmo Mushi, Warner School of Education at University of Rochester
Paula Izquierdo García, Colorado State University
Rickey Larkin, University of Hawai‘i at Mãnoa
Ruge Zhao, University of Hawai‘i at Mãnoa
Ruth Olayemi Adeniyi, University of Wisconsin at Madison
Sak Lee, Georgia State University
Seon Ja Chang, University of Georgia
Shannon Dunn, King Saud University
Shanshan He, Western University
Shujing Zhao, Northern Arizona University
Siqi Song, The University of Hong Kong
Sophia Minnillo, University of California Davis
Tania Ferronato, University of South Florida
Tingting Schwartz, University of Wisconsin at Madison
Tu Dang, University of Georgia
William Zhou, Ohio State University
Xin Rong, University College London
Xueyi Yuan, Arizona State University
Yaser Shamsi, Oklahoma State University
Yiwen Zheng, Georgia State University
YIXUE (Dominique) JIANG, University of Cambridge
Yuya Yamamoto, University at Buffalo, SUNY
ZeynepArslan, The Ohio State University
Zimeng Shao, The Pennsylvania State University
Plenary Sessions
DAY TIME AND LOCATION
Saturday, March 22 5:55 pm - 7:00 pm
Sunday, March 23 11:20 am - 12:25 pm
Relational Accountability as a Framework for Language Work ... Indigenous and Beyond
SPEAKER
SPEAKER
Wes Leonard, University of California, Riverside
Sunday, March 23 5:55 pm - 7:00 pm
An Intersectional Look at Critical Applied Linguistics: Current Research, Future Directions, and Some Skeptical Remarks
Linguistic racism, (post)colonialism, and Indigenous languages
Monday, March 24 11:20 am - 12:25 pm
Monday, March 24 5:55 pm - 7:00 pm
The Asianization of Linguicism: Language Policies as Racializing the Asian Diaspora
Toward an Anticolonial World Language Curriculum
Hayriye Kayi-Aydar, University of Arizona
Stephen May, University of Auckland
Trish MoritaMullaney, Perdue University
L.J. Randolph Jr., University of Wisconsin
Plenary Sessions
Saturday, March 22 | 5:55 pm - 7:00 pm
Relational Accountability as a Framework for Language Work ... Indigenous and Beyond
Wesley Y. Leonard
University of California, Riverside
There is a longstanding practice across language sciences of discussing language separately from the personal lives, communicative practices, and embodied experiences of colonial oppression that members of Native American and other Indigenous language communities have (Davis, 2017). Even in applied language sciences, where sociopolitical context tends to receive stronger focus, engaging with language in academic contexts can still privilege dominant language ideologies, categories, and pedagogies, thereby alienating members of Indigenous communities and scholars who are allied with these communities. Not surprisingly, Indigenous people remain underrepresented in Applied Linguistics, and those who do engage the field often report negative experiences, noting that the field does not adequately include, represent, or help us and our communities But it does not have to be this way
What changes when Native American and other Indigenous intellectual approaches serve as the baseline from which language, languaging, and other areas of applied linguistics are approached? The purpose of this presentation is to engage this broad question both with the specific goal of improving how applied linguists engage with Indigenous languages and language communities, and also with the more general objective of probing and shifting disciplinary praxis in Applied Linguistics as a whole To do this, I draw upon ideas from Indigenous Studies, particularly two core values that are foundational in my Miami community and in many other Indigenous communities. One is relationality, operationalized for this presentation as “the worldview that everything is interrelated, and by extension, interdependent” (Venegas and Leonard 2023, 333). Ensuing is the notion of relational accountability, which calls not only for recognizing and honoring relationships to land, community, and intergenerational knowledge, among other areas, but also provides a framework for applied linguists to responsibly support Indigenous communities and their language efforts Relational frameworks call for disciplinary praxis that firmly recognizes how community language shift results from disruptions to relationships due to colonial oppressions and dispossessions, and that by extension, language reclamation requires accountability to the linguistic sovereignty that Indigenous language communities already have and to fostering new relationships to language that they seek to have.
Wesley Y. Leonard (he/him) is a citizen of the Miami Tribe of Oklahoma and an associate professor of Native American Studies in the Ethnic Studies department at the University of California, Riverside. Drawing from his PhD in Linguistics (University of California, Berkeley, 2007) and experience as an additional language learner and practitioner in myaamia and other community-based language programs, his research aims to build language reclamation capacity in Native American and other Indigenous communities by cultivating language reclamation praxis, which centers community needs, values, and definitions of language, while also changing the norms of language sciences to facilitate such work. As part of this, he co-developed the Natives4Linguistics project, which promotes Native American needs, research and ethical protocols, and intellectual tools as a basis for doing linguistics His scholarship appears in a variety of outlets such as Gender and Language, Language Documentation and Description, Dædalus, Language, Journal of Linguistic Anthropology, and Language Learning.
Associated colloquia: Barbara Meek and Adrienne Tsikewa
Plenary Sessions
Sunday, March 23 | 11:20 am - 12:25 pm
An Intersectional Look at Critical Applied
Linguistics:
Current Research, Future Directions, and Some Skeptical Remarks
Dr. Hayriye Kayi-Aydar
University of Arizona
Critical applied linguists have been engaged in justice-oriented scholarship for decades although this area of research has grown exponentially and received more attention in recent years. It is through this critical scholarship, in the form of empirical research, theoretical engagement, and advocacy that critical applied linguistics brings together different ways of knowing and responds to global injustices and the growing global inequality In this talk, by amplifying voices of critical applied linguists and maintaining a critical and sometimes highly skeptical stance towards existing critical scholarship and advocacy efforts, I aim to engage in newer theorizations of intersectionality, discuss invisible and left-out intersectionalities in critical applied linguistics, and discuss ways to increase our collective efforts for intersectional advocacy and justice. I first begin with a short overview of the major lines of research in critical applied linguistics, especially in relation to global migration and related social changes and crises. This critical engagement is guided by intersectionality, a framework that aims to understand the privilege and oppression through an analysis of the complex interplay of identities and intersecting forms of power Next, I discuss a future research agenda aimed at retheorizing intersectionality for critical applied linguistics, by challenging but respecting intersectionality’s primary focus on race and the Global North, as well as re-envisioning education from K-12 to teacher professional learning through an intersectional lens I conclude with interrogating intersectional advocacy within the field, with the goal of promoting intersectional efforts and practices in and for multiply-marginalized bodies and communities.
Dr. Hayriye Kayi-Aydar is an associate professor of English Applied Linguistics at the University of Arizona, where she teaches in the MA TESL and Interdisciplinary PhD SLAT programs Often using narrative inquiry and discourse analysis approaches, her research focuses on the intersectional identities and agency of teachers in multilingual contexts. She has served or is serving on editorial boards for various journals including TESOL Quarterly; Journal of Language, Identity, and Education; ELT Journal; and Linguistics and Education. Dr. Kayi-Aydar is the author of Positioning theory in applied linguistics: Research design and applications (Palgrave MacMillan, 2019) and Critical applied linguistics: An intersectional introduction (Routledge, 2024), as well as the co-editor of five books on language teacher education
Associated colloquia: Yasmine Romero
Plenary Sessions
Sunday, March 23 | 5:55 pm - 7:00 pm
Linguistic racism, (post)colonialism, and Indigenous languages
Stephen May University of Auckland
A key feature of the confluence of modern nation-state formation and colonization has been the marginalization and denigration of minoritized language varieties, particularly Indigenous languages, over time. Indigenous languages have been actively proscribed in public language domains, such as education, leading to their inevitable shift and loss, in settler-colonial contexts worldwide. This process of linguistic hierarchization has also often been, and continues to be, linked to both overt and covert forms of linguistic racism. Linguistic racism, a form of cultural racism, uses discursive constructions of language use and related linguistic hierarchies as a proxy for the racialized discrimination and subordination of Indigenous peoples and other minoritized ethnic groups
In this presentation, I will first trace the interdisciplinary strands that underpin our theoretical understandings of linguistic racism. These include the role of language in nation-state formation in the sociology of nationalism, the advent of “new racisms” in the sociology of racism, the exploration of “everyday racisms” in social psychology, and direct discussions of linguistic racism, drawing on work in both language ideology and, more recently, raciolinguistics I then illustrate the resilience and continued expansion of linguistic racism – with a focus on Indigenous languages – via my own national context, Aotearoa New Zealand I focus, in particular, on the public contestation of the increasing normalization of te reo Māori, the Indigenous Māori language, in contemporary New Zealand society. This growing opposition is in response to the successes of the last 40 years of Māori language revitalization. These linguistically racist discourses thus act in defense of English monolingualism, the direct linguistic legacy of New Zealand’s settlercolonial history, along with the privileges this history has provided for White, monolingual English-speaking New Zealanders. From this discussion, I highlight the ongoing challenges for Indigenous language revitalization, in New Zealand and elsewhere, while also outlining in conclusion how these discourses of linguistic racism might be (better) challenged and contested
Stephen May is a Full Professor in Te Puna Wānanga (School of Māori and Indigenous Education) in the Faculty of Arts and Education, University of Auckland, New Zealand. He is an interdisciplinary scholar and international authority on language rights, language policy, Indigenous education, bilingual education, and critical multicultural approaches to education Additional research interests are in ethnicity and nationalism, social theory (particularly the work of Bourdieu), sociolinguistics, and critical ethnography Stephen has published 26 books and over 120 articles and chapters in these fields, including the award-winning Language and minority rights (Routledge, 2nd ed , 2012), and The multilingual turn (Routledge, 2014). His most recent book is Critical ethnography, language, race/ism and education (Multilingual Matters, 2023, with Blanca Caldas). Stephen is Editor-in-Chief of the 10-volume Encyclopedia of Language and Education (Springer, 3rd ed., 2017) and founding co-editor of the interdisciplinary journal Ethnicities (Sage). He is the coordinating editor for the Multilingual Matters book series, Language, education and diversity, and co-editor of the Palgrave Macmillan book series, Palgrave studies in minority languages and communities He is a Fellow of the American Educational Research Association (AERA), and of the Royal Society of New Zealand (FRSNZ)
Associated colloquia: Mi Yung Park
Plenary Sessions
Monday, March 24 | 11:20 am - 12:25 pm
The Asianization of Linguicism: Language Policies as Racializing the Asian Diaspora
The Asian American and Pacific Islander (AAPI) diaspora is often ascribed as the racial community that has achieved relative success compared to other groups of color, yet this additive ascription is used discursively and materially to reproduce Whiteness and forms of anti-Blackness The racialized romanticization of this Asian model also maps onto language with English being plotted along a continuum of approaching to attaining proficiency, even among AAPIs who claim English as their only language Such constructions around linguistic authenticity and attainment are grounded in meritocracy assuming that one’s hard work will ultimately generate full inclusion Yet linguistic and racial ascriptions of AAPIs are conaturalized, constructing them as incomplete citizens or foreigners, regardless of generational or language identity. Thus, the specialization or customization of treatment within educational and language policy is less necessary, creating the conditions for their relative invisibility and erasure. This concocted matrix of hyper success in comparison to other groups of color, coupled with critiques of their full linguistic attainment/performance unsettles the theory of the racial bourgeoise, returning us to historic and contemporary narratives of suspicion and disposability; a continuum of invisibility to hypervisibility
Trish Morita-Mullaney
Perdue University
Drawing from racial triangulation theory (Kim, 1999; 2018; 2023), raciolinguistic (Alim et. al, 2016; Flores & Rosa, 2015) and LangCrit perspectives (Crump, 2014), this talk traces the history of the Asianization of linguicism. I examine how racial and linguistic visibility and invisibility are naturalized, normalizing the conditions for racial and linguistic subjugation of Asian minds and bodies through humor, scapegoating, and emotional and physical violence Beginning with the Chinese Exclusion Act and moving forward to the policy reforms of the War on Poverty and the language rights case of Lau v Nichols (1974) to the present, I map how AAPI ethnolinguistic communities are oftentimes the maleficiaries within educational and language policy; both de jure and de facto Given increased Sinophobia following the COVID-19 pandemic, and the profound regress in affirmative action and voting rights, I forward an intersectional matrix for language policy and planning.
Trish Morita-Mullaney is an Associate Professor in Literacy and Language at Purdue University with a courtesy appointment in Asian American Studies and serves as the CoDirector of the Center for Literacy and Language Education and Research. Her research focuses on the intersections between language, race, national origin, and gender identities and how this informs the identity acts of educators within multilingual communities. Guided by critical and feminist thought, she examines these intersectional identities and how they inform the logics of educational decision making for multilingual individuals and families As a former ESL and bilingual teacher and administrator, she draws from her experiences and relationships within schools, programs, and communities to understand the assemblages of economic, political, and social capital Her newly published book with Multilingual Matters, “Lau v. Nichols and Chinese American Language Rights: The Sunrise and Sunset of Bilingual Education” examines the Lau v. Nichols (1974) language rights case as developed, experienced, and implemented by the Chinese American community of San Francisco’s Chinatown. With co-editors Khánh Lê, Zhongfeng Tian, and Alisha Nguyen, she has a forthcoming edited volume entitled, “The long overdue voice: Asian Americans in Bilingualism and Bilingual Education” capturing the narratives of the Asian diaspora within bilingual education
Associated colloquia: Chris Montecillo Leider and Kevin Wong
Plenary Sessions
Monday, March 24 | 5:55 pm - 7:00 pm
Toward an Anticolonial World Language Curriculum
Dr. L.J. Randolph Jr.
University of Wisconsin
In recent years, antiracist, anticolonial, and justice-centered approaches to the teaching and learning of world languages have gained much momentum and visibility. However, we are at a crossroads. Just as researchers and educators have embraced these pedagogies, the pushback against such ideologies and associated pedagogies has also gained momentum. This pushback has attempted to limit classroom and societal discourse relating even to broad concepts such as race, diversity, and inclusion. In particular, recent reactions from institutions have shown that the consequences for anticolonial solidarity and activism have been severe So where do we go from here? In this presentation, I turn our attention to the curriculum as a site of activism, as it is a space that reflects the content, voices, perspectives, competencies, and skills that we value and deem worthy of instruction Although national, state, and local language curriculums often broadly allude to concepts of diversity, cultures, and communities as integral components of a language education, the framing of and focus on proficiencies and competencies reflect a coloniality that is steeped in capitalist pursuits and marketplace ideologies. I argue that an anticolonial, abolitionist perspective enables us to reimagine what the purpose of a language education is, who a language education is for, and what successful language learning entails.
The World-Readiness Standards for Learning Languages (The National Standards Collaborative Board, 2015) is the most ubiquitous curricular framework for teaching languages in US contexts, and it also provides the theoretical foundation for state curriculums and textbook content. As such, I use these standards as a starting point for exploring how we got to where we are and how we can move forward. I begin by exploring common ways that the field has conceptualized such notions as proficiency, competency, culture, and community. I then present a framework for an anticolonial language curriculum that 1) recognizes how anticoloniality intersects with other justice-centered frameworks such as racial and linguistic justice, and 2) incorporates the language and ideologies associated with broader social movements for justice and abolition In line with the conference theme of “relational accountability,” I draw upon Indigenous research and knowledges to guide us as we imagine the possibilities of an anticolonial curricular framework for world language education.
Dr. L.J. Randolph Jr. is an Assistant Professor of World Language Education and affiliate faculty in Second Language Acquisition at the University of Wisconsin-Madison Dr Randolph’s teaching career has spanned over 20 years, including a decade as a Spanish and ESL teacher at the secondary level His research and teaching focus on various critical issues in language education, including teaching Spanish as a heritage, home, or community language; incorporating justice-centered, anti-racist, and anti-colonial pedagogies; and centering Blackness and Indigenousness. He is a co-editor of the book How We Take Action: Social Justice in PK-16 Classrooms (Information Age Publishing). An advocate for abolitionist, liberationist, and transformative language education, Dr. Randolph is the 2024 president of ACTFL and a former president of FLANC and AATSP-NC
Associated colloquia: Aris Clemons and Tasha Austin
Invited Colloquia
Saturday, March 22
8:00 am - 10:00 am
Tower - Second Level, Grand Ballroom
Researcher reflexivity and positionality in quantitative and experimental research
Convened by: Aline Godfroid, Michigan State University
Sible Andringa, University of Amesterdam
Saturday, March 22
1:50 pm - 3:50 pm
Tower - Second Level, Grand Ballroom
Equity, Social Justice, and the Arts: How Arts-Based Methodologies can serve as Community-Accountable Research in Applied Linguistics
Convened by: Adriana Alvarez, University of Colorado
Sofía Chaparro, University of Colorado
Sunday, March 23
8:00 am - 10:00 am
Tower - Second Level, Grand Ballroom
First Americans/Nations and Applied Linguistics: Building better partnerships through relational accountability
Convened by: Adrienne Tsikewa, Zuni Pueblo; University of California, Santa Barbara
Barbra Meek, Comanche Nation; University of Michigan
Sunday, March 23
1:40 pm - 3:40 pm
Tower - Second Level, Grand Ballroom
Strengths, limitations, and challenges of intersectional approaches
Convened by: Yasmine Romero, University of Hawai‘i-West O‘ahu
Invited Colloquia
Monday, March 24
8:00 am - 10:00 am
Tower - Second Level, Grand Ballroom
Hip Hop Linguists as Players of Multiple Games
Convened by: Jaspal Naveel Singh, The Open University, United Kingdom
Monday, March 24
1:50 pm - 3:50 pm
Tower - Second Level, Grand Ballroom
Contesting Boundaries and Identities in Applied Linguistics: Insights from Asian Diaspora Scholars, Activists, and Allies
Convened by: Chris Montecillo Leider, University of Massachusetts, Boston Kevin Wong, Pepperdine University
Monday, March 24
1:50 pm - 3:50 pm
Tower - Second Level, Parlur
(En)countering linguistic discrimination in higher education
Convened by: Mi Yung Park, University of Auckland
Tuesday, March 25
8:00 am - 10:00 am
Tower - Second Level, Grand Ballroom
The Wilga Rivers Invited Colloquium: Contesting Culturelessness: Developing Hemispheric Black Language Pedagogies in World Language Education
Convened by: Aris Clemons, University of Tennessee Knoxville Tasha Austin, University of Buffalo
AAAL 2025 Award Recipients
2025 Book Award
Nicholas Limerick, Teachers College, Columbia University
2025 Research Article Award
Alastair Henry, Lund University and University West, Sweden
2025 Dissertation Award
Rima Elabdali, The University of Tennessee Knoxville
2025 Distinguished Service and/or Engaged Research Graduate Student Award in Relation to Diversity Efforts
Julia Donnelly Spiegelman, University of Massachusetts Boston
2025 Distinguished Scholarship and Service Award
Linda Harklau, University of Georgia
2025 Graduate Student Award
Sonoka Inomoto, University of British Columbia (Multilingual Matters Award)
Xiaoxiao Kong, University of Melbourne (ETS Award)
Martiniano Etchart, University of Wisconsin-Madison (Wilga Rivers Award)
Marisol Massó, Michigan State University (Grabe-Stoller)
Yixuan Wang, University of Georgia (GSA-JEDI)
Issam Rian, University of Arizona (Duolingo)
Francesca Marino, University of South Florida (Duolingo)
AAAL 2025 Award Recipients
2025 Indigenous Language Scholarship Support Fund
Nilima Mow, George Mason University
David Turnipseed, Puyallup Tribal Language Program
Job Mwakapina, Sokoine University of Agriculture, in Tanzania
Onesmo Simon Nyinondi, Sokoine University of Agriculture
Munira Kairat, University of California, Santa Barbara
Mallory Woods, University of California, Santa Barbara
Denise Kennedy, University of Regina
Michol Malia Miller, University of Hawaiʻi at Mānoa
Pa N. Vue, University of California, Berkeley
Cheyenne Cunningham, University of British Columbia
AAAL Leadership
Executive Committee
President: Peter De Costa, Michigan State University
President Elect: Ryuko Kubota, University of British Columbia
First Vice President: Manka Varghese, University of Washington
Second Vice President: Mari Haneda, The Pennsylvania State University
Immediate Past President: Lourdes Ortega, Georgetown University
Secretary: Agnes He, Stony Brook University
Treasurer: Scott Jarvis, Northern Arizona University
Member at Large: Yasuko Kanno, Boston University
Member at Large: Elizabeth Miller, The University of North Carolina at Charlotte
Member at Large: Xuesong Gao, University of New South Wales
Graduate Student Council Representative: John Wayne dela Cruz, McGill University
OEOC Representative: Katherine Christoffersen, University of Texas Rio Grande Valley
Standing Committees
Budget Committee
Chair: Scott Jarvis, Northern Arizona University
Peter De Costa, Michigan State University
Ryuko Kubota, University of British Columbia
Manka Varghese, University of Washington
Mari Haneda, The Pennsylvania State University
John Wayne dela Cruz, McGill University
Val Smith, AAAL Business Office
Committee on Conference Connections
Chair: Irina Zaykovskaya, University of Minnesota - Twin Cities
Irasema Mora Pablo, Universidad de Guanajuato, Mexico
In Ji Sera Chun, University of Hawai‘i at Mānoa
Anna Mendoza, University of Illinois at Urbana-Champaign
Kevin Tai, Hong Kong University
Ji-Young Shin, University of Toronto
John Wayne dela Cruz, McGill University
Mari Haneda, The Pennsylvania State University
Committee on Online Education and Outreach
Chair: Katherine Christoffersen, University of Texas Rio Grande Valley
Stephen Moody, Brigham Young University
Svetlana Koltovskaia, Northeastern State University
Sarah Hercula, Missouri University of Science and Technology
Marda Rose, The Bishop's School
Katie Burns, Carnegie Mellon University
Jim Mischler, Northwestern State University of Louisiana
Ryuko Kubota, University of British Columbia
AAAL Leadership
Dissertation Award Committee
Chair: Melike Ünal Gezer, TED University
Brittany Frieson, University of North Texas
Chaoran Wang, Colby College
Sara Kangas, Lehigh University
Betsy Gilliland, University of Hiwaíi Mãnoa
Zhongfeng Tian, Rutgers University-Neward
Xuesong Gao, University of New South Wales
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
Yasuko Kanno, Boston University
Distinguished Scholarship and Service Award Committee
Chair: Doris Warriner, Northwestern University
Li Wei, University College London
Veronica Valdez, University of Utah
Kendall King, University of Minnesota
Ryuko Kubota, University of British Columbia
Distinguished Service and Engaged Research Graduate Student Award in Relation to Diversity Efforts Committee
Chair: John Wayne dela Cruz, McGill University
Anwar Ahmed, University of British Columbia
John Odudele, University of Alaska Fairbanks
Elizabeth Miller, The University of North Carolina at Charlotte
FFAL Trustees
Chair: Shawn Loewen, Michigan State University
Co-Chair: Scott Jarvis, Northern Arizona University
Past Chair: Linda Harklau, University of Georgia
Glenn Martinez, The University of Texas at San Antonio
John Odudele, University of Alaska Fairbanks
Book Award Committee
Chair: Miguel Perez-Milans, University College London
Saskia Van Viegen, York University
Mostafa Papi, Florida State University
Hyunjung Shin, University of Saskatchewan
Okim Kang, Northern Arizona University
Uju Anya, Carnegie Mellon University
Pramod K Sod, Education University of Hong Kong
Tommaso Milani, Pennsylvania State University
Sender Dovchin, Curtin University
Yasuko Kanno, Boston University
AAAL Leadership
Graduate Student Award Committee
Chair: Mimi Li, Texas A&M University-Commerce
Ismaeil Fazel, University of British Columbia
Larissa Goulart da Silva, Montclair State University
Thor Sawin, Institute of International Studies at Monterey
Rachel Bhansari, Portland State University
Xuesong Gao, University of New South Wales
Nominating Committee
Chair: Jamie Schissel, The University of North Carolina at Greensboro
Prem Phyak, Teachers College Columbia University
Gail Prasad, York University
Kevin Wong, Pepperdine University
James Coda, University of Tennessee Knoxville
Ryuko Kubota, University of British Columbia
Public Affairs and Engagement Committee
Chair: Anwar Ahmed, University of British Columbia
Vice-Chair: Uju Anya, Carnegie Mellon University
Nasiba Norova, University of Massachusetts Boston
Rima El Abdali, University of Tennessee, Knoxville
Amelia Tseng, American University
Liying Cheng, Center for Applied Linguistics
Ryuko Kubota, University of British Columbia
Research Article Award Committee
Chair: Christina Tardy, University of Arizona
Gloria Park, Indiana University of Pennsylvania
Lei Jiang, University of Kansas
Xun Yan, University of Illinois, Urbana Champaign
Xuesong Gao, University of New South Wales
Resolutions Committee
Chair: Ron Darvin, UBC
Jayson Parba, University of Hawai‘i at Mānoa
Mi Yung Park, University of Auckland
Peter De Costa, Michigan State University
AAAL Leadership
Graduate Student Council
Co-Chair - John Wayne dela Cruz, McGill University
Co-Chair - Nasiba Norova, University of Massachusetts Boston
JEDI and Secretary – John Odudele, University of Alaska Fairbanks
Newsletter, Member-at-Large – Sarah Howard, Oregon State University
Event-Planning, Member-at-Large – Sudhashree Girmohanta, University of Toronto
Social Media, Member-at-Large – Myssan Laysy, Indiana University of Pennsylvania
Task Forces
Conference Task Force
Chair: Ryuko Kubota, University of British Columbia
Irasema Mora-Pablo, Universidad de Guanajuato, Mexico
Masatoshi Sato, Universidad Andres Bello, Chile
Melanie Wong, University of British Columbia, Canada
Yanning (Anna) Dong, Tsinghua University, China
Ali Fuad Selvi, University of Alabama, USA
Kerry Pusey, University of Pennsylvania, USA, graduate student
Ad Hoc Committee on Justice, Equity, Diversity, and Inclusion (JEDI)
Co-Chair: Ashley Moore, University of British Columbia
Co-Chair: Elizabeth Miller, The University of North Carolina at Charlotte
Usree Bhattacharya, University of Georgia
Suresh Canagarajah, The Pennsylvania State University
Trish Morita-Mullaney, Purdue University
Jennifer Phuong, Swarthmore College
Membership Task Force
Chair: Fares Karam, University of Nevada, Reno
Kathleen Bailey, Middlebury Institute of International Studies at Monterey
Dylan Burton, Georgia State University
Elizabeth Huntley, University of Colorado Denver
Yang Gao, Xi’an Jiaotong University
Jenn Phuong, Swarthmore College
Kerry Pusey, University of Pennsylvania
Shaila Sultana, University of Dhaka
AAAL Leadership
Representatives on External Boards/Associations
AILA
International Committee - Agnes He, Stony Brook University, AAAL Secretary Kendall King, University of Minnesota, AILA Member-at-Large
AIALA
Anne Marie Guerrettaz, Washington State University
Cambridge University Press/Annual Review of Applied Linguistics
Editor: Andrea Revesz, University College, London
American Anthropological Association Open-Access Repository Advisory Board
Sabina Perrino, State University of New York Binghamton
JNCL (Joint National Committee for Languages)
Amelia Tseng, American University
AAAL Past Presidents
2023 - 2024 - Lourdes Ortega, Georgetown University
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 Wisconsin- Madison
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 Urbana- Champaign
1991 - 1992 - Elaine Tarone, University of Minnesota
1990 - 1991 - Leslie Beebe, Columbia University
1989 - 1990 - Lyle F. Bachman, University of Illinois Urbana- Champaign
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 Urbana- Champaign
1983 - 1984 - Thomas Scovel, San Francisco State University
1982 - 1983 - Betty Wallace Robinett, University of Minnesota
1981 - 1982 - Muriel Saville-Troike, University of Illinois Urbana- Champaign
1980 - 1981 - Eugene Briere, University of Southern California
1979 - 1980 - Roger Shuy, Georgetown University & Center for Applied Linguistics
1978 - 1979 - Wilga Rivers, Harvard University
Conference Hotel Maps
I.M. Pei Tower Building
Conference Hotel Maps
I.M. Pei Tower Building
Conference Hotel Maps
Plaza Building
Conference Hotel Maps
Conference Hotel Maps
Plaza Building
Registration & Info Desk
Conference Hotel Maps
Plaza Building
Conference Exhibitor Map
Poster Sessions/ Roundtables
Premier Sponsor: Duolingo - Booth 13 & 14
GSC Event Sponsor: Multilingual Matters - Booth 3
Friends Sponsors:
Americans Against Language Barriers - Booth 21
Bloomsbury Academic - Booth 17
Georgetown University Press - Booth 18
John Benjamins Publishing Company - Booth 15
Wiley - Booth 7
Additional Exhibitors:
AAAL GSC Jedi Booth - Booth 22
AAAL Social Media Station - Booth 23 & 24
Cambridge University Press - Booth 4
English Language Programs, U.S. Department of State - Booth 20
Fort Lewis College - Booth 6
Palgrave MacMillan - Springer - Booth 19
Routledge - Booth 16
Local Restaurants
Coffee Options Close to the Hotel
Blue Sparrow Coffee: 1576 Sherman St Suite 111, Denver, CO 80203
Novo Coffee: 1600 Glenarm Pl, Denver, CO 8020
Tuscany Coffee & Deli: 1600 Stout St, Denver, CO 80202
Fluid Coffee Bar: 1667 Stout St, Denver, CO 80202
Vibe Coffee and Wine: 1490 Curtis Street, Denver, CO 80202
Logan House Coffee: 1144 15th St #100, Denver, CO 80202
Dining Options Close to the Hotel
The Delectable Egg-Dine-In & Takeout (Closes at 2:00pm): 1625 Court Pl, Denver, CO 80202
The Lockwood: 1450 Glenarm Pl, Denver, CO 80202
Territory Kitchen + Bar: 1400 Welton St, Denver, CO 80202
Corrine Denver: 1455 California St, Denver, CO 80202
Panzano: 909 17th St, Denver, CO 80202
City O’City: 206 E 13th Ave, Denver, CO 80203
Leven Deli Co.: 123 W 12th Ave, Denver, CO 80204
1801 Eatery: 1801 California St, Denver, CO 80202
*For additional information about things to see and do while in Denver as well as restaurants that offer special menus pertaining to those looking for Kosher, gluten free, and the celebration of Ramadan, please click here.
