Sangki Kim Priscila Leal & Graham Crookes J. D. Brown Carrie Bach James Dean Brown & Jonathan Trace (Keio University; PhD in SLS, UH-M\u0101noa Alumnus) Alfred Rue Burch (Rice University; PhD in SLS, UH-M\u0101noa Alumnus) & Eunseok Ro (session organizers and presenters) Eva Ponte (Â鶹´«Ã½College of Education) & Christina Higgins Christina Higgins Junko Imai Kristopher Kyle Anna Mendoza Elham Monfaredi Patharaorn Patharakorn & Gabriele Kasper (session organizer) Kristin Rock George Smith & Yuka Matsutani M\u00f3nica Vidal, Kendi Ho, & Machiko Hasegawa Ding Wang (Princeton University; MA in SLS, UH-M\u0101noa Alumna) Jing Zhou Carrie Bach Betsy Gilliland Kendi Ho Theres Gr\u00fcter, Elaine Lau & Wenyi Ling Theres Gr\u00fcter, Aya Takeda, Wenyi Ling, Hannah Rohde & Amy J. Schafer Haerim Hwang, Hyunwoo Kim & Bonnie D. Schwartz Mari Miyao, Amy J. Schafer & Bonnie D. Schwartz Sun Hee Park & Hyunwoo Kim Gyu-ho Shin & Hyunwoo Kim Carrie Bach Mitsuko Suzuki Sangki Kim Graham Crookes Betsy Gilliland & Priscila Leal Angela Haeusler Christina Higgins Rachel Jun Hye-Young Jung Taylor Lewis Yu-han Lin Mery Diez Ortega Eunseok Ro, Alfred Rue Burch (Rice University; PhD in SLS, UH-M\u0101noa Alumnus), & Gabriele Kasper Rachel Jun & Gabriele Kasper Parvaneh Rezaee Christina Higgins Jennifer Holdway Priscila Leal J. D. Brown J. D. Brown
\nConducting relational talk in service encounters in second-language English: A 30-month case study, in invited colloquium of Longitudinal Investigations into Interactional Competences<\/em><\/p>\nInternational Conference on Language Teacher Education, UCLA; February 2\u20134, 2017<\/h3>\n
\nDeveloping critical language teachers\u2019 beliefs: Critical consciousness<\/em><\/p>\nElizitationsverfahren in der Mehrsprachigkeitsforschung (organized by and for doctoral students from all over Germany), Westf\u00e4lischen Wilhelms-Universit\u00e4t M\u00fcnster, Germany; March 8\u201310, 2017<\/h3>\n
\nData elicitation in mixed-methods research <\/em>(plenary)<\/p>\nAmerican Association for Applied Linguistics, Portland, OR; March 18\u201321, 2017<\/h3>\n
\nL2 Korean MALL Interactions: Text and Voice-Messaging in KakaoTalk <\/em>(roundtable)<\/p>\n
\nConnected speech dictations for testing second language listening<\/em><\/p>\n
\nBuilding upon intervention: Changes in floor-taking practices and resources<\/em><\/p>\n
\nLanguage teacher identity and transdisciplinarity in a multilingual world<\/em><\/p>\n
\nMultilingual families: Aspirations and challenges<\/em><\/p>\n
\nEffect of writing conferences on L2 learners’ texts and attitudes: Contributions of quantitative findings and their limitations<\/em><\/p>\n
\nMeasuring longitudinal writing development: A usage based perspective
\nN-gram measures and L2 writing proficiency<\/em><\/p>\n
\nA new lens for an old debate: Applying the Douglas Fir Model of SLA to grammar instruction in EAP writing<\/em><\/p>\n
\nTelling story, teaching grammar in a Persian language classroom<\/em><\/p>\n
\nA mixed-methods approach to assessing topic transitions in multi-party talk<\/em><\/p>\n
\nPre-task planning in L2 text-chat: Examining learners’ process and performance<\/em><\/p>\n
\nA mixed-methods approach to examining the efficacy of meta-cognitive feedback training in peer interaction: Insights from CA-grounded formal coding<\/em><\/p>\n
\nContrasting categories of culture in the revitalization of \u2018\u014clelo Hawai\u2018i: A discourse analysis<\/em><\/p>\n
\nA conversation analytic study of activity shift in Mandarin Chinese tutoring sessions<\/em><\/p>\n
\nForeign language classroom anxiety and its predictors: A structural equation modeling study <\/em>(poster)<\/p>\nTESOL International Convention 2017, Seattle WA; March 21\u201324, 2017<\/h3>\n
\nAction Research of Gamification in Reading <\/em>(MA forum)<\/p>\n
\nWhat writing teachers need to know: Exploring teacher education models<\/em> (colloquium chair, presenter, and organizer)
\nTESOLers supporting mainstream teachers of English language learners<\/em> (colloquium chair, presenter, and organizer)<\/p>\n
\nAssessment for ELLs and ABE students in the Individualized Career Achievement Network (iCAN) Program<\/em> (panel, “Innovative Solutions to Adult Education Program Design and Collaboration”)<\/p>\n30th Annual CUNY Conference on Human Sentence Processing, Boston, MA; March 30\u2013April 1, 2017<\/h3>\n
\nShape classifiers and referential processing in Mandarin: Noun class trumps semantics<\/em><\/p>\n
\nEvent structure modulates anticipatory looks to potential next referents<\/em><\/p>\n
\nRevisiting empty-category processing by L2 learner with only classroom exposure<\/em><\/p>\n
\nInfluence of competitors on the L2 production of English referential expressions<\/em><\/p>\n
\nL2 processing of the Korean locative constructions by Chinese-Korean bilinguals<\/em><\/p>\n
\nCan language users derive sentence meaning without relying on verbs? Evidence from English and Korean<\/em><\/p>\nThe Seventh International Conference on Task-Based Language Teaching, Barcelona, Spain; April 19\u201321, 2017<\/h3>\n
\nThe role of modality in pre-task planning: Effects on learner performance in L2 text-chat<\/em><\/p>\n
\nEffects of Task Planning Types on L2 Learner’s Oral Performance: A Meta-Analysis<\/em><\/p>\nThinking, Doing, Learning (TDL3) conference, University of Munich (Ludwig-Maximilians-Universit\u00e4t), Munich, Germany; April 19\u201321, 2017<\/h3>\n
\nStability in a Multimodal Practice in Service Encounters: A Documentary and Sedimentating Process<\/em><\/p>\nInternational Society of Language Studies (ISLS), Honolulu, Hawai\u2018i; June 15\u201317, 2017<\/h3>\n
\nPeaceable Discourse Needed for Critical Second Language Pedagogy: Exploratory Talk for Critical Dialogue<\/em><\/p>\n
\nValidating stories of conflict and becoming: Immigrant adolescent girls’ life narratives in a community writing workshop<\/i><\/p>\n
\nYou get job or wat?’: Pidgin as a Resource for Peaceful Communication and Economic Well-Being in Hawai’i<\/em><\/p>\n
\n‘Pidgin is one language’: Changing Ideologies about Pidgin after its Recognition on the U.S. Census<\/em><\/p>\n
\nBroadcasting the Ultimate Unification: A Study of Korean Multicultural TV Show and Unifications Promoted with Use of TELOP<\/em><\/p>\n
\nNorth Korean Defector Students’ Identities in South Korea: Narrative Analysis of Media Interviews<\/em><\/p>\n
\nRwandan Twitter in 2014: The Roles of French and English in Rwandan Political Discourse on the Anniversary of Genocide<\/em><\/p>\n
\nSuppressed Taiwan Southern Min Speaker Identity by Positioning through Codeswitching in Narrative<\/em><\/p>\n
\nDeveloping Intercultural Competence in a Foreign Language Classroom<\/em><\/p>\nInternational Pragmatics Conference (IPrA), Belfast, Northern Ireland, UK; July 16\u201321, 2017<\/h3>\n
\nDevelopment of recipient practices in a second language book club setting<\/em> (panelists; organized by S. Pekarek Doehler & E. Pochon-Berger)<\/p>\n
\nProducing ‘Foreigners’ in TV Entertainment Shows: Sequence, Categorization, and Multisemiotic Practices<\/em><\/p>\n
\nCategories and Pronouns as Resources for Political Critique in an Iranian TV Show<\/em><\/p>\nThe 18th World Congress of Applied Linguistics (AILA), Rio de Janeiro, Brazil; July 23\u201328, 2017<\/h3>\n
\nSpace as Practiced Place: Re-envisioning Multilingualism from an Activity Orientation. <\/span><\/em><\/p>\n
\nTransformative professional development for in-service mathematics <\/span>teachers of English language learners<\/span> <\/em><\/p>\n
\nCritical language teaching: Scaffolding tasks and preparing students for critical engagement<\/i><\/p>\nPan-Korea English Teachers\u2019 Association Conference, Gyeongsang National University, Jinju, Korea; September 23, 2017<\/h3>\n
\nDeveloping and using rubrics in language classroom assessment <\/em> (plenary)
\nDeveloping and using rubrics in language classroom assessment: Hands-on workshop<\/em><\/p>\n3rd International VietTESOL Conference. Thai Nguyen, Vietnam; December 7-8, 2017<\/h3>\n
\nAssessment and World Englishes, English as an international language, and lingua franca <\/em> (opening keynote address)
\nHow classroom assessments can improve teaching and learning<\/em> (two workshops)<\/p>\n<\/h3>\n","protected":false},"excerpt":{"rendered":"