AAAL 2023 Conference

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Times are listed in: America/Los_Angeles
7:00 AM - 3:00 PM
Registration Desk Open

 Registration & Info Desk Hours

 Registration Desks - Lower Level 1 (LL1)
8:00 AM - 8:30 AM
A Systematic Multimodal Model for Analyzing ESOL

Teachers’ Digital Stories 
 Stanton Wortham, Boston College
 Teacher Education, Beliefs, and Identities (TED) 
Individual Paper
 Salmon - 3rd Floor
:
Ascertaining instructional variables that affect the
acquisition of plural marking through web-based 
awareness-raising
 Matt Lucas, Kansai University
 Second Language Acquisition, Language Acquisition, and
Attrition (SLA)  Individual Paper
 Oregon Ballroom D - Lower Level 1 (LL1)
Assessment of Learners’ Content Knowledge in

English-Medium Higher Education Programs: Making 
Room for Multilingual Practices
 YASEMIN BAYYURT, Bogazici University
 Assessment and Evaluation (ASE)  Individual Paper
 Oregon Ballroom C - Lower Level 1 (LL1)
Automatic prediction of word- and phoneme-unit

intelligibility of Japanese learners’ L2 English speech 
 Nobuaki MINEMATSU, The University of Tokyo
 Willamette - Lobby Level (L)
Challenges in Transition from Classroom to

Workplace: A Study of Japanese Millennial BELF 
Users
 Homare Kanehira, University of Hawaii at Manoa
 Language, Culture, and Socialization (LCS)  Individual
Paper
 Portland - Lower Level 1 (LL1)
Direct Reported Speech Marshaled to Support Stance

in Discussions for Language Learning 
 David Aline, Kanagawa University
 Analysis of Discourse and Interaction (DIS)  Individual
Paper
 Medford - Lower Level 1 (LL1)
:
Groupwork in the Mixed Language Classroom: An
Analysis of Shame and Fluency in Dyads 
 Rachel Wallace, Florida State University
 Second and Foreign Language Pedagogy (PED) 
Individual Paper
 Pearl - 2nd Floor
Individual differences in chunking ability predict

online L2 processing: Evidence from Spanish gender 
agreement
 Manuel Pulido-Azpiroz, The Pennsylvania State University
 Eugene - Lower Level 1 (LL1)
Learning the Forms and Functions of Intonation

through Explicit Teaching and Perceptual Training 
 Sinem Sonsaat Hegelheimer, Iowa State University
 Phonology/Phonetics and Oral Communication (POC) 
Individual Paper
 Oregon Ballroom G - Lower Level 1 (LL1)
Mother Tongue-Based Multilingual Education for

Indigenous Ethnic Minority Students in Cambodia: 
Program Implementation and Expansion
 Wayne Wright, Purdue University
 Bilingual, Immersion, Heritage, and Minority Education (BIH)
 Individual Paper
 Hawthorne - 2nd Floor
Pedagogical roles for word lists representing learner

knowledge in an English for Academic Purposes 
program
 Geoffrey Pinchbeck, Carleton University
 Vocabulary and Lexical Studies (VOC)  Individual Paper
 Meadowlark - 3rd Floor
:
Roundtable Session 12
 Yaeko Hori

 Roundtable
 Mt. St. Helens - 2nd Floor
The obligations and characteristics of a professional

second language teacher: Perceptions during 
teacher education
 Michael Winans, Rochester Institute of Technology
Individual Paper
 Laurelhurst - 2nd Floor
The rules of academic writing: A synchronic and

diachronic corpus analysis 
 Tülay Dixon, Emory University, Oxford College
 Corpus Linguistics (COR)  Individual Paper
 Oregon Ballroom H - Lower Level 1 (LL1)
Unequal Englishes and Study Abroad

 Hyunjung Shin, University of Saskatchewan 
 Language and Ideology (LID)  Individual Paper
 Douglas Fir - 3rd Floor
University instructors' perspectives on spoken

participation and strategies to encourage 
international students' participation
 Jade Kim, Ontario Institute for Studies in Education (University
of Toronto)
Paper
 Sunstone - 3rd Floor
Written corrective feedback: does timing matter?

 Gabriel Michaud, Université de Montréal 
:
Individual Paper
 Belmont - 2nd Floor
8:00 AM - 9:00 AM
Freedom dreaming: Race-conscious cross-

pollinations of SFL for equity and justice 
 Jason Mizell
 Educational Linguistics (EDU)  1-Hour Colloquium
 Oregon Ballroom A - Lower Level 1 (LL1)
Lived experiences of transnational student-mothers

in academia during the pandemic. 
 Pooja Narang
 Teacher Education, Beliefs, and Identities (TED)  1-Hour
Colloquium
 Columbia - Lobby Level (L)
8:00 AM - 10:00 AM
Broadening the Base and Charting New Courses in

Second Language Speech Comprehensibility 
Research
 Dustin Crowther
 Invited Colloquium
 Oregon Ballroom EF - Lower Level 1 (LL1)
Centering Ideology in Language Teaching: A Global

Perspective 
 Pramod Sah
 Language and Ideology (LID)  2-Hour Colloquium
 Mt. Hood - 2nd Floor
:
Raciolinguistics of Spanish in the United States:
Ideologies, identities, pedagogies 
 Tracy Quan
 Oregon Ballroom B - Lower Level 1 (LL1)
8:35 AM - 9:05 AM
Data quality and validity of online vs. laboratory

longitudinal experiments 
 John Rogers, The Hong Kong Polytechnic University
 Research Methodology (REM)  Individual Paper
Effects of written languaging on second language

learning: Mediating roles of aptitude 
 Masako Ishikawa, Josai University
Examining intercultural competence in virtual

exchange: Experiences and perceptions of university 
students in Canada and Jordan
 Hiba Ibrahim, York University
 Language and Technology (TEC)  Individual Paper
Grammar-body-materiality in multilingual talk about

learning. 
 Soren Eskildsen, University of Southern Denmark
Paper
:
Heritage language speakers in police interrogation
contexts 
 William Eggington, Brigham Young University
 Language and the Law (LAL)  Individual Paper
L2 Learners Undervalue of Reading and Writing:

What Instructors Can do About It 
 David Balmaceda M., Washington University in St. Louis
 Reading, Writing, and Literacy (RWL)  Individual Paper
Learning L2 English modality through online

concept-based language instruction: A mixed 
methods investigation
 Jingyuan Zhuang, The Pennsylvania State University
Individual Paper
 GoMee Park 
 Roundtable
Separating “Intersectionality” from “Identity

Politics”:The role of ableism in language policy, 
programs, and practice
 María Cioè-Peña, AAAL 2023 First Book Award Winner,
University of Pennsylvania
 Antiracism, Decolonization, and Intersectionality for Systemic
Transformation (ADIST)  Individual Paper
 Oregon Ballroom I - Lower Level 1 (LL1)
The home as a safe-house: linguistic resistance of a

Pewenche family in south Chile 
 Marco Espinoza, Universidad de Chile
:
 Language Maintenance and Revitalization (LMR) 
Individual Paper
To Enroll or Not to Enroll? Parents’ Perceptions of

Mandarin-English Dual Language Immersion 
Programs
 Becky Huang, Ohio State University
Triangulating NLP analysis of rater comments and

MFRM: An approach to examining rating scale 
application
 HUIYING CAI, University of Illinois at Urbana-Champaign
Writing Strategies and Morphological Complexity

 Rurik Tywoniw, University of Illinois at Urbana-Champaign

[CANCELED] Completing the first assignment:

Process use by successful and unsuccessful writers 
 Ursula Wingate, King's College London
‘I am so lost’: Activity objectives and learner

positioning in mixed HL/L2 classrooms 
 Kacie Hoagland, Temple University
:
“I have to do all of this”: ESL teacher identity
development in collaboration 
 Amanda Giles, Hoover City Schools
Individual Paper
9:00 AM - 11:30 AM
Exhibits
 Exhibit Hall Hours

 Exhibition Hall - Lower Level 2 (LL2)
9:10 AM - 9:40 AM
Individual Differences in Cognitive Control and Adult

Language Learning 
 Alexis Berles, University of Illinois Chicago
A linguistic analysis of task as process and its

implications for task as workplan 
 Bill Crawford, Northern Arizona University
A multi-site replication of Yang and Lyster (2010):

Effects of form-focused practice and feedback 
 Jennifer Behney, Youngstown State University
:
Applied linguistic research involving learners with
disabilities: A scoping review of empirical work. 
 Robert Randez, Michigan State University
Detention, agency, and mutual aid: Meta-agentive

discourse of immigration bond posting 
 Jeremy Rud, University of California Davis
Diagnosing L2 pragmatic development through

computerized dynamic assessment 
 Tianyu Qin, University of North Georgia
 Language and Technology (TEC)  Individual Paper
Didactic Dyads: Socializing Gifted Kindergarteners

through Co-teacher Talk 
 Allison King, Teachers College, Columbia University
Paper
L2 motivational self system in the context of

Mandarin as a foreign and heritage language 
 Chuan Lin, Georgia State University
My terms in Their terms: Non-Latinx Spanish learners

constructing racialized and gendered positionalities 
in Spanish
 Jazmine Exford, AAAL 2023 DESERG and Graduate Student
:
Award Winner, University of California Santa Barbara
Paper
Permanent in the profession: The wellbeing of

retiring university language professionals and 
factors that support career longevity
 Sonja Babic, University of Graz
Individual Paper
Referential choices and adequacy in oral narratives

of Chinese among immersion learners 
 Yifan Wu, University of Washington
 Gilda Gilda Martinez-Alba

 Roundtable
Switching up the Narrative: Emotion and Prosody in

African American Language 
 Tamaya Levy, Northeastern Illinois University
 Sociolinguistics (SOC)  Individual Paper
Teachers’ Perceptions toward the Governmental

Policy of Teaching English in English and their 
Classroom Practice
 Yukie Saito, Chuo University
 Language Planning and Policy (LPP)  Individual Paper
:
Teachers’ sense of belonging to the professional
community: A raciolinguistic exploration of 
discourses about legitimacy
 Mimi Masson, Université de Sherbrooke
Individual Paper
Teaching cognitive processes of English as a second

language revision through Concept-based Language 
Instruction
 Tianzhi Zhang, University of Pittsburgh
Individual Paper
The impact of introspection on a teachers' corrective

feedback practices in the ESL classroom 
 Kelsey Ulrich-Verslycken, Carleton University
Individual Paper
The importance of considering language proficiency

profiles when using language proficiency test scores 
for graduate admissions
 Sharareh Vahed, Purdue University
Verbal and Embodied Socioemotional Instruction in

Preschool: A Systemic Functional Paralinguistic 
Analysis
 Sabrina Sembiante, Florida Atlantic University
Paper
:
9:40 AM - 10:10 AM
Coffee Break
 Coffee Break 
10:10 AM - 10:40 AM
Shared-L1 effects in listening tasks of the Duolingo

English Test: Test-Takers’ attitudes and score 
variance
 Maria Kostromitina, Northern Arizona University
Analyzing vocabulary language-related episodes in

EMI classroom interaction 
 Helen Basturkmen, University of Auckland
Changing conceptual representation across cultures:

the case of L1 Persian speakers in the U.S. 
 Ali Kushki, Loyola University Chicago
 Language Cognition and Brain Research (COG) 
Individual Paper
Corpus Analysis of Internal Linguistic Variation in

ITAs’ Instructional Presentations in ITA Assessment 
 Heesun Chang, Texas A&M University
:
Indigenous Miskitu Teachers’ Stories: A Case Study
of the Intersection of Indigeneity in their Experiences 
as Teachers of English
 Jaime Mejia Mayorga
Language ideologies in television: Analyzing

prescriptive and linguistically prejudiced television 
dialogue and its impact on viewers
 Sarah Hercula, Missouri University of Science and Technology
Measuring Vietnamese EFL university instructors’

language assessment knowledge and skills: Content 
validation through expert collaboration
 Thuy Tu, AAAL 2023 Graduate Student Award Winner, George
Mason University
 Md Mijanur Rahman

 Roundtable
Spanish proficiency in dual immersion vs. English

classrooms: A pseudo-longitudinal study across 
multiple domains
 Kimberly Potowski, University of Illinois at Chicago
:
Spanish-English bilinguals´ implicit and explicit
attitudes towards Mexican-accented and English- 
accented Spanish
 Gabriela Constantin-Dureci, Rutgers University
Understanding the IRB: Roles, goals, and holes

 Scott Sterling, Indiana State University 
[CANCELED] Developments in mentoring in English

language teacher education 
 Mark Wyatt, Khalifa University
Individual Paper
“Propping Up” the “I,” or the Discursive Constitution

of Subjectivity: A Signifier-Based Discourse Analysis 
of Informal Talk in a Kindergarten Classroom
 Jason Ranker, Portland State University
Paper
10:10 AM - 11:10 AM
Shifting raciolinguistic ideologies: Transnational

intersections of language and racialization in global 
perspective
 Molly Hamm-Rodríguez
:
Storytelling matters: Healing and peacebuilding in
applied linguistics 
 Gloria Park
 Language, Culture, and Socialization (LCS)  1-Hour
Colloquium
10:10 AM - 12:10 PM
Beyond metalinguistic communities: critical

collaboration in building towards metalinguistic 
futurities
 Netta Avineri
 Language Maintenance and Revitalization (LMR)  2-Hour
Colloquium
Courageous Conversations: Guadalupe Valdés’

Contributions to Equitable Education for Multilingual 
Learners
 George Bunch
 Special Session
From structurally correct to culturally appropriate:

how to bridge the gap for L2 learners 
 Weiping WU
 Pragmatics (PRG)  2-Hour Colloquium
Telecollaboration: Virtual exchanges for language

learning and mentoring 
 Ana Oskoz
 Language and Technology (TEC)  2-Hour Colloquium
:
Toward commensurability and diversity in
complexity: Diverse approaches to second language 
acquisition/teaching (SLA/T) in dialogue
 Steven Thorne
Attrition (SLA)  2-Hour Colloquium
10:45 AM - 11:15 AM
Alignment and misalignment between L2 Spanish

instructional practices and heritage learner identities. 
 Paul Toth, Temple University
Decolonizing classroom participation through the

‘presence’ of silence 
 Neha Arora, Simon Fraser University
Developing critical perspectives investigating

linguistic landscapes in the Spanish classroom 
 Isabel Kentengian, The College of New Jersey
Individual Paper
Encountering the Other in Spaces of Stigma:

Towards Aesthetics as a Sociolinguistics Research 
Praxis
:
 Maggie Kubanyiova, University of Leeds
Language teachers’ professional curiosity:

Understanding the drive for professional 
development
 Sarah Mercer, University of Graz
Individual Paper
Merging paradigms to analyze metadiscoursive

functional language in the rhetoric of scientific 
argumentation
 Elena Cotos, Iowa State University
 Text Analysis (Written Discourse) (TXT)  Individual Paper
Myth and Reality: An Ethnography of Non-native

English Speaking Teachers’ (NNESTs) Emotional 
Experiences in EMI Context at a Chinese Border
University
 Yawen Han, School of Foreign Languages, Southeast
University, China
Positionality in Languaging Trauma: Navigating

Difficult Moments in Research 
 Hima Rawal, Michigan State University
 Educational Linguistics (EDU)  Individual Paper
 Fernanda Kray 
 Roundtable
:
Social interaction enhances second language

emotionality in the brain: an fMRI study 
 Chunlin Liu, Tohoku University
 Language Cognition and Brain Research (COG) 
Individual Paper
The effect of the L1 writing system and L2 linguistic

knowledge on L2 word recognition development 
 Xiaomeng Li, Carnegie Mellon University
To What Extent Do Learner- and Word-related

Variables Affect Production of Derivatives? 
 Emi Iwaizumi, University of Western Ontario
[CANCELED] Discourses at work in elderly, health

policy communication: Uncovering aspects of 
semantic preference and prosody.
 Brett Diaz, Unity Health Toronto
11:20 AM - 11:50 AM
"I've become what I'm trying to fight…": Classroom

language policy navigation and embodied critical 
consciousness
 Rachel Bhansari, Portland State University
:
Individual Paper
Constructed Dialogue in Qualitative Research

Interviews 
 Julieta Fernandez, University of Arizona
Paper
Human-in-the-loop automated item creation for

complex items in language assessments 
 Geoffrey LaFlair, Duolingo
Learning through Plurilingual Consciousness-

Raising Tasks: Synchronous Computer-Mediated 
Classroom (S-CMC) vs. Face-to-Face Language
Learning (FLL)
 Pierre-Luc Paquet, University of Texas at Tyler
Individual Paper
Linguistic Complexity as a Pattern in EFL Textbooks

from Grade 2 to 12 
 Emine Taspinar, Boğaziçi University
Making patients: The sociolinguistics of innate sex

characteristics in healthcare communication 
 Brian King, University of Hong Kong
 Language, Gender, and Sexuality (LGS)  Individual Paper
:
Pre-service teachers’ transformative learning
experiences: dialogue and reflection in an applied 
linguistics course
 Yousra Abourehab, University of Arizona
Individual Paper
Proficiency and Post-expansion Sequence in Second

Language Mandarin Chinese Refusals 
 Samantha Harris, University of California Santa Barbara
Individual Paper
Proficiency and tense-aspect as predictors of

accuracy in L2 Spanish preterit-imperfect use 
 Sophia Minnillo, University of California Davis
 Ben Naismith 
 Roundtable
Second Language Writers and Writing Output:

Comparing Digital Multimodal Composing and 
Traditional Essay Writing
 Marlene Tovar, Arizona State University
Two pedagogical approaches to writing case analysis

recommendations: Comparing student outcomes 
 Silvia Pessoa, Carnegie Mellon University Qatar
:
Two-way immersion programs and language identity:

an ethnographic study of current and post-program 
participants
 Christine Shea, University of Iowa
“Suho speaks clearly and slowly”: Attitudes towards

English accents among sixth-grade EFL students 
 Ayako Hiasa, Arizona State University
“That is the point I want to attack”: Socializing

academic criticism in L2 writing consultations 
 Kelly Frantz, Teachers College Columbia University
Paper
11:55 AM - 12:25 PM
A network science approach to the analysis of

syntactic development in Learners of Mandarin: 
Community Structure
 Susanne DeVore, University of Hawaiʻi at Mānoa
Co-constructing register as an object of instruction

in a Business Chinese classroom 
 Ding Wang-Bramlett, Carnegie Mellon University
:
Paper
Creating a Sustained Space in a Teacher Preparation

Course: Introducing Pedagogical Translanguaging to 
Teacher Candidates
 Antonio Estudillo, City University of Seattle
Individual Paper
Doing alignment and affiliation with repeat tokens

during multilingual, video-based work meetings 
 Joseph Tomasine, Hokkaido Bunkyo University
Paper
Effectiveness of written corrective feedback in

developing L2 accuracy: A Bayesian meta-analysis 
 Dan Brown, Grand Valley State University
Individual Paper
How do journals conceptualize peer reviews?

Theoretical insights and implications for English for 
Publication Purposes
 An Cheng, Oklahoma State University
Identifying writing tasks for undergraduate French

learners: A task-based needs analysis 
 Magda Tigchelaar, University of Toronto Mississauga
:
Individual Paper
Increasing second language learners’ production of

agreement morphology: A priming study 
 Chae Eun Lee, University of Illinois at Urbana-Champaign
Students navigating the impact of a high-stakes

English test: An agency perspective 
 Yan Zhao, The University of Melbourne
The impact of inaccurate article use on L1 and L2

listening comprehension 
 Vedran Dronjic, Northern Arizona University
Thematic and Linguistic Analysis of UN Delegates’

Explanations of Vote: The Case of Suspending 
Russia’s Membership of the UN Human Rights
Council
 Eun Hee Jeon, University of North Carolina at Pembroke
Transnational students’ negotiating knowledge

participation in EMI degree programs 
 Yixi(Isabella) Qiu(Chiu), Fudan University
:
Whose Language? Whose Culture?: Transnational
Latina Mothers Critique and Navigate Limitations of 
Hyper-Gentrified Dual-Language Programs
 Grace Cornell Gonzales, University of Washington - Seattle
[CANCELED] Battling with Habitus in Identity

Negotiation: An Investigation of Language Teachers' 
Study Abroad Returnees
 ONESMO MUSHI, The University of Rochester
Individual Paper
“Because it’s your language, mamãe”: Discourse

analysis of interactions in a trilingual heritage 
language family.
 Rosiane Barcelos de Oliveira, University of Massachusetts
Boston
“¡En español, por favor! In Spanish please!”:

When/Why do teachers translate, and is it 
necessary?
 Liv Detwiler, University of Tennessee Knoxville
Individual Paper
1:15 PM - 1:45 PM
Bilingual Latinx teacher candidates’ stories as

representations of sociopolitical, sociocultural and 
ideological frameworks
:
 Maria Dantas-Whitney, Western Oregon University
Individual Paper
Centering the margins: Preparing fine arts teachers

to teach multilingual learners 
 Scott Grapin, University of Miami
Individual Paper
ELT classroom as affinity space: Designing an

interest-driven learning space 
 Yu Jung Han, University of Rochester
Individual Paper
Effects of Intercultural Competence and Linguistic

Competence on CFL Learners’ Speech Act 
Production
 Yunwen Su, University of Utah, USA
 Pragmatics (PRG)  Individual Paper
English monolingual ideologies in the U.S.

remediation reform movement: Implications for 
multilingual learner instruction
 Linda Harklau, University of Georgia
Evaluating the role of survey questions in Directed

Self-placement 
 Youmie Kim, Syracuse University
:
Explicit similarities and implicit differences: The

nature of L1 and L2 English modal verb knowledge 
 Nadia Mifka-Profozic, University of York
From prescriptivism to practices: Developing

content-area teacher candidates’ language 
conceptions through sociocultural visions of
scaffolding
 Benjamin James, University of California, Santa Cruz
Individual Paper
Identity Work in Language Teacher Education:

Agentic Choices Teacher Candidates Make in 
Constructing Their Identities
 Ceren Kocaman, University of Potsdam
Individual Paper
Innovation in SHL Language Program

Administration: Development and Outcomes of a 
Latinx ambassador program
 Sergio Loza, University of Oregon, USA
Managers or advocates? Epistemic vs. political

agency in language management 
 Magdalena Madany-Saa, Pennsylvania State University
:
Meta-Analysis in Language Learning: A Research

Synthesis 
 Alyssa Vuogan, Florida State University
Monolingual Ideologies and Interpretations of

Consent in the Legal System 
 Susan Ehrlich, York University
Old-fashioned texts in modern cities: (Re-)defining

hierarchies of information, text genres, and 
languages
 Solvita Burr, University of Washington, University of Latvia
Patterns of nominal pre-modification in L1/L2

university student writing: Frequency, semantics, 
functions, morphological complexity
 Bethany Gray, Iowa State University
Sequential Organization of Assessments at

Junctures of Praise and Critical Feedback in 
Performance Appraisal Interviews
 Helen Melander Bowden, Uppsala University
Paper
:
Supporting Refugee Learners of English for
Employment Purposes: Empirical Evidence and 
Pedagogical Opportunities
 Li-Shih Huang, University of Victoria
Individual Paper
Translanguaging in Indiana high school English as a

new language classrooms 
 Woongsik Choi, Purdue University
Translanguaging, Oral Histories, and Data Stories

Centering the Fluidity of Transnational Youths’ 
Identity Development
 Matthew Deroo, University of Miami
Which Kichwa? Teaching Indigenous Languages and

Contesting Dominant Language Ideologies in 
Ecuador
 Nicholas Limerick, Teachers College, Columbia University
1:50 PM - 2:20 PM
"I want to be inclusive, but how?" University

instructors' beliefs and practices teaching 
multilinguals
 Sandra Zappa-Hollman, University of British Columbia
:
Individual Paper
A critical look at how education faculty provide

academic writing support to plurilingual graduate 
students
 Antoinette Gagné, University of Toronto
Bi-/multilingual children in dual language

kindergarten: Perspectives on family language policy 
 Cory Buckband, Arizona State University
Decentering the colonial native speaker

 Devin Grammon, University of Oregon

Does proficiency really matter? A continued look at

WCF in the L2 curriculum 
 Abbie Finnegan, Georgetown University
Epistemological entanglements: Decolonizing

understandings of identity and knowledge in English 
language teaching
 Renee Lynch, University of Washington, Seattle
:
Examining important linguistic features to item
difficulty of elicited imitation between proficiency 
levels using random forest
 Ji-young Shin, University of Toronto Mississauga
Examining regulatory fit effects in L2 writing

motivation: Individual regulatory focus and teacher 
feedback
 Minyoung Cho, Korea University
Exploring the threshold of intelligibility through

suprasegmental features: Employing nonlinear 
regression for optimal modeling of intelligibility
 Kevin Hirschi, Northern Arizona University
Individual Paper
L1 and L2 use during strategic task planning and

rehearsal: Impact on the quantity and novelty of 
content used in L2 task performances
 Scott Aubrey, The Chinese University of Hong Kong
Individual Paper
Professional vision in professional-client interaction:

A resource for addressing client concerns in photo 
selection sessions
 Parvaneh Rezaee, Department of Second Language Studies,
University of Hawaiʻi at Mānoa
:
Paper
Teaching in a Pressure Cooker: A Qualitative Study

of German Graduate Teaching Assistants' Teacher 
Emotions
 William Robertson, The University of Alabama
Individual Paper
The Effect of Dynamic Assessment on EFL Reading

Development among Chinese High School Students 
 Xu Li, None
Transforming Deficit Ideology: Building Critical

Indigenous Awareness and Activism of Yaakthung 
Indigenous Youths
 Prem Phyak, The Chinese University of Hong Kong
Translanguaging in U.S. PK-12 Classrooms: A Critical

Review of Twelve Years of Research 
 Laura Hamman-Ortiz, University of Rhode Island
Using a Rubric as a Mediational Tool for Preservice

Dual Language and Immersion Teacher Development 
 Corinne Mathieu, University of Wisconsin - Green Bay
:
What demotivates CFL learners’ language learning

and why do they drop out? 
 Lu Lu, Virginia Military Institute
Individual Paper
2:25 PM - 2:55 PM
Affective teacher education around immigration

issues 
 Pamela Kimario, UNIVERSITY OF GEORGIA
Challenging colonized thinking in second language

listening: Teachers’ beliefs about authentic listening 
instruction
 Mark Emerick, Muhlenberg College
Conducting instructed SLA experiments online: A

showcase study 
 Zhe Gao, Carnegie Mellon University
Developing literacy skills through language play in a

multilingual classroom 
 Rachel Floyd, University of Arizona
:
Individual Paper
Dialogue interpreting: do linguistic capital,

interdisciplinary research/teaching and communities’ 
needs ever meet?
 Claudia V. Angelelli, Heriot-Watt University - Centre for
Translation and Interpreting Studies in Scotland
 Translation, Interpretation and Language Access (TRI) 
Individual Paper
Finding time in language assessments: Maximizing

measurement properties by unit of testing time 
 Sarah Goodwin, Duolingo
How long into adulthood can naturalistic L2

pronunciation learning continue? 
 Ron Thomson, Brock University
Individual Paper
Interrater reliability testing in genre analysis: Insights

from three measures 
 Minjin Kim, Pennsylvania State University
Leveraging critical incidents: A beginning dual-

language teacher looks back and ahead 
 Melanie Schneider, University of Wisconsin - Whitewater
:
Individual Paper
Measuring language learning experience in L2

Motivational Self System: Scale development and 
validation
 Zixuan Li, University of Cambridge
Multimodal Metaphors of Linguistic Diversity: Toward

Humanizing Praxis in Language Teacher Education 
 Francis Troyan, The Ohio State University
Individual Paper
Perceptions of Inter-Turn Pauses in Requests in

Standard and Colloquial Singapore English 
 Felicia Roberts, Purdue University
Proximity of Stimulation: Input quality mediates

effects of SES and program on L2 and cognition 
 Kristin Kersten, University of Mannheim
Racism in the Japanese ESL market: The case of

study abroad in the Philippines 
 Aika (Alice) Ishige, Ritsumeikan Asia Pacific University
:
Stancetaking and affect in online discussion of EMI

in Hong Kong 
 Steven Yeung, The Chinese University of Hong Kong
[CANCELED] Emotion labor, investment, and identity

in community-based heritage language teaching 
 Asma Afreen, The University of British Columbia
“I Understand One Hundred Percent”: Explicit Claims

of Understanding as a Teacher Resource for 
Feedback
 Carol Lo, Teachers College, Columbia University
Paper
“Teachers need to go educate themselves”:

Teachers’ perceptions of a plurilingual approach to 
language teaching
 Li Peng, McGill University
Individual Paper
3:00 PM - 4:30 PM
:
Wine and Cheese Reception
 Reception 
:

AAAL 2023 Conference

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A Systematic Multimodal Model for Analyzing ESOL

Assessment of Learners’ Content Knowledge in

Automatic prediction of word- and phoneme-unit

Challenges in Transition from Classroom to

Direct Reported Speech Marshaled to Support Stance

Individual differences in chunking ability predict

Learning the Forms and Functions of Intonation

Mother Tongue-Based Multilingual Education for

Pedagogical roles for word lists representing learner

The obligations and characteristics of a professional

The rules of academic writing: A synchronic and

Unequal Englishes and Study Abroad

University instructors' perspectives on spoken

Written corrective feedback: does timing matter?

Freedom dreaming: Race-conscious cross-

Lived experiences of transnational student-mothers

Broadening the Base and Charting New Courses in

Centering Ideology in Language Teaching: A Global

Data quality and validity of online vs. laboratory

Effects of written languaging on second language

Examining intercultural competence in virtual

Grammar-body-materiality in multilingual talk about

L2 Learners Undervalue of Reading and Writing:

Learning L2 English modality through online

Separating “Intersectionality” from “Identity

The home as a safe-house: linguistic resistance of a

To Enroll or Not to Enroll? Parents’ Perceptions of

Triangulating NLP analysis of rater comments and

Writing Strategies and Morphological Complexity

[CANCELED] Completing the first assignment:

‘I am so lost’: Activity objectives and learner

Individual Differences in Cognitive Control and Adult

A linguistic analysis of task as process and its

A multi-site replication of Yang and Lyster (2010):

Detention, agency, and mutual aid: Meta-agentive

Diagnosing L2 pragmatic development through

Didactic Dyads: Socializing Gifted Kindergarteners

L2 motivational self system in the context of

My terms in Their terms: Non-Latinx Spanish learners

Permanent in the profession: The wellbeing of

Referential choices and adequacy in oral narratives

Switching up the Narrative: Emotion and Prosody in

Teachers’ Perceptions toward the Governmental

Teaching cognitive processes of English as a second

The impact of introspection on a teachers' corrective

The importance of considering language proficiency

Verbal and Embodied Socioemotional Instruction in

Shared-L1 effects in listening tasks of the Duolingo

Analyzing vocabulary language-related episodes in

Changing conceptual representation across cultures:

Corpus Analysis of Internal Linguistic Variation in

Language ideologies in television: Analyzing

Measuring Vietnamese EFL university instructors’

Spanish proficiency in dual immersion vs. English

Understanding the IRB: Roles, goals, and holes

[CANCELED] Developments in mentoring in English

“Propping Up” the “I,” or the Discursive Constitution

Shifting raciolinguistic ideologies: Transnational

Beyond metalinguistic communities: critical

Courageous Conversations: Guadalupe Valdés’

From structurally correct to culturally appropriate: