SSLW2024

SSLW2024

8:00am MST

Coffee *Diamond Atrium Exhibits *Diamond Atrium Registration *Diamond Atrium

9:00am MST

Opening Ceremony South Ballroom

9:15am MST

Theme Statement South Ballroom

9:30am MST

Connection and disjuncture in the teaching and learning of multilingual writers: Ecological and critical perspectives South BallroomAmanda Kibler

10:30am MST

Break UA Student Union

10:45am MST

A corequisite instructional model to support multilingual students at a U.S. university North Ballroom 12Leslie Sherwood • Liz Lew • Sally Wang Designing assignments and assessments during AI-ChatGPT era North Ballroom 01Mariam Alamyar EFL and ESL: Are they similar or different? North Ballroom 04Marwan Almuhaysh Influence of generative AI on EAL writing center translators processes and identities North Ballroom 02Thais Cons Integrating coaching questions into free writing activities in multilingual composition: Fostering writing fluency and confidence North Ballroom 11Valerie Sky Pre-service teachers teaching writing to multilingual learners North Ballroom 10Monika Bharti Syntactic Complexity in L2 learners’ academic writing: A comparative corpus-based study of engineering students across L1 background North Ballroom 05Muhammad Afzaal • Shanshan Xiao Transitions of multilingual writers across intensive English and academic courses North Ballroom 08Lubie Alatriste • Cathryn Crosby Unveiling articles focused on multilingual writers’ impact: An Investigation of multilingual writers’presence and writing in technical communication journals North Ballroom 03Annah Macha Using an interactive e-map to describe ecologies of multilingual writing at diverse campuses North Ballroom 07Kendon Kurzer • Greer Murphy • Katherine Daily O’Meara • Robyn Russo Using metacognitive theory and narrative inquiry in examining Korean pre-service English teachers’ knowledge and perspectives about second language writing North Ballroom 09Hi Yun Jung Voices from the global south: Exploring code-meshing, recontextualization and adaptive transfer in L2 writings North Ballroom 06Chiagoziem Jideofor • Damilola Ademola • Nurul Islam “If I can write well, I can also communicate my thoughts well”: Thai undergraduate students’ beliefs and knowledge about writing in English North Ballroom 13Tanita Saenkhum

11:15am MST

AI goes to college: Perspectives and practices among first-year international students North Ballroom 01Shireen Campbell • Fangzhi He Creating classroom ecologies in English-centric spaces North Ballroom 09Maria Isela Maier Developing digital competence of second and foreign language K-12 teachers and university instructors: Collaborative teacher development series North Ballroom 10Onur Ural Burns Eco-memoir writing in the classroom: An ecocompositional approach to develop environmental literacy in second language North Ballroom 07Yagmur Nazlinur Al Effects of an information-based writing portfolio assessment on undergraduates' writing self-regulated learning strategy use North Ballroom 11Chengyuan Yu • Xueting Ye Empowering growth: Teacher-student rubric co-construction for enhanced second language writing instruction North Ballroom 12Tong Zhang • Zhenjie Weng Examining learning opportunities in incorporating an AI tool in graduate-level writing North Ballroom 02Junghwa Kim Exploring the relationship between writing and speaking in L2 Learning: A pilot study in an Indonesian military course North Ballroom 13Gatot Prasetyo From dishes to discourse: Non-standard writing genres and multilingual student writers North Ballroom 05Anoud Abusalim • Silvia Vaccino Salvadore Improving multilingual writing instruction with adaptive learning paths North Ballroom 08Kaitlin Decker • Christine Hahn • Dilafruz Vosieva Second language writing across the curriculum and globe: Interdisciplinary collaborations in a transnational, English-medium classroom North Ballroom 04Ajith Rajapaksha • Kate Shea Trusting in conversational translanguaging to promote multilingual writing North Ballroom 06Alex Duah • Emily Gil • Emmanuel Amackson • Kaitlin Whittle Using keywords analysis to interpret linguistic features in business and engineering student writing North Ballroom 03Yoo Lae Kim

11:45am MST

A case study of an emerging expert in an EAP online writing class North Ballroom 13Zhenjie Weng An autoethnography: Transnational TESOL writing instructor identity North Ballroom 10Lakmini Siriwardana Effects of an instructional intervention on students’ perceived and actual abilities in feedback literacy development North Ballroom 09Hui-Tzu Min Exploring academic writing in an international liberal arts graduate program in Japan: Course development and implementation North Ballroom 03Junko Imai Exploring collaborative writing process between multilingual writers and AI writing partners North Ballroom 08Jui-Hsin Renee Hung Exploring multimodality and hypertextuality in mental health blogs: Functions and roles within the digital genre ecology North Ballroom 05Heewon Lee Leveraging "fluent liars": Teaching multilingual first-year composition students to use AI ethically North Ballroom 02Titcha Ho Teachers' and students' views on multilingual writing development in FYC courses North Ballroom 04Olexandra Kostenko The effects of self-sponsored writing on graduate multilingual students’ academic writing development North Ballroom 06Andrew Yim The impact of genre-based collaborative writing on the writing ability of senior high school students in China North Ballroom 11Cathleen Li The perceptions and experiences of multilingual undergraduate writers with generative AI: Toward empowering multilingual writers in the era of AI North Ballroom 01Mayumi Kashiwa • Naoko Mochizuki Writing and language program administration at Sino-foreign joint venture universities: Excerpts from a multiple case study North Ballroom 12Kristin Hiller • Tong Zhang • Tyler Carter • Wendy Li • Yachao Sun

12:15pm MST

Lunch Break UA Student Union

1:15pm MST

Agency in the elementary school writing process: A positioning analysis of mother-son homework help TucsonAngel Steadman • Hayriye Kayi-Aydar • Kade Downs • Kate Shea Data-driven approaches to academic writing: Development of language and genre awareness using AI-generated passages RinconHyung-Jo Yoon • Jung Min Lim Examining the influence of task repetition and task rehearsal on L2 written production across different proficiency levels CatalinaMahmoud Abdi Tabari How language learning and writing experience contribute to the development of L2 writing teacher expertise North BallroomNur Yigitoglu Aptoula • Diane D. Belcher Scholarship on SLW: 2023 in review South BallroomCarolina Pelaez-Morales • Carol Severino • Colleen Brice • Lia Plakans • Susanah • Xinyue Shui Using translanguaging strategies in L2 writing support Santa RitaKaren Barto

1:45pm MST

Exploring multilingual genre knowledge repertoire in the process of recontextualization in academic writing RinconGilberto Pereira Exploring student feedback literacy of JFL learners at the beginner level: An ecological perspective TucsonJun Takahashi Representations of second language writing and writers in academic discourse: A diachronic corpus-assisted discourse study CatalinaQudus Adebayo The intersection of institutional ecologies and L2 writing teacher adaptive expertise and identity North BallroomMarie Webb • Stefan Vogel Trans-studies on writing for English as an additional language South BallroomGe Lan • Yachao Sun Rethinking the tutoring relationship: Providing long-term equitable support for multilingual writers Santa RitaMabel Court • Kathryn Watkins • Nicholas Day • Paige Osguthorpe • Lily Jensen

2:15pm MST

Enhancing L2 students’ agency through the systematic integration of rubrics into the feedback-revision process TucsonGhada Gherwash • Elena Taylor Shaping perceptions around language diversity in the first-year writing classroom South BallroomTodd Ruecker • Hannah Locher Writing transfer of international college students doing Writing about Writing CatalinaNoah McGeorge “You should talk about if you were a superhero”: Genre knowledge in multilingual Pacific Islander adolescent girls writing statements of purpose North BallroomBetsy Gilliland • Priscila Leal Social locations, linguistic landscapes, and social, linguistic justice design Santa RitaAnaleigh Horton

2:45pm MST

Coffee Break *Diamond Atrium

3:15pm MST

"Revising is bittersweet": Mediating perezhivanie in Concept-based Language Instruction of L2 revision North BallroomTerrence (Tianzhi) Zhang Navigating through the process of academic writing and publishing: The experiences of multilingual scholars in Greater China CatalinaXiatinghan Xu Re-exploring writer-reader interaction: Visual metadiscourse in EAP students’ infographics South BallroomMimi Li • John Gibbons “Avoid fancy words?” “Yeah, like don’t make your readers 不明觉厉”: A case of academic English teachers’ multilingual collaboration in EMI TucsonKevin Fedewa • Jiayan Zhang Nurturing the seeds of teaching for transfer thinking and action in second language writing instruction Santa RitaMark James • Heon Jeon Supporting multilingual students’ well-being through mindful feedback RinconNadia Moraglio

3:45pm MST

Activating funds of knowledge via intercultural interaction in introductory composition TucsonHadi Banat • Bradley Dilger • Phuong Tran • Rebekah Sims Scholarly writing standards and multilingual writers: An exploration of language editing services from an affect perspective CatalinaChunhong Liu Sustainable ecologies of L2 writing teacher knowledge: Moving from expertise to professionalization North BallroomLisya Seloni Toward a theory, practice, and pedagogy of trans-modal second-language composition South BallroomMark Dressman "I have a million ideas but I can’t get started!” ADHD/SLW intersections and tools for writing pedagogy RinconJenny Nicholas Thomas • Dee Williams Classroom of the future: Second language writing with AI tools Santa RitaAlexandra Krasova

4:15pm MST

Break UA Student Union

4:30pm MST

An investigation of learning transfer in multilingual writers' digital multimodal composing tasks and academic writing Santa RitaMarlene Tovar Directed self-placement for multilingual writers: Providing student agency to placement into an ecology of first-year college writing TucsonGusztav Demeter Kaplan's other "doodle": The rhetoric matrix and L2 experimentation RinconJay Jordan Writing assessment beliefs and practices of Thai writing teachers CatalinaBee Chamcharatsri Second language writing in Canada: Research, theory, and instruction North BallroomJoel Heng Hartse • Ismaeil Fazel • James Corcoran Ecologies of multilingual writing in world language classrooms South BallroomMelinda Reichelt • Bruna Sommer-Farias • Matt Coss • Miriam Akoto • Francis Troyan

5:00pm MST

A comparative rhetoric of writing and language instruction RinconTyler Carter Fostering rhetorical agency in L2 writers through multimodal writing Santa RitaMukaddes Coban Postaci Prototyping an information-based academic writing assessment CatalinaChengyuan Yu Where did our students go?: Examining the directed self-placement choices of multilingual writers TucsonGrace Lee-Amuzie • Rachel LaMance

5:30pm MST

Linguistic repertoires, institutional data, and the ecology of writing placement TucsonGail Shuck Public writing in a second language Santa RitaZhaozhe Wang

6:00pm MST

Opening Reception *Diamond Atrium

8:00am MST

Coffee *Diamond Atrium Exhibits *Diamond Atrium Registration *Diamond Atrium

9:00am MST

Ecologies of transformation in multilingual writing: Challenges and prospects for pedagogy and research South BallroomRaffaella Negretti

10:00am MST

Break UA Student Union

10:15am MST

Charting the course together: A case study of three multilingual university students enrolled in a longitudinal tutoring program San PedroKathryn Watkins • Laura Vance • Wilson Hurdle • Sam Charles • Irina Arevalo Valverde Designing an online reading and writing course: Content, caveats, and accessibility RinconHeidi Wright Strategies for fostering writing: Some insights shared by ethnic (minority) students from global south Santa CruzJagadish Paudel Who provides better written corrective feedback, generative AI or teachers? CatalinaJames Hartshorn • Austin Pack • Natasha Gillette • Juan Escalante • Ammon Hunt ‘I feel like I’m working for AT&T’: Managerialist tactics for cutting ESL college writing courses TucsonLinda Harklau • Tu Thi Cam Dang “I am glad that you use Chinese”: From “English-only” to translanguaging in a first-year composition course Santa RitaAndy Jiahao Liu Under fire: Strategies for writing for publication North BallroomChristine Pearson Casanave • Deborah Crusan • Stephanie Vandrick Ecologies of multilingual writing: An interactive colloquium South BallroomDwight Atkinson • Jeroen Gevers • Elena Taylor • Anuj Gupta • Hadi Banat • Fabiola Ehlers-Zavala

10:45am MST

AI feedback in writing education: Addressing lower and higher order concerns. CatalinaJini Jung Developing shared curriculum for online writing courses with L2 writers in mind: Challenges and opportunities RinconMariya Tseptsura ESL 016 writing IIIB: Yet another exercise in humility TucsonTony Silva Navigating “standards” and linguistic realities: Cultivating inclusive spaces in the writing center San PedroGhada Gherwash Self-regulated strategy development with and without peer interaction for improving high school students’ L2 persuasive essay revisions' Santa CruzAlbert W. Li The challenge of translanguaging pedagogy to promote social justice in the ESL writing classroom Santa RitaEugenia Vasilopoulos • Anamaria Bodea

11:15am MST

Addressing students’ resistance to language mixing in their own writing: Using literary models to counter the power of English and valorize other languages Santa RitaCarol Severino • Tamar Bernfeld Demystifying administration in a transnational writing program: The role of Graduate Assistant Directors TucsonWei Xu • Hongni Gou • Jaime Mejia Mayorga • Emily Palese • Christine Tardy Multilingual writing in undergraduate research RinconClaudia Kunschak The ecology of intention in academic writing San PedroMira Bekar Writing micro-processes: An emerging terrain Santa CruzNaseh Nasrollahi Shahri • J. Elliott Casal

11:45am MST

Lunch Break UA Student Union

11:50am MST

JSLW Editorial Advisory Board Meeting Tucson

1:00pm MST

The ecologies of multimodal composition for L2 writers and teachers in first-year composition San PedroGreg Gillespie A metadisciplinary exploration of the role of race in JSLW scholarship RinconTracy Iftikar Metacognitive judgments of L2 writers in response to AI genre-feedback CatalinaIssam Rian Perspectives on professionalization for transnational academic job market ecologies Santa CruzJosie Portz • Joseph Wilson Revolutionizing writing skills: Unveiling the influence of robot-assisted multimodal composition on L2 learners' audience awareness Santa RitaHanieh Shafiee Rad • Babak Daneshvar Ghorbani The story less told: Analysis of non-empirical research in the Journal of Second Language Writing TucsonXueyi Yuan On the edge of using, disclosing, and confronting AI: Complications beyond pedagogy South BallroomXiao Tan • Chaoran Wang • Zhaozhe Wang • Wei Xu • Yachao Sun Supporting multilingual students’ success in the state of Arizona: An example of an ecology of multilingual writing. North BallroomJaime Mejia Mayorga • Shelley Staples • Brooke Anderson

1:30pm MST

Writing positionality: Aspirations and challenges San PedroAndrea Hernandez Holm AI-driven feedback vs peer feedback: Perspectives of Chinese EFL students CatalinaCong Annie Zhang • Junju Wang Building the bridge to inclusive, equitable, and anti-racist practices: The case of a writing program RinconParva Panahi Implementing critical language pedagogy: 3 ideas that second language writing teachers can explore Santa CruzDilara Avci L2 students’ perceptions on the use of generative artificial intelligence (GAI) tools in synthesis writing Santa RitaJuyeon Yoo Mapping the terrain of L2 Chinese reading and writing research: A thirty-year scoping review TucsonMatt Coss • Kevin Fedewa • Charlene Polio

2:00pm MST

Promoting collaborative writing in L2 Chinese classrooms: Challenges and opportunities San PedroMengying Zhai A critique of the antiracist model and a capability proposal for multilingual writing on the US-Mexico border RinconBarry Thatcher Can AI help written corrective feedback stay truly manageable, meaningful, timely, and effective? Balancing feedback methods for foreign language teachers to aid student self-editing skills and writing developm... CatalinaAna Ruiz Alonso Bartol • Sam Davidson Linguistic justice through Global Englishes in first-year composition: Possibilities and challenges Santa CruzBinod Dhami Machine translation as a form of feedback on L2 writing Santa RitaMiyuki Sasaki • Mizumoto Atsushi • Paul Kei Matsuda Tracing the concept of English writing in the Chinese national English curriculum: 1902-2011 TucsonMingrui Qiao

2:30pm MST

Coffee Break *Diamond Atrium

3:00pm MST

Exploring collaborative writing for beginner adult Immigrants learning French in Canada RinconGabriel Michaud • Mariane Parent • Kim McDonough Exploring the potential for ChatGPT as an automated essay scoring tool: Can ChatGPT rate writing like a human? CatalinaAndrea Gjorevski • Mimi Li From literary words to social worlds: Exploring EFL learners' identities in a critical literacy course San PedroYi-Hsuan Gloria Lo The effects of pedagogical translanguaging in written metalinguistic feedback on learners’ accuracy of Spanish past tenses Santa RitaFrancisco de Borja Navarro Rodriguez • Hui-Tzu Min The importance of paragraphs in undergraduate writing: Faculty perceptions TucsonSara Cushing • Chiho Young-Johnson • Laura Yi Tan Writing self-efficacy and multilingual writers: Practical insights from new research South BallroomGrant Eckstein • Sabina Simon • Dana Ferris • Danielle Schmidli “I feel grafted”: Narrativizing multilingual writers’ experiences of writing in shifting ecologies. North BallroomMijanur Rahman • Md. Fahad Hossain • Mucktadir Ahmed • Abantika Dhar • Maria Zaman

3:30pm MST

A collaborative auto-ethnographic study on functions and self-perceptions of translanguaging practices in academic writing San PedroXinyue Shui • Yifan Wu Enhancing English writing proficiency with generative AI: A student-centric approach in Chinese ESL education CatalinaYiyang Li JFL learners' engagement with text-chat peer feedback and L2 writing development Santa RitaYasuko Okano Teachers’ cognition in responding to student writing TucsonMark Howard Sullivan The effect of task complexity on second language learners’ integrated writing: Comparing collaborative and independent writing conditions RinconIsabella Montaña • YouJin Kim • Dayoung Joo

4:00pm MST

Appraisal analysis of generic moves in literature reviews: Attitude and graduation RinconJun Zhao Comparing the key lexico-grammatical features of research papers and reports by ChatGPT and EFL students: A corpus-based study San PedroMichelle Richter Exploring student perceptions of AI: a case study in a semester-long themed course on the applications and the use of GenAI in higher education CatalinaGözde Durgut Instructors’ ability to distinguish between verbatim copying and paraphrasing in L2 student source-based writing TucsonStephen Doolan Investigating the effectiveness of online audio feedback in CSL writing Santa RitaJia Wang

4:30pm MST

Break UA Student Union

4:45pm MST

Citation practices in findings and discussion sections of quantitative and qualitative research articles South BallroomJianwu Gao • Quy Pham • Charlene Polio Clarifying vague descriptions of grammar usage in assessment rubrics via a multidimensional analysis of disciplinary student writing North BallroomGe Lan • Shelley Staples Intertextual education for multilingual students: Pedagogical resources from the Chinese context Santa RitaYongyan Li Move swings: How expert writers structure introductions across six academic disciplines RinconGrant Eckstein • Jacob Rawlins • Elizabeth Hanks • Haley Briggs Plurilingual writing for publication at a bilingual, semi-peripheral Canadian college San PedroJames Corcoran • Fiona Patterson The AI-assisted classroom: ChatGPT's impact on L2 writing processes and outcomes CatalinaSohyeon Lee What does spoken word poetry have to do with academic writing? TucsonJennifer Burton

5:15pm MST

Agency, annotation, archive: Personalizing literacy in EAP San PedroMary Helen Callier • Halley Roberts • Jane Huffman • Alfred Owusu-Ansah Languages of publication of high-quality Mexican scholarly journals CatalinaArturo Mendoza Ramos SLW teachers’ pedagogical knowledge and instructional practices with mentor texts TucsonAngela Hakim • Emily Palese • Christine Tardy The challenges of citing from multiple sources for L2 writers Santa RitaRosa Emilia Pezoa Tudela Validity, reliability, and feasibility in the measurement of L2 writing accuracy North BallroomNathan Burgess • James Hartshorn “I dunno, as long as it proves my point”: A Concept-Based approach to teaching citation and intertextuality to multilingual writers South BallroomJ. Elliott Casal • Yiran Xu

5:45pm MST

Special Event Check In *Diamond Atrium

6:00pm MST

Special Event: Indigenous activist-educator voices and local ecologies South BallroomVernon Masayesva • Sheilah Nicholas

8:00am MST

Coffee *Diamond Atrium Exhibits *Diamond Atrium Registration *Diamond Atrium

9:00am MST

Assessing the relationship between written corrective feedback and depth of processing and their effect on second language writing performance TucsonRonald Leow • Mahmoud Abdi Tabari • Christopher Nicklin Beyond Languages: Exploring Media Literacy Practices and Translingual Writing of Chinese International Students RinconMenghong Lin Corpus-based materials implementation in second language writing courses: Understanding teachers' beliefs and experiences Santa RitaAnh Dang • Hui Wang • Shelley Staples How refugee-background writers develop L2 writing proficiency: A constructivist grounded theory study CatalinaMiriam Moore Passages into re-imagining first year writing as a multilingual community North BallroomSoo Hyon Kim • Denise Desrosiers Shifting to asynchronous teaching in a transnational writing program: Opportunities, challenges, and considerations South BallroomChristine Tardy • Emily Palese • Wei Xu

9:30am MST

Connecting the word to the world in EFL writing North BallroomBakhtiar Naghdipour EAL students’ investment in writing through digital multimodal composing RinconYanhong Zuo How effective is feedback for L1, L2, and FL learners’ writing? A meta-analysis TucsonSina Scherer • Steve Graham • Vera Busse Instructors' evolving understanding through the implementation of corpus-based pedagogy: a case study Santa RitaHui Wang • Anh Dang • Shelley Staples Redesigning a WAC/WID program for multilingual writers South BallroomSarah Snyder • Sara Amani • Kevin Kato • Martha Martinez Teaching summary writing to adult refugee ESL learners CatalinaKatie Hibner • Diane D. Belcher

10:00am MST

Break UA Student Union

10:15am MST

Sentence level feedback and discourse level feedback: Scholars insights into the state of the research TucsonLynn Goldstein • Robert Kohls Using cognitive linguistics for teaching cohesive devices of contrast in graduate EAP contexts Santa RitaNatalia Dolgova “I use the textbook but do it my way”: Individualizing EAP writing instruction in a standardized curriculum RinconMayumi Fujioka Alternative grading models in writing courses and beyond North BallroomAmy Cook • Lucinda Hunter • Anastasiia Kryzhanivska • Kimberly Spallinger Learner collaboration in second language writing: Affordances, challenges, and new directions South BallroomMeixiu Zhang • Mimi Li • Ana Fernández Dobao How to Get Published in the JSLW CatalinaYouJin Kim • Stephen Doolan • Marta Baena Jurado

10:45am MST

Construction and evaluation of data-driven learning modules for EFL writers' hedging in academic English Santa RitaAdam Pfau Focus on form in heritage language writing instruction: A need or a whim? RinconAngelina Rubina • Olesya Kisselev • Irina Dubinina Understanding teacher feedback literacy in L2 writing: A needs analysis TucsonHeeJoon Choi

11:15am MST

A true longitudinal corpus study of lexical competence of L2 writing Santa RitaJiraporn Dhanarattigannon • Pong-ampai Kongcharoen • Tirote Thongnuan Accidental power: Interactions between peer readers and multilingual writers TucsonLisa DiMaio Privileging voice in the multilingual writing classroom: Considerations and practical applications RinconMariah Fairley • Alissa Nostas • Susanne Rizzo

11:45am MST

Lunch Break UA Student Union

1:00pm MST

Resilience in action: How L2 graduate writers navigate academic challenges RinconElena Kallestinova • Eric Grunwald Teachers' reactions and assessments in the L2 students' papers written with the assistance of ChatGPT CatalinaHae Ryun Park Unraveling ESL writers’ engagement with ChatGPT: Insights and implications for writing enhancement Santa RitaAli Kushki • Mohammad Rahimi Whole-person reciprocal mentoring as a literacy practice TucsonChristine Pearson Casanave • Yongyan Li Supporting multilingual writers through the science of well-being North BallroomSusan Miller-Cochran • Jaime Mejia Mayorga • Stacey Cochran • Joel Smith • Jhonathan Henao-Muñoz Ungrading and the teaching of L2 writing and writers South BallroomDeborah Crusan • Sara Cushing • Todd Ruecker • Mikenna Modesto • Tanita Saenkhum • Soo Hyon Kim

1:30pm MST

Beyond academic language socialization: What do students get out of EAP writing classes? RinconHeike Neumann • Sandra Zappa-Hollman • Saskia Van Viegen Crafting identity through thesis writing process: A study of English as an additional language master's students' citation practices Santa RitaFangzhi He “It's like a one-to-one kind of tutor for my writing”: Multilingual graduate writers’ uses and views of GenAI feedback TucsonSophia Minnillo • Dana Ferris

2:00pm MST

L2 students engagement with ChatGPT in a research writing course: A genre related episode (GRE) approach CatalinaSara Nezami Nav Saudi graduate students’ experiences in writing for publication: A narrative inquiry RinconBasim Alamri

2:30pm MST

Coffee Break *Diamond Atrium

3:00pm MST

Multilingual writers and writing as an ecological system South BallroomRandi Reppen

4:00pm MST

Closing Ceremony and SSLW2025 Preview South Ballroom