Presenters

Amanda Kibler

Professor, Oregon State University

Amanda Kibler is a Professor in the College of Education at Oregon State University. Her research focuses on the interactional and ecological contexts through which multilingual children and adolescents develop language and literacy expertise, and on using these insights to support... Read More →

Thursday November 14, 2024 9:30am - 10:30am MST
South Ballroom

Plenary, P1

10:30am MST

Break

Thursday November 14, 2024 10:30am - 10:45am MST

UA Student Union

Thursday November 14, 2024 10:30am - 10:45am MST
UA Student Union

Break

10:45am MST

A corequisite instructional model to support multilingual students at a U.S. university

Thursday November 14, 2024 10:45am - 11:15am MST

North Ballroom 12

This roundtable draws on the presenters' experience collaborating to support multilingual writers in a U.S. university composition program. We will discuss our successes and challenges and elicit ideas about other innovative ways to support multilingual writers in the college composition classroom.

Presenters

Leslie Sherwood

North Ballroom 02

This ongoing research explores mixed-methods data from Brazilian writing center consultants who translate articles from Portuguese into English. It examines the integration of Generative AI tools in their translation and L2 writing processes. It highlights challenges, efficiencies, impacts on translation quality and consultant development, and their identities as translators and writing center members.

Presenters

Thais Cons

PhD Student, Graduate Associate Teacher, University of Arizona

Thursday November 14, 2024 10:45am - 11:15am MST
North Ballroom 02

Roundtable, R1.2

10:45am MST

Integrating coaching questions into free writing activities in multilingual composition: Fostering writing fluency and confidence

Thursday November 14, 2024 10:45am - 11:15am MST

North Ballroom 11

The roundtable presentation introduces an innovative approach: Integration of coaching questions (i.e., powerful reflective questions) into free writing prompts (Elbow, 1998) to enhance writing fluency and confidence among multilingual first-year composition students. The presenter shares examples of prompts and preliminary results from the thematic analysis of student testimonials and reflections.

Presenters

Valerie Sky

Assistant Professor, California State Polytechnic University, Pomona

As a Ph.D. holder in Applied Linguistics from Northern Arizona University (2018), I currently work as an Assistant Professor at California State Polytechnic University, Pomona, where my primary focus is guiding the development of next-generation TESOL professionals and students majoring... Read More →

Thursday November 14, 2024 10:45am - 11:15am MST
North Ballroom 11

Roundtable, R1.11

10:45am MST

Pre-service teachers teaching writing to multilingual learners

Thursday November 14, 2024 10:45am - 11:15am MST

North Ballroom 10

The study focuses on different ways pre-service teachers (PSTs) support multilingual learners' writing at an elementary level in an after-school tutoring program and what informs their decision-making processes in identifying and implementing specific strategies to support multilingual learners(MLLs) writing.

Presenters

Monika Bharti

Graduate Student, University of Nevada, Reno

Thursday November 14, 2024 10:45am - 11:15am MST
North Ballroom 10

Roundtable, R1.10

10:45am MST

Syntactic Complexity in L2 learners’ academic writing: A comparative corpus-based study of engineering students across L1 background

Thursday November 14, 2024 10:45am - 11:15am MST

North Ballroom 05

This study explores the correlation between syntactic complexity and writing quality in final year reports of civil engineering students of English as a Second Language (ESL) from Hong Kong and Saudi Arabia, assessing the quality of their writing.

Presenters

Muhammad Afzaal

Shanghai International Studies University

Shanshan Xiao

Shanghai International Studies University

Thursday November 14, 2024 10:45am - 11:15am MST
North Ballroom 05

Roundtable, R1.5

10:45am MST

Transitions of multilingual writers across intensive English and academic courses

Thursday November 14, 2024 10:45am - 11:15am MST

North Ballroom 08

This pilot study explores transitions in academic writing across intensive English courses and ‘regular’ college academic courses. The presenters will discuss transitions international students at a Midwest College made across these educational contexts through their engagement with writing, suggesting future practices for helping improve academic writing transitions in such contexts.

Presenters

Lubie Alatriste

Professor, NYC College of Technology, CUNY

Cathryn Crosby

Thursday November 14, 2024 10:45am - 11:15am MST
North Ballroom 08

North Ballroom 09

In this study, I will investigate Korean pre-service teachers’ evolving knowledge and perspectives on L2 writing instruction by using metacognitive theory and narrative inquiry. I will examine the ecology of the department in a South Korean university, where the curriculum plays an influential role in pre-service teachers’ knowledge construction.

Presenters

Hi Yun Jung

Illinois State University

Thursday November 14, 2024 10:45am - 11:15am MST
North Ballroom 09

Roundtable, R1.9

10:45am MST

Voices from the global south: Exploring code-meshing, recontextualization and adaptive transfer in L2 writings

Thursday November 14, 2024 10:45am - 11:15am MST

North Ballroom 06

Adopting the three theoretical frameworks - code meshing (Canagarajah, 2011), recontextualization processes (Canagarajah, 2012), and adaptive transfer (DePalma & Ringer, 2011), we investigate writing samples and the lived experiences of multilingual writers from Nigeria and Bangladesh at UA on code-meshing, recontextualization, and adaptive transfer in their ESP genre-based writings.

Presenters

Chiagoziem Jideofor

University of Alabama

Damilola Ademola

University of Alabama

Nurul Islam

Graduate Teaching Assistant, The University of Alabama at Tuscaloosa

Thursday November 14, 2024 10:45am - 11:15am MST
North Ballroom 06

Roundtable, R1.6

10:45am MST

“If I can write well, I can also communicate my thoughts well”: Thai undergraduate students’ beliefs and knowledge about writing in English

Thursday November 14, 2024 10:45am - 11:15am MST

North Ballroom 13

This roundtable examines preliminary results of a large-scale project that explores English writing education in Thailand, zeroing in on undergraduate students’ perceptions of what they believe and know about writing in English and how they go about doing it. Participants will be invited to comment on the project’s initial results.

Presenters

Tanita Saenkhum

Associate Professor of Rhetoric, Writing, and Linguistics, University of Tennessee, Knoxville

Tanita Saenkhum is an Associate Professor of Rhetoric, Writing, and Linguistics at University of Tennessee, Knoxville, where she teaches courses in L2 writing, TESOL methods, and SLA and was Director of ESL from 2013 through 2019. Her book, Decisions, Agency, and Advising: Key Issues... Read More →

Thursday November 14, 2024 10:45am - 11:15am MST
North Ballroom 13

Roundtable, R1.13

11:15am MST

AI goes to college: Perspectives and practices among first-year international students

Thursday November 14, 2024 11:15am - 11:45am MST

Effects of an information-based writing portfolio assessment on undergraduates' writing self-regulated learning strategy use

Thursday November 14, 2024 11:15am - 11:45am MST

North Ballroom 11

To promote autonomous learning in writing, the present study aims to propose an information-based writing portfolio assessment (IbWPA) and investigate the effects of implementing the IbWPA in a university English language classroom in Macau, where traditional L2 writing teaching is still dominant.

Presenters

Chengyuan Yu

Kent State University

Chengyuan, with degrees in both (applied) linguistics (B.A., M.A. & Ph.D.) and library & information studies (B.S. & Ph.D. in progress), conducts interdisciplinary research on three main areas:(1) human information behavior in writing,(2) language factors in human information behavior... Read More →

Xueting Ye

City University of Macau

Thursday November 14, 2024 11:15am - 11:45am MST
North Ballroom 11

Roundtable, R2.11

11:15am MST

Empowering growth: Teacher-student rubric co-construction for enhanced second language writing instruction

Thursday November 14, 2024 11:15am - 11:45am MST

From dishes to discourse: Non-standard writing genres and multilingual student writers

Thursday November 14, 2024 11:15am - 11:45am MST

North Ballroom 05

The presentation offers a disciplinary inquiry on the effectiveness of employing non-standard academic writing genres to enhance multilingual students’ argumentation and research skills, particularly in EMI universities. Drawing on student-centered approaches, it explores integrating genres like cookbooks to harness students’ multicultural and linguistic experiences for developing their discourse competency.

Presenters

Anoud Abusalim

American University of Sharjah

Silvia Vaccino Salvadore

Assistant Professor, American University of Sharjah

Thursday November 14, 2024 11:15am - 11:45am MST
North Ballroom 05

Roundtable, R2.5

11:15am MST

Improving multilingual writing instruction with adaptive learning paths

Thursday November 14, 2024 11:15am - 11:45am MST

North Ballroom 08

This session explores using Orchard, a digital platform for adaptive learning paths, to enhance second language writing through flipped classroom strategies. Presenters will demonstrate Orchard's capabilities in creating "learning maps" for essay writing, and share its impact in academic writing classes. Attendees will discuss Orchard's role in multilingual writing education.

Presenters

Kaitlin Decker

North Ballroom 11

This empirical study explores the integration of collaborative writing with genre-based approach to improve Chinese high school students' English writing abilities. Results demonstrate notable improvements in students’ writing accuracy and complexity, along with positive shifts in student attitudes, emphasizing the pedagogical benefits of this approach for fostering effective writing skills.

Presenters

Cathleen Li

Arizona State University

Thursday November 14, 2024 11:45am - 12:15pm MST
North Ballroom 11

Roundtable, R3.11

11:45am MST

The perceptions and experiences of multilingual undergraduate writers with generative AI: Toward empowering multilingual writers in the era of AI

Thursday November 14, 2024 11:45am - 12:15pm MST

North Ballroom 01

We discuss preliminary findings of a survey exploring EFL undergraduate students’ perceptions and experiences with generative AI(GenAI) usages in university learning. The survey investigates specific usages, including giving prompts and handling GenAI responses, to identify ways of empowering multilingual writers with the use of GenAI tools.

Presenters

Mayumi Kashiwa

Lecturer, Kanda University of International Studies

https://protect-au.mimecast.com/s/XY4kCE8wlRCQZp2DSwoik_?domain=kandagaigo.ac.jp

Naoko Mochizuki

Kanda University of International Studies

Thursday November 14, 2024 11:45am - 12:15pm MST
North Ballroom 01

Roundtable, R3.1

11:45am MST

Writing and language program administration at Sino-foreign joint venture universities: Excerpts from a multiple case study

Thursday November 14, 2024 11:45am - 12:15pm MST

North Ballroom 12

This research investigates multilingual writing programs and “sites of writing” at 8 independent degree-granting English medium of instruction Sino-Foreign joint venture universities in China by means of a multiple case study. Findings include discussions of disciplinarity, national education system-inflected writing culture, language policy, and implications for multilingual writing program administration.

UA Student Union

Various dining options are available in the Student Union. https://union.arizona.edu/dining/

Thursday November 14, 2024 12:15pm - 1:15pm MST
UA Student Union

Break

1:15pm MST

Agency in the elementary school writing process: A positioning analysis of mother-son homework help

Thursday November 14, 2024 1:15pm - 1:45pm MST

Tucson

Using positioning theory, the authors examined a mother and son’s discursive positioning and translanguaging practices during homework help sessions as the child drafted a series of five paragraph essays. Findings highlight the child’s dynamic agentic development and the parent’s role in the writing process.

Presenters

Angel Steadman

Highline College

Hayriye Kayi-Aydar

University of Arizona

Kade Downs

Kate Shea

University of Arizona

Thursday November 14, 2024 1:15pm - 1:45pm MST
Tucson

Paper, A1

1:15pm MST

Data-driven approaches to academic writing: Development of language and genre awareness using AI-generated passages

Thursday November 14, 2024 1:15pm - 1:45pm MST

Rincon

The study investigates how DDL tasks using authentic and AI-generated passages enhance EFL students’ language and genre awareness. Results indicate that DDL promotes more advanced language use and rhetorical flexibility, with little difference between authentic and AI-generated passages. The study underscores the potential of AI resources in DDL material development.

Presenters

Hyung-Jo Yoon

Associate Professor, California State University, Northridge

Jung Min Lim

Dankuk University

Thursday November 14, 2024 1:15pm - 1:45pm MST
Rincon

Paper, A1

1:15pm MST

Examining the influence of task repetition and task rehearsal on L2 written production across different proficiency levels

Thursday November 14, 2024 1:15pm - 1:45pm MST

Catalina

Scholarly focus in TBLT examines task planning’s impact on L2 written production. Bui refined Ellis’ taxonomy by considering task-readiness, distinguishing between task repetition and rehearsal. This study with 180 ESL participants across proficiency levels found task repetition improved written proficiency, irrespective of forewarning, indicating its universal applicability in language teaching.

Presenters

Mahmoud Abdi Tabari

University of Nevada, Reno

Thursday November 14, 2024 1:15pm - 1:45pm MST
Catalina

Paper, A1

1:15pm MST

How language learning and writing experience contribute to the development of L2 writing teacher expertise

Thursday November 14, 2024 1:15pm - 1:45pm MST

North Ballroom

Through interview and observation data, this study explores the nuanced ways in which language learning and writing experience can contribute to accomplished second language writing teachers' ongoing development of expertise. Implications for pre-service and in-service teachers will be discussed.

Presenters

Nur Yigitoglu Aptoula

Associate Professor, Bogazici University

I am an associate professor in the department of Foreign Language Education at Bogazici University where I teach courses in the Foreign Language Education undergraduate program and the English Language Teaching graduate program. My current research focuses on the interface between... Read More →

Diane D. Belcher

Professor, Georgia State University

Thursday November 14, 2024 1:15pm - 1:45pm MST
North Ballroom

Paper, A1

1:15pm MST

Scholarship on SLW: 2023 in review

Thursday November 14, 2024 1:15pm - 1:45pm MST

South Ballroom

To help SLW professionals remain abreast of developments in the field, the presenters will review the L2 writing scholarship published in 2023, based on their analysis of patterns across four bibliographies they coauthored for the JSLW. Participants will receive access to a comprehensive, online bibliography organized by theme and context.

Presenters

Carolina Pelaez-Morales

Associate Professor, Columbus State Univeristy

Carol Severino

Professor of Rhetoric, University of Iowa

A professor in the Rhetoric Department, I direct the University of Iowa Writing Center and study second language writing and writers there. Lately, I have been studying and writing about L2 writing development. I also write creatively about travel and culture. Away from the university... Read More →

Colleen Brice

Professor, Grand Valley State University

Lia Plakans

Susanah

University of Iowa

Xinyue Shui

University of Iowa

Thursday November 14, 2024 1:15pm - 1:45pm MST
South Ballroom

Paper, A1

1:15pm MST

Using translanguaging strategies in L2 writing support

Thursday November 14, 2024 1:15pm - 1:45pm MST

Santa Rita

Translanguaging practices involve validating the use of any or all of a student’s languages and can improve learning and writing processes for multilinguals. Writing instructors and writing center professionals can learn specific strategies to facilitate and support such practices for multilingual writers who wish to employ them.

Presenters

Karen Barto

Writing Specialist, Writing Skills Improvement Program

Karen Barto, PhD is a Writing Specialist at the Writing Skills Improvement Program at the University of Arizona and an English Language Specialist for the U.S. Department of State. Karen supports academic writers with instruction, consultation, coaching, and editing and trains English... Read More →

Thursday November 14, 2024 1:15pm - 1:45pm MST
Santa Rita

Workshop, A1

1:45pm MST

Exploring multilingual genre knowledge repertoire in the process of recontextualization in academic writing

Thursday November 14, 2024 1:45pm - 2:15pm MST

Rincon

This study explores how Latin American graduate students in the U.S. use their multilingual background to adapt genre knowledge from their native languages to English academic writing. Using surveys and interviews, it investigates the availability of genre knowledge across languages, offering insights for second language writing pedagogy.

Presenters

Gilberto Pereira

Instructor of Record, Arizona State University

I love talking about languages, culture, politics (in a productive and respectful manner), hiking, and breaking stereotypes!

Thursday November 14, 2024 1:45pm - 2:15pm MST
Rincon

Paper, A2

1:45pm MST

Exploring student feedback literacy of JFL learners at the beginner level: An ecological perspective

Thursday November 14, 2024 1:45pm - 2:15pm MST

Tucson

This study explored student feedback literacy of JFL learners at a U.S. college and how feedback literacy played a role in shaping engagement with WCF from an ecological perspective. The findings revealed that JFL learners possessed similar feedback literacy to EFL/ESL students but also demonstrated some unique aspects.

Presenters

Jun Takahashi

Colby College

Thursday November 14, 2024 1:45pm - 2:15pm MST
Tucson

Paper, A2

1:45pm MST

Representations of second language writing and writers in academic discourse: A diachronic corpus-assisted discourse study

Thursday November 14, 2024 1:45pm - 2:15pm MST

Catalina

This corpus-assisted discourse study examines lexical change to track diachronic shifts in second language writing (SLW) research and the discursive representations of second language (L2) writing and writers. The work utilized a purpose-built specialized corpus of the Journal of Second Language Writing spanning 1995-2022.

Presenters

Qudus Adebayo

Graduate Student, The University of Alabama, Tuscaloosa

Thursday November 14, 2024 1:45pm - 2:15pm MST
Catalina

Paper, A2

1:45pm MST

The intersection of institutional ecologies and L2 writing teacher adaptive expertise and identity

Thursday November 14, 2024 1:45pm - 2:15pm MST

North Ballroom

This presentation shares our analysis of two L2 writing instructors' adaptive expertise to address gaps in understanding their professional development. Applying Hirvela’s adaptive expertise lens to two case studies from our dissertations highlights L2 writing instructors' multifaceted knowledge acquisition and professional identity formation, challenging simplistic models of teacher expertise.

Presenters

Marie Webb

Lecturer, University of California Santa Barbara

Stefan Vogel

Lecturer, Writing and Critical Inquiry, University at Albany, SUNY

Thursday November 14, 2024 1:45pm - 2:15pm MST
North Ballroom

Paper, A2

1:45pm MST

Trans-studies on writing for English as an additional language

Thursday November 14, 2024 1:45pm - 2:15pm MST

South Ballroom

In this presentation, we will delve into the historical evolution of trans-concepts in writing studies and analyze the debates surrounding translingual and second language (L2) writing. We will also report a bibliometric analysis of current research trends in this area to gauge the responses to these discussions.

Presenters

Ge Lan

Assistant Professor, City University of Hong Kong

I am an assistant professor in the Department of English at City University of Hong Kong. My research interests include corpus linguistics, second language writing, English for academic purposes, grammar/functional linguistics, and natural language processing.

Yachao Sun

Duke Kunshan University

Thursday November 14, 2024 1:45pm - 2:15pm MST
South Ballroom

Paper, A2

1:45pm MST

Rethinking the tutoring relationship: Providing long-term equitable support for multilingual writers

Thursday November 14, 2024 1:45pm - 2:15pm MST

Santa Rita

This workshop describes the design and outcomes of a longitudinal, writing-center-based peer tutoring program and accompanying tutor training curriculum, providing a data-rich model other L2 specialists can draw upon to reimagine equitable support for mul

Presenters

Mabel Court

Writing Tutor, Brigham Young University

Kathryn Watkins

This qualitative project investigated international students’ transfer of Writing about Writing instruction towards enhanced writing performance within the disciplines. Discussed is course design and the extent to which Writing about Writing instruction promoted writing transfer for this group of learners as they wrote in their respective disciplines.

Presenters

Noah McGeorge

Kent State University

Thursday November 14, 2024 2:15pm - 2:45pm MST
Catalina

Paper, A3

2:15pm MST

“You should talk about if you were a superhero”: Genre knowledge in multilingual Pacific Islander adolescent girls writing statements of purpose

Thursday November 14, 2024 2:15pm - 2:45pm MST

North Ballroom

Analysis of audio data collected during out-of-school statement of purpose (SOP) workshops for multilingual Pacific Islander girls reveals their deep knowledge the SOP genre and awareness of academic writing conventions and processes. Findings further reveal the girls’ capacity to support their peers’ writing development, with implications for classroom pedagogy.

Presenters

Betsy Gilliland

Associate Professor, University of Hawai'i Manoa

After 12 years living in Hawaiʻi, I still haven't come to terms with the lack of Trader Joe's in the islands. Nevertheless, I am thrilled to live where I can grow my own pineapples and buy ultra-locally sourced chocolate. As for L2 writing, I teach undergraduate and graduate courses... Read More →

Priscila Leal

University of Hawaii Manoa

Thursday November 14, 2024 2:15pm - 2:45pm MST
North Ballroom

Paper, A3

2:15pm MST

Social locations, linguistic landscapes, and social, linguistic justice design

Thursday November 14, 2024 2:15pm - 2:45pm MST

Santa Rita

Come develop a research-based visual metaphor with strategies for strengthening multilingual student support at your institution. Discussion will consider how to leverage diverse institutional perspectives and multifaceted sociolinguistic identities to develop a more holistic understanding of your institutional literacy ecosystem. Hands-on engagement; no art background needed, critical thinking required.

Presenters

Analeigh Horton

Assistant Professor, Fairleigh Dickinson University

Thursday November 14, 2024 2:15pm - 2:45pm MST
Santa Rita

Workshop, A3

2:45pm MST

Coffee Break

Thursday November 14, 2024 2:45pm - 3:15pm MST

*Diamond Atrium

Thursday November 14, 2024 2:45pm - 3:15pm MST
*Diamond Atrium

Break

3:15pm MST

"Revising is bittersweet": Mediating perezhivanie in Concept-based Language Instruction of L2 revision

Thursday November 14, 2024 3:15pm - 3:45pm MST

North Ballroom

The study explores the impact of Concept-based Language Instruction on multilingual writers' cognitive and emotional experiences during the revision process of English writing. The findings suggest that tutor-tutee dialogues significantly mediate learners' emotional experiences and cognitive development during revision tasks.

Presenters

Terrence (Tianzhi) Zhang

University of Pittsburgh

Thursday November 14, 2024 3:15pm - 3:45pm MST
North Ballroom

Paper, B1

3:15pm MST

Navigating through the process of academic writing and publishing: The experiences of multilingual scholars in Greater China

Thursday November 14, 2024 3:15pm - 3:45pm MST

Catalina

As part of a larger research project on the choices of topics, methodologies, and theories made by scholars in research and publishing, this study explored the social factors that may affect the English writing and publishing practices of multilingual scholars in the Greater China area.

Presenters

Xiatinghan Xu

PhD Student, University of Rochester

Thursday November 14, 2024 3:15pm - 3:45pm MST
Catalina

Paper, B1

3:15pm MST

Re-exploring writer-reader interaction: Visual metadiscourse in EAP students’ infographics

Thursday November 14, 2024 3:15pm - 3:45pm MST

South Ballroom

As multimodal texts gain prevalence in the digital era, understanding the dynamics of writer-reader interaction through visuals has become an emerging task. This presentation discusses an innovative study that examines how EAP students used diverse visual metadiscourse resources (both interactive and interactional) to inform and engage their audiences via infographics.

Presenters

Mimi Li

Associate Professor of Applied Linguistics, Texas A&M University-Commerce

Dr. Mimi Li is an Assistant Professor of Applied Linguistics/TESOL in the Department of Literature and Languages at Texas A&M University-Commerce. Her research areas focus on L2 writing and CALL. Her work has appeared in Journal of Second Language Writing, Computer Assisted Language... Read More →

John Gibbons

Visiting Professor, Grand Valley State University

Thursday November 14, 2024 3:15pm - 3:45pm MST
South Ballroom

Paper, B1

3:15pm MST

“Avoid fancy words?” “Yeah, like don’t make your readers 不明觉厉”: A case of academic English teachers’ multilingual collaboration in EMI

Thursday November 14, 2024 3:15pm - 3:45pm MST

Tucson

This presentation aims to describe the roles of two multilingual English language teachers (the two presenters) in their first semester teaching academic writing in an EMI program in China. The presenters will report on their multilingual collaboration and argue for increased multilingual support in EMI programs.

Presenters

Kevin Fedewa

Michigan State University

Jiayan Zhang

University of Arizona

Thursday November 14, 2024 3:15pm - 3:45pm MST
Tucson

Paper, B1

3:15pm MST

Nurturing the seeds of teaching for transfer thinking and action in second language writing instruction

Thursday November 14, 2024 3:15pm - 3:45pm MST

Santa Rita

Promoting students' learning transfer is a fundamental goal of L2 writing instruction. However, teaching for transfer involves numerous challenges. This interactive workshop includes a discussion of these challenges and a demonstration of concrete tools that L2 writing instructors can use with their students to help promote learning transfer.

Presenters

Mark James

Arizona State University

Heon Jeon

Assistant Professor in Residence, University of Connecticut

Thursday November 14, 2024 3:15pm - 3:45pm MST
Santa Rita

Workshop, B1

3:15pm MST

Supporting multilingual students’ well-being through mindful feedback

Thursday November 14, 2024 3:15pm - 3:45pm MST

Rincon

This workshop presents ways to provide compassionate and mindful formative feedback to support multilingual writers and their well-being during the writing process. This workshop includes tips on how to transform criticism into supportive, compassionate, and non-evaluative feedback to reduce writers’ anxiety and sense of not-belonging while promoting agency.

Presenters

Nadia Moraglio

Writing Specialist, Writing Skills Improvement Program

Thursday November 14, 2024 3:15pm - 3:45pm MST
Rincon

Workshop, B1

3:45pm MST

Activating funds of knowledge via intercultural interaction in introductory composition

Thursday November 14, 2024 3:45pm - 4:15pm MST

Tucson

This study explores how diverse domestic and multilingual students engage funds of knowledge when navigating new academic, social, and cultural experiences. It examines how funds of knowledge are activated through autoethnographic and reflective writing in introductory composition classes and reports findings about domestic monolingual, domestic multilingual, and international multilingual student profiles.

Presenters

Hadi Banat

Assistant Professor of English & ESL Director, University of Massachusetts Boston

Bradley Dilger

Professor of English, Purdue University

Phuong Tran

Embry-Riddle Aeronautical University

Rebekah Sims

University of Strathclyde Glasgow

Thursday November 14, 2024 3:45pm - 4:15pm MST
Tucson

Paper, B2

3:45pm MST

Scholarly writing standards and multilingual writers: An exploration of language editing services from an affect perspective

Thursday November 14, 2024 3:45pm - 4:15pm MST

Catalina

Following an affect perspective, this study examined the websites of language editing service providers and explored how they mobilized semiotic resources to target potential users and make their services “attractive and essential” in global publishing. It revealed the error-free standard in research writing and the deficit lens of multilingual scholars.

Presenters

Chunhong Liu

Simon Fraser University

I am a doctoral candidate at Faculty of Education, Simon Fraser University, Canada. My major research interests include EFL writing, feedback, and English for Academic Purposes.

Thursday November 14, 2024 3:45pm - 4:15pm MST
Catalina

Paper, B2

3:45pm MST

Sustainable ecologies of L2 writing teacher knowledge: Moving from expertise to professionalization

Thursday November 14, 2024 3:45pm - 4:15pm MST

North Ballroom

This presentation reports findings on how teacher candidates at one English Medium University in Turkey take up key pedagogical concepts they learn during their training as they engage in learning about and practicing a wide range of instructional activities through their practicum courses during their last year of language teacher training.

Presenters

Lisya Seloni

Professor, Illinois State University

Thursday November 14, 2024 3:45pm - 4:15pm MST
North Ballroom

Paper, B2

3:45pm MST

Toward a theory, practice, and pedagogy of trans-modal second-language composition

Thursday November 14, 2024 3:45pm - 4:15pm MST

South Ballroom

This presentation introduces a theory and practice of composition building on prior research linking Peircean and Saussurean semiotics. Three categories of experience—Iconicity, Indexical Relations, and Symbolic Expression—describe a pedagogical progression from basic to advanced. The theory preserves distinctions between language and other modes while building on both.

Presenters

Mark Dressman

University of Illinois at Urbana-Champaign

Thursday November 14, 2024 3:45pm - 4:15pm MST
South Ballroom

Paper, B2

3:45pm MST

"I have a million ideas but I can’t get started!” ADHD/SLW intersections and tools for writing pedagogy

Thursday November 14, 2024 3:45pm - 4:15pm MST

Rincon

Second-language writers with ADHD face unique challenges in writing, necessitating a tailored approach for fruitful support. Educators may feel unequipped to help these students navigate the daunting task of funneling their wide-ranging ideas into concrete drafts. This session teaches practical tools for working at the intersection of ADHD and SLW.

Presenters

Jenny Nicholas Thomas

Dee Williams

Pomona College

Thursday November 14, 2024 3:45pm - 4:15pm MST
Rincon

Workshop, B2

3:45pm MST

Classroom of the future: Second language writing with AI tools

Thursday November 14, 2024 3:45pm - 4:15pm MST

Santa Rita

This workshop will demonstrate the importance of AI tools for multilingual composition classrooms. It will outline the affordances of AI tools for helping ESL students brainstorm, proofread, and revise their papers. The presenter will focus on pedagogical implications of AI to develop multilingual literacy skills and provide space for critical thinking.

Presenters

Alexandra Krasova

English Instructor, Indiana University of Pennsylvania

Thursday November 14, 2024 3:45pm - 4:15pm MST
Santa Rita

Workshop, B2

4:15pm MST

Break

Thursday November 14, 2024 4:15pm - 4:30pm MST

UA Student Union

Thursday November 14, 2024 4:15pm - 4:30pm MST
UA Student Union

Break

4:30pm MST

An investigation of learning transfer in multilingual writers' digital multimodal composing tasks and academic writing

Thursday November 14, 2024 4:30pm - 5:00pm MST

Santa Rita

Some scholars have suggested that multilingual students may transfer the rhetorical knowledge acquired in DMC tasks to academic writing contexts (Hafner, 2014). However, little research has examined multilingual writers’ trajectory from DMC to academic writing tasks. To this date, evidence is lacking to substantiate the claim that DMC can serve “as a bridge to the subsequent academic writing task” (Hafner, 2014, p. 681). This study investigates learning transfer across these two types of tasks. The findings will make a significant contribution to the field by shedding light on how multilingual writers apply knowledge from DMC to academic writing tasks.

Presenters

Marlene Tovar

Graduate Teaching Associate, Arizona State University

Thursday November 14, 2024 4:30pm - 5:00pm MST
Santa Rita

Paper, C1

4:30pm MST

Directed self-placement for multilingual writers: Providing student agency to placement into an ecology of first-year college writing

Thursday November 14, 2024 4:30pm - 5:00pm MST

Tucson

This presentation describes the transformation of a Writing Program into an ecology of first-year writing by expanding Directed Self-Placement to multilingual writers. This provides students agency in choosing their course environment (topical, foundational, or designed for multilingual writers), improved motivation and brought student voices to the forefront of our pedagogy.

Presenters

Gusztav Demeter

Thursday November 14, 2024 4:30pm - 5:00pm MST
Tucson

Paper, C1

4:30pm MST

Kaplan's other "doodle": The rhetoric matrix and L2 experimentation

Thursday November 14, 2024 4:30pm - 5:00pm MST

Rincon

This presentation connects Robert B. Kaplan’s (1972) articulation of the “Rhetoric Matrix” to his earlier articulation of Contrastive Rhetoric (“CR”) and to alternative conceptions of “rhetoric” in second language writing. It argues that the Rhetoric Matrix reinforces CR’s ultimately limited and exclusively textual definition of rhetoric but also suggests a wider scope for L2 students’ possible rhetorical invention.

Presenters

Jay Jordan

Professor, University of Utah

rhetoric theories + SLW, international branch campuses, Korea, longitudinal research, international "bridge" programs

Thursday November 14, 2024 4:30pm - 5:00pm MST
Rincon

Paper, C1

4:30pm MST

Writing assessment beliefs and practices of Thai writing teachers

Thursday November 14, 2024 4:30pm - 5:00pm MST

Catalina

The purpose of this study is to explore beliefs of Thai teachers regarding their writing assessment practices. Through mixed-method approach, 70 responses were received in the survey and 22 interviews were conducted. The results indicated the majority of Thai instructors were not prepared or felt confident to assess students’ writing.

Presenters

Bee Chamcharatsri

Thursday November 14, 2024 4:30pm - 5:00pm MST
Catalina

Paper, C1

4:30pm MST

Second language writing in Canada: Research, theory, and instruction

Thursday November 14, 2024 4:30pm - 6:00pm MST

North Ballroom

In this session, the three editors of a 2023 special issue of the TESL Canada Journal provide an overview of issues in L2 writing in Canada explored by the invite discussion about current trends in the field. Of particular interest at this SSLW session should be some discussion of the disciplinary boundaries of L2 writing as a field or discipline beyond the United States.

Presenters

Joel Heng Hartse

Simon Fraser University

Ismaeil Fazel

University of British Columbia

James Corcoran

Assistant Professor, York University

Dr. James Corcoran is an Assistant Professor in the Department of Languages, Literatures, and Linguistics at York University in Toronto, Canada, where he teaches in the ESL, TESOL, and applied linguistics programs. James’ current research projects include investigations into EAP... Read More →

Thursday November 14, 2024 4:30pm - 6:00pm MST
North Ballroom

Colloquium, C1-3

4:30pm MST

Ecologies of multilingual writing in world language classrooms

Thursday November 14, 2024 4:30pm - 6:00pm MST

South Ballroom

Ecologies of multilingual writing is a productive lens to examine writing produced in world language instruction contexts in the United States. Multilingual writing is here understood as writing produced by learners seeking to expand their repertoire by learning a language other than English. In this sense, understanding world language instruction as ecology means to recognize that these contexts share similar challenges as they co-exist in an English-dominant environment while contending with specificities of their own linguistic and cultural ecosystems that impact the teaching of writing. For instance, learners enrolled in a world language are often more interested in developing speaking than writing skills, while world language teachers rarely have special training in teaching writing. This colloquium aims to tease apart what types of connections play a role in developing writing knowledge and skills in world languages to then analyze the relationality between language systems and cultures enacted by learners and teachers.

First, Bruna Sommer-Farias will examine how recognizing relationality of genre dimensions across languages can contribute to genre knowledge development of world language teachers and learners. The results include responses to genre awareness tasks for L2 Portuguese, Spanish and Japanese. Then, Francis Troyan will examine how an L2 French teacher sustained dialogic interactions following an SFL-informed genre-based approach using speaking-to-write/writing-to-speak activities. The results illustrate the relationality between speaking and writing and the connectedness to each person in the classroom (student-student and teacher-student) when negotiating meaning and positively motivating learners in a world language. In the sequence, Miriam Akoto will illustrate the connection between types of knowledge students make when working in collaborative writing tasks. Her work report on specific types of genre-related content L2 French learners use during group collaborative work and for what reasons they make those choices. Finally, Matt Coss will discuss the relationality between modality and writing knowledge (i.e., handwriting versus keyboarding) in the context of L2 (Chinese) writing assessments. The results emphasize the importance of understanding the relationality between modality and writing knowledge for an accurate measurement of writing knowledge and a focus on instruction that prioritizes real-world communicative goals. The colloquium concludes with Melinda Reichelt responding to the presentations and pinpointing the potential of elements mentioned by the speakers to better understand the context of writing in languages other than English.

Presenters

Melinda Reichelt

Professor of English, Director of ESL Writing, English Department, University of Toledo, Toledo, Ohio, USA

Bruna Sommer-Farias

Assistant Professor, Michigan State University

Twitter: @SommerFarias Website: bruna.hcommons.org Email: fariasbr@msu.edu

Matt Coss

Lead Instructor, Michigan State University

Tucson

Facing declines in international student enrollment and a trend of international students opting for mainstream sections rather than multilingual sections of writing courses via directed self-placement, we surveyed students enrolled in both types of sections to better understand how they choose their section and their experiences in those classes.

Presenters

Grace Lee-Amuzie

Assistant Professor, Penn State University Abington

Dr. Grace Lee-Amuzie is Assistant Professor of Applied Linguistics and Director of Center for Intercultural Leadership and Communication at Penn State Abington. She regularly offers faculty development workshops on equity pedagogy and culturally relevant teaching. Her research interests... Read More →

Rachel LaMance

Assistant Teaching Professor of Applied Linguistics and TESOL, Coordinator of Academic Integration for Multilingual Stud, Penn State University Abington

Thursday November 14, 2024 5:00pm - 5:30pm MST
Tucson

Paper, C2

5:30pm MST

Linguistic repertoires, institutional data, and the ecology of writing placement

Thursday November 14, 2024 5:30pm - 6:00pm MST

Tucson

Despite the simplistic nature of institutional data collected on linguistic diversity among U.S.-resident students, the presenter will demonstrate how a combination of data points, including students’ constructions of their linguistic repertoires, can persuade campus partners to share responsibility for developing linguistically inclusive placement and other institutional practices.

Presenters

Gail Shuck

Professor, Boise State University

I’ve been Director of English Language Support Programs at Boise State University since 2001, working with campus and community partners to smooth the paths to and through college for multilingual students. I’m especially interested in 1) supporting the success of US-resident... Read More →

Thursday November 14, 2024 5:30pm - 6:00pm MST
Tucson

Paper, C3

5:30pm MST

Public writing in a second language

Thursday November 14, 2024 5:30pm - 6:00pm MST

Santa Rita

I interrogate the systematic indifference toward public writing in an L2 and make a case for the importance of researching, teaching, and practicing public writing in an L2. In addition, I offer pedagogical guidelines concerning the “where” and “how” of teaching public writing in an L2.

Presenters

Zhaozhe Wang

University of Toronto

Thursday November 14, 2024 5:30pm - 6:00pm MST
Santa Rita

Paper, C3

6:00pm MST

Opening Reception

Thursday November 14, 2024 6:00pm - 7:00pm MST

*Diamond Atrium

Come join us for a social gathering with colleagues from around the world. Open to all registered participants.

Thursday November 14, 2024 6:00pm - 7:00pm MST
*Diamond Atrium

Social

8:00am MST

Charting the course together: A case study of three multilingual university students enrolled in a longitudinal tutoring program

Friday November 15, 2024 10:15am - 10:45am MST

San Pedro

This case study examines the linguistic and rhetorical moves tutors make as they work longitudinally with multilingual students enrolled in a writing-center-based tutoring program. Findings show that over time, students and tutors build relationships of t

Presenters

Kathryn Watkins

Laura Vance

Writing Tutor, Brigham Young University

Wilson Hurdle

Catalina

Effective written corrective feedback (WCF) methods help students learn to produce more accurate writing. Nevertheless, some WCF methods can be time-consuming. Thus, this study examined the efficacy of a custom AI tool compared with teachers to determine whether it might free ESL writing practitioners to focus on other pedagogical priorities.

Presenters

James Hartshorn

Brigham Young University

Austin Pack

Brigham Young University-Hawaii

Natasha Gillette

Brigham Young University-Hawaii

Juan Escalante

Brigham Young University-Hawaii

Ammon Hunt

Brigham Young University

Friday November 15, 2024 10:15am - 10:45am MST
Catalina

Paper, D1

10:15am MST

‘I feel like I’m working for AT&T’: Managerialist tactics for cutting ESL college writing courses

Friday November 15, 2024 10:15am - 10:45am MST

Tucson

This paper identifies neoliberal corporate-like managerial tactics used by college completion reformers in one university system to eliminate ESL writing courses systemwide and suppress faculty resistance. We show how these tactics were anti-democratic, abrogating faculty governance with little managerial accountability and suggest ways to counter them.

Presenters

Linda Harklau

Professor, University of Georgia

Tu Thi Cam Dang

University of Georgia

Friday November 15, 2024 10:15am - 10:45am MST
Tucson

Paper, D1

10:15am MST

“I am glad that you use Chinese”: From “English-only” to translanguaging in a first-year composition course

Friday November 15, 2024 10:15am - 10:45am MST

Santa Rita

Employing an autobiographical approach, this paper shares the language policy shifts from “English-only” to translanguaging in a first-year composition course at a Sino-US partnership program. Particularly, this paper showcases the ecological intersection of personal, emotional, and institutional factors and their influences on identity reconstruction of an early career writing faculty.

Presenters

Andy Jiahao Liu

Global Professor of English, University of Arizona

Greetings! I am Andy Jiahao Liu, currently a Global Professor of English teaching international Foundations Writing courses at the University of Arizona. My research interests lie in second language writing, English for research publication purposes, and language testing and assessment... Read More →

Friday November 15, 2024 10:15am - 10:45am MST
Santa Rita

Paper, D1

10:15am MST

Under fire: Strategies for writing for publication

Friday November 15, 2024 10:15am - 11:45am MST

North Ballroom

Second language writing (SLW) professionals have insights from teaching and research to share with domestic and international audiences but little time to write and publish. In this session, the presenters offer ways to incorporate writing groups and collaborative writing for publication into demanding schedules to benefit themselves, the field, and future SLW scholars.

Presenters

Christine Pearson Casanave

adjunct professor, Temple University Japan

Deborah Crusan

Professor, Wright State University

Stephanie Vandrick

Professor Emerita, University of San Francisco

Friday November 15, 2024 10:15am - 11:45am MST
North Ballroom

Colloquium, D1-3

10:15am MST

Ecologies of multilingual writing: An interactive colloquium

Friday November 15, 2024 10:15am - 11:45am MST

South Ballroom

This colloquium is devoted to exploring the concept of ecology in second language writing. Our purpose is to examine the ecology concept from multiple perspectives and to suggest orientations for the field. Th scholars will engage in informal dialogic interaction on the topic, followed by two discussants.

The ecology concept focuses on where and how we live, who and what we live with, what (values) we live for and by, and how these are all interconnected. From this perspective, it is odd that dominant ideologies of science insist that to gain true knowledge we must 1) detach what we study from the rest of the world—it from its complex sustaining context; and 2) detach ourselves as researchers from our feeling, valuing, everyday selves, as if emotionless, disembodied, values-neutral human beings ever existed. Ecology in this sense opposes dominant ideologies of science.

In another sense, however, ecology welcomes all approaches to studying and understanding human action. Ecology's first principle is "everything is connected to everything else" (Commoner, 1971, p. 29); therefore the more perspectives the better, as long as these perspectives can be treated relationally. This approach calls for diversity, patient listening and discussion, synergizing, and interdisciplinarity.

Ecology has two immediate implications for multilingual writing. First, it is increasingly recognized that all forms of communication occur not in vacuums, but in complex multimodal/multisensory/sociomaterial/political/multilingual contexts/environments (Canagarajah, 2018). If so, then we must study writing as environmentally situated. This environmental turn has been well-represented in one of our "parent disciplines" (Silva & Leki, 2004)—composition studies—but less so in the other—applied linguistics. In the latter, writing has often been treated as a thing in itself, (e.g., a grammatical entity or cognitive product).

Second, if all writing is ecological, and our fragile human ecology is imminently threatened, then multilingual writing must engage with our ecological crisis. Other fields have begun to do so, e.g., TESOL (Goulah & Katunich, 2020) and composition studies (Roux, 2023); shouldn't we join them? Writing is a powerful tool for revolutionary change; let us use it, study it, and teach it to save our lives.

Presenters

Dwight Atkinson

University of Arizona

Jeroen Gevers

UCLA

Elena Taylor

Utah State University

Anuj Gupta

University of Arizona

Hadi Banat

Assistant Professor of English & ESL Director, University of Massachusetts Boston

Fabiola Ehlers-Zavala

Colorado State University

Assistant Professor (LTA), Concordia University

Anamaria Bodea

Concordia University

Friday November 15, 2024 10:45am - 11:15am MST
Santa Rita

Paper, D2

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

Friday November 15, 2024 11:15am - 11:45am MST

Santa Rita

This presentation explores student reluctance to language mix in writing and proposes a literary reading-creative writing unit to address that resistance, as well as to foster critical language awareness, valorize students’ other languages, and counter English domination. The researchers will pilot and assess the unit and report the results.

Presenters

Carol Severino

Professor of Rhetoric, University of Iowa

Tamar Bernfeld

University of Iowa

Friday November 15, 2024 11:15am - 11:45am MST
Santa Rita

Paper, D3

11:15am MST

Demystifying administration in a transnational writing program: The role of Graduate Assistant Directors

Friday November 15, 2024 11:15am - 11:45am MST

Tucson

This presentation introduces the experiences of three Graduate Assistant Directors’ contributions toward a growing transnational Writing Program. These experiences and insight can serve as a model for how graduate student involvement in SLW program administration can be mutually beneficial for graduate students, program administrators, and SLW programs.

Presenters

Wei Xu

Ph.D. Candidate, University of Arizona

Wei Xu is a 4th-year Ph.D. candidate in Second Language Acquisition and Teaching (SLAT) at the University of Arizona. She obtained her master's degree in TESOL from Durham University, UK. Her research interests center around multilingual genre-based pedagogy, multimodal composition... Read More →

Hongni Gou

University of Arizona

Jaime Mejia Mayorga

The University of Arizona / Pima Community College

Emily Palese

Assistant Director, International Foundations Writing; Professor of Practice, English Applied Linguistics, University of Arizona

Christine Tardy

University of Arizona

Friday November 15, 2024 11:15am - 11:45am MST
Tucson

Paper, D3

11:15am MST

Multilingual writing in undergraduate research

Friday November 15, 2024 11:15am - 11:45am MST

Rincon

Multilingual writers in EMI programs are budding professionals with a unique skill set. This presentation will illustrate how including empirical research in an academic skills class allows these students to play to their strengths, draw on all their available networks and resources, and further grow their multilingual repertoire.

Presenters

Claudia Kunschak

Friday November 15, 2024 11:15am - 11:45am MST
Rincon

Paper, D3

11:15am MST

The ecology of intention in academic writing

Friday November 15, 2024 11:15am - 11:45am MST

San Pedro

This research shows how four Macedonian MA students in Applied Linguistics and Computer Science practiced “intentionality” as a personal purpose and what cognitive and affective experiences underpinned their purposes and linguistic choices to succeed in their writing thesis journeys. The theoretical stance originates from the ecological perception of critical intentional action.

Presenters

Mira Bekar

Associate professor, Ss Cyril and Methodius University, Skopje

Online CommunicationThesis writing in L1 and L2Critical discourse analysisTeaching to L2 English majorsTravellingMountains

Friday November 15, 2024 11:15am - 11:45am MST
San Pedro

Paper, D3

11:15am MST

Writing micro-processes: An emerging terrain

Friday November 15, 2024 11:15am - 11:45am MST

Santa Cruz

In this presentation we introduce writing micro-processes as a focus of research with theoretical and pedagogical implications. We argue that attention to micro-processes enables a close look at writing as it unfolds in real time. We demonstrate this through examples from a corpus of multilingual students’ screen-recordings of writing activity.

Presenters

Naseh Nasrollahi Shahri

San Diego State University

J. Elliott Casal

Assistant Professor of Applied Linguistics, The University of Memphis

Friday November 15, 2024 11:15am - 11:45am MST
Santa Cruz

Paper, D3

11:45am MST

Lunch Break

Friday November 15, 2024 11:45am - 1:00pm MST

UA Student Union

Various dining options are available in the Student Union. https://union.arizona.edu/dining/

Friday November 15, 2024 11:45am - 1:00pm MST
UA Student Union

Break

11:50am MST

JSLW Editorial Advisory Board Meeting

Friday November 15, 2024 11:50am - 12:50pm MST

Tucson

The University of Arizona

Joseph Wilson

Syracuse University

Friday November 15, 2024 1:00pm - 1:30pm MST
Santa Cruz

Paper, E1

1:00pm MST

Revolutionizing writing skills: Unveiling the influence of robot-assisted multimodal composition on L2 learners' audience awareness

Friday November 15, 2024 1:00pm - 1:30pm MST

Santa Rita

In this study, we examined the potential of a robot-assisted multimodal composition methodology to enhance L2 students' audience awareness in English writing. Students improved their awareness of their audience through a robot-assisted writing course. This interplay between processes resulted in the students' enhanced audience sensitivity.

Presenters

Hanieh Shafiee Rad

Shahrekord University

Babak Daneshvar Ghorbani

Iran University of Science and Technology

Friday November 15, 2024 1:00pm - 1:30pm MST
Santa Rita

Paper, E1

1:00pm MST

The story less told: Analysis of non-empirical research in the Journal of Second Language Writing

Friday November 15, 2024 1:00pm - 1:30pm MST

Tucson

This paper reviews non-empirical research published in the Journal of Second Language Writing (JSLW) (1992-2023). It looks at the contributors, research topics, methodology, and theoretical perspectives of non-empirical research in JSLW. By bringing to the forefront the less visited non-empirical research, this paper aims to provide readers of JSLW with a fuller picture of the journal’s publication landscape.

Presenters

Xueyi Yuan

Arizona State University

Friday November 15, 2024 1:00pm - 1:30pm MST
Tucson

Paper, E1

1:00pm MST

On the edge of using, disclosing, and confronting AI: Complications beyond pedagogy

Friday November 15, 2024 1:00pm - 2:30pm MST

South Ballroom

This colloquium explores the use of AI tools in L2 writing beyond classrooms through philosophical and empirical inquiries. The three presentations draw on cutting-edge literature and investigate our current discourses on, practices of, and policies regarding the use of generative AI in writing from perspectives that have been less considered.

Presenters

Xiao Tan

Duke University

Chaoran Wang

Multilingual Writing Specialist; Assistant Professor of Writing, Colby College

Zhaozhe Wang

University of Toronto

Wei Xu

Ph.D. Candidate, University of Arizona

Yachao Sun

Duke Kunshan University

Friday November 15, 2024 1:00pm - 2:30pm MST
South Ballroom

Colloquium, E1-3

1:00pm MST

Supporting multilingual students’ success in the state of Arizona: An example of an ecology of multilingual writing.

Friday November 15, 2024 1:00pm - 2:30pm MST

North Ballroom

This colloquium explores innovative strategies for supporting multilingual students, featuring insights from four Arizona educators. Presentations will cover culturally relevant practices, corpus linguistics, the Liberatory WAC initiative, and curriculum and instructional innovations, equipping participants with theoretical and practical tools to enhance multilingual learners' experiences in diverse educational settings.

Presenters

Jaime Mejia Mayorga

The University of Arizona / Pima Community College

Shelley Staples

University of Arizona

Brooke Anderson

English Faculty, Pima Community College

Friday November 15, 2024 1:00pm - 2:30pm MST
North Ballroom

Colloquium, E1-3

1:30pm MST

Writing positionality: Aspirations and challenges

Friday November 15, 2024 1:30pm - 2:00pm MST

San Pedro

In 2022, we launched “Academic Writing in the Borderlands,” aspiring to assist undergraduate and graduate students think about academic positionality. It was open to multilingual and English-only writers engaged in any discipline and research topic. In this session, we will report outcomes, including challenges and significance.

Presenters

Andrea Hernandez Holm

Director, Writing Skills Improvement Program

Friday November 15, 2024 1:30pm - 2:00pm MST
San Pedro

Discussion, E2

1:30pm MST

AI-driven feedback vs peer feedback: Perspectives of Chinese EFL students

Friday November 15, 2024 1:30pm - 2:00pm MST

Catalina

This proposal investigates Chinese EFL students' perceptions of AI-driven versus peer feedback with data from student writing, analyses of peer and AI-generated feedback, students' reflective journals, and in-depth interviews. This paper presentation contributes to the teaching of second language writing by leveraging AI technologies in language education.

Presenters

Cong Annie Zhang

Shandong University

Junju Wang

Shandong University

Friday November 15, 2024 1:30pm - 2:00pm MST
Catalina

Paper, E2

1:30pm MST

Building the bridge to inclusive, equitable, and anti-racist practices: The case of a writing program

Friday November 15, 2024 1:30pm - 2:00pm MST

Rincon

This presentation describes the initiation and research phase of a writing program review project that aspired to enable a coherent inclusive vision for shaping the ideologies of a writing program and developing antiracist, inclusive, and equitable spaces and practices to support the increasingly diverse student population that the program serves.

Presenters

Parva Panahi

Metro State University

Friday November 15, 2024 1:30pm - 2:00pm MST
Rincon

Paper, E2

1:30pm MST

Implementing critical language pedagogy: 3 ideas that second language writing teachers can explore

Friday November 15, 2024 1:30pm - 2:00pm MST

Santa Cruz

This presentation shares pedagogical activities and materials that second language (L2) writing teachers can adapt and integrate into their L2 writing classes. The activities and materials are built around critical language pedagogy, which can foster an inclusive and diverse teaching environment focusing on critical thinking and awareness of worldwide issues.

Presenters

Dilara Avci

The University of Arizona

Dilara Avci is a doctoral student in Second Language Acquisition & Teaching program. She completed her Bachelor’s Degree in English Language Teaching at Boğaziçi University in 2018 and her Master’s Degree in Teaching English as a Second Language program at the University of... Read More →

Friday November 15, 2024 1:30pm - 2:00pm MST
Santa Cruz

Paper, E2

1:30pm MST

L2 students’ perceptions on the use of generative artificial intelligence (GAI) tools in synthesis writing

Friday November 15, 2024 1:30pm - 2:00pm MST

Santa Rita

This multiple-case study examined L2 writers’ perceptions of using generative artificial intelligence (GAI) tools in synthesis writing. Findings demonstrated that GAI had significant shortcomings in creating effectives syntheses. Moreover, mixed viewpoints were reported regarding the timing of GAI use as a writing tool, and teaching it directly to young learners.

Presenters

Juyeon Yoo

Assistant Professor, Ball State University

Friday November 15, 2024 1:30pm - 2:00pm MST
Santa Rita

Paper, E2

1:30pm MST

Mapping the terrain of L2 Chinese reading and writing research: A thirty-year scoping review

Friday November 15, 2024 1:30pm - 2:00pm MST

Tucson

We report on a scoping review of empirical L2 Chinese reading and writing studies. Analyzing 430 studies, key findings included: focus on words, populations from WEIRD backgrounds, limited technology integration, unclear operationalization of writing constructs. Implications will inform L2 writing research agendas, especially in non-Roman writing systems.

Presenters

Matt Coss

Catalina

Presentation reports research design, implementation, preliminary results, pedagogical implications from study measuring different combinations of teacher-led and AI-led written corrective feedback methods at undergraduate Beginner Spanish course. Namely, non-dynamic/dynamic approaches will test teacher vs. automated feedback methods’ benefits, drawbacks for teacher workloads, student writing development, self-editing skills, writing anxiety

Presenters

Ana Ruiz Alonso Bartol

University of California, Davis

Sam Davidson

University of California, Davis

Friday November 15, 2024 2:00pm - 2:30pm MST
Catalina

Paper, E3

2:00pm MST

Linguistic justice through Global Englishes in first-year composition: Possibilities and challenges

Friday November 15, 2024 2:00pm - 2:30pm MST

Santa Cruz

Employing a narrative inquiry, this study explores the narratives of twelve first-year composition (FYC) teachers who were recruited via a convenience sampling about Global Englishes (GE) in FYC to embrace linguistic justice and “standard English” ideologies in US. It also unpacks the possibilities and challenges of incorporating GE in FYC.

Presenters

Binod Dhami

Arizona State University

Friday November 15, 2024 2:00pm - 2:30pm MST
Santa Cruz

Paper, E3

2:00pm MST

Machine translation as a form of feedback on L2 writing

Friday November 15, 2024 2:00pm - 2:30pm MST

Santa Rita

This mixed-methods study compared comprehensive teacher corrective feedback (TCF) with machine translation (MT) as feedback. 23 Japanese students received both TCF and MT as feedback before revising their picture description. TCF increased complexity whereas MT improved accuracy and fluency. Engagement with each feedback type explained the variance in outcomes.

Presenters

Miyuki Sasaki

Waseda University

Mizumoto Atsushi

Kansai University

Paul Kei Matsuda

Professor of English and Director of Second Language Writing, Arizona State University

Paul Kei Matsuda is Professor of English and Director of Second Language Writing at Arizona State University, where he works closely with doctoral students specializing in second language writing from various disciplinary perspectives. Paul is Founding Chair of the Symposium on Second... Read More →

Friday November 15, 2024 2:00pm - 2:30pm MST
Santa Rita

Paper, E3

2:00pm MST

Tracing the concept of English writing in the Chinese national English curriculum: 1902-2011

Friday November 15, 2024 2:00pm - 2:30pm MST

Tucson

This paper tracks Chinese national English curriculum from 1902 to 2011 to illustrate changes in the definition of English writing. This paper analyzes the writing section of national English curriculum standards in terms of definition, learning outcomes, stages of writing initiation, assessment criteria, and teacher-student relationship within four time periods.

Presenters

Mingrui Qiao

University of Toronto

Friday November 15, 2024 2:00pm - 2:30pm MST
Tucson

Paper, E3

2:30pm MST

Coffee Break

Friday November 15, 2024 2:30pm - 3:00pm MST

*Diamond Atrium

Friday November 15, 2024 2:30pm - 3:00pm MST
*Diamond Atrium

Break

3:00pm MST

Exploring collaborative writing for beginner adult Immigrants learning French in Canada

Friday November 15, 2024 3:00pm - 3:30pm MST

Rincon

Collaborative writing in second language courses enhances writing development. While previous research focused on university learners, this study explores its impact on beginner adult immigrants learning French in Canada. Results show collaborative groups outperforming individuals in accuracy and coherence. Discussions among participants and their multilingual abilities contribute to task completion.

Presenters

Gabriel Michaud

Professor, Université de Montréal

Mariane Parent

Université de Montréal

Kim McDonough

Concordia University

Friday November 15, 2024 3:00pm - 3:30pm MST
Rincon

Paper, F1

3:00pm MST

Exploring the potential for ChatGPT as an automated essay scoring tool: Can ChatGPT rate writing like a human?

Friday November 15, 2024 3:00pm - 3:30pm MST

Catalina

While easy access to ChatGPT affords unprecedented opportunities in language assessment, little research has been done to determine ChatGPT’s use as an AES tool. Our research aims to investigate whether ChatGPT could be reliably used to score English proficiency writing tests for NATO and assist in training efforts across nations.

Presenters

Andrea Gjorevski

Texas A&M University-Commerce

Mimi Li

Associate Professor of Applied Linguistics, Texas A&M University-Commerce

Friday November 15, 2024 3:00pm - 3:30pm MST
Catalina

Paper, F1

3:00pm MST

From literary words to social worlds: Exploring EFL learners' identities in a critical literacy course

Friday November 15, 2024 3:00pm - 3:30pm MST

San Pedro

How do EFL learners reconceptualize reader, writer, and social identities from a critical literacy curriculum involving alternative reading and writing practices and social actions? This study showcases a 16-week critical literacy curriculum involving social action for college freshmen in an EFL context.

Presenters

Yi-Hsuan Gloria Lo

Professor, National Taiwan University of Science and Technology

Friday November 15, 2024 3:00pm - 3:30pm MST
San Pedro

Paper, F1

3:00pm MST

The effects of pedagogical translanguaging in written metalinguistic feedback on learners’ accuracy of Spanish past tenses

Friday November 15, 2024 3:00pm - 3:30pm MST

Santa Rita

This study explored the effects of using pedagogical translanguaging in metalinguistic written feedback (WCF) on learners’ accurate use of two Spanish past tenses. The findings suggest that accessing learners’ full linguistic repertoire while providing metalinguistic WCF is a viable strategy to increase students’ correct use of the two tenses.

Presenters

Francisco de Borja Navarro Rodriguez

Ph.D. Candidate, Cheng Kung University

Hui-Tzu Min

Distinguished Professor, National Cheng Kung University

Friday November 15, 2024 3:00pm - 3:30pm MST
Santa Rita

Paper, F1

3:00pm MST

The importance of paragraphs in undergraduate writing: Faculty perceptions

Friday November 15, 2024 3:00pm - 3:30pm MST

Tucson

In this presentation, we present results of a study of faculty across seven disciplines on the importance of traditional paragraph structure in undergraduate writing, particularly given the rise of multimodal composing and other digital genres. Implications for writing instruction and assessment will be discussed.

Presenters

Sara Cushing

Georgia State University

Chiho Young-Johnson

Georgia State University

Laura Yi Tan

Friday November 15, 2024 3:00pm - 3:30pm MST
Tucson

Paper, F1

3:00pm MST

Writing self-efficacy and multilingual writers: Practical insights from new research

Friday November 15, 2024 3:00pm - 4:30pm MST

South Ballroom

This colloquium presents findings from a large research project focused on writing self-efficacy (WSE) conducted with first-year university students, most, not all, of whom were multilingual. We will discuss differences between L1 and L2 writers in WSE, factors that influence WSE, and implications for teaching L2 writers.

Presenters

Grant Eckstein

Brigham Young University

Research lines include response to writing, corrective feedback in L2 writing, and writing center research (especially L2 learners in writing centers). In addition, I use eye-tracking methods to research the acquisition and development of L2 reading.

Sabina Simon

Assistant Professor, American River College

Sabina is a fourth year PhD Candidate at UC Davis in school of education with a focus on second language writing. Her research interests include community college ESL, higher education policy, transfer-level ESL composition, multimodal composition, curriculum and materials develo... Read More →

Dana Ferris

Professor of Writing, University of California Davis

Dana R. Ferris, Professor in the University Writing Program at the University of California, Davis, has had a wide-ranging career as a teacher, teacher-educator, researcher, writer, editor, and writing program administrator. Her books and articles have focused primarily on the teaching... Read More →

Danielle Schmidli

Continuing Lecturer, University of California, Davis

Friday November 15, 2024 3:00pm - 4:30pm MST
South Ballroom

Colloquium, F1-3

3:00pm MST

“I feel grafted”: Narrativizing multilingual writers’ experiences of writing in shifting ecologies.

Friday November 15, 2024 3:00pm - 4:30pm MST

North Ballroom

This colloquium brings together five multilingual writers from South Asia to present a collaborative auto-ethnographic project that builds on an ecological model of writing by postulating a plant grafting metaphor and aims to understand the evolving and complex multilingual writing identities and practices in shifting ecologies.

Presenters

Mijanur Rahman

Assistant Professor of Writing Studies, California State University, Los Angeles

Md. Fahad Hossain

PhD Student, North Dakota State University

Mucktadir Ahmed

Graduate Associate - Teaching, University of Arizona

Abantika Dhar

Illinois State University

Maria Zaman

PhD student & Graduate Research Assistant, University of North Dakota

Friday November 15, 2024 3:00pm - 4:30pm MST
North Ballroom

Colloquium, F1-3

3:30pm MST

A collaborative auto-ethnographic study on functions and self-perceptions of translanguaging practices in academic writing

Friday November 15, 2024 3:30pm - 4:00pm MST

San Pedro

This presentation, with collaborative auto-ethnography as methodology, focuses on functions and self-perceptions of translanguaging practices in academic writings of two international doctoral students who specialize in social science. Data collected from archival materials reveal similar and different translanguaging patterns, and possible reasons and language beliefs behind the phenomenon.

Presenters

Xinyue Shui

University of Iowa

Yifan Wu

The University of Iowa

Friday November 15, 2024 3:30pm - 4:00pm MST
San Pedro

Paper, F2

3:30pm MST

Enhancing English writing proficiency with generative AI: A student-centric approach in Chinese ESL education

The effect of task complexity on second language learners’ integrated writing: Comparing collaborative and independent writing conditions

Friday November 15, 2024 3:30pm - 4:00pm MST

Rincon

The present study explores the impact of task complexity on L2 learners’ integrated writing in collaborative and independent writing conditions. Participants engaged in integrated listen-to-write tasks with varying complexity levels in both settings. The findings are discussed in light of the different cognitive demands of integrated writing tasks, providing valuable pedagogical insights for TBLT classrooms.

Presenters

Isabella Montaña

UA Student Union

Friday November 15, 2024 4:30pm - 4:45pm MST
UA Student Union

Break

4:45pm MST

Citation practices in findings and discussion sections of quantitative and qualitative research articles

Friday November 15, 2024 4:45pm - 5:15pm MST

South Ballroom

This study examines citations in post-methods sections (e.g., findings, discussion, implications) of empirical articles focusing on: the overlap with citations in literature reviews, the rhetorical functions of citations, and the structure of citations. Findings counter advice from research manuals and describe paradigm differences (qualitative and quantitative).

Presenters

Jianwu Gao

Capital Normal University

Hello, I am an English writing instructor and researcher from China. I am interested in second language writing, second language acquisition, CALL, English for Academic Purposes, and learner corpus studies.

Quy Pham

University of Queensland

Charlene Polio

Professor, Michigan State University

Friday November 15, 2024 4:45pm - 5:15pm MST
South Ballroom

Paper, G1

4:45pm MST

Clarifying vague descriptions of grammar usage in assessment rubrics via a multidimensional analysis of disciplinary student writing

Friday November 15, 2024 4:45pm - 5:15pm MST

North Ballroom

The study aims to clarify descriptions of grammar usage in assessment rubrics of disciplinary writing assignments in a university setting. We will establish a multidimensional analysis model and then interpret how this model clarifies “variation” and “appropriateness” of grammar usage in four disciplinary registers.

Presenters

Ge Lan

Assistant Professor, City University of Hong Kong

Shelley Staples

University of Arizona

Friday November 15, 2024 4:45pm - 5:15pm MST
North Ballroom

Paper, G1

4:45pm MST

Intertextual education for multilingual students: Pedagogical resources from the Chinese context

Friday November 15, 2024 4:45pm - 5:15pm MST

Santa Rita

To develop multilingual students’ intertextual competence, a valuable source of pedagogical materials would be the relevant ideas, texts, practices, and cases concerning the issue of plagiarism from the students’ L1 context. In this talk, lines of evidence from the Chinese context will be presented, with their pedagogical value pointed out.

Presenters

Yongyan Li

Hong Kong University

Friday November 15, 2024 4:45pm - 5:15pm MST
Santa Rita

Paper, G1

4:45pm MST

Move swings: How expert writers structure introductions across six academic disciplines

Friday November 15, 2024 4:45pm - 5:15pm MST

Rincon

Our study analyzes the sequence and ratio of rhetorical moves of expert writers in 270 research article introductions across six academic disciplines. Differences we found in sequence and ratio can serve as a guide and disciplinary contrast for instructors and writers, especially novice L2 writers, in their research writing process.

Presenters

Grant Eckstein

Brigham Young University

Jacob Rawlins

Brigham Young University

Elizabeth Hanks

Haley Briggs

Brigham Young University

Friday November 15, 2024 4:45pm - 5:15pm MST
Rincon

Paper, G1

4:45pm MST

Plurilingual writing for publication at a bilingual, semi-peripheral Canadian college

Friday November 15, 2024 4:45pm - 5:15pm MST

Agency, annotation, archive: Personalizing literacy in EAP

Friday November 15, 2024 5:15pm - 5:45pm MST

San Pedro

This paper explores how, in multilingual college classrooms, practicing text-annotation can increase student agency; enable deep meaning-making; resist hegemonic, rote modes of learning; and make genre and discourse communities accessible. Text annotation allows students to arrive at learning through their own contexts and develop personal archives and ecologies of thought.

Presenters

Mary Helen Callier

Graduate Student, University of Denver

Halley Roberts

University of Denver

Jane Huffman

Graduate Student, University of Denver

Alfred Owusu-Ansah

University of Denver

Friday November 15, 2024 5:15pm - 5:45pm MST
San Pedro

Paper, G2

5:15pm MST

Languages of publication of high-quality Mexican scholarly journals

Friday November 15, 2024 5:15pm - 5:45pm MST

Catalina

In Mexico, high-quality Mexican scholarly journals registered in important regional and international bibliometric databases are increasingly required to publish more in English. This elevates the pressure on Spanish-speaking scholars to publish in this language, sacrificing publication in Spanish and indigenous languages for global visibility and greater prestige in the journal.

Presenters

Arturo Mendoza Ramos

Associate Professor, Universidad Nacional Autónoma de México

I conduct research in the fields of language testing and assessment, academic writing in L1 and L2 and blended learning

Friday November 15, 2024 5:15pm - 5:45pm MST
Catalina

Paper, G2

5:15pm MST

SLW teachers’ pedagogical knowledge and instructional practices with mentor texts

Friday November 15, 2024 5:15pm - 5:45pm MST

Tucson

This presentation will report on a mixed-methods study focused on better understanding first-year writing instructors' pedagogical knowledge and instructional practices with sample texts in the L2 writing classroom. Presenters will provide an overview of the main findings from the study and discuss implications for instruction and future research.

Presenters

Angela Hakim

Lecturer, Iowa State University

Emily Palese

Assistant Director, International Foundations Writing; Professor of Practice, English Applied Linguistics, University of Arizona

Christine Tardy

University of Arizona

Friday November 15, 2024 5:15pm - 5:45pm MST
Tucson

Paper, G2

5:15pm MST

*Diamond Atrium

Friday November 15, 2024 5:45pm - 6:00pm MST
*Diamond Atrium

Break

6:00pm MST

Special Event: Indigenous activist-educator voices and local ecologies

Friday November 15, 2024 6:00pm - 8:00pm MST

South Ballroom

Elder Vernon Masayesva and Professor Sheilah Nicholas will share their experience as ecological/educational activists and language/literacy educators in support of their ancestral Hopi lands and peoples as an inextricable part of our spiritual and ecological world.

Presenters

Vernon Masayesva

Executive Director, Black Mesa Trust

Vernon Masayesva is the Executive Director of Black Mesa Trust, a Hopi Leader of the Coyote Clan and a former Chairman of the Hopi Tribal Council from the village of Hotevilla, one of the oldest continuously inhabited human settlement in the Americas in Arizona.Masayesva received his B.A. degree from Arizona State University in Political Scien... Read More →

Sheilah Nicholas

Professor, University of Arizona

Sheilah E. Nicholas is a member of the Hopi Tribe located in Arizona. She is a Professor in the Department of Teaching, Learning and Sociocultural Studies (TLSS) at the University of Arizona (UA). She teaches courses in Indigenous Culture-Based Education, Language and Culture, Oral Traditions, Language... Read More →

Friday November 15, 2024 6:00pm - 8:00pm MST
South Ballroom

Special Event

8:00am MST

Coffee

Saturday November 16, 2024 8:00am - 9:00am MST

*Diamond Atrium

Saturday November 16, 2024 8:00am - 9:00am MST
*Diamond Atrium

Break

8:00am MST

Exhibits

Saturday November 16, 2024 8:00am - 12:00pm MST

*Diamond Atrium

Saturday November 16, 2024 8:00am - 12:00pm MST
*Diamond Atrium

Exhibits

8:00am MST

Registration

Saturday November 16, 2024 8:00am - 12:00pm MST

*Diamond Atrium

Saturday November 16, 2024 8:00am - 12:00pm MST
*Diamond Atrium

Registration

9:00am MST

Assessing the relationship between written corrective feedback and depth of processing and their effect on second language writing performance

Saturday November 16, 2024 9:00am - 9:30am MST

Tucson

Written corrective feedback (WCF) is vital in second language acquisition, refining writing skills, and enriching language learning. However, uncertainties persist regarding its impact and processing by learners. Research indicates the efficacy of indirect WCF supplemented with metalinguistic explanation (ME), necessitating further investigation, especially among heritage learners, to inform pedagogy accurately.

Presenters

Ronald Leow

Professor, Georgetown University

Mahmoud Abdi Tabari

University of Nevada, Reno

Christopher Nicklin

The University of Tokyo

Saturday November 16, 2024 9:00am - 9:30am MST
Tucson

Paper, H1

9:00am MST

Beyond Languages: Exploring Media Literacy Practices and Translingual Writing of Chinese International Students

Saturday November 16, 2024 9:00am - 9:30am MST

Rincon

Embracing the concepts of critical media literacy, translingual writing and the transtextual analytic framework, this qualitative study explores media literacy practices and online translingual writing of newly-arrived Chinese international students at a Canadian university. Findings indicate that participants negotiate with media environments and languages, with translingual approaches facilitating their writing.

Presenters

Menghong Lin

Student, University of Toronto

Saturday November 16, 2024 9:00am - 9:30am MST
Rincon

Paper, H1

9:00am MST

Corpus-based materials implementation in second language writing courses: Understanding teachers' beliefs and experiences

Saturday November 16, 2024 9:00am - 9:30am MST

Santa Rita

This study tracks and explores 8 participating instructor’s implementation process of corpus-based materials in first-year writing courses for L2 writers. Focusing on their teaching experiences and feedback through classroom observations, focus groups and survey responses, the study offers insights into practices for DDL implementation, materials creation and research design.

Catalina

Using a sociolinguistic approach, this grounded theory study examined writing practices within a multigenerational refugee family. The purpose of this study was to define features of their second-language writing development during their first year of resettlement in the U.S., and to identify features unique to their experience with displacement.

Presenters

Miriam Moore

University at Buffalo

Saturday November 16, 2024 9:00am - 9:30am MST
Catalina

Paper, H1

9:00am MST

Passages into re-imagining first year writing as a multilingual community

Saturday November 16, 2024 9:00am - 9:30am MST

North Ballroom

Drawing on theories of identity, investment, and imagined communities, this study examines the introduction and use of multilingual student writing models in First Year Writing. Findings suggest that using multilingual student writing models supports the development of multilingual students’ writerly identities and encourages openness to multilingualism in the FYW community.

Presenters

Soo Hyon Kim

Associate Professor of English/TESOL, University of New Hampshire

Denise Desrosiers

University of New Hampshire

Saturday November 16, 2024 9:00am - 9:30am MST
North Ballroom

Paper, H1

9:00am MST

Shifting to asynchronous teaching in a transnational writing program: Opportunities, challenges, and considerations

Saturday November 16, 2024 9:00am - 9:30am MST

South Ballroom

This paper describes the process of introducing asynchronous online instruction into a transnational writing program. We share an analysis of contextual opportunities, challenges, and considerations and how we have attempted to address these areas in pilot courses. We conclude with implications and recommendations for online SLW instruction and course design.

Presenters

Christine Tardy

Tucson

This meta-analysis examines feedback's impact on writing for L1, L2, and FL learners in schools and universities. Results show that different feedback methods and agents affect learners differently. Further research involving FL and L2 learners at school is necessary, particularly on the effect of deep-level feedback.

Presenters

Sina Scherer

University of Münster

Steve Graham

professor, arizona state university

Steve Graham is the author of the influential Carnegie Reports Writing Next, Writing to Read, and Informing Writing. He is also the author of the Elementary Writing Guide published by What Works Clearinghouse. He is the former Editor of Contemporary Educational Psychology and Exceptional... Read More →

Vera Busse

Prof. Dr., University of Münster

Saturday November 16, 2024 9:30am - 10:00am MST
Tucson

Paper, H2

9:30am MST

Instructors' evolving understanding through the implementation of corpus-based pedagogy: a case study

Saturday November 16, 2024 9:30am - 10:00am MST

Santa Rita

This presentation introduces two non-specialist instructors' understanding of corpus-based pedagogy in L2 writing classes before, during, and after implementing corpus materials. It explores how their perceptions evolve over a semester through surveys, interviews, and reflections, offering insights into corpus pedagogy and informing future professional development in L2 writing contexts.

Presenters

Hui Wang

Arizona Western College

Martha Martinez

Arizona Western College

Saturday November 16, 2024 9:30am - 10:00am MST
South Ballroom

Paper, H2

9:30am MST

Teaching summary writing to adult refugee ESL learners

Saturday November 16, 2024 9:30am - 10:00am MST

Catalina

Academic writing instruction for adult refugee students remains severely under-researched. This case study of two instructors’ techniques for teaching summary writing to this population offers evidence-based pedagogical recommendations and considerations for preparing refugee language-learners for the reading/writing demands of postsecondary study and, ultimately, for the pursuit of better life chances.

Presenters

Katie Hibner

Part-Time Instructor, Georgia State University

Diane D. Belcher

Professor, Georgia State University

Saturday November 16, 2024 9:30am - 10:00am MST
Catalina

Paper, H2

10:00am MST

Break

Saturday November 16, 2024 10:00am - 10:15am MST

UA Student Union

Saturday November 16, 2024 10:00am - 10:15am MST
UA Student Union

Break

10:15am MST

Sentence level feedback and discourse level feedback: Scholars insights into the state of the research

Saturday November 16, 2024 10:15am - 10:45am MST

Alternative grading models in writing courses and beyond

Saturday November 16, 2024 10:15am - 11:45am MST

North Ballroom

Alternative grading practices are becoming more widespread in higher education. In this colloquium session, presenters share theoretical frameworks and their experience with several models of alternative grading in various contexts including ESOL, first year and graduate writing, ITA support, and teacher education. Suggested resources and sample class materials are provided.

Presenters

Amy Cook

Teaching Professor, Bowling Green State University

Lucinda Hunter

Teaching Professor, Bowling Green State University

Michigan State University

Saturday November 16, 2024 10:45am - 11:15am MST
Santa Rita

Paper, I2

10:45am MST

Focus on form in heritage language writing instruction: A need or a whim?

Saturday November 16, 2024 10:45am - 11:15am MST

Rincon

Using a qualitative corpus-based analysis of 86 essays by English-dominant heritage speakers of Russian, the current presentation addresses some morphological patterns in linguistic intuitions of heritage language learners. Some implications for the development of heritage language learners’ writing skills and general literacy are also discussed.

Presenters

Angelina Rubina

University of South Carolina

Olesya Kisselev

University of South Carolina

Irina Dubinina

Lead Instructor, Brandeis University

Saturday November 16, 2024 10:45am - 11:15am MST
Rincon

Paper, I2

10:45am MST

Understanding teacher feedback literacy in L2 writing: A needs analysis

Saturday November 16, 2024 10:45am - 11:15am MST

Tucson

This survey and interview-based study explores L2 writing teachers' self-perceived feedback literacy (knowledge, value, ability) and what their needs are for improving their feedback provision skills. Implications for teacher educators interested in developing writing teacher feedback literacy are discussed.

Presenters

HeeJoon Choi

PhD Student, Georgia State University

Saturday November 16, 2024 10:45am - 11:15am MST
Tucson

Paper, I2

11:15am MST

A true longitudinal corpus study of lexical competence of L2 writing

Saturday November 16, 2024 11:15am - 11:45am MST

Santa Rita

This true longitudinal study explored the lexical development using the two learner corpora of L2 university English majors. The data included 619 pieces of writing, 462,842 tokens. The results from the VocabProfile program suggest the students can develop their leixical competence when exposing themselves to more advanced English reading sources.

Presenters

Jiraporn Dhanarattigannon

Assistant Professor Dr., Kasetsart University

Pong-ampai Kongcharoen

Assistant Professor, Kasetsart University

Tirote Thongnuan

Kasetsart University

Saturday November 16, 2024 11:15am - 11:45am MST
Santa Rita

Paper, I3

11:15am MST

Accidental power: Interactions between peer readers and multilingual writers

Saturday November 16, 2024 11:15am - 11:45am MST

Tucson

In sharing the results of her qualitative study, the speaker will discuss how peer readers may inadvertently assume roles of power, reinforcing language hegemony. As a result, the speaker advocates for a theory-based tutoring methodology when working with multilingual writers.

Presenters

Lisa DiMaio

teaching professor, Drexel University

Saturday November 16, 2024 11:15am - 11:45am MST
Tucson

Paper, I3

11:15am MST

Privileging voice in the multilingual writing classroom: Considerations and practical applications

Saturday November 16, 2024 11:15am - 11:45am MST

Rincon

Many multilingual writing instructors may struggle to find effective ways of teaching voice, whose importance has increased with the emergence of AI. This paper provides a brief discussion on voice and pedagogical challenges, and shares practical activities the presenters have found helpful for students in developing their writing voice.

Presenters

Mariah Fairley

Senior English Language Instructor, American University in Cairo

Mariah Fairley is an English instructor in the IEP at the American University in Cairo. Her interests include student engagement, academic reading and discussion skills, and teacher training.

Alissa Nostas

Senior Global Educator, Arizona State University

Alissa Nostas teaches at Arizona State University as an Academic Professional. Her interests include academic writing and teacher training.

Susanne Rizzo

Defense Language Institute

Saturday November 16, 2024 11:15am - 11:45am MST
Rincon

Paper, I3

11:45am MST

Lunch Break

Saturday November 16, 2024 11:45am - 1:00pm MST

UA Student Union

Various dining options are available in the Student Union. https://union.arizona.edu/dining/

Saturday November 16, 2024 11:45am - 1:00pm MST
UA Student Union

Break

1:00pm MST

Resilience in action: How L2 graduate writers navigate academic challenges

Saturday November 16, 2024 1:00pm - 1:30pm MST

Rincon

Our survey of R1 graduate students reveals a strong resilience in L2 graduate writers that helps them cope with writing tasks. Despite lower self-ratings in grammar, vocabulary, and editing skills, L2 students show surprising confidence in other aspects of writing, which correlates with resilience toward broader psychological stressors.

Presenters

Elena Kallestinova

Director, Writing and Communication Center, Massachusetts Institute of Technology

Eric Grunwald

Director, English Language Studies, Massachusetts Institute of Technology (MIT)

Saturday November 16, 2024 1:00pm - 1:30pm MST
Rincon

Paper, J1

1:00pm MST

North Ballroom

This colloquium delves into utilizing wellbeing science for supporting multilingual writers, featuring insights from interdisciplinary experts. Discussions range from employing cultural change theory for fostering supportive communities and instigating institutional change, to leveraging positive psychology in writing instruction. It emphasizes practical steps for creating nurturing writing environments, offering attendees strategies for enhancing multilingual students' educational experiences.

Presenters

Susan Miller-Cochran

The University of Arizona

Jaime Mejia Mayorga

The University of Arizona / Pima Community College

Stacey Cochran

Colorado State University

Mikenna Modesto

University of California, Davis

Mikenna Leigh Modesto (neé Sims) is a third year Ph.D. student in the University Writing Program at the University of California, Davis. Her research interests include writing assessment, multilingual writing instruction, and writing program administration. Her work has recently... Read More →

Tanita Saenkhum

Associate Professor of Rhetoric, Writing, and Linguistics, University of Tennessee, Knoxville

Soo Hyon Kim

Associate Professor of English/TESOL, University of New Hampshire

Saturday November 16, 2024 1:00pm - 2:30pm MST
South Ballroom

Colloquium, J1-3

1:30pm MST

Beyond academic language socialization: What do students get out of EAP writing classes?

Saturday November 16, 2024 1:30pm - 2:00pm MST

Rincon

This study examined experiences of multilingual learners in academic English classes at three Canadian universities. Drawing on focus groups, interviews, and learning experience journals, we report on tangential benefits and impacts for/on students through EAP classes that go beyond writing development. Theoretical and pedagogical implications will be discussed.

Presenters

Heike Neumann

Concordia University

Sandra Zappa-Hollman

University of British Columbia

Sandra Zappa-Hollman, PhD, is an Associate Professor and Director of academic English programming at Vantage College, University of British Columbia. Her research focuses on the academic literacy trajectories of international EAL students, collaboration between language and content... Read More →

Saskia Van Viegen

Associate Professor, York University

Saturday November 16, 2024 1:30pm - 2:00pm MST
Rincon

Paper, J2

1:30pm MST

Crafting identity through thesis writing process: A study of English as an additional language master's students' citation practices

Saturday November 16, 2024 1:30pm - 2:00pm MST

Santa Rita

The presentation reports on a study that investigated how L2 master’s students developed their writer identity through citation practices in their theses supported by a writing course. Findings underscore the need for explicit instruction and supportive contexts in the thesis writing process.

Presenters

Fangzhi He

Davidson College

Saturday November 16, 2024 1:30pm - 2:00pm MST
Santa Rita

Paper, J2

1:30pm MST

“It's like a one-to-one kind of tutor for my writing”: Multilingual graduate writers’ uses and views of GenAI feedback

Saturday November 16, 2024 1:30pm - 2:00pm MST

Tucson

This study reports on L2 English graduate students’ dynamic experiences with using GenAI for writing feedback during the first year after ChatGPT’s release. Our results demonstrate how critical GenAI-mediated feedback practices can support these students as they navigate the challenges of Outer Circle membership and U.S. graduate education.

Presenters

Sophia Minnillo

PhD Candidate, University of California, Davis

I am a PhD candidate in Linguistics at University of California, Davis with a designated emphasis in Writing, Rhetoric, and Composition. I focus on L2 and heritage language learning, writing, teaching, and assessment. I also study multilingual identities and experiences during international... Read More →

Dana Ferris

Professor of Writing, University of California Davis

Saturday November 16, 2024 1:30pm - 2:00pm MST
Tucson

Paper, J2

2:00pm MST

L2 students engagement with ChatGPT in a research writing course: A genre related episode (GRE) approach

Saturday November 16, 2024 2:00pm - 2:30pm MST

Catalina

Adopting Genre Related Episode (GRE) framework, this research explores L2 graduate students' engagement in a comparative analysis of student-produced versus ChatGpt- produced research introduction sections to examine their understanding of research originality.

Presenters

Sara Nezami Nav

Lecturer, University of Michigan

Saturday November 16, 2024 2:00pm - 2:30pm MST
Catalina

Paper, J3

2:00pm MST

Saudi graduate students’ experiences in writing for publication: A narrative inquiry

Saturday November 16, 2024 2:00pm - 2:30pm MST

Rincon

Writing for publication for graduate-level researchers is considered an under-represented topic. The present study investigates how they acquire their knowledge in writing for publication, the difficulties they face, and how they overcome these difficulties. The study results and implications for graduate students and program administrators will be discussed.

Presenters

Basim Alamri

Associate Professor, King Abdulaziz University

Basim Alamri is an Associate Professor in the English Language Institute at King Abdulaziz University, Saudi Arabia. His research interests revolve around topics related to L2 academic writing for publication, including genre studies and corpus linguistics, and technology in the... Read More →

Saturday November 16, 2024 2:00pm - 2:30pm MST
Rincon

Paper, J3

2:30pm MST

Coffee Break

Saturday November 16, 2024 2:30pm - 3:00pm MST

*Diamond Atrium

Saturday November 16, 2024 2:30pm - 3:00pm MST
*Diamond Atrium

Break

3:00pm MST

Multilingual writers and writing as an ecological system

Saturday November 16, 2024 3:00pm - 4:00pm MST

South Ballroom

Presenters

Randi Reppen

Professor, Northern Arizona University

Randi Reppen is Professor of Applied Linguistics and TESL at Northern Arizona University (NAU) where teaches in the MA TESL and Applied Linguistics Ph.D. programs. She has extensive ESL and teacher training experience, including 11 years as the Director of NAU’s Intensive English... Read More →

Saturday November 16, 2024 3:00pm - 4:00pm MST
South Ballroom

Plenary, P3

4:00pm MST

Closing Ceremony and SSLW2025 Preview

Saturday November 16, 2024 4:00pm - 4:30pm MST

South Ballroom

Saturday November 16, 2024 4:00pm - 4:30pm MST
South Ballroom

Open Meeting