Adult acquirers of English construct their identities through a process that entails a critical dialog between cultural diversity and English education. The panel of six presenters will weave together the two major themes from perspectives of Western Europe, Asia, and from second language classrooms in the United States.

The Spread of English in France, A Menace or An Opportunity (Amanda Harvie)

The spread of English in France has historically been met with great opposition. This paper highlights some of the past importance the French language has held for the people who speak it, as well as some theories that are critical to analyzing language in modern France.

Grammatical Competence, Pragmatic Development and Agency in L2 Learning (Irina Konovalova)

The study involves several highly proficient learners of English as an L2. Their grammatical proficiency, rated on the basis of a standardized test, is similar. Their differential pragmatic proficiency in the ability to express apologies in English correlates
to the differences in how the participants author themselves in the target language socio-cultural community.

Rhetorical and Linguistic Choices in Application Letters by L2 Writers (Sylvia Koestner)

This paper examines application letters of L2 writers enrolled in a university-level writing course. The data will be used to demonstrate how instructors can facilitate the access to professional genres. The presentation will address what strategies writers employ and how they acknowledge the unequal power relationship between themselves and their addressee.

Interfacing Culture and Language: Revisiting the English Language in Indonesia (Faizah Sari)

This paper examines the sociolinguistic process of English learning not as the mastery of a set of grammatical forms but as an experience of real socially constituted individual in symbolically mediated culture, as in Indonesia. The study highlights the constructions of identities and the pedagogical implications for English education in Indonesia.

English in Germany - Its Influence on Language and in Schools (Christiane Schoernig)

English has become a very influential language in Europe. In some countries, this influence is considered positive while other countries feel endangered by the spread of English. Using Germany as an example, these attitudes towards English will be discussed and the influence of English in schools will be shown.

Typical Grammatical Errors in English Writing (Weihua Zhu)

This paper reviews some studies that have been done on the differences between English grammar and Chinese grammar. It summarizes top ten grammatical errors in English writing committed by adult Chinese-speaking learners generally and individually.




This session focuses on the struggle to promote linguistic and cultural distinctiveness among Indigenous communities in the U.S. Drawing on national, state, and local research and language planning efforts, the session examines current Indigenous language revitalization efforts, tribal responses to state and federal standardizing regimes, and the larger implications for Indigenous self-determination, heritage language education, and linguistic human rights.

Indigenous Language Revitalization in an Era of "Accountability" (Teresa L. McCarty)

This presentation examines Indigenous educational and linguistic self-determination in the context of English-only policies and standardizing regimes. Based on a national study of Native language shift and retention, the session documents the impact of these policies on Indigenous/heritage language education, tribal-school-community responses, and the broader implications for minority educational and lingusitic human rights.

Indigenous Language Recovery: Implications of U.S. Policy and Funding Resources (Ofelia Zepeda)

This presentation considers the recent history of federal policies for Indigenous language recovery, particularly efforts emerging from the 1990/1992 Native American Languages Act. Drawing on national, cross-cultural data on these efforts, the presentation examines "best practices," current federal policy initiatives, and the implications for Indigenous language recovery and maintenance in the U.S.

Creating New Generations of Speakers: Language Socialization of Indigenous Children (Mary Eunice Romero)

This session considers the role of language socialization in contemporary Indigenous speech communities, focusing on research among the Pueblo Indians of the Southwest. Specifically, the session examines the role of the unwritten Indigenous language in socialization practices and patterns, and the implications for Indigenous/heritage language renewal, language planning and policy.

Indigenous Language Teacher Training (Mary S. Linn, Lizette Peter, Tracy Hirata-Edds, Akira Y. Yamamoto, & Kimiko Y. Yamamoto)

The presenters discuss the process and outcomes of seminars utilizing a variety of language teaching/revitalization strategies, drawing out the larger implications for preparing Native/heritage language teachers.

The American Indian Language Development Institute and Efforts to Combat Native Language Decline (Regina Siquieros)

This presentation examines the American Indian Language Development Institute and its impacts on combatting the decline of Indigenous languages in North America. The presentation highlights significant aspects of the AILDI model, including university-community collaboration, collaboration between academic linguists and educators, the development of a corpus of Indigenous literature, and the cultivation of advocacy networks. The implications for Native teacher preparation are discussed.

Discussant (Christine Sims)

Discussion/synthesis, question/answer period, and interaction with audience.




This colloquium examines the ways in which diversity serves as a generative resource for educational practice. Situated within a socio-cultural-historical theoretical framework, five studies in a variety of learning environments, focus on the contextual and interactional aspects of language and identity as constructed, emergent and negotiated over time in particular situations.

Appropriation of Culture, Appropriation of Identities: ESL Writers in Academia (Ali Abasi)

Current theorizing on writing understands writing as both socioculturally situated and about the representation of self (Ivanic, 1998). Adopting this theoretical starting point, this paper examines the ways in which academic practices of citation and referencing constitute an act of textual identity construction for ESL writers in academia.

Academic Literacy in a Second Language and the Question of Culture (Nahal Akbari)

This study explores some of the cultural issues around academic literacy in a second language as an instance of the way language and culture interact in educational settings. Drawing on an examination of the attitudes and perceptions of ESL writers, along with the norms and standards of their particular writing context, the study suggests a dynamic understanding of the cultural aspect of L2 writing is required.

Situated Literacies: The Discursive Construction of Identity (Shiva Sadeghi)

In this critical ethnography, I examine the lives and experiences of eight first generation Iranian undergraduate students to understand the relationship between language learning, academic adaptation and, the discursive construction of identity in academia, in their cultural community, and in the wider Canadian society.

Building on Diversity (Yang-Gyun Kwon)

This research examines the verbal interactions and related mediational activities between learners from two language groups working collaboratively in bilingual online chat activities. The findings demonstrate how the collaborative discourse among the learners resulted in the appropriation of new linguistic and cultural knowledge.

Diversity in the Classroom: Enriching the Learning Environment (Barbara Graves)

This qualitative research study combines a constructivist, sociocultural approach to investigate the learning environment in a multi-grade (grades one, two and three) learner-centered inquiry classroom. The paper examines the ways in which the diversity of learners as represented by a span of three grade levels contributes importantly to a rich learning environment.

Discussant (Mary Maguire)




This colloquium explores the interactional dynamics of various types of everyday communication, and attempts to bring such dynamicity to the learners of a second language through various pedagogical approaches. The colloquium assumes that interaction becomes meaningful only when their voices were recognized appropriately in the target community.

Intercultural Diversity and Intracultural Diversity: Helping the Learner to Find a Voice in the L2 (Dina R. Yoshimi )

I argue that foreign language pedagogy based solely on a notion of intercultural diversity is not only impractical, but may also fail to provide learners with a well-formed conceptualization of the cultural values and preferred practices of the target language and culture. In conjunction with these arguments, I will present the theoretical foundations for an approach to L2 instruction that addresses these shortcomings.

Development of Conversational Competence of L2 Japanese Learners (Tomoko Iwai)

This study investigates the development of “conversational competence” of L2 learners in a university beginning Japanese class. Conversational competence is defined as an ability to maintain and actively contribute to a conversation and measured by a set of selected conversational resources that contribute to a more involved small talk performance.

The Role of Small Talk in Developing Pragmatic Competence (Asuka Suzuki)

In this paper, I will report on an exploratory study of the explicit instruction of small talk in the intermediate JFL classroom. Through microanalysis, I will demonstrate learners’ development of pragmatic competence from their use of idiosyncratic strategies to a more culturally meaningful way in Japanese.

Learning ‘How’ to Index Formality/Informality with desu/masu and Plain Forms (Kazutoh Ishida)

This study investigates 1) changes in beginning Japanese learners’ understanding of how desu/masu and plain forms index formality/informality and 2) learner use of the forms in conversations with native speakers of Japanese. Results show that learners both deepened their understanding and expanded their range of use of the forms.

JFL Learners' Use of yo and ne: Interactional Roles (Barbara Graves)

This paper, using a conversation analytic approach, demonstrates that JFL learners (mis)use and/or non-use of the sentence final particles yo and ne may be attributable to their inadequate awareness of the interactional roles assigned to them within given tasks, more than problems with pragmatic transfer or incomplete acquisition.

Injecting Their Own Voices in L2 Communication: Use of Interviews (Keiko Ikeda)

This paper argues that interviewing task provides language learners to a good opportunity to practice and eventually develop the skills to successfully present their own voice in the target language (Japanese). A hands-on instruction using authentic discourse materials was implemented, and the results show a great promise.