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{teConference Program
Overview of the conference schedule
7:30am-4:00pm
9:15am-9:45am
9:45am-11:00am
11:00am-11:20am
11:20am-12:25pm
12:25am-2:00pm
2:00pm-5:45pm
2:00pm-5:10pm
3:40pm-4:05pm
6:00pm-8:00pmRegistration
Welcome address
Plenary talk I: Richard Schmidt (University of Hawaii at Manoa)
Coffee break
Paper sessions
Lunch break
Paper sessions
Invited colloquium I: "Language learning in and out of the classroom: Connecting contexts of language use with learning and teaching practices"
Coffee break
Welcome reception [Imin Center Lanai, free event]7:30am-4:30pm
8:30am-9:45am
9:45am-10:15am
10:15am-12:30pm
12:30pm-2:30pm
1:20pm–2:20pm
2:30pm-4:10pm
4:10pm-4:30pm
4:30pm-5:45pm
6:30pm-9:00pmRegistration
Plenary talk II: Alan Firth (Newcastle University)
Coffee break
Paper sessions & Colloquium I
Lunch break, Publisher's session
Poster session I (with presenters)*
Paper sessions
Coffee break
Plenary talk III: Carmen Muñoz (Universitat de Barcelona)
Social event [Campus ballroom, ticketed event]
7:30am-4:00pm
8:30am-11:45am
8:30am-11:45pm
10:10am-10:40am
11:45am-1:50pm
12:45pm–1:45pm
1:50pm-4:05pm
4:05pm-4:25pm
4:25pm-5:40pm
5:40pm-5:55pmRegistration
Paper sessions
Invited colloquium II: "Comparing child L2 and SLI: Crosslinguistic perspectives"
Coffee break
Lunch break, Conversation Analysis Workshop
Poster session II (with presenters)*
Paper sessions & Colloquium II
Coffee break
Plenary talk IV: Harald Clahsen (University of Essex)
Closing remarks*Note: Posters will be on display each day between 9:00 am-4:30 pm. Poster presenters
will be available to present and discuss their work during the poster session.Check out the schedule grid for presentation titles and presenters! Click here.
Plenary speakers (in scheduled order):
(For summary of each talk, click here.)
Plenary I: talk title to be announced
Richard Schmidt (University of Hawai'i at Mānoa)
Plenary II: "The public and private lives of additional language competence: Implications for a reconceptualized SLA"
Alan Firth (Newcastle University)
Plenary III: "When context matters: Age effects on second language learning"
Carmen Muñoz (Universitat de Barcelona)
Plenary IV: "Morphological structure in native and non-native language comprehension"
Harald Clahsen (University of Essex)
Invited Colloquia (in scheduled order):
Invited Colloquium I: "Language learning in and out of the classroom: Connecting contexts of language use with learning and teaching practices"
Organizer: Christina Higgins (University of Hawai'i at Mānoa)
Discussant: Alan Firth (Newcastle University)
For some time, researchers in applied linguistics have recognized the importance of access to and participation in L2 communities as essential aspects of language socialization and identity formation among L2 learners (Norton, 2000; Pavlenko & Lantolf, 2000). Most of this research seeks to understand how L2 learners negotiate their participation in academic contexts (Duff, 1995, 2002; McKay & Wong, 1996; Miller, 2000; Morita, 2004; Willet, 1995; Zuengler, 2003), while a smaller number of studies focuses on contexts beyond classroom walls (e.g., Black, 2008; Lam, 2000; Norton, 2000). While both bodies of research have offered insights into the affordances and obstacles to participation faced by L2 learners, little research thus far has focused on the linkages between instructed contexts of L2 learning and L2 use in other contexts. Given this state of affairs, it is possible to argue that the relationship between instructed language learning and L2 use outside of classroom contexts is radically undertheorized and underresearched in the field of applied linguistics. Accordingly, this colloquium seeks to address this gap in the field by taking up the following question: What is the relationship between in-the-classroom language practices and engagements with the L2 beyond the classroom? The findings reported by the colloquium participants illustrate a dramatic range of intersectionality between academic contexts of learning/teaching and non-academic contexts of L2 use, and the presenters discuss the implications of these linkages and non-linkages for deepening the connections between L2 learning, teaching, and use.Paper 1: Language learning as membershipping in classroom communities of practice
John Hellermann, Portland State University
Paper 2: The pragmatics of identity negotiation: What is the relevance of native-speaker norms for L2 use?
Noriko Ishihara, Hosei University
Paper 3: Language learning in rural Japan: EIL/EILF discourses and the local linguistic ecology
Sandra McKay, San Francisco State University and Ryuko Kubota, University of North Carolina-Chapel Hill
Paper 4: Chilean English teacher identity and popular culture: Three generations
Julia Menard-Warwick, University of California-Davis
Paper 5: The new world: Language acquisition and use as transnational
Jane Zuengler, University of Wisconsin-Madison
(For summary of each paper, click here.)
Invited Colloquium II: "Comparing child L2 and SLI: Crosslinguistic perspectives"
Organizer: Theres Grüter (Stanford University)
Recent work in a variety of linguistic frameworks has shown remarkable similarities between children acquiring a nonnative language (L2) and children diagnosed with Specific Language Impairment (SLI): Similar grammatical phenomena appear to be vulnerable in both cases. The aim of this panel is to bring together researchers working on child L2 and SLI in different languages within a linguistic framework, in order to address and discuss questions such as the following:- To what extent are similarities/differences between child L2 and SLI observed crosslinguistically?
- What domains of the grammar seem to be particularly (in)vulnerable in child L2 and SLI crosslinguistically?
- Are there aspects of grammatical development that clearly distinguish child L2 learners from children with SLI?
- To what extent are the vulnerabilities grammatical phenomena and/or processing phenomena?
- What are the implications of these similarities/differences for developmental theories of child L2 and SLI, and for linguistic theorizing more generally?
Paper 1: Indicators of SLI in bilingual children: Inflections and prepositions
Sharon Armon-Lorem and Joel Walters (Bar Ilan University, Israel)
Paper 2: Comprehension of pronouns/reflexives in L2 children compared to children with SLI
Theodoros Marinis, Vasiliki Chondrogianni, Halit Firat (University of Reading)
Paper 3: A double delay in L2-SLI acquisition: Evidence from Dutch agreement inflection
Antje Orgassa, Jan de Jong, Anne Baker and Fred Weerman (University of Amsterdam)
Paper 4: Comparing child L2 and SLI: The acquisition of German sentence structure
Monika Rothweiler and Solveig Chilla (Hamburg University)
Paper 5: Acquisition of Wh-Questions in French: L2 Children and L1 Children with SLI
Maureen Scheidnes, Sandrine Ferré, Martin Haiden, Philippe Prévost, and Laurie Tuller (François Rabelais University, Tours)
Paper 6: Argument Structure in typical and atypical English L1 and L2
Gabriela Simon-Cereijido (San Diego State University/University of California, San Diego) and Vera Gutiérrez-Clellen (San Diego State University)
(For summary of each paper, click here.)
Please check back for updates as we continue
to post new information.t}
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