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Past CAL Presentations

American Association for Applied Linguistics 2013 Conference

March 16-19, 2013
Sheraton Dallas Hotel
Dallas, TX
Visit the conference website.


Saturday, March 16, 2013

“We did not have this stuff in our country”: Bringing Cognitive Linguistic Analysis of English Conditionals into L2 Pedagogy

Taken from a mixed-method study focused on exploring uses of cognitive linguistics in L2 classrooms (Jacobsen, 2012), this paper investigates learners’ perceptions on cognitive linguistic instruction of English conditionals. The findings explore ways to make the adaptation of cognitive linguistic theory to practice most successful and meaningful for language learners.

Presenter: Natalia Jacobsen
8:50 - 9:20 am
Majestic 5, 37th floor

The State of Applied Linguistics: Preliminary Results of a Nationwide Survey
This paper presents results of an effort to survey graduate programs in order to describe the current state of graduate education in applied linguistics in the United States. Feedback from program chairs and graduate students informed the development of a database of 200 programs in applied linguistics and related sub-disciplines. This presentation reviews findings from focus groups and surveys, and discusses plans to disseminate information about the current state of graduate education in applied linguistics.

Presenters: Mackenzie Price, Margaret Malone, Francesca Di Silvio, Anne Donovan
10:10-11:15 am
Press Club Room, 2nd floor

Measuring Language Ability in English Language Learners With Significant Cognitive Disabilities
English language development in primary and secondary school English learners with significant cognitive disabilities.

Presenters: Jennifer Norton, Cathy Cameron, Deepak Ebenezer
3:55 – 5:00 pm
Press Club Room, 2nd floor

Sunday, March 17, 2013

“Illegal Children” in Neo-conservative Discourse on Citizenship: Implications for Language Policy
This paper, included in the colloquium session, Language Policies and (dis)Citizenship: Moving Beyond Passports and Visas, analyzes the emergence and impact of the neoconservative construct of ‘illegal children’ within the context of language minority educational language policies. Utilizing interpretive policy analysis, it focuses on the U.S. national immigration debate and the dehumanizing assault on the educational rights of language minority children.

Presenter: Terrence Wiley
8:15 – 11:15 am
Dallas Ballroom A1

Understanding and Using Translanguaging in the Classroom
In this roundtable, we invite discussion about how teachers can use information gleaned from language standards and assessments, along with their own observations, to identify the use of translanguaging, and what strategies can be developed to help teachers tap into their students’ translanguaging skills to help in their teaching.

Presenters include: David MacGregor, Adriana Jokisch-Sagrera
10:10am – 11:15 am
Press Club Room, 2nd floor

The Genesis of Structured Immersion: How’d We Get This Version?
Authors review the emergence of English immersion in the early 80s as compared with subsequent versions, highlighting variance, such as Spanish language arts in the original program model. Interpretive Policy Analysis (IPA) will situate research and explain how symbolic artifacts and interpretive communities correspond to the evolution of English immersion.

Presenters: Sarah Moore, M. Beatriz Arias
2:00 – 2:30 pm
Majestic 2, 37th floor

Computerized Assessment Tasks for Measuring Academic Oral English Language Proficiency
This roundtable session will discuss the development of a computerized test of academic English oral proficiency. The test is designed for students in grades 1-12. We will present the design of and preliminary results from a study of how task characteristics and administration conditions affect language elicitation and task difficulty.

Presenters: Megan Montee, Tatyana Vdovina, Lakisha Dockett, Margaret Malone
3:55 – 5:00 pm
Press Club Room, 2nd floor

Monday, March 18, 2013

Piloting Assessment Design, User Interface, and Instructions for Innovative Reading and Listening Item Types
This poster presents research undertaken to pilot the overall design, user interface, and examinee instructions for a computer-delivered diagnostic assessment featuring innovative reading and listening item types. It focuses on the three-step process used to refine the instructions for unfamiliar item types to ensure the efficacy and validity of the assessment. Introspective data collection techniques were employed to investigate examinee thought processes while completing the assessment. The poster describes the think aloud and cognitive laboratory methodology and results, including trends in participant feedback regarding balancing thoroughness and clarity with considerations of design in presentation of instructions and action buttons.

Presenters include: Francesca Di Silvio, Meg Malone, Anne Donovan
8:15 - 9:45 am
Grand Hall CD

How Programs for Secondary Newcomers Advance Their English Language Development and Content Knowledge
This paper presents case study research on programs for newly arrived English learners in US secondary schools. Newcomer programs offer students a specialized environment for a limited time to learn English and academic skills. ESL and bilingual development models, classroom practices, and policies promoting basic and content literacy are described.

Presenter: Deborah J. Short
9:25 - 9:55 am
Majestic 8, 37th floor

Tuesday, March 19, 2013

LPP Language Politics in Global Perspective: International, National and Local Policies in Practice
This colloquium brings together diverse perspectives on language politics from around the world, as well as drawing connections between micro and macro domains of language planning and policy. The papers explore the processes of interaction between local and global trends in language use, with a special focus on language-in-education policy.

Presenters include: Margaret Fee, Sarah Moore, Terrence Wiley
8:15 – 11:15 am
Dallas Ballroom D3

Operationalizing Academic English for National Assessment: Applying an
Argument-based Approach to Test Validity

This paper describes the development of a computerized K-12 Academic English assessment guided by an argument-based approach to test validity (Kane, 1992; Mislevy et al., 2002, 2003). Cognitive interview data of students interacting with computerized task prototypes are discussed in terms of the test construct and implications for task design.

Presenters: Laura Wright, Dorry Kenyon, Megan Montee
3:10 – 3:40 am
Majestic 10

Investigating the Efficacy of an Oral Assessment Protocol and Rating Rubric for a Language for Professional Purposes Program
This presentation investigates the efficacy of a telephone interview and rating protocol used in the English for Heritage Language Speakers (EHLS) program. We demonstrate how the instrument fulfills its screening function and analyze the relationship between some key variables and subsequent OPI scores.

Presenters: Kat Kramer, Natalia Jacobsen, Margaret Fee, Jacquelyn de la Torre, Lauren Abadie, Morgan Doyle
3:10 – 3:40 pm
Majestic 10, 37th floor


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