SLRF 2008 University of Hawaii

Friday, October 17th
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-8:00pm	Registration 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]
Saturday, October 18th
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-9:00pm	Registration Plenary talk II: Alan Firth (Newcastle University) Coffee break Paper sessions & Colloquium I Lunch break, Publisher's session (1:00-2:00pm, Keoni) Poster session I (with presenters)* Paper sessions Coffee break Plenary talk III: Carmen Muñoz (Universitat de Barcelona) Social event [Campus ballroom, ticketed event]
Sunday, October 19th
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-5:55pm	Registration Paper sessions Invited colloquium II: "Comparing child L2 and SLI: Crosslinguistic perspectives" Coffee break Lunch break, CA of L2 Talk Workshop (12:15pm-1:30pm, Asia) 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: "The 'noticing hypothesis' twenty years out"
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: Performing “American” practices: The need to complicate notions of “national/local”
Jane Zuengler, University of Wisconsin-Madison
(For summary of each paper, click here.)