18th Annual Second Language Acquisition Student Symposium

Thank you for considering submitting a proposal for our event! Here you will find some guidelines for submission of your proposal(s) as well as the link to the proposal submission form. This year’s symposium will be the first edition of the event that will be open to both undergraduate and graduate students. Additionally, presenters will have the chance to submit their presentations in the form of paper or poster presentations.

Guidelines

• All submissions must be original, unpresented, and unpublished work. In your submission, you will be able to indicate if you would like to be considered for a paper or a poster presentation.
  1. Paper presentations will be allotted 30 minutes, including 20 minutes for presentation and 10 minutes for discussion. Papers “are formal presentations on a contribution of original knowledge by one or more authors (…) [when] you feel your work is complete and ready for a more comprehensive presentation of your research” (American Association for Applied Linguistics, 2024).
  2. Poster presentations will be simultaneous and on-going during a sole poster session (allotted time TBD based on number of submissions). Poster presentations will be in-person only. “Poster presentations are especially useful for presenting information visually (e.g., charts, graphs, tables, diagrams). A longer time period and a more interactive format provide opportunities for extended discussion with other researchers” (American Association for Applied Linguistics, 2024).Note: If submitting a proposal for a paper presentation, you will be able to indicate the modality for which you are submitting: Either in-person or online. Online paper presentations will be done synchronously via Zoom. We encourage proposals for in-person presentations as there will be more slots available.

• All abstract submissions should be anonymous. A presenter can be involved in a total of TWO (2) proposal submissions: ONE (1) as a single/first presenter and ONE (1) as a co-presenter. No individual’s name should appear in more than two proposals of any type. Each proposal must be submitted separately.
  1. Proposals’ titles cannot exceed the 15-word limit.
  2. Proposals’ abstracts cannot exceed the 300-word limit.
• Criteria for acceptance of proposals will be based on quality of abstracts and content of submissions, originality, significance to the field(s), and relevance to the theme of the conference.
• To submit your proposal(s), please use the following form: https://go.wisc.edu/172u1x. The deadline for submission of all proposals has been extended until Friday, February 7, 2025.

TBA.

Dr. Tasha Austin

Tasha Austin PhD is an assistant professor of teacher education, language education and multilingualism for SUNY Buffalo, Graduate School of Education. As a critical theorist, she engages Black feminist epistemologies to qualitatively examine language, identity and power through a raciolinguistic perspective, investigating the manifestations of antiBlackness in language education. Her dissertation and scholarly publications have been awarded by the American Educational Research Association, New York State Foreign Language Teachers and Northeast Conference on Teaching Foreign Languages. Her research can be found in the Journal of Adolescent and Adult Literacy, Foreign Language Annals and Applied Linguistics among others. As a 2024 NAEd/Spencer Fellow who was previously awarded a Spencer Small Grant for her ongoing study entitled, “Excavating the Oral Histories of Black World Language Teachers” (2024), her scholarship aims to reposition teachers as learners particularly alongside their racially minoritized students with an emphasis upon co-constructing knowledges in language education spaces.

Dr. Chantelle Warner

Chantelle Warner is Professor of German Studies and Associate Dean for Academic and Faculty Affairs in the College of Humanities at the University of Arizona, where she long directed both the German language program and Center for Educational Resources in Culture, Language and Literacy (CERCLL). Dr. Warner’s research focuses on affective, experiential, and aesthetic dimensions of language use and learning, foreign language literacy development, pedagogical stylistics, and critical multilingualism studies and she has published and presented widely across these areas. Her recent monograph, Multiliteracy Play: Designs and Desires in the Second Language Classroom (Bloomsbury, 2024), argues for an expansion of models of literacy development and related pedagogies in second language teaching and learning to better integrate not only a wider range practices and modalities, but also different aesthetic and feeling rules that tacitly shape our responses to different language uses. Most recently she has been working on an empirical project that explores the role of emotion labor and pedagogies of care in adult second language teaching.

Belonging in an Interdisciplinary Field (online)

This online panel will discuss how scholars at different points in their careers found their unique place in the field of SLA, how their perspectives and approaches have shifted over the years, and how their diverse positions shape their sense of belonging. Panelists discussions will be relevant to a large number of students from different departments who approach language teaching and research differently. The panel will also help to stimulate conversations on how these different perspectives can complement each other as well as on how unique each stage in the academic career might be. Panelists include: Dr. Michele Back (University of Connecticut), Dr. Isabelle Drewelow (The University of Alabama), and Dr. Colleen Hamilton (National Louis University).

Multiple Paths to Professionalization after the Ph.D. (in person)

This in-person panel will touch on topics ranging from continuing education and researcher-teacher identity, to other paths of the profession inside and outside academia. The focus of this panel is to share the types of professional opportunities available to students at all levels of language and linguistics studies after they conclude their time in higher education. This panel can be of great interest to graduate students soon to be in the job market as well as to undergraduate attendees who might be considering continuing their education at the master’s or doctoral level. Panelists include: Dr. Tim Canvar (The University of Michigan), Dr. Hadis Ghaedi (University of North Carolina), Dr. Gordon West (WIDA – Wisconsin Center for Education Research), and Dr. Bingjie Zheng.

All in-person and online panelists are University of Wisconsin Badgers, who we are proud to “bring back” to campus!