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Studies in Applied Linguistics & TESOL
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Studies in Applied Linguistics & TESOL (SALT) is an open-access journal committed to building a community and facilitating discussions between students, professors, and practitioners in Applied Linguistics and TESOL worldwide through the publication of quality empirical research, reviews of literature, and interviews with leading scholars in the field. Previously published as: Working Papers in Applied Linguistics & TESOL, Working Papers in TESOL & Applied Linguistics. This is an archive of articles published under all three names of the journal. https://journals.library.columbia.edu/index.php/SALT
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2. My quest to understand learning and teaching
3. Suggestions for teacher educators from a gentle iconoclast and a fellow explorer
4. Teaching SLIFE in Public Schools
5. Navigating Collaboration: A Multimodal Analysis of Turn-Taking in Co-teaching
6. An Interview with APPLE Lecture Speaker Professor Alister Cumming
7. Assessment and Feedback: Examining the Relationship Between Self-assessment and Blind Peer- and Teacher-assessment in TOEFL Writing
8. Business and Service Telephone Conversations: An Investigation of British English, German, and Italian Encounters
9. Deconstructing the Concept of ‘Incidental’ L2 Vocabulary Learning
10. Exploring Language Assessment and Testing: Language in Action
11. Learning-Oriented Assessment: An Introduction
12. Learning-Oriented Assessment in Large-Scale Testing
13. Learning-Oriented Assessment: The Affective Dimension
14. Learning-Oriented Assessment: The Contextual Dimension
15. Learning-Oriented Assessment: The Learning Dimension
16. Learning-Oriented Assessment: The Proficiency Dimension
17. Paired and Group Oral Assessment
18. Potential of Voice Recording Tools in Language Instruction
19. Prosody in the Production and Processing of L2 Spoken Language and Implications for Assessment
20. Reflections on TCCRISLS 2014: Roundtable on Learning-Oriented Assessment in Language Classrooms and Large-Scale Assessment Contexts
21. Second Language Pragmatic Competence: Individual Differences in ESL and EFL Environments
22. Strategic Competence and L2 Speaking Assessment
23. The Conceptualization and Operationalization of Diagnostic Testing in Second and Foreign Language Assessment
24. The Interactional Dimension of LOA: Within and Beyond the Classroom
25. What’s the Hardest Part of edTPA?
26. A Case of Membership Categorization: The ‘Korean Male’
27. An Interview with APPLE Lecture Speaker Professor Mary McGroarty
28. Being a Woman: Membership Categorization in Interaction
29. Code Switching and Code Cracking
30. Code-switching and Translanguaging: Potential Functions in Multilingual Classrooms
31. Conceptual Dynamics in Multilingual Competence
32. Cross-linguistic Influence in Third Language Acquisition: Factors Influencing Interlanguage Transfer
33. Engagement Features in Russian and English: A Cross-Cultural Analysis of Academic Written Discourse
34. Focus on Multilingualism: More Dots to Connect
35. Focus on Multilinguilism: Its Potential Contributions to SLA Theory and Research
36. “He Is No Different from Other Men”: Complimenting and Responding to Compliments through Membership Categorization Practices
37. Input, interaction, and corrective feedback in L2 learning
38. Introduction: The Multilingual Prism
39. Leo van Lier: A scholar and teacher, a mentor and friend
40. Membership Categorization in Action
41. Multilingual Competence
42. Multilingualism and the Holistic Approach to Multilingual Education
43. Postcolonial Theories and TESOL: Exploring Implications for Teaching in U.S. Contexts
44. Pragmatic Knowledge and Ability in the Applied Linguistics and Second Language Assessment Literature: A Review
45. Researching Online Foreign Language Interaction and Exchange: Theories, Methods and Challenges
46. Studying Heritage Languages with a Focus on Multilingualism
47. The case against Monolingual Bias in Multilingualism
48. The Role of Metalinguistic Awareness in Multilingual Acquisition
49. Turn-initial Yeah in Nonnative Speakers’ Speech: A Routine Token for Not-so-routine Interactional Projects
50. Written Corrective Feedback: A Review of Studies since Truscott (1996)
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