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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. But-prefacing for Refocusing in Public Questioning and Answering
3. Doing Being the Moderator: Use of “Respondent Selection” During Webinar Q&As
4. Enabling Institutional Messaging: TV Journalists’ Work with Interviewee Responses
5. In Pursuit of Conversation Analysis: An Interview with Professor John Heritage
6. Introducing a GURT 2018 Panel on Communicating with the Public: “Third Parties” in Question-Answer Sequences
7. Assessment and Feedback: Examining the Relationship Between Self-assessment and Blind Peer- and Teacher-assessment in TOEFL Writing
8. Deconstructing the Concept of ‘Incidental’ L2 Vocabulary Learning
9. edTPA: An Assessment that Reduces the Quality of Teacher Education
10. edTPA? Good Grief!
11. edTPA: You, Too, Shall Pass
12. Introduction: Pre-service TESOL Teachers Speak Out About edTPA
13. Learning-Oriented Assessment: An Introduction
14. Learning-Oriented Assessment in Large-Scale Testing
15. Learning-Oriented Assessment: The Affective Dimension
16. Learning-Oriented Assessment: The Contextual Dimension
17. Learning-Oriented Assessment: The Learning Dimension
18. Learning-Oriented Assessment: The Proficiency Dimension
19. Paired and Group Oral Assessment
20. Potential of Voice Recording Tools in Language Instruction
21. Prosody in the Production and Processing of L2 Spoken Language and Implications for Assessment
22. Reflections on an edTPA Experience: A Disappointing, Anticlimactic Conclusion
23. Reflections on TCCRISLS 2014: Roundtable on Learning-Oriented Assessment in Language Classrooms and Large-Scale Assessment Contexts
24. Second Language Pragmatic Competence: Individual Differences in ESL and EFL Environments
25. Strategic Competence and L2 Speaking Assessment
26. The Conceptualization and Operationalization of Diagnostic Testing in Second and Foreign Language Assessment
27. The Interactional Dimension of LOA: Within and Beyond the Classroom
28. What’s the Hardest Part of edTPA?
29. A Case of Membership Categorization: The ‘Korean Male’
30. Being a Woman: Membership Categorization in Interaction
31. Category Terms as Story-Telling Shortcuts
32. Code Switching and Code Cracking
33. Code-switching and Translanguaging: Potential Functions in Multilingual Classrooms
34. Conceptual Dynamics in Multilingual Competence
35. Cross-linguistic Influence in Third Language Acquisition: Factors Influencing Interlanguage Transfer
36. Engagement Features in Russian and English: A Cross-Cultural Analysis of Academic Written Discourse
37. Focus on Multilingualism: More Dots to Connect
38. Focus on Multilinguilism: Its Potential Contributions to SLA Theory and Research
39. “He Is No Different from Other Men”: Complimenting and Responding to Compliments through Membership Categorization Practices
40. “I’m Putting Myself in a Time-Out”: Suzi “Going Categorical”
41. Introduction: The Multilingual Prism
42. Leo van Lier: A scholar and teacher, a mentor and friend
43. Membership Categorization in Action
44. Mothers and Sisters
45. Multilingual Competence
46. Multilingualism and the Holistic Approach to Multilingual Education
47. Postcolonial Theories and TESOL: Exploring Implications for Teaching in U.S. Contexts
48. Pragmatic Knowledge and Ability in the Applied Linguistics and Second Language Assessment Literature: A Review
49. “Stop Talking Like That”: A Toddler’s Construction of Identity at a Family Dinner
50. Studying Heritage Languages with a Focus on Multilingualism
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