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Studies in Applied Linguistics & TESOL (SALT)
Number of Followers: 5

This is an Open Access Journal

Open Access journal
ISSN (Online) 2689-193X
Published by Columbia University

[11 journals]

Contexts of Co-Constructed Discourse
- Authors: Cicely Rude
  Abstract: The edited volume, Contexts of Co-constructed Discourse: Interaction Pragmatics, and Second Language Applications, edited by Czerwionka, Showstack, and Liskin (2022), is presented as a tribute to Dr. Dale April Koike and her contributions to applied linguistics, co-constructed discourse, pragmatics, and language pedagogy. Building upon that body of work, this collection showcases new developments in co-construction in discourse research. Each contributing author endeavors to add a more nuanced understanding of emergent context in interactions through chapters that explore some of the dynamics between action and language in interaction and delve into identities, social roles and actions, pragmatic meaning-making, frames, and context. The collection both offers thanks to Dr. Koike for her contributions to these areas of study and adds to the existing body of research on how speakers jointly negotiate meanings, contexts, identities, and social positions in interaction.
  PubDate: 2023-07-26
  DOI: 10.52214/salt.v23i1.11033
  Issue No: Vol. 23, No. 1 (2023)
Readers’ Credits for Volume 23, Issue 1
- Authors: Kelly Katherine Frantz
  PubDate: 2023-07-26
  DOI: 10.52214/salt.v23i1.11807
  Issue No: Vol. 23, No. 1 (2023)
Validity Inquiries in Second Language Assessment
- Authors: Soo Hyoung Joo
  PubDate: 2023-07-26
  DOI: 10.52214/salt.v23i1.11803
  Issue No: Vol. 23, No. 1 (2023)
On Validity
- Authors: Pieter Lauwaert
  Abstract: The way in which validity has been conceptualized has changed throughout the years. The focus in validation studies shifted from evaluating distinct components of validity to developing a comprehensive argument for the use and interpretations of test scores. The argument-based approach to validity incorporates the distinct types of the componential approach, underscores Messick’s attention to construct validity, highlights the need for evidence of the evidence-gathering approach, and combines it all into one logical argumentative structure. Such a comprehensive argument is now an indispensable part of validity studies (Dursun & Li, 2021).
  PubDate: 2023-07-26
  DOI: 10.52214/salt.v23i1.11804
  Issue No: Vol. 23, No. 1 (2023)
Writing Task Performance and First Language Background on an ESL Placement
Exam
- Authors: Daniel Eskin
  Abstract: First Language (L1) has been assumed to play a role in Second Language ability (Bachman & Palmer, 1996). However, the interplay between them across skill, task, or scoring criteria is more complex (Hamp-Lyons & Davies, 2008). Using Many-Facets Rasch Measurement, this study investigates the main effects of examinee ability, rater severity, task difficulty, and rubric scale difficulty and functionality on the writing section of an English as a Second Language program's placement test, then compares performance among L1 Spanish and Japanese examinees to discern the presence of bias across facet. The results for examinee ability and rater severity suggest score variability not expected by the model. Regarding task difficulty and scale difficulty and functionality, it can be concluded that an argumentative essay genre was more difficult than a customer review, or that rater assessed rubric criteria for Content, Organization, and Language more harshly for the former. A bias analysis among L1 Spanish and Japanese examinees revealed that the customer review displayed a bias against Japanese examinees, particularly for Organization, while the argumentative essay displayed bias for them, particularly for Organization and Language. These results demonstrate how placement testing could inform curricula in language programs with linguistically diverse student populations.
  PubDate: 2023-07-26
  DOI: 10.52214/salt.v23i1.11805
  Issue No: Vol. 23, No. 1 (2023)
Pronunciation, Grammar, and Vocabulary Explanations in Pedagogical
Interaction
- Authors: Mark Romig
  Abstract: This article reviews conversation analytic research on explanations in pedagogical interaction, particularly in language learning classrooms. In reviewing this literature, this paper aims to provide a comprehensive account of what is interactionally involved when giving pedagogical explanations so that future research investigating the effectiveness of these kinds of explanations can be appropriately measured. The paper first discusses characteristics of explanation as interactional phenomena, namely that they are sequentially organized, either planned or unplanned, and either monologically or dialogically organized. Then, the paper details how explanations in three particular linguistic domains (i.e., pronunciation, grammar, and vocabulary) are accomplished interactionally. In doing so, this paper highlights similarities and differences across linguistic domains that are frequently found in language learning classrooms. The paper ends by identifying patterns across pedagogical explanations and by suggesting directions for future research.
  PubDate: 2023-07-26
  DOI: 10.52214/salt.v23i1.10286
  Issue No: Vol. 23, No. 1 (2023)
An Interview with APPLE Lecture Speaker Dr. Walt Wolfram
- Authors: Jessica Coombs, Miriah Ralston, Cicely Rude
  Abstract: On March 3, 2023, the Studies in Applied Linguistics and TESOL (SALT) journal interviewed Dr. Walt Wolfram, an invited speaker for the 2023 APPLE Lecture Series hosted by the Applied Linguistics and TESOL Program at Teachers College, Columbia University. Walt Wolfram is William C. Friday Distinguished University Professor at North Carolina State University, where he also directs the Language and Life Project. He has pioneered research on social and ethnic dialects since the 1960s and published 23 books and more than 300 articles. Over the last two decades, he and his students have conducted more than 3,500 sociolinguistic interviews with residents of North Carolina and beyond. In addition to his research interests, Professor Wolfram is particularly interested in the application of sociolinguistic information to the public, including the production of television documentaries, the construction of museum exhibits, and the development of innovative formal and informal materials related to language diversity for different institutions. He has received numerous awards, including the North Carolina Award (the highest award given to a citizen of North Carolina), Caldwell Humanities Laureate from the NC Humanities Council, the Holladay Medal at NC State, the Board of Governor’s Holshouser Award for Excellence in Public Service, and the Linguistics, Language and the Public Award from the Linguistic Society of America. He has been inducted into the American Academy of Arts & Sciences and served as President of the Linguistic Society of America, the American Dialect Society, and the Southeastern Conference on Linguistics. We thank Dr. Wolfram for his participation in this interview.
  PubDate: 2023-07-26
  DOI: 10.52214/salt.v23i1.11806
  Issue No: Vol. 23, No. 1 (2023)

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