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The 24th Annual Graduate Student Conference of the College of Languages, Linguistics & Literature (LLL) at the University of Hawai'i at Manoa was held online on Saturday, April 18th, 2020. This annual conference provides an opportunity for students to become socialized into academic practices, such as presenting at a conference and producing a paper for publication in these proceedings. It also allows graduate students to take on various roles in the academic community, as conference chairs, proceedings editors, coordinators, and volunteers. This year's conference did not have a specific theme to attest that one theme could not be enough to define the diverse, creative, and intellectual work that the students had done. Following a preface (Victoria Lee, Denis Melik Tangiyev, & Chau Truong) and plenary highlights (Atsushi Hasegawa), papers in these proceedings include: Homeless or Houseless: Terminology Changes for Home Owner Agency (Jenniefer Corpuz); Positing a Hybrid Exemplar Model for L2 Intonation (Bonnie J. Fox); A Look at Prosody in Nasal (Jacob Hakim); Flying in English (Michaela Nuesser); Subtitled Videos as a Learning Tool in an L2 Classroom (Lucia Camardiel Sardiña); An Interactive Analysis on Indirect Conversational Closing Strategies in Chinese (Yunhe Sun); and Emerging Phenomena on Epistemic Marker - "Ketun" in Korean Conversations (Boeui Woo). [Cover title varies: "2020 Proceedings: Selected papers from the 24th Annual Graduate Student Conference, College of Languages, Linguistics & Literature." For the 2019 proceedings, see ED612291.]

The 2017 Central States Conference on the Teaching of Foreign Languages was held at the Palmer House Hilton in downtown Chicago. The theme focused on moving students from knowing about the language to becoming proficient in the language. The conference boasted 328 sessions and workshops. This report contains conference articles that focus on developing proficiency from PK-16. Topics include the promotion and assessment of performance and proficiency in a variety of contexts, and through the use of multiple technologies. Articles also explore the possibilities that exist for intercultural understanding, community engagement, and advocacy for language learning.

The 2014 Central States Conference on the Teaching of Foreign Languages took place in St. Louis, Missouri with the cooperation of the Foreign Language Association of Missouri. The 2014 conference focused on ways in which foreign language teachers, "unlock" or help to open up lines of communication between their students and people who speak a language other than the native language of their students. Foreign language teachers do so not only by helping students to learn how to express themselves through oral and written communication, but also through cultural knowledge of the target culture. For students to become globally competent citizens, they need to know not only how to communicate through oral and written communication; they must also understand the nuances of a culture. An understanding of the products, practices, and perspectives of a culture are equally important to function in a given culture. The CSCTFL 2014 conference featured 28 workshops and more than 170 sessions. Nine of the 17 central states were represented by "Best of…" sessions. Several presenters from the 2013 conference returned to re-present their session as an "All-Star." The sessions and workshop topics represented at the 2014 conference included the connection to Common Core in the foreign language classroom, the use of technology, teaching for communicative competency, lesson planning, assessment, the integration of culture in the curriculum, and the use of literature, art, music, and film in language classes. The articles in this report pertain to developing communicative competency and cultural competency. By focusing on developing communicative competency and cultural competency, foreign language teachers are able to shape their students into citizens who will be globally competent and be able to communicate and interact effectively in a global society. The authors explain how to achieve these goals through the use of technology in teaching, studying abroad, the use of target language in the classroom, and the role of a textbook in the classroom while promoting communication.

The theme for the 2005 Central States Conference, "Year of Languages," and the title of this volume, "The Year of Languages: Challenges, Changes, and Choices," reinforce the commitment and passion that language educators demonstrate in their profession. Whether teaching in a small rural school or developing innovative programs in university settings, educators in the Central States are meeting challenges and instigating changes with creativity and enthusiasm. This volume celebrates those efforts. The 25 papers herein are organized around five key themes: (1) Year of Languages; (2) Challenges in PK-20 World Language Education; (3) Changes in Curriculum, Assessment, and Instruction; (4) Choices to Create Real-World Learning; and (5) Celebrations of Language Learning.

The title of this volume, "Learning Languages in the Digital Age," focuses on the integration of technology to promote authentic and interactive communication within and outside the walls of the language classroom. Major innovations have shifted Internet use from a consumer to a participatory model; that is, previously, Internet users were placed in the role of consumers who had access to materials and information (this phase of Internet integration is commonly referred to as Web 1.0). Now Internet users can become producers of resources themselves (Web 2.0 is a term used to describe this shift in Internet use from a consumer model to a participatory model). While traditional consumer and communication applications continue, widespread participation as producers of resources has jumped dramatically. Blogging, podcasting, Wikis, and other forms of democratized media are all examples of applications that promise to challenge traditional systems and roles and to enhance the nature of language teaching and learning. This shift from consumer to producer allows language learners to take a more active role in the learning process, participate in authentic communication and create products that can serve as authentic assessment of language production. This volume provides the theoretical foundation for effective language teaching and learning while providing practical applications for the language classroom. Each of the three sections represents an important aspect of language education designed to promote best practices and to increase student achievement: (1) Embracing Technology: Tools Teachers Can Use to Improve Language Learning; (2) Teacher Education and Professional Development: Agents of Change; and (3) Teaching Culture through Divergent Paths.

This book contains papers presented by educators during the China-U.S. Conference on Education in July, 1997. Only papers prepared by American authors were received and included in this collection. Chapters included are (1) "Art, Education, and Community: Arts Genesis, Inc." (C. S. Kestler); (2) "Applications of Portfolio Assessment in a Teaching and Nursing Program" (P. Ashelman, C. Dorsey-Gaines, G. Glover-Dorsey); (3) "Creative Dance Improvisation: Fostering Creative Expression, Group Cooperation, and Multiple Intelligences" (M. A. Brehm, C. M. Kampfe); (4) National Diffusion Network: Project Enrichment Exemplary Program" (R. Callard-Szugit); (5) "A Systems Approach to Improving Teacher Development in Kansas" (K. S. Gallagher, R. J. Gallagher); (6) "Future Problem Solving: Connecting the Present to the Future" (J. B. Jackson, L. Crandell, L. Menhennett); (7) "Transformative Dimensions of Mentoring: Implications for Practice in the Training of Early Childhood Teachers" (A. Martin, J. Trueax); (8) "The Building: An Adaptation of Francis Debyser's Writing Project: A Global Simulation to Teach Language and Culture" (M. C. Magnin); (9) "Report Cards: Stepping Away from Tradition" (S. L. Whittle); (10) "Variability in Response to Life Transitions: Application of a Transition Model" (C. M. Kampfe); (11) "Life-Long Learning: Learning To Be Productive" (T. K. Oester, D. E. Oester); (12) "Teacher Assistance Teams: A System for Supporting Classroom Teachers in China or the United States" (M. Van Dusen Pysh, J. C. Chalfant); (13) "Collaborative School Improvement: An Integrated Model for Educational Leaders" (E. A. Perry); (14) "Professor-in-Residence: Redefining the Work of Teacher Educators" (F. M. Simpson); (15) "Emerging Priorities and Emphases in School Counseling, Guidance, and Student Services" (G. R. Walz, J. C. Bleuer). Information on ERIC resources is appended. (EMK)

This paper advocates for using critical intercultural and participatory pedagogy as the basis for an introductory communication course. Communication programs are often concerned with the basics -- teaching students to communicate effectively through writing and speaking. Yet the methods for teaching these two classic competencies diverge widely, with some instructors opting for a more traditional approach and others taking a more modern one. A divide also exists in the way today's students are viewed by educators in secondary and, in particular, post-secondary educational institutions. Where some teachers see lamentable shortcomings of millennials and Gen Z, others see infinite possibilities in these students. Either way, colleges and universities are dealing with a generation of students that is more diverse, connected, tech-savvy, and socially aware than ever before. This paper explores the advantages of using critical intercultural pedagogical practices -- practices which are necessarily cooperative, multimodal, and participatory -- to reach the students of today. [For the full proceedings, see ED656038.]

Computer-mediated communication tools facilitate international collaboration projects between foreign language learners and peers abroad (O'Dowd, 2018). Social Virtual Reality (VR) applications allow for synchronous interactions and task-based communication in which learners can experience telepresence and immersion and conversate in a foreign language. Based on previous pilot experiences (Jauregi-Ondarra, Gruber, & Canto, 2020, 2021), this Virtual Exchange (VE) project aims to investigate how the specific affordances of Social High-immersion VR (SHiVR) in conjunction with designed tasks influence interaction patterns, and learning episodes. The VE took place between two groups of university students in the Netherlands (N=15) and Cyprus (N=14) through SHiVR in March 2022. The main aims of the tasks were to raise student intercultural awareness, stimulate task-based communication processes using English as a lingua franca and digital pedagogical competences of language education students. Different sources of data were gathered and analysed. In this paper, we describe and present the pedagogical experience and the initial results. [For the complete volume, "Intelligent CALL, Granular Systems and Learner Data: Short Papers from EUROCALL 2022 (30th, Reykjavik, Iceland, August 17-19, 2022)," see ED624779.]

Virtual Exchange (VE) in second language education refers to a technology-enabled, interactive, intercultural experience that is designed to increase learners' intercultural communicative competence and performance. In this paper the findings of a bilingual (English/Turkish), synchronous video communication project among 31 US and Turkish college students are presented. Thematic analysis was used in this study. The results show that the VE -- to a certain extent and similarly to other research studies -- achieves the learning objectives of not only increased cultural awareness and communicative competence about the target culture and language itself but also the growth of factual knowledge about diverse topics that the students are interested in learning. [For the complete volume, "Intelligent CALL, Granular Systems and Learner Data: Short Papers from EUROCALL 2022 (30th, Reykjavik, Iceland, August 17-19, 2022)," see ED624779.]

Globalisation amplifies the need to improve Intercultural Communicative Competences (ICC). However, telecollaborative cross-cultural communication may be affected by different factors such as morals, values, and differences in viewpoints, as observed in numerous European and North American projects. Still, there is a dearth of experiments from the Anglophone Caribbean's stance. Therefore, this paper seeks to highlight how religious ideologies affect international communication in ClerKing -- a Franco-Jamaican telecollaborative project that occurred in different phases over a three-year period with learners of English from Clermont Auvergne University (UCA) and learners of French from Shortwood Teachers' College (STC) and the University of the West Indies (UWI), Mona. Using the exploratory approach, pre- and post-project questionnaires, learning and reflective journals, and different multimodal exchanges were analysed. Preliminary findings suggest that religion was a major theme highlighted in all phases of the project, leading to challenged communication and somewhat negative perception of the target culture. [For the complete volume, "Intelligent CALL, Granular Systems and Learner Data: Short Papers from EUROCALL 2022 (30th, Reykjavik, Iceland, August 17-19, 2022)," see ED624779.]

In recent years, increasing attention has been paid to the effects of cultural factors on cultural identity in the field of teaching Chinese as a foreign language. The central issues include the kind of knowledge structure and value orientations involved in Chinese teaching and Chinese textbooks, the responsibility teachers take when educating people, and ways of further optimizing and improving the quality of education. This paper reports a study exploring the cultural factors in a course of intercultural communication offered to Chinese language majors at a university in Beijing. The researchers followed the students in this course for four months, from September to December of 2021. The researchers analyzed the value orientations of the course textbook "Boya Chinese" and the ways of using the textbook in classroom teaching. The purpose was to identify the basic characteristics and existing problems of the textbook and its relationship with language teaching. Through data analysis, four dimensions of cultural identity were identified. It is suggested that through strengthening the blended mode of online and offline teaching, teachers can help students understand and appreciate the Chinese culture and language so as to build a community with a shared future for mankind. [For the complete volume, "Intelligent CALL, Granular Systems and Learner Data: Short Papers from EUROCALL 2022 (30th, Reykjavik, Iceland, August 17-19, 2022)," see ED624779.]

This study collaborated with 372 students in three universities to explore methods of curriculum designs bridging the gap between typical English courses and global education concepts. By applying survey questionnaires and qualitative methods, the researchers investigate how globalization education is related to internationalism and "English Education" (Sifakis & Sougari, 2003). The 18-week research project introduced seventeen significant issues (e.g., UN 2008) and measured their noteworthy sequences from Taiwanese aspects. It contributes to English language teaching pedagogies under the current globalization trend. Globalization is a genuine and relevant historical phenomenon; therefore, educators should look at possible changes in the role of teachers, and incorporate more practice in inter-cultural communication, especially in English classrooms like all classrooms all over the world. What's different from all national of the world is that Zoom is banned by government that should be paid attentions by Taiwanese teachers, although all nations on the globe use it. (Cheung, 2021)

A selection of papers from the 1987 meeting of the applied linguistics association includes the following: "Applied Linguistics in Society" (John Trim); "European Developments in Applied Linguistics" (Theo van Els); "Translation and Interpretation: Retrospect and Prospect" (Peter Newmark); "Clinical Linguistics: Retrospect and Prospect" (Pamela Grunwell); "Some Pawns for Kingman: Language Education and English Teaching" (Ronald Carter); "The Language of the Bilingual Medical Consultation" (Brian Harrison, Arvind Bhatt, James Carey, Philip Ebden); "Learner Diaries: Possibilities and Pitfalls" (Christina Howell-Richardson, Brian Parkinson); "Vocabulary Size as a Placement Indicator" (Paul Meara, Glyn Jones); "Are You Decoding Me? The Assessment of Understanding in Oral Interaction" (Jill Schrafnagl, Duncan Cameron); "Comments in Academic Articles" (John Skelton). (MSE)

The aim of the study was to investigate whether telecollaboration is a suitable environment for the acquisition of the speech act of apologies. Participants were aerospace engineering students from the Universitat Politècnica de València (Spain) who performed six open role-plays to elicit apologies. The Control Group (CG, n=17) carried out the task in pairs with their Spanish classmates in a Face-To-Face (FTF) setting, while the Experimental Group (EG, n=7) conducted the task with first language (L1) or highly proficient speakers of English from the University of Bath (UK) through synchronous Zoom sessions. The results of the descriptive analysis revealed a higher tendency of improvement in the EG, which also used a higher number of strategies compared to the CG. Findings from the quantitative analysis carried out through an Eta coefficient revealed a significant correlation (r=0.71) between the number of strategies used and the modality where they were performed. [For the complete volume, "Intelligent CALL, Granular Systems and Learner Data: Short Papers from EUROCALL 2022 (30th, Reykjavik, Iceland, August 17-19, 2022)," see ED624779.]

The aim of this study is to compare how two different Virtual Exchanges (VE) contribute to language learning in a Japanese university context. Task-Based Language Teaching (TBLT) using VE has been a focus in this study. There are huge advantages of using technology in language teaching such as increasing language use opportunities, feedback, and others (Lee, 2016). However, many recent TBLT and VE studies have focused on students' interaction in the classroom (Hagley, 2020). This study investigated whether two different types of VEs have the potential to promote 'real-world communication' in a university context. The findings show that there was no significant difference regarding lexical complexity between both modes. The result suggests that both modes are unlikely to enhance students' vocabularies. [For the complete volume, "Intelligent CALL, Granular Systems and Learner Data: Short Papers from EUROCALL 2022 (30th, Reykjavik, Iceland, August 17-19, 2022)," see ED624779.]

Synchronous online language teaching involves the simultaneous employment of a range of techno-semio-pedagogical competences (Guichon, 2012). Indeed, given their flexibility and versatility, digital tools and the Internet can render teacher-student interactions dynamic. Among the necessary professional skills and strategies for online synchronous teaching, this paper focuses on the specific dimensions of affective competences and the social need to maintain a climate of comfort during one-to-one online tutoring interactions. We focus on a particular social phenomenon that is strongly linked to emotions -- facework (Goffman, 1967). Applied to computer assisted language learning, we analyse how this social practice unfolds in an interactional environment where the perception of the other is mediated by a videoconferencing platform. We noted four different types of facework triggering situations: lexical breakdowns, private anecdote tellings, overlaps, and interruption of learner reflection time. Our multimodal analysis of facework reveals the frequent use of the smile as a mimicry semiotic resource and highlights the phenomenon of interactional synchrony. [For the complete volume, "CALL and Professionalisation: Short Papers from EUROCALL 2021 (29th, Online, August 26-27, 2021)," see ED616972.]

Telecollaboration allows for students to develop foreign/second language competences linguistically, culturally, and interculturally. The use of platforms, such as WhatsApp and Zoom, is now more frequently exploited in foreign language education to ensure that a wider cross section of students, including Jamaicans, can develop global competences. This paper reports on Phase 4 of ClerKing, a six-week Franco-Jamaican telecollaborative project, which occurred between Applied Foreign Languages (AFL) students of English from University Clermont Auvergne (UCA), France, and students of various disciplines taking French courses in the Department of Modern Languages and Literatures at the University of the West Indies (UWI), Mona, Jamaica. Telecollaboration consisted in 45 participants of mixed ages and genders discussing different intercultural topics in groups. Using the exploratory approach, we seek to identify moments of Potential Learning Sequences (PLS). Preliminary findings show that PLS could be made apparent through vocabulary and syntax development, culture-specific knowledge, and negotiation of meaning. [For the complete volume, "CALL and Professionalisation: Short Papers from EUROCALL 2021 (29th, Online, August 26-27, 2021)," see ED616972.]