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  3. Vol. 12 No. 1 (2012)

Vol. 12 No. 1 (2012)

Published: May 22, 2012

Articles

Power, Position and Autonomy: Student Conflict in a Communicative Language Classroom
May 28, 2012

Chris Carl Hale
PDF

Child Second Language Acquisition: What Do We Know?
May 28, 2012

Andrew Miller
PDF

Forum

Applying Conversation Analysis to Real-world Concerns
May 28, 2012

Catherine Box
PDF

On Language Teachers’ Classroom Practices: Bridging Conversation Analysis with Language Teacher Education Research
May 28, 2012

Drew S. Fagan
PDF

“You Can Make a Tower”: Using Conversation Analysis to Understand a Math Tutoring Session
May 28, 2012

Sarah Creider
PDF

“That’s the Work”: Reframing Talk during Meetings
May 28, 2012

Trudy Milburn
PDF

Negotiating Participant Status in Participation Frameworks
May 28, 2012

Nancy Boblett
PDF

Using CA to Find Out How a Child with High Functioning Autism Responds to Questions in Different Settings
May 28, 2012

Maria McCormack
PDF

Guarded Play: Multi-Tasking in Parent-Child Interactions
May 28, 2012

Catherine Box
PDF

Book Reviews

Understanding Language Testing
May 28, 2012

Cynthia Wiseman
PDF

Interviews

An Interview with APPLE Lecture Guest Speaker Professor Leo van Lier
May 28, 2012

Catherine Box, Farah S. Akbar, Nancy Boblett
PDF

Readers' Credits

Readers' Credits for Volume 12, Issue 1
May 28, 2012

Adrienne Wai Man Lew
PDF

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Focus and Scope

Within a conceptual framework that values an integration of theory and practice, Studies in Applied Language and TESOL publishes full-length, peer-reviewed articles dealing, in a principled way, with language, language use, language acquisition, language teaching, and language assessment. Since its inception in 2001, the SALT has published quality empirical studies, literature reviews, book reviews, interviews, and reports on ongoing research bi-annually. In its commitment to foster discussions within the Applied Linguistics and TESOL community, SALT also regularly hosts academic lectures, presentations, and workshops by established and up-and-coming scholars in the field.

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ISSN: 2689-193X

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