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  3. Vol. 22 No. 1 (2022)

Vol. 22 No. 1 (2022)

Published: Jun 17, 2022

Articles

Challenging Dominant Language Ideology in the Adult ESL Classroom: A Case Study
Jun 17, 2022

Gabriela Constantin-Dureci
PDF

Forum

Documenting Change from a Conversation Analytic Perspective: Introduction to the Spring Forum
Jun 17, 2022

Carol Hoi Yee Lo, Kelly Katherine Frantz
PDF

“It’s Not Scientific Enough”: Analyzing the Development of Academic Criticism in a Graduate Student Writer
Jun 17, 2022

Kelly Katherine Frantz
PDF

Tracing Changes in a Gun Control Q&A: The Story of “One Hundred Round Magazine Drums”
Jun 17, 2022

Di Yu
PDF

Socialization of Appropriate Classroom Behavior: A Micro-Longitudinal Conversation Analytic Account
Jun 17, 2022

Sean Hughes
PDF

Book Reviews

Crosslinguistic Influence and Second Language Learning
Jun 17, 2022

Shan An
PDF

Interviews

An Interview with APPLE Lecture Speaker Dr. Paul D. Deane
Jun 17, 2022

Peter Kim, Jorge Beltrán, Soo Hyoung Joo
PDF

An Interview with APPLE Lecture Speaker Dr. John McWhorter
Jun 17, 2022

Shan An, Ashley Beccia, Kelly Katherine Frantz, Carol Hoi Yee Lo
PDF

Readers' Credits

Readers’ Credits for Volume 22, Issue 1
Jun 17, 2022

Peter Kim
PDF

APPLE Award Winning Papers in AL & TESOL

The Effect of Language Aptitude on Recast-Driven L2 Morphosyntax Acquisition: An Overview
Jun 17, 2022

Ruirui Jia
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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