| 2004 | B.14 | Styling for Freedom: Composition and Literacy Pedagogies, Policies, and Practices |
| 2004 | C.9 | Writing in “Nonstandard” or Nonmainstream Varieties of English |
| 2004 | D.29 | Learning To Do Graduate School: Multicultural Perspectives On Writing, Academic Enculturation, And Identity |
| 2004 | E.2 | Language Politics and Practices |
| 2004 | F.23 | Second Language Writers in the Writing Center |
| 2004 | G.19 | A Smattering of Technology: Technological Literacy of NNES Students and Teachers |
| 2004 | H.19 | Bilingual Composition |
| 2004 | I.3 | Writing and Cultural “Difference” |
| 2004 | J.4 | What’s “New” about a New Public Grammar for Writing? |
| 2004 | K.18 | Teaching Generation 1.5 in the Classroom and the Center |
| 2004 | M.3 | New Directions In ESL/EFL Research |
| 2004 | SW.11 | Topics and Issues in Improving Instruction for Second Language |
| 2004 | TSI.4 | Special Interest Group on Language, Linguistics, and Writing: Sociolinguistics, Home Language, and Composition |
| 2004 | TSI.9 | Does L2 Writer Mean Basic Writer?: Placement and Pedagogy for ESL Students |
| 2005 | C.24 | Using Hip-Hop Language and Literacy Practices to Help |
| 2005 | C.31 | From Gatekeepers to Gate-Openers: Teacher Education and Language Diversity |
| 2005 | D.31 | Negotiating Academic Literacies: The Experiences of Linguistically Diverse Writers across the Curriculum |
| 2005 | D.32 | Re-writing Discoursal Identities |
| 2005 | E.33 | Inviting Language Diversity in Writing: Getting It Done in the Classroom, in the Writing |
| 2005 | E.34 | The Role of Second Language Writing Specialists in the Composition Program |
| 2005 | F.34 | Literate Practices/Language Practices: What Do We Really Know about Our Students? |
| 2005 | G.31 | Second Language Identity Construction in Multiple |
| 2005 | H.35 | Readin’, Writin’, and Measurin’: What’s Grammar Got to Do with It? |
| 2005 | I.34 | Writing Black: Engaging African American Oral Language Style in the Language of Writing |
| 2005 | J.32 | English Studies as Contexts for ESL-II |
| 2005 | K.32 | English Studies as Contexts for ESL-I |
| 2005 | L.24 | Dialect Dilemmas |
| 2005 | M.28 | Issues of Language Rights |
| 2005 | M.29 | Life Histories, Case Studies; ESL |
| 2005 | SW.5 | Beyond Clarity and Grace: Grammar and Style for Writers and Teachers |
| 2005 | TSIG.1 | Should Graduate Programs in Rhetoric/Composition Include Training in Second Language Writing? |
| 2005 | TSIG.15 | Language, Linguistics, and Writing: Understanding Language, Teaching Writing |
| 2006 | A.31 | Coming to Terms: Implications of Labeling Practices for Second-Language Writers |
| 2006 | A.32 | From Hip-Hop to Spanglish: Creating Diverse Linguistic Spaces |
| 2006 | B.31 | Chinese Rhetoric as Writing Tradition: Re-conceptualizing Its History and Practice |
| 2006 | B.42 | American Academic Writing for ESL Graduate Students in Technical Fields |
| 2006 | C.31 | Creating a Common Space for Native and Nonnative |
| 2006 | C.32 | Culture, Environment, Ability: How Narrative Shapes Past and Present |
| 2006 | C.33 | Pedagogical Considerations for Teaching Language |
| 2006 | D.33 | Linguistic Diversity and White Non-Mainstream Students |
| 2006 | D.34 | Center(s) and Margin(s): The Institution and Minority Rhetoric(s) |
| 2006 | E.32 | Language Brokering as Border Crossing: Refiguring Rhetorical Spaces |
| 2006 | E.33 | Composing Embodied Rhetorical Spaces: A Presentation in Several Voices |
| 2006 | F.28 | Embodying Literacies in FYC |
| 2006 | F.29 | Linguists and Writing Teachers Collaborate: Building a New Public Grammar |
| 2006 | G.32 | Englishes Spoken Here: Building Spaces for Language |
| 2006 | G.34 | Multiliteracies and Multimodalities: L2 Writers in Context |
| 2006 | H.27 | The Tropes of War |
| 2006 | I.29 | SRTOL in the 21st Century: Pedagogical and Political Reconsiderations in FYC |
| 2006 | J.28 | Assessing Grammars: Connecting Voices across |
| 2007 | A.13 | Latinas na Luta!:The Spirit of Our Foremothers and the (Re)Vision of USAmerica |
| 2007 | B.3 | Cultures of Writing and Writing Instruction: Toward Ex-pressing Identity in an International Context |
| 2007 | C.10 | (De)Composing Language Prejudice: Challenging Stigma-tizers, Marginalizers, and Standardizers |
| 2007 | D.9 | “I am my language”: Representing and Misrepresenting |
| 2007 | E.5 | Grad(ual) Becoming: On Graduate Student Identities |
| 2007 | F.10 | Individually and Institutionally Constructed Language |
| 2007 | F.17 | Language, Identities, and The Contact Zone: Indigenous, Post-Colonial, and Post-Communist Voices |
| 2007 | G.20 | Not Just L2: Re-Presenting the Latino Student at Hispanic |
| 2007 | G.25 | Voices and Images of the Women of War |
| 2007 | H.28 | Learning in Second Languages: French, Gullah, and Ainu |
| 2007 | I.32 | The Power of the People’s Language and the Culture of Literacy |
| 2007 | L.26 | Language Conflicts? African American Vernacular English, Standard English, and Students Rights to Their Own Texts |
| 2007 | M.23 | Perpetuating Language Unity at the Risk of Division |
| 2007 | N.24 | Constructing Interpretations of Who We Are: Deaf Interpreters, Workplace, and Homeless Literacies |
| 2007 | O.32 | New Research on International and ESL Language Use |
| 2007 | P.21 | Crossing Literacy and Language Borders |
| 2008 | A.18 | Language Realities: Language Acquisition and Language |
| 2008 | C.22 | Yeah! We Speak English! The Impact of Language Attitudes |
| 2008 | D.25 | Deconstructing Familiar Labels and Rhetorics |
| 2008 | E.22 | Understanding Multilingualism in Student Writing |
| 2008 | E.38 | Changing Our Writing Realities through Rhetorical Gram-mar Instruction |
| 2008 | F.16 | Rethinking Assumptions: Second Language English Users as Competent Rhetors |
| 2008 | G.16 | African American Vernacular in Classrooms, in the Acad-emy, and in the World |
| 2008 | I.18 | Multilingual Students Constructing Themselves and Aca-demic Literacies |
| 2008 | K.19 | Trading Places, Changing Minds: Using Second Life Virtual Reality to Promote Emancipatory |
| 2009 | A.16 | Transnational English(es) and U.S. Composition: From Global to Glocal |
| 2009 | C.11 | Exploring Student, Teacher, and Tutor Limitations in the Linguistic Development of Multilingual Students in Mainstream Composition Classes |
| 2009 | C.17 | ESL Practices: Community, Voice, and Identity |
| 2009 | E.36 | Grammar, Writing, and Communication |
| 2009 | E.38 | Strategies for Staying Afloat in the Multi-lingual Classroom |
| 2009 | E.4 | Multilingual Graduate Students and Composition Studies: Issues and Concerns for our Field |
| 2009 | H.15 | Hybrid Academic Discourse and the Empowerment of Student Voice |
| 2009 | H.25 | Multicultural/Multilingual |
| 2009 | H.9 | Language Diversity: History, Practice, Policy |
| 2009 | I.33 | Grammar, Language, and Student’s Rights |
| 2009 | I.4 | The New Wave of Grammars: Functional, Cognitive, Rhetorical. The Grammar/Genre Connection |
| 2009 | L.30 | ELL Practice: Work, Pedagogy and Literacy |
| 2009 | M.21 | On Whiteness, Race and Language |
| 2009 | M.26 | World Englishes: Possibilities/Limitations of Code Meshing |
| 2009 | P.3 | Dissonance in Messages and Metamessages in Language |
| 2010 | A.27 | Bending and Breaking the Rules of Academic Discourse |
| 2010 | B.30 | Globalized, Transnational English Connections |
| 2010 | C.32 | Revisiting Linguistic Activism: Language Variation in the Composition Classroom |
| 2010 | D.32 | Revisiting Language and Identity: Gender, Race, and Nationality |
| 2010 | E.15 | Informal Online Discourse as a “Home” Language: Theorizing and Re-Claiming the Demonized Space of Social Networking and Instant Messaging |
| 2010 | E.32 | Playing with Grammar and Discourse: Owning the Rules That Matter |
| 2010 | F.32 | Revisioning Archival Research: Theorizing Methods, Challenges, and Gaps |
| 2010 | G.30 | Revisiting Identity, Critical Analysis, and Composition |
| 2010 | H.33 | Recovering Histories: Identity, Policy, Practice |
| 2010 | I.37 | Global Literacies in Local Classrooms: Building |
| 2010 | J.17 | Rethinking, Revising, and Renewing Writing Center |
| 2010 | J.32 | What Is Intonation in Speech, What Role Does It Play in Grammar, and What Role Might It Play in Writing? |
| 2010 | K.19 | (Im)Proving Literacy: Rethinking the Link between Citizenship and the Uses of Public Language |
| 2010 | K.27 | Looking Forward While Looking Back: The Revisiting, Reinventing, and Rethinking of Ideas in Ethnic Discourse |
| 2010 | L.5 | The Rhetoric of Transnational Flows: People, National Identities, and Their Compositions |
| 2010 | M.22 | Remixing National/International Boundaries: Expanding the Role of International Students in Rhetoric |
| 2010 | P.12 | Re-visiting Multilingualism: Classroom Applications/Possibilities of Code Meshing |
| 2010 | P.3 | “With Open Arms”: FYC and the Culture of Language |
| 2011 | A.16 | Multilingual Pedagogy |
| 2011 | A.4 | Rhetorical Analysis of Grammar |
| 2011 | B.16 | Code-Switching, Code-Meshing, and Contrastive Rhetoric |
| 2011 | C.16 | Assessing Error, Style, and Dialect |
| 2011 | C.9 | Critical Literacy Connections to Reading/Writing Instruction: Analyses of Broadcast and Print Texts Concerning |
| 2011 | G.22 | Local-Global Negations of Literacy and Multilingualism |
| 2011 | H.22 | The Rhetoric of Speaking in a Native Voice: An Analysis of Cross-Cultural Communication Using Alexie, Erdrich, and the Rhetoric of Mexican-American Border Speech |
| 2011 | H.36 | L2 Literacy Landscapes |
| 2011 | I.36 | Resisting the Linguistic Pull, Continuing the Push: Hip-hop’s African American Language and Rhetoric as a Continuum of Black Movements for Education, Literacy, Equality, Freedom, and Liberation” |
| 2011 | J.22 | Literacies of Migration/Migration of Literacies |
| 2011 | K.18 | Teaching, Translating, and Talking Language with Technology |
| 2011 | K.34 | The Complexities of FYC Placement for Multilingual |
| 2011 | L.4 | (Re)Defining Translingual Writing |
| 2012 | A.5 | Gateways for Monolinguistic Instructors: Tailored |
| 2012 | B.23 | Of Gatekeepers and Keymasters: Designing Programs |
| 2012 | C.7 | Are We Really Down for the Get Down?: Nation |
| 2012 | E.10 | Collaboratively Communicating via International |
| 2012 | F.6 | Reader Reception and the Construction of Identity |
| 2012 | G.3 | Language in Action: Power, Neutrality, and Translation |
| 2012 | H.5 | English Language Learning: Error, Transfer, and Teaching |
| 2012 | I.3 | Gateways and Gatekeepers to Literacy |
| 2012 | J.7 | Questioning Englishes across Contexts |
| 2012 | K.2 | Who Left the Gate Open?: African American Rhetorical |
| 2012 | L.24 | Multilingual Writers and Agency |
| 2012 | N.28 | Language Loss and Language Recovery on U.S. College |
| 2013 | A.13 | Honoring Vernacular Eloquence: Pathways to Intellectual and Academic Discourse |
| 2013 | B.26 | World and American English Vernaculars: Assets Not |
| 2013 | C.21 | Studies of Students Engaging Translingual and Translation |
| 2013 | D.9 | The Global Work of English |
| 2013 | E.31 | Questioning English Instruction Abroad and at Home |
| 2013 | F.4 | “Home? Language”: De-Privatizing African American |
| 2013 | G.9 | Beyond “English Only”: Language Ideologies and Identities across University Writing Contexts |
| 2013 | H.21 | Advising Resident Multilingual Writers: Challenges, Implications, and New Directions for Research |
| 2013 | I.2 | Complexities of Curricula in the “Global” Era: Contesting Remediation across Contexts |
| 2013 | I.21 | The Language and Literacy Diversity Project: Using Linguistic Survey Data to Inform Writing Pedagogy, Writing Research, and Writing Program Assessment |
| 2013 | J.31 | Language Difference as Resource: An Expanded, Multi-Level Approach to Linguistic Difference in First-Year Composition |
| 2013 | L.15 | Language as Power: Discourse and the Creation of Identity |
| 2013 | N.32 | Texts and Contexts: Studies by and With Chinese |
| 2014 | A.25 | Investigating Translingual Practices: History, Theory, and Pedagogy |
| 2014 | AW.12 | Access Denied: Digital Jim Crow and Institutional |
| 2014 | AW.13 | Opening Spaces for Multilingual Students: Curricular |
| 2014 | AW.6 | Grammar for the Tongue, Grammar for the Eye |
| 2014 | C.17 | Still “Talkin’ that Talk”: Access Granted to Open Conversations about Home Language, Pedagogy, and Technology |
| 2014 | D.17 | Access to Openness: Local and Global Futures and the Translingual Approach |
| 2014 | D.18 | Translingualism and Transmodalism in Practice |
| 2014 | E.22 | Towards the Translingual Classroom: Investigating Multilingual Writers’ Expectations, Experiences, and Aspirations |
| 2014 | F.16 | In Terms of Being ‘Open’: Reframing the Terms of Cross-Language Engagement |
| 2014 | F.17 | The “Translingual Turn” in Rhetoric and Composition: Bridging the Divide between Theories and Practices |
| 2014 | G.16 | Language Inclusion and Support in Transnational Contexts |
| 2014 | G.17 | Translingualism in Theory and Practice: Successes and Challenges |
| 2014 | H.17 | Open Access and a New Visibility for Linguistically Underrepresented Students’ Right/Write to Their Own |
| 2014 | J.15 | Revisiting the Students’ Right to Their Own Language: Opening New Possibilities for Composition Theory and Pedagogy |
| 2014 | K.15 | Breaking through Boundaries of Ascribed Black Identities |
| 2014 | K.16 | Second Language Writing Transitions and Pedagogies |
| 2014 | L.22 | Diversified Design: Exploring Multilingual Responses to a Flexible Writing Classroom |
| 2014 | L.23 | Politics of Instruction in Linguistically and Culturally Diverse Classrooms |
| 2014 | L.24 | Voices from the Field: Monolingual Teachers in Multilingual Writing Classrooms |
| 2014 | M.23 | Language Diversity in Diverse Pedagogical Scenes: Negotiating Southern, Reservation, and African American |
| 2014 | M.24 | What Can Students and Writing Teachers Learn from a Careful Linguistic Exploration of Spoken Grammar? |
| 2014 | MW.6 | Opening Spaces for Multilingual Students: Creating |
| 2014 | MW.7 | Crossing BW/ESL/FYW Divides, II: Pedagogical and Institutional Strategies for Translingual Writing |
| 2014 | N.24 | Opening a Multilingual Writing Space |
| 2014 | N.25 | Translingual Histories and Dispositions |
| 2014 | TSIG.14 | Second Language Writing Standing Group: New Direc-tions for Second Language Writing at the CCCC |
| 2014 | TSIG.8 | Language, Linguistics, and Writing |
| 2015 | A.17 | Translating Translingualism: A Contribution and a Critique of the Translanguaging Approach with Translocal Cases |
| 2015 | B.24 | The Erasure and Presence of Language in Composition Studies |
| 2015 | B.25 | Globalizing Englishing: Challenges and Opportunities |
| 2015 | C.25 | Recomposing the History of the English Language for Writing Instruction, Teacher Education, and Translingual |
| 2015 | C.26 | Composing Risk: “Alternative” Discourses in Composi-tion |
| 2015 | D.25 | The Place of Ethnic Identity in Translingual Practice: Are They Compatible in Composition? |
| 2015 | E.21 | ¿Cómo se llama?: The Symbolic Risk of Naming Tropes for Latinidad |
| 2015 | E.22 | Acknowledging and Addressing the Language Deficit ModeL; Strategies for Faculty and Multilingual Students |
| 2015 | F.24 | Taking Risks Together: Teachers and Students Embracing Translingual Theory in the Writing Classroom |
| 2015 | G.22 | Global English and Indigenous Languages: Brazil, China, and Guatemala |
| 2015 | I.26 | Listening to Each Other: Muticultural Rhetorics and Translingual Orientation |
| 2015 | J.26 | Practicing Translingualism: Teacher Training Composition Pedagogy, and Monolingual Nostalgia |
| 2015 | K.21 | Teaching for Agency: The Risks and Rewards for Multilingual Writers |
| 2015 | K.22 | The Name Game: The Risks, Rewards, and Rhetoric of Naming |
| 2015 | K.43 | 20 Years of Second Language Writing at CCCC |
| 2015 | L.14 | Translation as Writing, Writing as Translation |
| 2015 | L.15 | Making Space for Multilingual Risk-Taking: Authenticating Teacher and Student Experience in Technical and Digital |
| 2015 | L.16 | Risky Business: Responding to Different Composing Practices |
| 2015 | M.17 | New Direction in Transligualism: From Helping Students |
| 2015 | M.18 | Oral and Non-Prestige Languages in a New Culture of Literacy: Excellence Updated |
| 2015 | M.19 | Multilingual Students’ Experiences: Perceptions, Syntheses, and Responses |
| 2016 | A.36 | Literacy Development and Rhetorical Invention in the Multilingual Classroom |
| 2016 | A.38 | Healing the Split between Language and Writing: Practical Advice for the Composition Classroom |
| 2016 | A.9 | Writing Our Way to Access: L2 Writers Engage with Revision, Strategies, and Genre Awareness |
| 2016 | AW.14 | Language and Lived Experience as Strategies for Writing and Coalition Building within a New Rhetoric |
| 2016 | B.23 | Rhetorical Practices and Language Tensions |
| 2016 | B.9 | “The Accent’s on Me”: Agency, Personal Narrative, and the L2 Writer |
| 2016 | C.22 | From Code-Switching to Code-Meshing: Validating the Brown/Black Voice |
| 2016 | C.9 | Translation, Linguistic Memory, and the Impact of (English-Only) Language Policy |
| 2016 | E.15 | Language Ideologies and Second Language Writing |
| 2016 | E.31 | Non-Native English-Speaking Faculty and Faculty |
| 2016 | E.34 | Writing across Margins and Borders |
| 2016 | F.27 | We Are Not Color Blind: Empowering Spanglish and Other Types of Code Switching |
| 2016 | FSIG.11 | Transnational Composition Standing Group |
| 2016 | G.19 | Uncovering the Hidden: Composition Scholarship as Language Activism |
| 2016 | G.2 | Theory, Research, and Action: New Strategies for Students’ Right to Their Own Language |
| 2016 | G.27 | Multilingualism: The New Power Language |
| 2016 | J.8 | Transnational Composition: (Geo)Political Considerations |
| 2017 | A.18 | Translanguaging and/in the Two-Year College: Approaching Language Difference in Diverse Scenes |
| 2017 | A.48 | ESL beyond the ESL Classroom |
| 2017 | AW.8 | Access and Justice for Linguistically Marginalized |
| 2017 | B.17 | Making Language Visible in Composition: Investigating the Role of Language in the Training and Practices of Writing Instructors |
| 2017 | B.38 | “I guess I’m the ESL person”: Politics of Institutional Identity and Change-Making for L2 Specialists at Smaller |
| 2017 | B.4 | “The Empire Writes Back”: Toward a Geopolitical Paradigm of Translingualism |
| 2017 | B.42 | Identity, Code-Meshing, and Cultural Specificity in Multilingual Students’ Language Practices |
| 2017 | C.22 | Writing for Publication as Multilingual Undergraduate Students |
| 2017 | C.25 | Cultivating Capacity for Translingual and Transmodal Research Methods |
| 2017 | C.34 | Policies and Publics in Multilingual Research |
| 2017 | D.14 | Multimodal Writing and Multilingualism |
| 2017 | D.24 | Negotiating Language Identities: Language Narratives, Translingual Englishes, and the Writing Goals of International Students |
| 2017 | D.5 | Cultivating Conversations with HBCUs: Afrocentric Pedagogy, Language, and Writing Program |
| 2017 | E.13 | Cultivating Learning through Recognition of Multilinguals’ Rhetorical Attunement across Contexts |
| 2017 | E.14 | Investigating Unfamiliar Genres to Promote Second-Language Writing Teacher Development: Novice |
| 2017 | E.9 | Language and Justice in Composition Pedagogy and Program Development |
| 2017 | F.10 | The Rhetorical Choices of Migrant Adolescents in Structured Debate Competitions Demonstrating |
| 2017 | F.26 | Revisiting Expectations in Students’ Right to Their Own Language |
| 2017 | F.31 | Cultivating Capacity and Creating Change for Students’ Right to Their Own Language |
| 2017 | F.5 | What Linguistics Can Offer the Composition Teacher |
| 2017 | F.7 | Multilingualism, Identity, and Power |
| 2017 | G.18 | Interdisciplinary Landscapes: Developing a Collaborative Professional Development in Multilingual Pedagogy for Writing and Language Programs |
| 2017 | G.34 | Feedback, Evaluation, and Collaboration in Multilingual Writing |
| 2017 | G.43 | Emotion and Anti-Racist Rhetorics in Writing Studies: Anger as Performance-Rhetoric |
| 2017 | H.31 | Haunted by (Linguistic) Difference: Perceptions of Authority in the Classroom and Writing Center |
| 2017 | H.6 | Language, Learning, and Literacy in the Classroom and the Community |
| 2017 | I.42 | Cultivating Critical Awareness of Language Usage as a Tool for Creating a Translingual Community |
| 2017 | I.45 | Including Multilingualism in the Cultivation of Teachers, Administration, and Programs |
| 2017 | J.28 | Fostering Global Citizenship, Diversity, and Inclusion: Reaching beyond Linguistic Awareness in Translingual |
| 2017 | J.39 | Poetics and Style in the Teaching of Writing |
| 2017 | K.44 | Latin@s in Dual-Credit Courses: Living Realities, Cultivating Pedagogies |
| 2017 | K.6 | Self-Perception, Reflexivity, and Cultivation in ESL/EFL Student Learning |
| 2017 | L.28 | Translingualism, Culture, and Power |
| 2017 | M.30 | Identity, Race, and Power in Translingualism |
| 2017 | M.36 | Cultivating Sustainable International Composition |
| 2017 | MW.10 | Engaging the Global: Challenges and Practices of the Digital in Transnational Writing |
| 2019 | A.1 | Spotlight Session: Black Rhetoric Matters! The Routledge Reader of African American Rhetoric |
| 2019 | A.37 | Doin’ Language: It’s Okay Your Writing Isn’t “Appropriate” |
| 2019 | AW.4 | Performing Antiracist Practices at the Writing Program, Departmental, and Institutional Levels and Beyond: Combating Linguistic Racism |
| 2019 | AW.5 | Staying Woke on Campus: Promoting Social Justice for Multilingual Students |
| 2019 | AW.6 | Performing Corpus Analysis: Putting Corpus Findings |
| 2019 | B.1 | Performing Translanguaging in the Writing Center: Pedagogical and Practical Dilemmas |
| 2019 | B.38 | Performing Different Shades of Linguistic Blackness: A New Dialogue on Black Language |
| 2019 | C.18 | Assembling Translingual Performances: Redefining Agency |
| 2019 | C.38 | Spotlight Session: Black Swag on na Real, Nigga Dis Ain No Ack!: Interrogating Embodied Linguistic Knowledges |
| 2019 | C.39 | Spotlight Session: Performing the Contradictions in SRTOL: What We Are Learning about Ourselves and Higher Education by Teaching and Talking about African |
| 2019 | C.40 | Rhetorics Routes, Dialects Trails |
| 2019 | D.16 | Do Instructors Have Rights to Their Own Language? |
| 2019 | D.37 | Spotlight Session: Power and Performance in Translingual Academic Writing |
| 2019 | D.38 | The Performative Possibilities of Language |
| 2019 | E.16 | Performing Translingual Poetics in Composition Classrooms |
| 2019 | E.37 | The Translingual Experience and the Rhetoric of (Racial) Microagressions |
| 2019 | F.18 | Performing Ethos: Faculty and Students Negotiate Diverse Identities and “White Space” in the Two-Year |
| 2019 | G.35 | Exoticized Performances, Transnational Identities |
| 2019 | G.44 | Language Awareness, Opening Spaces, and Challenging Conventions |
| 2019 | H.17 | Fostering Transnational Dispositions in Online Pedagogical Spaces |
| 2019 | H.34 | Expanding the Boundaries and Translanguaging Possible Selves: Negotiating Dialectal Differences and Word |
| 2019 | I.42 | Getting Woke and Staying Woke: Reflective Approaches to Antiracist Dialectic Moves |
| 2019 | IJ.1 | Spotlight Session: African American Language (AAL): Give It Propers and Put Some R-E-S-P-E-C-K on It! |
| 2019 | J.14 | Spotlight Session: Dear White People . . . A Performance on Race and Language in Academia |
| 2019 | K.6 | Performing Western Rhetorical Strategies: Teaching Genre in the International Writing Classroom |
| 2019 | L.31 | Language Performance in and beyond Writing Centers |
| 2019 | L.5 | Latina UX Practitioners’ Performative Roles: Case Studies in Health and Risk Communication in Multilingual |
| 2019 | M.6 | Metaphor, Music, and Mode: A Translingual Reorientation |
| 2019 | N.32 | Spotlight Session: Fronteriando/ Border-ing: The Challenges of Transnationalism at the United |
| 2019 | N.34 | Media’s Languaging in Tap and Talk |
| 2019 | N.6 | Performance via Critical Race Theory: Genre, Transfer, and Translanguaging |
| 2019 | TSIG.29 | Performative Grammar, Performative Sentences: Progressive Approaches to Grammar in the Writing |