PRESENTATIONS

 

Masters, K. A. (2023). A methodological critique of praxis, dialogue and discourse in critical ethnographic case study: Posing questions for improved praxis [conference session]. American Association for Applied Linguistics (AAAL), Portland, OR, United States. Mar. 18-21.

 

Masters, K. A., & Lagos Reyes, G. (2021). Decolonizing “Critical Thinking" in TESOL: A Critical Dialogue with English Teachers in Nicaragua

[conference session]. American Association for Applied Linguistics (AAAL). Online conference. March 20-23.

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Masters, K.A. (2020). Broken promises: English for socioeconomic development in rural Nicaragua. American Association for Applied Linguistics (AAAL). Denver, CO. March 28-31. [conference canceled]

 

Masters, K. A. (2019). Critiquing critical pedagogy for L2 acquisition: English teaching-learning in Nicaragua. TESOL International Convention and English Language Expo. Atlanta, GA. March 12-15.

 

Masters, K. A., & Amory, M. D. (2018). Dialectic dialogue as mediation for academic writing development: A case study of student migration and lingua franca English. Sociocultural Theory and Second Language Learning Meeting. Pittsburgh, PA. November 1-3.

 

Masters, K. A. (2018). Insights from Foucault into English planning in Nicaragua: Facing resistance to the resistance discourse. American Association for Applied Linguistics (AAAL). Chicago, IL. March 24-27.

 

Masters, K. A. (2017). A critical discourse analysis of an engaged language policy and practices (ELP) effort in Nicaragua. Multidisciplinary Approaches in Language Policy and Planning. Toronto, Ont. August 24-26.

 

Masters, K. A. (2017). Ideology, power, and privilege in volunteering abroad: A critical discourse analysis of TEFL volunteer program websites. American Association of Applied Linguistics (AAAL). Portland, OR. March 18-21.

 

Masters, K. A. (2016). Confronting the dissonance between English language ideology and pedagogy in rural Nicaraguan classrooms. American Association for Applied Linguistics (AAAL). Orlando, FL. April 9-12.

 

Henze, R., & Masters, K. A. (2015). Teachers’ agency in the face of an English language policy mandate: A Nicaraguan story. American Anthropological Association (AAA). Denver, CO. November 18-22.

 

Masters, K. A. (2015). Bringing solicited and non-solicited help into critical consciousness: Questioning volunteers’ roles in English as a foreign language policy. Multidisciplinary Approaches in Language Policy and Planning. Calgary, Alb. September 3-5.

 

Kisselev, O., Amory, M., Ja, D., & Masters, K. A. (2015). Training teachers in classroom interactional competence: Moving beyond traditional models of teacher-centered mediation. CARLA Conference on Language Teacher Education. St. Paul, MN. May 16-18.

 

Kisselev, O., Amory, M., Ja, D., & Masters, K. A. (2015). Outstanding paper: The effect of peer-mediated interaction on interactional competence: Evidence from an advanced Russian classroom. Pennsylvania State University, Department of Applied Linguistics Roundtable Session. State College, PA. January 23.

 

Henze, R., & Masters, K. A. (2014). From policy and disempowerment to locally meaningful practice: Rural Nicaraguan teachers engage the English requirement. American Association for Applied Linguistics (AAAL). Portland, OR. March 22-25.

 

Henze, R., & Masters, K. A. (2013). Problem posing, partnership, and inquiry-based language learning in Nicaragua. The Fellowship for SJSU Faculty Women Lecture Series, San José State University. San José, CA. October 16.

 

Henze, R., Coelho, F., Masters, K. A., & Menard-Warwick, J. (discussant). (2010). What does “culturally responsive pedagogy” mean in a rural EFL context? CATESOL Annual Conference. Santa Clara, CA. April 23-24.