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John Ayodeji Odudele

Applied Linguistics (MA)

Race and native speakerism: Black African teachers’ experiences in Turkey

Research on race and native speaker status in language teaching provides little insight into Black African English teachers (BAETs) in the diaspora. To address this gap, this study examines how aspects of BAETs' positionalities - such as race and native speaker status - create barriers in their professional and societal lives in Turkey. Data from twelve semi-structured interviews of BAETs were analyzed using thematic analysis. Findings suggest that race-related barriers trump language-related ones and that Blackness fundamentally shapes the perception and value of BAETs’ linguistic expertise. Even if participants possess the same or superior qualifications as their White colleagues, they endure additional hardships due to their race (e.g., racial slurs, and lower wages). Drawing on Foucault and Bourdieu’s theories of power and capital, along with Flores and Rosa’s concept of raciolinguistic ideologies, this study enhances our understanding of how racial hierarchies of power and capital systematically devalue BAETs' linguistic expertise and professional worth.

Gina Schlobohm

Applied Linguistics (MA)

Language ideologies and the Sugt’stun orthography

An orthography is a writing system for a language, which includes how sounds are represented such as alphabets, spelling norms, word boundaries, and punctuation. Orthographies often represent more than just the functional or communicative parts of language but are also sites of struggle over power, politics and identity. To better understand these conflicts this research situates them within a linguistic ideology framework viewing texts regarding orthographic development and Facebook posts as "ideological sites" (Silverstein, 1979). Linguistic ideologies are sets of beliefs about language held by communities that explain or justify language structure and use, often in the interest of social or cultural groups. This research attempts to identify linguistic ideologies through qualitative analysis of data from the Comparative Eskimo/Aleut Facebook group and other texts to discover impacts of language ideologies in the Sugt’stun orthography on the Sugpiaq community. By using a linguistic ideology framework, this case study of the Sugt’stun orthography hopes to link linguistic documentation and description to a larger ��򽴫ýn/Sugpiaq sociohistorical context. This research looks at how language description and documentation is filtered through language ideologies–because linguists have them too–and demonstrates that orthographies are not neutral parties.

Erika Alarcon

TESOL Minor

Cultivating language and science: Implementing a project-based hydroponics unit in the ESL Classroom

Theoretical Foundations PBLL is rooted in socio-constructivist theory (Vygotsky, 1978) and experiential learning (Dewey, 1938), emphasizing the role of meaningful, task-based engagement in language acquisition. This approach positions scientific inquiry as a vehicle for second language development, aligning with Content and Language Integrated Learning (CLIL) (Lyster 2007). Key characteristics of PBL in language learning include authentic, inquiry-driven tasks that encourage collaboration, critical thinking, and the integration of academic language within real-world contexts (Beckett, 2024; Gras-Velázquez, 2020; Li, Chen, & Zheng, 2012). Application: Hydroponics Project in an ESL Classroom The presenter will outline the thematic unit built around a hydroponics project, demonstrating its application of PBLL principles: -Pre-task and Pre-teaching: Scaffolding content and language for accessibility -Developing the Driving Question: A student-led inquiry approach to engage learners -Building the Hydroponic System: Hands-on STEM learning with language immersion -Student Experiments: Individualized hydroponic setups and ongoing data collection Analysis & Reflection The session will conclude with a teacher reflection on key outcomes, including: -Student Autonomy & Agency: Encouraging ownership of learning -Motivation & Confidence: Increasing engagement through real-world problem-solving -Collaboration & Academic Language Development: Enhancing communication skills in STEM contexts This presentation will offer practical insights into integrating PBLL in ESL instruction, highlighting its potential to foster language acquisition, scientific literacy, and critical thinking skills.

Bryce Tasso

Applied Linguistics (MA)

Text-based AI chatbots and learner-directed language learning: Benefits and Challenges

This presentation will review the extant literature on AI (artificial intelligence)-powered chatbots in the context of second/foreign language learning. ESL and EFL (English as a second/foreign language) learning will be the primary focus of the paper, as most of the reviewed studies were conducted in English language learning settings or are primarily concerned with English language learning. The presentation will start by defining important terms related to AI and chatbots, such as chatbot-assisted language learning, generative AI, large language models, and machine learning. It will then discuss both the potential benefits and drawbacks of using AI tools in learner-directed language learning. Major implications of the usage of text-based AI chatbots in learner-directed language learning will be brought forth, including potential increases in learners’ motivation and interest as well as concerns about their potential drawbacks such as inaccuracies, biased responses, and the novelty effect. Finally, as most of the existing literature has been conducted in the context of English language classroom learning, the paper will conclude by noting the current gap in the literature regarding utilizing AI chatbots for Japanese language self-study, tying into and setting the stage for my thesis research.

Sooyoung Kang

Applied Linguistics (MA)

Building proficiency, thinking critically: ESL students’ perspectives on learning English

This presentation examines ESL students’ perspectives on learning English in a university ESL program that integrates language development with critical awareness through cultural engagement. As a part of a larger inquiry, this study draws on transformative learning and teaching, critical language pedagogy and sociocultural approach to second language acquisition. It explores the following research question: “How do ESL students perceive the relationship between language learning and critical thinking in a university ESL program?” The analysis is based on student interview data collected in two phases – September and December in 2024 – from three ESL students at the University of ��򽴫ý Fairbanks. By comparing responses across these two time points, the study investigates the relationship between language proficiency and critical thinking while focusing on shifts in students’ perceptions and how their experiences evolved over time. Preliminary findings suggest that the faculty’s collaborative efforts to incorporate informal learning activities into the curriculum play a crucial role in nurturing students’ confidence and critical reflection on their learning experiences. For instance, attending local and campus cultural events deepens students' understanding of language in social contexts. Combining open discussions with constructive feedback can also significantly build students’ confidence by creating a supportive and respectful learning environment.

Arianna Wyanski

Linguistics (BA)

Irish language education in Ireland

Since the Republic of Ireland gained independence in 1922, it has been a main goal of the government to try and reestablish Irish as a prominent language within the country. This goal has been pushed onto the school system to teach students the Irish language so that it may regain status as a living language. However, this has not proven to show much success, and few individuals use Irish on a daily basis. In this study, I conducted an interview with a teacher of Irish at an Irish university, who learned Irish in elementary school and eventually decided to teach it at the university level. Unlike previous studies which paint a negative picture of bilingual education in Irish schools, findings from this study suggest that while there are some limitations centered around the teaching methods and materials being “old fashioned”, it only further motivated my participant to become a language teacher and bring new methods and materials to the profession, such as role play and books depicting less traditional gender roles.

Julie Perez

Linguistics (BA)

Translanguaging in language classrooms

Translanguaging allows language users to use their entire linguistic repertoire in a variety of communicative modalities. The incorporation of translanguaging in language classrooms results in diverse language production and inclusive curricula. Previous research focuses on translanguaging in language courses in bilingual education programs, but there is minimal focus on translanguaging in ESL (English as a Second Language) courses. In this study, an instructor who teaches a university intermediate-level ESL course participated in a short interview to establish their perspective on translanguaging pedagogy. Additionally, interactions and activities implemented in two separate 2-hour class sessions were recorded to analyze the ESL students’ utilization of their linguistic repertoire. This data is used to discuss the instructor’s language policy and identify the purposes for the students’ utilization of their linguistic background and modalities of communication in their language production. Findings suggest that the ESL instructor feels indifferent to translanguaging pedagogy and there were minimal translanguaging practices performed by the students and instructor in this language classroom. Although this ESL classroom does not explicitly incorporate translanguaging pedagogy, the students are encouraged to communicate using different modalities and share connections to their cultural backgrounds.

Ashley Yoder

Linguistics (BA)

Evaluation of assessments for aphasia in deaf and bilingual populations

Purpose: To conduct a review of the assessments used for patients with aphasia and analyze whether these assessments account for individuals who are bilingual (including in ASL). Method: This study reviews five assessments commonly used by speech language pathologists to diagnose aphasia (the disorder that impedes the ability to produce and understand outwardly expressed and written language). Data includes systematic overviews of these assessments, as well as information provided by the assessment providers on their commercial websites. I used Sung et al.’s (2024) framework to evaluate how each assessment accounted for multilingualism at the morphosyntactic, lexical-semantic, and phonological levels. Results: The assessments do not fully account for bilingual patients. Some assessments have been directly translated into other languages, without taking into account validity issues. Conclusion: As more research is done on multilingual and Deaf, signing individuals, ways to better accommodate bilingual individuals should be explored as the aging and multicultural population increases, directly impacting incidences of aphasia. By applying a framework that holistically assesses both languages of the individual, we can more accurately assess the aphasia diagnosis.

Calyssa Saporito Mills

Linguistics (BA)

Middle to Modern English epic poetry syntax trends

Epic poetry has been a part of the English Speaking world for hundreds of years, from the work of ‘Beowulf’ in Old English to those like ‘The Canterbury Tales’ by Geoffrey Chaucer in Middle English; to more recent works like ‘The Cantos’ by Ezra Pound and ‘Omeros’ by Derek Walcott. Most previous research looks into the structure of various English poetry in isolation, not considering how these standards or appearances have changed over time. This research project investigates some of the ways that Modern English Epic Poetry differs from its Middle English counterparts. Particularly, I examined whether the structure of the sentence was V2 or V3 form, and what part of speech the head was a part of. To obtain data for this I read through select chapters of 'The Canterbury Tales' and 'Omeros', compiled and sorted the data based on the morphosyntactic forms of the heads that each poetic line took. I believe, much like you’d hear from any history student, that the past informs the present, and in this I also believe that studying the way Poetry conventions used to be will inform us the path they took to become the conventions we know today.

Victoria Middleton

Linguistics (BA)

Identidad e idioma en Perú

Language attitudes, whether negative to positive, affect how people perceive their native languages and use them in the real world. Attitudes towards Quechua, an Indigenous language of Perú, have influenced whether Quechua children grow up using their heritage language and the accuracy of Quechua bilingual education. Language attitudes aren’t as simple as not liking a specific language. They have deeper implications socially, politically, and economically which can then translate to financial inequality, lack of basic human rights, and prejudice/racism. To dive deeper into these attitudes and learn more about the root causes of these behaviors, I interviewed 5 Peruvians, who from a US perspective would most likely be identified as Indigenous. Some self-identify as Quechua and Indigenous, whereas some do not. These unique worldviews give us a great perspective on why Quechua bilingual education is not as successful as other heritage language bilingual education programs in other countries and why Quechua is considered an endangered language.

Duncan Forrest

Linguistics (BA)

Tied by stories: Narrating identity and expertise among Fairbanks climbers

Recreational climbers construct and share stories that involve risk, identity, and expertise, transforming individual experiences into collective meaning for the climbing community through discourse. Despite climbing's inherently high-risk nature, naturally creating dynamic and engaging stories, its narrative dimensions remain unexplored in scholarly research. This study draws from open-ended focus groups with climbers in the Fairbanks area, demonstrating how climbers use linguistic resources to express social identity within the community. Five participants representing a range of levels of expertise were divided into two focus groups for conversational encounters that lasted a total of 150 minutes. Data was logged and coded for first-person narratives and direct references to community and risk. Select narratives were transcribed following Santa Barbara conventions. These transcriptions underwent an ethnographically informed discourse analysis to examine how climbers construct meaning, negotiate identity, and enact expertise through their stories. Findings suggest that more experienced climbers construct more elaborate narratives by including codas and abstracts as well as using lexical evaluation to metalinguistically frame their narratives and link them to the questions posed to the groups. It is argued that well-constructed narratives perform the role of experience-based trust-building for climbers- an essential event in this dangerous sport.