Chair: Irene Kosmas

9:30 - Marianne Laplante, Alexandre Dupuy, & Charlène Spencer Nault

A person was raped, who is the agent? Media, sexual violence and agentivity

This paper focuses on the media coverage of cases of sexual assaults committed by public figures in the Québec cultural landscape who were accused publicly by their victims in the midst of two #MeToo movements. We consider four cases, namely Gilbert Rozon, Éric Salvail, Julien Lacroix and Maripier Morin. While the former two cases have been to court, the victims in the latter two have not chosen a legal path. We are interested in how the media talk about the sexually violent acts denounced, more precisely through the usage patterns of syntactic agentivity depending on if the case was legalized or not. Our data consists of headlines and first paragraphs of all the articles published about the cases, from the initial denunciations to the latest developments, in three influential francophone newspapers in Québec. Considering that syntactic agentivity has the power to affect our perception of an event in journalistic settings (Henley et al., 1995; Clark, 1992), we will argue that the media coverage of the sexual assault cases analyzed reinforces the ideology that legalized cases are more credible and severe than those that are not.

10:00 - Yifan Wu

Stylizing Asian: Nigel Ng's Performance of Uncle Roger with Mock, Mix, and Mediated Asian English 

This paper examines the linguistic features used by Nigel Ng to perform his better-known YouTube character “Uncle Roger.” As a Malaysian-born, UK-based comedian, Nigel Ng’s English is considered to be “linguistically white” with very few accented features presented. Meanwhile, as a middle-aged FOB immigrant from Hong Kong, “Uncle Roger” presents stylized Hong Kong English (HKE). The author analyzes the four most popular videos uploaded on his YouTube channel to explore the linguistic features of “Uncle Roger”, including zero copula and monothongization. The analysis shows that a) the stylized HKE is a mock language mixed with various features from different Asian language varieties; b) Nigel Ng’s performance of HKE features is inconsistent throughout the videos; and c) the performance of HKE is mediated strategy as a legitimate mockery to decenter Whiteness and authenticate Asianness. 

Sadia Banerjee graduated with a PhD in applied linguistics from York University in 2020. With over 15 years of experience teaching ESL, Sadia has developed a deep understanding of the challenges faced by language learners and has dedicated her teaching career to exploring innovative solutions to support their learning. One of her primary research interests is the role of gestures in the classroom, and how they can enhance language learning. Her work in this area has focused on the understanding of language learning experiences from multidisciplinary perspectives, specifically highlighting how meanings of embodied practices in the process of student engagement and comprehension may vary across ELL contexts and are subject to multiple interpretations. As a professor at Centennial College, Sadia brings her expertise to the classroom, where she values and promotes student engagement through embodied practices. For example, she often uses gestures and other non-verbal cues to help students understand complex concepts and encourages them to use similar strategies in their own learning. Sadia ’s commitment to improving language learning through innovative pedagogy and research will continue making a difference in students’ learning and engagement in the classroom. 

Abstract: 

In the keynote speech, I will be discussing my doctoral research on the multiple meanings of gestures in L2 contexts and the importance of a transdisciplinary approach to gesture research and ELL teaching and learning, in general. Specifically, I will explore how gestures represent cognitive, social, semeiotic, and discursive meanings that have significant influences on L2 pedagogies.

Gesture research in (applied)linguistics focuses on cognitive and communicative functions of gestures in L2 learning. Unlike the ongoing developments in SLA research that incorporates alternative theoretical approaches, gesture research has not been progressed much. Current linguists understand language learning from a holistic perspective because it involves the use of cognitive, semiotic, and multimodal resources. If language learning is conceptualized as “a process of embodied participation and resemiotization” (Wei, 2018, p. 17), a broader understanding of gestures is necessary to replace the narrow view of gestures as "appendages to language" (Norris, 2004) with an integrated approach that utilizes multidisciplinary knowledge about embodied practices. My research specifically responded to these limitations, in which I explored gestural representations from multiple but complementary theoretical approaches such as mediation (Vygotsky, 1978), multimodality (Kress, 2010), discourse and the body (Foucault, 1979), and performativity (Butler, 1999). 

My findings suggest that each theory provides a distinct understanding of gestures that influence classroom meanings in multiple ways. For instance, while gestures may aid teachers and students in scaffolding the teaching-learning process, they may also be used as multimodal signs to negotiate pedagogies. Additionally, teachers' gestures may reflect disciplinary techniques that are imposed on students' bodies to regulate them according to a discursive understanding of ESL learners. In the keynote speech, I will emphasize how understanding of communication and learning as such is necessary not only for meaningful student engagement but also for challenging assumptions about what constitutes learning in the classroom. 

Chair: Marianne Laplante

12:00 - Irene Kosmas

Examining the Impact of a Global Practicum on TESOL Practicum-Students' and Mentor-Teachers' Professional Development

Teaching English as a second language (TESOL) requires global and cross-cultural competencies, yet TESOL practicum-students often lack opportunities to teach English abroad and immerse themselves in a new cultural and educational context. International mentor teachers may also wish to develop their own intercultural competence and professional skills. A global practicum could benefit both groups through collaboration, communication, and experience. Little is known about what exactly takes place during field experiences in English language teaching, and existing literature primarily focuses on how practicum-students benefit from learning from their mentor. Understanding the impact of a global practicum experience on both practicum-students and mentor-teachers is crucial for designing effective TESOL teacher education programs. This study aims to explore the personal and professional development of a TESOL practicum-student and international mentor teachers during a global practicum, and to inform decisions about the inclusion of global practica experiences in TESOL teacher education programs. The research will use a case study approach to gain an in-depth understanding of the situation and the meaning for those involved. This study will contribute to the development of global practica in TESOL programs and inform future research in this area.

12:30 - Camila Gonzalez Bravo

Vocabulary in urban contexts using multimodality: a pedagogical proposal

In this proposal, I present an activity that represents an alternative to the presentation of vocabulary focusing on some key concepts: multimodality, theory of space, and collaborative learning. Considering that the study of foreign languages has the difficulty of studying a cultural element that is not present in the life of the students, this paper will propose an activity to study vocabulary in a contextualized space. This activity will allow students to access social spaces in Latin American contexts using photography, and technology so they will not have to travel or even leave their classrooms or homes. The main purpose is to understand social spaces through the discovery lexical items in a natural environment through the observation and description of urban photographs, which represents a change to the traditional way of presenting vocabulary. Through a collective and technology mediated process, the students will create a multimodal artifact that can be share with other students. Then, the process of learning will occur, first, from the production of the artifact, and second, from the presentation and exchange of the artifacts produced among students. 

Chair: Griffin Cahill

2:00 - Kamala Muthukumarasamy

Exposure and Input Effects on Retroflex Perception and Production in Heritage Tamil Speakers 

This presentation will explore heritage Tamil perception and production. A heritage language is a minority language spoken in specific familial and cultural contexts. There is incredible variation among heritage language speakers, as their acquisition heavily relies on familial usage, consistent exposure, and personal motivation. The purpose of this talk is to explore how social factors affect Tamil heritage speakers’ perception and production of phonological contrasts not found in their dominant language, English. I will present preliminary findings from my master’s research investigating the impact of input and exposure effects, as well as factors of individual language attitudes and beliefs, on heritage Tamil perception and production of retroflex liquids. Since heritage input differs greatly from majority or dominant language input, the relationship between these social and psycholinguistic factors could provide insight on heritage phonological contrast retention in perception and production. Specifically, I aim to answer the following questions: Can heritage Tamil speakers accurately discriminate and produce retroflex liquids and their non-retroflex counterparts? What exposure and input factors affect accuracy in discrimination and production of these consonants? How do individual language beliefs, attitudes, and motivations affect accuracy in discrimination and production of these consonants?

2:30 - Javeria Rebaz

Heritage Language Maintenance strategies and Challenges: A case study of Pakistani families in Toronto

This study aims to explore the heritage language maintenance (HLM) strategies and challenges of Pakistani families living in Toronto, Canada. Language shift and maintenance occur when people are exposed to other dominant languages. This qualitative research aims to investigate the challenges and strategies Pakistani parents use to maintain their heritage language which may help other Pakistani immigrants’ parents facing similar challenges. There are many studies on language maintenance and shift (Xia, 1992; Fishman, 2002; Kwon, 2017), but only a few studies focus on Pakistan's heritage language. Though some of the findings of other languages are relevant to Pakistan's HL maintenance context, those findings are not fully applicable due to Pakistan's colonial past and unique challenges. For this study five Pakistani families are chosen who have either successfully managed or are trying to maintain their heritage languages. They will be interviewed using semi-structured questionnaire to explore and document the strategies used for language maintenance.  

Chair: Kamala Muthukumarasamy

3:30 - Griffin Cahill

In the Ejective Seat: A Survey of An Areal Feature of the Caucasus 

Even a millennium ago, the Caucasus was referred to by Arab geographers as “the mother of tongues,” noting the myriad languages spoken there (Catford 1977; Comrie 2008, 132). One distinctive, and oft remarked feature present across languages and language families in the languages of the Caucasus is the ubiquity of ejective consonants (Beguš 2021, 689). This paper investigates this phonetic areal feature and discusses the presence, or absence, of these ejectives in the phonologies of the languages of the Caucasus. I elaborate on four specific case-studies to highlight differing, unique, and shared aspects of ejectives in the region. First, I discuss the phonetic and phonological quality of ejectives in Georgian. Secondly, I consider the debate over the origins of ejective consonants in the Ossetian language. Next, I dive into the cross-linguistically noteworthy consonant inventory of Ubykh, which counted a great many ejective consonants. Finally, I scrutinize the absence of ejectives in Kumyk. I conclude on an examination of the diversity of the realization of ejectives in the Caucasus region and their distinction as marked-segments-in-chief of the area. Ultimately, this paper illuminates the need for further phonetic and phonological study on the languages of the Caucasus.

4:00 - Katie Slemp

The use of gender-inclusive Spanish innovations on TikTok

Social media has been used since its inception as a means of language change, whether intentional or not. TikTok is predominantly used by young Millennials and Gen Z, and consists of short videos with a caption and various hashtags, which based on the algorithm, may place videos on an individuals’ For You Page (FYP). These hashtags may contain common acronyms such as #AITA (Am I the Asshole?) or #FYP or other words such as #funny. Generally, these hashtags are applicable to the video content, which can range from 10 seconds to 10 minutes. However, some hashtags are not applicable to the content, and it remains to be investigated how the use of gender-inclusive language in Spanish is utilized in hashtags and whether the terms are relevant to the content of the videos or simply used to place videos on individuals’ FYPs. This projects uses a data mining methodology to examine the relationship between gender-inclusive Spanish terms (i.e. #latine, #latinx, and #latin@) and the content of the videos. Examining this relationship will provide further knowledge on how gender-inclusive innovations are incorporated on social media and are spreading through society at large. 

Chair: Brittney O'Neill

10:45 - Naeimeh Mojerloo

Digital Accessibility: Are the built-in features enough to claim Flipgrid accessibility 

The inclusion of students with special educational needs and students with disabilities (SWDs) in educational activities is a pressing concern in today's Language classrooms. This paper investigates the efficacy of two accessibility features of Flipgrid, a popular video discussion app, in promoting inclusion for SWDs. The user-testing method (Lazar et al., 2015) was employed in this analysis to evaluate the closed captioning and immersive reader features in the context of the POUR (Perceivable, Operable, Understandable, and Robust) principles of accessibility. The results showed that while Flipgrid's closed caption feature can be a valuable tool for synchronization, it is not perfect with regard to accessibility and equivalence. Issues such as misidentification of phrases, lack of support for non-English speakers, inability to modify caption size, font, or position, and lack of adherence to the Web Content Accessibility Guidelines (WCAG, 2019) were observed.  The Immersive Reader feature was found to be a beneficial resource for students who require additional reading assistance. However, similar to the misidentification of content observed on closed captioning, it was found that the picture dictionary tool may work best when utilized in conjunction with text-to-speech features, as the complexity of the visuals can obscure the meaning of the term. This analysis concludes that Flipgrid is an effective tool for including SWDs in educational activities; however, its accessibility features need improvement to ensure the full inclusion of all learners. The findings demonstrate that, while technology can be a powerful enabler of inclusion, there is still a need to develop further effective solutions to ensure that digital learning is accessible and equitable to all students.

11:15 - HaEun Kim

‘Equitable multilingualism’ for equitable access to learning: Addressing the digital and linguistic divide in connected higher education for refugees

This presentation will argue that addressing the digital divide for refugee learners accessing higher education in displacement also involves addressing the linguistic divide, particularly as we live in a world of ‘interlanguage inequality’ where academic digital resources and learning opportunities available require fluency in colonial languages like English, French, Spanish, etc. (Wee, 2011). This presentation focuses specifically on English as the majority of connected tertiary programs associated with the UNHCR are offered in English (see Programme Archive in CLCC, 2022). It is crucial that as connected higher education becomes a key strategy for access, universities involved in this work expand their use of technology to deliver programs to integrate technology-mediated language education for digital-skills and language development. This argument is based on an emancipatory approach that argues literacy (i.e. English literacy and digital literacy) only empowers people when it renders them active questioners of the social reality around them (Freire & Macedo, 1987).

Yvette Freake completed her PhD in Sociolinguistics from York University in January, 2023 passing her defense with no revisions required. She holds an MA from York University in Sociolinguistics and a BA with a double major in Russian Language and Literature and Linguistics from Memorial University. The academic journey to complete her PhD was unique, like many others, and she strives to provide advice and insight into the ups and downs of her time in academia, while providing insight on career paths outside of academia. Her curiosity and passion for language regard and continuous learning drove her to focus on the English varieties spoken within Canada after living in more than five provinces. Today, she works as a corporate responsibility coordinator at EY, and has found a new passion for helping build the company’s strategy and use of resources to help create a positive impact in the communities EY is located. Her move to the private sector is not the end of her academic journey as she continually finds opportunities to keep a foot in academia.

Abstract: 

The journey of a PhD candidate differs from the next, yet most candidates have a similar roadmap set out by the university: course work, comprehensive exams, dissertation proposal and ethics (if relevant), experimental/study design, data collection/research, analysis, writing, and finally, defense. However, this does not always goes as planned and there is a huge amount of responsibility on candidates to complete the stages following the comprehensive exams with little guidance from students who have gone through the process. 

I provide insight on my PhD journey, alongside a discussion of my research and findings presented in my dissertation, So You Think You Speak Canadian English: A Study of Language Regard and Lexical Variation of English-Speaking Canadians. This study provides a comprehensive investigation of the language regard of English-speaking Canadians towards varieties of Canadian English, alongside a variationist study of 13 previously studied lexical variables and 10 new lexical variables. The methodology provides insights into the use of an online survey, including an online map task, while addressing the strengths and weaknesses of collecting data in this manner. Findings suggest that Canadians from different regions harbour perceptions towards Canadian English based on their region of origin, with some areas (e.g., Newfoundland and Labrador, and Québec) appearing more salient to participants than others. The findings from the analysis of the lexical data echo previous findings (e.g., Boberg, 2010, 2016; Gallinger and Motskin, 2018) while also highlighting regional variation in some variables that have not previously been studied, suggesting further research is needed focusing on these variables. 

Chair: Naeimeh Mojerloo

2:00 - Brittney O’Neill

“Making it about dance and not making it about gender”: Discourses of gender, movement, and role in West Coast Swing dancing 

Through extensive activism, West Coast Swing (WCS) dancers, have now successfully delinked gender and dance role in the majority of WCS competition rules (WSDC 2021). These changes have been accompanied by changes in linguistic norms, privileging so called degendered terms like “leaders” and “followers” and articulations of the dance that do not reference gender. While this language and the potential for dancers to learn either role is increasingly taken for granted, it is not yet clear how movement stylizations—traditionally gendered and linked to a gendered role—will be navigated in a degendered participation model. This ongoing study uses patchwork ethnography (Günel et al, 2020) to explore linguistic and physical discourses of (de)gendered movement in WCS. While dominant discourses generally avoid referring to gender, focussing instead on roles, ways of moving have strong indexical links to gender in the wider societies that dancers move in daily (Hanna, 1988). Thus, the association between stylizations and roles, as well as evaluations which index stereotypical gender (e.g. “beautiful followers”), risk reinforcing associations between gendered movement and the supposedly degendered dance roles, thus complicating dancers’ participation in the role(s) of their choice.

2:30 - Sophie Hambleton

Ovary Motional:  Exploring Gender and Identity Through Roller Derby Names 

Roller derby is an amateur sport with roots in alternative and anti-establishment subcultures.  It's also a sport created by women and largely played by women and femmes. Through the use of a unique roller derby name players are able to create and subvert social identities and explore the idea of gender in unique ways.  My research focuses on a group of roller derby players in England and what they feel makes a good roller derby name, as well as a large database of registered roller derby names from around the world. 

Chair: Katie Slemp

3:15 - Amra Travancic & Sabrina Meco

Learners' Experience and Perception of Activities Informed by Plurilingualism 

This study seeks to examine the perceptions of intermediate adult learners of plurilingual activities in two different contexts in order to explore the potential impact and benefits. While prior research on plurilingual approaches has largely focused on the experiences and perceptions of teachers and students in university context, our study employs action research to investigate two different adult learner contexts: the multilingual context for English as a Second Language (ESL) with 15 participants, and the monolingual context for English as a Foreign Language (EFL) with 10 participants.  The intervention involves three plurilingual activities in both contexts over a three-week period, with three data collection tools providing triangulation. The data is thematically analyzed immediately following each stage of the intervention, using a grounded theory approach. The current lack of awareness and understanding among teachers and students regarding plurilingual approaches necessitates further classroom-based research to explore their affordances and limitations. Our study seeks to address this gap and contribute to the existing literature. It is important to acknowledge a potential ethical limitation of the study, given the pre-established relationship with the participants, making it potentially biased on both sides.   RQ: How do learners in two different contexts (ESL multilingual and EFL monolingual) experience/perceive activities that are informed by plurilingualism?  Key words: plurilingual activities, action research, ESL, EFL, students’ perceptions

3:45 - Jonathan Amanatidis

Language Learner Motivation: a video exploration 

This video is a debate and exploration of the topic of language learner motivation, presented through three characters each representing a particular lens to consider motivation - engagement, investment and identity, and emotions. Each character, portrayed by the author, introduces their lens, presents connections, conflict, and overlap among competing theoretical perspectives, and offers suggestions for applications and pedagogy. Onto-epistemological assumptions are called into question, and agreements in philosophy and pedagogy are noted. The aim of the project is to navigate the tension between creating a work that is academically rigorous and grounded in applied linguistics theory - including evidence from empirical research - yet also understandable to a lay audience through a dramatic presentation.

4:15 - Melanie Simpson

Spoken Language Bilingualism for Deaf Learners in 2023

Language has always been at the core of our educational practice in deaf education, but in 2023, it is time to explore new language possibilities for deaf students.   Until recently, signed language was the most readily accessible avenue for communication for deaf students. However, in the current context, the majority of deaf students communicate primarily through spoken language and are educated in inclusive settings, not at schools for the deaf.  Over the past two decades, the combination of wide-spread implementation of newborn hearing screening and early amplification with hearing technologies including cochlear implants (CIs) has afforded meaningful access to spoken language during the critical language development period for most deaf children. Early interventionists and educators have taken a new perspective of encouraging bilingualism or multilingualism, in home languages and the majority language, and in languages that may be spoken and/or signed. This shift has opened doors to education in spoken language bilingual settings (e.g., French immersion, heritage language programming) - doors formerly closed to deaf students.   In this presentation I will present some early data from research looking at family decision-making around choosing to educate their deaf children in French minority schools. 

Chair: HaEun Kim

5:00 - Ruba Kallab

Trauma Informed Teaching Strategies at Adult ESL Classrooms 

This abstract highlights the importance of trauma-informed teaching practices in adult ESL classrooms, particularly in Canada. Trauma can impact a student's ability to learn and participate in the classroom. As a result, teachers must create a safe and supportive environment that takes into account the different needs and experiences of their students. Unfortunately, teacher training programs tend to concentrate mainly on language and methodology, with minimal emphasis on how to promote self-advocacy among students.  Trauma-informed teaching practices involve creating an inclusive and compassionate learning environment, where students are respected and supported, and their experiences are validated. This means that teachers need to learn about trauma and how it affects adult learners, be able to spot the signs of trauma in their students, and use strategies that help them heal and get back on their feet.  In Canadian adult ESL classrooms, where students come from diverse cultural and linguistic backgrounds, the importance of trauma-informed teaching practices is even more pronounced. Teachers need to be aware of the possibility of trauma triggers, especially when they ask students to share their own stories and experiences.  Trauma-informed teaching practices can also help teachers and students build trust, feel more like a community, and make learning more interesting and meaningful. Putting trauma-informed teaching practices into adult ESL classrooms can help support the success and well-being of all students, no matter where they come from or what they've been through.

5:30 - Olabisi Abiola

Obidient: the social trajectory of a political slogan

Shortly after Peter Obi, a former state governor, publicly announced his decision to run in the 2023 Nigerian presidential elections, Obidient, a term introduced by one of his social media supporters, went viral. The slogan gradually became adopted by Nigerians and activists who had earlier clamored for political reforms through the #ENDSARS protest. Inspired by Hodge’s (2014) documentation of the trajectory of the political slogan, ‘Yes, We Can’, and its significant impact on electorate choices in Barack Obama’s 2008 presidential campaign, I examine a political slogan in a different context, which, unlike Obama’s, emerged online. Hodge (2014) found that ‘Yes We Can’ as a slogan indexes social narrative by invoking multiple intertextual chains that generate traction and public attraction to Barack Obama’s manifesto and candidacy. Using data obtained from Twitter, YouTube and some national dailies, this study identifies discourse features and contextual factors that contribute to the greater diffusion of Obidient and Mr. Obi. Replicating Hodges’ (2014) interdisciplinary approach to analyzing a campaign slogan in Nigeria highlights similarities in the slogans’ trajectories and human socio-discursive behavior across countries in two continents and with distinct histories and political norms. 

Reference: 

Hodges, A. (2014). ‘Yes, We Can’: The social life of a political slogan. In C. Hart & P. Cap (Eds.) Contemporary Critical Discourse Studies, 349-366. https://works.bepress.com/adamhodges/51/